Life Orientation

LIFE ORIENTATION
GRADE 11
REVISION
NOTES
1 Life Orientation Gr. 11

TERM 1
WEEK 1-3
Chapter 1 : Development of the self in society
1. Plan and achieve life goals
1.1. Types of goals
 What are goals?

- Goals are the things we want to achieve in life. It is our plans and aims. They are different
from dreams and wishes in that we can take active steps to achieve goals. We can turn our
wish into a goal.
- When we have goals we know where we are going. Goals are important because they help
you to take charge of your life and make decisions.
 You must set SMART goals.

S SPECIFIC What do I want to achieve? You must say exactly what
you want to achieve.
Who is involved?/What do I need to be able to do this.
M MEASURABLE You must be able to measure if your make progress
and achieve
A ACHIEVABLE What do I need to achieve it? Money, skills, abilities.
R REALISTIC You must be able to achieve it and must be willing to

work towards achieving the goals.
T TIME BASED You must set a time limit to achieve your goals
 Types of goals:
1. Short-term goals: we achieve it in a short space of time e.g. a project you

want to finish the weekend. You achieve them in a week or month.
2. Medium-term goals: Something you want to achieve in the next 6 months.
3. Long-term goals. These goals you want to achieve in a few years.
Like becoming a doctor or engineer.
1.2. Five-step method for planning and goal-setting
Step 1 : Write down your goal.

Step 2 : Check to see if it is a smart goal.
Step 3 : Make an action plan to achieve your goal.
Step 4 : Do it. Carry out your action plan.
Step 5 : Evaluate if you have achieved your goal.
1.3. Problem-solving skills
Step 1 : Explain the problem. Define the problem and say what it means.
Step 2 : Gather information about the problem.
Step 3 : List as many possible solutions as you can
Step 4 : Make a table and write down your problems and solutions.
Step 5 : Think of the effects / consequences of each solution.
Step 6 : Choose the best solution.
A problem-solving model can look like this :
1. Explain the problem. Define the problem and say what it means.
2. Gather information about the problem. What information can help you to solve the
problem ? What do you need to know ?
3. Possible solutions. 4. Possible effect of each solution.
5. Write down the best solution.

Reason why this is the best solution.
1.4. Relationship between personal values, choices and goal-setting

 What are values?
- It is the principals you think are important in life.
It helps you to make decisions on how you want to live your life.
- You values will influence the decisions you make.
- It will influence the kind of goals you set in your life. Your values will shape your mission
statement.
- Things that will influence your values are your environment, your school, important people in
your life etc.
- Values help you to choose what is important to you - it helps you to set your priorities.
2. Relationships and their influence on your well-being

Throughout our lives we depend on relationships for well-being. It you have good relationship with
members of your family and friends and colleagues you feel happy and confident. When there is
conflict in any of these relationships it can affect your well-being and also threaten your ability to form
new relationships
2.1. Types of relationships with different people or groups

Family Casual
- People who are related to you - Relationships with people you see often, but
through blood or marriage. are not close to like friends and family.
- Probably closest to you
- Will receive the most love, care
and support from them.
Friends Formal
- A person you know well, like, - Relationships with people who are usually in
trust and respect and who a more senior position than yourself.
supports you - Example teachers and elders.
- Good friends will have a positive
effect on your well-being. Romantic
- Harmful friends can lead you to - Close relationship with another person,
risky behaviour and you can get based on love.
hurt. - With this person you can be yourself, without
demands to change.

2.2. Changing relationships
 Life changes and with every change, relationships change as well. Some develop fast as life
opens new opportunities. Others develop slow and steadily. Some people are forced to
change quickly because of unexpected events in their lives.
Natural developments that change Unexpected events that change
relationships relationships
- Moving to another area - Accidents

- Meeting new people - Job loss
- Health changes - Losing money
- New interest - Violent crime
- Getting older - War
- Earning money - Death of a family member
- Death of a close friend
- Separation and divorce
 Your family is where your first relationships are formed and where you are going to see the
greatest changes in your relationships.
 Your parents and family are aware of the changes you are going through. They need time to
get used to the new you. Take time to talk to your family. Your family prepares you for the
world. You learn the importance of sharing and accepting responsibilities and the need for
order and routine. You absorb attitudes, values and ways of behaviour form your family. As
you grow older and form new relationships you can decide which attitudes and values you
want to keep and what you want to change.
2.3. Skills and qualities which make good relationships

- Unselfish
- Caring
- Mutual respect
- Ability to communicate
- Accepting people as they are
- Sympathetic
- Good listener
- Supportive
- Able to work as team
2.4. Power and gender in relationships

 The role of power in relationships
Having power means having control over something or someone. In relationships one person
may have power over another. We call these relationships power relations.
 Gender roles and stereotyping

Gender stereotyping is when people think that someone behaves or will behave in a certain
way because of their gender. For example, thinking that all girls like to cook, Men earn the
money and women spend it.
 Gender roles
In society there are traditional gender roles. Men and women have different biological roles
which have influenced their roles in society. Women bear children and in the past they stayed

at home to raise the children. Men went out to work and earn the money. Men had financial
power and could decide how the money was used. Women were dependent on men, tied
down by family responsibilities. This is changing and many women today who have children
also work.
In traditional gender roles, being masculine means being dominant while being feminine
means being submissive. We live in a society that has expectations of people based on their
gender. For example, men are supposed to be strong and powerful, while women and
children can be weak and submissive. Women are expected to be emotional, whereas men
are rational.
More examples:
- Women are emotional and let emotions rule their lives
- Men are more interested in sex than women
- Women are more mature than men
- Engineering in not a career for women
- Men are insensitive
-
 The effect of gender roles on men and women:
MEN WOMEN
- Prevent them from showing - Views are not taken seriously
feelings. - Taken for granted and is not
- Forced to be one of the boys allowed to develop as individual
- Treat women inferior when with - Have little say in decisions that are
friends made
- Boys sporting events are more
important than girls
WEEK 4-6
Chapter 2 : Careers and career choices
1. Requirements for admission to additional and higher education courses
1.1. Types of qualifications
HIGHER DIPLOMA BACHELOR’S DEGREE

CERTIFICATE
- Enables you to - Enables you to work in - Provides you with a
work in a specific a specific broad education
industry, for industry/profession for - Focuses on
example tourism example management principles, theory
- Provides you with - Focus on general and research
specific principles of knowledge - Enables you to
introductory application follow a career as a
knowledge and - Provides professional
practical skills comprehensive and - Enables you to
- Focus on specialist knowledge study further for a
application in the - Usually includes post graduate
workplace practical experience degree
- Allows you to get - Allows you to study
credits for further further to obtain a
studies degree.

1.2. Requirements for admission to additional courses : FET colleges
 Everything you need to know about FET colleges

An FET college is an institution that has registered with the Department of higher Education
(DHET), in order to provide vocational or occupational training in a specific field.
FET stands for Further Education and Training. This effectively means that, once registered
with the college, you have a wide choice of courses to choose from that best suit your skills
and direction.
Should a student wish to continue studying in a related field at a university, the college could
have provided the background education and training required for entrance.
 A little background information about FET colleges may be helpful to know here…
The education system in South Africa consists of three broad bands.
 General Education (GE)

 Further Education and Training (FET)
 Higher Education (HE)
General education consists of the first nine years of your school education. Further Education
and Training consists of the final three years of schooling OR completing a
related certificate or diploma at a technical college or educational institution. Higher education
involves university level studies, which are usually theoretical in nature.
For adult students, who simply want to complete or achieve their senior certificate, there
are Adult Education and Training courses available (AET). However these types of training are
not vocational or occupationally skills based, which means you have to study a set curriculum.
With FET colleges you can make sure you get the kind of education you need by selecting
only the courses and subjects you want. These courses and skills will prepare you when
entering the career field of your choice.
 What are the entrance requirements for FET colleges?
FET colleges have very few entrance requirements. This is due to the fact that the colleges
aim to provide further education to as many people as possible.
FET training can only be completed by people over the age of sixteen. This form of training is
designed to provide the resources for students, young or old, to learn marketable skills in
order to progress in the field of their choice.

 What is the difference between public and private FET colleges?
Public FET colleges are created and operate under the authority of the Department of Higher
Education. Each year public FET colleges are subsidized by the state in the amount of roughly
four billion rand.
Under the prescriptions of chapter 6 of the Further Education and Training colleges' act 16 of
2006, private colleges can register with the department of higher education in order to offer
accredited FET courses.
It is very important to always check on the accreditation status of a college offering Further
Education and Training courses, as there are many fraudulent companies who claim to offer
FET courses but fail to register with the Department of Higher education. Make sure the
course you are looking to study is accredited by the relevant professional body.
 Which type of courses do FET colleges offer?
- Both private and public FET colleges offer a wide range of courses. These courses can
range from a few hours to a full three year diploma. The courses offered at FET
colleges are tailored to meet the needs of the potential employer, which makes finding
the specific course you need in your field much easier.
- Perhaps it would be better to study a Short Course in Cost and Management
Accounting, which can be completed in 7 – 9 months, rather than studying a
full Diploma in Accounting which could take around 3 years to complete.
- These decisions help you choose a course that may fill the specific gap in your
training, rather than forcing you to complete a whole qualification, some of which you
may already have training in.
 Which industry fields are supported by FET colleges?
Various FET colleges offer training and courses in a wide variety of fields.
These include (but are not limited to):

- Agriculture
- Business
- Commerce
- Management
- Education
- Training and development
- Engineering
- Manufacturing and technology
- Services
- Building construction
- Security
If you are unsure about which field or career path to follow, most colleges
have resources which can help you find a college that best suits your needs.

 Can I complete a course at a FET college through correspondence or distance
learning?
- With a distance learning FET institution, like College SA, you are able to choose from a
very broad range of courses in various fields, due to the fact that there are no lecturers or
campus classes required. Whether you are looking to study at a college in Cape Town,
or any college across South Africa, distance learning could provide the training you need,
irrespective of where you are in the country. This means that you have more freedom to
study what you want to study, and by making use of options like distance learning, you can
stay employed while you study.
- Studying through supported distance learning can be a difficult process for students. There
are many benefits to studying through correspondence; however, there are also a few
disadvantages. In order to make this process easier, find out about the services the
college offers to help you study.
1.3. Admission point score (APS)
 The APS system gives possible points for the marks that you get in your NSC examinations.
Admission to higher learning institutions depends on the total number of points you obtain.
NSC rating APS

Level Percentage Possible
achieved score
8 (90 -100%) 8
7 (80 - 89%) 7
6 (70 - 79%) 6
5 (60 - 69%) 5
4 (50 - 59%) 4
3 (40 - 49%) 3
2 (30 - 39%) 2
1 ( 0 - 29%) 1
1.4. NSC subjects

- Learners study at least 7 subjects - 4 compulsory and at least 3 electives.
- All subjects are written on one grade only and are no longer written on Higher or Standard
Grade.
- Not all schools offer the full range of Elective subjects listed here. Each school may offer
subjects specific to its academic orientation. For example, Agriculture Schools offer the
agriculture-orientated subjects whereas technical Schools offer the practical and mechanical-
orientated subjects.
 Group A: Fundamentals (Compulsory)
- Two official languages: Home Language and First Additional Language
- Mathematics or Mathematical Literacy
- Life Orientation
-
 Group B: Elective ( Choice )
At least 3 subjects from the following:
Accounting Design Mathematics: "Paper 3"

Agricultural Dramatic Arts (geometry, probability);
Management Practices Economics "Advanced Programme
Agricultural Sciences Electrical Technology Mathematics" (calculus,
Agricultural Technology Engineering Graphics further algebra, and
Art & one of: matrices,
Business Studies Design statistics, mathematical
Civil Technology Geography modelling)
Computer Applications History Mechanical Technology
Technology (previously Hospitality Studies Music
Computer (previously Home Physical Science
Studies Standard Economics) Religion Studies
Grade - Literacy) Information Technology Second Additional
Consumer Studies (previously Computer Language
Dance Studies Studies Higher Grade - Third Additional
Programming) Language
Life Sciences Tourism
(previously Biology) Visual Arts
1.5. Minimum requirements for admission to study for higher certificate,

diploma or bachelor’s degree.
 In order to qualify for a National Senior Certificate, a learner must achieve:

- A minimum rating of 3 i.e. 40% or more, in 3 subjects. One of the 3 subjects must be an
official language at Home Language level.
- A minimum rating of 2 i.e. 30% or more, in 3 other subjects.
Note:
It is compulsory for a learner to pass an official language at home language level i.e. at 40% or
above.
If a learner offers more than the minimum number of 7 subjects, passes in the additional
subjects will be taken into account when determining whether a learner has met the minimum
requirements.
 In order to qualify for entry into further study at the Higher Certificate level, a learner must:
- Pass the NSC
- Meet the language requirement for further study at a South African institution, namely, one
of the two official languages offered by learner must be either English or Afrikaans. To
meet the language criterion to qualify for entry to study at a tertiary education institution,
the learner must pass either English or Afrikaans at least at the 1st additional level i.e. at
30% or more.

 In order to qualify for entry into further study at the Diploma level, a learner must:
- Pass the NSC as follows:
- One official language at home language level at 40%
- 3 other subjects at 40%
- 2 subjects at 30%
30% or more.
- The key difference between qualifying for entry to diploma study rather than higher
certificate study is that the learner must achieve 40% or more in 4 subjects (incl. the official
language at home language level) rather than just 3 subjects.
 In order to qualify for entry into further study at the Bachelor Degree level, a learner must:
- Pass the NSC as follows:
- One official language at home language level at 40% or more
- 4 subjects from the designated list of subjects at 50% or more
- 2 subjects at a minimum of 30%
30% or more.
The list of designated subjects which will be in place for 3 years from
2008 is as follows:
Accounting Languages (one language of

Agricultural Sciences learning and teaching at a
Business Studies higher education institution and
Dramatic Arts two other recognised language
Economics subjects)
Engineering Graphics and Life Sciences
Design Mathematics
Geography Mathematical Literacy
History Music
Consumer Studies Physical Sciences
Information Technology Religion Studies
Visual Arts
 Note:
In respect of music, it is only the National Senior Certificate Music course that is considered a
designated subject. At this stage no other music courses are considered designated. They
are recognised as NSC subjects but are not considered to be ‘designated’ for the purpose of
qualification for degree studies.
Non-designated subjects may contribute towards the Admission Points Score (APS) and may
be recognised as an institution or faculty specific entry requirement. Learners must check

their results against specific institutional requirements for the course of study they wish to
follow.
 Very important to note:

Specific institutional and programme needs may have a specific language requirement, a
specific level of performance in Life Orientation or require appropriate combinations of
recognised National Senior Certificate subjects and levels of achievement. Learners must
check their results against specific institutional requirements for the course of study they wish
to follow.
1.6. SAQA and the NQF framework

 The South African Qualifications Authority
- (SAQA) regulates and sets the standards in the South African education system, including
the National Qualifications Framework (NQF)
- It is responsible for overseeing the development and implementation of the NQF. All
education and training providers must be registered with and accredited by SAQA.
- SAQA also ensures that standards and qualifications of different bodies are internationally
comparable
 The National Qualification Framework (NQF)

- The NQF is the framework on which the standards for colleges are registered. The
purpose of the NQF is to combine education and training in South Africa, thereby
transforming the education system.
- The NQF uses codes for specific courses, such as, NQF level 4. This is the code for higher
level national certificates. College SA offers courses ranging, on the NQF level, between 2
and 4. This way you can complete either Short Courses (NQF 2), or full
length Diplomas (NQF 4). Tailoring the courses according to what you need can speed up
the time it takes to move into the direction you are looking to move into.
2. Options for financial assistance

Bursaries or These are awarded to students who excel in a particular field and wish to
scholarship pursue a career in that area. Sports bursaries to top performing sports
people
Merit award These may be given based on your school results or at the end of a year of
study when you have maintained an excellent set of result.
Financial aid Financial assistance may be given after a detailed personal financial analysis
is done that shows your parents are not able to pay for your studies
Study loans Applying at a bank for a study loan. This will have to be paid back over
time as requires you and your family to have a full financial assessment
and often a medical examination
Parents/guar If you are fortunate enough to have someone who will pay for your studies.
dian
Working as Working as a student to pay for your studies
student Many students work part time in the evening and over weekends to help
pay for their studies.
Working for a A company you work for can finance your studies. Many companies give
company / bursaries to students and assist them with their payments. In return the
Learnerships students work for them on a contract basis
NSFAS: SA’s only public student loan scheme which helps academically deserving
National and financial needy students

Student
Financial Aid
Scheme
WEEK 7 - 10
Chapter 3 : Democracy and human rights
1. Principles, processes and procedures for democratic participation
1.1. Public participation
 To be involved with others in doing something ; to take part in an activity or an event.

 You participate publicly when you :
- Stand for elections
- Attend community meetings
- Join civil / political organisations
- Vote in lections
- Pay taxes
- Protest and petition
 Public participation is important because it :
- Makes sure leaders do not abuse their powers
- Ensures that the public’s needs and concerns are addressed
- Helps to inform government about people’s needs and concerns
- Helps to see that things get done
1.2. Petition process
 A written document that people sign to show that they want a person / organisation to change
or to do something.
 It is a formal request asking the government to do something about a matter.
1.3. Governance
 It is the way that a country is controlled or managed by the people who run it. According to the
Constitution, our country is run on a system of co-operative governance. Various levels of
government must work together.
 Good governance :
- Allows participation and provides feedback to the people
- Is transparent ( is open to the public and does not try to hide its actions )
- Delivers basic human rights
- Is efficient and effective
- Produces results
- Protects the environment
- Is accountable ( Takes responsibility for its actions, performance and decisions by
explaining why things are done in a certain way. )
1.4. Representation
 Through elections, people are voted in to represent / speak on behalf of a certain group of
people.
 Proportional representation : Parties get a certain number of seats in parliament according to
the percentage of votes they get in an election. People vote for the party of their choice.
 Constituency-based representation : Country is divided in voting areas, called constituencies.
A constituency is represented by one member of a party’s choice. People vote for their chosen
candidate.

1.5. Rule of law
 The following five principles define the rule of law :
1. A government that is accountable.
2. An absence of corruption.
3. Security, order and fundamental rights.
4. An open government that enforces laws and regulations.
5. Access to justice.
2. Democratic structures
2.1. The Republic of South Africa (RSA) is a constitutional democracy.

It consists of three structures of government, namely: national, provincial
and local governments.
The RSA is a sovereign, democratic state. It is divided into nine provinces, each with its own
provincial legislature. All these structures of government derive their powers and functions from
the Constitution of the RSA.

 National Government
- The National Assembly is the supreme law-making body in the RSA. Laws made by the
National Assembly are applicable throughout the RSA.
- The same is true of policies made by the Cabinet of the National Government. While there
are areas of exclusive legislative competence for the National Assembly, the National
Assembly shares its legislative authority with provincial legislatures.
- Parliament consists of two Houses: the National Assembly and the National Council of
Provinces (NCOP).
- The National Assembly is elected for a term of five years and consists of no fewer than
350 and no more than 400 Members. Members are elected in accordance with an electoral
system, based on a common voters' roll with a minimum age of 18 years, resulting in a
system of proportional representation.
 Provincial Government
- Provincial governments are bound by laws and policies passed at national level, but can
develop their own laws and policies within this framework to suit their specific needs.

- Provincial legislatures may pass their own constitutions subject to the provisions of the
Constitution of the RSA.
 Local Government
- Local governments consist of municipalities whose objectives are, amongst other things, to
provide democratic and accountable government for local communities, to ensure the
provision of services to communities and to promote social and economic development.
2.2. Processes for participating in the structures and the in the governance
and law-making processes of the country.
 When people co-operate and work together to develop the country, it’s called participation.
 People can participate in many ways, for example: through local structures , school governing
bodies, community policing forums and NGOs.
 Ordinary citizens can take part in the law-making process.
 The law making process consists of 12 basic steps :
1. A draft bill is drawn up.

2. The draft is introduced to the national assembly.
3. The public is allowed to comment on the draft.
4. After public comments were made, changes to the draft are affected.
5. A minister presents the bill in parliament.
6. The bill is given a number.
7. Parliament studies the bill.
8. A special committee debates the bill, and may ask for public comment
again.
9. The committee affects changes to the bill and send it back to parliament.
10. Parliament votes on the bill.
11. If the bill is approved ( voted in ), the National Council of Provinces (NCOP), considers the bill.
They can approve / reject the bill.
12. If approved by the NCOP, it’s send back to the National Assembly to be passed. A law is
passed if it is signed by the president.
3. The role of sport in nation building :

Participant and spectator behaviour in sport.
3.1. Incidence of particular behaviour : triggers of certain behaviour
 Sport in one of the best ways to contribute to nation building

 If participants in sport behave badly, they set bad examples as role models.
 If spectators become frustrated, it could lead to violence or could harm the sporting event.
 Both participants and spectators have a responsibility to nation building through good
behaviour at sporting events.
3.2. Exposure to positive behaviour programmes
 A sports code of conduct aims to :

- get rid of violent and harmful actions at recreation and sports facilities.
- ensure a positive, safe and uplifting environment for spectators and

participants.
- develop a culture that supports safety, fair play and positive sporting.
- ban racism from sport.
3.3. How sport can support or detract from nation building
 Support
- build tolerance, understanding and success.
- oppose all forms of discrimination.
- build relationships.
- build unity through hosting international sports events.
 Detract
- if spectators, players, match officials and administrators do not behave in a
sporting way, it will detract from nation building.

TERM 2
WEEK 1-4
Chapter 4 : Apply study skills, study styles and study strategies
1. Examine how learning takes place and reflects on effectiveness
 How learning takes place

- the brain is designed to learn
- the more active the brain is, the stronger the connections between neurons
become
- with practice strong pathways develop and some actions come automatically
- learning shapes the brain and your brain will never stop thinking, learning,
remembering and exploring.
- to create a studying pathway in your brain for learning, you need to :
Learn, solve problems, recall, read, think, calculate, reflect and write.
- learning something new needs repetition. The more you do something, the
better you learn how to do it.
1.1. Study styles as preferred way of approaching tasks
 Every person’s brain is different, because of different wiring.

- each brain is special and unique.
- each brain prefer to learn in a specific manner.
- you need to find the learning style that suits the way in which your brain is
wired.
 Left- and right-brain dominance

1.2. Study strategy as a way to approach a specific task in the light of
perceived demands
 You should use a study method when you study for examinations or tests.
 Use a method that allows you to read actively, ask and answer questions, practise, repeat and
revise what you learn.
 The SQ3R method adheres to this requirements :
SURVEY QUESTION READ RECITE REVIEW
a) Survey
- This step takes only a few minutes.

- Go through the chapter quickly.
- Glance at the chapter title, the introduction, headings, and summary paragraphs, if any.
Notice any pictures, diagrams, graphs, tables, etc. Read any bold print.
- Previewing your text gives you some background about topics you may have never
encountered before. You pick up general information. You know where to find information.
You gain a better idea of how the information is organized and presented. It opens up a
place in your brain where the new information will be stored. It saves time by reducing the
amount of time it takes to read the chapter. Another advantage is that it creates an interest
in what is coming up. It motivates you to read less interesting material to get to the “good
stuff.
b) Question:
- Before you begin reading a section, turn the heading into a question.
For example, if the heading is Basic Causes of Stress, your question would be "What are
the basic causes of stress?"
- This arouses your curiosity and increases your comprehension.
- It also brings to mind information you already know. The questions you ask help make
important points stand out as you read. This forces you to think about what you are
reading.
c) Read:
- Read the material under the heading with the purpose of getting the answer to your
question. Read with concentration.
- Identify the main ideas and highlight or underline them.
- Read sections at a time and stop to ask questions. Jot down notes and ask yourself what
you just read. If you can answer your question, read on. If not, look it over again.
- A good practice for more difficult reading is to do an outline of chapter in your notes. By
leaving extra space you can fill in details during the class lecture.
- Make note of new vocabulary and write definitions in your notes.
d) Recite:
- This step requires that you recite out loud the answer to the question you asked prior to
reading a section of the text. Say it in your own words. If you find you cannot answer your
question, go back and look for the answer, then try again. This way you will know if you
have understood the material.

- Besides answering your questions, look away from the book and try to state in your own
words what the reading is about.
- You may jot down brief notes about what you read.
- When you are done, go back a
e) Review:
- After you have read the entire chapter, look over the notes you made to
- familiarize yourself with the important information.
- Check your memory by reciting the main points out loud.
- Then review the main points in your notes, making sure you understand them. Add to your
notes from the text, if necessary.
- Always do a review of the chapter after completing your reading. Then do quick reviews
before and after each class. Do longer, more in-depth reviews before exams.
- Don’t wait until exam time to review your textbook. Review once a week all the readings
from that week. Be sure you can summarize the key points. Write them down to further
reinforce learning.
- Finally, make up test questions from what you have read. Be sure to write them down and
answer them.
2. Examination writing skills and process of assessment
2.1. Examination writing skills
2.1.1. Planning
- Strategize your study time:
- Plan and review your study time table.
- Where, when, what and how are you going to study?
- Planning is important so that you have enough time to study all the work efficient and
effective.
- Prioritizing your daily activities. For example is watching your favourite program going to add
value to your life and help you pass examinations? Is having sufficient sleep important to
concentrate in class.
- Prepare yourself for an examination

- Start studying long before the time.
- Make sure you sleep enough
- Practise past papers. It will help you to understand what they expect of you.
- Eat breakfast before the exam
- Get to the venue on time
- Remember all your equipment like pens, calculators etc.
2.1.2. Types of questions

Multiple choice questions:
- This questions test factual knowledge.
- Read the directions carefully
- Improve your odds, think critically (i.e cover the options, read the stem and try to answer, then
read the stem with each option.
- Often one of the answers is clearly wrong and you can eliminate it straightaway.
- Work out the answer that is most correct.

Key word Meaning
analyse Break up into separate parts and discuss, examine, interpret, explore and
investigate each part. Say how each part is important. Explain how the parts are
linked or related.
apply Use in practical way. When you apply you show in a practical way what your
understanding is. Use your knowledge and understanding of the topic to make it
relevant to a situation, issue or problem.
assess Judge or estimate the nature, quality or value of something. Make a value
judgement that you justify by giving reasons.
calculate You need to get to an answer by using numbers. You will add, subtract, multiply
or divide numbers to reach an answer.
comment Give your opinion on, explain or criticise. Make a judgement based upon the
evidence.
compare Look at two or more things. Identify similarities and differences. See how they are
the same, and how they are different. Focus more on similarities than
differences.
complete Add the missing information.
consider Think about and give your opinion.
contrast Focus on the differences between two or more things. Show them in opposition
to each other.
create Put together ideas or parts to develop an original idea; engage in creative
thinking; offer a novel or new suggestion or item.
criticise You need to make judgements to show your own ideas and evaluation.
critically Show approval or disapproval, or find mistakes or faults, and merits or good
analyse aspects; give reasons.
define You need to give the exact meaning of the term or words. Definitions are short
and exact. This is not a discussion.
describe Give an account of something where you recall what you have learned or state
what you observed.
determine Find out the facts. For example, determine how many learners in Grade 11 do
physical exercise more than four times a week.
discuss Write about something; compare a number of possible views about an issue or
problem. Debate, consider, and argue the issues. Include comparisons and
contrasts, look at pros and cons. Say what you think about the topic. Give a full
answer in sentences, not just a list in point form. Always give a conclusion.
do you Give your OWN opinions about an issue or problem. Pay attention to the reason
think you give and arguments you offer; you will not be given marks just for an opinion.
Provide well-reasoned or logical reasons for your opinions, based on facts.
enumerate This is the same as list. Give a number of points.
evaluate Give your own opinion and /or the opinions of others. Give evidence to support
your evaluation. Give an indication of the amount, quality or value of something.
Compare a number of possible views about an issue or problem. Make
judgements based on facts.
examine Carefully look at something and in detail so you can comment on it. Break down
an issue or problem into smaller parts to understand it. Then explain what you
have learned.
explain Give details, describe, make clear, make it understandable. Make something
plain or simplify. Describe in detail so that it can be understood. Always give
examples when you are asked to explain.
give You supply, provide, present, or offer information.
identify Recognise and name someone or something; to say who or what they are.
illustrate Give realistic examples. Explain very clearly. You can use examples and
comparisons.
interpret Show your understanding of the topic, comment on it, give examples. Describe
relationships, explain the meaning.
in your This asks you what you think about something or feel about something. For
opinion example, in your opinion do the youth do enough to celebrate Youth Day on the
16th of June?
list Give a short list of the points. State in the shortest way. Be brief. Do not discuss
or write an essay. Usually you write items one below the other in a list.
match Find things that go together; find things that are similar or connected to each
other.
measure Find the size, quantity, etc. of something. Judge the importance, value or effect
of something
mention Write about something without explaining. There should be no detail; keep it
brief.
name Similar to mention; give a brief answer without long explanations.
outline Summarise, describe main ideas and core points, concepts or events. Give an
overview.
prove Give the facts to support the issue.
state Explain exactly and clearly as it is.
suggest Give possible reasons or ideas. These must be believable; they do not
necessarily have to be proven to work.
summarise Give a very short and brief account. Include a short conclusion. Do not give
unnecessary details.
True / false questions

- For a statement to be TRUE, everything about the statement must be TRUE. Choose TRUE
unless you know the statement is FALSE
- Be careful when a statement has a negative such as not, do not, or in (infrequent) and un
(unfriendly)
- NB. A negative can completely change the meaning of the statement
Fill in the missing word / complete the sentence

- Read the item and think about what is missing
- Write an answer that logically completes the item
- Be sure your answer fits the item grammatically
- Use the length of the line as a clue to the length of the answer(the mark allocation for each
question indicates length of time to spend)
- Unless the length of the blank is the same for all answers
- After you write the answer, read the entire answer to make sure it makes sense
Writing a one-paragraph answer

- Begin with an introductory sentence that contains your main point
- Follow with sentences that support your point
- End your answer with a sentence that states your conclusion
Matching questions
- Read all the items in both columns before making any matches
- Start by making the matches about which you are sure
- Cross out items in both columns as you make matches
- Make your best guess for remaining items, unless there is a penalty for guessing
Essay questions:
- The key to writing a good essay is to understand the instructions properly. What does the
examiner want?
- An essay should have an introduction, content and conclusion.
- Set up a time schedule to answer each questions and review or edit all question
2.1.3. Key examination question words and their meanings
2.1.4. Presenting a question paper

The following are some points to keep in mind to present the paper well:
1. Hand Writing – Keep the hand writing legible. If the examiner cannot read your writing you
will lose marks. Do not do too much scratching around on the paper. This really makes the
paper look dirty.
2. Margins - Draw margins on both side of the paper. This is generally very important that your
answers are in the centre of the answer paper and visible properly. The best time to do it is the
time when you get the answer sheets and before you get the question paper, so this does not
waste any time of attempting the paper.
3. Figures – Generally you can draw figures with pen. But preferably draw them with pencil.
Generally a free hand diagram would do in an engineering paper but when done with a pencil
is much easier to correct and change than a one drawn with pen. And it looks much neater.
4. Rough Work – Do not do rough work of any kind just next to the sum. Do the rough work in
the margin. Or you could just mark the last page as rough work and do all the rough work
there.
5. Sub Question – All the sub question of a question should be attempted in a sequential order.
If you do not know a sub question leave appropriate place for it Do not attempt the sub
question anywhere else. This would be highly irritating for the examiner. He might not even
check that answer.
6.
All these small things do not take up a lot of time during the paper but if not done they make the paper
untidy. Due to this the examiner might not be able to read exactly what you have written and it might
affect your marks drastically. So do keep these tips in mind.
2.1.5. Top 10 mistakes

The top10 mistakes that most students make when attempting a test or exam paper, and how to
overcome them.
Mistake How to correct
1. Spotting only some Start revising long before the exams in order to be able to
questions or cramming too cover all the work. Plan your study time
much information into your
memory
2. Arriving late/failing to bring Give yourself enough time to travel to venue. Make a
necessary stationary note on the exam time table e.g. remember calculator.
3. Panic before or during Prepare well, sleep enough before a paper. Tell yourself
paper it is not the end of the world and only a exam paper.
Read the instructions and make sure of the number of
4. Failing to read instructions questions you need to answer. Scan through a paper
and scan through questions before you begin to write. Proceed to answer the easy
questions first.
5. Failing to allocate time for Allocate time to each question. Plan your exam time
each question/failing to plan before you go to the exam room. Know how long you
your time should take for the short and long questions. Allocate
your time accordingly. If you fail to plan, you plan to fail!
6. Misinterpreting Underline the key words in the question. Make sure you
question/producing and just answer what the question requires.
incoherent answer/writing too
much or too little
7. Not sure how to start or Don’t waste time by starting over and over again. The
end question emphasis should be on the flow of your ideas. Make sure
paragraphs are coherent
8. Writing illegible If your “a” looks like a” u” and your “v” looks like a” u” you
will lose marks as the marker cannot read your answer.
Practice your handwriting
9. Reading and writing too Practicing your reading will increase your reading speed.
slowly Practice your writing skills or you can try different types of
pens and pencils.
10. Forgetting to write your Always start your exam by writing your personal details
personal particulars on your exam book
Write your exam number and particulars on the loose
pages, as a whole stack of papers may fall apart during
transit.
3. Time-management skills and annual study plan
3.1. Create good study habits
- Study at the same time each day so that it becomes a habit.

- Plan for weekly reviews.
- Set aside blocks of study time (about 45 minutes each).
- Keep your study area just for studying and get rid of distractions.
- Write down assignments in every class including the DUE DATE and then
- check off items as you complete them.
- Take advantage of open “time windows.”
Use the time you spend waiting, walking, riding, etc. to review what you’ve
learned.
Just before class, quickly review your notes or readings relating to that
class.
3.2. Plan Properly for Peak Performance
- Set up a school-year calendar to get a big picture of your semester–don’t include too much
detail at this point.
- Schedule your fixed commitments. Block out time for papers, projects, readings, meetings,
scheduled exams, holidays, breaks, presentations, etc.
- Allot time for planned recreation, sports, club activities, etc.
Enter important dates for your social and family life.
Leave free time for yourself so you have flexibility.
- Make a Weekly Schedule. Once a week block out time on a more detailed
level for important commitments and deadlines you need to meet.
Schedule meetings with yourself to work on back-burner items.
Make a Daily To-Do List. At the end of each day organize and schedule your
next day. Include routines, errands, and study time.

3.3. Follow your plan
- Don’t let peer pressure or the quest for short-term gratification dictate what you consider
important.
- Focus on the goals you’ve set for yourself and follow up on your true top priorities.
- Align your priorities with your long-term values and goals.
3.4. Set priorities: There’s always more to do than you have time for
- Be mindful that the actions you take today will plant the seeds for your long
success or failure.
- Think of the possible actions you can take today that will contribute to your success.
- Go over each action you’ve thought of and ask yourself, “What positive things
might happen if I make this a top priority?”
- Ask yourself, “What negative things might happen if I don’t make it a top
priority?”
- Write down the answers you’ve come up with
3.5. Overcome procrastination
- Without a date, you’ll procrastinate. Whenever you get an assignment, set a goal for when
you’re going to start it so you can finish without a last minute panic.
- Once you’re given a due date on an assignment, count backwards from the due date to
establish a start date. Take into account time you’ll be spending on other items like social
events, sports, etc. Refer to your school calendar where you’ve blocked out time you’ve
committed to other things.
- Keep stress to a minimum. Start early to avoid a frantic finish.
- If you usually wait until the last minute to study or work on an assignment, instead of making
your goal to finish on time, make your goal to finish early.
- Remember the riddle, “How do you eat an elephant?” The answer: “A bite at a time. If it’s a
big assignment, break it into small steps.
3.6. Look Back From the Future
Things that appear critically important today might seem relatively unimportant when you view them
from a future perspective. Also, things that appear to be relatively unimportant today might be very
important when you view them from a future perspective.
Looking back from the future–”back casting” instead of forecasting–which items will have been the
most significant for you to have accomplished to achieve your ideal week, month, year, and life?
4. Umpiring, administrative, organisational and leadership skills
4.1. Umpire and referee skills
- Know and respect the rules of - Explain penalties and

the game punishment
- Understand how to use hand - Never take bribes
signals correctly - Stop the game when a player
- Apply rules consistently gets injured
- Make fair judgements - Ensure that a player that’s
- Protect the players bleeding, leaves the field
- Stay fit - Use a whistle, when required by
- Control the players firmly but the nature of the game
respectfully - Keep score accurately
- Act fairly and honestly - Listen to advice from the team
of officials, such as line judges,
match officials, etc
4.2. Administrative skills
- Promoting the game

- Working out a schedule of games and matches
- Booking playing areas
- Fundraising
- Controlling the list of reserve players
- Giving numbers to players
- Writing a match report in co-operation with umpire / referee.
4.3. Organisational skills
- Organising first aid

- Organising transport to and from the game
- Planning practice sessions
- Planning matches and tournaments
- Organising and checking equipment
4.4. Leadership skills
The skills hat leaders, captains and couches should have, include :
- Lead by example
- Keep calm
- Take responsibility
- Show respect
- Communicate clearly
- Be responsible
- Be fair and treat everybody the same, without having favourites

WEEK 5-7
Chapter 5 : Social and environmental responsibility
1. Environmental issues that cause ill health
1.1. The use of harmful substances in food production
SUBSTANCE HOW, WHERE AND WHY CAUSING ILL HEALTH

Antibiotics Given to animals to It can get in the animal’s milk and flesh
prevent disease and make and when consumed by humans, they
them eat more to grow fat. can build up resistance against
antibiotics.
Artificial rBST is injected into cows Leads to deformed calves and mastitis.
hormones to stimulate milk It can enhance the levels in the human
production. and be linked to breast and colon
cancer.
Animal by- The parts of animals not Can lead to animal disease epidemics
products consumed by humans, are such as mouth-and-foot disease and
fed to the animals as mad cow disease.
protein boosters.
Pesticides Kills insects, weeds and Some pesticides are stored in body fat
germs that may inhibit and may make humans ill. Pesticides
healthy plant growth. can also be breathed in or get into
drinking water.
Food Chemicals are used to Some people may be allergic to some
additives preserve food and give it additives and it can have severe
colour and flavour. reactions such as asthma attacks. In
large amounts some additives may
cause cancer and lead to ADD (
Attention Deficit Disorder ).
Plastics Materials such as If plastics are not recycled, they cause
Styrofoam, PVC and pollution. They can release chemicals
polystyrene are used to that can be harmful to people’s health.
package food and drinks.
1.2. Inhumane farming methods
Inhumane farming methods are ways of farming that are cruel to animals.
- An example is a battery of chickens. These animals never see sunlight, get fresh air, move
and live in discomfort and frustration every day.
1.3. Impact of degradation on society and the environment.
Degradation is the process of damaging or ruining something.

Destroying / harming the environment affects people and the planet.
Human activities can cause environmental hazards such as soil erosion and
pollution.
Examples are :
- Soil erosion
- Pollution ( air, water and land )
- Radiation
- Floods
- Fires
- Wind damage
- Loss of open space and lack of infrastructure
1.4. Impact of depletion of sources
 Overfishing
- Whole species of fish can disappear.
- Fish not suitable for consumption is thrown away.
- People who rely on fishing for a living will be unemployed.
- People whose diet relies on fish will not have enough to eat.
 Firewood
- Some types of trees will become extinct.
- No trees will exist to bind the soil, leading to erosion.
- People will run out of fuel to cook food and keep warm.
- There will be no shade.
- Birds will have no place to live.
- Alien plants will take over the land.
- Global warming and climate change will take place because trees absorb carbon
dioxide and give off oxygen.
 Land
- Farmers plant the same type of crops on the same piece of land, year after year,
depleting the soil. Crop failure will occur.
- Cattle are allowed to eat all the grass, leading to soil erosion.
- Land is used to build infrastructure.
- Mining activities pollute the land.
- Pesticides can poison the land so that it cannot be used for farming.
2. Climate change
2.1. Causes of climate change

It is a change in temperature and weather patterns. Gases, such as carbon
dioxide, build up in the atmosphere and trap the sun’s heat. The heat causes
changes in weather patterns. Summers and winters may last longer and rainfall
may change.
2.2. Impact of climate change on development

- World will get warmer and rainfall patterns will change
- Maize, fruit and cereal production will be directly affected.
- The oceans will get warmer, which will impact on the type and numbers of fish.
- Sea levels will rise.
- Droughts, floods and extreme temperatures will be a threat to health.
2.3. Mitigation of climate change
- Use motor cars less, to curb the emission of harmful gasses. Rather walk or make use of
public transport.
- Build houses out of the way of floods / big waves
- Plant drought-resistant, indigenous trees.
- Recycle paper to save trees.
- Turn of the tap, don’t let water run freely.
- Turn of light, insulate the house and use a solar water heater.
- Collect rainwater to use in the garden.

TERM 3
WEEK 1-5
1. Healthy and balanced lifestyle choices
1.1. Characteristics of a healthy and balanced lifestyle
A balanced lifestyle means that there is balance and harmony between the
following aspects of your life :
 Physical : Being physically fit and healthy.

 Psychological : Avoid risky behaviours and apply life skills.
 Social : Have good relationships with family and friends.
 Emotional : Are able to explore, express and control emotions.
 Spiritual : Following the rules of your religion / belief system.
2. Factors that impact negatively on lifestyle choices
 Accidents
- Physical : You may become disabled, lose a limb, break your neck /suffer brain
damage.
- Psychological : If you caused the accident, you may feel guilty.
- Social : You may lose the support of family and friends, be shunned by the
community.
- Emotional : You may become angry, depressed, sad and scared.
- Spiritual : You may lose your faith.
 Risky behaviour and situations

- Risky behaviour and situations are not like accidents, because you have control over them.
- Risky behaviour such as substance abuse, affects your personal safety and has a negative
impact on your lifestyle choices.
 Socio-economic environment
- For example : lack of literacy, low income, very high income, poor neighbourhood, no
access to medical care, peer-pressure, substance abuse, crime abuse and violence.
3. Factors that impact positively on lifestyle choices
 Positive role models

- A person who can inspire and motivate you to make healthy and useful lifestyle choices.
- This person is a good example to others.
- People admire such a role model and want to imitate his/her.
 Parents
They can have a positive influence on their children’s lifestyle choices, if they :
- Support, encourage and support
- Educate
- Warn about alcohol and substance abuse
- Model healthy behaviour

- Never drive under the influence or while talking on the cell phone
- Show acceptance and love
- Set clear rules
- Supervise study times and ensure all school work is done
- Encourage participation in physical activities
 Peers
- Friends from the same age can positively influence your life style choices.
 Personal values, belief system and religion

- Your values (the criteria for acceptable behaviour) and religion / belief systems can
positively influence your life style choices.
- Healthy relationships, peace, positive attitudes and improved physical health may stem
from the above.
 Media, social and cultural influences

- Health information is freely available in the printed and electronic media
- Culture is a set believes and attitudes shared by a group of people and can impact on
your life style choices. Many cultural traditions are based on healthy living and good
interpersonal relationships.
4. Role of nutrition in health and physical activities
 Nutrition is an important aspect of fitness and health

To be healthy, you need to follow a nutritious, balanced diet and get regular physical exercise.
Manage your weight by exercising, eat nutritious food, don’t starve yourself and don’t overeat
and always drink enough water.
 Types of food that provides healthy sources of energy

CONCEPTS EXPLANATION
kilojoules A measure of how much energy food provides for your body. The
food label will indicate the amount of energy per serving.
carbohydr Important energy source found in fruits, vegetables, wholegrain
ates products, pap and potatoes /sweet potatoes. You will gain weight if
you eat too much carbohydrates, without burning it through exercise.
fibre Helps to keep your digestive system healthy. All whole r
Grain products are high in fibre.
protein Foods rich in protein are : fish, meat, dairy, beans, lentils, nuts and
eggs. Protein assists muscle and tissue generation.
Vitamins Essential vitamins and minerals are : Vitamins A,B,C,D calcium and
and iron. Fruit contains vitamin C and antioxidants which help to reduce
minerals cell damage. Yoghurt is a good source of calcium and vitamin B.
fats Fats are found in oil, butter and meat, fish and nuts.
Unsaturated fats found in nuts, fish and olive oil, are good fats
because they do not raise your cholesterol levels.
sugar Avoid having more than one teaspoon sugar a day. Eat low GI-foods
that have a slower effect on your blood sugar levels. They break
down slowly and give you a longer sense of being full.

WEEK 6-10
Chapter 7 : Careers and career choices
1. Competencies, abilities and ethics that will assist in securing a job and
developing a career
1.1. Studying advertisements, writing application letter and completing

application forms
 Study advertisements
- Find advertisements in newspapers, on the internet and on bulletin/notice boards.
 Write an application letter
Street / PO Box Add.

City
Postal Code
Telephone Number
Email Address
Month, Day, Year
Name of Organization
Street or P. O. Box Address
City
Postal Code
Dear Mr./Ms./Dr. LastName:
Application for ..............................
Opening paragraph: State what position or internship you are applying for; how you
learned of the organization or position, and basic information or qualifications about
yourself.
2nd paragraph: Tell why you are interested in the employer or type of work the
employer does (Simply stating that you are interested does not tell why, and can sound
like a form letter). Demonstrate that you know enough about the employer or position
to relate your background to the employer or position. Mention specific qualifications
which make you a good fit for the employer's needs. This is an opportunity to explain in
more detail relevant items in your resume. Refer to the fact that your resume is
enclosed. Mention other enclosures if such are required to apply for a position.
3rd paragraph: Indicate that you would like the opportunity to interview for a position
or to talk with the employer to learn more about their opportunities or hiring plans.
Restate briefly why you're so passionate about the opportunity you're applying for.
State that you would be glad to provide the employer with any additional information
needed. Thank the employer for her/his consideration.
Sincerely,
(Your handwritten signature)
Your name typed

 Complete application forms properly
Keep the following in mind :
- Answer all the questions truthfully
- Incomplete / incorrectly completed forms will be rejected.
- Read instructions carefully
 Writing and building a CV

A CV is a curriculum vitae which is a summary of your career experience, qualifications, skills
and abilities. It tells future employers more about you in a formal and businesslike manner.
Your CV should relate to the job requirements, always highlight how you qualify for the
requirements in the advertisement.
Keep the following in mind :
- Always keep your CV updated
- Have testimonials and references ready
- Present your CV neatly typed and bound
- Keep CV short
1. Create the format for your CV.

Are you going to break each section up with a line? Are you going to put each section in its
own box? Are you going to list all of your information? Play around with different formats to
see which looks most professional. Aim for no more than the front and back of a standard
sheet of paper.
2. List your name, address, telephone number, and email at the top of
the page.
It is important to make your name a size larger than the rest of the text as it is important for
your reviewer to know who he or she is reading about. It is up to you as to how you format this
information.
Standard format would be to have your name in the center of the page. Your home address
should be listed in a block format on the left side of the paper. Put your telephone number and
email below your home address. If you have another address (such as your address while you
are at school) list this address on the right hand side of the paper.
3. Write a personal profile.

This is an optional part of the CV that is good for giving your reviewer a more in-depth look at
you as a person. This is where you sell your skills, experiences, and personal qualities. It
should be original and well-written. Use positive words such as “adaptable”, “confident”, and
“determined”.
4. Create a section for your education and qualifications.

This section can be at the beginning of your CV or you can choose to list it after other
sections. The order of sections is up to you. List your education in reverse chronological order.
Begin with university if you attended or are attending it and work your way backwards. List the
name of your university, the dates you went there, your major and minor, and your grade point
average or A levels.
5. Create a section for your work experience.

This is the section in which you should list all of your relevant work experience. List the name
of the company, the location of the company, the years you worked there, and what you did.

Start with your most recent job and work backwards. If you have a long list of work experience,
only put the experiences relevant to the job you are applying for.
6. Create a section for your skills and achievements.

This section is where you list the things you accomplished at your previous jobs, and the skills
you have developed through your experiences. This is also the section where you list any of
your published work, lectures you've given, classes you've taught, etc.
7. Create a section for your interests.

You should list any relevant interests that paint you in the most positive light. Choose several
interests from the list you created while brainstorming for your CV (in Part One).
8. Create a section for other information.

If there is a noticeable gap in your CV or there is some other information you would like to
share, put it in this section. This sort of information can include leaving work to take care of
children, join the Peace Corps, etc.
9.Create a section for references.

These are people you have worked with in the past such as professors, previous employers,
etc. that have seen your work and can credibly support praises that they give you. The
company you are applying to may contact these references to find out more about your
previous work. You should talk with the person you would like to list a reference before
actually listing them--it is best to double check that they still have the same number, are ok
with giving you a reference, or that they remember who you are. Write down their full names
and contact information (including their phone numbers and emails).
1.2. Managing meetings
 How to manage meetings
Tip #1: Begin With a Purpose

One of the most important tasks you need to do to improve your management skills and hold
more effective meetings, is to begin with an outline of the purpose. When everyone sits down
you say, “We are holding this meeting today to accomplish these goals and objectives.”
Tip #2: Encourage Open Discussion for More Effective Meetings

It’s very important that you get input from everybody; not only the people who have a lot to
contribute and are eager, but also from those who are more shy and less likely to speak
up. You want input from especially women and others who may be a little bit reluctant to try to
compete with more aggressive or assertive people.
Tip #3: Press for Closure

Once you start talking on a subject, discuss it thoroughly but press for closure on what has
been decided and who’s going to do what and by when, before you go on to the next item on
the agenda.
The inability to keep on track and to press for closure are the two major time wasters and
major complaints from people who attend non-effective meetings.

Tip #4: Summarize the Main Point
Learn is to summarize at the end of each discussion point and at the end of the meeting. Set
out and summarize your time and action schedules, and your implementation plan and
assignments. Then have everybody in the meeting agree on what has been decided.
Tip #5: Keep a Record

Finally, distribute minutes from the meeting within 24 hours. The more important the decisions
that have been taken, the more important that you have them distributed in writing so that if
they have questions they can get back to you. If there are no questions then they are
accepting the record of the meeting as distributed. This is a final step that is very important
part of conducting more effective meetings and improving your management skills.
 How to write minutes
Before you start taking notes, it’s important to understand the type of information you need to
record at the meeting. Generally, meeting minutes usually include the following:
- Date and time of the meeting
- Names of the meeting participants and those unable to attend (e.g., “regrets”)
- Acceptance or corrections/amendments to previous meeting minutes
- Decisions made about each agenda item, for example:
- Actions taken or agreed to be taken
- Next steps
- Voting outcomes – e.g., (if necessary, details regarding who made motions; who
seconded and approved or via show of hands, etc.)
- Motions taken or rejected
- Items to be held over
- New business
- Next meeting date and time
Tips that might help your note taking:
- Create an outline – as discussed earlier, having an outline (or template) based on the agenda
makes it easy for you to simply jot down notes, decisions, etc. under each item as you go
along. If you are taking notes by hand, consider including space below each item on your
outline for your hand-written notes, then print these out and use this to capture minutes.
- Check-off attendees as they enter the room - if you know the meeting attendees, you can
check them off as they arrive, if not have folks introduce themselves at the start of the meeting
or circulate an attendance list they can check-off themselves.
- Record decisions or notes on action items in your outline as soon as they occur to be sure
they are recorded accurately.
- Ask for clarification if necessary – for example, if the group moves on without making a
decision or an obvious conclusion, ask for clarification of the decision and/or next steps
involved.
- Don’t try to capture it all – you can’t keep up if you try to write down the conversation
verbatim, so be sure to simply (and clearly) write (or type) just the decisions, assignments,
action steps, etc.

1.3. Interview skills
An interview is the next step after sending off your application letter and CV.
An interview is a formal meeting between you and the employer / interviewer of
the place you applied for the job.
Be careful of what you post on social media because prospective employers may
check your profile before you are invited for an interview.
 Panel interview hints
1. Direct your attention to each person on the panel.

2. Expect to repeat yourself.
3. Find out who you’ll need to impress the most.
4. Be prepared for at least one zinger question.
5. Thank all participants promptly.
 How to dress for an interview:
1. Make sure your clothes that are neatly ironed and press.
Nothing gives away the lack of attention to detail than wrinkled clothing.
2. Make sure your clothing fits properly. If your pants or sleeves are too long or something is
too loose or too tight you’ll look and probably feel awkward.
3. Don’t wear flashy jewelry. You’ll want the interviewer to pay attention to you, not your bling.
4. Dress according to the season. Don’t wear a stuffy turtleneck sweater in the middle of the
summer.
5. Don’t wear perfume or aftershave. You never know if your interviewer is allergic and this
isn’t a good way to find out.
7. Make sure you have a nice, clean haircut that makes you look well groomed.
8. For men, make sure you shave and keep facial hair to a minimum.
9. For women, don’t wear anything that is too revealing. It’s best to keep your body parts
inside your clothing and not be too exposed.
10. Avoid articles of clothing with loud, busy prints. It’s best to wear solid colours that flatter your
skin tone.
11. For women, make sure you wear appropriate lingerie and/or pantyhose underneath your
clothing. This will give you smooth lines and assure you don’t have visible panty lines.
12. For women, don’t overdo your makeup. Wear natural colors and avoid heavy eye shadow,
eyeliner and bright colored lipstick.
13. For pants outfits, make sure you wear a belt that matches the color of your
shoes.

 Interview hints
DO DON’T
Be on time, at least 20 minutes before Arrive late.
interview starts.
Dress neatly. Look untidy.
Keep all documents in a neat file. Smoke.
Smile and try to relax. Chew gum while talking.
Speak clearly. Gossip about your previous manager

or place of work.
Be honest. Use swear words.
Try to remember the names of the Be rude to the interviewers.

interviewers.
Thank them for the interview. Refuse to answer questions.
 Prepare for typical interview questions

The following typical questions may be asked :
- Tell us a bit about yourself. Who are you ?
- Why do you want this job ? / Why do you think you are the right person for the job ?
- What skills do you have to offer us ?
- What are your most outstanding achievements ?
- Explain how you cope with challenging situations.
- Can you make your own decisions ? Explain.
- Where do you see yourself in five years time ?/ What are your goals ?
- Are you willing to work overtime ?
- Are you willing to go beyond your job description ?
- What do you expect to earn ?
1.4. Ethics and ethical behaviour

 What is work ethics?
Ethics are sets of moral principles or rules of behaviour relating to right and wrong actions
When we talk about work ethic, we are concerned with how people should behave in the
workplace.
Some examples or appropriate behaviour in the workplace include:

- Acting honestly
- Integrity
- Respect
- Non- discrimination and fairness
Unethical behaviour includes:

- Discrimination
- Sexual harassment
- Lying about qualification and abilities
- Abusing of power

2. Personal expectations about jobs and careers
2.1. Expectancy and reality
Keep the following in mind when deciding on a career / job, as your expectations
may not meet the reality of the job / career :
- You need to study between 3 and 7 years to obtain a degree
- You will start at the bottom and will have to work your way up.
- Most work places give 30 days and less leave days per year
- Some careers, like those of sport people, have a very short life span
- Some careers are very stressful and workers need to make a career change to prevent burn
out
- In some careers and jobs, you need to work at night / over time
2.2. Chances of success and satisfaction
Success means to achieve your goals, whatever they are.

Satisfaction means to be happy and pleased with what you have achieved.
The chances that you will be successful and happy in your job depend on :
- Having realistic expectations
- Interest in what you do
- Your personality suiting the job
Do the following to ensure chances of success and satisfaction :

- Research your future job / career very well
- Think about your interests, abilities, needs and values
- Know yourself well and make sure your personality suits the job
2.3. Suitability audit
A suitability audit is a quiz, questionnaire or test to assess how suitable you are
for the job / career / career field.
It answers the questions : Do you meet the requirements ? Does your
personality match the job / career ?
3. Knowledge about self in relation to the demands of the world of work and socio-economic
conditions
3.1. Socio-economic conditions

Conditions related to the conditions of the society you live in and how much
money you have / earn.
Examples : - level of education
- where you live
- culture and religion

3.2. Skilled, semi-skilled, unskilled and physical labour
Skilled The workers are highly trained and can do many kinds of jobs that
are within the range of the competence.
Semi-skilled The workers are trained to do one job only and usually assist
skilled workers
Unskilled These workers have very little or no training and possess no
special skills
Physical These workers have no formal qualifications. Examples :
labour gardening, offloading of furniture, harvesting fruit, digging graves /
trenches, etc.
3.3. Additional and higher education studies required for different careers
Degree Academic qualification awarded by a university or college following
successful completion of a course of study, for example to become
an accountant
Diploma A qualification given by a college or professional organisation after
completion of a course of education or training in a particular field.
E.g. Diploma in Travel and Tourism
Certificate Is given after completion of short courses of additional study. E.g
qualification Microsoft Certificate for operating Word program
3.4. Expectancy, reality and perseverance
Sometimes people have high expectations about the career they are going to
follow. In reality, however, it may not be so easy to follow your dream.
Socio-economic issues can get in the way of fulfilling your ambitions.
For example : - poverty
- late / non-application to higher education institutes
- child-headed families
- impact of HIV and AIDS
- teenage pregnancy

TERM 4
WEEK 1-3
1. Gender roles and their effects on health and well-being
Gender roles are the different roles, behaviour and activities that society thinks
are appropriate or right for women and men.
The different roles that women and men play can effect their health and
well-being.
1.1. Unequal power relations, power inequality, power balance and power
struggle between genders
 Power inequality
- some people have more rights, better opportunities and more power than other people.
- The power balance is unfair which may lead to power struggles
- Unequal power relations can affect a person negatively, for example : some cultures
think education for girls is not important.
1.2. Abuse of power
 Individual : Physical abuse

- Using physical force to cause harm, injury, disability or death.
 Family : Incest
- Sexual intercourse between people who are so closely related that they would not be
allowed to get married by law.
 Cultural : mourning period

- Many cultures have religious rituals, traditions or behaviour for mourning or grieving for
someone who has died. These rules dictate the mourning period, mourning dress code
and mourning behaviour. Rules are strictly enforced for widows.
 Social : Domestic violence

- Happens when one person in a close relationship or marriage tries to dominate and
control the other person.
- Uses fear, guilt, shame, threats and physical violence to control you.
- The abuser can be either a man or a woman.
 Social : Sexual violence and rape

- Any sexual act that is unwanted by the other person
- Trying to force someone to have sex with you
- Being forced to watch other people performing sexual acts
- Being forced to perform anal / oral sex
- Penetration with fingers / objects
- Date rape : getting raped by the person you are on a date with

- Gang rape : being raped by more than one person
- Statutory rape : sex with a girl under the age of 16, with or without her consent.
 Sexual harassment
- It is unwanted sexual behaviour that happens again and again. It can take the form of :
- Sexual comments
- Asking about a person’s sex life
- Suggestions and hints about having sex
- Physical contact such as touching, feeling or pinching
- Whistling
- Rude gestures / finger signs
- Sex-related jokes
- Showing pornographic pictures
- Promises of promotion in exchange for sex
- Name-calling
- Spreading untrue stories about someone’s sexual activities
- Sending inappropriate notes, letters, SMSs or emails
- Making obscene phone calls
2. Negative effects on health and well-being
 Physical effects of abuse

- Bruises
- Broken bones and teeth
- Rope or strap marks
- STIs, HIV and AIDS
- Bald spots where hair has been pulled out
- Burn wounds
- Unwanted pregnancies
- Death
 Emotional effects of abuse
- Fear of the abuser - Avoiding friends

- Depression - Feeling worthless and powerless
- Fear for personal safety - Feelings of guilt
- Anger - Sleeplessness and nightmares
- Increased risk of suicide - Being afraid to trust people
- Alcohol and substance abuse - Poor marks at school
- Shame - Dropping out of school
- Difficulty to concentrate

WEEKS 4 – 6
Chapter 9 : Democracy and human rights
1. Contribution of diverse religions and belief systems to a harmonious society

and your own belief system
 Contribution to a harmonious society

- promoting harmony, peace and tolerance
- providing moral codes to live by
- give people a sense of belonging
- encourage people to learn about their own and others
- teaching friendship, understanding and respect
- helping the less fortunate and uplifting the community by founding and
funding outreach programs and organisations
 Different religions and their teachings
Religion Teachings
Judaism Worship no other God
Do not bow down to any idol or worship it
Do not use God’s name wrongly
Observe the Sabbath day and keep it holy
Honour your father and mother
Do not commit murder
Do not steal
Do not commit adultery
Do not accuse anyone falsely
Do not desire another man’s property
Christianity Follow the same ethical teaching as given in the ten Commandments.
They follow the teachings of Jesus Christ.
They love God and care for each other
Islam The Koran sets down a complete ethical code for Muslims
The must care for all member of their family
Women must dress modestly, covering their hair and bodies
They are expected to marry- sex outside marriage is forbidden
They must give generously to the poor
The fast during Ramadaan to realise what it is like to be hungry.
Going on pilgrimage to Mecca makes Muslims understand that all people
are equal.
Muslims are forbidden to eat pork drink alcohol and to gamble.
African They do not have a holy book
Traditional Human dignity is valued more than the individual’s contribution to society
Religion Followers must respect their ancestors and elders.
They must show hospitality to everybody
They should help the needy
They should show respect towards marriage and family.
They should respect each other’s lives and property.
They should tell the truth , be hardworking, honest and generous.

Hinduism They follow the laws of dharma
They should be honest- it is wrong to lie
Show respect for all life
They should practise non violence
They should practice self control and discipline in their lives
Respect elders and ancestors
They should care for others, including sick relatives, elderly parents and
poor.
Buddish They have 5 basic rules:
Do not take life, either a person’s or that of an animal
Do not steal
Avoid wrong or harmful sensual activities
Do not indulge in wrong speech
Avoid drugs and alcohol
 Personal Believe System

- Often we think that morality and religion are just old-fashioned sets of rules which are
meant to stop us from enjoying ourselves. However, having a moral code to live by is
about having our own internal awareness of who we are and what we are prepared to do.
- When we are young we are taught moral values by our parents and other family member.
We learn their belief system and rituals of their religion. As teenagers we start to question
these values. We are starting to develop our own moral code.
- As we live in a multicultural country where people follow multiple religions it is important
for us to learn about other religions and also to go beyond the mere facts about religion. It
mean s you develop and understand a religion so that you are able to empathise with and
respect other who differ from your religious observance.
- Why is religion important?
 Religious beliefs help to give meaning to life. They give answers to people’s questions
about themselves and the world they live in. Religious beliefs answer questions such
as: Who am I? Why am I here?
 Religion brings people together and gives them a sense of belonging. They help
people to feel part of a religious community
 Religious values give people a set of guidelines for living. Religions provide clear
ethical teachings on how people should live their everyday lives. People know the
rules they should obey, and what their religion regards as right and wrong.
 Religion is used by different societies to explain events that happen in people’s lives.
 Religion gives its followers a sense of security in life. They know who they are, what
their place is in that religion and in the wider society
2. Identify and critically analyse moral and social issues and dilemmas
 The right to live

According to the Bill of Right, everybody has the right to life.
However, the Choice on Termination of Pregnancy Act ( Act no 2 of 1996 ),
gives women the right to decide whether they want an abortion. No hospital can deny a
woman this right.

The moral issue / dilemma : Is abortion acceptable ?
 Euthanasia
It is the act / practice of killing someone who is very sick or injured to prevent any more
suffering.
The moral issue / dilemma : Can you take a person’s life, even if the
circumstances demand it and the person give consent ?
 Cultural practices and traditions
- Rhinoceros horn : traditional Asian medicine.

- Arranged marriages : parents / families decide whom their children will marry.
- Male circumcision : part of the initiation rites of some cultures.
THE END
References
1. Focus on Life Orientation, Maskew, Miller and Longman, 2012.
2. www.collegesa.co.za/FET-College
3. www.kznlegislature.gov.za
4. www.ieb.co.za/School/nsc.php

Life Orientation 2017 Grade 11
SECTION CONTENT MARKS

A Democracy and Human Rights; Social and Environmental 20
Responsibility; Development of Self in Society; Careers
and Career Choices
B Democracy and Human Rights; Social and Environmental 30

and Career Choices
C Democracy and Human Rights; Social and Environmental 30

and Career Choices
TOTAL 80
SECTION A: 20 Marks
QUESTION 1- True or False

Indicate whether the following statements are TRUE or FALSE. Give a reason if the
statement is false.
1.1 All students writing the National Benchmark Tests for admission to university must
write both the Mathematics (MAT) test and the Academic Literacy and Quantitative
Literacy (AQL) test.
1.2 In order to qualify for a National Senior Certificate in Matric you must take either
Mathematics or Mathematical Literacy as a subject.
1.3 INTEC is a government-sponsored authority which aims to up-skill people in certain

sectors through internships, learnerships and apprenticeships.
1.4 The law and courts are independent from the government.
1.5 A representative council of learners must be established in every public school, and
they are the official leadership body of the learners.
[7]
Page 2 of 11
QUESTION 2- Match the Columns

Match the statements in COLUMN A with the correct term(s) in COLUMN B. Write down
the number from COLUMN A and only the letter from COLUMN B you think matches it,
e.g. 2.1 K
COLUMN A COLUMN B
2.1 A movie which makes having an affair seem A) Honesty

exciting.
2.2 Viewing pornography B) Can help you to feel safe and

loved
2.3 Learning to play the guitar C) A long term goal
2.4 A bad relationship with your parents D) A short term goal
2.5 A mutually respectful friendship E) A medium term goal
2.6 Achieving over 80% for Mathematics at the F) Can lead to citizens acting out
end of the term such behaviour in their own lives.
2.7 A value which may affect how you behave in G) Can lead to an unrealistic view of
relationships healthy relationships
H) Can help you to examine yourself

critically
I) Can lead to low self-esteem
J) Family
[7]
Page 3 of 11
QUESTION 3- Short Questions

Answer the following questions by writing the answer next to the question number in the
answer book.
3.1 What is a petition? (1)
3.2 Provide the full name (not the abbreviation) of the body of students
that represent a school. (1)
3.3 What is the term used to describe when a person or group of people
speaks or acts for or in support of another person or group? (1)
3.4 Give the word used to describe farming methods that are cruel to
animals. (1)
3.5 Define the term deforestation. (1)
3.6 Name ONE harmful effect of overfishing on the environment. (1)

[6]
SECTION A: 20 MARKS
Page 4 of 11
SECTION B: 30 Marks
QUESTION 4 – Application Questions

Refer to the information on the University of Cape Town entrance requirements and
answer the questions that follow:
Bachelor of Arts (BA) Minimum requirements:
FPS 380 with NBT AL score at Intermediate Level and 50% for English Home Language
or 60% for English First Additional Language
Applicants Considered Admission Requirements
All applicants Guaranteed admission FPS 450 or

above NBT AL: Proficient
Admission very likely WPS 450 or

above NBT AL: Upper Intermediate or
above WPS: FPS will be weighted for
all applicants according to school and/
or home circumstances, to ensure
redress (likely to equate to FPS 409 or
above)
Only SA applicants in targeted redress race Possible admission FPS 380 or above
groups NBT AL: Intermediate or above
Bachelor of Social Science in Philosophy, Politics and Economics

(BSocSc(PPE)) Minimum requirements:
FPS 450 with NBT AL score Upper Intermediate and QL score Upper Intermediate; NSC
Mathematics 60% and 50% for English Home Language or 60% for English First
Additional Language.
Applicants Considered Admission Requirements
All applicants Guaranteed admission FPS 450 NBT

AL: Proficient and QL: Upper
Intermediate
Page 5 of 11
4.1 What does the abbreviation ‘NBT’ stand for? (1)
4.2 If the pass requirement for English Home Language in Matric is 40%, why
is the minimum required English mark for admission to university at
least 10% higher? (2)
4.3 Why is Mathematics a required subject for a BSocSc (PPE), but not
for a BA? (2)
4.4 Study Julia’s National Senior Certificate results printed below:
● English (Home Language): 51%

● Afrikaans (First Additional Language): 40%
● Mathematics: 42%
● Life Orientation: 72%
● History: 49%
● Geography: 61%
● Computer Applications Technology: 65%
4.4.1 Would Julia qualify to study a BSocSc (PPE) at UCT? (1)
4.4.2 Justify your answer by giving TWO (2) reasons to 4.4.1. (2)
[8]
Page 6 of 11
QUESTION 5 - Short Questions

Relationships have the ability to influence our lives in deep and meaningful ways
Look at the image below: “Wheel of Power and Control.” Analyse the image below to
assist you in answering the questions that follow:
5.1 Explain why positive relationships are important. (2)
5.2 Critically discuss the negative effects of an abusive relationship on

personal well-being. (4)
Page 7 of 11
5.3 Suggest some ways that someone could end a violent relationship. (4)
[10]
QUESTION 6 - Case Study

Read the extract below and answer the questions that follow:
NGO calls for transparent, accountable political system

2015-02-10 05:00
Source: http://www.news24.com/SouthAfrica/News/NGO-calls-for-transparent-accountable-
political- system-20150210
Bloemfontein - The Constitutional Court will hear an application on Tuesday by a

non-governmental organisation seeking to determine whether Parliament has failed
in its constitutional obligation to get political parties to disclose the source of their
private funding.
Currently, political parties are not obliged to disclose their funders.

The applicant in the matter, My Vote Counts NPC, is calling for a more inclusive,
transparent and accountable political system.
Forming the basis of their case was the constitutional right to access information
and the right to vote.
The group contends that citizens are entitled to access information about private
funding to political parties and Parliament has a constitutional obligation to enact
specific legislation to mandate this disclosure, in addition to the wide general
provisions of the Promotion of Access to Information Act (Paia).
Parliament, represented by the Speaker of the National Assembly and chair of the
National Council of Provinces, was opposing the application.
It claimed that Paia adequately and exhaustively covered the constitutional right of
Page 8 of 11
access to information and the disclosure of the private funding of political parties
may be requested through the existing legislation.
It also planned to argue that it had enacted several pieces of legislation that
promoted accountable and transparent governance, therefore it had no obligation to
enact the specific legislation sought by My Vote Counts.
All political parties currently represented in Parliament are cited as respondents, but
none of them opposes the application.
They have agreed that the Constitution confers exclusive jurisdiction the
Constitutional Court.
6.1 Non-governmental organisations are types of community structure.

Provide ONE (1) other example of a community structure. (1)
6.2 Describe the responsibility of the two houses of the South African Parliament,
namely the National Assembly and the National Council of Provinces, by
providing TWO (2) functions for each house. (4)
6.3 Do you think it is important for political parties to disclose the source of
their private funding? Substantiate your answer. (3)
6.4 The article refers to the ‘right to access of information’ as the basis for
the case. Provide a detailed explanation of what this right entails. (2)
6.5 Define the following terms as they are used in the extract:
6.5.1 accountability (1)
6.5.2 transparent governance. (1)

[12]
SECTION B: 30 MARKS
Page 9 of 11
SECTION C: 30 Marks
Only answer TWO (2) of the THREE (3) following questions. Please read all instructions
as these can affect your marks.
QUESTION 7
Climate change has serious effects on countries, especially developing countries.
It also negatively affects a country’s economy and ability to care for its people.
Write an essay on climate change in which you include the following:
a) a detailed account of the negative effects climate change has on a

country (3X2) (6)
b) suggest THREE (3) ways in which the youth can support the pledge
preventing climate change getting worse (3)
c) draw a comparison between the two approaches for addressing climate
change, mitigation and adaption, by explaining the approaches, as well as
illustrating each approach by means of an example. (2X3) (6)
[15]
AND/OR
QUESTION 8
There are various democratic structures in place through which public
participation is made possible.
In the form of a well-structured essay, answer the following:
a) discuss what public participation means to you and what it entails (3)
b) describe how the following democratic structures support and
encourage public participation in South African society today:
Page 10 of 11
➢ Traditional authorities
➢ Political parties
➢ Interest groups
➢ Business organisations
➢ Trade Unions
➢ Petition process (6X2) (12)
[15]
AND/OR
QUESTION 9
Construct an essay which compares taking a gap year after Matric, to starting
to study straight after school:
You will be marked on the following:

a) weigh up the pros and cons of each option (10)
b) determine which option you think is best (1)
c) justify your choice. (4)
[15]
SECTION C: 30 MARKS
End of Paper
TOTAL: 80 MARKS
Page 11 of 11
Jeppe High School for Boys
Grade: 11
Examination: Life Orientation
Date: 9 November 2020

Duration: 1 Hour
Total Marks: 50
Examiner: B. Riskowitz
Moderator: R. Riskowitz
Number of Pages: 8
Instructions:
▪ Complete the front cover of your answer booklet.

▪ Answer all questions in the answer booklet provided.
▪ Number in the middle of the page.
▪ Rule off after each section.
▪ The following are not allowed in the examination room: school bags, cell phones,
smart watches, tablets, books, dictionaries, notes, sketches or paper.
Only the official examination material distributed by the invigilator is allowed.

Life Orientation Jeppe Boys Year-End Exam 2020 Grade 11
SECTION A (COMPULSORY)
Answer ALL the questions in this section.
QUESTION 1
1.1 Various options are provided as possible answers to the following questions.
Choose the most correct answer and write only the letter (A-D) next to the
question numbers (1.1.1 to 1.1.5) in the ANSWER BOOK, e.g. 1.1.6 B.
1.1.1 Which of the following is a sign of a healthy relationship?
A. Parents who encourage their children to do well at school and sport.

B. A partner who checks their significant other’s phone.
C. A girlfriend slapping her boyfriend because he cheated on her.
D. A boss asking an employee for favours in exchange for a promotion.
1.1.2 A SMART goal should be timely so that:
A. People know this goal is truly a priority for you.

B. Other people’s goals can be more important than yours.
C. There is a deadline to create motivation and urgency.
D. You have an unreasonable time limit to push yourself.
1.1.3 What should you NOT take into account when setting your goals?
A. Your personal morals and values that you live by every day.
B. Constitutional laws and values to uphold harmony in the country.
C. What you can realistically achieve in the time you have available.
D. Pressure from your parents.
1.1.4 When writing an exam, it is good practice to:
A. Give as much information as possible, even if it does not link to the topic.
B. Give more than one answer for a multiple-choice question.
C. Not worry about lines between answers and numbering systems.
D. Spend time reading the question carefully so that you understand properly.
1.1.5 The type of relationship a learner has with their teachers is classified as:
A. Casual
B. Functional
C. Insidious
D. Formal
(5X1) (5)
Page 2 of 8
1.2 Give ONE word/term for each of the following descriptions. Write only the
word/term next to the question numbers (1.2.1 to 1.2.5) in the ANSWER
BOOK.
1.2.1 The type of goal that can be accomplished in a week or a month. (1)
1.2.2 To organise things so that you deal with the most important things
first. (1)
1.2.3 The question word that asks for the exact meaning of the term or
words without providing a discussion. (1)
1.2.4 A detailed strategy of when you will revise your work for the
exams. (1)
1.2.5 The beliefs, practices and values of a distinct group of people

that also influence relationships. (1)
TOTAL SECTION A: 10
Page 3 of 8
SECTION B (COMPULSORY)
Answer ALL the questions in this section. Write your answers in full sentences.
QUESTION 2
Source: Griesel, A. 2019. Available from: http://www.csinvestigate.co.za
FAKE IT UNTIL YOU MAKE IT… OR NOT
“Fake it until you make it” is one of the many maxims floating around on social media
these days. But, if a new bill is passed, faking it on a CV could have severe long-
term consequences. The bill, called the National Qualifications Framework
Amendment Bill and now officially adopted by the National Council of Provinces,
aims to prevent South Africans from misrepresenting their qualifications when applying
for employment.
Should the bill become law, those found lying on a CV or presenting fraudulent
qualifications won’t be let off with a simple slap on the wrist. The bill seeks to
implement a ‘name and shame’ approach in much the same style as those publicly-
accessible registers for more serious crimes, like sexual offences. Those found to be
guilty may also be liable to a fine and / or imprisonment for a maximum period of five
years. The bill has been submitted to President Cyril Ramaphosa for approval.
2.1 Explain the effectiveness of this bill in relation to applications and

employment. (1X2) (2)
2.2 Suggest TWO reasons why companies would want this bill to be passed. (2X2) (4)
2.3 Critically discuss TWO reasons why people lie on their CV. (2X2) (4)
[10]
Page 4 of 8
QUESTION 3
Source: Anonymous. 2019. Available from: www.aa.co.za
ROADEO MAYHEM
The grim festive season road fatality statistics are a national disaster and a sad
indicator of the total disregard that road users have for their own and other peoples’
lives on our country’s roads. Preliminary statistics of the festive season road
deaths released by Transport Minister Blade Nzimande, on 16 January 2019, show
that 1 612 people died on South African roads between 1 December 2018 and 8
January 2019.
In South Africa we accept these figures as routine but in 95 out of 175 other
countries in the world these numbers do not even make up their annual death toll. In
fact, in the World Health Organisation’s (WHO) Global Status Report on Road
Safety 2018, South African ranks a lowly 159 out of 175 countries in terms of total
road deaths. This is cause for major concern and certainly, in our view, is a
national catastrophe.
3.1. Briefly explain why South Africans feel that they can get away with unsafe
driving practices. (1X2) (2)
3.2. Advise your parents on TWO strategies that they could implement to help
to make the roads safer. (2X2) (4)
3.3. Critically discuss ONE physical and ONE emotional consequence of

being responsible for a road accident. (2X2) (4)
[10]
TOTAL SECTION B: 20
Page 5 of 8
SECTION C
Answer any TWO questions in this section.
Your responses must consist of paragraphs. Marks will only be allocated for responses
written in full sentences.
QUESTION 4
Read the extract below and answer the question that follows:
Source: 2019. Available from: www.securitybank.com
JUST GOT REAL
Finally, you have matriculated and all of a sudden life is no longer about exams and
homework (or saving your weekly allowance to buy something special). In an instant,
it becomes a constant struggle of selling yourself to hiring managers and praying for
call-backs. And then it happens, you say goodbye to unemployed life.
First jobs are so critical that whatever choices you make in your first few months may
define the rest of your career. But things do not always go as planned. After a few
weeks of sitting in your cubicle, earphones at maximum volume while hacking away at
your spreadsheets and documents, you may start to drink a lot more coffee and ask
yourself “Why am I even here?” You check social media to lighten up only to see
selfies of your friends having so much fun in their new jobs whilst your job is the last
place you want to be.
Construct an essay on expectations versus reality within the world of work. (please
number your paragraphs clearly).
Use the following as a guideline:
● Define the term ‘self-knowledge and mention TWO ways that

self-knowledge could help to avoid job dissatisfaction. (1+2) (3)
● Discuss TWO ways how perseverance can help you when your
expectation of work does not meet the reality. (2X2) (4)
● Recommend ONE strategy as to how someone can overcome a negative
attitude because of unhappiness. In your answer, also indicate how
this could positively impact someone’s unhappiness in the workplace. (1X3) (3)
[10]
Page 6 of 8
QUESTION 5
Source: 2019. Available from: https://medium.com/
LIGHTS, CAMERA, ROLE IT
Celebrities usually become popular for how they look on-screen, at awards shows, or on
Instagram. But some might say that stars have an extra responsibility to show their fans
how to change the world. Check out these stars who live up to this responsibility:
Rowan Blanchard, best known for her role as Riley in Disney’s Girl Meets World, uses
her account to speak out on issues close to her heart, including feminism, political
activism, and transgender rights.
Halima Aden made waves and history last year as the first person to wear a hijab in an
American beauty pageant. The Miss Minnesota contestant also bravely sported a burkini
(a modest piece of swimwear) during the swimsuit portion, staying true to herself and
inspiring many young Muslim girls in the process.
Nyle DiMarco, winner of both Dancing with the Stars and America’s Next Top Model, is
most devoted to his work as an activist for the deaf community. Last year, he started his
own foundation that helps deaf children get access to the resources they need.
Yara Shahidi, a 16-year-old Iranian-American model and star of the hit sitcom Black-ish,
has spoken out for more representation and diversity in Hollywood and the media.
Shahidi embraces her natural hair, serving as a role model for young girls who feel the
pressure to process and straighten their own hair.
Construct an essay on positive role models in the media.
● Define the term ‘role model’ and mention TWO reasons why positive role
models are so important when making healthy decisions. (1+2) (3)
● Discuss TWO ways that these celebrities have helped to boost the
self-image and the well-being of their fans. (2X2) (4)
● Recommend ONE alternative source where one could find a positive
role model. In your answer justify why they are respectable role models. (1X3) (3)
[10]
QUESTION 6
Page 7 of 8
Source: 2019. Available from: https://www.dnaindia.com
INHUMANE HUMANS
Being maimed, burnt, killed in the name of religion is not history. The apparent
progressive world we live in still practises some horrific brutal rituals which in spite of
being banned by governments worldwide see a large number of participants even today.
Mumbai-based psychiatrist Dr Harish Shetty explains what pushes humans into such
activities by saying, “Man is a beast with really strong urges. Regression in culturally
approved situations is normal. Some cultures attempt to impose control over
communities. Even today, mentally challenged people are beaten up in rural areas.”
Another example is Female Genital Mutilation (FGM). This ritual with both a religious as
well as a cultural background exists even today. It is Practised in around 27 countries in
the sub-Saharan and North-east Africa and a few Asian countries including India among
the Bohra community.
Construct an essay on inhumane cultural practices in Africa.
● Define the term ‘female genital mutilation’ and mention TWO ways that
this can negatively affect a woman’s health. (1+2) (3)
● Discuss TWO reasons why people might not speak out against female
genital mutilation or other inhumane practices. (2X2) (4)
● Recommend ONE strategy that the government could use to counteract
inhumane cultural practices that still exist in African countries. In your
answer indicate how this would decrease inhumane cultural practices. (1X3) (3)
[10]
TOTAL SECTION C: 30
GRAND TOTAL: 80
Page 8 of 8
BEYOND HARD BARRIERS: LACK OF ASPIRATION AS A SOFT
BARRIER TO ACCESS HIGHER EDUCATION AMONGST YOUTH
LIVING IN LOW-INCOME HOUSING ESTATE
Z. Mseleku
University of KwaZulu-Natal
Durban, South Africa
https://orcid.org/0000-0001-9175-1130
ABSTRACT
This article explores the perceived barriers inhibiting the youth’s access to higher education. The
article goes beyond the hard barriers to explore “lack of aspiration” as a soft barrier impeding
access to higher education amongst the youth. In this article, the term “soft barrier” refers to lack
of aspiration, a less tangible aspect that is much more subjective and less easily measurable. On
the other hand, “hard barriers” are understood as factual issues that are easily recognisable and
measurable, financial issues, for instance. This article interrogates lack of access to tertiary
education as a key development problem in South Africa. Hence, the youth are underdeveloped
socially, economically, and academically. The article draws from youth experiences to interrogate
inadequate access to tertiary education and its impact on youth vulnerability. In this qualitative
study, youth residing at Kenneth Gardens were interviewed to generate data. This study found
lack of aspiration as a major soft barrier impeding the youth from accessing higher education.
Among other factors, this study also found financial issues, informational barriers, and inability to
meet the minimum university entry requirements as the underlying hard barriers impeding young
people from accessing higher education.
Keywords: aspirations, barriers, capabilities, development, higher education and youth
INTRODUCTION
Despite the remarkable recent improvements in access to higher education, evidence shows that
many people remain excluded (Béteille et al. 2020; Brock 2010; Lambrechts 2020; Taylor and
Cantwell 2019). Prior 1994, access and participation in the South African higher education was
uneven (Statistics South Africa 2004). Based on the statistics, only about 9 per cent of Africans
had access to higher education (Statistics South Africa 2004). Further evidence suggest that
White students had higher participation rate of about 70 per cent in higher education before the
year 1994 (Statistics South Africa 2004). These numbers are disturbing because South African
population was, and is still, dominated by Africans as compared to other racial groups. In
addition, a substantial number of matriculants who applied to further their studies with higher
education institutions were disqualified because they did not meet the entry requirements
South African Journal of Higher Education https://dx.doi.org/10.20853/36-6-4516

Volume 36 | Number 6 | Dec 2022 | pages 252‒269 eISSN 1753-5913
252
Mseleku Lack of aspiration as a soft barrier to access higher education amongst youth living in low-income housing estate
(Statistics South Africa 2011). As evident in the statistics, the access to South African higher
education disparities declined after 1994, but remained largely uneven (Statistics South Africa
2011). Unsurprisingly, such disparities were associated with social and economic status, with
those from poor backgrounds unlikely to successfully complete their higher education studies
(Statistics South Africa 2011). The 2019 education statistics shows that 45.7 per cent of the
youth aged 19 and above were not in education. These young people were supposed to be
attending in institutions of higher learning (colleges and universities). Of 41.4 per cent of young
people who attended high school in the year 2018, only 6.4 per cent of them were accepted to
further their studies with tertiary education institutions in 2019 (Statistics South Africa 2019).
Therefore, despite the improved access to tertiary education enrolments over the past decades,
the participation of young people has remained relatively low and skewed (Statistics South
Africa 2019).
Increasing access into institutions of higher education is essential to promote youth
empowerment. This can enable young people to make substantive contribution to the economy.
While this investment is essential, understanding the role of aspiration in youth’s access to
higher education is equally important. Generally, there is limited understanding of what
aspiration entails, particularly among the youth. This study draws from Appadurai’s idea of
“the capacity to aspire” to articulate the role of aspiration to access higher education (Appadurai
2004). Appadurai (2004) avers that capacity to aspire provides direction or a roadmap to the
future (Appadurai 2004). In other words, the capacity to aspire is deemed a navigational
function that enables individuals to have future success (Appadurai 2004). Central to the notion
of capacity to aspire is the role of social capital which is developed in a social context through
social life that shapes human aspirations (Appadurai 2004). Therefore, humans were clearly
born without aspirations, as these are developed overtime based on the individual’s cultural
context and social life. Thus, aspiration has become a key factor influencing participation in
higher education (Flowers, Milner, and Moore 2003; Seginer and Vermulst 2002). This article
argues that addressing hard barriers, including financial obstacles, impeding participation in the
institutions of higher learning is important, but not drastic to ensure access to higher education.
This article therefore presents “lack of aspiration” as a soft barrier impeding the youth from
accessing higher education. Arguably, improving youth’s access to higher education also
requires developing aspirations for higher education that can propel youth to seek higher
education. This study is crucial in so far as it informs interventions that aim at addressing the
barriers inhibiting access to higher education. This article suggests that appropriate
interventions geared to address barriers to access higher education, including boosting
aspirations for higher education, should be implemented at all levels.
253
ACCESS TO HIGHER EDUCATION IN SOUTH AFRICA

It is argued that higher education is now both massified and stratified (Pillay 2019; Walker
2018). While higher education transformation has partially addressed the injustices of the
apartheid, research shows that the majority poor people have no access to higher education
(Pillay 2019; Walker 2018). The issue of access to higher learning has been widely debated in
the literature. The term “access” generally means increasing opportunities for the previously
disadvantaged groups in the institutions of higher learning. While governments across the
world, including South Africa, have developed strategies to improve access to higher education
for everyone, Magopeni and Tshiwula (2016) argued that access does not make the higher
education system fair. Thus, other factors that determine success after access should be
considered. Therefore, access should not be an end in itself. According to Wilson-Strydom
(2017), participation in higher learning institutions for students from marginalised backgrounds
is largely influenced by factors that affect their capabilities including their communities, high
schools, and families. Accordingly, these factors tend to affect young peoples’ desire to peruse
tertiary education.
Many countries, particularly developing countries such as South Africa, are still
characterised by unequal access to higher education. Throughout the democratic era, the South
African government in partnership with other development stakeholders has been seeking ways
to advance equity in higher education (Lin 2004; Ramohai 2019). Accordingly, there has been
major improvements on investments in higher education, particularly to increase the
participation of previously disadvantaged groups (Lin 2004; Ramohai 2019). However, various
obstacles have undermined the South Africa’s government effort to advance the involvement
of youth in higher learning (Shaw and Allison 1999). Resultantly, government and other South
African stakeholders are challenged to find innovative approaches to promote access to higher
education (Shaw and Allison 1999). Funding challenges generally impede many South Africans
from participating in higher education. Studies have demonstrated that solving mainstream
obstacles like inadequate funding is not a drastic solution for inadequate access to higher
education. Little evidence exists to bolster the assertion that poor aspirations significantly
impede the youth from accessing higher education. As evident in the existing literature (for
example, Conradie and Robeyns 2013; Jones and Thomas 2000), poor aspiration is still an
overlooked factor which potentially undermines the ability of youth to secure employment.
While individual inclinations influence aspirations, the social environment is the key in building
such aspirations (Sen 1993 cited in Lambert and Vero 2013). Accordingly, further developing
context enquiry is imperative to determine the extent to which lack of aspiration undermines
the youth’s access to higher education.
254
FINANCIAL BARRIERS
Globally, governments and higher education stakeholders are seeking ways to enhance access
and participation in higher education. Literature highlight that addressing funding obstacles is
an important development policy objective (Pierszalowski, Vue, and Bouwma-Gearhart 2018).
Despite recognisable effort to promote participation in higher education, lack of finance
remains a key barrier hindering access to higher education for many young people (Bowl 2001).
Financial barriers still persist and often draw a line between those who enrol in and graduate
from higher learning institutions and those who do not. Some studies show that students from
low-income families often experience financial challenges that impede their tertiary education,
especially given the rapid rise in associated costs (Glater 2017; Forsyth and Furlong 2000). In
most poor households, financial situation remains an important consideration influencing the
decision to pursue studies in higher education (Scanlon et al. 2019). Due to financial barriers,
access to higher education has thus remained a controversial topic. Hence, the adoption of
student loan in the modern society has become a widely accepted strategy developed to finance
higher education. However, this approach has been criticised for students’ indebtedness after
graduation (Glater 2017; Prakhov and Sergienko 2020). The financial issue meant that
massification of higher education does not translate to equal access for everyone as intended.
This remains a challenge as access to higher education is still determined by financial capacity
to a larger extent. Likewise, Prakhov (2015) argues that participation in tertiary education is
determined by parents’ financial status; thus, students whose parents are unemployed and
uneducated are likely to experience financial exclusion in higher education.
Furthermore, access to higher education is highly determined by the ability to pay for it
and one’s spatial location, which affects the desire to pursue higher education and academic
success in higher education (Watts and Bridges 2006). The financial cost is viewed as an
obvious reason for non-participation in higher education for youth from poor families (Gorard
et al. 2006; Hubbard 1999). Similarly, Kirk and Day (2011) argued that lack of funding is often
identified as a common obstacle barring the majority of youth, mostly those from impoverished
families, from accessing higher education. Enhancing the participation of young people in
higher education depends on resource availability and academic capabilities of prospective
students (Bridges 2005). Nevertheless, the price of higher education is the key factor which
draws the line between participation and non-participation (Finnie 2012). Clearly, lack of
funding is the key factor impeding participation in higher education, but other influential factors
should be considered.
255
YOUTH CAPABILITIES AND ACCESS TO HIGHER EDUCATION

While financial resources largely determine participation in the institutions of higher learning,
one’s capabilities are essential for both access and success in tertiary education (Clark 1960).
Promoting equal access to higher education is equally crucial as promoting equity in higher
education. Unsurprisingly, government has increased educational opportunities for previously
disadvantaged groups in particular (Harry, Chinyamurindi, and Mjoli 2018). While promoting
participation in higher education is a key policy concern, the capability of an individual is an
important consideration that determines both access and success in higher education (Matear
2006). Meeting the higher education minimum entry requirements is the key necessity to
participate in higher education, a factor that depends on individual’s capability (Matear 2006).
Accordingly, the quality of basic education should be improved to ensure that matriculants
qualify to pursue higher education (Matear 2006). High quality secondary schooling allows
young people to access higher education based on academic merit (Matear 2006). This also
implies that those who are facing financial constraints, yet academically capable, should get a
chance to attend a public higher education institution (Clark 1960).
Efforts that improve access to higher education can address key developmental issues
facing many developing countries, South Africa included. Improved access to higher education
cannot only address unemployment, but it can also reduce poverty and inequality levels (Archer
and Hutchings 2000; Preston 2017). Personal attributes, such as intelligence, are key enabling
factors that stimulates individual’s desire to pursue higher learning (Kirk and Day 2011). It is
also worth mentioning that intelligence can also enable individuals to meet the admission
requirements of higher education institutions. There is increasing research evidence suggesting
that youth from the impoverished families are underrepresented in higher learning institutions
(Kirk and Day 2011). This problem is due to the inability to access high quality secondary
schooling which can enable academic qualification for higher education and financial barriers
which restricts access to higher education (Kirk and Day 2011; Kiyama 2010). If high school
results are poor owing to poor high schooling quality, one cannot gain access to higher
education, a situation in which most young people found themselves (Walberg and Greenberg
1996). Therefore, among other factors, academic capability promotes both access and success
in higher education.
CAPABILITIES TO ASPIRE AS ARTICULATED UNDER THE CAPABILITY

APPROACH
The youth aspirations for higher education are articulated in the lenses of capability approach
in this article. The capability approach focuses on the capabilities of individuals to achieve well-
256
being given the freedom that enables such achievement (Clark 2005; Sen 1993). What is of
interest to unpack is the extent to which aspirations link with capabilities. This article seeks to
understand the interplay between aspirations and capabilities as far as access to higher
education is concerned. The article discusses access to higher education as influenced by
aspirations from a capability approach perspective (Nussbaum 2001; Sen 1993). In the context
of the capability approach, Sen defines functioning as involving various things that someone
does (for example, reading) or states of existence or being (for example, freedom from illnesses)
(Sen 1993). Functionings are linked to capabilities which are defined as either favorable
external conditions that support individual’s freedoms which may be undermined by obstacles
or internal conditions that enhances the capability of individuals which may be undermined by
obstacles (Sen 1993). On the other hand, Nussbaum (2001) complements Sen’s idea of the
capability approach. According to Nussbaum, psychological and physical well-being constitute
the basic capabilities of individuals (Gasper 1997; Nussbaum 2001). Furthermore, combined
capabilities are constituted by internal and external conditions.
It is argued that for youth to achieve their aspirations for higher education, they should
exercise their agency (Conradie 2013). Literature evidence shows that it is capabilities that
enables individuals to aspire higher education and achieve such aspirations (Conradie 2013;
Jeffrey 2012). In addition, Ward (2006) argues that aspiring to pursue higher education is driven
by one’s motivation. Therefore, key factors that motivates the youth to attend tertiary education
must inform tertiary education policy. People may fail to achieve their educational aspirations
due to lack of agency (Kivinen and Ahola 1999; Ward 2006). In the context of this article, the
youth themselves must take responsibility for their aspirations to materialise. For example, they
must take the responsibility to send admission and financial aid applications (Ward 2006).
While this is important, there may be other factors impeding their participation in higher
learning. Clearly, it is partly their responsibility to overcome barriers to higher education.
Aspiration should be accompanied by a sense of agency for one to access higher education.
Thus, one must have courage to pursue higher education and put significant effort to gain access
to and succeed in higher education (Conradie 2013). Aspirations are also associated with having
life dreams and effort to attain those dreams. In this article, the lenses of the capability approach
are used to analyse aspiration as a factor determining the youth’s access to higher education.
This research articulate how capability to aspire enables youth to access higher education. In
the context of this article, it is demonstrated that access to the same pool of resources does not
translate to similar aspirations and capabilities. Such differences in access account for the
unequal educational achievements in higher education, a phenomenon that is of high interest in
this research.
257
INFORMATIONAL AND KNOWLEDGE BARRIERS

Literature shows that most people pursue higher education because of the expected rewards
(Heifetz and Minelli 2006). However, due to unemployment among the educated, the economic
rewards of higher education are doubtful. This problem discourages youth from seeking higher
education to some extent (Hubbard 1999). Accessing information reflecting the benefits of
higher education can stimulate the individual’s interest to study towards tertiary education. In
this regard, career guidance programmes can provide information on the benefits of education
and information regarding funding for higher education, which is especially important to
stimulate interest to pursue higher education particularly among the youth (Maree 2015).
Unfortunately, this kind of information is not always readily available to youth who can benefit
from higher education. The availability of information and knowledge about educational
opportunities also stimulates youth’s interest to pursue higher education (Hubbard 1999).
Bajwa et al. (2017) discovered that unavailability of knowledge on how to walk the higher
education journey impedes access to institutions of higher learning. This challenge involved
unavailability of knowledge regarding the available higher education institutions, post-
secondary education programmes available and entry requirements into the institutions of
higher learning. Evidently, young people may also lack knowledge about funding opportunities
for tertiary education (Bajwa et al. 2017). Without the relevant information, reaching higher
education becomes a nightmare for young people.
Research shows that young people with no or inadequate information about higher
education in general are unlikely to pursue higher education. This challenge undermines the
global efforts that seeks to promote youth’s access to higher education. Understanding the value
of higher education and how to access it generally serves as a motivation for higher education
pursuit (Heifetz and Minelli 2006). While information about higher education institutions and
funding opportunities for higher education is generally available online, most young people
from poor backgrounds have no access to such valuable information partly due to financial
barriers (Heifetz and Minelli 2006). It is also evident that youth may have access to online
information but may lack knowledge of how to use such information. In this case, career
guidance can play a vital role not only in ensuring that information is accessible, but in also
ensuing that it can be used for the benefit of those who wish to pursue higher education
(Hubbard 1999; Kabiru et al. 2013). It is therefore very crucial that young people have access
to information about higher education benefits and opportunities. This can be achieved through
higher education awareness programmes that can provide youth with information about career
options after matric (Bridges 2005).
258
METHODOLOGY
This article applied qualitative research methodology to elicit data for this study. Eighteen (18)
in-depth, semi-structured interviews were conducted with young people aged between 14 and
35 years to understand the barriers impeding access to higher education. All the interviews were
conducted with youths living in Kenneth Gardens, a low-income housing estate located in
Durban, KwaZulu-Natal, South Africa. Participants were selected through a purposive or
judgmental sampling technique. The study participants included young people who were
attending high school, doing grades eleven and twelve, aged 18 years and above. The second
category of youth interviewed were those who were unemployed and not studying, who may or
may not have finished matriculation level. The third category of youth interviewed were those
already studying in higher education institutions. Since this study is qualitative in nature, data
collected was analysed thematically and the NVivo 12 software was used to facilitate the data
analysis process.
THE ROLE OF ASPIRATION IN ACCESS TO HIGHER EDUCATION

The interview data indicate that young people who are attending high school, specifically those
who are completing matric, are highly motivated to pursue higher education. Despite the major
factors barring access to higher education, grade 12 learners had high aspirations to pursue
tertiary education after matric. The results suggest that grade 12 youth aspire to pursue higher
education immediately after matriculation in order to gain knowledge and skills to improve
well-being. For instance, one grade 12 learner expressed powerful desire to study further after
matriculation:
“Why are you even asking if I would like to go to higher education? Of course, I will be going to
university next year. I am working very hard to get my marks right and I am very positive that I
will succeed in my studies as I did in the previous years. I am preparing for June examination. I
do not even sleep, busy studying so as to score high marks. Once the June results are out, I will
then do my application. Certainly, I will be at university next year and I would like to go to the
University of KwaZulu-Natal.” (Respondent No. 2, Grade 12 student).
Most of the interviewed grade 12 learners had high motivation regarding perusing higher
education the following year after matric. The results suggest that grade 12 youth had higher
aspirations to pursue higher education after matric regardless of the possible challenges they
might face.
In contrast, most youth who were not in education and not in employment lacked
aspirations to pursue higher education. The unemployed youth in particular reported key factors
justifying their lack of desire to pursue higher education. According to one participant for
259
instance:
“There are too many reasons, but the basic one is lack of finance and I now have kids to take care
of. So, I cannot really go to spend years in an educational institution without getting anything at
the end of each month. Otherwise, no one would be paying for my kids’ school fees, let alone
clothes and food. I really cannot go to study; instead, I should search for a job to take care of my
kids [with a serious face].” (Respondent No. 11, unemployed).
These sentiments suggest that the unemployed lacked aspirations to pursue higher education.
Poor motivation to study further is, to some extent, informed by perceived obstacles such as
lack of funding for higher education and childcare. While grade 12 and the unemployed youth
had different aspirations towards higher education, youth from Kenneth Gardens who are
attending institutions of higher education aspire to pursue post-graduate education. For
instance, a second-year undergraduate student at the University of Kwazulu-Natal expressed
his desire to pursue postgraduate studies. He said:
“I would like to do my honours degree after completing my undergraduate degree. However, I am

afraid that I may experience financial problems, though I really hope for the best. I know that
getting an honours degree will increase my chances of getting a well-paying job. A Masters degree
will be a bonus and I will dedicate it to my mom.” (Respondent No. 13, UKZN student).
Some youth already in higher education institutions reported that they plan to study further part-
time, which was a sign for their aspirations for further education. Their aspirations were
influenced by the desire to earn good income even though there were concerns over chances to
secure employment after graduation. Nevertheless, youth already attending higher education
institutions had obstacles such as lack of funding in their bid to study further. One would expect
such obstacles to undermine the motivation to seek further education, which was the case for
some young people. Overall, grade 12 youth had higher aspirations to pursue higher education
in contrast to unemployed youth who generally lacked aspirations while youth already attending
higher education institutions had aspirations to pursue post-graduate education.
YOUTH CAPABILITIES TO ACCESS HIGHER EDUCATION

The results indicate that access to higher education is determined by individual’s capabilities to
a larger extent. It was discovered that youth with higher levels of self-confidence were more
capable to pursue tertiary education. Additionally, the results shows that youth capabilities are
associated with youth aspirations. In this instance, youth who were highly confident in their
abilities had stronger aspirations for higher education compared to those who were less
confident. High confidence coupled with capabilities enabled young people to overcome some
practical barriers to access higher education. Participant No. 4 for instance expressed the role
260
of capabilities and self-confidence in accessing higher education:
“Oh yes, I am confident enough. However, I really have to do well for me to secure a place to
study because I heard that programmes at universities get full easily. So, to be on the safe side,
one has to have excellent final results. I have been passing ever since; so, I still believe in myself.
I think I will pass; the only difficulty I can ever think of is the financial problem. I am certain that
I will attain the adequate points needed to qualify for a place to study at university.” (Respondent
No. 4, Grade 12 student).
Grade 12 learners were highly confident in their abilities to matriculate and thereafter access
higher education. Accordingly, university students demonstrated their capabilities to survive
higher education challenges and achieve academically. Based on these results, capabilities are
essential for access and success in tertiary education. Nevertheless, unemployed young people
generally lacked self-assurance in their capabilities, which therefore undermined their
aspirations for higher education. While some participants showed confidence in their
capabilities, they were concerned about funding barriers to access higher education.
FUNDING AS A HARD BARRIER

This study discovered lack of funding as a major factor impeding many young people from
accessing higher education. Lack of funding was reported as a key obstacle preventing youth
from attending tertiary education institutions. For many, lack of funding made transition from
matric to institutions of higher learning extremely difficult. As expressed by most participants,
lack of funding was cited as the main barrier to access higher education:
“It is pretty hard financially for me to get tertiary education [with a sad face]. My only option right
now is to become a police-woman for the love of protecting the community, especially women,
since Kenneth Gardens is one of the places perceived as unsafe. However, the idea of being
policewomen has been propagated by my family and I ended up loving it too.” (Respondent No.
7, unemployed).
As expressed by the above participant, accessing higher education without financial support
from the family can be extremely difficult. These results demonstrate that access to higher
education is largely determined by finance, and lack of finance impedes many young people
from accessing higher education. Notably, had it not been these financial obstacles, most young
people would have accessed education beyond high schooling. Unemployed youth were
particularly financially constrained to participate in higher education and advocated for funding
support for higher education studies. Similarly, the study found that grade 12 youth were
concerned about that they may experience financial challenges which may impede them from
attaining higher education.
261
BARRIERS TO ADMISSION TO INSTITUTIONS OF HIGHER EDUCATION

Youth residing at Kenneth Gardens also experienced numerous challenges in applying for
acceptance in institutions of higher learning. As a result, most were found unable to gain
acceptance by institutions of higher learning. In particular, those from poor families and under-
resourced schools struggled to navigate the application process for admission to higher learning
institutions. The cost of application to higher learning institutions was also reported as a
challenge for some young people whose parents were unable to financially support their
applications. It was also discovered that parents who never attended tertiary education were
unable to provide substantive application support to their children. While most grade 12
participants acknowledged that they might experience challenges on the application process,
they were generally positive that they would meet the university or college entry requirements.
On the other hand, the unemployed had no courage to even attempt application to higher
education institutions mainly due to lack of funding and poor high school academic results as
remarked by one participant below:
“Although I would really like to go to the university to study Social Work, I am not sure if they
would take me. Apart from that, I cannot afford the fees. I also think my application may not be
accepted because of my matriculation results. Well, my results are not that bad, but I heard that
universities demand more than what I obtained. People are encouraging me to upgrade, but I think
I no longer have the time to do that; I am getting old. The only option that remains is for me to try
to apply for a place at colleges, though lack of finance is still a real challenge.” (Respondent No.
12, unemployed).
These remarks indicate that youth have many challenges to overcome on their way to pursue
higher education. They often experience twin challenges related to admission and financial
barriers. Those young people who managed to access higher education acknowledged the role
of parents and teachers who provided assistance on the admission application process.
LACK OF ASPIRATION: A SOFT BARRIER TO ACCESS TO HIGHER

EDUCATION
The results shows that aspiration is a major soft factor which determines access to higher
education. It was discovered that lack of aspiration is a critical barrier impeding youth of
Kenneth Gardens from accessing higher education. In this regard, aspiration is deemed an
important aspect that propels young people to pursue higher education. Thus, in the absence of
aspiration, accessing higher education becomes difficult. Interestingly, aspirations among the
youth are affected by various factors including funding, career guidance, and even social
environment. Some young people expressed that they are not motivated to pursue higher
education due to several reasons. Accordingly, lack of courage to pursue higher education was
262
reported:
“I feel it is useless to even worry about making it to university or college. I feel discouraged, and
when people talk about education, I nearly cry. Only if someone kills me, then I will have a break.
First of all, I do not have the financial means to go to study. The worst part is that no one is willing
to help me. It is now five years since I finished matriculation. I just gave up hoping to get a job.
Apart from that, I am also responsible for taking care of my son and there is no reason for going
to higher education institution [with a sad face].” (Respondent No. 8, unemployed).
Most unemployed young people living at Kenneth Gardens expressed hopelessness and poor
motivation to attend higher education. One participant, for instance, indicated that there is no
value of higher education:
“My brother, the world has changed. In the past, we knew that if you had a diploma or degree, you
would certainly get a job. Today, it is something different; people with certificates like you are
jobless. So, I can just imagine if I can go to university now for three or four years and when I
finish, I do not even get a job. So rather than wasting my time pursuing higher education, I think
of searching for a job or start a small business.” (Respondent No. 10, unemployed).
Challenges experienced at high school level also reduced interest to pursue higher education
among a number of young people residing at Kenneth Gardens. Such challenges negatively
affected the academic achievement of grade 12 youth, and consequently hindered their progress
to higher education due to disqualification:
“My brother, I do not want to lie. I am struggling to pass my exams even at this stage, how much
more at university? Maybe studying is not for me. I do not see myself going to university because
I am not gifted just like other kids. I have been struggling from one grade to another. I do not think
I can make it at a tertiary institution. I am praying for a job next year and make money. I really do
not think university is for me and I do not want to be stressed by that. I hope my mom will
understand because she really wished for me to study next year; unfortunately, I won’t”.
(Respondent No. 5, Grade 12 student).
The results indicate that the unemployed participants lacked aspiration to pursue education
beyond matric. Based on the participants’ remarks, poor aspiration is shaped by hard barriers
such as lack of funding which often discourages youth from attempting admission to higher
education institutions. Instead of perusing higher education, most young people invest their
energies in taking care of their children.
DISCUSSION
Previous studies (Finnie 2012; Glater 2017; Pierszalowski et al. 2018; Scanlon et al. 2020) have
attributed lack of access to higher education to barriers related to financial constraints, which
is considered a “hard barrier” in this study. The findings of these studies concur with the
findings of the current study, which found that some youths were unable to access higher
263
education owing to financial issues. The current study further suggests that the youth, especially
those from poor families, were too financially hindered to participate in higher education. This
finding also concurs with the results of previous studies which discovered lack of funding as a
barrier to access higher education (Forsyth and Furlong 2000; Glater 2017; Scanlon et al. 2020).
Based on the capability approach (Gasper 1997; Sen 1993), financial barrier (which is
considered a “hard barrier” in this study), is what constrains the youth from accessing external
opportunity (higher education), even if they have the capabilities to pursue higher education.
The findings of this study also indicate that the youth who are financially constrained are likely
to lack the motivation to pursue higher education.
This study found lack of aspiration as a key barrier impeding the young people from
accessing higher education. In this study, lack of aspiration is considered a “soft barrier”
impeding access to tertiary education by the youth. There are various factors that negatively
affect the aspirations of the youth regarding higher education. This study finding shows how
critical capabilities are for the youth in accessing higher education. The majority of youth,
particularly the unemployed, are unable to access higher education owing to the lack the
aspiration as the current study evinces. While the youth at the matriculation and university
levels generally had higher aspirations than the unemployed youth. Young people may have
rights, freedoms and even support (for example, bursaries, financial aid, scholarships) to access
higher education, but cannot achieve better well-being if they are not capable as understood in
the capability approach (Sen 1993). In this regard, the youth displayed inadequate capacity to
aspire (Appadurai 2004); thus, they could not pursue higher education. Therefore, poor
aspiration emerges as among the key obstacles preventing the unemployed youth from
accessing higher education. Therefore, this study avers that no previous studies made this
discovery.
The barriers to higher education can be understood through the lenses of Sen’s capability
approach. In his analysis, Sen (1993) indicate how capabilities support aspirations. It is stated
that aspirations are not only shaped by the feelings individuals, they are also influenced by the
social environment of individuals (Sen 1993). Accordingly, the capability to aspire of the
unemployed youth is shaped by various factors such as lack of funding and general increase in
unemployment. As understood in Nussbaum (2001)’s capability approach, numerous external
conditions undermine young people’s internal capabilities to exercise functionality in accessing
higher education (Gasper 1997). These external factors, in turn, constitute a barrier that prevents
the youth from accessing higher education. In the presence of these undermining factors, the
aspirations of the youth towards higher education diminishes, and access is consequently
undermined.
264
This study discovered numerous barriers that impedes young people from accessing higher
education. While there are generally many barriers to access higher education, this current study
suggests that young people living in Kenneth Gardens faced two key barriers apart from the
lack of aspiration. These barriers are unavailability of funding and the failure to meet the entry
requirements of higher education institutions. Lack of funding often pose the commonest
problem for most youth in their bid to access higher education. Kirk and Day (2011) confirm
that the young people from poor families generally lack funding to finance higher education.
Furthermore, these young people are not informed about higher education funding opportunities
and application process despite their eligibility and capability to pursue higher education. This
evidence thus suggest that young people may have unrealised higher education aspirations due
to factors such as funding barriers and poor academic performance at matriculation level.
Youth from disadvantaged school backgrounds are unlikely to meet higher education
admission requirements. The results of this study also attest that youth who attended
disadvantaged schools, who are normally from poor families, had lower aspirations and had
lower academic achievement at high school level. Similarly, above half of the grade 12 learners
who applied to study at higher educational institutions after matriculation were disqualified
mostly based on poor academic performance at matriculation level (Statistics South Africa
2011). The youth lack the capabilities and competencies to access higher education, a
phenomenon highlighted by the capability approach. In this instance, the youth can only achieve
what they are capable of achieving academically and given that internal conditions (capacity or
ability) allow them to achieve academically (Nussbaum 2001; Sen 1993). Their capabilities are
shaped by numerous issues including schooling system, family issues and personal attributes
as understood in capability approach.
CONCLUSION AND IMPLICATIONS

This study explored the barriers impeding the youth’s access to higher education. Lack of
aspiration was found as a soft obstacle barring the youth from participating in tertiary education.
Unavailability of funding and failure to meet the entry requirements of tertiary education
institutions are some of the hard barriers preventing the youth from accessing higher education.
The results suggests that youth, particularly those from poor families, should be supported to
realise their educational aspirations. This research proffers two major recommendations that
are geared towards stimulating aspirations to pursue higher education among the youth. Firstly,
support should be geared towards the establishment of career support initiatives at high school
level and within the existing local institutions and organisations to stimulate youth aspirations
for higher education. Secondly, relationships amongst universities, colleges, community
265
organisations, and schools should be developed for the provision of adequate career-related
information to youth.
This research has numerous implications for educational programmes, policy, and
practice. The research article addressed the pressing issue of the youth’s access to higher
education and the role of aspiration in determining access to higher education in South Africa.
This research article comes at a time when access to higher education, particularly by
marginalised groups, has become the subject of debate, contestation, and public engagement
owing to the #Feesmustfall campaign launched by university students across the country. While
the campaign highlights the practical barriers impeding admission to an institution of higher
education, such as financial barriers and institutional culture, this research provides some
perspective on a different aspect of accessing higher education-aspiration. It provides a different
perspective from which to engage with the barriers to higher education in South Africa. It
provides insights into the way in which three categories of youth (those in Grade 12, those not
in school or higher education, and those in higher education) relate to the possibility of attaining
higher education and the role of aspiration in making that possibility a reality. The results of
this research therefore impact several stakeholders including civil society, educational bodies,
higher education institutions, and the Department of Higher Education. The evidence presented
here suggests that the youth face constraints in accessing higher education by both “hard
barriers” (such as inadequate funding and failure to meet university or college entry
requirements) and “soft barriers” (which is the lack of aspiration). Therefore, any form of
intervention to improve access to and participation in higher education should seek to address
both hard and soft barriers. For instance, while the Department of Higher Education should
continue to evaluate its practices and the effectiveness of interventions; such efforts should take
into consideration the identified soft barrier as it undermines access to higher education. The
Department of Higher Education and higher education institutions should collaborate with civil
society organisations to develop community-based initiatives that can build youth aspirations
for higher education. This type of collaboration could potentially improve academic outcomes
for young people and their access to and success in higher education. Overall, the results of this
research could provide policy makers in higher education, civil society, and the youth
themselves with a better understanding of the role of aspirations in pursuing higher education
by young people.
ACKNOWLEDGEMENTS
This work is based on the research supported by the National Institute for The Humanities and
Social Sciences.
266
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LIFE ORIENTATION

1 Life Orientation Gr. 11

1.1. Types of goals

 What are goals?

 You must set SMART goals.

R REALISTIC You must be able to achieve it and must be willing to

1. Short-term goals: we achieve it in a short space of time e.g. a project you

1.2. Five-step method for planning and goal-setting

Step 1 : Write down your goal.

1.3. Problem-solving skills

A problem-solving model can look like this :

3. Possible solutions. 4. Possible effect of each solution.

5. Write down the best solution.

1.4. Relationship between personal values, choices and goal-setting

2. Relationships and their influence on your well-being

2.1. Types of relationships with different people or groups

3 Life Orientation Gr. 11

- Moving to another area - Accidents

2.3. Skills and qualities which make good relationships

2.4. Power and gender in relationships

 Gender roles and stereotyping

4 Life Orientation Gr. 11

1.1. Types of qualifications

HIGHER DIPLOMA BACHELOR’S DEGREE

5 Life Orientation Gr. 11

 Everything you need to know about FET colleges

The education system in South Africa consists of three broad bands.

 General Education (GE)

 What are the entrance requirements for FET colleges?

6 Life Orientation Gr. 11

 Which type of courses do FET colleges offer?

 Which industry fields are supported by FET colleges?

These include (but are not limited to):

7 Life Orientation Gr. 11

1.3. Admission point score (APS)

NSC rating APS

1.4. NSC subjects

Accounting Design Mathematics: "Paper 3"

1.5. Minimum requirements for admission to study for higher certificate,

 In order to qualify for a National Senior Certificate, a learner must achieve:

9 Life Orientation Gr. 11

Accounting Languages (one language of

10 Life Orientation Gr. 11

 Very important to note:

1.6. SAQA and the NQF framework

 The National Qualification Framework (NQF)

2. Options for financial assistance

11 Life Orientation Gr. 11

1.1. Public participation

 To be involved with others in doing something ; to take part in an activity or an event.

12 Life Orientation Gr. 11

2.1. The Republic of South Africa (RSA) is a constitutional democracy.

13 Life Orientation Gr. 11

14 Life Orientation Gr. 11

1. A draft bill is drawn up.

3. The role of sport in nation building :

3.1. Incidence of particular behaviour : triggers of certain behaviour

 Sport in one of the best ways to contribute to nation building

3.2. Exposure to positive behaviour programmes

 A sports code of conduct aims to :

15 Life Orientation Gr. 11

3.3. How sport can support or detract from nation building

16 Life Orientation Gr. 11

Chapter 4 : Apply study skills, study styles and study strategies