Student
Education as a key objective of the National Planning Commission of South Africa
1.1. What did you learn from Unit 4? Think critically about a historical event and link that knowledge to contemporary problems (at least 150 words).
‘’In order to understand ourselves, we need to understand Rome’’ – Professor JJ Henning. In Unit 4, I learnt how to think historically in order to understand present day problems. Understanding the logics and processes of historical thinking can prepare one to grapple more meaningfully with compelling human problems in the contemporary world and, of course, in current day South Africa (UFS 101 Module Guide). A historical event that dominates the minds of South Africans at large is the apartheid regime. It has left a visible scar, being the types of schools a child can go to, namely, public, private or model c schools. The minority in the day reserved the best educational institutions to themselves and their children. This segregation is the cause as to why black public schools are in the condition their in. These schools are in need of educational equipment and apparatus to enhance the learning process of their learners. Had there not been racial segregation, there would not have been gaps in then types of schools in South Africa.
1.2. Now using what you have learned from Unit 4, identify and explain the issues involved with
Education as a key objective in the National Planning Commission of South Africa (as the contemporary problem) (at least 150 words).
The National Development Plan is a plan for the country to eliminate poverty and reduce inequality by 2030 through uniting South Africans, unleashing the energies of its citizens, growing an inclusive economy, building capabilities, enhancing the capability of the state and leaders working together to solve complex problems (National Development Plan, 2012). Education is indeed a key objective of the National Planning Commission. The issues faced with regards
1.1. What did you learn from Unit 4? Think critically about a historical event and link that knowledge to contemporary problems (at least 150 words).
‘’In order to understand ourselves, we need to understand Rome’’ – Professor JJ Henning. In Unit 4, I learnt how to think historically in order to understand present day problems. Understanding the logics and processes of historical thinking can prepare one to grapple more meaningfully with compelling human problems in the contemporary world and, of course, in current day South Africa (UFS 101 Module Guide). A historical event that dominates the minds of South Africans at large is the apartheid regime. It has left a visible scar, being the types of schools a child can go to, namely, public, private or model c schools. The minority in the day reserved the best educational institutions to themselves and their children. This segregation is the cause as to why black public schools are in the condition their in. These schools are in need of educational equipment and apparatus to enhance the learning process of their learners. Had there not been racial segregation, there would not have been gaps in then types of schools in South Africa.
1.2. Now using what you have learned from Unit 4, identify and explain the issues involved with
Education as a key objective in the National Planning Commission of South Africa (as the contemporary problem) (at least 150 words).
The National Development Plan is a plan for the country to eliminate poverty and reduce inequality by 2030 through uniting South Africans, unleashing the energies of its citizens, growing an inclusive economy, building capabilities, enhancing the capability of the state and leaders working together to solve complex problems (National Development Plan, 2012). Education is indeed a key objective of the National Planning Commission. The issues faced with regards
Bibliography: Professor JJ Henning’s words at the orientation for law students on January 19th. Ufs 101 module guide, second semester, 2013, page 21 – textbook www.info.gov.za/issues/national-development-plan/development-plan-2012.html - online www.sahistory.org.za/topic/bantu-education-policy - online www.stanford.edu/~jbaugh/saw/Lizet_Education_Inequality.html - online (2012, 10). Impact of Globalisation on Education. StudyMode.com. Retrieved 7, 2013, from http://www.studymode.com/essays/Impact-Of-Globalisation-On-Education-1134762.html - online