CourseOutline HSOC232 1 Jan Jun2024 NF V2 02062024

BOSTON CITY CAMPUS
COURSE OUTLINE
Sociology 2B
(HSOC232-1)
Assessment Strategy: AS4
January – June 2024
About the Institution

Boston City Campus (Pty) Ltd, Reg. No. 1996/013220/07, is registered with the Department of Higher
Education and Training (DHET), as a private higher education institution, No. 2003/HE07/002, in terms
of Section 54(1)(c) of the Higher Education Act, 1997 (Act No 101 of 1997), and Regulation 16(4)(a) of
the Regulations for the Registration of Private Higher Education Institutions, 2002.
Disclaimer
This Course Outline forms part of the ‘Boston Student Rules and Regulations’ and is accurate at the
time of publication. Boston City Campus (Pty) Ltd reserves the right to alter any of the content due to
changes in regulations, market requirements and other reasons.
Website: www.boston.co.za
1 Course Outline-HSOC232-1-Jan-Jun2024-NF-V.2-06022024
CONTENTS
1. COURSE INTRODUCTION 4
1.1 Overview
1.2 The Module
1.3 Notional Hours
1.4 Introduction to SAQA, QCs and the NQF
2. CRITICAL OUTCOMES OF THE LEARNING PROGRAMME 8
3. TEACHING, LEARNING AND ASSESSMENT 11

3.1 Learning Philosophy
3.2 Learning Methodology
3.3 Assessment Strategies and Types of Assessments
3.3.1 Self-Assessment and Recommended Reading
3.3.2 Report Writing
3.3.3 True-False Tests
3.3.4 Open-Book Test/Assignment
3.3.5 Multiple-Choice Question Examination
3.3.6 Student-Centred Interaction
3.3.7 Sample Assignment and Examination Papers and Memoranda
3.4 Feedback to Students
4. STUDENT ACCESS TO IT, LIBRARY AND OTHER RESOURCES 16

4.1 Distance Learners and Support Centres
4.2 Hours of Operation
4.3 Head Office Resource Centre
5. COMMUNICATION AND SUPPORT 18

5.1 Student Support
5.2 General and Administrative Support (Administrative – Not course related)
5.3 Academic Support (Course related – Not administrative)
5.4 Student Wellness
5.5 Summary of Contact Procedure
6. REQUIREMENTS TO COMPLETE THE MODULE SUCCESSFULLY 22

6.1 General
6.2 Comments on the Study Guide and/or Prescribed Textbook
6.3 Prescribed Course Material
6.4 Recommended Reading
6.5 Additional Teaching and Learning Activities
7. MODULE STRUCTURE AND ASSESSMENT SPECIFICS 25

7.1 Module Structure
7.2 Formative Assessments
7.3 Summative Assessments
8. GRADE REQUIREMENTS 28
8.1 General
8.2 Summative Assessment (Examination) Entry Requirements
8.3 Requirements for Promotion and Distinction
8.4 Supplementary Assessments
9. STUDY PROCEDURE AND GUIDELINES FOR COMPLETING ASSESSMENTS 30
10. PLAGIARISM 31
10.1 Copyleaks
11. CONCLUSION 33
ANNEXURES:
A. EXPLANATION OF ACTION VERBS REQUIRED FOR COMPLETING ASSESSMENTS 34
B. PROPOSED STUDY PROGRAMME 35
C. ACADEMIC CALENDAR FOR 2024 46
D. PLAGIARISM INFORMATION SHEET 55
E. BREAKDOWN OF PROPOSED COURSE MATERIAL 60
F. FORMATIVE ASSESSMENT 1 66
G. SAMPLE FORMATIVE ASSESSMENT 1 76
H. SAMPLE FORMATIVE ASSESSMENT 1: MEMORANDUM 82
I. FORMATIVE ASSESSMENT 2 98
J. SUMMATIVE ASSESSMENT 2 125
K. SAMPLE SUMMATIVE ASSESSMENT 1 136
L. SAMPLE SUMMATIVE ASSESSMENT 1: MEMORANDUM 149
1. COURSE INTRODUCTION
1.1 Overview
Welcome to the Sociology 2B (HSOC232-1) module. This Course Outline is intended to assist
students by providing a detailed support document to help you with navigating this specific
module.
Students are regarded as adult learners who are self-motivated and are treated as such.
Boston places students at the centre of the learning process, emphasising learning as an
“individual act”, thus students take full responsibility for their own learning. Educators will
facilitate learning to enable students to achieve the learning outcomes required in each
module.
The purpose of Sociology 2B builds on the understandings from Sociology 2A. Students look
more deeply at the building blocks of society, the processes through which they excerpt
influence, inequalities within society and the role of sociology in responding to these. In
Semester B, Poverty and Development examine theories of poverty and the solutions offered
by development theory and policy, especially in the African context. This module exposes
students to a deepening understanding of the inequalities to which they are introduced in the
first-year and provides an important and useful context for the articulation of these theories.
1.2 The Module
This module is part of a learning programme or qualification that is registered by the South
African Qualifications Authority (SAQA) on the Higher Education Qualifications Sub-
Framework (HEQSF), which is a sub-framework of the National Qualifications Framework
(NQF) and is structured as follows.
• Module name: Sociology 2B (HSOC232-1)

• Learning type: Core
• Course level: 6
• Module credits: 16
• Notional hours: 160
1.3 Notional Hours
The South African Qualifications Authority (SAQA) introduced the model of credits related to
notional hours as part of Outcomes-Based Education (OBE). Notional hours are defined as the
amount of time it takes the average student to achieve the learning outcomes as defined for
each course. The model of notional hours prescribes for this 16-credit module, the notional
hours will be 160.
Notional hours can consist of any combination of the following activities: reading, tasks or
self-evaluation exercises, listening or viewing of tapes and videos, attendance of tutorial or
lecture sessions, participation in discussions or online forums, undertaking experiential or
collaborative learning, completing assignments and research work, conducting interviews,
and preparing for and sitting of examinations. It is important to note that this model considers
workload from a student’s perspective and how much time it would take the average student
to comprehend the knowledge, skills, attitudes and values that are embodied in a particular
course (Kilfoil, 2009) 1.
Within Annexure B of each Course Outline is a detailed Proposed Study Programme to assist
students with the planning of their studies according to a specific academic workload model,
to ensure success in meeting the required learning objectives and activities within the
required timelines as stipulated in the Academic Calendar (Annexure C).
1.4 Introduction to SAQA, QCs and the NQF
Who is the South African Qualifications Authority (SAQA)?
In terms of the NQF Act 67 of 2008, the South African Qualifications Authority (SAQA) is a
juristic person, given a legal personality by law. SAQA has a Board, whose members are
appointed by the Minister of Higher Education and Training. Identified stakeholders in
education, training and related support practices, nominate these members. SAQA's role is
to:
• Advance the objective and oversee the further development of the NQF;
• Coordinate with the Quality Councils, three sub-frameworks of the NQF; and
• Regulate professional bodies.
In terms of qualifications and professional bodies, SAQA must:

• Develop and implement policy and criteria, after consultation with the QCs, for the
development, registration and publication of qualifications and part-qualifications.
• Develop policy and criteria, after consultation with the QCs, for assessment,
recognition of prior learning and credit accumulation and transfer.
• Develop and implement policy and criteria for recognising a professional body and
registering a professional designation.
What are Quality Councils (QCs)?
Quality Councils (QCs) are sector-based structures responsible for the development and
quality assurance of qualifications on the NQF. There are three QCs for the three main sectors,
namely:
• General and Further Education and Training;
• Higher Education; and
• Trades and Occupations.
The three QCs are:

• UMALUSI, the QC for General and Further Education and Training, which encompasses
schools, and public and private TVET Colleges.
• The Council on Higher Education (CHE), the QC for Higher Education and concerns
itself with universities and private higher education institutions.
• The Quality Council for Trades and Occupations (QCTO), the QC for occupations, which
deals with workplace learning and skills development. Such an example is a
learnership.
1
Kilfoil. W.R. 2009. Credits, Notional Hours and Workload. [Web Access] http://www.unisa.ac.za/ [Access Date:
27 June 2011].
What is the National Qualifications Framework?
The National Qualifications Framework (NQF) is a comprehensive system for the

classification, registration, publication and articulation of quality assured national
qualifications. The NQF is the set of principles and guidelines that enables national recognition
of acquired skills and knowledge, thereby ensuring an integrated system that encourages life-
long learning.
NQF Objectives
The objectives of the NQF, as outlined in the NQF Act 67 of 2008, are as follows:
• To create an integrated national framework for learning achievements;
• To facilitate access to, and mobility and progression within, education, training and
career paths;
• To enhance the quality of education and training;
• To accelerate the redress of past unfair discrimination in education, training and
employment opportunities; and
• To contribute to the full personal development of each citizen/learner and the socio-
economic development of the nation at large.
What Does the NQF Look Like?
The NQF is organised as a series of levels of learning achievement, arranged in ascending

order from one to ten. A statement of learning achievement, known as a level descriptor,
describes each level on the NQF. A level descriptor provides a broad indication of learning
achievements or outcomes that are appropriate to a qualification at that level. The content
of the level descriptors are developed and determined by SAQA, in agreement with the three
QCs.
2. CRITICAL OUTCOMES OF THE LEARNING PROGRAMME
The generic, cross-curricular outcomes of a programme supports all aspects of the learning
process, and a disciplinary specialist within Boston’s Faculty formulates them.
The table below provides information about the critical cross-field outcomes, an explanation
thereof, the associated assessment criteria, and their alignment with the appropriate NQF
standards, which inform all of the teaching and learning within this module.
This ensures that the intended purpose of the qualification is realised with the intended type
of graduate by providing:
• A well-rounded, broad education.
• Knowledge that emphasises the theory and methodology of disciplines in the
professional context.
• Principles and theory that are emphasised as a basis for entry into professional
practice, in a wide career range.
NQF LEVEL DESCRIPTORS:
Description NQF 5 NQF 6 NQF 7 NQF 8

SCOPE OF KNOWLEDGE Demonstrate an informed Detailed knowledge of main areas in Integrated knowledge of the central areas Demonstrate knowledge of and
understanding of the core areas of one or more fields. An of one or more fields. The ability to apply engagement in an area at the forefront of
one or more fields… an informed understanding and the ability to and evaluate the key terms, concepts, a field. An understanding of the theories,
understanding of the key terms, apply the key terms, concepts, facts, facts, principles, rules and theories of that research methodologies, methods and
concepts, facts, general principles, principles, rules and theories to field. techniques relevant to the field, discipline
rules and theories of that field. unfamiliar but relevant contexts. or practice. Understand how to apply such
knowledge in a particular context.
KNOWLEDGE LITERACY Demonstrate awareness of how Demonstrate an understanding of Demonstrate an understanding of Demonstrate the ability to interrogate
knowledge or a knowledge system different forms of knowledge, knowledge as contested and the ability to multiple sources of knowledge in an area
develops and evolves within the schools of thought and forms of evaluate types of knowledge and of specialisation and to evaluate
area of study or operation explanation within a specific study explanations typical within the area of knowledge and processes of knowledge
area, and an awareness of study. production.
knowledge production processes.
METHOD AND PROCEDURE Demonstrate the ability to select Demonstrate an ability to evaluate, Understanding of range of methods of Understanding of the complexities and
and apply standard methods, select and apply appropriate enquiry in a field, and their suitability to uncertainties of selecting, applying or
procedures and techniques to a methods, procedures and specific investigations, and the ability to transferring appropriate standard
particular field, and to plan and techniques in investigation or select and apply a range of methods to procedures, processes or techniques to
manage such implementation. application of processes within a resolve problems or introduce change unfamiliar problems in a specialised field.
defined context. within a practice.
PROBLEM SOLVING Ability to identify, evaluate and Ability to identify, analyse and solve Ability to identify, analyse, evaluate, Ability to use a range of specialised skills
solve defined, routine and new problems in unfamiliar contexts, critically reflect on and address complex to identify, analyse and address complex
problems within a familiar context. gathering evidence and applying problems, applying evidence-based or abstract problems drawing
Ability to apply solutions based on solutions based on evidence. solutions and theory-driven arguments. systematically on the body of knowledge
relevant evidence, demonstrating and methods appropriate to a field.
an understanding of the
consequences.
ETHICS AND PROFESSIONAL PRACTICE Ability to take account of, and act Demonstrate an understanding of Ability to take decisions and act ethically Ability to identify and address ethical
in accordance with, prescribed the ethical implications of decisions and professionally and the ability to justify issues based on critical reflection on the
organisational and professional and actions within an organizational those decisions drawing on appropriate suitability of different ethical value
ethical codes of conduct. or professional context. ethical values. systems to specific contexts.
ACCESSING, PROCESSING, MANAGING Ability to gather information from Ability to evaluate different sources Ability to develop appropriate processes of Ability to critically review information
INFORMATION a range of sources and to select of information and to select information gathering for a given context gathering, synthesis of data, evaluation
information appropriate for the information appropriate for the of use, and the ability to independently and management processes in specialised
task. task and to apply well-developed validate the sources of information and contexts in order to develop creative
processes of analysis, synthesis and evaluate and manage information. responses to problems and issues.
evaluation of that information.
PRODUCING AND COMMUNICATING Ability to communicate Ability to present and communicate Ability to develop and communicate his or Ability to present and communicate
INFORMATION information reliably, accurately complex information reliably and her ideas and opinions in well- formed academic, professional or occupational
and coherently, using conventions coherently using appropriate arguments, using appropriate academic, ideas and texts effectively to a range of
appropriate to the context… an academic and professional or professional and occupational discourse. audiences, offering creative insights,
understanding of and respect for occupational conventions. rigorous interpretations and solutions to
the conventions around problems and issues appropriate to the
intellectual property, copyright context.
and plagiarism
CONTEXT AND SYSTEMS Ability to operate in a range of Ability to make decisions and act Ability to manage processes in unfamiliar Ability to operate effectively within a system,
familiar and new contexts, appropriately in familiar and new and variable contexts, recognising that or manage a system based on an
demonstrating an understanding contexts, demonstrating an problem solving is context and system understanding of the roles and
of different systems, their parts understanding of the relationship bound relationships between elements within
and the relationships between between systems and how one the system.
these parts. impacts on another.
MANAGEMENT OF LEARNING Ability to evaluate his or her Ability to evaluate performance Ability to identify, evaluate and address his Ability to apply, in a self-critical manner,
performance and the performance against given criteria, and or her learning needs in a self-directed learning strategies which effectively
of others; and to take appropriate accurately identify and address his manner and to facilitate a collaborative address his or her professional and
actions where necessary and to or her task- specific learning needs learning process. ongoing learning needs and the
take responsibility for his learning in a given context. And to provide professional and ongoing learning needs
within a structured learning support for others where of others.
process. appropriate.
ACCOUNTABILITY Ability to take account for his or Ability to work effectively in a team Ability to take full responsibility for his or Ability to take full responsibility for his or
her actions, to work effectively or group and take responsibility for her work, decision making and use of her work, decision-making and use of
with and respect others and to his or her decisions and the actions resources… and limited accountability for resources, and full accountability for the
take supervisory responsibility in a of others in well-defined contexts. the decisions of others in varied or ill- decisions and actions of others where
well- defined context. defined contexts. appropriate.
3. TEACHING, LEARNING AND ASSESSMENT
3.1 Learning Philosophy
As an accredited and registered private higher education institution, Boston is committed to

the implementation of Outcomes-Based Education (OBE), and as such the learning and
assessment approach and methodology that facilitate the appropriate execution thereof.
Boston views learning as a complex interaction between students’ personal purpose, which
is to improve their knowledge and ability, their prior knowledge and disposition, and
requirements for specific subject matter enquiry. Therefore, Boston subscribes to an
approach that learning:
• Should be action-orientated and communicative

• Is not transferred but constructed
• Is the making of meaning and could be propositional or presentational
• Is a process shaped by learning perspectives and learning schemes
• Occurs through refinement and elaboration
• Should be authentic and true, instrumental, communicative and reflective
• Should be active and based on a reflective decision to act
• Should result in an acquisition of instrumental and communicative competence via
critical reflection and self-reflection on assumptions.
3.2 Learning Methodology
Teaching and learning at Boston is integrated into every aspect of the development,
evaluation and delivery of each module and learning programme.
Boston has moved from the traditional presentation of learning support materials i.e.
textbook and study handbook based only, which has a traditional instructor-centred
curriculum, to a student-centred approach that mandates the faculty and academic support
staff to:
• Encourage students to develop the ability to think critically and solve problems
creatively.
• Promote an understanding of the relevance of the intended learning outcomes.
• Encourage students to develop enquiring minds and to investigate relevant topics
further in order to enrich their learning experiences.
• Provide students with the opportunity to experience the demands of the working
world.
• Promote a positive and supportive learning environment where students, faculty and
support staff work towards common objectives.
• Encourage students to grasp the practical application behind the theory.
• Promote a sense of responsibility for learning and assessment.
Teaching at Boston consists of:

• Faculty and information, communication and technology (ICT) equipment
• Describing and unpacking of specific knowledge components
• Discussing examples within industry and/or the workplace
• Relating these with the purpose and objectives of the module and learning
programme
• Interaction with students
• Outcomes-based learning materials, filmed lectures on TMS 2, online assessments,
course outlines, prescribed textbooks, study guides/workbooks, study plans and
sample assessments and memoranda
• Evaluation and feedback.
Learning consists of:

• Student access to information, communication and technology (ICT)
equipment/programme
• Readings, discussions and participation sessions of knowledge components and
practical application thereof
• Independent study and investigation into knowledge and practical components
• Interaction with faculty
• Experiential, peer and collaborative learning, self-evaluation exercises and learning
activities
• Outcomes-based learning materials, prescribed and recommended readings,
assessments and feedback.
3.3 Assessment Strategies and Types of Assessments
The following are examples of assessment strategies used:
Assessment Strategy C (ASC): Formative Assessments (FA1 and FA2), also known as quizzes,
will count fifty percent (50%) – twenty five percent (25%) each - towards the overall mark. A
summative assessment in the form of a final exam (SA1), will count fifty percent (50%) towards
the overall mark.
Due Performance (DP): These modules are not weighted nor credit-bearing. However, the
minimum hours required in continuous professional and career development must be
completed before progressing to the next year of study or certification. It is vital that students
in degree programmes develop greater breadth of understanding of interrelated disciplines
and practices as mimicked in the world of work, and therefore participation in opportunities
provided in this module is compulsory. A summative assessment in the form of reflective essay
is required.
Assessment Strategy 1 (AS1): The formative assessment 1 (FA1), formative assessment 2

(FA2), formative assessment 3 (FA3) and summative assessment 1 (SA1), all in the form of
practical assessments, will each count twenty five percent (25%) towards the overall mark.
Assessment Strategy 2 (AS2): The formative assessment (FA1), also known as an assignment
or test, will count fifty percent (50%) towards the overall mark. The summative assessment in
the form of a final exam or capstone project (SA1), will count fifty percent (50%).
Assessment Strategy 3 (AS3): The formative assessment (FA1), also known as an assignment
or test, will count forty percent (40%) towards the overall mark. Summative assessments in
2
TMS [Training/Telematic Management System incorporating a Learning Management System (LMS)]
the form of a final exam or capstone project (SA1), will count fifty percent (50%), and a
research or reflective essay (SA2) will count ten percent (10%) towards the overall mark.
Assessment Strategy 4 (AS4): Formative assessments (FA1 and FA2), also known as
assignments or tests, will count forty percent (40%) - twenty percent (20%) each - towards the
overall mark. Summative assessments in the form of a final exam or capstone project (SA1),
will count fifty percent (50%), and a research or reflective essay (SA2) will count ten percent
(10%) towards the overall mark.
Assessment Strategy 5 (AS5): Formative assessments (FA1 and FA2), also known as
assignments or tests, will count thirty percent (30%) - fifteen percent (15%) each - towards the
overall mark. Summative assessments in the form of a final exam or capstone project (SA1),
will count sixty percent (60%), and a research or reflective essay (SA2) will count ten percent
(10%) towards the overall mark.
Assessment Strategy 6 (AS6): Formative Assessments (FA1 & FA2), which may take the form
of assignments, research essays or tests will count forty percent (40%) – twenty percent (20%)
each – towards the overall mark. Summative Assessments (SA1 & SA2), which may take the
form of capstone projects, tasks, presentations, written or oral exams, or a research proposal
will count sixty percent (60%) – thirty percent (30%) each – towards the overall mark.
Assessment Strategy IS (ASIS): An integrated summative assessment 1 (SA1) in the form of a

final examination will count 100% towards the overall mark.
Assessment Strategy Research Report (ASRR): Formative Assessments (FA1, FA2, FA3, FA4
and FA5) are a series of critical reviews of Units 1, 2, 3, 4 and 5 of a sample Research Report
and will count twenty five percent (25%) – five percent (5%) each - towards the overall mark.
Formative Assessment 6 (FA6), includes the candidate’s original Research Proposal carried
forward from the module Research Methods, the Literature Review, the Research Instrument,
and the application for Ethical Clearance thereon, which will count twenty five percent (25%)
– towards the overall mark. Summative Assessment 1 (SA1) – in the form of the final submitted
Research Report (SA1) – will count forty percent (40%) towards the overall mark. Summative
Assessment 2 (SA2), in which the candidate presents the findings and recommendations from
the written Research Report, will count ten percent (10%) towards the overall mark.
Assessment Strategy W (ASW): Formative Assessments (FA1 and FA2), also known as
assignments, will count forty percent (40%) - twenty percent (20%) each - towards the overall
mark. Summative assessments in the form of a practicum, will count forty percent (40%), and
a research or reflective essay (SA2) will count twenty percent (20%) towards the overall mark.
There are a number of assessment types appropriate to the distance-learning environment,

of which the most common are report writing, true-false tests and multiple-choice
examinations (Foltz, 1990) 3.
Distance learning is reliant on independent study. For this reason, most formative
assessments are considered open-book assessments, while summative assessments are
Invigilated Assessment Events. They all aim at assessing a student's mastery of certain or
specific subject matter.
3
Foltz, D. 1990. Toward Better Service and Testing. Occasional Paper Number 3. Washington, DC: DETC.
Regardless of the assessment type, any formative assessment in this environment should
have three main aims, which are:
• To encourage students to review

• To enable students to monitor their comprehension of the knowledge areas
• To reinforce the learning outcomes of a study unit or series of units.
Measured by these aims, outlined below are the various types of assessments utilised in the
module and the learning programme.
3.3.1 Self-Assessment and Recommended Reading
Students are guided by the course outlines and contents within study units to complete
specific self-assessment exercises, such as, self-evaluation questionnaires, activities or
practices, which appear in the prescribed textbooks and/or study guides. In addition, students
are encouraged to make use of the institution’s library, or any resource centre, to access the
recommended reading list which includes self-assessment exercises.
Students are also informed of the importance and relevance of self-assessment exercises, and
are encouraged to keep records of it to assist with reflection, examination preparation and
student-centred interaction.
3.3.2 Report Writing
With some study units or courses, writing and composition might be the only practical
method of assessment. Report writing requires a student to demonstrate their knowledge of
a particular subject through composing a written representation that communicates
understanding and insight.
3.3.3 True-False Test
Carefully constructed true-false questions can measure higher mental processes such as
understanding, application and interpretation. They are particularly suitable for testing
attitudes and beliefs, and can be adapted to most content areas, although they work best in
testing elementary subject matter. True-false tests do have the advantage of making it
possible to ask many questions on a larger number of knowledge areas in a limited amount
of time.
3.3.4 Open-Book Test/Assignment
Open-book testing is used to:

• Stimulate review
• Reinforce learning objectives
• Communicate goals
• Furnish feedback on misunderstood knowledge areas
• Separate those students who have reached a specific set of objectives from those who
have not, indicating further specific interventions by the Faculty.
Suitable open-book questions should require that students review the learning material
continuously. This assessment type should be thought of as context-dependent. If questions
are properly prepared, students have to demonstrate their ability to extrapolate and infer key
concepts from a specific knowledge area, rather than simply find an answer in the text and
“parrot” it back. Therefore, the emphasis is on repetition and inference, as students review
and re-review the learning materials in an effort to recognise, understand, synthesize and
select appropriate responses. Questions that can be answered on the basis of rote memory
should be kept to a minimum as students can simply "cram" to prepare for such testing and
little, if any, learning takes place.
3.3.5 Multiple-Choice Question Examination
Multiple-choice examinations, consisting of questions in the form of a stem and four or five
options (the correct answer along with distracters, or incorrect alternatives) have many
advantages. The greatest of these is perhaps their versatility: multiple-choice questions can
measure factual recall, as well as the students' ability to reason, exercise judgment, and
express themselves correctly and effectively. Students find them less ambiguous and
generally prefer them to true-false tests. This type of assessment can also be scored
accurately and provide immense per-item reliability.
3.3.6 Student-Centred Interaction
By encouraging students to continually ask questions and be comfortable with the

questioning of concepts and engaging in self-reflection, students are given ample opportunity
to assess and improve their knowledge and understanding by means of effective
communication with distance learning faculty and peers.
3.3.7 Sample Assignment and Examination Papers and Memoranda
Students receive a sample assignment and memorandum, as well as a sample examination

paper and memorandum, so as to familiarise themselves with the various assessment formats
and duration. This further enables them to determine their overall progress and level of
preparedness for the final summative assessment.
3.4 Feedback to Students
Boston’s approach to teaching, learning and assessment is strongly influenced by the belief
that students are entitled to feedback and a discussion on their performance. This is
interwoven into the teaching strategies. There are many sound educational reasons for doing
this in a comprehensive manner. Students are encouraged to contact Educators for personal
feedback on their assessments.
Where the formative assessment format makes this possible, graded scripts and the relevant
memorandum (with the correct responses and/or examples of model answers) accompany
the release of marks/grades for formal formative assessments.
This provides an opportunity to repeat important learning objectives and knowledge areas,
considering that repetition is a powerful element in learning.
4. STUDENT ACCESS TO IT, LIBRARY AND OTHER RESOURCES
4.1 Distance Learners and Support Centres
Essential to the effectiveness of the Boston network of Support Centres is granting distance
learners localised access to technology, library and the service support resources that are
provided to students by the Boston Head Office.
As guiding principles, it must be re-emphasised that Boston Support Centres do not form part
of the programme other than the centres being conveniently located throughout South Africa
which assist them in serving as a point of contact and access to provide support services for
students who:
• do not have access to resource rich infrastructure at home, an office or elsewhere in
a relative close proximity
• Experience difficulty with taking control of their study environments, for example,
mitigating excessive distractions, exercising sufficient self-discipline, implementing a
routine, and managing time
• Relate better to auditory and kinaesthetic learning styles.
In other words, every learner is registered with Head Office as a unique distance learner, and
the teaching, learning and assessment remains at a distance with appropriate quality assured
materials and services to complete their studies independently. No student accessing services
at a Support Centre will be placed at a discernible advantage over a student that elects not to
access services at a Support Centre. Support Centres will be utilised as examination venues
for invigilated sittings.
In considering all of the above information, the support services accessible at Boston Support
Centres may be delineated in the following manner by classifying them as:
• Venues for accessing the range of important career, study and motivational
counselling services, and the completing and submitting of an online Application for
Admission, or other administrative documents i.e. change of module, submitting
request for deferral, handing in ID etc.
• Venues for accessing Information Technology and Communication resources, to pre-
book 4 time to utilise computers for accessing filmed lectures on TMS , typing
assessments, submitting assessments online, emailing Head Office re: Academic,
Assessment, and Administrative queries etc.
• Venues for facilitating logistical support i.e. a reliable address to receive and send
study guides, prescribed textbooks, assignments, feedback reports, certificates etc.
• Venues for facilitating the sitting of Invigilated Assessment Events.
4.2 Hours of Operation
Normal hours of operation within Boston for telephonic, email or access to premises are
Monday to Thursday 08:00 to 17:00 and on Friday from 08:00 to 13:00. An extension hereof
will be reviewed periodically in accordance with students’ needs.
4
It is important to pre-book and confirm bookings with the selected Support Centre for attendance of video
(TMS/LMS) sessions, assessment uploading and submission and sitting of tests within formative assessment weeks.
4.3 Head Office Resource Centre
Boston established a Resource Centre (RC) for students and staff at its Head Office in Orange
Grove. The RC provides students and Support Centres with access to national and
international databases for all its information searches. All research and information material
not available in the RC may be obtained for students, faculty, support staff and Support
Centres through inter-library lending or purchasing and disseminating of e-publications.
Head of Library Services Contact details

Nolubabalo Ncoko 087-255-4243
nolubabalon@boston.co.za
5. COMMUNICATION AND SUPPORT
5.1 Student Support
Students are encouraged to engage with Educators as and when they have academic queries
- as indicated in section 5.3 below. Educators will provide support during the semester within
office hours, Monday to Thursday.
PLEASE NOTE:
There will be no student support:
• From Educators on a Friday.
• From HE Faculty between Semester A and Semester B. See HE Academic Calendar for
relevant dates.
• From HE Faculty between Semester B and Semester A of the following year. See HE
Academic Calendar for relevant dates.
5.2 General and Administrative Support (Administrative – NOT Course Related)
When you communicate with Boston, or when you submit your assignments, it is important
that you provide your:
• Surname and initials
• Student number
• ID number
• Correct postal address and/or email address
• Cellular phone number and/or telephone numbers at home and/or work
• Name of Support Centre selected
Please note that all written communication such as emails, and all queries must be addressed
under specific topics. Please address your queries in writing to the relevant section at the
College i.e. the Administrative Coordinators deal with registrations, student accounts,
timetables, results, etc., the Educators deal with academic content matters such as a query
about a particular theory or concept.
When phoning the Institution please identify your specific query to the switchboard operator
to enable them to put you through to the relevant department and person who can address
your inquiry effectively.
Registrar: Administration Contact details

Ruan Venter 087-255-4290
ruanv@boston.co.za
Assessment Manager Contact details
Roman Adams 087-255-4292
romana@boston.co.za
Student Accounts Consultant Contact details
Your selected Support Centre Available on website
5.3 Academic Support (Course Related – Not Administrative)
An Educator who is a qualified and experienced subject specialist is appointed for each
module to support students throughout their studies. Academic matters should be addressed
directly with the Educator (see contact details below).
Educator support does not provide support for queries of an administrative nature, such as
due dates or late submissions. Educators deal only with academic content or subject matter-
related queries such as: “... please help clarify the distinction between a debit and a credit, as
appears on page 15 of my Study Guide for Fundamentals of Accounting.”
At least one Educator will be assigned to each module of study. The Educator will be available
to assist students with academic queries related to subject-matter content. They will also be
available to offer assistance and feedback on assessments upon request.
Educators are unable to provide students with answers to questions taken directly from
assignment/s which have not yet been marked. Your Educator may help you with any
topics/content of the prescribed courseware/module content however, your Educator will
not provide you with a direct answer or scrutinise/review your answer to any assignment
question before said assignment has been graded and marks have been released to all
students.
Support Centres are not staffed with Educators and students cannot expect to have their
academic queries addressed by Support Centre staff.
Registrar: Academic Contact details

Nadine Botha 087-255-4277
nadinek@boston.co.za
Academic & Quality Manager (AQM)
Simone Rustin-Evertse 087-255-4295
simoner@boston.co.za
Educator Contact details
Nabeelah Fife 087-188-2594
nabeelah@boston.co.za
Providing quality academic support is of the utmost importance to Boston. In order to ensure
this quality is maintained, Boston has undertaken to ensure the process of engaging with
Educators is as transparent as possible.
Students are able to contact an Educator by means of:

1. E-mail
2. Telephone
3. Face-to-face consultation
4. Video conferencing, such as Microsoft Teams, Zoom or Skype.
1. E-mail queries must be directed to the Educator for a particular module. The Educator will
reply directly to the student and will copy in the Academic Quality Manager.
2. Telephonic consultations will take place by appointment only. Firstly, this ensures that the
most suitable facilitator or tutor is allocated. Secondly, it will also serve to ensure that a
firm arrangement is made, and a sufficient time-slot is allocated to deal thoroughly with
the subject matter concerned. Thirdly, the Educator will call the student on the agreed
number at the agreed time. Confirmation of the agreed number and time will be
communicated to the student beforehand. To book a telephonic appointment, students
can either call or e-mail the Educator or Academic Quality Manager.
3. Face-to-face consultations will take place by appointment only. Face-to-face

appointments will take place exclusively at the Head Office in Orange Grove,
Johannesburg. Confirmation of the agreed time will be communicated to the student
beforehand. To request a face-to-face appointment, students can either call or e-mail the
Educator or Academic Quality Manager.
4. Video conferencing consultations will take place by appointment only. Firstly, this ensures
that the most suitable facilitator or tutor is allocated. Secondly, it will also serve to ensure
that a firm arrangement is made, and a sufficient time-slot is allocated to deal thoroughly
with the subject matter concerned. Thirdly, the Educator will video conference the
student at the agreed time. Confirmation of the agreed time will be communicated to the
student beforehand. To book a video conference appointment, students can either call or
e-mail the Educator or Academic Quality Manager.
Students must take note that any further or subsequent communication must be directed to
the Educator or Academic Quality Manager, who in turn will repeat the process described
above.
5.4 Student Wellness
Embarking on higher education studies is an exciting journey. It can also be a time of change
and pressure that may lead to unexpected challenges that affect your academic performance
and/or personal life. Student Wellness is an initiative that offers limited personal support to
our students for assistance and referrals due to personal, social or career issues/concerns.
A dedicated Student Wellness Module is available to all registered students on ColCampus.

The purpose of the module is to provide Boston’s students with information and guidance
regarding a variety of interpersonal, study, and wellness topics, with the aim of making the
transition to college and distance learning as seamless as possible.
Head of Institution/Academic Head Contact details

Dr. Hendrik Botha 087-255-4254
hendrik@boston.co.za
Registrar: Academic Contact details
Nadine Botha 087-255-4277
nadinek@boston.co.za
Student Wellness Contact details
Robyn Wright-Parkin 011-883-0933
robynw@boston.co.za
5.5 Summary of Contact Procedure:
Forward your query or questions to the Academic Quality Manager or your Educator via e-
mail, or phone to request an appointment to speak with an Educator.
When contacting your Educator or the Academic Quality Manager, please be specific about
the support you require by providing the following information, together with your personal
information:
• Learning programme name and module code
• Page number and query or question
• Name and Surname
• Student or ID number
• Correct postal address and/or email address
• Correct cellular phone number and/or telephone numbers at home and work
Within two (2) business days (weekends and public holidays are excluded), an Educator will
respond or make direct contact with you. The Educator’s response will also be copied to the
Academic Quality Manager’s e-mail address for record keeping and quality control purposes.
PLEASE NOTE:
There will be no student support:

• From Educators on a Friday.
• From HE Faculty between Semester A and Semester B. See HE Academic Calendar for
relevant dates.
• From HE Faculty between Semester B and Semester A of the following year. See HE
Academic Calendar for relevant dates.
6. REQUIREMENTS TO COMPLETE THE MODULE SUCCESSFULLY
6.1 General
This is an examined module. To enable students to complete this module successfully

students must have the following:
• Access to TMS and the LMS
• A Course Outline, available on the LMS
• Prescribed textbook(s) and/or study guide, and, where applicable, recommended
textbooks and journal readings
• A file to keep printouts of own sourced additional readings, records, copies of
submitted formative assessments (assignments and/or reports) and any other
materials not stored electronically for reference purposes
• Completion of the learning activities in the LMS, and that appear throughout each unit
in the study guide and/or prescribed textbook; as well as the self-evaluation section
that appears at the end of each study unit, referencing the aligned chapter(s), which
should then be filed for reflective and preparation of summative assessment
(Invigilated Assessment Event (examination))
• Submission of the formative assessments (assignments and/or participation in the
tests) and summative assessments (Invigilated Assessment Events (examinations)
and/or assignments) within the LMS or at the Support Centre
• Commitment to viewing filmed lectures hosted in the LMS or available on TMS at the
Support Centres, especially those learners who study better through audio and/or
visual means
• Commitment in re-viewing filmed lectures when the sub-minima has not been
obtained in formal formative assessments
• Commitment in re-viewing specific sections of the filmed lectures when a topic and/or
specific unit is not yet completely mastered.
6.2 Comments on the Study Guide and/or Prescribed Textbook
• The point of departure is the module specific study guide and/or prescribed textbook.
• It is the core component of the learning material and guides the student structurally
through each module.
• The learning activities contained within the study guide and/or prescribed textbook
and the referencing to the self-assessment activities are of utmost importance to
ensure and assess understanding of the learning content.
• All the study material required for examination purposes is contained in the study
guide and/or prescribed textbook.
• Please note that students may have to consult additional sources to complete the
various formative or summative assessments such as academic or business journal
articles or a site visitation.
• Content in the study guide and/or prescribed textbook is presented in such a manner
that students will be able to master the study material through self-study.
• The formative assessment (assignment) is presented in such a manner that students
will be able to master completion through both self-study, and use of the study guide
and/or prescribed textbook.
• At the end of each unit in the study guide and/or prescribed textbook are a selection
of questions or self-evaluation tests and/or activities, through which students can
assess their ability to master the study material and make their own meaning of the
work covered in the unit.
• Above average results/marks will be allocated to answers in formative assessments
(assignments and/or tests) and in the summative assessments (Invigilated Assessment
Events (examinations)), if the examiner notes that the selected content was studied
thoroughly. Some questions may be aimed at assessing the insight students acquired
into the study material with application-based questions.
6.3 Prescribed Course Material
• Soudien, C., Habib, A., Fourie, F. In Leslie J Bank, D, & DB Barnard, Y. (eds). Poverty
and Inequality. South Africa: HSRC Press.
Compulsory Readings in addition to the prescribed textbook:
Unit 1: Google and Sabinet
• Seekings, J. 2010. Race, class and inequality in the South African City. Centre
for Social Science Research, University of Cape Town. Retrieved from
https://open.uct.ac.za/handle/11427/20221
• Khumalo, P. 2013. The dynamics of poverty and poverty alleviation in South

Africa. Gender and Behaviour, 11(2): 5643-5652. Retrieved from
https://journals.co.za/content/genbeh/11/2/EJC144839?fromSearch=true
Unit 2: Sabinet
• Muchabaiwa, B. 2014. Dimensions, dynamics and pathways of addressing
inequality and inequity among children in Africa. African Journal of
Governance and Development, 3(2): 35-55. Retrieved from
• https://journals.co.za/content/ajgd/3/2/EJC191652?fromSearch=true.
Unit 4: Sabinet
• Ramkissoon, Y. 2016. The importance of realising economics and social rights
in alleviating poverty and ensuring transformation – reflections on the
functions of South African Human Rights Commission. ESR Review: Economic
and Social Rights in South Africa, 17(1): 3-7. Retrieved from
https://journals.co.za/content/journal/10520/EJCc2843e1cd?fromSearch=tru
e
• Liebenberg, S. 2002. South Africa’s evolving jurisprudence on socio-economic
rights: an effective tool in challenging poverty. Law, Democracy &
Development, 6(2): 159-191. Retrieved from
https://journals.co.za/content/lddev/6/2/EJC60333?fromSearch=true
Unit 7: Sabinet
• Bohler-Muller, N., Roberts, B.J., Struwig, J,, Gordon, S.L., Radebe, T., &
Alexander, P. 2017. Minding the protest: attitudes towards different forms of
protest action in contemporary South Africa. SA Crime Quarterly, 2017(62): 81-
92. Retrieved from
https://journals.co.za/content/journal/10520/EJCb69e0c5a6?fromSearch=tru
e
Unit 8 : Sabinet
• Kapindu, R.E. 2011. Social protection for Malawian migrants in Johannesburg:
access, exclusion and survival strategies. African Human Rights Law Journal,
11(1): 93-119. Retrieved from
https://journals.co.za/content/ju_ahrlj/11/1/EJC51938?fromSearch=true
• Owusu-Sekyere, E., Wentzel, M., Viljoen, J., Kanyane, B., & Pophiwa, N. 2019.
Voices of critical skilled migrants in South Africa - a case study of Gauteng
province. African Journal of Public Affairs, 11(3): 22-40. Retrieved from
https://journals.co.za/content/journal/10520/EJC196037a2e6?fromSearch=true.
6.4 Recommended Reading
Recommended reading: Google Scholar
• Francis, D., &Webster, E., 2019. Poverty and inequality in South Africa: Critical
Reflections. Development Southern Africa, 36(6), pp.788-802.
• Govender, P., Kambaran, N., Patchett, N., Ruddle, A., Torr, G., & Van Zyl, N.,
2007. Poverty and inequality in South Africa and the world. South African
Actuarial Journal, 7(1), pp.117-160.
• Bouzarovski, S. 2018. Energy Poverty: (Dis)Assembling Europe’s Infrastructural

Divide. United Kingdom: Palgrave Macmillan. Retrieved from
https://library.oapen.org/handle/20.500.12657/30697
• Any topical or related articles students may access, such as academic, newspapers,
trade magazines or through the Internet.
• References made to journals and other articles and websites in the bibliographies
contained in the e-prescribed textbook and recommended textbooks.
6.5 Additional Teaching and Learning Activities
• During the course of the semester, the Educators will provide students with additional
teaching and learning activities. These activities are aimed at enriching students’
learning experience and ensuring that students are exposed to a variety of resources.
• These learning activities are neither compulsory nor weighted, but it will be to the
students’ benefit to participate in these activities. These activities can also be helpful
to send to your Educator when you have a question related to a topic covered within
a relevant Additional Teaching and Learning Activity, as it will assist the Educator in
evaluating your current understanding of the topic.
7. MODULE STRUCTURE AND ASSESSMENT SPECIFICS
7.1 Module Structure
Two different types of assessments are used in the module:

• Formative assessments (such as individual assignments and tests)
• Summative assessments (such as Invigilated Assessment Events (examinations) and
assignments).
In support hereof, the academic year is divided into two (2) semesters, each consisting of a
twenty (20) week cycle 5 with provision for the following:
o Ten (10) weeks dedicated to teaching and learning of study units and prescribed texts
o Additionally, structured throughout, four (4) weeks dedicated to formative
assessment and feedback opportunities for semester marks
o Finally, four (4) weeks, depending on examination dates, are dedicated to preparation,
sitting and submission of summative assessments, plus two (2) weeks for the
finalisation and release of overall module results.
This module makes use of the: AS4 Assessment Strategy
o Two (2) Formative Assessment (FA) opportunities:

o Both are formally assessed for semester marks and contribute towards the final
module mark
o FA1 is in the form of an assignment
o FA2 is in the form of a quiz
o Two (2) Summative Assessment (SA) opportunities:

o Both are formally assessed for semester marks and contribute towards the final
module mark
o SA1 is an Invigilated Assessment Event in the form of a Paper Based Exam
Invigilated Assessment Event (examination)
o SA2 is in the form of an assignment (research essay)
7.2 Formative Assessments
The purpose of formative assessments is to determine where students are in relation to where
they should be in terms of the specific outcomes for each module. Formative assessments assist
students and Educators with making a determination as to what work will have to be revisited.
Thus, formative assessments are very important for students to monitor their progress and their
readiness to sit for examinations (summative assessments).
Formative assessments, excluding Invigilated Assessment Events which follow the protocols of
examination sittings (see also section 7.3 below), must be submitted for marking by uploading
to the LMS (refer to Annexure C) which can be accessed at the Support Centre or from home.
To complete your formative assessment, please take note of the following:
5
For a detailed breakdown of the 20 week cycle, in table format, pertaining to this module, see Annexure B.
Formative Assessment (FA1)
• Read the instructions for the assessment carefully before commencing with the
assessment.
• Remember to provide your:
o initials
o surname
o student number
o ID number
o email address
• In cases of assignments, essays, research papers or reports remember the following:
o Provide your student number at the top of each page of your assignment.
o Make sure that pages are numbered correctly.
• Complete and submit your assessment well ahead of the due date.
• Every formative assessment must be submitted from the correct module page on the
LMS. If a student submits their assessment incorrectly (for example, submitting a
Company Law 1 assignment in the Business Management 1 module page), the student
forfeits the grade for the assignment and will be awarded 0%. Boston does not assume
responsibility for ensuring that a student’s assignment reaches the correct
Educator/grader. Students have to ensure that they submit their assignment correctly
in order for a mark to be awarded.
Formative Assessment 2 (FA2):

• For Formative Assessment 2 assignments in the format of an MCQ quiz: Formative
Assessments 2 MCQ quizzes consists of 50 multiple choice questions. The questions
can be found, along with Formative Assessment 1 and Summative Assessment 2, in
the Course Outline for this module. Use the assessment as provided in your Course
Outline to prepare your answers.
• It is important to note, however, that a Formative Assessment 2 MCQ quiz is not
submitted in document form online. Rather, it is an online quiz to be completed on
ColCampus. The online quiz will be open for student attempts at the start of the
semester, and students can attempt the quiz an unlimited amount of times.
• The quiz must be completed and submitted by the due date for the Formative
Assessment 2 as per the Academic Calendar. Failure to complete the quiz by that
date will cause a mark of 0% to be awarded for the Formative Assessment 2 event.
7.3 Summative Assessments
Summative Assessment 1 (SA1):

Students are required to sit for a final integrative summative assessment (Invigilated Assessment
Event) for the module at the end of the semester. This will be completed under invigilated
conditions as this is an Invigilated Assessment Event (examination). 6
To prepare for the examinations, please take note of the following:

• Study all the content as outlined in the study guide and/or prescribed textbook.
• Do not take unnecessary risks and ensure that all module content is studied thoroughly.
• Identify themes and refer to the specific outcomes and assessment criteria of each unit
or chapter.
6
See inter alia HE Invigilated Assessment Event Rules
• Answer the learning activities questions provided at the end of each unit or referenced
self-assessment questions per chapter in the study guide and/or prescribed textbook. This
will provide an indication of the level of mastery of study material.
• Plan your studies according to the examination dates and the due date set for your
assessment in Annexure C: Academic Calendar.
Summative Assessment 2 (SA2):

In addition to SA1, students are required to complete and submit a final integrative summative
assessment (assignment) for the module per the HE Academic Calendar. This will be in the form
of a research essay. It must be in typed format and uploaded on the LMS.
8. GRADE REQUIREMENTS
The Formative and Summative assessments are weighted according to the following
guidelines:
• Formative assessment is weighted forty percent (40%) of the final module mark
• Summative assessment is weighted sixty percent (60%) of the final module mark
8.1 General
The combination of type of assessment, weighting per assessment, sub-minimum per

assessment, and overall module pass requirements are detailed in the Table below.
Assessment/Type Weight
Due Date: Formative 20%
Refer: Academic Calendar Assessment 1
Due Date: Formative 20%
Due Date: Summative 50%
Due Date: Summative 10%
8.2 Summative Assessment Entry Requirements
There are no entry requirements for the Summative Assessments, however the overall mark
will be calculated from the student’s performance on the formative assessment (FA) and
summative assessment (SA).
The two FAs will count forty percent (40%) – twenty percent (20%) each – towards the overall
mark. The two SA’s, in the form of a final exam will count fifty percent (50%) and a research
or reflective essay will count ten percent (10%) towards the overall mark.
8.3 Requirements for Promotion and Distinction
In order to obtain a pass result for a module and be awarded the module credits (promoted),
students must obtain a module average of fifty percent (50%) or higher. The average is
calculated according to the weightings as indicated in the table above. For a student intending
to be promoted with “Distinction”, a module average of seventy-five percent (75%) or higher
is required.
8.4 Supplementary Assessments
There are no supplementary opportunities available for the Formative Assessments. Students
who do not qualify for promotion (i.e. have not obtained a module average of 50%), are
eligible to participate in supplementary summative assessment/s.
9. STUDY PROCEDURE AND GUIDELINES FOR COMPLETING ASSESSMENTS
• Study the content of each unit and/or chapter before proceeding to the next unit
and/or chapter.
• Complete the learning activities within each unit and self-assessment questions at
the end of each unit and/or chapter.
• Complete and submit your assessments as soon as possible.
• Students must keep in mind that although all Educators are professional
academics, they are also human. A well-presented answer, in typed or printed
format, will make it easier for the examiner to read answers and to evaluate the
student’s knowledge.
• Answers must be neat, well organised and grammatically edited.
• Formative Assessment questions may also be used as Summative Assessment
questions.
10. PLAGIARISM
Plagiarism (copying) is a serious offence and is a contravention of the Copyright Act (98 of
1978) of South Africa. Students are guilty of plagiarism when they appropriate the ideas and
work of others without due recognition. For detailed information about the nature of
plagiarism, as well as how to avoid committing plagiarism, refer to Annexure D.
It is important to note that plagiarism has been committed when two or more students
submit identical, verbatim copies of the same assessment and/or examination answers. The
Academic Committee reserves the right to take appropriate action in cases where plagiarism
is found. Should it be found that a student copied an assessment or examination answer from
a fellow student, both students involved will not receive their result for that particular
assessment.
10.1 Copyleaks
10.1.1 What is Copyleaks?
Copyleaks is a comprehensive anti-plagiarism software that is utilised by Boston to prevent
plagiarism and detect academic dishonesty and/or unethical behaviour where students
attempt to cheat or “fool” the anti-plagiarism software by making use of hidden characters
or software. Copyleaks also identifies AI-generated text.
10.1.2 How does Copyleaks work?

Copyleaks is an artificial intelligence platform that is able to compare text from online and
other sources and detect plagiarism and/or academic dishonesty. After submitting your
assignment, you will receive a comprehensive report with results, an aggregate similarity
percentage, and the ability to compare results against your original text. A Copyleaks Cheat
Detection Report (see below) will also indicate possible suspected cheating whereby
Copyleaks has identified attempts to cheat or “fool” the anti-plagiarism software by making
use of hidden characters or AI-generated text.
To ensure that students abide by ethical practices when completing and submitting
assignments, the plagiarism verification system, Copyleaks, has been implemented. This tool
will verify the levels of similarities between a student’s submitted assignment and other
original sources as well as suspected cheating (see below). With each FA1 and SA2 submission
that a student uploads onto ColCampus, a Copyleaks report will be issued, indicating a
similarity percentage. This report will serve as a plagiarism indicator to both the student, as
well as the grader. As students can submit assignments multiple times before the due date, a
Copyleaks report will be issued for the final submission.
For a Copyleaks report to be issued, students are required to take the following steps when
uploading FA1 and SA2 assignments onto ColCampus:
• No scanned PDF assignments are allowed to be submitted. Assignments MUST be directly

converted from MS Word to PDF format.
• For assignments with multiple file type submissions, as instructed in the specific
assignment, the required PDF document must be uploaded LAST.
• For HSOC232-1 – Formative Assessment 1 (FA1): You should be working towards a
similarity rating of 30% or less. If the incorrect document is uploaded, or if no Copyleaks
Report is issued, a mark of zero (0) will be awarded. If the Copyleaks Report indicates
that a 30% similarity rating has been exceeded, 25% of the assessment total will be
deducted from the final grade. Where a Copyleaks Cheat Detection Report is issued,
your submission will automatically be treated as if you received a similarity rating in
excess of 30% and 25% of the assessment total will be deducted from the final grade.
• For HSOC232-1 - Summative Assessment 2 (SA2): If the incorrect document is uploaded,

or if no Copyleaks Report is issued, or if the Copyleaks Report indicates that a 30%
similarity rating has been exceeded, a mark of zero (0) will be awarded. Where a
Copyleaks Cheat Detection Report is issued, your submission will automatically be
treated as if you received a similarity rating in excess of 30% and a mark of zero (0) will
be awarded.
• Delays in viewing the similarity report might intermittently be experienced, especially

in the last few hours before the cut-off time. Students should allow for at least 24 hours
for a report to be generated. Time management is thus critically important - uploading
and checking similarity scores should NOT be left until the last minute.
Please refer to the Copyleaks Guide for Students in the HE Library module (on ColCampus) for
a basic “how-to” guide to the system.
Suspected Cheating
A Cheat Detection Report will appear in the similarity report when a scan has detected an
abnormality in a submitted document. These abnormalities are usually present due to a
student’s efforts to cheat or “fool” the plagiarism scan. Certain software when utilised may
also result in a Cheat Detection Report being issued. In order to avoid this, please ensure that
you follow the abovementioned requirement whereby assignments must be directly
converted from MS Word to PDF before being submitted. Please refer to your relevant
Induction Letter wherein details are provided how to access inter alia the Microsoft Office
Suite, which includes access to MS Word.
Where a Cheat Detection Report is issued, the student’s submission will automatically be
treated as if it received a similarity rating in excess of 30%.
11. CONCLUSION
The best way to prepare for an assessment is to work methodically and continuously
throughout the semester. This requires students to:
• Plan and programme their studies, and the writing of assessments by taking into account
their personal and work schedules and other commitments.
• Make a habit of planning well ahead, and noting in advance those dates and events that
could affect their studies.
• Arrange study leave and study blocks well in advance.
We wish you every success in your studies!
ANNEXURE A:
EXPLANATION OF ACTION VERBS REQUIRED FOR COMPLETING ASSESSMENTS
Action verb Description

Analyse Describe the different parts of a topic and explain how they work
together or not. Give arguments for and against each situation. A
reasonable amount of insight must be shown in terms of knowledge
already gained in this regard.
Apply Show the application of acquired knowledge or given information in
practice or in relation to what is asked. Use knowledge to find an
answer to the question.
Comment Give your own opinion regarding the subject matter and illustrate it
through examples. Interpret and evaluate.
Compare Contrast facts, events or problems and indicate the similarities and
differences, or analyse the similarities and differences between
statements, ideas, etc.
Contrast Point out the differences between certain objects, facts, events or
characteristics.
Criticise Point out the good and bad characteristics or viewpoints and give your
own opinion after taking into account all the facts.
Define Give a clear, to the point, systematic explanation or description of
concepts; to reflect the precise meaning thereof.
Describe Give the characteristics, basic facts or results in a logical, systematic
and well-structured manner. Comments and your own interpretation
are not necessary.
Discuss Give terminology and concepts in your own words with comments or
your own interpretation. Compare, contrast and debate.
Design Create and plan. Portray by means of illustrations or concrete objects.
Create a model with a specific objective in mind and indicate the
planning phase.
Evaluate Make an assessment of values based on specific points of reference or
criteria and give your own opinion. Do not describe. Personal
viewpoints may be given.
Explain Clarify the term, concept or topic by presenting it with your own
knowledge and words. If required you can use illustrations, descriptions
or simple logical layout of the facts.
Illustrate Use a sketch, picture, diagram, graph or concrete item to explain a
concept or solve a problem. This can also mean to give examples in
well-chosen, descriptive words.
Motivate Provide reasons and comment.
Summarise State the key or most important aspects of a topic without detail,
illustrations, critical analysis and discussion.
ANNEXURE B:
PROPOSED STUDY PROGRAMME
Each semester has a 14-week duration from the last day of Registrations to the start of the
Examination Period. We strongly recommend that students follow the study programme for
the course outlined below closely. It is important not to fall behind. Students are expected
to apply a great deal of self-discipline otherwise they may be unprepared for the examination.
See Table overleaf.
ANNEXURE B: PROPOSED STUDY PROGRAMME
Sociology 2B (HSOC232-1)
WEEK LEARNING OUTCOMES PRESCRIBED RECOMMENDED TMS FORMATIVE SUMMATIVE OTHER
After studying the prescribed and recommended material for the week, COURSEWARE BOOKS(S) (VIDEO) ASSESSMENT ASSESSMENT
you should be able to: (FA) (SA)
CHAPTER 1:
• Provide a basic understanding of poverty and inequality in South
Africa
• Provide a discussion on the dominant approaches to poverty in
the global context
Unit 1:
• Understand the multiple dimensions (structural, economic and
psychological) of poverty
Chapter 1
• Critique the dominance of economics in this discourse
Complete
• Critique economic determinism Take note
Additional Self-
• Understand poverty and inequality from an intersectional of
Compulsory Assessment
perspective important
Readings: Relevant 192 Activities and
• Applying the intersectional perspective to the South African N/A dates in
1 Chapter(s) mins Learning
context your
See column on 96 mins Activities
Academic
the left
Compulsory Readings: Calendar
384 mins
Seekings, J. 2010. Race, class and inequality in the South African City. 384 mins
Centre for Social Science Research, University of Cape Town. Retrieved
from https://open.uct.ac.za/handle/11427/20221
Khumalo, P. 2013. The dynamics of poverty and poverty alleviation in

South Africa. Gender and Behaviour, 11(2): 5643-5652. Retrieved from
https://journals.co.za/content/genbeh/11/2/EJC144839?fromSearch=true
36 HSOC232-1-Jan-Jun2024-Proposed Study Programme-NF-V.1-31012024

CHAPTERS 2 & 3:
Unit 2:
• Critically analyse inequality in post-apartheid SA against the
backdrop of the world
Chapter 2
• Understand the sociohistorical influence of settler colonialism
Chapter 3
• Discuss the production of inequality
o Understanding systematic production
Additional
o Understanding the interpersonal, intergenerational Complete
Compulsory Take note
(re)production of inequality Self-
Readings: of
Assessment
important
• Examine poverty and poverty reduction trends in Africa Relevant 192 Activities and
See column on N/A dates in
2 • Understanding the relationship between public policy, Chapter(s) mins Learning
the left your
inequality and poverty; conceptualised as distributional regimes 96 mins Activities
Academic
• Discuss distributional regimes in Africa since independence Calendar
384 mins
384 mins
Compulsory Readings:
Muchabaiwa, B. 2014. Dimensions, dynamics and pathways of
addressing inequality and inequity among children in Africa. African
Journal of Governance and Development, 3(2): 35-55. Retrieved from
https://journals.co.za/content/ajgd/3/2/EJC191652?fromSearch=true

Sociology 2B (HSOC232-1
CHAPTERS 4 & 5:
• Assess and critique the extent to which SA used foreign policy in
pursuit of a ‘new global order’
• Understanding South Africa’s role in institutions in global
governance
Complete
• Discuss inequality at the core of the international state system
Self-
• Understanding foreign policy of a post-apartheid SA as a Unit 3:
Assessment
commitment to combat global inequality and injustice Take note
Relevant Activities and
entrenched in the international hierarchy of states Chapter 4 of
Chapter(s) Learning
o Transforming the global balance of power Chapter 5 important
96 mins 192 Activities
N/A dates in
3 mins
• Provide an overview of the history of inequality in SA your
384 mins
• Understanding the changing forms of inequality in different Academic
periods 384 mins Calendar
o Colonial settlement and expansion
o British colonial rule established
o Mineral revolution and imperial interventions
o State formation, industrialisation, segregation and
apartheid
o Redistribution, class formation, structural unemployment
and transition
• Discuss the forces that shaped the changing forms of inequality

CHAPTER 6:
• Engage broadly with philosophical perspectives on
socioeconomic rights in response to poverty Unit 4:
• Reflect on poverty through historical perspectives
• Critically analyse a case in which a jurisprudential perspective is Chapter 6
adopted
Complete
• Ability to apply different perspectives to different cases Additional
Self- Take note of
Compulsory
Assessment important
Compulsory Readings: Readings:
Relevant 192 Activities and dates in
Ramkissoon, Y. 2016. The importance of realising economics and social N/A
4 Chapter(s) mins Learning your
rights in alleviating poverty and ensuring transformation – reflections on See column on
96 mins Activities Academic
the functions of South African Human Rights Commission. ESR Review: the left
Calendar
Economic and Social Rights in South Africa, 17(1): 3-7. Retrieved from
384 mins
https://journals.co.za/content/journal/10520/EJC- 384 mins
c2843e1cd?fromSearch=true
Liebenberg, S. 2002. South Africa’s evolving jurisprudence on socio-

economic rights: an effective tool in challenging poverty. Law,
Democracy & Development, 6(2): 159-191. Retrieved from
https://journals.co.za/content/lddev/6/2/EJC60333?fromSearch=true
Estimated Submit
Review View/study
preparation FA1 online
5&6 DUE: FORMATIVE ASSESSMENT 1 Formative Review N/A
time: 6 hrs on
Assessments
ColCampus
39 HSOC232-1-Jul-Dec2023-Proposed Study Programme-DF-V.1-10072023

After studying the prescribed and recommended material for the COURSEWARE BOOKS(S) (VIDEO) ASSESSMENT ASSESSMENT
week, you should be able to: (FA) (SA)
CHAPTER 7: Unit 5:
• Analyse protest activity as a response to socioeconomic
inequality Chapter 7
• Assess data and trends emerging from the South African Social
Attitudes Survey (SASAS) Additional
• Discuss the Constitutional Justice Project (CJP) and the role Compulsory
that they play Readings:
Complete
• Provide an understanding of transformative constitutionalism
Self- Take note of
• Discuss the traditional conceptualisation of constitutional See column on
Assessment important
dialogue the left
Relevant 192 Activities and N/A dates in
7 • Provide suggestions for a reconceptualised, inclusive and Chapter(s) mins Learning your
concerted constitutional dialogue as a means to reduce 384 mins
96 mins Activities Academic
poverty and inequality in SA Calendar
384 mins
Compulsory Readings:
Bohler-Muller, N., Roberts, B.J., Struwig, J,, Gordon, S.L., Radebe, T., &
Alexander, P. 2017. Minding the protest: attitudes towards different
forms of protest action in contemporary South Africa. SA Crime
Quarterly, 2017(62): 81-92. Retrieved from
https://journals.co.za/content/journal/10520/EJC-
b69e0c5a6?fromSearch=true
40 HSOC232-1-Jul-Dec2023-Proposed Study Programme-DF-V.1-10072023

CHAPTER 8:
• Provide a critical analysis of human rights issues aligned to the
world of subjectivity and the social value of refugees,
economic migrants and asylum seekers
• Discuss human mobility, international migration policies, and
the value of recent migrants into SA
• Provide a critique of wide variations and gaps in data about
residents in SA who were born outside of its borders
• Understanding mobility and recent migration in terms of Unit 6:
social value and the distance to equal treatment and political
Take note
citizenship in a democratic dispensation Complete Self-
of
• Ability to reframe the concept of migration within the Chapter 8 Assessment
important
national imagery Activities and
Relevant 192 dates in
• Assess and criticize current policies on migration Additional Learning N/A
8 Chapter(s) mins your
• Provide different ways of thinking about the capabilities and Compulsory Activities
96 mins Academic
social value of migrants Readings:
Calendar
Compulsory Readings: 384 mins
Kapindu, R.E. 2011. Social protection for Malawian migrants in See column on
Johannesburg: access, exclusion and survival strategies. African the left
Human Rights Law Journal, 11(1): 93-119. Retrieved from 384 mins
https://journals.co.za/content/ju_ahrlj/11/1/EJC51938?fromSearch=
true
Owusu-Sekyere, E., Wentzel, M., Viljoen, J., Kanyane, B., & Pophiwa,
N. 2019. Voices of critical skilled migrants in South Africa - a case study
of Gauteng province. African Journal of Public Affairs, 11(3): 22-0.
Retrieved from https://journals.co.za/content/journal/10520/EJC-
196037a2e6?fromSearch=true

CHAPTERS 9 & 10:
• Understanding inequality in terms of wealth
• Understanding wealth inequality on a global scaled and in the
context of SA
• Assessing overall wealth of the rich as differentially taxed
• Differentiate between taxing net wealth and taxing wealth
transfers Unit 7:
• Consider the challenges associated with wealth tax
administration Chapter 9
• Consider whether the state should impose a form of wealth tax as Chapter 10 Complete Self- Take note
a direct means of reducing extreme wealth inequality
Assessment of
Additional Activities and important
• Unpacking the intersectionality shaped by historical, economic, Compulsory Relevant 192
Learning N/A dates in
9 institutional, social and structural factors of poverty and Readings: Chapter(s) mins
Activities your
inequality in traditional communities in SA 96 mins
Academic
• Discuss poverty & inequality among traditional communities in
384 mins Calendar
post-apartheid SA 384 mins
• Critically analyse the view of traditional leadership in governance
and development
• Argue whether resources in traditional communities exacerbate
or resolve inequality and poverty
• Analyse the case of the Royal Bafokeng Nation from an
intersectional perspective
• Discuss the combination of traditionality and modernism and the
challenges this can pose in nation building
• Argue whether traditional leaders can assist in community
development

CHAPTERS 11 & 12:
• Analyse the vexed problems of indebtedness and aspiration
• Understanding the impact indebtedness and aspiration has on
longer-term poverty and inequality
• Emphasize consumerist lifestyles and the status that Unit 8:
Complete
accompanies this
Self- Take note of
• Examine the nature of both the aspirations to upward mobility Chapter 11 Assessment important
and the economic relations of debt and over-indebtedness Chapter 12 Relevant 192 Activities and dates in
• Criticize the regulation of credit and the attitudes of lenders N/A
10 Chapter(s) mins Learning your
towards the law 288 mins 96 mins Activities Academic
Calendar
• Examine how social institutions and systems reflect cultural
384 mins
values that are commonly accepted
• Examine the nature of the prevalent cultural values in South
African institutions and systems and their influence on policies
targeting poverty & inequality
• Apply pro-poor policies as a response to poverty and inequality
View/study Estimated Complete

11 & Sample preparation FA2 online
DUE: FORMATIVE ASSESSMENT 2 Review Review N/A
12 Formative time 6 hrs on
Assessments ColCampus

CHAPTERS 13 & 14:
• Reflect on the socioeconomic context of poverty and inequality at
a local level
• Criticize how the states addresses socioeconomic challenges at a
local level Unit 9:
• Investigate how economic-rational aspirations undermine
existing social cohesion and forms of solidarity Complete
• Understanding social cohesion policy in SA Chapter 13 Self- Take note of
• Examining social cohesion at a local level Chapter 14 Assessment important
• Ability to apply specific cases – such as the Violence Prevention Relevant 192 Activities and dates in
N/A
13 through Urban Upgrading (VPUU) Project – at a local level. Chapter(s) mins Learning your
• Understanding the role that projects such as VPUU play in 96 mins Activities Academic
reducing poverty and inequality 384 mins Calendar
384 mins
• Analyse the tension that exists between academic freedom as an
abstract human right and academic freedom as a material
practice.
• Differentiate between academic freedom as a human right, as a
material practice and as an institutional practice
• Understanding the sociohistorical significance regarding
academic freedom

14 Chapter 15: Unit 10:
• Discuss the opportunities that universities in SA have as a Complete
way of achieving their mandates to redress inequality Chapter 15 Self- Take note of
• Analyse the growing interest in policy and planning circles to Assessment important
integrate universities with their city neighbour hoods and Relevant 192 Activities and dates in
N/A
regions Chapter(s) mins Learning your
• Demonstrate the economic value and opportunity that can 384 mins 96 mins Activities Academic
be created through dynamic partnerships Calendar
384 mins
• Reflect on the limitations of the research conducted in the
book
Examination
takes place
View all on refer to
View/study
previous FA’s the academic Submit SA2
Sample Review
15-17 Review with calendar online on
EXAM WEEKS Summative
suggested ColCampus
Assessments
solutions SA2 to be
submitted
on the same
day by 23:59

ANNEXURE C: ACADEMIC CALENDAR
Academic Calendar Sem A 2024
SEMESTER: JANUARY - JUNE
Week Month Date Time Activity
February 16 17:00 Applications Close
February 17 13:00 Registrations Close
1 February 19 Studies Commence - Week 1
HPRM441-1 FA 1 – Assignment Due
Submit online via ColCampus no later than
1 February 25 23:59 25 February 2024 23:59. Feedback given in Week 2
2 March 3 23:59 3 March 2024 23:59. Feedback given in Week 3
FA 1 – Assignment Due
6 March 28 23:59 28 March 2024 23:59
HACP130-1, HADC401-1, HADC402-1, HADE400-1,
HADF400-1, HADL400-1, HADR1181, HADR230-1,
HADR400-1, HADV100-1, HADV1181, HADV200-1,
HADV300-1, HALL130-1, HALP1181, HALT130-1,
HANT130-1, HAPR300-1, HAPS1181, HASD200-1,
HAUD200-1, HAUD230-1, HAUD331-1, HAUD332-1,
HBFB1181, HBLE300-1, HBMN100-1, HBMN102-1,
HBMN1181, HBMN130-1, HBMN200-1, HBMN201-1,
HBMN230-1, HBMN231-1, HBMN232-1, HBMN233-1,
HBMN333-2, HBMN334-1, HBMT1181, HBRD1181,
HBRD300-1, HBRD330-1, HBTB1181, HCBB1181,
HCGA232-1, HCGE130-1, HCGE231-1, HCGE232-1,
HCHR1181, HCLT106-1, HCLT107-1, HCLT108-1,
HCML330-1, HCMLW230-1, HCNM1181,
HCONL330-1, HCOU1181, HCYLW230-1, HDBP200-1,
HECM1181, HECO130-1, HECO231-1, HECO232-1,
HEFA1181, HEMK1181, HENT100-1, HENT1181,
HENT130-1, HENT200-1, HENT230-1, HENT300-1,
HENT330-1, HEPSFA1181, HERL230-1, HERL330-1,
HETA231-1, HEVM100-1, HEVM1181, HEVM200-1,
HEVM300-1, HFAC130-1, HFAC131-1, HFAC132-1,
HFAC201-1, HFAC231-1, HFAC232-1, HFAC301-1,
HFAC334-1, HFMN230-1, HFMN233-1, HFMN300-1,
HFMN301-1, HFMN302-1, HFMN330-1, HFMN331-1,
HFOA100-1, HGOP330-1, HGPLC230-1, HGPLD230-1,
HHIVC1181, HHM1181, HHMP1181, HHP1181,
HHRD100-1, HHRD130-1, HHRD200-1, HHRD230-1,
46
HHRD300-1, HHRF1181, HHRM100-1, HHRM130-1,
HHRM200-1, HHRM230-1, HHRM300-1, HHRM331-1,
HHRM332-1, HHRM333-1, HHS1181, HHTD1181,
HHWPT1181, HIAI1181, HIAP1181, HICMA1181,
HIFSE1181, HIIR1181, HILFA1181, HIMC300-1,
HIND1181, HINT1181, HIPLW130-1, HIPM300-1,
HISL130-1, HISM100-1, HISM200-1, HISM300-1,
HIT1181, HITFA1181, HLAA130-1, HLGE330-1,
HLLW330-1, HLTX330-1, HLWC1181, HLWC130-1,
HLWC200-1, HLWC230-1, HLWE230-1, HLWH1181,
HLWI230-1, HLWL200-1, HLWL300-1, HLWM200-1,
HLWP130-1, HLWS130-1, HMAC200-1, HMAC202-1,
HMAC230-1, HMAC300-1, HMAC330-1, HMKR1181,
HMKT100-1, HMKT1181, HMKT130-1, HMKT200-1,
HMKT230-1, HMKT300-1, HMKT330-1, HMLW1181,
HNTS300-1, HODV1181, HPAA200-1, HPAD1181,
HPBM440-1, HPBM441-1, HPBM442-1, HPBM443-1,
HPBM444-1, HPCP440-1, HPDL230-1, HPFM440-1,
HPI1181, HPLM1181, HPLW230-1, HPLW440-1,
HPMK440-1, HPMK442-1, HPPC1181, HPPR1181,
HPPS1181, HPR1181, HPR200-1, HPRM1181,
HPRM440-1, HPSW200-1, HPSW230-1, HPSY131-1,
HPSY132-1, HPSY231-1, HPSY232-1, HPSY331-1,
HPSY332-1, HPX100-1, HPXN200-1, HPXS200-1,
HRDC1181, HRMB330-1, HRML330-1, HRMM330-1,
HRMS230-1, HRMS331-1, HRP1181, HSAD300-1,
HSAP1181, HSCI1181, HSDJ1181, HSEC1181,
HSEC200-1, HSEM1181, HSFT300-1, HSHE1181,
HSMB1181, HSMS1181, HSOC131-1, HSOC132-1,
HSOC231-1, HSOC232-1, HSOC331-1, HSOC332-1,
HSOS1181, HSPM300-1, HSPS1181, HSYD100-1,
HSYD201-1, HSYD202-1, HSYD300-1, HTAX201-1,
HTAX202-1, HTAX230-1, HTAX331-1, HTAX332-1,
HTCP300-1, HTDP1181, HTDS1181, HTDSA1181,
HTOP1181, HTSS100-1, HTTM1181, HWADE1181,
HWBAC230-1, HWBHR330-1, HWBLW330-1,
HWBMM330-1, HWBSS330-1, HWCACP1171,
HWCBMP1171, HWCGMT1181, HWCHAP1181,
HWCHCM1171, HWCHMP1181, HWCHPR1181,
HWCHRM1171, HWCHRP1181, HWCLSP1171,
HWCMDM1181, HWCMP1171, HWCMSM1181,
HWCMSP1181, HWCMTM1181, HWCPLP1181,
HWCTTMP1181, HWDBM300-1, HWDEM300-1,
HWDFA300-1, HWDHR300-1, HWDMM300-1,
HWFM300-1, HYFT1181
FA 1 – Online Quiz Due
Complete online via ColCampus no later than
6 March 28 23:59 28 March 2024 23:59
HCLT101-1, HCLT103-1, HCLT104-1, HCLT105-1,
HNTS221-1, HNTS222-1, HPXN301-1, HPXS301-1
47
9 April 18 17:00 FA 1 - Results Release
10 April 25 13:00 FA 1 - Results Appeal Close and Release
10 April 26 23:59 26 April 2024 23:59. Feedback given in Week 12
FA 2 - Assignment Due
12 May 10 23:59 10 May 2024 23:59
HACP130-1, HALL130-1, HALT130-1, HAUD230-1,
HAUD331-1, HAUD332-1, HBMN130-1, HBMN233-1,
HBMN330-1, HCGA232-1, HCGE231-1, HCGE232-1,
HCLT104-1, HCLT107-1, HCLT108-1, HECO130-1,
HEFA1181, HENT130-1, HETA231-1, HFAC130-1,
HFMN230-1, HFMN330-1, HFMN331-1, HGOP330-1,
HHRD130-1, HHRM130-1, HHRM332-1, HHRM333-1,
HISL130-1, HLAA130-1, HLGE330-1, HLWC130-1,
HLWP130-1, HMAC230-1, HMAC330-1, HMKT130-1,
HMKT330-1, HPBM440-1, HPBM441-1, HPBM442-1,
HPBM443-1, HPBM444-1, HPCP440-1, HPFM440-1,
HPI1181, HPLW440-1, HPMK440-1, HPMK442-1,
HPRM440-1, HSYD100-1, HSYD201-1, HTAX230-1,
HTAX331-1, HTAX332-1, HWBAC230-1, HWBHR330-1,
HWBLW330-1, HWBMM330-1, HWBSS330-1,
HWCACP1171, HWCBMP1171, HWCGMT1181,
HWCHAP1181, HWCHCM1171, HWCHMP1181,
HWCHPR1181, HWCHRM1171, HWCHRP1181,
HWCLSP1171, HWCMDM1181, HWCMP1171,
HWCMSM1181, HWCMSP1181, HWCMTM1181,
HWCPLP1181, HWCTTMP1181, HWDBM300-1,
HWDEM300-1, HWDFA300-1, HWDHR300-1,
HWDMM300-1
FA 2 – Online Quiz Due
Complete online via ColCampus no later than
12 May 10 23:59 10 May 2024 23:59
HADC401-1, HADC402-1, HADE400-1, HADF400-1,
HADL400-1, HADR230-1, HADR400-1, HANT130-1,
HBMN333-2, HBMN334-1, HBRD330-1, HCGE130-1,
HCLT101-1, HCLT105-1, HCML330-1, HCMLW230-1,
HCONL330-1, HCYLW230-1, HECO231-1, HECO232-1,
HENT230-1, HENT330-1, HEPSFA1181, HERL230-1,
HERL330-1, HFAC201-1, HFMN233-1, HGPLC230-1,
HGPLD230-1, HHRD230-1, HHRM230-1, HHRM331-1,
HIFSE1181, HILFA1181, HIPLW130-1, HLLW330-1,
HLTX330-1, HLWC230-1, HLWE230-1, HLWI230-1,
HLWS130-1, HMAC200-1, HMKT230-1, HPDL230-1,
HPLW230-1, HPSW230-1, HPSY131-1, HPSY132-1,
HPSY231-1, HPSY232-1, HPSY331-1, HPSY332-1,
48
HRMB330-1, HRML330-1, HRMM330-1, HRMS230-1,
HRMS331-1, HSOC131-1, HSOC132-1, HSOC231-1,
HSOC232-1, HSOC331-1, HSOC332-1
HPXN302-1 FA 1 Online Quiz and HPXN302-1 Draft
Project Proposal Assignment Due. Submit online via
12 May 10 23:59 ColCampus no later than 10 May 2024 23:59.
HPXS302-1 FA 1 – Online Quiz Due
12 May 10 23:59 10 May 2024 23:59.
13 May 17 13:00 FA 2 - Results Release
14 May 23 17:00 FA 2 - Results Appeal Close and Release
HCLT107-1, HCLT108-1, HSYD100-1, HSYD201-1,
FA 3 – Assignment Due. Submit online via
15 May 27 23:59 ColCampus no later than 27 May 2024 23:59.
SA 1 Time Table for PAPER BASED EXAM
INVIGILATED ASSESSMENT EVENTS only (with SA 2).
Remember: SA 2’s to be submitted online via
15 to 17 May – June 27 - 10 ColCampus as per due date on SA 2 cover page.
15 May 27 09:00-12:00 HFAC132-1, HFAC232-1, HTAX332-1
09:00-11:00 HANT130-1, HBMN201-1, HIFSE1181
12:00-14:00 HBMN230-1, HLWC200-1
15:00-17:00 HCMLW230-1, HHRM331-1
15 May 28 09:00-12:00 HFAC130-1, HFAC231-1, HFAC332-1
09:00-11:00 HADV300-1, HCGE130-1, HHRM200-1, HMAC300-1
12:00-14:00 HBMN200-1, HFAC201-1, HFMN302-1
15:00-17:00 HADV200-1, HCGE232-1, HCML330-1
15 May 29 09:00-12:00 HAUD332-1
09:00-11:00 HBMN231-1, HEVM100-1, HSOC332-1
12:00-14:00 HCYLW230-1, HFAC301-1, HPI1181
15:00-17:00 HENT200-1, HFMN330-1
15 May 30 09:00-12:00 HTAX230-1, HTAX331-1
09:00-11:00 HHRD200-1, HHRD300-1, HTAX201-1, HTAX202-1
12:00-14:00 HEVM200-1, HEVM300-1, HFMN301-1, HPSY132-1
15:00-17:00 HECO231-1, HECO232-1
15 May 31 09:00-12:00 HETA231-1, HFAC333-1
09:00-11:00 HGPLC230-1, HGPLD230-1, HLWC130-1, HPSW200-1
12:00-14:00 HBMN331-1, HERL230-1, HIMC300-1, HLWC230-1
15:00-17:00 HAUD200-1, HBLE300-1, HGOP330-1
16 June 3 09:00-12:00 HBMN233-1, HFAC302-1, HFAC331-1
09:00-11:00 HBMN333-2, HHRM230-1
12:00-14:00 HLWM200-1, HPSY231-1, HPSY331-1
15:00-17:00 HADR230-1, HENT230-1, HENT330-1, HFMN233-1
16 June 4 09:00-12:00 HFAC131-1, HFMN230-1
09:00-11:00 HBRD300-1, HLWI230-1, HPSY131-1
12:00-14:00 HAPR300-1, HCONL330-1, HEPSFA1181
15:00-17:00 HERL330-1, HPR200-1
16 June 5 09:00-12:00 HFAC334-1, HMAC230-1, HMAC330-1
09:00-11:00 HMAC200-1, HMAC202-1, HPSY332-1
49
12:00-14:00 HLWL300-1, HPDL230-1
15:00-17:00 HRMM330-1, HPSY232-1
16 June 6 09:00-12:00 HAUD230-1

09:00-11:00 HBMN301-1, HFMN300-1, HILFA1181, HSOC131-1
12:00-14:00 HHRD230-1, HLLW330-1
15:00-17:00 HLWE230-1, HRMB330-1, HSEC200-1
16 June 7 09:00-12:00 HCGA232-1, HFMN331-1
09:00-11:00 HBRD330-1, HRMS230-1, HPLW230-1, HSOC132-1
12:00-14:00 HMKT200-1, HMKT230-1, HLWL200-1
15:00-17:00 HBMN334-1, HPAA200-1
17 June 10 09:00-12:00 HAUD331-1
09:00-11:00 HBMN232-1, HLTX330-1, HSOC231-1, HSOC232-1
12:00-14:00 HBMN300-1, HPSW230-1, HSOC331-1
SA 1 Time Table for ONLINE EXAM INVIGILATED
ASSESSMENT EVENT which are open book and with
SA 2’s to submit. These exams must be completed
on the stipulated dates as indicated below, and be
invigilated. Remember: SA 2’s to be submitted
online via ColCampus as per due date on SA 2 cover
page.
16 June 3 09:00-12:00 HPBM440-1
16 June 6 09:00-12:00 HPMK440-1
17 June 10 09:00-12:00 HPBM443-1
ASSESSMENT EVENTS only.
No SA 2’s to submit. These exams must be
15 to 17 May – June 27 - 10 completed within the exam period.
HADR1181, HADV1181, HALP1181, HAPS1181,
HBFB1181, HBMN1181, HBMT1181, HBRD1181,
HBTB1181, HCBB1181, HCHR1181, HCLT101-1,
HCLT103-1, HCLT105-1, HCLT106-1, HCNM1181,
HCOU1181, HECM1181, HEMK1181, HENT1181,
HEVM1181, HHIVC1181, HHM1181, HHMP1181,
HHP1181, HHRF1181, HHS1181, HHTD1181,
HIIR1181, HIND1181, HINT1181, HIT1181,
HITFA1181, HLWC1181, HLWH1181, HMKR1181,
HMKT1181, HMLW1181, HODV1181, HPAD1181,
HPLM1181, HPPC1181, HPPR1181, HPPS1181,
HPR1181, HPRM1181, HRDC1181, HRP1181,
HSEM1181, HSHE1181, HSMB1181, HSMS1181,
HSOS1181, HSPS1181, HTDP1181, HTDS1181,
HTDSA1181, HTOP1181, HTTM1181, HWADE1181,
HYFT1181
ASSESSMENT EVENTS with SA 2’s to submit. These
15 to 17 May – June 27 - 10 exams must be completed within the exam period.
50
Remember: SA 2’s to be submitted online via
ColCampus as per due date on SA 2 cover page.
HACP130-1, HADV100-1, HALL130-1, HALT130-1,
HBMN100-1, HBMN102-1, HBMN130-1, HDBP200-1,
HECO130-1, HEFA1181, HENT100-1, HENT130-1,
HFOA100-1, HHRD100-1, HHRD130-1, HHRM100-1,
HHRM130-1, HIPLW130-1, HIPM300-1, HISL130-1,
HISM100-1, HISM200-1, HISM300-1, HLAA130-1,
HLWP130-1, HLWS130-1, HMKT100-1, HMKT130-1,
HNTS221-1, HNTS222-1, HNTS300-1, HPXN200-1,
HPXN301-1, HPXS301-1, HSFT300-1, HSPM300-1,
HSYD202-1, HTCP300-1, HTSS100-1, HWFM300-1
SA 1 & SA 2 Time Table for projects / internship /
assignments only. Submit online via ColCampus no
15 to 17 May – June 27 - 10 23:59 later than 10 June 2024 23:59
HADL400-1, HADR400-1, HASD200-1, HBMN330-1,
HCGE231-1, HENT300-1, HHRM300-1, HHRM332-1,
HHRM333-1, HLGE330-1, HMKT300-1, HMKT330-1,
HPBM441-1, HPBM442-1, HPBM444-1, HPCP440-1,
HPFM440-1, HPLW440-1, HPMK442-1, HPRM440-1,
HPRM441-1, HPX100-1, HPXN302-1, HPXS200-1,
HPXS302-1, HRML330-1, HRMS331-1, HSAD300-1,
HSYD300-1, HWBAC230-1, HWBHR330-1,
HWDMM300-1
HCLT104-1, HCLT107-1, HCLT108-1, HSYD100-1,
HSYD201-1
SA 1 – Assignment Due. Submit online via
17 June 10 23:59 ColCampus no later than 10 June 2024 23:59.
HBACC230-1 and HBACC330-1
SA 1 for PAPER BASED EXAM INVIGILATED
17 June 14 09:00-12:30 ASSESSMENT EVENTS
19 June 25 13:00 SA 1 & 2 Results Release
19 June 28 17:00 SA 1 & 2 Results Appeal Close and Release
Supplementary SA 1 Time Table for PAPER BASED
EXAM INVIGILATED ASSESSMENT EVENTS only (with
Supplementary SA2). Remember: Supplementary SA
2’s to be submitted online via ColCampus as per due
20 to 21 July 4 - 10 date on Supplementary SA 2 cover page.
HFAC132-1, HTAX230-1, HFAC232-1, HTAX331-1,
09:00-12:00
20 July 4 HFAC334-1
51
HANT130-1, HBMN230-1, HBMN300-1, HEVM100-1,
09:00-11:00
HGPLD230-1, HPSY332-1
HBMN200-1, HBMN334-1, HIFSE1181, HLWC200-1,
12:00-14:00
HLWC230-1
HADV200-1, HCGE232-1, HCMLW230-1, HHRM331-1,
15:00-17:00
HLWC130-1, HPAA200-1, HPSW230-1
20 July 5 09:00-12:00 HFAC231-1, HETA231-1, HAUD331-1, HFMN331-1
HADV300-1, HENT200-1, HENT230-1, HEPSFA1181,
09:00-11:00
HFMN330-1, HHRM230-1, HMAC300-1
HBMN231-1, HBMN333-2, HCGE130-1, HCYLW230-1,
12:00-14:00
HFAC201-1, HFAC301-1, HFMN302-1, HRMS230-1
HECO231-1, HECO232-1, HENT330-1, HEVM200-1,
15:00-17:00
HEVM300-1, HLWI230-1, HPSW200-1
HFAC131-1, HMAC230-1, HFMN230-1, HFAC331-1,
09:00-12:00
21 July 8 HTAX332-1, HFAC130-1, HFAC302-1
09:00-11:00 HAPR300-1, HGOP330-1, HPSY131-1
HBMN331-1, HBRD300-1, HERL330-1, HLWM200-1,
12:00-14:00
HPLW230-1, HSOC132-1
HAUD200-1, HGPLC230-1, HHRM200-1, HPR200-1,
15:00-17:00
HPSY231-1, HPSY232-1, HPSY331-1
21 July 9 09:00-12:00 HBMN233-1, HCGA232-1, HMAC330-1, HFAC333-1
HBMN201-1, HLWE230-1, HMAC200-1, HMAC202-1,
09:00-11:00
HPSY132-1, HRMB330-1, HSOC332-1
HBLE300-1, HCML330-1, HHRD200-1, HHRD300-1,
12:00-14:00
HIMC300-1, HPI1181, HRMM330-1
HBMN301-1, HERL230-1, HFMN233-1, HFMN300-1,
15:00-17:00
HFMN301-1, HMKT200-1, HMKT230-1, HPDL230-1
21 July 10 09:00-12:00 HAUD230-1, HFAC332-1, HAUD332-1
HADR230-1, HBMN232-1, HHRD230-1, HILFA1181,
09:00-11:00 HLTX330-1, HSEC200-1, HSOC131-1, HTAX201-1,
HTAX202-1
HBRD330-1, HCONL330-1, HLLW330-1, HLWL200-1,
12:00-14:00
HLWL300-1, HSOC231-1, HSOC232-1, HSOC331-1
Supplementary SA 1 Time Table for open book
ONLINE EXAM INVIGILATED ASSESSMENT EVENTS
with Supplementary SA 2’s to submit. These exams
must be completed on the stipulated dates as
indicated below, and be invigilated. Remember:
Supplementary SA 2’s to be submitted online via
ColCampus as per due date on Supplementary SA 2
cover page.
20 July 4 09:00-12:00 HPBM440-1
21 July 8 09:00-12:00 HPMK440-1
21 July 10 09:00-12:00 HPBM443-1
Supplementary SA 1 Time Table for ONLINE EXAM
INVIGILATED ASSESSMENT EVENTS only. No
Supplementary SA 2’s. These exams must be
20 to 21 July 4 - 10 completed within the exam period.
52
HADR1181, HADV1181, HALP1181, HAPS1181,
HBFB1181, HBMN1181, HBMT1181, HBRD1181,
HBTB1181, HCBB1181, HCHR1181, HCLT101-1,
HCLT103-1, HCLT105-1, HCLT106-1, HCNM1181,
HCOU1181, HECM1181, HEMK1181, HENT1181,
HEVM1181, HHIVC1181, HHM1181, HHMP1181,
HHP1181, HHRF1181, HHS1181, HHTD1181,
HIIR1181, HIND1181, HINT1181, HIT1181,
HITFA1181, HLWC1181, HLWH1181, HMKR1181,
HMKT1181, HMLW1181, HODV1181, HPAD1181,
HPLM1181, HPPC1181, HPPR1181, HPPS1181,
HPR1181, HPRM1181, HRDC1181, HRP1181,
HSEM1181, HSHE1181, HSMB1181, HSMS1181,
HSOS1181, HSPS1181, HTDP1181, HTDS1181,
HTDSA1181, HTOP1181, HTTM1181, HWADE1181,
HYFT1181
Supplementary SA 1 Time Table for ONLINE EXAM
INVIGILATED ASSESSMENT EVENTS with
Supplementary SA 2’s to submit. These exams must
be completed within the exam period. Remember:
Supplementary SA 2’s to be submitted online via
ColCampus as per due date on Supplementary SA 2
20 to 21 July 4 - 10 cover page.
HACP130-1, HADV100-1, HALL130-1, HALT130-1,
HBMN100-1, HBMN102-1, HBMN130-1, HDBP200-1,
HECO130-1, HEFA1181, HENT100-1, HENT130-1,
HFOA100-1, HHRD100-1, HHRD130-1, HHRM100-1,
HHRM130-1, HIPLW130-1, HIPM300-1, HISL130-1,
HISM100-1, HISM200-1, HISM300-1, HLAA130-1,
HLWP130-1, HLWS130-1, HMKT100-1, HMKT130-1,
HNTS221-1, HNTS222-1, HNTS300-1, HPXN200-1,
HPXN301-1, HPXS301-1, HSFT300-1, HSPM300-1,
HSYD202-1, HTCP300-1, HTSS100-1, HWFM300-1
Supplementary SA 1 & Supplementary SA 2 Time
Table for projects / internship / assignments only.
20 to 21 July 4 - 10 23:59 10 July 2024 23:59
HADL400-1, HADR400-1, HASD200-1, HBMN330-1,
HCGE231-1, HENT300-1, HHRM300-1, HHRM332-1,
HHRM333-1, HLGE330-1, HMKT300-1, HMKT330-1,
HPBM441-1, HPBM442-1, HPBM444-1, HPCP440-1,
HPFM440-1, HPLW440-1, HPMK442-1, HPRM440-1,
HPRM441-1, HPX100-1, HPXN302-1, HPXS200-1,
HPXS302-1, HRML330-1, HRMS331-1, HSAD300-1,
HSYD300-1, HWBAC230-1, HWBHR330-1,
53
HWDMM300-1
HCLT104-1, HCLT107-1, HCLT108-1, HSYD100-1,
HSYD201-1
Supplementary SA 1 – Assignment Due. Submit
20 to 21 July 4 - 10 23:59 online via ColCampus no later than 23:59.
HBACC230-1 and HBACC330-1 Supplementary SA 1
for PAPER BASED EXAM INVIGILATED ASSESSMENT
22 July 15 09:00-12:30 EVENTS
22 July 17 17:00 Supplementary SA 1 & 2 Results Release
Supplementary SA 1 & 2 Results Appeal Close and
23 July 22 13:00 Release
HE OFFICE CLOSED FROM 23 JULY – 26 JULY 2024
54
ANNEXURE D: PLAGIARISM INFORMATION SHEET
INFORMATION SHEET: PLAGIARISM
This document serves as a source of information regarding the nature of

plagiarism, why it is important to avoid, and how to ensure that you do not commit
plagiarism.
Definition:
Plagiarism is the reproduction of somebody else’s work or ideas, and presenting it as your
own without giving recognition to that person (Larney, 2012:5). Any piece of work that you
present under your own name must indeed be your own. If you used someone else’s
ideas or words without citing that person’s work, you have committed plagiarism.
Importance:
If you have used someone else’s words or ideas in your work without giving them due
credit, that amounts to you presenting that person’s ideas as your own (AAUP, 2015:6).
This affects the academic integrity of your work, and can also be considered an
infringement on the copyright of the author whose work you used. It is therefore very
important to avoid plagiarism when you present academic work.
Examples:
Plagiarism comes in many forms and is not limited to the direct quotation of another
person’s work without giving him credit. The most important cases of plagiarism are set
out below:
Plagiarism of Ideas:
Definition: Appropriating an idea (e.g. an explanation, a theory, a conclusion, a
hypothesis, a metaphor) in whole or in part, or with superficial modifications,
without giving credit to its originator (Roig, 2011:4)
Example: Original text: “Customer involvement is a fairly novel phenomenon in

the marketplace. By involving customers in the service delivery process, innovation
and productivity is improved.” (Axcell et al, 2015:217)
Plagiarism of idea: “If one involves customers in the process of service delivery,
this generally increases innovation and productivity – even though this idea is still
a relatively new and foreign one in the marketplace.”
55 Plagiarism Info Sheet-HSOC232-1-Jan-Jun2024 -NF-V.1-31012024

This is plagiarism because the idea of Axcell et al was taken directly without
providing a reference to their work. The plagiariser only changed “novel idea” to “a
relatively new and foreign idea” to his own version – but this does not represent
his own thoughts. It is the idea of Axcell et al written in a slightly different way.
This can be corrected by adding a reference to the source into work. For
example: “If one involves customers in the process of service delivery, this
generally increases innovation and productivity – even though this idea is still a
relatively new and foreign one in the marketplace (Axcell et al, 2015:217).
Plagiarism of Text:
Definition: Copying a portion of text from another source without giving credit to
its author and without enclosing the borrowed text in quotation marks (Roig,
2011:6).
Example: Original text: “The period from 1652 to 1870 was characterized by
colonial settlement and slavery. 1870 – 1924 bought the discovery of gold and
diamonds, limited trade unionism, industrialization and oppression of black
workers. From 1924-1956 the Industrial Conciliation Act was promulgated which
created dispute settlement mechanisms through establishing industrial councils.”
(Thompson, 2015: 94).
Plagiarism of text: The period from 1652 to 1870 was characterized by colonial
settlement and slavery. 1870 – 1924 bought the discovery of gold and diamonds,
limited trade unionism, industrialization and oppression of black workers.
This is plagiarism because you are quoting the work of Thompson directly without
putting it in between quotation marks, and without providing a reference to his
work.
This can be corrected by adding a reference to the source into the text and
placing the sentence in between quotation marks. For example: “The period from
1652 to 1870 was characterized by colonial settlement and slavery. 1870 – 1924
bought the discovery of gold and diamonds, limited trade unionism,
industrialization and oppression of black workers” (Thompson, 2015: 94).

Plagiarism by Improper Paraphrasing:

Definition: Taking portions of text from one or more sources, paraphrasing what
was said, and then adding some of your own ideas to that text to pass the entire
thought off as your own. (Roig, 2011:7).
Example: Original text: “The entrepreneur has to be sensitive to opportunities or

problems arising in the business or outside. This awareness is the stimulus for
creative ideas. It is also important that one should have clarity concerning the
nature of the problem in order to develop a creative solution. Therefore, it is of
utmost importance to define the problem clearly.” (De Beer et al., 2008, 168)
Plagiarism by improper paraphrasing: It is important for an entrepreneur to be
sensitive to opportunities as well as problems that occur inside or outside the
business. Such awareness will allow him to come up with creative ideas.
Therefore, it is important to pursue the continuous generation of creative ideas.
This is plagiarism because you merely rephrasing the idea of De Beer et al. and
then adding your own sentence to that, without giving reference to the authors for
the first part of your text.
This can be corrected by adding a reference to the source after the first part of
this paragraph. For example: “It is important for an entrepreneur to be sensitive to
opportunities as well as problems that occur inside or outside the business. Such
awareness will allow him to come up with creative ideas” (De Beer et al., 2008:
168). Therefore, it is important to pursue the continuous generation of creative
ideas.
Tips to avoid plagiarism:

1) Ensure that you understand the source that you are using and the ideas that it is
trying to convey. A good rule of thumb is that if you can repeat what you have read
in your own words, you most likely have a good understanding of that work. And if
you can do that – you can be sure that you are writing your own ideas.
2) Refer to a few sources (or at least more than one) before starting to write your own
work. This allows you to develop your own thoughts and opinions on the subject
matter.

3) Be sure to cite every source that you use. When you are collecting sources, ensure
that you have all the relevant detail for the source that you need to cite it correctly
– refer to the referencing guide in this regard
4) Use quotation marks around text that you have taken directly from an original
source.
5) Always include a list of references at the end of your work, with the relevant detail
of all the sources you referred to in your text.
6) Read and edit your work to make sure that you can confidently present it as your
own words and ideas.
Useful sources if you want more information on plagiarism:

• UT-Austin Academic Integrity “A Brief Guide to Avoiding Plagiarism” (2012) Available
at: http://www.utexas.edu/cola/cwgs/_files/pdf-4/ai2012.pdf
• The Harvard Method of Referencing: A Beginner’s Guide is available in the HE Library

Module on ColCampus.

List of References:
1. AAUP 2015. Policy Documents and Reports 11ed. Baltimore: Johns Hopkins
University Press.
2. Axcell S., Benedict E., Pria S.D., Kharsany K., Meyer S., Williams S.J. 2015. Marketing
Management 3. Cape Town: EDGE Learning Media.
3. De Beer A.A., Zeelie D., Groenewald H., Watson H., Rossouw D., Jacobs H. 2008.
Entrepreneurial Skills. Cape Town: Juta and Co Ltd.
4. Larney, T. 2012 NWU Referencing Guide. Potchefstroom: North-West University
Library Services.
5. Roig, A. 2011. Avoiding Plagiarism, Self-Plagiarism, and Other Questionable Writing
Practices: A Guide to Ethical Writing. ORI. Available at: [http://ori.hhs.gov/avoiding-
plagiarism-self-plagiarism-and-other-questionable-writing-practices-guide-ethical-
writing. Last accessed: 9/11/2015]
6. Thompson, D. 2015 Company Law 2. Cape Town: EDGE Learning Media.

ANNEXURE E: BREAKDOWN OF PROPOSED COURSE MATERIAL
UNIT BREAKDOWN
The prescribed books for this module are:

Soudien, C., Habib, A., Fourie, F. In Leslie J Bank, D, & DB Barnard, Y. (eds). Poverty and Inequality. South Africa: HSRC
Press.
Please note that all the Chapters are prescribed. The course material is divided into 10 units. These 10 units should be
studied according to your proposed study programme (Annexure B). Below, you can find a detailed breakdown of the units
in the prescribed textbook/s that make up the respective units in your study programme.
The module is structured as follows: (see detailed breakdown below):
60 HSOC232-1- Jan-Jun2024- Breakdown Of Proposed Course Material-NF-V.1-31012024

Unit Chapter Prescribed readings

Unit 1 Chapter 1: South Africa 2018: The Seekings, J. 2010. Race, class and inequality in the South African City. Centre for
state of the discussion povertyand Social Science Research, University of Cape Town. Retrieved from
inequality (p.1-28) https://open.uct.ac.za/handle/11427/20221.
Khumalo, P. 2013. The dynamics of poverty and poverty alleviation in South Africa.
Gender and Behaviour, 11(2): 5643-5652. Retrieved from
https://journals.co.za/content/genbeh/11/2/EJC144839?fromSearch=true.
Unit 2 Chapter 2: South African Muchabaiwa, B. 2014. Dimensions, dynamics and pathways of addressinginequality
inequalities in a global and inequity among children in Africa. African Journal of Governance and
perspective (p.31-41) Development, 3(2): 35-55. Retrieved from
https://journals.co.za/content/ajgd/3/2/EJC191652?fromSearch=true.
Chapter 3: Poverty and inequality:
South Africa in a continental
context (p.42-56)

Unit 3 Chapter 4: South Africa and the N/A

struggle for international equality
(p. 57-75)
Part 2: Politics, ethics and the

state
Chapter 5: Post-apartheid
inequality and the long shadow of
history (p.79-96)
Unit 4 Chapter 6: Poverty and rights:
Philosophical, historical and Ramkissoon, Y. 2016. The importance of realising economics and social rights in
jurisprudential perspectives (p. alleviating poverty and ensuring transformation – reflections on the functions of
97-110) South African Human Rights Commission. ESR Review: Economic and Social Rights
in South Africa, 17(1): 3-7. Retrieved from

https://journals.co.za/content/journal/10520/EJC-c2843e1cd?fromSearch=true. [
28 January 2022].
Liebenberg, S. 2002. South Africa’s evolving jurisprudence on socio-economic

rights: an effective tool in challenging poverty. Law, Democracy & Development,
6(2): 159-191. Retrieved from
https://journals.co.za/content/lddev/6/2/EJC60333?fromSearch=true.
Unit 5 Chapter 7: Realising Bohler-Muller, N., Roberts, B.J., Struwig, J,, Gordon, S.L., Radebe, T., & Alexander,
socioeconomic rights: A P. 2017. Minding the protest: attitudes towards different forms of protest action in
reconceptualised constitutional contemporary South Africa. SA Crime Quarterly, 2017(62): 81-92. Retrieved from
dialogue (p.111-136) https://www.ajol.info/index.php/sacq/article/view/166058.
Unit 6 Chapter 8: ‘Accounting’ for Kapindu, R.E. 2011. Social protection for Malawian migrants in Johannesburg:
migrants in inequality and the access, exclusion and survival strategies. African Human Rights Law Journal, 11(1):
future: The distance to openness 93-119. Retrieved from
(p. 137-166) https://journals.co.za/content/ju_ahrlj/11/1/EJC51938?fromSearch=true. [28
January 2022].
Owusu-Sekyere, E., Wentzel, M., Viljoen, J., Kanyane, B., & Pophiwa, N. 2019. Voices
of critical skilled migrants in South Africa - a case study of Gauteng province. African
Journal of Public Affairs, 11(3): 22-40. Retrieved from

https://journals.co.za/content/journal/10520/EJC-196037a2e6?fromSearch=true.
[ 28 January 2022].
Unit 7 Part 3: The economy N/A

Chapter 9: Wealth taxation as an
instrument to reduce wealth
inequality in South Africa (p. 169-
185)
Chapter 10: Tradition meets

modernity: Bafokeng approaches
to overcoming poverty and
inequality
Unit 8 Chapter 11: Indebtedness and N/A
aspiration in South Africa (p. 214-
231)
Part 4: Society
Chapter 12: The National
Development Plan as a response

to poverty and inequality in South

Africa (p. 235-252)
Unit 9 Chapter 13: Upgrading informal N/A

trading: Impacts on livelihoods
and cohesion in Khayelitsha
(p.253-271)
Chapter 14: Abstract human right

or material practice? Academic
freedom in an unequal society (p.
272-292)
Unit 10 Chapter 15: Beyond the campus N/A

gate: Higher education and place-
based development in South
Africa (p. 293-312)
Poverty and Inequality: A

preliminary postscript (p.313-318)

ANNEXURE F: FORMATIVE ASSESSMENT 1
HIGHER EDUCATION PROGRAMMES
Academic Year 2024: January-June

Formative Assessment 1: Sociology 2B (HSOC232-1)
NQF Level, Credits: 6,16
Weighting: 20%
Assessment Type: Short, Medium and Essay Questions
Educator: Nabeelah Fife
Examiner: Maria Booi
Due Date: 28 March 2023
Total: 100 Marks
Instructions:
• This paper consists of Section A and Section B, all questions are compulsory.
• It is based on Units 1 - 4: Chapters 1 – 6 of your Poverty and Inequality textbook.
• Take note of the mark allocation per question and use this as a guide when answering.
• When answering questions, do not type out the full question first, this is not necessary.
• Unless otherwise stated, you must use your own words when answering questions.
• A Copyleaks Report will be issued via ColCampus once the assignment is submitted.
Please ensure that you follow the correct steps when uploading your assignment, to
ensure that the Copyleaks Report is correctly issued. If the incorrect document is
uploaded, or if no Copyleaks Report is issued, a mark of zero (0) will be awarded. If the
Copyleaks Report indicates that a 30% similarity rating has been exceeded, 25% of the
assessment total will be deducted from the final grade. Where a Copyleaks Cheat
Detection Report is issued, your submission will automatically be treated as if you
received a similarity rating in excess of 30% and 25% of the assessment total will be
deducted from the final grade.
• Your assessment must be typed using:
o Font: Arial
o Font size: 12
o Line spacing: 1.5
66 HSOC232-1-Jan-Jun2024 -FA1-NF-V.3-31012024
The following Learning Outcomes (LO’s) are assessed in this paper:
Unit 1 - Chapter 1:
• Provide a basic understanding of poverty and inequality in South Africa
• Understand the multiple dimensions (structural, economic and psychological) of poverty
• Understand poverty and inequality from an intersectional perspective
• Applying the intersectional perspective to the South African context
Unit 2 - Chapter 2:
• Discuss the production of inequality: Understanding systematic production
Unit 2 - Chapter 3:
• Examine poverty and poverty reduction trends in Africa
Unit 3 - Chapter 4:
• Understanding foreign policy of a post-apartheid SA as a commitment to combat global
inequality and injustice entrenched in the international hierarchy of states
Unit 3 - Chapter 5:
• Understanding the changing forms of inequality in different periods: Redistribution, class
formation, structural unemployment and transition
Unit 4 - Chapter 6:
• Engage broadly with philosophical perspectives on socioeconomic rights in response to
poverty.
SECTION A: SHORT AND MEDIUM CONTEXTUAL QUESTIONS
QUESTION 1 (16 Marks)
Several scholars attempt to weave together the better insights of scholars who are participating
in the general discussion and who have been, theoretically at least, attempting to provide
descriptive and analytical ways of taking an integrated, articulated understanding of poverty and
inequality forward. Poverty and inequality, as Therborn (2013: 42) says, can be conceptually
separated.
Source: Soudien, C., Habib, A., Fourie, F. In Leslie J Bank, D, & DB Barnard, Y. (eds). Poverty and Inequality.
South Africa: HSRC Press.
1.1. Considering Therborn’s (2013) description of poverty and inequality, provide examples of
how poverty and inequality can be seen in your community or any community.
Required:
• Provide three examples of poverty observed in your community or any community
around you.
• Provide three examples of inequality observed in your community or any
community around you.
(3x2= 6 marks)
It is the recent work of Thomas Piketty (2014) that has brought renewed attention and further
inflection to the debate on poverty and inequality. On the basis of data spanning the economic
archive (tax and income records) of much of the last three centuries from more than twenty
countries, Piketty arrived at a critical conclusion for explaining inequality.
1.2. Considering the economic force of poverty and inequality, describe Piketty’s (2014) formula
that explains economic inequality.
(5 marks)
In the company of scholars such as Fredman and Therborn, it is the feminist community that
has perhaps taken the challenge of conceptually unpacking the complexity of poverty and
inequality furthest (see, inter alia, Bassel 2014; Collins 1998; Crenshaw 1994; Kabeer 2014;
Stewart 2014; Verloo 2006; Winker & Degele 2011).
1.3. Reflecting on the intersectional perspective on poverty and inequality, outline feminists
understanding of poverty and inequality in relation to structural intersectionality.
(5 marks)
Read the article below and answer the question that follow:
Google
SAHO. 2022. A history of Apartheid in South Africa. [Website]. Retrieved from
https://www.sahistory.org.za/article/history-apartheid-south-africa [Accessed 16 November
2023].
2.1. Explain how the systemic production of inequality is present in South Africa and how this
was potentially implemented during the Apartheid regime. Substantiate your answer by
use of the article. (12 marks)
Read the excerpt below and answer the question that follow:
South Africa’s experience with economic growth and poverty reduction does not deviate much
from these Africa-wide trends. Poverty has persisted despite economic growth in South Africa,
as in most of Africa. Inequality remains very high in South Africa, as in Africa as a whole. Even
the periodisation of economic growth has been similar, with rising average standards of living in
the 1960s and into the 1970s giving way to declining standards in the 1980s and stagnation in
the 1990s, before resurgent growth in the 2000s (although South Africa’s growth rates did not
track Africa’s recovery from the 2008–2009 global recession during the 2010s). In South Africa,
as in the rest of Africa, the prospects for eliminating even extreme income poverty remain poor.
2.2. Using your academically aligned opinion, comment on whether economic growth and
poverty reduction is a reality in South Africa. In your answer, provide examples from your
community or a community near you. (6 marks)
Therborn (2012: 587–588) offers ‘corresponding mechanisms of equality’ in order to address or

counter the mechanisms of inequality.
3.1. Identify corresponding mechanisms of equality as outlined by Therborn (2012).

(4 marks)
Google
Finance101. 2023. South Africa and the BRICS: What You Need to Know. [Website].
Retrieved from https://finance101.org.za/south-africa-and-the-brics-what-you-need-to-
know/#:~:text=South%20Africa%20is%20the%20smallest%20economy%20in%20the,and%20
a%20combined%20GDP%20of%20over%20%2416%20trillion [Accessed 16 November 2023].
3.2. Considering South Africa’s foreign policy, examine the role of BRICS in pioneering South
Africa's participation in the global economy. Furthermore, provide four (4) benefits of South
Africa joining BRICS by drawing examples from the article above. (10 marks)
The idea of a progressive realisation of rights underlies both the classic ‘tale’ of rights and
citizenship by TH Marshall (1992/1950), and the South African Constitution’s gradualist
approach to socioeconomic rights.
4.1. Identify and explain the Marshall’s (1992/1950) three typologies of rights and citizenship.
(3x2= 6 marks)
4.2. Reflecting on your answer in Question 4.1, provide two examples for each typology of rights
and citizenship.
Note to student: Do not use examples from the textbook; provide your own examples
aligned with the typology of rights and citizenship in Question 4.1.
(3x2= 6 marks)
SECTION B: ESSAY QUESTIONS
Watch the video below and answer the question that follow:
YouTube
SABC News. 2023. Youth Unemployment | Addressing South Africa's skills gap crisis. YouTube.
[Video]. Retrieved from https://youtu.be/TpM4RgfZH-o [Accessed 17 November 2023].
1.1. Drawing from the prescribed textbook and the video above, critically discuss structural
unemployment in South Africa and how this has contributed to youth unemployment.
Your discussion must include:
• Critically discuss structural unemployment in South Africa as outlined in the
prescribed textbook.
• Discuss how structural unemployment has contributed to youth unemployment.
• Suggest strategies that the government can implement to eradicate youth
unemployment.
(20 marks)
Criteria Suggested mark allocation

Irrelevant A poor attempt at An average A good attempt An excellent
Critical information was addressing the attempt at at addressing attempt at
discussion on provided. essay question was addressing the the essay addressing the
structural presented. essay question question was essay question
Unemployment OR was presented. presented. was presented.
in SA. The essay appears
No understanding more opinion-based More supporting The student The student
of the topic was than informed by information is provided a good sufficiently
demonstrated. academic sources. needed on the discussion on addressed the
topic. the topic. topic.
Much of the essay
is unclear and Discussion is It is evident that The student
unrelated to the mostly a most of the demonstrated
essay question. regurgitation of essay is independent
The essay was not content from the supported by thought and is
written in a textbook. compulsory supported by
coherent manner. sources. the textbook.
No independent The essay could
thought. use some work. The essay was
presented in a
coherent
manner.
0 2-1 3 4 5
Discussion on Irrelevant A poor attempt at An average A good attempt An excellent
how structural information was addressing the attempt at at addressing attempt at
unemployment provided. essay question was addressing the the essay addressing the
has presented. essay question question was essay question
contributed to OR was presented. presented. was presented.
youth The essay appears More supporting
unemployment. No understanding more opinion-based information is The student The student
of the topic was than informed by needed on the provided a good sufficiently
demonstrated. academic sources. topic. discussion on addressed the
the topic. topic.
Much of the essay Discussion is
is unclear and does not include It is evident that The student
unrelated to the much reflection most of the demonstrated
essay question. of content in the essay is independent
The essay was not video. supported by thought and is
written in a compulsory supported by
coherent manner. No independent sources. the video.
thought. The essay could
use some work. The essay was
presented in a
coherent
manner.
0 2-1 3 5-4 6
Student’s Irrelevant A poor attempt at An average A good attempt An excellent
suggested information was addressing their attempt at at addressing attempt at
strategies. provided. strategies on the addressing their their strategies addressing their
essay topic. strategies on on the essay strategies on the
OR the essay topic. topic. essay topic.
Much of the
No understanding of suggested More supporting The student The student
the topic was strategies are information is provided a good sufficiently
demonstrated. unclear and needed on the discussion on addressed their
unrelated to the topic. their suggested suggested
research question. strategies. strategies.
The strategies was Supported their Their strategies

not written in a strategies with were presented
coherent manner. the relevant in a coherent
sources. manner.
0 1 2 3 4
Referencing Incorrect use of Incorrect use of Incorrect use of Correct Boston Correct Boston
Boston Harvard Boston Harvard Boston Harvard Harvard Harvard
Referencing for the Referencing for Referencing for Referencing Referencing
reference list and most references in most references was used for was used for the
in-text citations. the reference list in the reference most sources in reference list
and in-text citations. list and in-text the reference list AND in-text
OR citations. and in-text citations.
citations.
No in-text citations Only in-text Every section
were used, and no citations were In-text citations of the
reference list was included, OR have been discussion of
provided. only the made for most the research
reference list of the sections paper includes
was included. in the research in-text citations.
paper.
Only one (1) All the
compulsory references in
source was the reference list
referred to in- are correct.
text.
All sources used
have been
included in the
reference list.
0 1 3-2 4 5
TOTAL = 20 MARKS
Google
SABC News. 2017. Black women the face of poverty in South Africa. [Website]. Retrieved from
https://www.sabcnews.com/sabcnews/black-women-the-face-of-poverty-in-south-africa/
[Accessed 17 November 2023].
2.1. Considering poverty and inequality, apply the intersectional perspective to the article
above.
Required:
• Provide a discussion of the intersectional perspective on poverty and inequality.
• Draw examples from the article above to support your discussion.
(20 marks)
Criteria Suggested mark allocation

Irrelevant A poor attempt at An average A good attempt An excellent
Discussion of information was addressing the attempt at at addressing attempt at
the provided. essay question was addressing the the essay addressing the
intersectional presented. essay question question was essay question
perspective on OR was presented. presented. was presented.
poverty and The essay appears
inequality. No understanding more opinion-based More supporting The student The student
of the topic was than informed by information is provided a good sufficiently
demonstrated. academic sources. needed on the discussion on addressed the
topic. the topic. topic.
Much of the essay
is unclear and Discussion is It is evident that The student
unrelated to the mostly a most of the demonstrated
essay question. regurgitation of essay is independent
The essay was not content from the supported by thought and is
written in a textbook. compulsory supported by
coherent manner. sources. the textbook.
No independent The essay could
thought. use some work. The essay was
presented in a
coherent
manner.
0 2-1 4-3 6-5 8-7
Relevant Irrelevant A poor attempt at An average A good attempt An excellent
examples from information was providing examples attempt at at providing attempt at
the article. provided. from the article. providing examples from providing
examples from the article examples from
OR Much of the the article. the article.
examples are The student
No understanding of unclear and More supporting provided a good The student
the topic was unrelated to the information is discussion on sufficiently
demonstrated. research question. needed for the the examples. provided
examples. examples that
The examples are Supported their are relevant to
not written in a examples with the topic.
coherent manner. the relevant
article. The examples
were presented
in a coherent
manner.
0 2-1 4-3 6-5 7

Referencing Incorrect use of Incorrect use of Incorrect use of Correct Boston Correct Boston
Referencing for the Referencing for Referencing for Referencing Referencing
reference list and most references in most references was used for was used for the
in-text citations. the reference list in the reference most sources in reference list
and in-text citations. list and in-text the reference list AND in-text
OR citations. and in-text citations.
citations.
No in-text citations Only in-text Every section
were used, and no citations were In-text citations of the
reference list was included, OR have been discussion of
provided. only the made for most the research
reference list of the sections paper includes
was included. in the research in-text citations.
paper.
Only one (1) All the
compulsory references in
source was the reference list
referred to in- are correct.
text.
All sources used
have been
included in the
reference list.
0 1 3-2 4 5
TOTAL = 20 MARKS
TOTAL: 100 MARKS
ANNEXURE G: SAMPLE FORMATIVE ASSESSMENT 1 (SAMPLE FA1)
Academic Year 2024: January – June

Sample Formative Assessment 1: Sociology 2B (HSOC232-1)
NQF level, Credits: 6, 16
Weighting: 20%
Assessment Type: Essay Questions
Examiner: Anna Hlabe
Due Date: Not Applicable
Total: 100 Marks
Instructions:
• This paper consists of four (4) questions.
• It is based on Units 1-4 of your study guide
• All questions are compulsory.
o Font: Arial
o Font size: 12
o Line spacing: 1.5
• A Copyleaks Report will be issued via ColCampus once the assignment is
submitted. Please ensure that you follow the correct steps when uploading your
assignment, to ensure that the Copyleaks Report is correctly issued. If the
incorrect document is uploaded, or if no Copyleaks Report is issued, a mark of
zero (0) will be awarded. If the Copyleaks Report indicates that a 30% similarity
rating has been exceeded, 25% of the assessment total will be deducted from
the final grade. Where a Copyleaks Cheat Detection Report is issued, your
submission will automatically be treated as if you received a similarity rating in
excess of 30% and 25% of the assessment total will be deducted from the final
grade.
76 HSOC232-1-Jan-Jun2024-SampleFA1-NF-V.4-31012024
LEARNING OUTCOMES
• Provide a discussion on the dominant approaches to poverty in the global

context.
• Understand poverty and inequality from an intersectional perspective.
• Understand the multiple dimensions (structural, economic and psychological)

of poverty.
• Understand the sociohistorical influence of settler colonialism.
• Discuss the production of inequality.
• Discuss the production of inequality. Understanding systematic production.
• Understanding the relationship between public policy, inequality and poverty;

conceptualised as distributional regimes.
• Discuss inequality at the core of the international state system.
• Understanding foreign policy of a post-apartheid SA as a commitment to

combat global inequality and injustice entrenched in the international
hierarchy of states
o Transforming the global balance of power
Question 1 (33 Marks)

1.1. Distinguish poverty and inequality. (10 Marks)
1.2. Briefly outline the aims of the Mandela Initiative (MI) in South African
communities. (3 Marks)
1.3. Discuss, in detail, the impacts of Braam Hanekom’s four structural pillars in
poverty and inequality in the society. (20 marks)
These four pillars are as follows:

• Structural causes;
• Education;
• Psychological reasons; and
• The moral fabric and values of our society
• Note: Use the rubric below to assist you.
Excellent answer Good answer Fair answer Minimal / Poor

provided. Student provided. Student provided. Student answer. Student
showed insight has shown some could improve the did not address
and provided an insight into the content of the question.
excellent topic. A good discussion. Went Little or no
discussion on the discussion on the off point of mention of the
Content (see impacts of Braam impacts of Braam discussion. impacts of Braam
answer below) Hanekom’s four Hanekom’s four Mentioned some Hanekom’s four
structural pillars structural pillars of the impacts of structural pillars
in poverty and in poverty and Braam in poverty and
inequality in the inequality in the Hanekom’s four inequality in the
society. society. structural pillars society.
in poverty and
inequality in the
society.
13-7 9-6 3-5 0-2
Excellent A good A fair introduction Poor or no

introduction to introduction to to the essay. introduction. No
the essay. Body the essay. Body Body does not clear paragraphs.
has clear has clear have paragraphs No flow to the
paragraphs that paragraphs but and has no flow answer.
flows from one minimal flow from to the ideas Conclusion is
Structure into the other, one into the presented. Poor poor.
Conclusion wraps other, Conclusion conclusion.
up the entire somewhat wraps
answer. up the answer.
4 3 2-1 0
All in-text One or two Major mistakes in No in-text

In-text referencing is mistakes. in-text referencing.
referencing correct. referencing.
3 2 1 0
Question 2 (28 marks)
2.1. Discuss what settler colonialism is. (2 Marks)
2.2. Consider the enduring impact settler colonialism had on Indigenous natives.
(15 Marks)
2.3. Briefly describe what is meant by Inequality, and provide examples to further
justify your answer. (2+5=7 Marks)
2.4. Inequality is produced through four (4) parallel mechanisms. Outline and briefly
explain these. (4 Marks)
3.1. Describe the relationship between public policy, inequality and poverty.
(6 Marks)
3.2. Describe the focus of South African economic policies. (3 Marks)
4.1. Discuss the impacts of hierarchy and hierarchisation in societies, states, classes,
populations or ethnic groups. Provide your own examples to support your answer.
(2+8=10 Marks)
4.2. Discuss, in the form of an essay of 500 words, the role played by the two former
South African presidents, Nelson Mandela and Thabo Mbeki, in their commitments to
combating global inequality. (20 Marks)
Note: Include an introduction, body and conclusion. Include in-text referencing in your
answer. Use the rubric below to guide you.

in poverty and
inequality in the
society.
13-7 9-6 3-5 0-2

4 3 2-1 0

3 2 1 0
TOTAL: 100 marks
MEMORANDUM

Sample Formative Assessment 1: Sociology 2B (HSOC232-1)
NQF level, Credits: 6, 16
Weighting: 20%
Assessment Type: Essay Questions
Educator:
Examiner: Anna Hlabe
Total: 100 Marks
Instructions:
• This is for revision purposed only
• This paper consists of four (4) questions.
• It is based on Units 1-4 of your study guide
• All questions are compulsory.
o Font: Arial
o Font size: 12
o Line spacing: 1.5
A Copyleaks Report will be issued via ColCampus once the assignment is submitted. Please ensure
that you follow the correct steps when uploading your assignment, to ensure that the Copyleaks Report
is correctly issued. If the incorrect document is uploaded, or if no Copyleaks Report is issued, a mark
of zero (0) will be awarded. If the Copyleaks Report indicates that a 30% similarity rating has been
exceeded, 25% of the assessment total will be deducted from the final grade. Where a Copyleaks Cheat
Detection Report is issued, your submission will automatically be treated as if you received a similarity
rating in excess of 30% and 25% of the assessment total will be deducted from the final grade.
82 HSOC232-1-Jan-Jun2024-SampleFA1-Memo-NF-V.4-31012024
LEARNING OUTCOMES
• Provide a discussion on the dominant approaches to poverty in the global

context.
• Understand poverty and inequality from an intersectional perspective.
• Understand the multiple dimensions (structural, economic and psychological)

of poverty.
• Understand the sociohistorical influence of settler colonialism.
• Discuss the production of inequality.
• Discuss the production of inequality. Understanding systematic production.
• Understanding the relationship between public policy, inequality and poverty;

• Discuss inequality at the core of the international state system.
• Understanding foreign policy of a post-apartheid SA as a commitment to

combat global inequality and injustice entrenched in the international
hierarchy of states
1.1. Distinguish poverty and inequality. (10 Marks)
Solution: Unit 1, Chapter 1, p. 3

• Poverty and inequality, as Therborn (2013: 42) says, can be conceptually
separated. ✓ Poverty is the condition of basic lack. ✓ It is characterised by the
want of an individual or groups of the basic goods and services that are
‘necessary for a minimal or socially acceptable standard of living’ (Yang 2017:
2). ✓ Sen (1999: 20) describes it as ‘a deprivation of basic capabilities’. ✓As
many authors have maintained, how it is understood, anywhere, will depend on
the explicit clarification of the criteria used to define the state of poverty. ✓
• Inequality, distinct from poverty, relates to the ‘uneven distribution✓ of
resources and opportunities among individuals, among groups in a population
or among countries, ✓ occurring at a given point in time or over time’ (Yang
2017: 4). ✓ Distinct as the two concepts are, they are highly interdependent. ✓
Poverty is simultaneously the product of inequality and necessary for
constituting its essential character. ✓
The following Learning Outcomes are assessed in this question:

Provide a discussion on the dominant approaches to poverty in the global context
1.2. Briefly outline the aims of the Mandela Initiative (MI) in South African
communities. (3 Marks)
Solution: Unit 1, Chapter 1, p. 14

Mandela Initiative (MI), a major national movement aimed at bringing the political,
economic, scholarly and civil society communities together around a process aimed
at reducing poverty and inequality in South Africa. ✓ Evident in the MI is an
understanding of the connectedness and interdependence of the economic, social,
cultural and the psychological. ✓ Important as this awareness is, issues remain. ✓
Understand poverty and inequality from an intersectional perspective.
1.3. Discuss, in detail, the impacts of Braam Hanekom’s four structural pillars in
poverty and inequality in the society. (20 marks)
These four pillars are as follows:

• Structural causes;
• Education;
• Psychological reasons; and
• The moral fabric and values of our society
• Note: Use the rubric below to assist you.

in poverty and
inequality in the
society.
13-7 9-6 3-5 0-2

4 3 2-1 0
3 2 1 0
Solution: Unit 1, Chapter 1, p. 14-16

Note to grader: There is no absolute answer to this question, therefore, the
student’s answers may differ, and your discretion is highly advised.
There is awareness in the South African discussion of the multifactorial nature of

poverty and inequality. This awareness is, significantly, part of the broad approach of
the Mandela Initiative (MI), a major national movement aimed at bringing the political,
economic, scholarly and civil society communities together around a process aimed
at reducing poverty and inequality in South Africa. ✓✓
Evident in the MI is an understanding of the connectedness and interdependence of

the economic, social, cultural and the psychological. Important as this awareness is,
issues remain. Issues arise at two levels. Both have methodological implications for
describing, analysing and engaging poverty and inequality, firstly, as separate
phenomena, and then, secondly, as inextricably related social realities. The point
needs to be emphasised, in setting up the problem, that poverty may be more easily
identified and represented than inequality. We use the term may cautiously and are
aware of the kind of hegemonic thinking which deconstructs poverty in what are
essentially economic terms. It is possible to project poverty in a lexical register which
is broader. ✓✓
Poverty could also be intellectual, social and cultural. Issues of normativity arise in
what one uses as the capitals against which abundance, sufficiency and lack arise.
These lead to problems of classification, naming, ranking and sorting. Challenging as
these issues are, they are more difficult when it comes to inequality. The problems,
and this returns us to the twofold schema we suggested above, present themselves
firstly in terms of identification, and secondly in terms of calibration. ✓✓
Both race and class collide into each other, and are important for understanding the
nature of South Africa. They do not, however, provide ways of using this joined up
approach methodologically. Seekings’ (2008: 20) work goes a long way to
demonstrating empirically how this may be approached. This work is useful in that it
takes us to the second level of difficulty in the South African literature and provides us
with the basic tools to develop a more comprehensive analytic framework for
explaining poverty and inequality. ✓✓
Seekings shows, using the work of colleagues such as Haroon Bhorat, Peter Moll and
Murray Leibbrandt, that it is possible to account for economic effects and race effects.
He refers to Moll’s (1998) analysis of wage differentials in the country which showed
that racial discrimination accounted for 20% of the African mean wage in 1980 but just
12% in 1993. This is useful. It is useful, firstly, in the sense that racial discrimination
or racism can be identified in inequality-producing regimes. It is useful, more
significantly, in showing that ‘race’ as an effect can be measured. ✓✓
What Moll and Seekings following him have been able to do is to isolate empirically
the different kinds of social factor that are at play in actual situations and their relative
weights. This moves the discussion about what poverty and inequality are in South
Africa significantly ahead. One begins to see not only the conjoined nature of inequality
but also in specific circumstances and contexts a sense of the relative contributions of
the factors behind it. Understanding the dynamic of poverty and inequality in South
Africa in these terms is crucial for developing much clearer policy responses. ✓✓
The pertinent point to which the work of scholars such as Seekings in South Africa
directs us is that we are able not just to recognise factors beyond the economic but to
see how extra-economic factors work in relation to the economic. This is important for
an understanding of what poverty and inequality are in their distinctiveness in the
South African context. But a few questions arise. These have to do with concretising
and giving empirical content to issues such as Therborn’s distantiating index and what
Eisenstein and Winkler and Degele refer to as the normative order in which people
enact a sense of their agency. ✓✓
Therborn (2006b: 13) commented on the absence of quantitative benchmarks for

some of these dimensions of inequality-producing regimes. It is not, however, simply
the absence of the quantitative benchmark. That is critical, but there is more to
understand, and this is how one understands the distantiating process. How, in their
actual content and effects, do processes which produce distantiating such as sexism
and racism work? How are those social-psychological effects, to which Therborn has
drawn attention, identified and assessed? In developing an answer to this question, it
is important to make clear what the advance constitutes in the kind of work produced
by scholars such as Seekings. With respect to ‘race’ Seekings helps us to locate one
dimension of its effects – the structural outcomes. Using regression analysis, he shows
how it is possible to distinguish between different kinds of effects when individuals
experience discrimination. Class effects stand out from race effects. This is a structural
analysis. In terms of Therborn’s mechanisms described above, it falls most clearly into
the category of the mechanism of exclusion ✓✓
But how structures land and are acted upon by the social agents themselves is another
matter. We do not see how people who are identified as victims – people of colour,
black people, women and others – work with, manage and engage the conditions in
which they find themselves. This is Therborn’s mechanism of distantiating. ✓✓
If one works with the fullness of intersectionality and the idea that people are not simply
subjects of their economic environments, and if one begins to accord to the
psychological and ideological a certain level of independence, even if it is conditional
independence, how does one begin to explain racial effects as not simply things which
happen to people but things which people are required to respond to as well? How do
they act? When they invoke the experience of black pain, as was a feature of the
student protests in South Africa, what categories of analysis do we use to make sense
of this phenomenon? How, more pertinently, do we respond to this evocation of a
sense of having been positioned, located, and – most critically for thinking about the
questions of the persistence of poverty and inequality in South Africa – having been
fixed in life? How do we show that structural forces in society produce not only social
outcomes but also outcomes that have psychological and cognitive effects? How are
structural realities interiorised so that they become a distinct and almost self-
functioning domain of operation in people’s lives? ✓✓

Understand the multiple dimensions (structural, economic, and psychological) of
poverty.
2.1. Discuss what settler colonialism is. (2 Marks)
Solution: Unit 2, Chapter 2, Page 33

Settler colonialism is the “conquest and occupation of a territory by people coming
from somewhere else. ✓ If the occupied territory is at all populated, it tends to generate
racist arrogance and contempt vis-à-vis the natives. ✓

Understand the sociohistorical influence of settler colonialism.
2.2. Consider the enduring impact settler colonialism had on Indigenous natives.
(15 Marks)
Note to grader: Students’ answers may differ. Award a maximum of ten (15)
marks. Use discretion.
Solution: Unit 2, Chapter 2, Page 33-34

• Colonial expansion and regional population movements came to mean that the
settlers from overseas were occupying the land of the large indigenous
population ✓✓ - far more numerous than the settlers- in crucial contrast to North
America and Australia✓
• The nineteenth-century discovery of diamonds, gold, and other mineral
reserves of the earth made possible a rapid and enormous accumulation of
capital among a fraction of the settlers, ✓✓providing the basis for the
development of a first-class industrial and financial capitalism, ✓ from which the
indigenous population was deliberately excluded✓
• The latter was dispossessed of the territory’s mineral wealth and from most,
and the best, of its farmland✓
• It was legally barred from entering into modern farming and into skilled jobs in
the surging industrial economy✓
• The drive of settler colonialism was to occupy land and monopolise assets and
opportunities, ✓✓ an endeavour made more urgent by the demographic
minority states of the settlers✓
• Expropriation and appropriation were much facilitated by racism, as a defining
criterion of settler and non-settler, ✓ ✓an ideology well entrenched by the time
the Union of South Africa was founded ✓

Understand the sociohistorical influence of settler colonialism.
2.3. Briefly describe what is meant by Inequality, and provide examples to further
justify your answer. (2+5=7 Marks)
Note to Grader: explanation of the term inequality and examples will differ
from one student to the other, your discretion is advised. Award two (2) marks
for description and five (5) marks for providing examples. Overall, a maximum
of seven (7) marks to be awarded.

• Inequality means a violation of human rights, that is, of an equal right to dignity
and respect, and to each person’s possibility to realise their capability. ✓✓
• Example: inequality takes place when, for instance, there is an uneven
distribution and access of resources, through the process of allocation. This
happens when certain individuals or ethnic groups, amongst others, are more
preferred to receive, for instance, social goods in the society due to their
religion, power, gender, age, education, class, etc., than the others. ✓✓✓✓✓
Discuss the production of inequality.
2.4. Inequality is produced through four (4) parallel mechanisms. Outline and briefly
explain these. (4 Marks)
Solution: Unit 2, Chapter 2, Page 35-36

• Distantiation - running ahead of, keeping away from, falling behind✓
• Exclusion – best seen as a variable of hindering others, rather than as a singular
category✓
• Hierarchisation, and Exploitation – Meaning that A’s status derives from the
contribution and / or subordination of B. ✓✓

Discuss the production of inequality.
3.1. Describe the relationship between public policy, inequality and poverty.
(6 Marks)

• The relationship between public policy, inequality and poverty can be
conceptualised in terms of ‘distributional regime’✓
• Public policy affects who gets what in direct and indirect ways✓
• Governments pursue their preferred growth strategies, steering their
economies down specific ‘growth paths’ or development paths✓
• Policies shape not only the rate of economic growth but also the form and
direction of that growth, including the distribution of the benefits of growth. ✓
• Governments also redistribute directly (through budget) and indirectly
(through regulation, especially of agriculture and the labour market) ✓
• The ‘distributional regime’ comprises all of the policies that, directly or
indirectly affect either distribution or redistribution✓

Understanding the relationship between public policy, inequality and poverty;
3.2. Describe the focus of South African economic policies. (3 Marks)

• South African economic policies have been focused on the growth of the large
formal economy, based on large, well-established and heavily regulated
industrial sectors✓
• Large-scale, increasingly mechanised commercial farms dominate the
agricultural sector✓
• The South African state raises more taxes and spends much more on social
programmes, including social assistance programmes✓

Understanding the relationship between public policy, inequality and poverty;
4.1. Discuss the impacts of hierarchy and hierarchisation in societies, states, classes,
populations or ethnic groups. Provide your own examples to support your answer.
(2+8=10 Marks)
Note to grader: Award (2) two marks for providing example and a maximum of
eight (8) marks for discussion. Students’ answers may vary. Use discretion.
• Hierarchy and Hierarchisation produce and are products of inequality and are
useful concepts when reflecting on inequality and injustice, ✓as they are a
constant reminder that there is no ‘de-linking ’between the haves and the
haves-not ✓ (whether they are in, for example, states, societies, populations,
classes or ethnic groups) ✓
• Rather, the haves largely rely on the have-nots to stay at the top and in power:
✓ it allows for Therbon’s other ways of producing inequality, namely,
distantiation, exclusion and exploitation. ✓
• Hierarchisation in international relations is a process through which ‘rank
emerges based on intersubjective status, influence over sites of political
authority and effective control over essential social resources✓
• It concerns socially organised inequality and this inequality remains one of the
most salient, empirically striking characteristics of contemporary international
relations✓
• It is, according to Lees (2012:210) one of the primary forms of socially
organised inequality within human society✓
• Inequality is habitually seen as a ‘surface’ phenomenon arising from the
properties and relative capabilities of individual states, whereas, in fact, it is part
of a deep structure that constitutes and shapes international relations ✓
Example: growing up from childhood to adulthood, one would see how different
people in various communities are treated differently, and had different access to
resources. For instance, those classified, or ranked as poor would have no, if not lack
of access to resources, while those who were ranked as superior and as belonging to
better social ranks had better and more access to resources, thus, making the lower
ranked population feel inferior. These superior people would have more power over
everyone else. ✓✓

Discuss inequality at the core of the international state system.
4.2. Discuss, in the form of an essay of 500 words, the role played by the two former
South African presidents, Nelson Mandela and Thabo Mbeki, in their commitments to
combating global inequality. (20 Marks)
Note: Include an introduction, body and conclusion. Include in-text referencing in your
answer. Use the rubric below to guide you.

showed insight and has shown some could improve the did not address the
provided an insight into the content of question. Little or
excellent topic. A good discussion. Went no mention of the
discussion on the discussion on the off point of impacts of Braam
Content (see impacts of Braam impacts of Braam discussion. Hanekom’s four
answer below) Hanekom’s four Hanekom’s four Mentioned some of structural pillars in
structural pillars in structural pillars in the impacts of poverty and
poverty and poverty and Braam Hanekom’s inequality in the
inequality in the inequality in the four structural society.
society. society. pillars in poverty
and inequality in
the society.
13-7 9-6 3-5 0-2
Excellent A good introduction A fair introduction Poor or no

introduction to the to the essay. Body to the essay. Body introduction. No
essay. Body has has clear does not have clear paragraphs.
clear paragraphs paragraphs but paragraphs and No flow to the
that flows from one minimal flow from has no flow to the answer. Conclusion
Structure into the other, one into the other, ideas presented. is poor.
Conclusion wraps Conclusion Poor conclusion.
4 3 2-1 0

In-text referencing referencing is mistakes. in-text referencing. referencing.
correct.
3 2 1 0
Note to grader: Award a maximum of twenty (20) marks for discussion – one
(1) mark per statement/fact. Use discretion. Use the rubric above to assess the
marks. Read sample answer below before grading.
Solution: Unit 3, Chapter 4, pp. 62 – 63
The Mandela and early Mbeki eras saw an impressive commitment on the part of
South Africa to combat global inequality and the injustices entrenched in the
international hierarchy of states, largely, on the one hand, by contributing to the
development of new international norms and protocols that would promote peace,
security and development, and, on the other hand, by participating, often in a leading
role, in promoting global South or South-oriented institutions. ✓✓
One of its earliest successes was brokering an agreement during the renegotiation of
the Nuclear Non-Proliferation Treaty (NPT) in 1995 (see Masiza and Landsberg 1996
for a detailed discussion); despite an impasse between the traditional nuclear weapon
states and the non-nuclear weapon states. For South Africa, a state that had
voluntarily given up its nuclear weapon capability and who had played a major role in
negotiating the 1996 Pelindaba Treaty that declared Africa a nuclear weapons-free
region, the NPT was (and remains) inherently discriminatory, particularly in terms of
the non-compliance of the nuclear-weapon state members to the Treaty (Minty 2007).
✓✓✓
A number of successes followed South Africa’s skilful diplomatic role in Vienna in

1995; it played a role in the global campaign to ban antipersonnel landmines in
defiance of the United States; it supported the global debt relief campaign of the late
1990s; and it used strong support for the reform of the global trade regime in order to
simultaneously build South solidarity in interacting with countries of the North on behalf
of the developing world. ✓✓
As part of this multilateral thrust in promoting human rights internationally, South Africa
played a leading role in the development of the Rome Statute in the late 1990s
(Landsberg n.d.), opening the way for the establishment of the International Criminal
Court (ICC) in July 2001, as well as in the establishment of the UN Human Rights
Council in March 2006. Similarly, South Africa supported and advocated, in 2005, for
the adoption of the Responsibility to Protect (R2P) as a global political commitment,
endorsed by all members of the United Nations World Summit, to prevent genocide,
war crimes, ethnic cleansing and crimes against humanity. ✓✓
Importantly, the adoption of the doctrine of R2P was one of the early, and very few,
instances of a norm evolving ‘up’ rather than ‘down’ in that the idea of a responsibility
to protect – in essence creating an exception to the core rule of international relations
of non-intervention in the domestic affairs of a state – first found formal expression as
article 4(h) of the Constitutive Act of the African Union (AU) in 2000. Again, South
Africa played a leading role in the development of the Constitutive Act (see Africa and
Pretorius 2012; Smith 2016). ✓✓✓
More fraught were South Africa’s ventures into human rights issues with its failed call,
at the Commonwealth Heads of Government Meeting (CHOM) in New Zealand in
1995, for the expulsion of and sanctions against Nigeria in the wake of the execution
of Ken Saro-Wiwa and his Ogoni comrades (for a detailed discussion see Van Aardt
1996). Mandela’s role in the East Timor case in the mid- to late 1990s and his efforts
in 1998 to broker peace between the (then) Zairian president, Mobuto, and his rival,
Laurent Kabila, although motivated by his principled stance on the promotion of human
rights and democracy, were also not successful (see Taylor 2001). More importantly,
though, was a very practical lesson that South Africa learnt during the Mandela era: to
pursue its goals through multilateralism, rather than trying ‘singlehandedly’ to tackle
sensitive issues in the realm of human rights. ✓✓✓
Multilateralism, the preferred mode of middle powers in the conduct of foreign relations
related to milieu goals, is nonetheless often a somewhat frustrating mode of foreign
policy conduct, given that it is essentially based on finding the ‘lowest common
denominator’ in its reliance on consensus to effect change. Mbeki’s foreign policy,
predicated on an ‘African Renaissance’, returned in spirit to Mandela’s claim that
‘South Africa cannot escape its African destiny’ and his reference to the
marginalisation of the continent, especially in economic terms (1993: 89). Mbeki’s aim
was reform of the global governance system in order to counter the continent’s
marginalisation and promote its development, but for Mbeki such reform was not only
about addressing global apartheid in socioeconomic terms (poverty alleviation), but
also, and crucially, about inclusion at the level of (global) decision-making.5 Mbeki,
Nigeria’s Obasanjo and Algerian president, Bouteflika, were invited to the G8 Summit
in Okinawa in 2000 where they argued the case for debt relief for highly indebted South
countries. ✓✓✓
Two years later, at the Kananaskis Summit, the G8 adopted the African Action Plan in
support of the New Economic Partnership for Africa’s Development (NEPAD), again
with Mbeki having played a leading role (Schoeman 2015).✓✓

Understanding foreign policy of a post-apartheid SA as a commitment to combat
global inequality and injustice entrenched in the international hierarchy of states
TOTAL: 100 marks
ANNEXURE I: FORMATIVE ASSESSMENT 2
Academic Year 2024: January - June

Formative Assessment 2: Sociology 2B (HSOC232-1)
Weighting: 20%
Assessment Type: Multiple choice questions
Due Date: 10 May 2024
Total: 100 Marks
Instructions:
• This paper consists of 50 questions, all questions are compulsory.
• It is based on Units 5 - 8: Chapters 7 – 12 of your Poverty and Inequality textbook
98 HSOC232-1-Jan-Jun2024-FA2-NF-V.3-31012024
Unit 5 - Chapter 7:
• Analyse protest activity as a response to socioeconomic inequality.
• Provide suggestions for a reconceptualised, inclusive and concerted constitutional dialogue
as a means to reduce poverty and inequality in SA
• Assess data and trends emerging from the South African Social Attitudes Survey (SASAS)
• Discuss the Constitutional Justice Project (CJP) and the role that they play
• Provide an understanding of transformative constitution
Unit 6 - Chapter 8:
• Discuss human mobility, international migration policies, and the value of recent migrants
into SA
• Understanding mobility and recent migration in terms of social value and the distance to
equal treatment and political citizenship in a democratic dispensation
• Provide a critical analysis of human rights issues aligned to the world of subjectivity and the
social value of refugees, economic migrants and asylum seekers
• Provide a critique of wide variations and gaps in data about residents in SA who were born
outside of its borders
• Assess and criticize current policies on migration
• Provide different ways of thinking about the capabilities and social value of migrants
Unit 7 - Chapter 9:
• Understanding inequality in terms of wealth
• Understanding wealth inequality on a global scaled and in the context of SA
• Differentiate between taxing net wealth and taxing wealth transfers
Unit 7 - Chapter 10:

• Discuss the combination of traditionality and modernism and the challenges this can pose
in nation building
• Discuss poverty & inequality among traditional communities in post-apartheid SA
• Critically analyse the view of traditional leadership in governance and development
• Argue whether resources in traditional communities exacerbate or resolve inequality and
poverty

• Understanding the impact indebtedness and aspiration has on longer-term poverty and
inequality
• Emphasize consumerist lifestyles and the status that accompanies this
• Examine the nature of both the aspirations to upward mobility and the economic relations
of debt and over-indebtedness

• Examine the nature of the prevalent cultural values in South African institutions and
systems and their influence on policies targeting poverty & inequality
• Examine how social institutions and systems reflect cultural values that are commonly
accepted
ANNEXURE G: FORMATIVE ASSESSMENT 2
Question 1: (1 mark)
Read the case below and answer the question that follow:
On Wednesday morning about a hundred residents of Alexandra township marched from
Alexandra stadium to municipal offices in Sandton to express their frustration over the lack of
services and illegal structures in the township.
The protesting residents, escorted by metro police, said they had not received responses from
Mayor Herman Mashaba to the demands they had made at the time of the #AlexShutDown in
April.
One of the protest leaders, Thandiwe Mthombeni, said, “We are not saying that Alexandra was
perfect before, but we can’t allow it to get worse than what it was … There are a lot of potholes
in the roads. Pikitup [refuse removal] doesn’t come as they should. There are a lot of illegal
structures, and crime is very high.”
She said the community wanted change. “We have been very peaceful and we are respecting
the law, but they are provoking us by not taking us seriously.”
Zolile Mjika, who moved to Alexandra 20 years ago, said he’d seen very little improvement in
the township.
“The only language that the government understands is [protest] otherwise we won’t be able to
get through to them,” he said. “You saw the dire situation in Alexandra - the filthiness and the
sewage all over … How can they let us live like pigs yet they want to ask for our votes?”
Source: Postman, Z. 2019. Alexandra residents protest in Sandton over state of township. GroundUp. [Website].
Retrieved from https://www.groundup.org.za/article/alexandra-residents-protest-sandton-over-state-township/
[Accessed 09 November 2023].
Reflecting on the case above, identify the term that describes the upsurge in protest action.
A Rebellion of the working class

B Disillusionment among all socioeconomic groups
C Government suppression of protests
D Rebellion of the poor
Read the statement below and answer the question that follow:
Every citizen in South Africa has the right to basic housing, healthcare, education, food, water,
and social security. – by examiner.
Considering the statement above, identify the type of Right that encompasses the passage
above.
A Freedom rights
B Socioeconomic rights
C Democratic Rights
D Rights for the poor
Fill in the missing words below:
The post-apartheid state has devoted substantial resources to the provision of basic services
and amenities to previously disadvantaged groups, for example, ________ , one of the largest
government-subsidised housing programmes in the world.
A The Apartheid Recovery Project

B The Equity Restoration Initiative
C The Human Settlement Programme
D The Equality Resettlement Campaign
Considering protest and democratic functioning, highlight what has been deduced about South
African citizens’ attitude towards mass action.
A A sizeable majority of citizens believe that mass action is a democratic right that should be
protected.
B Most protests are driven by political parties.
C Violent protests have decreased since 2008.
D Community and service delivery protests have increased in recent years.
Complete the sentence below:

One of the principal promises of the anti-apartheid movement was to open up ________ for all
in South Africa.
A Basic housing and security

B Political and economic freedom
C Education and jobs
D Economic and social opportunities
The invitation to bid and terms of reference (ToRs) of the CJP were issued by the DoJCD on 12
April 2013. The release of the initial ToRs in 2012 was swamped in controversy and regarded
with suspicion as an attempt to bring courts into line with executive thinking.
…
Against the background of all this controversy, three public submissions on Minister Radebe’s
2012 discussion document, which formed the basis of the rationale for the research project,
were submitted by Section27,10 the Centre for Applied Legal Studies11 and the Socioeconomic
Rights and Administrative Justice12 research group. Despite differences in emphasis and
perspectives, they shared the following concerns regarding the ‘review’ or ‘assessment’ of the
courts.
Reflecting on the except above, identify the statement below that is not part of the concerns
expressed by the constitutional justice project.
A The ToRs were seen as an attempt to align courts with executive thinking.
B The department provided no clear rationale for the assessment – the purpose was not
clear, and this gave rise to anxieties about how the research outcomes would be utilised
by the executive.
C The ToRs were too broad and vague and there were problems with methodology
(especially as a result of the inclusion of the Supreme Court of Appeal (SCA)).
D The discussion document and call for proposals for the assessment were issued virtually
simultaneously, leading to concerns over the validity of the public participation process.
Gauri and Brinks show that the South African litigation model involves the modification of public
policy through broadly applicable (erga omnes) decisions, rather than through the accumulation
of individual cases with individual remedies and the more or less voluntary adoption of these
decisions between the parties to the litigation (inter partes).
In terms of the socioeconomic analysis reflected in the statement above, identify the statement
the statement below that best describes South African judgements.
A South African judgements prescribe or even recommend to the Court how it should
exercise its responsibility to adjudicate disputes in terms of the Constitution.
B South African judgments point out that law can be used to achieve social change through
social and economic rights.
C South African judgments reach a large number of the relevant policy area beneficiaries,
including the poor.
D South African judgements align with executive decisions to shape policy.
Fill in the missing word below:
________ emphasises attaining socioeconomic justice and has been described as having a pro-
poor (or anti-poverty) orientation that focuses on addressing inequalities.
A The courts
B The legislature
C The judiciary
D Transformative constitutionalism
South Africa has, over the past 25 years, become a signatory to many international and regional
human rights instruments and has complied with obligations emanating from instruments.
Source: SA government. n.d. International legal relations. [Website]. Retrieved from https://www.gov.za/about-
government/international-legal-relations [Accessed 09 November 2023].
Reflecting on the statement above, outline the international human rights laws framework that
the South African human rights law operates within.
A The Bill of Rights, Supreme Court of Appeal (SCA), and Sections 1(c) and 2 of the 1996
Constitution
B United Nations Universal Declaration of Human Rights (UDHR 1948) ,International
Convention on Civil and Political Rights (ICCPR 1966) and the International Covenant on
Economic, Social and Cultural Rights (ICESCR 1966).
C The supremacy of the Constitution, the Preamble of the 1996 Constitution, and the African
Charter on Human and Peoples’ Rights
D The African Charter on Human and Peoples’ Rights, Supreme Court of Appeal (SCA), and
International Convention on Civil and Political Rights (ICCPR 1966).

The ________ calls for both a developmental and capable state, defining a developmental state
as one that aims to overcome poverty and inequality, and a capable state as one able to
formulate and implement policies towards this end
A NDP’s Vision 2030

B Sustainable Development Goals
C Constitution
D Bill of Rights

Consider the mobility and recent migration in terms of social value and the distance to equal
treatment and political citizenship in a democratic dispensation, identify the statement that does
not align with the macro level in which this is analysed.
A The Open Government Partnership’s commitments to enhancing public participation and

transparency.
B The opportunities and mechanisms for repoliticisation as attempts are made to bring about
changes in society from this generation to the next
C The White Paper on International Migration’s commitment to human rights.
D The examination of inequality, politics, ethics, and the state in relation to human mobility.

Since 2010, many of the scholarly, policy and programmatic debates on poverty and inequality
have been framed with an eye to an imagined future in the year 2030.
Identify the policy framework that outlines the imagined future of poverty and inequality in the
year 2030.
A The Green and White Papers on International Migration

B The National Development Plan
C The World Bank report
D The African Diaspora Forum

Scenarios about South Africa’s future, recurrently constructed by government, big business and
various think tanks (see Indlulamithi [2018] for the latest iteration) underlines an unease about
an increasingly unequal future and the imperative for novelty in understanding and in creating
opportunities for combating inequality.
Identify the concept the Indlulamithi (2018) acknowledge as a significant site of inequality in
South Africa.
A Social (dis)connectedness
B Alienation
C Social distance
D Corruption

Define the term ‘distantiation’ as articulated by Therborn (2012).
A It plays on a semantic cluster of words around notions of ‘openness’, ‘multiculturalism’,

‘differences’ and ‘intimate relationships’
B articulates the elimination of poverty and the reduction of inequality to be its central aim
C Means that some people are running ahead while others are falling behind
D A national imaginary wherein migrants, or the ‘other’, feature prominently

In South Africa, the richest 10% of the population own more than 85% of household wealth,
while over half the population have more liabilities than assets, the report showed. That gap is
higher than any other country for which sufficient data is available, the group added. The richest
1% in South Africa have likely increased their share of wealth since the end of apartheid, the
group said.
While Black South Africans have outnumbered Whites in the richest 10% of the population for
about 7 years, the gap between South Africa’s richest and poorest hasn’t narrowed as the
decline in racial inequality has been driven almost entirely by a surge in the top Black incomes
rather than increased wealth for the poorest, according to World Inequality Lab data.
Source: Sguazzin, A. 2021. South Africa Wealth Gap Unchanged Since Apartheid, Says World Inequality Lab.
Time. https://time.com/6087699/south-africa-wealth-gap-unchanged-since-apartheid/ [Accessed 10 November
2023].
Analyse the excerpt above, identify the concept that best describes the excerpt.
A Distantiation
B Poverty
C Wealth
D Citizenship

Paulina Tambakaki’s conceptions of citizenship and inclusivity are also helpful in understanding
how émigré communities may experience distantiation from the national discourse on poverty
and inequality. Tambakaki identifies three variants of inclusive citizenship.
Reflecting on the excerpt above, identify the term below that does not align with Tambakaki’s
three variants of inclusive citizenship.
A The political variant

B The democratic variant
C The economic variant
D The pluralist variant

The South African state has responded to the country’s critical condition of inequality and
impoverishment through various policy measures, arising from both national and global
commitments.
Identify the policy document that is lacking in descriptions and inclusion of refugees, asylum
seekers and migrants when discussing poverty.
A Open Government Partnership

B National Development Plan
C White Paper on International Migration
D Southern African Development Community

Fill in the missing words in relation to the possibility of repoliticisation, active equality
and egalitarian inscription of migrants:
Building upon Jacques Rancière’s conceptions of active equality, dissensus and the processes
through which challenges to existing political languages and imaginaries are enacted,
Tambakaki (2015: 933) argues that although non-citizenship is a useful concept because it alerts
us to the __________ that accompany citizenship politics, ‘it is a telic process and its telos
constitutes its key limit.
A Marginalisations, passports, political participation and access

B Inclusions, equalities, employment and citizenship
C Exclusions, inequalities, marginalisations and naturalisations
D Naturalisations, properties, equities and imaginaries

Other policy initiatives that have developed with a view to tackling poverty and inequality by
empowering citizens through the realisation of civil and political rights, also fail to acknowledge
those whose citizenship may not be guaranteed. An example of such a policy initiative is the
________ that was established in 2011.
A Open Government Partnership (OGP)

B National Development Plan (NDP)
C White Paper on International Migration
D Southern African Development Community

One of the central initiatives promoted by the OGP is ________.
A Closed data
B Ignorant contract
C Policy data
D Open data

Define the term ‘open data’.
A Data that includes policy directives.

B Data that includes the appreciation of centuries-old ‘cross-border’ movements, transactions
and affinities is denied.
C Data that is noted as the fact of migration is beyond the control of the state, yet establishes
the sovereign right of the state to manage it.
D Data that can be freely used, re-used and redistributed by anyone – subject only, at most, to
the requirement to attribute and share alike.

Zimbabwean Exemption Permits have been extended for a further six months, until 31
December 2023, the Department of Home Affairs announced on Wednesday.
The extension affects about 180,000 permit holders who faced deportation if they cannot find
alternative legal permission to live in South Africa.
Source: Washinyira, T. 2021. Home Affairs extends validity of Zimbabwean permits by another six months.
GroundUp. Retrieved from https://www.groundup.org.za/article/home-affairs-extends-validity-zimbabwean-
permits/ [Accessed 10 November 2023].
Considering the excerpt above, identify the permit that allow Zimbabwean immigrants to live in
South Africa.
A Zimbabwean Passport
B Zimbabwean Special Permit
C Zimbabwean Immigration
D Zimbabwean Policy

Fill in the missing words below:
________ , which encompasses inequalities of income, consumption and wealth, is a pressing
issue in post-apartheid South Africa.
A Social inequality
B Poverty
C Economic inequality
D Income inequality

In relation to tax, define the term ‘wealth’.
A All forms of accumulated marketable assets by individuals (or households) through

savings or the preservation of inherited wealth.
B Top end of the income distribution.
C Underexplored topic in South Africa which demands careful analysis as a potential
channel to bridging the wealth gap between the wealthy and the non-wealthy.
D Innovative theoretical framings and interpretations.

An important consequence of a highly unequal distribution of wealth in society is the
undermining of ________ norms.
A Physical, social and political

B Tax, political and wealth
C Wealth, inequality and tax
D Social, political and economic

Super-rich increase their share of world's income
The World Inequality Report said that 2020 saw the steepest increase in billionaires' wealth on
record.
….
The report concluded that:
• An average adult individual earned €16,700 per year in 2021 and the average adult owns
€72,900
• On average, an individual from the top 10% of the global income distribution earns €87,200
per year
• An individual from the poorest half of the global income distribution makes just €2,800
• The poorest half of the global population barely owns any wealth, possessing just 2% of the
total
• The richest 10% of the global population own 76% of all wealth.
The researchers found that the world's 52 richest individuals saw the value of their wealth grow
by 9.2% per year for the past 25 years, well above less wealthy social groups.
Source: BBCNews. Super-rich increase their share of world's income. [Website]. Retrieved from
https://www.bbc.com/news/business-59565690 [Accessed 11 November 2023].
Analyse the excerpt above, identify the type of inequality that best describes the except.
A International social inequality

B Global asset inequality
C Global wealth inequality
D International inequality

Piketty shifts the focus of the debate from the overall size of wealth to how wealth is distributed.
Part of his analysis points to the fact that the distribution of income and wealth has become more
unequal, especially with the marked rise of the share accruing to the ‘top one per cent’, the truly
wealthy (Piketty 2014). Piketty argues that the high levels of income inequality experienced in
the nineteenth century4 are re-emerging and are by no means an accident, but rather a product
of patrimonial capitalism. For instance, a recent report by Oxfam estimates that 82% (US$762
billion) of the global wealth generated in 2017 went to the richest 1% of the global population
while the bottom 50% experienced no increase in their wealth. Piketty argues that the only
means of reversing such alarming trends in the increase of wealth inequality is through
government intervention (Piketty 2014).
Reflecting on the passage above, identify the statement that does not align with Piketty’s
fundamental argument on the relationship between the rate of return on capital and the rate of
economic growth.
A The relationship between r and g is complex because it depends on a set of interrelated

factors that are difficult to predict, such as developments in technology, savings behaviour,
and the like
B Reassessing national and global tax policies, educational policies, corporate governance,
and wage setting policies.
C A higher gap between r and g is likely to lead to higher levels of wealth concentration in
certain groups of society.
D Individuals with inherited wealth need only save a portion of their income from capital to
ensure that their capital grows more quickly than the economy as a whole.

A ________ is a tax imposed on the difference between the sum of all wealth and the sum of
all liabilities.
A Company tax
B Individual tax
C Global tax
D Net wealth tax

As we look back today on the journey we have travelled since 1994, we can safely say South
Africa has changed for better. We are a constitutional democracy and the citizens are free to
elect a government of their choice every five years through elections.
We have also made huge strides towards alleviating poverty through social grants and the
provision of basic services like running water, electricity, housing, sanitation, education,
healthcare and electricity. However, despite these visible successes and achievements,
government has long recognised the need to put greater detail and emphasis on the
development of rural areas to ensure they also enjoy the same benefits.
Source: SAgovernent. n.d. Together let's build rural areas. [Website]. Retrieved from
https://www.gov.za/blog/together-lets-build-rural-areas [Accessed 12 November 2023].
Reflecting on the excerpt above, identify the two administrative systems that govern rural
communities.
A Community leaders and national government

B Local leaders and local councillors
C Local municipality and traditional leaders

D National government and councillors

For South Africa to truly grow economically, a plan must be put in place to ensure that rural and
remote areas have the same opportunities as urban areas. The vast difference hinders
economic growth in those areas and further puts pressure on urban areas. This pressure can
be seen through overpopulation, high unemployment rates, overcrowded schools and health
care systems. South Africa's rural population faces high levels of poverty, inequality and
unemployment. This is because these areas are highly under-developed, and people live in poor
socio-economic conditions.
Source: DBSA. 2023. The impact of social infrastructure on economic growth in rural communities. [Website].
Retrieved from https://www.dbsa.org/article/impact-social-infrastructure-economic-growth-rural-
communities#:~:text=To%20date%2C%20rural%20areas%20in%20South%20Africa%20still,to%20the%20econo
my%20without%20moving%20to%20urban%20areas. [Accessed 12 November 2023].
Considering the excerpt above, identify the main factor that makes employment opportunities
rare in rural areas.
A The lack of businesses

B The general lack of economic activity
C The lack of political leadership
D The lack of financial assistance

Fill in the missing words below in relation to roles that may be assigned to traditional
leaders and councils below:
The ___________ (No. 41 of 2003, hereafter TGLFA) describes specific roles that may be
assigned to traditional leaders and councils, including land administration and development.
A Traditional Governance and Leadership Framework Act

B National Department of Traditional Affairs
C Municipal Systems Act
D The Constitution

Read the passage below and answer the question that follow:
The South African Human Rights Commission has released a scathing report on the damage
mining in the country is posing to human rights. The conclusion paints a dark picture: "[T]he
mining sector is riddled with challenges related to land, housing, water, [and] the environment."
Source: Rall, K. South Africa: How Mining Damages Communities and the Environment. Human Rights Watch.
Retrieved from https://www.hrw.org/news/2018/08/27/south-africa-how-mining-damages-communities-and-
environment [Accessed 12 November 2023].
Reflecting on the passage above, identify the statement that does not align with the downside
of mining in rural communities.
A The industry requires huge amounts of water.

B Mining also negatively affects the arability of land, as dust and inorganic material enter the
soil.
C Mining in rural areas competes with agricultural use of land, and local farmers who had been
using the communally owned land were removed from this land when it was included in the
mining contracts.
D Revenue ran into hundreds of millions of rands, presenting the traditional leaders with
opportunities to become active initiators in the development of their communities.

Complete the sentence below in relation to the sharply increasing inequality between
those at the bottom and those at the top:
Looking at indebtedness and aspiration in particular, a further South African slant arises from
the ________ on the one hand, and ________ on the other.
A Land redistribution; intertwining economic activity

B Market spaces; economic competition
C Intertwining of market forces; forces of mutuality and redistribution
D Economic distribution; forces of indebtness

While millions are unemployed in the country and others struggling to make ends meet, South
Africa’s “millionaire class” is on a steady increase. Data from the Treasury department reveals
that there are at least 60 000 people who are earning well in the millions who emerged last year.
A study was conducted by BrandMapp that found that some have become poorer, while others
have become richer. Director of Storytelling for BrandMapp Brandon de Kock told Business
Insider South Africa that it is irrefutable that the millionaire class is on the rise. He said the entire
country is not becoming poor. According to the study, the middle-class taxpayer base increased
by 500 000 and the number of taxpayers grew from 6.9 million to 7.4 million. Recently, South
Africa also became the home of two of the world's richest people. Forbes’ annual Billionaires
List for 2022 shows that South Africans, Johann Rupert and Nicky Oppenheimer are considered
some of the leading businesspeople in the world, Business Tech reported.
Analyse the excerpt above, in relation to poverty and inequality, determine the puzzling issue
that scholars outlined as the key issue in South Africa.
A Borrowers become financially independent and able to fulfill their dreams.

B The market, then, is not the logical opposite of mutuality, but is intimately connected to it.
C There is rapid upward mobility of a few, while others remain as they were, face
unemployment and dependency on social grants or handouts from relatives, and/ or become
poorer.
D Shows how the formalisation and financialisation of economic arrangements can be
accompanied by their opposite, all held within the same frame but not necessarily subject to
some dominant hegemonic force originating in the capitalist West

Complete the sentence below
As Clara Han noted in Chile (2012), access to credit allows people to live a life of consumerism
and aspiration from which they were previously excluded, but it is ____________
A Loaned life
B Economic process
C Borrowing lifestyle
D Debtless life

Complete the sentence below
In South Africa, a similar set of circumstances prevails. The life newly aspired to, and the many
consumer items desired, can only be paid for by borrowing, and the debtor must _____________
A Avoid making any financial commitments.

B Be able to repay when creditors knock at the door is disabling and may destroy those
relationships.
C They made arrangements with employers to enforce savings practices.
D Borrow speculative resources from his/her own future and transform them into concrete
resources to be used in the present.

Read the scenario below and answer the question that follow:
Thando, a 25 year old accounts trainee at Tree Accounting Group, lives in Showville township.
He is currently revamping his mother’s house, and he recently bought a BMW. On the weekend,
he likes shopping to buy expensive clothes and taking his friends out to the most upmarket clubs
in town. Even though it seems like Thando has his life together, he is hiding that he is drowning
in debt. In an attempt to keep afloat and finance his lifestyle, Thando borrows money from Julius.
Julius is a prominent figure in the community who lends money to people. Julius lends Thando
R20 000 and expects him to return the money at the end of the month with 20% interest.
Analyse the scenario above and identify the term that best describes Julius.
A Loaner
B Borrower
C Loan shark
D Community lender

Poverty and inequality, and their implications for human well-being and for the human condition,
are amongst the most perilous issues confronting the world.

________ can be understood as absolute or relative, represents a condition of not having much
and demonstrates exclusion of groups from wealth and power.
A Poverty
B Economic stagnation
C Structural constraints
D Inequality

Since the advent of democracy in South Africa, state responses to fight poverty and inequality
have taken the form of a variety of social reform initiatives that prioritise human development.
Identify state policies that encompasses the state’s response to fight poverty and inequality in
South Africa.
A The Constitution of the Republic of South Africa 1996 and the Bill of Rights
B Public awareness policy and the parliament
C Reconstruction and Development Programme in 1994 and the current National Development
Plan
D Sustainable Development Goals and Vision 2023

Fill in the missing words:
The cultural values framework has evolved out of the work of Geert Hofstede, a Dutch social
psychologist and anthropologist whose 1980 book, Culture’s Consequences: International
differences in work-related values, and the updated version, Culture’s Consequences:
Comparing values, behaviours, institutions, and organizations across nations, examined the role
of values in national culture.
For Hofstede (1980a: 25), culture is…
A The frameworks or values that inform their conceptualisation, and the ways in which
institutions and communities receive and implement them.
B The collective programming of the mind which distinguishes the members of one human
group from another
C Policy instruments that focus on overall inclusive development directed towards deepening
democracy with a view to translating political emancipation into economic well-being
D Analytically distinct in that inequality raises the issue of the relationship between rich and
poor, can exacerbate poverty and is usually a form of poverty.

Define the concept ‘individualism-collectivism’ according to Hofstede 1994
A It refers to the degree to which people in a country prefer to live in their familial groups.
B It refers to the degree to which people in a country prefer to act as individuals rather than
as members of groups.
C It refers to the degree to which people in a country prefer to act as members of a group
rather than individuals.
D It refers to the degree to which people in a country prefer to act religiously rather than
secularly.

Using country-level factor analyses, Hofstede classified the forty countries into four dimensions
of culture. These are…
A Collectivism, power distance, group inequality and cultural inequality

B Government intervention, individualism, economic inequality and unequal distribution
C Technological advancement, poverty alleviation, power dynamics and inequality

D Individualism-collectivism, power distance, uncertainty avoidance and masculinity-
femininity

If development is to be understood as a process of social change that is at best historically
contingent, multicausal, multidimensional, and ultimately localised, then the NDP frames issues
of poverty and inequality to lie at the heart of the struggle for social justice and a fairer society.
At its core the NDP presents a strategic framework to guide choices and actions aimed at
addressing poverty and inequality in the country.
Against the backdrop of the statement above, highlight the type of strategies that the NDP
promote.
A Economic cooperation and association that give poor producers greater collective market
power … allow them to achieve minimum supply volumes required for participation and
negotiate improved levels of market access.
B Represent some of the cultural values, ideals and parameters of thinking underlying the
plan.
C A process of social change that is at best historically contingent, multicausal,
multidimensional, and ultimately localised.
D Stating that [w]ith the exponential advancement of technology, global sharing,
industrialization and economic development, national and global cultures are becoming
more collective.

Fill in the missing word below the cultural values framework:
The ________ proffers a vision or a multidimensional framework in which all South Africans
would benefit, through a ‘virtuous circle of development’ that will ‘roll back poverty and inequality’
A MDG
B SDG
C NDP
D RDP

South Africa could realise the NDP goals by drawing on the energies of its people, growing an
inclusive economy, building capabilities, enhancing the capacity of the state, and promoting
leadership and partnerships throughout society (NPC 2011b: 14).
The overarching shape and architecture of the NDP (NPC 2011b) identifies three priority areas.
Identify the statement that does not align with the NDP’s priority areas.
A Measures to improve the quality of life of South Africans

B High levels of inequality interventions
C Measures to ensure an inclusive and equitable economy
D Research for developing the capability and capacity of the state

Define the term ‘power distance’ as conceptualised by Hofstede.
A Defined as expanding the military, improving healthcare, and enhancing public

transportation.
B Defined as the way in which social inequality is formalised in hierarchical relationships and
accepted by those of lower status.
C Defined as improving the quality of life, ensuring an inclusive economy, and research for
developing state capability.
D Defined as promoting tourism, enhancing sports facilities, and investing in renewable
energy.

Hofstede’s second dimension, uncertainty avoidance, references the extent to which human
beings feel threatened by uncertainty about the future. The NDP (NPC 2011a) responds in
several ways to the challenge of an unpredictable environment and the need to close the
distance between uncertainty and looming threats. The NDP mobilises corrective language to
address anxieties, uncertainties and threats deriving from the historical past and brought into
juxtaposition with future prospects (notably in temporal terms) that the plan may help to alleviate.
Identify the statement that does not align with the NDP’s corrective language to address
anxieties, uncertainties and threats deriving from the historical past.
A Expanding the military, improving healthcare, and enhancing public transportation.

B The plan acknowledges the need for redress and healing, particularly in relation to addressing
the racial divisions and inequalities that emanate from the legacy of colonialism and
apartheid.
C In the context of the historical legacy of apartheid, and South Africa’s location within the
changing regional and global context, the NDP recognises the unavoidable imperative for
change that includes ‘doing things differently’.
D The NDP also cautions against policy instability, where every major national, regional or
global issue or trend leads to the development of new policy.

Within Hofstede’s model, ________ is explained as the degree to which aggression and
competition are valued and prioritised over nurturance and cooperation.
A Uncertainty avoidance
B Short-term orientation
C Individualism-collectivism
D Masculinity-femininity

Alongside acknowledging racial divisions as significant barriers to poverty eradication, the NDP
also focuses on eliminating gender disparities and addressing inequalities that emanate from
other identity markers.
Identify the identity markers that the NDP focuses on to address inequalities.
A Socioeconomic status, race and poverty

B Femininity, socialism, race.
C Gender, individualism and femininity
D Gender, race and disability

Complete the following sentence:
Hofstede’s indulgence and restraint dimension measures …
A The vertical and horizontal axes of power demonstrate significant interrelationships with
cultural context
B The meanings of the categories
C The extent to which a particular society values and allows happiness, the fulfilment of
human desire and enjoyment.
D Global economic shifts, technology, globalisation, climate change and African economic
growth.
TOTAL: 50 MARKS
ANNEXURE J: SUMMATIVE ASSESSMENT 2
Summative Assessment 2: Sociology 2B (HSOC232-1)
NQF Level, Credit: 6, 16
Weighting: 10%
Assessment Type: Research Essay
Due Date 10 June 2024
Total 20 Marks
Instructions
1. The essay must be a minimum of 1000 (one thousand) words, and should not exceed 2000
(two thousand) words.
2. The essay structure must be as follows:

• Cover Page:
o Name
o Surname
o Student Number
o Name of your Support Centre (i.e. Boston, Braamfontein)
• Introduction: Tells the reader what the essay is about.
• Body / Main Content: Is based on research and relates to the essay question or topic
that has been set.
125 HSOC232-1-Jan-Jun2024-SA2-NF-V.3-31012024
• Conclusion: Is a summary of what has been covered in the essay. It may also include
suggestions/recommendations.
• Reference list: (not included in the word count): the Harvard Referencing Method must
be adhered to with regards to in-text citations and the reference list. Please make sure
you have read and adhered to the Harvard Method of Referencing: A Beginners Guide,
available in the HE Library module on COL Campus, as well as The Beginners Guide to
Plagiarism, available in the HE Student Information module, also on COL Campus.
3. The essay must be typed, using the following type settings only:
• Font: Arial
• Font Size: 12
• Line Spacing: 1.5
A Copyleaks Report will be issued via ColCampus once the assignment is submitted. Please
ensure that you follow the correct steps when uploading your assignment, to ensure that the
Copyleaks Report is correctly issued. If the incorrect document is uploaded, or if no Copyleaks
Report is issued, or if the Copyleaks Report indicates that a 30% similarity rating has been
exceeded, a mark of zero (0) will be awarded. Where a Copyleaks Cheat Detection Report is
issued, your submission will automatically be treated as if you received a similarity rating in
excess of 30% and a mark of zero (0) will be awarded.
4. NB - THE FOLLOWING MUST BE ADHERED TO:

• You have been provided with three (3) academic sources (see below), these
sources are compulsory and must be consulted and referenced when answering
the research question.
• It is imperative to note that the compulsory sources must be accessed using the Library
module on ColCampus.
• In addition to this, you are required to search for a minimum of one (1) academic article
to support your answer. This must be accessed via HE Library on ColCampus.
Compulsory sources to peruse:

Source 1: Sabinet
Kamga, G.E.K. 2019. The# FeesMustFall protest: when the camp (u) s becomes the matrix
of a state of emergency. Acta Academica, 51(1), pp.88-108. Retrieved from
https://journals.co.za/doi/epdf/10.18820/24150479/aa51i1.5 [Accessed 22 November

2023].
Source 2: Sabinet
Yende, S.J. 2021. Funding opportunities and challenges: A case of South African
institutions of higher learning. Journal of Public Administration, 56(1), pp.70-79. Retrieved
from https://journals.co.za/doi/epdf/10.10520/ejc-jpad-v56-n1-a6 [Accessed 22 November
2023].
Source 3: Sabinet
Kawanu, Z., Mokose, M., Pennington, A. and Smith, M.N., 2017. Neoliberalism and the
crisis in higher education in South Africa: student voice. New Agenda: South African
Journal of Social and Economic Policy, 2017(64), pp.28-32. Retrieved from
https://journals.co.za/doi/epdf/10.10520/EJC-584cc4d73 [Accessed 22 November 2023].
5. You must make use of the Harvard Method of Referencing. Refer to the examples of
referencing below:
Book, single author:

Holt, D.H. 2017. Management principles and practices. Sydney: Prentice-Hall.
Book, 2 or 3 authors:
McCarthey, E.J., William, D.P. & Pascale, G.Q. 2017. Basic marketing, Cape Town:
Juta.
Book, more than 3 authors:

Bond, W.R., Smith, J.T., Brown, K.L. & George, M. 2016. Management of small firms,
Sydney: McGraw-Hill.
Book, no author:
Anon. 2009. A history of Greece 1994-now. Sydney: Irwin.
eBook:
Harris, C.A. 1917. How to write music: musical orthography, edited by M. Randall. New
York, NY: H. W. Grey. http://gutenbert.org/files/37281/37281-h/37281-h.htm. Date of
access: 31 August 2017.
Academic Journal article with one author:

Allan, J. 2017. Nurturing supportive learning environment in higher education through
the teaching of study skills: to embed or not to embed? International Journal of Teaching
and Learning in Higher Education, 19(2):64-76.
Academic Journal with 2 or more authors:

Glatt, M.M., Grindstone, CH & Hult, C.J. 2019. The geographic expansion of Mexican
immigration in the United States and its implications for local law enforcement. Law
Enforcement Executive Forum Journal, 8(1):73-82.
Webpage, no author:
(use first few words of the page title) Improve indigenous housing now, government told.
2007. Available from: <http://www.architecture.com.au/i-cms?page=10220>. Date of
Access, 8 February 2016.
Website:
Australian Securities Exchange. 2019. Market Information. Available from:
<http://www.asx.com.au/professionals/market_information/index.htm> Accessed on 5
July 2019.
Web based image / table / figure:

The Lunar Interior. 2000. Available from:
http://www.planetscapes.com/solar/browse/moon/moonint.jpg 2 Accessed on 8
November 2016.
Blog:
Newton, A. 2007. Newcastle toolkit. 16 January 2007. Angela Newton: Blog. Available
from: <https://elgg.leeds.ac.uk/libajn/weblog/> Accessed on 23 February 2014.
Facebook and Twitter:
Smith, P. 2012. Social networking group, (Facebook), 6 October. Available from:

http://facebook.com Accessed on 29 October 2012.
Newspaper, print:
Wolhuter, T. 2011. How to read food labels. Star. 26, 2 Mar 2011.
Newspaper, electronic database:

Hans, B. 2011. Cosatu slams Swazi loan. The mercury, 15 Aug.
http://www.iol.co.za/mercury/cosatu-slams-swazi-loan-1.1117816 Date of access: 1
Sep. 2012.
6. Plagiarism occurs when a writer duplicates another writer’s language or ideas, and then
calls the work his or her own. Simply put, plagiarism is theft. This includes the ‘copy and
paste’ of work from textbooks, study guides, journal articles. Refer to the Plagiarism
Information Sheet in your Course Outline for further information.
7. Academic sources:
Not all sources can be classified as an academic source. To judge whether a source is an
academic source, take the following criteria into account:
• The author should be identifiable
• The source should be published by a credible publisher (In an Academic Textbook or
Academic Journal)
• A list of references should be provided
Wikipedia is not a credible academic source. There is no one author identifiable, and editing
an article on this site is very easy. Also, blog posts often provide valuable information, but this
is not academically sound.
8. To obtain maximum results, please consult the rubric included in this brief to ensure that
you adhere to and meet all the given criteria.
A Copyleaks Report will be issued via ColCampus once the assignment is submitted. Please
ensure that you follow the correct steps when uploading your assignment, to ensure that the
Copyleaks Report is correctly issued. If the incorrect document is uploaded, or if no Copyleaks
Report is issued, or if the Copyleaks Report indicates that a 30% similarity rating has been
exceeded, a mark of zero (0) will be awarded. Where a Copyleaks Cheat Detection Report is
issued, your submission will automatically be treated as if you received a similarity rating in
excess of 30% and a mark of zero (0) will be awarded.
The following Learning Outcomes are assessed in this question

Unit 9 – Chapter 14
• Analyse the tension that exists between academic freedom as an abstract human right and
academic freedom as a material practice
• Differentiate between academic freedom as a human right, as a material practice and as an
institutional practice
• Understanding the sociohistorical significance regarding academic freedom
Unit 10 – Chapter 15
• Discuss the opportunities that universities in SA have as a way of achieving their mandates to
redress inequality
Question (20 marks)
These issues of higher education access, social mobility and equality have been vigorously
contested and debated in South Africa since the 1990s. Here, the higher education system has long
been strongly stratified and unequal, shaped by an apartheid education policy based on racial
differentiation. Since the 1960s, student movements exerted political pressure to open up access
to, and massify the system; to promote racial equality in access; and to broaden social mobility
(Badat 1999). After 1994, the state created a national higher education policy that aimed to broaden
access and opportunity, and through massification, redress inequality and promote racial
transformation. Higher education became a national competence, delivered at the national level with
little space for its direction or funding priorities to be informed by the place-based developmental
challenges of a province or city.
Source: Soudien, C., Habib, A., Fourie, F. In Leslie J Bank, D, & DB Barnard, Y. (eds). Poverty and Inequality. South
Africa: HSRC Press.
With reference to Chapter 14 and Chapter 15 of your prescribed textbook, using the #FeesMustFall
protest as a lens, critically examine how nation wide protests challenge the stratified and unequal
access to higher education in South Africa.
Your answer must include:
• Critical discussion on the challenges and the ineuqalities that the #FeesMustFall movement
brought to light.
• Highlight how the #FeesMustFall movement emphasised the need for transformation in
higher education institutions.
● Your own opinion on the topic – Do you think inequality can be eradicated and racial
transformation achieved in higher education institutions in South Africa? (Note: Find at least
one (1) article to support your answer).
Compulsory sources to use:

Source 1: Sabinet
Kamga, G.E.K. 2019. The# FeesMustFall protest: when the camp (u) s becomes the matrix of a
state of emergency. Acta Academica, 51(1), pp.88-108. Retrieved from
https://journals.co.za/doi/epdf/10.18820/24150479/aa51i1.5 [Accessed 22 November 2023].
Source 2: Sabinet
Yende, S.J. 2021. Funding opportunities and challenges: A case of South African institutions of
higher learning. Journal of Public Administration, 56(1), pp.70-79. Retrieved from
https://journals.co.za/doi/epdf/10.10520/ejc-jpad-v56-n1-a6 [Accessed 22 November 2023].
Source 3: Sabinet
Kawanu, Z., Mokose, M., Pennington, A. and Smith, M.N., 2017. Neoliberalism and the crisis in
higher education in South Africa: student voice. New Agenda: South African Journal of Social and
Economic Policy, 2017(64), pp.28-32. Retrieved from https://journals.co.za/doi/epdf/10.10520/EJC-
584cc4d73 [Accessed 22 November 2023].
Note: You are required to use compulsory academic articles via HE Library on ColCampus.
Make sure to peruse the Boston Harvard Referencing Guide found on the HE Library on ColCampus.
ANNEXURE H: SUMMATIVE ASSESSMENT 2
GRADING RUBRIC
Structure of 0 1-2 3
the research No distinction can be made between the There is somewhat A clear distinction was made between
paper. introduction, body/content, and conclusion of a distinction the introduction, body/content, and
of the research paper. between the conclusion of the research paper.
introduction,
OR body/content, and Each paragraph deals with a specific
conclusion of the component of the research paper.
No paragraphs were provided to separate research paper.
different aspects of the research paper.
More attention can
be afforded to the
different sections of
the research paper.
Content: 0 2-1 4-3 6-5 8-7
Irrelevant A poor attempt at An average attempt A good attempt at An excellent
Discussion information was addressing the at addressing the addressing the attempt at
on the topic. provided. research topic was research question research question addressing the
presented. was presented. was presented. research question
OR was presented.
The research paper More supporting The student
No understanding appears more information is provided a good The student
of the topic was opinion-based than needed on the discussion on the sufficiently
demonstrated. informed by following: following: addressed the
academic sources. • Critical • Critical following:
discussion on the discussion on the • Critical
Much of the challenges and challenges and discussion on
research paper is the ineuqalities the ineuqalities the challenges
unclear and that the that the and the
unrelated to the #FeesMustFall #FeesMustFall ineuqalities that
research question. movement movement the
brought to light. brought to light. #FeesMustFall
The research paper • Highlight how the • Highlight how the movement
was not written in a #FeesMustFall #FeesMustFall brought to light.
coherent manner. movement movement • Highlight how
emphasised the emphasised the the
need for need for #FeesMustFall
transformation in transformation in movement
higher education higher education emphasised the
institutions. institutions. need for
• Your own opinion • Your own opinion transformation
on the topic – Do on the topic – Do in higher
133 HSOC232-1-Jan-Jun2024-SA2-MB-V.3-05012024
you think you think education

inequality can be inequality can be institutions.
eradicated and eradicated and • Your own
racial racial opinion on the
transformation transformation topic – Do you
achieved in achieved in think inequality
higher education higher education can be
institutions in institutions in eradicated and
South Africa? South Africa? racial
transformation
It is evident that achieved in
most of the higher
research paper is education
supported by institutions in
academic sources. South Africa?
The research paper Academic

could use some sources inform
work. the research
paper.
The student
demonstrated
independent
thought and is
supported by
academic
sources.
The research
paper was
presented in a
coherent manner.
Academic 0 1 2 3 4
sources No sources have Only compulsory All compulsory All compulsory All the
been used or have sources were used. sources were used sources were used compulsory
been cited in-text. AND cited in-text. AND cited in-text. sources have
OR been used AND
No additional One (1) cited in-text.
Only one (1) source was used. irrelevant/non-
compulsory source academic source At least one (1)
was used. OR was used. additional source
has been used

Irrelevant additional AND cited in-text.
sources were used.
Referencing 0 1-2 3 4 5
Incorrect use of Incorrect use of Incorrect use of Correct Boston Correct Boston
Referencing for the Referencing for Referencing for Referencing was Referencing was
reference list and most references in some references in used for most used for the
in-text citations. the reference list the reference list sources in the reference list
and in-text and in-text reference list and AND in-text
OR citations. citations. in-text citations. citations.
No in-text citations Some of the In-text citations Every section of

were used, and no sections of the have been made the discussion of
reference list was research paper do for most of the the research
provided. not include in-text sections in the paper includes in-
Only in-text citations. research paper. text citations.
citations were
included, OR only Some of the Most of the All the references
the reference list references have not references have in the reference
was included. been added to the been added to the list are correct.
reference list. reference list.
Only one (1) All sources used
compulsory source The reference list The reference list have been
was referred to in- and in-text citations and in-text citations included in the
text. do not correspond. correspond. reference list.
OR
Only one external

source was used,
and no compulsory
source was used or
referred to in-text.
Most of the
sections in the
research paper do
not include in-text
citations.
TOTAL = 20 marks
ANNEXURE K: SAMPLE SUMMATIVE ASSESSMENT 1 (SAMPLE SA1)
Academic Year 2024: January- June

Sample Summative Assessment 1: Sociology 2B (HSOC232-1)
Weighting: 50%
Assessment Type: Examination
Stationery: Black / Blue Pen
Pass Requirement: 50%
Examiner: Simone Rustin-Evertse
Total: 70 Marks
Instructions:
1. This paper is for revision purposes only
2. This examination script consists of 13 pages including the cover sheet. Ensure that
you have all the pages.
3. All questions are compulsory.
4. No answers in pencil will be marked.
5. Good Luck!
136 HSOC232-1- Jan-Jun2024-SampleSA1-NF-V.2-31012024

Unit 5, Chapter 7
Unit 5, Chapter 7
• Analyse protest activity as a response to socioeconomic inequality
Unit 6, Chapter 8
• Discuss human mobility, international migration policies, and the value of recent
migrants into SA
Unit 6, Chapter 8
• Ability to reframe the concept of migration within the national imagery
Unit 7, Chapter 9
• Unit 7, Chapter 10
• Unpacking the intersectionality shaped by historical, economic, institutional, social
and structural factors of poverty and inequality in traditional communities in SA
Unit 7, Chapter 10
• Discuss poverty & inequality among traditional communities in post-apartheid SA
Unit 8, Chapter 11
• Understanding the impact indebtedness and aspirations has on longer-term
poverty and inquality
Unit 8, Chapter 12
• Examine the nature of the prevalent cultural values in South African institutions
and systems and their influence on policies targeting poverty & inequality

Sample Summative Assessment 1 (Sample SA1)
Total Marks: 70
Duration: 2 Hours
SECTION A: MULTIPLE CHOICE QUESTIONS
Explain the three role players in South Africa’s project to achieve the Constitution’s vision
of transformation:
A The executive, the legislature and the judiciary

B The president, Pravin Gordan and Trevor Manuel
C The ANC, The EFF and the DA
D Poverty, Unemployment, and inequality.
The post-Apartheid state has devoted substantial resources to the _________ of basic
services and amenities to previously _______ groups.
A Decline, wealthy
B Provision; disadvantaged
C Promotion; Coloured
D Disadvantage; wealthy
A comparison of South Africans’ household circumstances by population group shows
that ______ adults are more likely to be _____ than their neighbours. In contrast, ______

adults were more likely to say that they were wealthier than their neighbours when
compared to the other groups.
A African, poorer, White

B Coloured, wealthier, African
C African, wealthier, Coloured
D White, wealthier, Coloured
Identify the formalistic approach to legal interpretation that has been replaced by a
purposive, generous and value-oriented interpretation of the Constitution and all other
law.
A Police brutality
B Jim Crow
C Black letter law
D Apartheid
Can thus be interpreted as tools of empowerment for those who remain excluded from
political, cultural, social and economic participation in South Africa, with participation
understood as an essential element of a vibrant democracy.
Identify which concept the definition above relates to.
A Mobility and migrating

B Psychosocial abilities
C Human rights.
D Socioeconomic rights

Reflecting on paradoxes and fragmentation in South Africa, complete the following

sentence:
Miller’s (2015: 513) proposition that ‘__________ is to identify and give meaning to
continuity and discontinuity arises from the ability to use our____________ , in a variety
of ways, to anticipate what does not exist.
A The White Paper reflection, world

B Part of the human capacity, imagination
C The theory; understandings
D Sustainability, surroundings
Point out the theorist who made the following statement:
‘distantiation’ to denote a mechanism through which inequality proliferates: it is both
caused by, and a producer of, inequality.
A Marx
B Weber
C Therborn
D Darwin
Identify the three variants that Paulina Tambakaki conceptualises in understanding how
émigré communities may experience distantiation.
A The economic variant, the democratic variant, the political variant

B The pluralist variant, the political variant, the democratic variant
C The political variant, the social variant, the economic variant
D The pluralist variant, the social variant, the political variant

Identify one of the central initiatives promoted by the Open Government Data (OGP).
A Free WiFi for all

B Open data
C Privacy
D Expropriation

Highlight one of the benefits of wealth, reflecting on wealth taxation as an instrument to
reduce wealth inequality.
A None of the below

B Wealth induces and bestows power, which provides opportunities for increased
social status
C Wealth reduces and revokes power, which provides opportunities for decreased
social status
D Wealth reinforces power and control, which provides opportunities for increased
wealth

Complete the following sentence in relation to wealth taxation:
_______ and _________ income remain dominant drivers of inequality and the
importance is growing.
A Wealth; capital
B The lack of any upward mobility in the population; residential
C Lower; middle class
D Wealth; white collar

Identify which is a core motivation for annual wealth tax:

A To exploit information on the behaviour and circumstances of individuals not

accounted for by taxes on income, bequest or consumption
B To combine a different form of integrated tax
C Borrowing and lending have significantly decreased in South Africa
D Household debt as a percentage of disposable income has decreased over the
years.

Highlight how deep poverty is depicted in society.
A Poverty is primarily a marker of inequality and is not associated with living

standards.
B Lack of education and low unemployment levels
C In the high levels of unemployment, low levels of economic activity and resources
within families
D The poverty line is a threshold income level used to define the minimum income
needed to meet basic needs. Those living below this threshold are considered to
be living in poverty

Complete the following sentence in relation to traditional leaders and communities:
Whereas _______ has always been typical of traditional communities, individuals within
such communities increasingly demand and negotiate the realisation of their
____________ , particularly to secure land ownership and gender equality.
A Collectivism; Human Rights

B Corruption; Autonomy
C Communality; Aspirations
D Communality; Human rights


Identify one of the traditional communities that own land that provides mineral wealth:
A Atlantis
B Bakgatla-ba-Kgafela
C Tembisa
D Kimberley

Identify how Stephen Gudeman describes the economy:
A He emphasizes the embeddedness of economic activities within social and cultural

contexts. He argues that economic transactions are intricately linked to social
relationships, cultural norms, and historical processes.
B The economy is made up of a contradiction, it comprises of competition and mutuality.
C Discussed the concept of alienation, where workers are estranged from the products
of their labor, from the labor process itself, from their human potential, and from each
other.
D The concept of "rational-legal authority" in his analysis of different types of authority
structures. In the economic realm, this type of authority is prevalent in modern
capitalist organizations where rules and regulations guide decision-making.
.
Highlight how much household debt as a percentage of disposable income was at in 2011:
A R1.2 trillion
B R500 000
C R4.7 billion
D R 1.5 billion

Complete the following sentence in relation to the poverty gap:

While the poverty gap has narrowed over the past few years, the poverty gap for ______
is higher than that of their __________ counterparts.
A African; White
B Males; Females
C Females; males
D White; African

Within the NDP, poverty and inequalities are read as the stumbling blocks to
development.
With reference to the statement above, identify what the NDP (NPC 2011b) said with
regards to cultural values, ideals and parameters.
A Comparative evidence from other southern settings suggests that, instead of wiping
the slate clean, more or different kinds of debt may provide a way out.
B Economic growth prospects have been variable since 1994, showing a peak of
5.6% in 2006 but beginning to taper off when structural constraints dampened
growth.
C People’s views and voices need to be heard, their contributions valued; the poor
majority need to be accorded the same dignity and respect as more fortunate
members of society’
D ‘Values (e.g. success, justice, freedom, social order, tradition) are the vocabulary of
socially approved goals used to motivate action, and to express and justify the
solutions chosen’ (1999: 26).

Highlight some of the social structural challenges identified in the diagnostic report of the
NDP (NPC 2011c) that need to be addressed to reduce inequality and eliminate poverty.

A Lack of access to healthcare

B High levels of immigration
C Corruption in the private sector
D Crumbling infrastructure

Uncertainty avoidance, references the extent to which human beings feel threatened by
uncertainty about the future.
Identify what the following is related to:
A None of the above

B Hofstede’s third dimension
C Hofstede’s second dimension
D Hofstede’s first dimension

Identify which of the following is NOT a three-priority area identified in the NDP (NPC
2011b) for addressing poverty and inequality in South Africa.
A Improving the quality of life

B Ensuring an inclusive economy
C Research for developing state capability.
D Promoting tourism, enhancing sports facilities, and investing in renewable energy.

Highlight one of the gender disparities that the NDP seeks to eliminate in relation to
masculinity-femininity and individualism-collectivism

A The plan presents a long-term strategy to increase employment and broaden

opportunities through education, vocational training and work experience, public
employment programmes, health and nutrition, public transport and access to
information
B Women make up a large percentage of the poor, particularly in rural areas. The
plan takes gender – along with race and geographic location – into account,
proposing a range of measures to advance women’s equality.
C Healing the wounds of the past and redressing the inequities caused by centuries
of racial exclusion are constitutional imperatives.
D The way in which social inequality is determined by individual characteristics
rather than hierarchical relationships.

Identify what the following statement refers to in relation to Hofstede:
I cannot be without you, without you this South African community is an incomplete
community, without one single person, without one single group, without the region or the
continent, we are not the best that we can be (NPC 2011a:9)
A Masculinity-femininity and individualism-collectivism.

B Indulgence and restraint
C Long-term and short-term orientation
D Uncertainty avoidance

Highlight which of the following resonates to the NDPs strategies and intentions:
A In terms of addressing poverty and inequality, the NDP makes a firm commitment
to achieving a minimum standard of living which can be progressively realised
through a multipronged strategy.

B The higher education system has long been strongly stratified and unequal, shaped
by an apartheid education policy based on racial differentiation.
C The growth plan also placed great emphasis on developing an innovation-led
service and knowledge economy that targets students and young professionals as
the engines of future growth in cities. .
D Adopt a more sensitive approach to place, by suggesting that universities in the
same cities, or localities, should plan to allow for the greater sharing of intellectual,
physical and infrastructural resources.

SECTION B: CONTEXTUAL QUESTIONS
1.1. Discuss the challenges associated with wealth tax administration, particularly in
the context of India. In addition to your answer, outline the possible suggestions in
addressing wealth tax administration. (10 Marks)
2.1. Discuss poverty and inequality among traditional communities in post-apartheid

South Africa. (15 Marks)
2.2. Argue whether resources in traditional communities exacerbate or resolve inequality

and poverty in South Africa. Provide examples to support your answer.
(10 Marks)
3.1. Outline the impact indebtedness and aspiration has on longer-term poverty and
inequality. (10 Marks)

ANNEXURE J: SAMPLE SUMMATIVE ASSESSMENT 1 MEMORANDUM (SAMPLE SA1 MEMO)

MEMORANDUM
Academic Year 2024: January- June

Sample Summative Assessment 1: Sociology 2B (HSOC232-1)
Weighting: 50%
Assessment Type: Examination
Stationery: Black / Blue Pen
Pass Requirement: 50%
Examiner: Simone Rustin-Evertse
Total: 70 Marks
Instructions:
1. This paper is for revision purposes only
2. This examination script consists of 26 pages including the cover sheet. Ensure that
you have all the pages.
3. All questions are compulsory.
4. No answers in pencil will be marked.
5. Good Luck!
149 HSOC232-1- Jan-Jun2024-SampleSA1memo-NF-V.2-31012024

Unit 5, Chapter 7
Unit 5, Chapter 7
Unit 6, Chapter 8
migrants into SA
Unit 6, Chapter 8
Unit 7, Chapter 9
• Unit 7, Chapter 10
• Unpacking the intersectionality shaped by historical, economic, institutional,
social and structural factors of poverty and inequality in traditional communities
in SA
Unit 7, Chapter 10
• Discuss poverty & inequality among traditional communities in post-apartheid
SA
Unit 8, Chapter 11
• Understanding the impact indebtedness and aspirations has on longer-term
poverty and inquality
Unit 8, Chapter 12

Sample Summative Assessment 1 (Sample SA1)
Total Marks: 70
Duration: 2 Hours
SECTION A: MULTIPLE CHOICE QUESTIONS
Explain the three role players in South Africa’s project to achieve the Constitution’s
vision of transformation:
A The executive, the legislature and the judiciary

B The president, Pravin Gordan and Trevor Manuel
C The ANC, The EFF and the DA
D Poverty, Unemployment, and inequality.
Answer: A The executive, the legislature and the judiciary (U5 – Ch 7 - Pg 111).
The following Learning Outcome is assessed in this question:

Unit 5, Chapter 7
The post-Apartheid state has devoted substantial resources to the _________ of basic
services and amenities to previously _______ groups.
A Decline, wealthy
B Provision; disadvantaged
C Promotion; Coloured
D Disadvantage; wealthy
Answer: B Provision; disadvantaged (U5 – Ch 7 - Pg 112).


Unit 5, Chapter 7
A comparison of South Africans’ household circumstances by population group shows
that ______ adults are more likely to be _____ than their neighbours. In contrast,
______ adults were more likely to say that they were wealthier than their neighbours
when compared to the other groups.
A African, poorer, White

B Coloured, wealthier, African
C African, wealthier, Coloured
D White, wealthier, Coloured
Answer: A African, poorer, white (U5 – Ch 7 - Pg 116).

Unit 5, Chapter 7
• Provide an understanding of transformative constitution.
Identify the formalistic approach to legal interpretation that has been replaced by a
purposive, generous and value-oriented interpretation of the Constitution and all other
law.
A Police brutality
B Jim Crow
C Black letter law
D Apartheid

Answer: C Black letter law (U5 – Ch 7 - Pg 122).

Unit 5, Chapter 7
Can thus be interpreted as tools of empowerment for those who remain excluded from
political, cultural, social and economic participation in South Africa, with participation
understood as an essential element of a vibrant democracy.
Identify which concept the definition above relates to.
A Mobility and migrating

B Psychosocial abilities
C Human rights.
D Socioeconomic rights
Answer: D Socioeconomic rights. (U5 – Ch 7 - Pg 124).

Unit 5, Chapter 7
Reflecting on paradoxes and fragmentation in South Africa, complete the
following sentence:
Miller’s (2015: 513) proposition that ‘__________ is to identify and give meaning to
continuity and discontinuity arises from the ability to use our____________ , in a
variety of ways, to anticipate what does not exist.
A The White Paper reflection, world

B Part of the human capacity, imagination

C The theory; understandings

D Sustainability, surroundings
Answer: B Part of the human capacity, imagination (U6 – Ch 8 - Pg 141).

Unit 6, Chapter 8
migrants into SA
Point out the theorist who made the following statement:
‘distantiation’ to denote a mechanism through which inequality proliferates: it is both
caused by, and a producer of, inequality.
A Marx
B Weber
C Therborn
D Darwin
Answer: C Therborn (U6 – Ch 8 - Pg 144).

Unit 6, Chapter 8
migrants into SA
Identify the three variants that Paulina Tambakaki conceptualises in understanding
how émigré communities may experience distantiation.
A The economic variant, the democratic variant, the political variant

B The pluralist variant, the political variant, the democratic variant

C The political variant, the social variant, the economic variant

D The pluralist variant, the social variant, the political variant
Answer: B The pluralist variant, the political variant, the democratic variant
(U6 – Ch 8 - Pg 143).

Unit 6, Chapter 8
Identify one of the central initiatives promoted by the Open Government Data (OGP).
A Free WiFi for all

B Open data
C Privacy
D Expropriation
Answer: B Open data (U6 – Ch 8 - Pg 146).

Unit 6, Chapter 8

Highlight one of the benefits of wealth, reflecting on wealth taxation as an instrument
to reduce wealth inequality.
A None of the below

B Wealth induces and bestows power, which provides opportunities for increased
social status
C Wealth reduces and revokes power, which provides opportunities for decreased
social status

D Wealth reinforces power and control, which provides opportunities for increased
wealth
Answer: B Wealth induces and bestows power, which provides opportunities for
increased social status (U7 – Ch 9 - Pg 169).

Unit 7, Chapter 9

Complete the following sentence in relation to wealth taxation:
_______ and _________ income remain dominant drivers of inequality and the
importance is growing.
A Wealth; capital
B The lack of any upward mobility in the population; residential
C Lower; middle class
D Wealth; white collar
Answer: A Wealth; capital (U7 – Ch 9 - Pg 172).

Unit 7, Chapter 9

Identify which is a core motivation for annual wealth tax:
A To exploit information on the behaviour and circumstances of individuals not

accounted for by taxes on income, bequest or consumption
B To combine a different form of integrated tax
C Borrowing and lending have significantly decreased in South Africa

D Household debt as a percentage of disposable income has decreased over the

years.
Answer: A To exploit information on the behaviour and circumstances of individuals

not accounted for by taxes on income, bequest or consumption (U7 – Ch 9 - Pg
174).

Unit 7, Chapter 9

Highlight how deep poverty is depicted in society.
A Poverty is primarily a marker of inequality and is not associated with living

standards.
B Lack of education and low unemployment levels
C In the high levels of unemployment, low levels of economic activity and
resources within families
D The poverty line is a threshold income level used to define the minimum income
needed to meet basic needs. Those living below this threshold are considered
to be living in poverty
Answer: C In the high levels of unemployment, low levels of economic activity and
resources within families (U7 – Ch 10 - Pg 188).

Unit 7, Chapter 10
• Unpacking the intersectionality shaped by historical, economic, institutional,
social and structural factors of poverty and inequality in traditional communities
in SA

Complete the following sentence in relation to traditional leaders and

communities:
Whereas _______ has always been typical of traditional communities, individuals
within such communities increasingly demand and negotiate the realisation of their
____________ , particularly to secure land ownership and gender equality.
A Collectivism; Human Rights

B Corruption; Autonomy
C Communality; Aspirations
D Communality; Human rights
Answer: D Communality; Human rights (U7 – Ch 10 - Pg 191).

Unit 7, Chapter 10
SA

Identify one of the traditional communities that own land that provides mineral
wealth:
A Atlantis
B Bakgatla-ba-Kgafela
C Tembisa
D Kimberley
Answer: B Bakgatla-ba-Kgafela (U7 – Ch 10 - Pg 192).

Unit 7, Chapter 10
SA


Identify how Stephen Gudeman describes the economy:
A He emphasizes the embeddedness of economic activities within social and cultural

contexts. He argues that economic transactions are intricately linked to social
relationships, cultural norms, and historical processes.
B The economy is made up of a contradiction, it comprises of competition and
mutuality.
C Discussed the concept of alienation, where workers are estranged from the
products of their labor, from the labor process itself, from their human potential,
and from each other.
D The concept of "rational-legal authority" in his analysis of different types of
authority structures. In the economic realm, this type of authority is prevalent in
modern capitalist organizations where rules and regulations guide decision-
making.
.
Answer: B The economy is made up of a contradiction, it comprises of competition
and mutuality. (U8 – Ch 11 - Pg 215).

Unit 8, Chapter 11

Highlight how much household debt as a percentage of disposable income was at in
2011:
A R1.2 trillion
B R500 000
C R4.7 billion
D R 1.5 billion

Answer: A R1.2 trillion (U8 – Ch 11 - Pg 218).

Unit 8, Chapter 11

Complete the following sentence in relation to the poverty gap:
While the poverty gap has narrowed over the past few years, the poverty gap for
______ is higher than that of their __________ counterparts.
A African; White
B Males; Females
C Females; males
D White; African
Answer: C Females; males (U8 – Ch 12 - Pg 236).

Unit 8, Chapter 12

Within the NDP, poverty and inequalities are read as the stumbling blocks to
development.
With reference to the statement above, identify what the NDP (NPC 2011b) said with
regards to cultural values, ideals and parameters.
A Comparative evidence from other southern settings suggests that, instead of

wiping the slate clean, more or different kinds of debt may provide a way out.

B Economic growth prospects have been variable since 1994, showing a peak of
5.6% in 2006 but beginning to taper off when structural constraints dampened
growth.
C People’s views and voices need to be heard, their contributions valued; the poor
majority need to be accorded the same dignity and respect as more fortunate
members of society’
D ‘Values (e.g. success, justice, freedom, social order, tradition) are the vocabulary
of socially approved goals used to motivate action, and to express and justify the
solutions chosen’ (1999: 26).
Answer: C People’s views and voices need to be heard, their contributions valued;
the poor majority need to be accorded the same dignity and respect as more
fortunate members of society’ (U8 – Ch 12 - Pg 240).

Unit 8, Chapter 12

Highlight some of the social structural challenges identified in the diagnostic report of
the NDP (NPC 2011c) that need to be addressed to reduce inequality and eliminate
poverty.
A Lack of access to healthcare

B High levels of immigration
C Corruption in the private sector
D Crumbling infrastructure
Answer: D Crumbling infrastructure (U8 – Ch 12 - Pg 240)

Unit 8, Chapter 12


Uncertainty avoidance, references the extent to which human beings feel threatened
by uncertainty about the future.
Identify what the following is related to:
A None of the above

B Hofstede’s third dimension
C Hofstede’s second dimension
D Hofstede’s first dimension
Answer: C Hofstede’s second dimension (U8 – Ch 12 - Pg 243)

Unit 8, Chapter 12

Identify which of the following is NOT a three-priority area identified in the NDP (NPC
2011b) for addressing poverty and inequality in South Africa.
A Improving the quality of life

B Ensuring an inclusive economy
C Research for developing state capability.
D Promoting tourism, enhancing sports facilities, and investing in renewable
energy.
Answer: D Promoting tourism, enhancing sports facilities, and investing in renewable

energy (U8 – Ch 12 - Pg 242)


Unit 8, Chapter 12

Highlight one of the gender disparities that the NDP seeks to eliminate in relation to
masculinity-femininity and individualism-collectivism
A The plan presents a long-term strategy to increase employment and broaden

opportunities through education, vocational training and work experience,
public employment programmes, health and nutrition, public transport and
access to information
B Women make up a large percentage of the poor, particularly in rural areas. The
plan takes gender – along with race and geographic location – into account,
proposing a range of measures to advance women’s equality.
C Healing the wounds of the past and redressing the inequities caused by
centuries of racial exclusion are constitutional imperatives.
D The way in which social inequality is determined by individual characteristics
rather than hierarchical relationships.
Answer: B Women make up a large percentage of the poor, particularly in rural

areas. The plan takes gender – along with race and geographic location – into
account, proposing a range of measures to advance women’s (U8 – Ch 12 - Pg
245)

Unit 8, Chapter 12

Identify what the following statement refers to in relation to Hofstede:
I cannot be without you, without you this South African community is an incomplete
community, without one single person, without one single group, without the region or
the continent, we are not the best that we can be (NPC 2011a:9)
A Masculinity-femininity and individualism-collectivism.

B Indulgence and restraint
C Long-term and short-term orientation
D Uncertainty avoidance
Answer: B Indulgence and restraint (U8 – Ch 12 - Pg 246)

Unit 8, Chapter 12

Highlight which of the following resonates to the NDPs strategies and intentions:
A In terms of addressing poverty and inequality, the NDP makes a firm

commitment to achieving a minimum standard of living which can be
progressively realised through a multipronged strategy.
B The higher education system has long been strongly stratified and unequal,
shaped by an apartheid education policy based on racial differentiation.
C The growth plan also placed great emphasis on developing an innovation-led
service and knowledge economy that targets students and young professionals
as the engines of future growth in cities. .
D Adopt a more sensitive approach to place, by suggesting that universities in the
same cities, or localities, should plan to allow for the greater sharing of
intellectual, physical and infrastructural resources.

Answer: A In terms of addressing poverty and inequality, the NDP makes a firm
commitment to achieving a minimum standard of living which can be
progressively realised through a multipronged strategy.(U8 – Ch 12 - Pg 247)

Unit 8, Chapter 12
SECTION B: CONTEXTUAL QUESTIONS

1.1. Discuss the challenges associated with wealth tax administration, particularly
in the context of India. In addition to your answer, outline the possible
suggestions in addressing wealth tax administration. (10 Marks)
Note to grader: Use discretion as students’ answers may vary. Award a maximum
of 10 marks to be awarded.

• Wealth tax administration in India was associated with several challenges
(Pandey 2006). Firstly, the problem of valuation of assets created inequalities
due to the exemption of some assets from taxation. √ Secondly, wealth taxes
were not adjusted for inflation; thereby rendering reduced revenue to the
government of India. √ Thirdly, the tax burden of the combined incidence of
wealth tax, income tax and other forms of taxes (such as property tax) was
burdensome for the taxpayer. √
• A recommendation made by the Tax Reform Committee was that the taxation
of wealth should be restricted only to forms of wealth that are unproductive,
which was previously not the case. √ To execute the recommendations of the
Tax Reform Committee, a number of changes were instituted. √A distinction
was drawn to define productive and unproductive wealth, which could be
subjected to wealth taxation. √The taxation of unproductive assets was

viewed as a progressive step given that it would shift investment towards

productive assets. √
• In the post-reform period, the office of the Comptroller and Auditor General of
India undertook a study, published in 2001, which found that the number of
wealth taxpayers had declined √ while the number of income taxpayers had
increased √ and that the revenue from wealth taxation had declined. √This
suggested that certain taxpayers did not file their wealth tax returns despite
having taxable assets under the wealth taxation action or did not disclose the
true nature of their wealth. √ The report further showed persistent lapses by
tax assessment officers to establish a relationship and correlate income
(Pandey 2006). √
• Though the Indian government was successful in enacting the Wealth
Taxation Act in 1957, they decided to abolish the tax in 2015 because the
nominal revenue collected did not match the administrative burden on the tax
authority as well as the compliance burden imposed on the taxpayer. √ More
importantly, unproductive assets subject to wealth taxation, such as luxury
cars, jewellery and so on, were problematic to track down √and therefore
caused taxpayers to either overvalue or undervalue assets that attracted tax.
√
• To compensate for the expected loss of revenue, the government introduced
an additional 2% surcharge (to an initial surcharge of 10%) levied on high-
income earners. The aim of the surcharge was to get more people into the tax
net given that the number of people filing tax returns under the standard
income tax was much higher (and rising) than that of those filing tax returns
under wealth tax. An additional purpose of the surcharge was to close the
loopholes exploited by the rich who received tax advice concerning assets on
which tax was due under the Wealth Tax Act.

Consider the challenges associated with wealth tax administration.
Question 2: (25 marks)

2.1. Discuss poverty and inequality among traditional communities in post-apartheid
South Africa. (15 Marks)
Note to grader: There is no absolute answer, therefore the students’ answers may
vary, and your discretion is highly recommended. Overall, a maximum of sixteen
(16) marks to be awarded.
Solution: Unit 7, Chapter 10, pp. 188-189

• After more than 22 years of democracy and with a more inclusive legislative
system, it is generally acknowledged that the livelihoods of South African rural
traditional communities have not significantly improved with regard to access
to services and socioeconomic opportunities (Ndlovu 2017; Stats SA 2016;
World Bank 2018). √ Research shows that poverty is deepest in rural areas. √
Although urbanization has increased, the number of rural citizens remains
about 35% or 19 million of the country’s population (Institute of Race Relations
2016). √
• Deep poverty is visible in the high levels of unemployment, low levels of
economic activity and resources within families, and dependence on grants. √
Inequality, within households and in relation to urban and small town
environments, deepens such poverty. √
• The discussion document South African Poverty and Inequality Assessment,
Discussion Note, Draft January 2016 (May et al. 2016) mentions that over 70%
of rural South African households live in conditions that could be described as
inadequate or intolerable in terms of housing and their access to essential
services. √ This figure would be higher if residents in rural towns were excluded.
Rural unemployment rose from 44% in 2009 to 52% in 2012, and has increased
further since then (Davies 2012). √ The historical rural-urban migration trend

resulted in a skewed and dynamic situation, as men migrate to cities, but return
when retrenched or retired, with minimal resources. √
• As the geographical boundaries of traditional communities largely coincide with
the boundaries of the former apartheid homelands, poverty and inequalities
created in the apartheid era tend to continue (De Souza & Jara 2010). √
• From a constitutional perspective, and in line with Therborn’s (2012) analysis,
traditional communities suffer from the prevalence of exclusionary and
hierarchical, patriarchal governance systems at the household, village and
community levels, as well as the persistence of traditional judicial systems and
control over communal land by (male) leaders. √ Employment opportunities in
rural areas are rare due to the general lack of economic activity. √ Generally
rural communities live on less arable land in areas with little infrastructure and
relatively far from urban economic hubs, such as Johannesburg, Polokwane,
Port Elizabeth or eThekwini. √
• The Food for All Programme of the Department of Rural Development and Land
Affairs provides temporary alleviation, but there is general agreement that
without sustained economic resources rural communities will find it extremely
difficult to create income. √ Claassens and Cousins (2008) argue that control
over land is the key socioeconomic development issue in rural South Africa,
while acknowledging that the land issue is extremely complex, and intertwined
with other factors such as social networks, kinship patterns, social dynamics,
quality of land and drought. Even if agricultural produce increases, market
access remains a challenge for small-scale farmers – a typical distantiation
issue. √
• The state’s Comprehensive Rural Development Strategy has made little impact
on the overall situation (PMG 2015a). √ Although South Africa’s rural land
reform project has been unable to reach its stated intended targets, the Bureau
for Food and Agricultural Policy (BFAP 2018: 4) calculated that ‘the country
seems to be much closer to the target of 30% that was initially set for land
reform with approximately 20% √ (18 mil ha out of 82 mil ha) of the farmland
already transferred, financially compensated or purchased by the state’. √ Most
rural households, however, depend on social grants and subsistence farming.
√

• Rural deprivation goes even deeper when social conditions are taken into
account. √Absence of parents has a negative impact on family life, on the
educational performance of children and on community members’ ability to
participate in local governance issues, both traditional and modern
(Gardiner2008; PMG 2015b). √
• Limited resources, especially in municipalities, have been mentioned as an
important reason for rural traditional communities lagging behind urban ones
(National Treasury 2011; Van der Mescht & Van Jaarsveld 2013).
√Demographic density in rural areas is much lower than in cities and towns,
and councilors and officials have to travel large distances to communicate and
provide services at village level. √ In addition, human capacity (skills and work
experience) in rural municipalities is far lower than in urban areas. √

Discuss poverty & inequality among traditional communities in post-apartheid SA.
2.2. Argue whether resources in traditional communities exacerbate or resolve

inequality and poverty in South Africa. Provide examples to support your
answer. (10 Marks)
Note to grader: Use the sample answer below as a guide. Use discretion as
students’ answers may vary. Overall, a maximum of ten (10) marks to be awarded.

• The availability of resources exacerbates inequality and poverty. √
• Some traditional communities own land that provide mineral wealth. √ Striking
examples are the communities in the so-called Platinum Belt or Merensky
Reef around Rustenburg in North West province, that is, the Bafokeng,
BakgatlabaKgafela, Bakubung-ba-Ratheo and Bapo-ba-Mogale communities.
√

• Although the value of platinum has decreased over the past few years, for two
decades it has been a prime metal, and several international and national
mining corporations have reaped very high profits, as the area known as the
Bushveld Complex produces 80% of the world’s platinum. √
• Because under colonialism and apartheid black land ownership was legally
prohibited or had to be registered in a state trust, √ for decades mining
companies concluded agreements with government for mining permits. √
Some traditional communities received limited royalties. √ Since 1996,
however, traditional communities, and particularly their leaders, have
successfully reclaimed mining rights on their land. √ As a result, several
traditional leaders have concluded profitable contracts or share deals with the
platinum mining companies. √
• Revenue ran unto hundreds of millions of Rands, presenting the traditional
leaders with opportunities to become active initiators in the development of
their communities. √ Furthermore, miners were recruited from local and
external communities, creating an influx of wages into the local community,
and thus has a boost for local entrepreneurs. More recently, mining
companies have used some of their social responsibility programme funding
for the benefit of communities around the mines, but with limited impact. √
• Benefits derived from the mining sector have not been without their downside.
Mining in rural areas competes with agricultural use of land, and local farmers
who had been using the communally owned land were removed from this land
when it was included in the mining contracts. Usually, contracts were
concluded without the involvement of the farmers (ActionAid 2008). Mining
also negatively affects the arability of land, as dust and inorganic material
enter the soil. It can take decades to restore mined land and landfills. The
industry requires huge amounts of water, whereas the Platinum Belt region
has limited water resources (Mujere 2015). While land was taken away from
local farmers, few mining job opportunities for traditional communities
emerged, and local economic development remained constrained.
Furthermore, foreign miners (bahiri) made their homes on traditional land or
as backyard renters after the mining companies closed hostels and paid
living-out stipends. This influx often leads to contestations over who belongs
170 HSOC232-1-Jul-Dec2023-SampleSA1-Memo-A-V.4-10072023
to the community that receives benefits from mining, and who is excluded
(Mnwana 2015a) √√
• While land was taken away from local farmers, few mining job opportunities
for traditional communities emerged, and local economic development
remained constrained. √ Furthermore, foreign miners (bahiri) made their
homes on traditional land or as backyard renters after the mining companies
closed hostels and paid living-out stipends. √ This influx often leads to
contestations over who belongs to the community that receives benefits from
mining, and who is excluded (Mnwana 2015a). √
• First, community representatives challenge the dominant position of traditional
leaders as signatories of the agreements with mining houses, to the exclusion
of community members. For example, opponents to the Bafokeng leadership
accused the latter of theft, corruption, secrecy and disproportionate profits for
the mining company (BLBA 2012; Cook 2013; Manson 2013). Similarly,
members of the Bakgatla community have been challenging their leadership
over the perceived disappearance of millions of rands (Capps & Mnwana
2016). Contesters argue that benefits do not trickle down to the morafe (all
adult members of the tribe) but mainly benefit a select few – namely, the
leadership. √√
• Second, mining has historically contributed to severe inequality and conflict in
the labor field, especially with regard to wages. This impacts on the potential
for development. In the Platinum Belt, as elsewhere, low wages for high-risk
work has led to regular conflict between the National Union of Mineworkers
(NUM) and the companies, ever since the 1970s. Such conflicts and strikes
eventually led to negotiated relationships between NUM and the Chamber of
Mines, with wage deals eventually settled. Third, while such deals included
investment of company profits into the mining communities, in practice these
communities did not benefit much. √√
• Dissatisfied with the dominant yet ineffective role of NUM, a new union, the
Association of Mineworkers and Construction Union (AMCU), succeeded in
the recruitment of thousands of mineworkers in the Platinum Belt. In 2012,
after a sixmonth strike in Marikana and during conflict between AMCU and the
mining companies, security, police and the NUM, 34 miners were killed by
police fire – the most tragic incident in decades (South African History Online
2013). The Marikana Commission of Inquiry was set up to investigate the
massacre and its report was submitted by President Zuma on 31 March 2015.
However, the findings resulted in neither convictions nor reparation for the
miners’ families, and the impact is still seriously felt. Although wages have
increased, the local economy has been destabilized, and distrust has
undermined social cohesion between local communities and mineworkers,
and between communities and mining companies. Although the RBN leaders
were not involved in the conflict, its impact significantly affected them in terms
of loss of revenue from the mines. √√

Discuss poverty & inequality among traditional communities in post-apartheid SA.
3.1. Outline the impact indebtedness and aspiration has on longer-term poverty and
inequality. (10 Marks)
Note to grader: Use the sample answer below as a guide. Use discretion as
students’ answers may vary. Overall, a maximum of ten (10) marks to be awarded.

• People in this often hard-to-define category have been most severely affected
by the recent epidemic of indebtedness in South Africa, √ since it is only to
those with some form of collateral (typically, here, state salaries and social
grants) that lenders are willing to extend credit. √ But it is their very credit-
worthiness that makes them vulnerable to the exploitative lending practices of
a distorted and racialized credit market, and thus precarious (Barchiesi 2011;
Standing 2014). √
• Not only are they subject to requests for support from relatives that have not
joined them in their upward trajectory, but the extent of their borrowing and their
inability to keep up with repayments is also detrimental to their ‘financial
wellness’ (Cash 1996, cited in Bahri 2008; Crous 2008) √ and has resulted in
psychosocial ills such as a deep sense of helplessness, divorce, homelessness
and even suicide (Niehaus 2012: 337–338). √
• Inequality in South Africa, and its relation to poverty, has posed a puzzle to
scholars: there is rapid upward mobility of a few, while others remain as they
were, face unemployment and dependency on social grants or handouts from
relatives, and/ or become poorer. √ ‘[B]y 2004,’ says Southall, ‘around 1.8
million African employees, or around twenty-seven per cent of formally
employed Africans’ were reckoned to be middle class (2004: 53); √ his
subsequent analyses point to the prevalence of public servants in this group
(2012, 2016). √ Some former townshipdwellers have moved into what were
once white suburbs (albeit not in large numbers, and differentially in the biggest
cities), √and have ‘become separate from a black working class’ and from the
broader ranks of the unemployed (Crankshaw 2005). √
• The extent of this mobility was limited, however: it was determined to some
extent by the wealth, circumstances and ambitions of the previous generation.
√ Seekings and Nattrass (2005: 314–319) liken the system of differentiation in
South African society, post-1994, to a game of snakes and ladders, with more
snakes at the bottom of the board and more ladders at the top. Alongside this,
a longer history in which a ‘well-organized set of citizens’ demanding ‘a certain
minimum standard of living – a “civilized” or “living” wage, for “decent” work’
(Seekings 2011: 571), √ and with the state responding to ensure a good income
for such workers, has been curtailed in the post-apartheid era, √ when ‘trade
liberalization exposed employers to much more intense competition, making it
much harder to pay higher wages unless they were matched with increased
productivity. √
• As formal, unskilled work disappeared, unemployment worsened’ (Seekings
2011: 571). √ It is in light of this paradoxical coexistence of a small group for
whom (the promise of) financial well-being seems realizable or tantalizingly in
reach, and a larger group with equally intense aspirations but fewer means to
accomplish these, that the story of credit apartheid must be understood. √

Understanding the impact indebtedness and aspiration has on longer-term poverty
and inequality.
174 HSOC232-1- Jan-Jun2024-SampleSA1 -SRE-AH-V.2-31012024

CourseOutline HSOC232 1 Jan Jun2024 NF V2 02062024

Uploaded by

Copyright:

Available Formats

CourseOutline HSOC232 1 Jan Jun2024 NF V2 02062024

Uploaded by

Document Information

Original Title

Copyright

Available Formats

Share this document

Share or Embed Document

Sharing Options

Did you find this document useful?

Is this content inappropriate?

Copyright:

Available Formats

CourseOutline HSOC232 1 Jan Jun2024 NF V2 02062024

Uploaded by

Copyright:

Available Formats

BOSTON CITY CAMPUS

Assessment Strategy: AS4

January – June 2024

About the Institution

2. CRITICAL OUTCOMES OF THE LEARNING PROGRAMME 8

3. TEACHING, LEARNING AND ASSESSMENT 11

4. STUDENT ACCESS TO IT, LIBRARY AND OTHER RESOURCES 16

5. COMMUNICATION AND SUPPORT 18

6. REQUIREMENTS TO COMPLETE THE MODULE SUCCESSFULLY 22

7. MODULE STRUCTURE AND ASSESSMENT SPECIFICS 25

9. STUDY PROCEDURE AND GUIDELINES FOR COMPLETING ASSESSMENTS 30

A. EXPLANATION OF ACTION VERBS REQUIRED FOR COMPLETING ASSESSMENTS 34

B. PROPOSED STUDY PROGRAMME 35

C. ACADEMIC CALENDAR FOR 2024 46

D. PLAGIARISM INFORMATION SHEET 55

E. BREAKDOWN OF PROPOSED COURSE MATERIAL 60

G. SAMPLE FORMATIVE ASSESSMENT 1 76

H. SAMPLE FORMATIVE ASSESSMENT 1: MEMORANDUM 82

J. SUMMATIVE ASSESSMENT 2 125

K. SAMPLE SUMMATIVE ASSESSMENT 1 136

L. SAMPLE SUMMATIVE ASSESSMENT 1: MEMORANDUM 149

1.2 The Module

• Module name: Sociology 2B (HSOC232-1)

1.3 Notional Hours

1.4 Introduction to SAQA, QCs and the NQF

Who is the South African Qualifications Authority (SAQA)?

In terms of qualifications and professional bodies, SAQA must:

What are Quality Councils (QCs)?

The three QCs are:

The National Qualifications Framework (NQF) is a comprehensive system for the

What Does the NQF Look Like?

The NQF is organised as a series of levels of learning achievement, arranged in ascending

Description NQF 5 NQF 6 NQF 7 NQF 8

3.1 Learning Philosophy

As an accredited and registered private higher education institution, Boston is committed to

• Should be action-orientated and communicative

3.2 Learning Methodology

Teaching at Boston consists of:

Learning consists of:

3.3 Assessment Strategies and Types of Assessments

The following are examples of assessment strategies used:

Assessment Strategy 1 (AS1): The formative assessment 1 (FA1), formative assessment 2

Assessment Strategy IS (ASIS): An integrated summative assessment 1 (SA1) in the form of a

There are a number of assessment types appropriate to the distance-learning environment,

• To encourage students to review

3.3.1 Self-Assessment and Recommended Reading

3.3.2 Report Writing

3.3.3 True-False Test

3.3.4 Open-Book Test/Assignment

Open-book testing is used to:

3.3.5 Multiple-Choice Question Examination

3.3.6 Student-Centred Interaction

By encouraging students to continually ask questions and be comfortable with the

3.3.7 Sample Assignment and Examination Papers and Memoranda

Students receive a sample assignment and memorandum, as well as a sample examination

3.4 Feedback to Students

4.1 Distance Learners and Support Centres

4.2 Hours of Operation

Head of Library Services Contact details