A PRESIDENT TO BE.

1. PAUL AFRA MPABANYANKA
afpul@yahoo.com
afrapaulo1990@gmail.com
0764625520
Selective education is a system in which pupils are selected according to ability or faith for their
education. Selective education on the other hand means an education reserved for a category of
children on individuals. It can be a discriminatory education whose programme contents vary
according to the category of individuals to which it is intended. It can finally be an education of
exclusion containing filtering mechanisms permitting the retention of the intended target.
(Tatangang, 2011).
SELECTIVE EDUCATION AS RESERVED EDUCATION;
We consider selective education as a reserved education the one offered in
institutions that are not opened to every individual qualified for admission.
Education institutions opened for children of foreign nationals in certain
developing countries fall in this category. It can be for children of diplomats and
workers of diplomatic missions, of management of delocalized businesses of
foreign origin, children of foreign missionaries and citizens of the nation running
the education institution resident in the country where the institution is set up.
The two education institution below fall in this category of selective education.
The French nursery and primary school called Ecole maternally et primaire
Fustel de Coulanges, situated at Oleszoa close to the French embassy, reserved
for children of French nationals living in Cameroon and the second is the Rain
Forest International School, a secondary education institution situated within the
summer Institute of Linguistics(SIL) specialized in mother tongue literacy and
Bible transilation in mother tongue situated at the Mvan neighborhood in the
outskirt of Yaoundé.
SELECTIVE EDUCATION BASED ON DESIGNED DISCRIMINATORY BASES.
A typical education system of this kind is the one established by the Apartheid
regime in South Africa. It was the selective education with schools instituted for
the children of black and people considered of color and others for the children of
white parents. Under this race and body color served as the selection criterion.
To a less extent, schools that recruited on the basis of body color or race existed
in the United States. Yet it is said to be less because the racial schools in the
united states of did not have a government rationally planned curriculum for white
and for black children as was the case in the apartheid regime in South Africa,
It is worth noting t
Hat Nelson Mandela, in the case of south Apartheid South Africa and Martin
Luther King Jr,. in the case of the United States of America, have both become

2. world heroes fighting that kind of education and the human dispositions and
thinking patterns that justified them.
SELECTIVE EDUCATION BY EXCLUSION THROUGH OFFER, FAILURE,
DROPOUT AND SANCTIONS
This is based on the insufficient education offer, failure, dropout or pre mature exit that
result from failure often and disciplinary sanctions as exclusion tools.
With insufficient offer based selection education, children from localities without
school structures are excluded by the deficiency of education offer. Existing structures
may be too distant from some children depriving the justification for individual potential
beneficiaries. (Kratli,200)
Kratli,S.2000.Education provision to nomadic pastoralists: A literature review.
Brighton: World Bank-IDS.
Selective education of exclusion through failure
African education venerates failure to the point of making it its major
characteristics. In Aglophone like the Francophone subsysterms inadaptation is
stronger in the beginning year of education and to a less extent in the last years
in the Francophone subsysterm. With this system students education
selectiveness is based on the criterion that those who do good in their subjects
are placed in a certain level or class while tho who poorly perform being placed in
the different classes and sometimes retains the same class, Consider the entry
requirements for university of Dar es Salaam 2015.
Two principal level passes in appropriate subjects in the A.C.S.E.E. or equivalent with
total points from three subjects not below 5 (for Arts programmes) and 2 (for Science-
based programmes) based on the following grade to point conversion scale: A = 5; B =
4; C = 3; D = 2; E = 1; S = 0.5 and F = 0 point.
[Note: Principal level passes in Divinity/Islamic Knowledge are not counted]
Therefore those who fail to get the required marks are excluded from joining the
education progmamme.
Selective education through exclusion by premature exit
Premature exit is the sign of exclusion by dropout. This is the mechanism of
selection par excellence. Here, as in the case of failure, Cameroon is serving as
case study in Africa using statistics from the education statistical year books
published between 1966 and 2004. By considering the dropout rate of girls which
is higher than the rate for boys in Cameroon, the selectivity of the system makes
access to tertiary education clearly more difficult for girls than for boys.

3. Generally the historical roots of selective education can be considered to be the
ancestors of those of today, the gymnasium and palestras, saw the light of day in
Athens, Greece, torward the fouth centuary BC. These were not meant for the
education of small children but for the physical (wrestling) and mental training of
adolescents. Later, they became centers for military training and civic education,
ephebias. After these training anyone who desired to perfect their training
looked for a teacher like Plato or Aristotle. Therefore education was selective
right from its early beginnings
A way of recruiting pupils to a school, based on a form of selection. For example,
pupils may be selected on the basis of their results in an entrance exam, or on
the basis of their parents' or guardians' ability and willingness to pay annual
school fees.
Explain how setting and streaming may influence educational achievement. [6]
Candidates should show an understanding of the influence of setting and streaming on
Educational achievement
Streaming is the method of assigning pupils to classes on the basis of an overall assessment of
their general ability. Pupils remain in their streamed class for the majority of subjects whereas
setting is the regrouping of pupils according to their ability in a particular subject. Setting can be
imposed on a whole year group or on a particular band at a time.(Sukhnandan,1998:2).
Setting and streaming may influence educational achievement in the sense that it
reduces the heterogeneityof the learning group and thus the diversity of pupils’ needs in
the class. This contribute to students academic achievements by facilitating the whole
class teaching and allows teachers to match educational experience to pupils’ level of
academic ability hence academic success (Rosenbaum,1980) meanwhile setting helps to
increase the level of homogeneity within a class, thus facilitating the use of whole-class
teaching. However, in addition, setting can be used to reduce the size of teaching groups
through the division of classes into a greater number of sets thereby enabling pupils-
teachers ratios to be lowered for particular teaching groups if not the school as a whole.
Sukhnandan, L. (1998).Streaming, setting and grouping by ability: a review of the
literature. Berkshire. National Foundation for Educational Research Publishers
Possible answers:
Children in top sets or streams may have different choices to children in lower sets or streams
that is pupils individual needs are addressed thereby enabling them to progress at their own
rate with others of similar ability hence setting accordingly lead pupils needs more effectively
met through the provision of an appropriate modified curriculum and working at a suitable pace
as opposed to the non the regrouping and setting of pupils according to their ability in a
particular subject.
Teachers may view children in different sets or streams differently leading to self-fulfilling

4. Prophecy, this is in the sense that for low ability pupils streaming allows them to receive the
curriculum at a slower, more suitable, pace. In addition because low ability streams are often
smaller in size than other streams, the pupils have better opportunities to receive small group or
individuals’ instruction. Furthermore, streaming ensures higher development of academic
achievement in the sense that lower students or pupils are not overshadowed by their high
ability counterparts. Therefore streaming and setting increases the academic achievement
level of students through building their capabilities and hence high ability pupils are less likely to
feel frustrated by lack of challenge and more likely to be motivated by competition with peers of
a similar abilitiesand low ability pupils are less likely to feel inferior or inhibited.
• Children in lower sets/streams may develop low self-image and develop anti-school
Culture
• Working class groups tend to be in lower sets. This may determine the level of
qualification and therefore what they can do on leaving school
• Other reasonable response.
(d) Explain why educational success may not always lead to social mobility.
Candidates should show understanding of the various reasons why educational success
may not always lead to social mobility.
Introduction.
Education is the engine of social mobility; it is the most important route through which
individual low-income children can become high-earning adults. But educational success does
not mean that, it is the only explanation for social mobility. There are other reasons like the
economic factors of the people, unemployment, achievement being not linked to need, Changing
job structure, Class factors Gender factors and ethnicity factors and this make some people to be
more socially mobile than others. The below explanation proves that educational success is not
always the only reason for social mobility but a combination of other factors contribute to social
mobility as explained below.
Economic factors
The decline in relative social mobility as measured by an increase in the link between fathers’
and sons’ earnings is seen to be driven by an increased relationship between parents’ income and
children’s education. Children with parents on lower economic incomes appear to be less likely
to do well at school, whereas children from parents with higher incomes achieve higher
outcomes. This means that children whose parents have lower incomes tend to do worse at
school and doing worse at school tends to lead to lower incomes in adult life. This means that if
we could weaken the link between parental incomes and children’s educational attainment, or
reduce the inequality of parental incomes, social mobility would increase. Either way, reducing
the link between parents’ incomes and children’s educational outcomes might be a key route to

5. increasing social mobility in Britain. Jo Blanden has also expanded her analysis of income
mobility within the UK to look at international measures of both income and educational
mobility.18 She finds that countries that spend more on education also have higher absolute
social mobility (reducing the extent to which children’s outcomes are determined by their
parents’ backgrounds).
BlandenJ,MacmillanL (2011) “RecentDevelopments inIntergenerational Mobility”inPGregg and J
Wadsworth(ed.s),The LabourMarketin Winter.Oxford:OxfordUniversityPress
BlandenJ(2011) “Cross-CountryRankingsinIntergenerational Mobility:A comparisonof approaches
fromeconomicsandsociology”,Journal of EconomicSurveys,volume 27,issue 1,pp.38–73, February
2011
Unemployment
Unemployment is bad news all round and it may damage social mobility through its effects on
parenting, and the drive and ambition of the next generation. A person can be educated but
because of employment problem such person cannot undergo social mobility because mobility is
linked to the use of money to mobile from one point to another. Thus unemployment contributes
much to lower the social mobility. Therefore educational success may not always lead to social
mobility.
Achievement not linked to need
Academic achievement or (academic) performance is the outcome of education the extent to
which a student, teacher or institution has achieved their educational goals. With this a person
can be educated enough to the extent of achieving the required standards of performance but due
to market demand on the subject of his or her specialization in subject, he or she find himself or
herself facing mobility problems as his achievement being not linked to the need of
employment competition. Example as a science teacher with a bachelor’s degree, you can mobile
to find work in a middle school or high school setting. If you have a master’s degree or PhD, you
may be considered for teaching at the college level. Graduates with a science education degree
may also find work in science museums, government institutions and private research
institutions. (Ward,1996).
Gender factors

6. Gender is another important factor for social mobility, Example in America society, males and
females receive different types of socialization leading employment and family until very
recently, males took for granted that they were to be the primary wage earner and ere to assume
overall responsibility for the family’s financial stability. Females ware traditionally not
encouraged to pursue a higher education or a career. Recently, there has been an increase in dual
career families where both wife and husband have career. Despite this change, however the
opportunities that females receive for social mobility are still not equal to those of male.
Therefore you can be educated enough but because of gender factors you find yourself not
undergoing into social mobility due to the belief that male are primary wage earners hence
access to social mobility as compared to female.
Changing job structure
Dissartification from previous job condition can also lead to social mobility. People can get
change in social life as the time passing. People become dissatisfied from their previous
condition and they desire for important improvement in their social status. SO, they start trying
for getting better opportunities for growth of social position. Human beings adopt the new
condition and culture in which they seek satisfaction which leads to change in their social status
and thus we can observe social mobility.( Farooq,2012).
Generally both these factors of social mobility are important for sociologists. Sociologists have
found that preindustrial or agricultural societies are most likely to have close status throughout
their lives. Status is based on ascription, family background being the most significant factor to
be considered. On the other hand, individuals who reside in urbanized, industrialized areas where
status is most likely based on achievement usually have the opportunity to move for one social
class to another.
(e) To what extent is social inequality a major obstacle to educational achievement?
Candidates should show an awareness of the various factors of social inequality which
may affect educational achievement.
Children enter the school system from different backgrounds, have different experiences of
education, and leave with very different results. Children from the poorest and most
disadvantaged homes are most likely to attend the lowest performing schools and to achieve the

7. poorest academic outcomes. Finding ways of breaking this chain of disadvantage, educational
failure and restricted life chances remains a fundamental challenge. Better understanding the
relationship between schooling and social inequality has long been a concern of educational
researchers. Focusing on the UK, this Insight asks what they have discovered about this
relationship, and examines the outcomes of strategies developed to break the links between
education and disadvantage.
Socialized gender roles have an impact on females' access to education. For example, in Nigeria,
children are socialized into their specific gender role as soon as their parents know their gender.
Men are the preferred gender and are encouraged to engage in computer and scientific learning
while the women learn domestic skills. These gender roles are deep rooted within the state;
however, with the increase of westernized education within Nigeria, there has been a recent
increase in women having the ability to receive an equal education. There is still much to be
changed, though. Nigeria still needs policies that encourage educational attainment for men and
women based on merit, rather than gender. (Okonkowo, Ejike, 2013).
Social inequality is also perpetuated through the widespread use of standardized tests. Critics say
these tests continue to be culturally biased, as they include questions whose answers are most
likely to be known by white, middle-class students, whose backgrounds have afforded them
various experiences that help them answer the questions. They also say that scores on
standardized tests reflect students ' socioeconomic status and experiences in addition to their
academic abilities. To the extent this critique is true, standardized tests perpetuate social
inequality (Grodsky, Warren, & Felts, 2008
Okonkowo, Ejike (Dec 2013). "Attitude towards Gender Equality in South-eastern Nigerian Culture: Impact of
Gender and Level of Education". Gender & Behavior 11(2): 5579–5585.
Grodsky,E., Warren,J. R.,& Felts,E.(2008). Testingandsocial stratificationinAmericaneducation.
AnnualReviewof Sociology,
• Underachievement of working class pupils
• Underachievement of some ethnic groups
• Underachievement of pupils living in deprived urban and rural areas
• Underachievement of pupils from lower income families
• Poor schools in poor areas
• Other reasonable response.
Against

8. • Compensatory education
• Extra resources in deprived areas
• Some pupils from deprived areas do achieve
• Other factors such as parental and teacher expectations
• Quality of the school
• Other reasonable response.
Ward, A. (1996). Achievement and Ability Tests - Definition of the Domain", Educational Measurement.
University Press of America
Farooq, U. (2012). Factors of social mobility, Gender,Industrialization and education. New York .
SAGS pub.