HIS 100 Secondary Source Analysis Worksheet
Prompt: Replace the bracketed text with information from a secondary source of your choice. Be sure to include specific examples (page numbers, etc.). See the Sample Secondary Source Analysis Worksheet for reference on how to complete this assignment.
Full APA citation
Buthelezi, Z. (2018). Lecturer experiences of TVET College challenges in the post-apartheid era: a case of unintended consequences of educational reform in South Africa. Journal of Vocational Education & Training, 70(3), 364-383.
Identify author and describe potential biases.
Zanele Buthelezi is a Doctor of Philosophy in Department of African Languages, University of Zululand, Richards Bay, South Africa. She has written five publications, which has garnered 6,457 reads. There are no potential biases in the article as the author paid close attention to all of the facts and devised a logical argument to back up her ideas. The author does not intend to offer a restricted perspective on the issue, and the remark does not represent a bias, preference, or prejudice for or against a person, thing, or concept.
Identify thesis and arguments.
The study maintains that dogma design and implementation are both complicated procedures with nearly always unexpected outcomes. Technical Vocational Education and Training (TVET) restructuring in South Africa was a complicated process that required the intertwining of many people’s activities, with unanticipated societal repercussions.
The country had been subjected to 46 years of dictatorial apartheid rule, which had resulted in disparities and inequities in many aspects of people’s life, comprising education. Educational institutions were separated, with a larger budget dedicated to teaching white students at the cost of black scholars.
The above-suggested inequality and segregation in educational standards since non-white children’s educational resources were shockingly inadequate. However, when policy formation procedures began in 1990, it became clear that the segregated system of education had no purpose in post-apartheid South Africa since education reform ought to be the beginning point for genuine change.
What primary sources did the source rely on?
The journal documents from the Nelson Mandela digital archives, African National Congress, South African History Archive and United Democratic Front Posters.
Is the source reliable and convincing? Why or why not?
The source is reliable and convincing. The source offers a comprehensive, well-reasoned hypothesis, argument, and discussion. The source is an academic paper, which is peer-reviewed, thus arguably the most credible source of current thought in history. This implies that other researchers had reviewed it before publication and verified that the assertions are supported by evidence.
How does the source relate to your project topic? How does it add to what you already know about the topic?
The source relates to the project topic, South African Apartheid, in that it discusses the reforms that were made after the end of racial segregation. During the apartheid, most educational institutions were segregated, and Black students were significantly underprivileged as their institutions lacked essential resources. Therefore, reforms were necessary to ensure equality in education, particularly in tertiary institutions. The source adds to what I already know about the South Africa apartheid that apartheid laws compelled various racial groups to live and grow apart and in severely unequal ways. With South Africa’s Apartheid administration adopting Bantu Education in its educational system, it resulted in low financing and expenditures for black schools, a shortage of black schoolteacher numbers and training, destitute black school facilities and resources, as well as a substandard education curriculum.
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