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COVER SHEETSurname: SHABALALA Initials: J
Student number: 2017294352 Phone: 0738540001
Title of your assignment:
Definitions
Plagiarism implies:
direct duplication of the formulation and insights of a source text with the intention of presenting it as one’s own work.
Academic writing misconduct implies:
cribbing in tests and examinations;
collusion and fabrication or falsification of data;
deliberate dishonesty;
purchasing assignments, dissertations and/or theses on the Internet and presenting such documents as one’s own work;
presenting the same work for more than one course or in consecutive years; and
the submission of another person’s work as one’s own original work.
Student statement:
I have read the University’s Policy on the Prevention of Plagiarism and Dealing with Academic Writing Misconduct: (http://www.ufs.ac.za/faculties/documents/H1/HD1/policies/Plagiarism_Prevention_Policy.pdf).
I understand that I must:
abide by all the directives of this Policy, the Assessment Policy, course guides, specific and general regulations and assessment requirements;
seek assistance if I am unsure about appropriate citation and referencing techniques;
accept responsibility for having full knowledge of the Policy;
submit only my own work for any form of assessment, except where:
– the work of others is appropriately acknowledged; and
– the assessor/moderator has required, or given prior permission for, group or collaborative work to be submitted;
refrain from intentionally or negligently deceiving the reader by preventing my own work from being copied by another student, who may or may not have an intentional or negligent aim to deceive the reader;
be aware that according to the Policy, measures for all Level Four violations and repeated Levels One, Two and Three violations are reported and investigated in accordance with the UFS Statute on Student Discipline (see Chapter XIII, pp 50 – 58); and
include with my assignment a Blackboard-Turn-it-in report if required/where applicable.
Signature: …………………………………………….. Date: …………………………………
Table of content
INTRODUCTION
JUSTICE AS EQUITY AND UBUNTU, AND EQUAL EDUCATION OPPORTUNITIES
EVALUATION OF ISSUES IN THE SOUTH AFRICAN EDUCATION LANDSCAPE
3.1 HOW TO REDRESS EQUAL EDUCATION IN SOUTH AFRICA
3.2 JUST NATURE OF S.A EDUCATION
INTRODUCTION
Historically, South African education was more privileged to whites than other racism, this mean that Afrikaans was used as the language for instructor. All this changed in the year of 1994, because it created discrimination between racism. Education is revealed as a success in personal and professional life. Hence, it is important for every child to have access to education. However, in South Africa, education is still unequal comparing the education from public and private schools. In public school, the is lack of facilities and infrastructure such as textbooks, insufficient teachers, access to computer; libraries; and labs for maths and science. Yet, in private schools the is access to those facilities and infrastructure. Various schools in poor and urban average-classes societies still suffer the problem of large classrooms and disgraceful physical conditions and the nonattendance of learning assets Chisholm (2005). Such situations are necessary to be redress so that every child can feel being equal to others regardless of the background situation. The aim is to view the justice as equity and Ubuntu, and equal education and to consider how certain issues in South African education contribute towards unjust education. Furthermore, is to consider the potential of the Nussbaum’s and Kumashiro’s ideas to bring about more just education in South Africa.
2.Justice as equity and ubuntu and equal education OPPORTUNITIES
Justice as equity refers to equal opportunities to resources yet ubuntu refers to values and morals that leads to fairness. Both justice as equity and ubuntu consider the unjust treatment in educational system. The treatment of learners should be the same regardless of the type of school, whether is a public or private school. According to John Rawls (1971), each person is to have an equal right to the most extensive total system of basic liberties compatible with a similar system of liberty for all. Schools that have undeserved disadvantage, not having enough access to resources should not be compared with those who have because the will be differential education outcomes. These can also be referred to justifiable inequality.

3.evaluation of issues in the south African education landscape.

Everyone must be treated equal regardless of class in which they live with. Hence, ‘Ubuntu’ refer to fairness which can also be said doing justice. When looking at the education that is offered in the rural is unprivileged whereas in urban areas is privilege. Yet the department of education expect same education outcome. In rural areas learners are working long distance to schools without any transport, the education that is offered in rural area is poor because teachers have different curriculum than those in urban areas. Accordingly, a learner must get access to equal education no matter where she/he live. The education that is given must not undermine the person’s circumstances rather it must be a justifiable inequality, where outcomes are based on the performance. Most educated teachers are working in private schools rather than in public schools, hence the is poor performance in public schools comparing with the private schools. There even those circumstances whereby the is insufficient teachers which results to available teachers teaching the subject which they are not specializing with.

3.1HOW TO REDRESS EQUAL EDUCATION OPPORTUNITIES IN SOUTH AFRICA
The department of education should redress unequal education by improving the facilities in public schools. Also place professional teachers not only in private schools but in public schools as well to increase the education outcomes of public schools. Moreover, the government should support a strong system of public schooling, as well as a wide provision of non-government schools. This will give learners and teachers an encouragement to do well regardless of having lack of facilities, but they will stay positive. Unlike not giving them support at all, only care about them during the results review. Differential financing levels will be expected to give rise to chance to all learners, in view of socio-statistic factors and levels of school impediment.
3.2JUST NATURE OF S.A EDUCATION
Even though South African education is not equal, the government is trying to implement ways that will just it. In public schools the is food scheme for learners who don’t afford. There also programs that work hand in hand with the social workers in providing school uniforms to learners who are in need, this also include food for at home. The public schools are non-payable, which include fees and textbooks.

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