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EDES 612 Assignment 2025

The document outlines the main assignment for the Post-Graduate Certificate in Education at the University of KwaZulu-Natal, focusing on the analysis of matric pass rates in South Africa. Students are required to critically reflect on the implications of rising pass rates while considering socio-economic disparities and educational inequalities. The assignment includes specific criteria for evaluation, emphasizing engagement with literature, use of data, personal reflection, and adherence to academic standards.

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64 views

EDES 612 Assignment 2025

The document outlines the main assignment for the Post-Graduate Certificate in Education at the University of KwaZulu-Natal, focusing on the analysis of matric pass rates in South Africa. Students are required to critically reflect on the implications of rising pass rates while considering socio-economic disparities and educational inequalities. The assignment includes specific criteria for evaluation, emphasizing engagement with literature, use of data, personal reflection, and adherence to academic standards.

Uploaded by

mthunzi thela
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
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Download as PDF, TXT or read online on Scribd
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University of KwaZulu-Natal

COLLEGE OF HUMANITIES

SCHOOL OF EDUCATION

_______________________________________________

Post-Graduate Certificate in Education

Introduction to Education Studies


EDES 612

MAIN ASSIGNMENT – 2025


Essay = 100 marks
1. Assignment presentation
• Cover page (available on Learn2025).
• Approximately 8 pages (including the cover page and reference list) – look at the mark
allocation and be guided by it.
• Assignments should be typed, using 1½ line spacing, and justified. Font – Times New
Roman
• References in line with APA 7th style.

2. Instruction to Students

Refer to the graph below on matric pass rates for the last ten years. Use this data, along with
key studies and other sources, to answer the essay question posed.

Source: https://www.matric.co.za/nsc-pass-rates-in-south-africa/

3. Essay Question – 100 marks

The matric class of 2024 achieved a record pass rate of 87.3%, which some interpret as
evidence of progress in South Africa's education system. However, underlying socio-economic
and structural inequalities continue to challenge the depth and equity of this success. Drawing
on relevant literature, such as Spaull's (2012) analysis of South Africa's bimodal education
system and Christie and Potterton's (1997) concept of resilient schools, critically reflect on the
significance of this achievement.

Write an essay that critically examines how the increasing matric pass rates may simultaneously
reveal and conceal ongoing educational disparities. In your essay analyse the performance
trends of high-performing and underperforming schools, considering how resource disparities
shape these outcomes. Discuss the factors that enable or hinder school resilience, particularly
in the context of resource constraints. Use data on matric pass rates over the past decade,
insights from course readings, reports (including news media), and your own experiences to
evaluate whether this record pass rate represents meaningful progress or conceals systemic
challenges.

Provide a critical, evidence-based response that demonstrates engagement with theory,


empirical data, and personal reflection. Your essay should adhere to academic conventions,
including proper structure, in-depth analysis, and accurate citation in APA style.
4. Marking Criteria – 100 Marks

a) Introduction (10 Marks)


Criteria:
• Clear presentation of the topic and context of the essay.
• Identification of key issues, including the significance of the matric pass rate
and educational disparities.
• Statement of the central argument or purpose of the essay.
Excellent (9–10) Insightful introduction; clear, focused thesis with well-defined
issues.
Good (7–8) Clear introduction: key issues identified but lack some depth or
precision
Satisfactory (5–6) Adequate introduction: issues or thesis may be somewhat vague
or incomplete.
Poor (0–4) Little to no introduction; unclear or missing focus.

b) Engagement with Literature and Theory (25 Marks)


Criteria:

• Critical engagement with key theoretical perspectives (e.g., Spaull’s bimodal


education system and Christie and Potterton’s resilient schools).
• Integration of relevant course readings and literature.
• Use of supporting evidence to evaluate the implications of rising pass rates.

Excellent (23–25) Comprehensive use of literature with insightful critique and


synthesis of theory.
Good (18–22) Solid engagement with key literature; some analytical depth
present.
Satisfactory (12–17) Basic understanding of theory; limited critical engagement or
depth.
Poor (0–11) Minimal or inaccurate engagement with relevant theory and
literature.
c) Use of Data and Evidence (20 Marks)

Criteria:

• Integration of data, including matric pass rates over the past ten years.
• Effective use of reports, media, and course materials to support arguments.
• Critical evaluation of data to reveal trends, disparities, and hidden
challenges.
Excellent (18–20) Extensive and insightful use of relevant data and evidence
to support claims.

Good (14–17) Good use of evidence, though with minor gaps or


underdeveloped analysis.
Satisfactory (10–13) Evidence is presented but with limited or superficial
analysis
Poor (0–9) Little to no relevant data or evidence used to support
arguments

d) Personal Reflection (10 Marks)

Criteria:

• Thoughtful reflection on personal experiences within the education


system.
• Connection between personal experiences and theoretical issues discussed.
• Insightful commentary on how these experiences relate to broader
systemic challenges or progress.

Excellent (9–10) Deep, reflective insights that effectively connect personal


experience to theory.
Good (7–8) Well-connected reflections, though some areas could be
expanded or clarified.
Satisfactory (5–6) Reflections are present but lack depth or a clear
connection to theory.
Poor (0–4) Little or no personal reflection or weak connection to the
topic.
e) Critical Analysis and Argument Development (15 Marks)

Criteria:

• Clear, logical progression of arguments.


• Critical assessment of key issues (e.g., resilience, equity, and systemic
disparities).
• Balanced evaluation of competing perspectives.
• Well-supported conclusions based on evidence and critical reasoning.

Excellent (13–15) Compelling, well-developed argument with a high level of


critical thinking
Good (10–12) A coherent and logical argument, with occasional gaps in
analysis.
Satisfactory (5–9) Basic argument structure, but may be overly descriptive or lack
depth
Poor (0–4) Weak or incoherent argument with little critical analysis.

f) Structure and Coherence (5 Marks)


Criteria:

• Clear and logical organization of ideas.


• Appropriate use of headings, paragraphs, and transitions.
• Effective flow of arguments from introduction to conclusion.

Excellent (5) Well-organized, logically structured essay with smooth transitions


Good (4) Generally well-structured, with minor issues in flow or coherence
Satisfactory (2-3) A basic structure is present, but transitions and flow are weak.
Poor (0-1) Poorly organized and difficult to follow

g) Conclusion (10 Marks)


Criteria:

• Summarizes key arguments and insights.


• Reaffirms the thesis with a well-supported final evaluation.
• Reflects critically on both progress and challenges.
Excellent (9–10) A clear, persuasive conclusion that synthesizes key insights
effectively
Good (7–8) A solid conclusion, though with some areas lacking full synthesis.
Satisfactory (5–6) A basic summary of arguments, with limited critical reflection.
Poor (0–4) An incomplete or vague conclusion with minimal summary or
reflection.

h) Academic writing and referencing (5 marks)


Criteria:

• Clear, concise academic writing.


• Appropriate tone and style for a postgraduate-level essay.
• Proper use of APA style for citations and references.

Excellent (5) Excellent academic writing with accurate, properly formatted citations.
Good (4) Good writing style, with minor citation or grammatical issues.
Satisfactory (3) Basic writing style, but frequent grammar or referencing errors.
Poor (0–2) Poor writing style with numerous grammatical errors and incorrect
citations.

Note: Plagiarism and improper use of AI will result in penalties according to institutional
policies. The teaching team reserves the right to submit any work on Turnitin to check for
plagiarism and improper use of AI. An acceptable Turnitin similarity score for postgraduate
students is 15%. Only the lecturers can submit your work on Turnitin. There will be no account
created for students to submit.

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