INC3701 ASSIGNMENT O4
NAME: HLANGANI HLULANI
UNIQUE CODE: 799584
STUDENT NUMBER: 11888989
Table of Contents
STUDENT ANTI-PLAGIARISM DECLARATION ............................................................................................... 2
Question 1 .................................................................................................................................................... 3
1.1.
Define curriculum differentiation. (5) ......................................................................................... 3
1.2.
Outline the significance of curriculum differentiation in a classroom context. (5) ................... 3
1.3.
Describe factors that determine differentiation of the curriculum. (6) ..................................... 3
1.4 Discuss the following elements of curriculum to be differentiated. ................................................ 4
1.4 1 Differentiation of the content. (5) .............................................................................................. 4
1.4.2 Differentiation of the process. (5) .............................................................................................. 4
1.4.3 Differentiation of the product. (5) .............................................................................................. 4
1.4.4 Differentiation of the learning environment. (5) ....................................................................... 5
1.4. Critically analyse the inherited exclusions from the past and indicate how best teachers can
be inclusive in their approach .................................................................................................................. 5
Question 2 .................................................................................................................................................... 8
2.1 Study the international conventions on Inclusive Education as well as the South African and
African Inclusive Education policy and answer the questions that follow: ........................................... 8
2.1.1 Present on a table how the international conventions impacts on Inclusive Education. (15) . 8
2.1.2 Present on a table how the South African and African Inclusive Education policies impact on
Inclusive Education. (10) .................................................................................................................... 10
Question 3 .................................................................................................................................................. 13
3.1 List four (4) characteristics of a rights driven, democratic classroom. (4) ..................................... 13
3.2 Study Table 4 in study guide 002 and explain how you would use the values associated with
Ubuntu in your classroom to promote a culture that is inclusive and seeks to provide quality
education for all? ................................................................................................................................... 13
References .................................................................................................................................................. 15
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STUDENT ANTI-PLAGIARISM DECLARATION
UNIVERSITY OF SOUTH AFRICA
COLLEGE OF EDUCATION
DEPARTMENT OF CURRICULUM AND INSTRUCTIONAL STUDIES
I (full names) __Hlangani Hlulani________________________________________________
Student number _____11888989_____________________________________________
Subject/Module Code INC3701
Declaration
1. I understand what plagiarism entails and am aware of the university’s policy in this regard.
2. I declare that this _____assignment_________________ (e.g. essay, report, project, assignment,
dissertation, thesis, etc) is my own, original work. Where someone else’s work was used (whether from
a printed source, the internet or any other source) due acknowledgement was given and reference was
made according to departmental requirements.
3. I did not make use of another student’s previous work and submitted it as my own.
4. I did not allow and will not allow anyone to copy my work with the intention of presenting it as his or
her own work.
Signature __________________________________ Date: _______12-08-2022___________
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Question 1
1.1. Define curriculum differentiation. (5)
Curriculum differentiation involves the modification of the learning environment,
teaching methodologies, teaching strategies and the content of the curriculum to take
into consideration the ability level, interests and background of a learner (Prof Mahlo
F.D. (2019).cited DBE, 2011).
1.2.








Outline the significance of curriculum differentiation in a classroom
context. (5)
It is the most logical way to respond to learners’ diversity in their learning
environment
It promotes the progress of each learner in a general curriculum
It maximises learners’ growth and facilitates individuals’ success.
It acknowledges that each learner learns differently
It promote different learning styles during the learning process
It ensures that learners participate actively in their learning where they are able
to apply what they have learnt.
It enables all learners to experience success, prevents occurrence of learning
gaps among learners, provides opportunities for cognitive development,
It reduces challenging behaviour in learners and is a means to make inclusion a
reality
1.3. Describe factors that determine differentiation of the curriculum. (6)
(i)
Readiness level
“Readiness level is a learner’s current proximity to specified knowledge,
understanding, and skills”. It is shaped by prior learning, life experiences, attitudes
towards schooling as well as cognitive and metacognitive proficiency Prof Mahlo
F.D. (2019).cited Tomlinson and Imbeau (2010:). It is derived from Vygotsky’s
(1978) zone of proximal development (ZPD) which is the a point of required mastery
where the child cannot effectively function independently, but can succeed with
scaffolding or support.
(ii)
Learners’ interest
Learners’ interest is “that which engages the attention, curiosity, and involvement of
a student” (Prof Mahlo F.D. (2019).cited Tomlinson & Imbeau, 2010).
(iii)
Learners’ profile
A learner’s profile provides information on the learner’s skills, likes, strengths,
preferences, personal characteristics, cultural, linguistic, experiential background
and challenges of the learners and their families (Prof Mahlo F.D. (2019). Cited
Salend, 2011).
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1.4 Discuss the following elements of curriculum to be differentiated.
1.4 1 Differentiation of the content. (5)
Differentiation of the content refers to a teaching pedagogy whereby one concept or
topic is presented to the learners at various levels of complexity Prof Mahlo F.D. (2019).
Cited (Walton, 2013). In this instance, the teacher provides learners with the same
curricular areas but at varying levels of difficulty Prof Mahlo F.D. (2019). Cited (Salend,
2011). For example, during Life Skills or Life orientation, learners who function at a high
level can record the types and number of vehicles that pass through an intersection per
hour while the low-functioning groups can draw a picture of what they saw at an
intersection. Another example of content differentiation is where a teacher allows
learners with more ability to work on the application of a concept, whereas learners who
find the curriculum content challenging may be working with definitions, comparisons or
contrasts, or summarization’s of the same concepts Prof Mahlo F.D. (2019).
1.4.2 Differentiation of the process. (5)
Process refers to techniques or instructional strategies that the teacher uses to present
information to the learners and how the learner makes sense of the content (Prof Mahlo
F.D. (2019).cited Tomlinson & Imbeau, 2010). This includes strategies such as small
group instruction, cooperative learning, demonstrations, using peers or adults to read
aloud to the learner as well as the use of multisensory approaches. For example, in a
history class, one learner might be unable to read the history textbook but can arrive at
the same understanding of the content by watching a video. Another strategy to
differentiate the learning process, especially when the content is challenging, is through
peer tutoring where learners can work with each other to improve their performance.
Another strategy to differentiate the process is when the teacher provide extra
assistance outside classroom hours, and giving individual feedback and encouragement
on classroom performance. The teacher can again divide the class into four ability
groups or dividing them into mixed-ability groups, in which learners with more
experience help those with less experience Prof Mahlo F.D. (2019). Cited (UNESCO,
2004).
1.4.3 Differentiation of the product. (5)
Product refers to the output through which learners demonstrate what they have learnt
Prof Mahlo F.D. (2019). Cited (Fitzgerald, 2016). In other words, it which enables the
teacher to determine whether the teaching goal have been achieved. During the
differentiation of the product, teachers use various forms of assessment that allow
learners to demonstrate and apply what they have learnt and apply knowledge and
skills after significant instruction Prof Mahlo F.D. (2019). Cited ( Santangelo &
Tomlinson, 2009). Differentiating the product also:




Encourages learners to demonstrate what they have learnt in various ways;
Allows various working arrangements such as working alone or in groups;
Encourages the use of various resources in preparation of the product;
Allows the use of various assessment methods;
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
Provides product assignment at varying degrees of difficulty, determined by the
learners’ readiness.
For example, the teacher cam use differentiate the product by using strategies such as
the use of multiple-choice questions, gap filling, taking advantage of open-ended
questions and open-book tests. Other forms of differentiating the products include the
use of group assessment activities, allowing assessment activities to be taken orally as
well as in written form, allowing extra time to complete the assessment task, using aids
and technology (Prof Mahlo F.D. (2019). Cited DBE, 2011:14).
1.4.4 Differentiation of the learning environment. (5)
The learning environment does not only refer to the physical setting of the class but also
the emotional context in which learning occurs (Prof Mahlo F.D. (2019). Cited
Tomlinson & Imbeau, 2010). Learning environment is an essential step towards
effective learning for all learners. For example, teachers can organise the teaching and
learning environment by modifying the classroom setting to allow clear access to
teaching boards and other resources. The learning environment can also be modified to
allow learners to move freely between tables and groups. Differentiation of the learning
environment presents with the following characteristics:








1.4.
The teacher is responsive to the needs of all learners in all domains.
All learners feel secure and safe, both physically and affectively
The teacher provides each learner with the necessary support.
Individual differences are welcomed and accepted.
Learners learn to support and respect one another as learners.
Both the teacher and learners share decisions about daily classroom routines,
management and classroom operation.
Physical arrangements are flexible to meet the needs of each learner.
A range of resources is available to support teaching and learning.
Critically analyse the inherited exclusions from the past and indicate how
best teachers can be inclusive in their approach
The inherited exclusions from the past
Social exclusion is defined as an outcome of processes of discrimination against
specific groups of people (DFID, 2005), leading to their systematic disadvantage in
relation to economic assets and livelihoods, human resources such as health and
education services and political and social participation. As a concept, social exclusion
is understood to illuminate some of the significant processes underlying poverty and its
intergenerational transmission. The advantages of paying attention to these underlying
processes of economic, human and social deprivation is that they point to the qualitative
changes that need to be encouraged in societies to address inter-group conflicts,
prejudices and/or the exercise of intimidation or oppression.
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Social exclusion is complex. It is sometimes the product of a single factor stemming
from a distinguishing social attribute, such as race, class, ethnicity or gender. It is
equally often the product of a complex of forces and factors which affect individuals at
particular points in their life-cycle owing to circumstances such as being widowed or
orphaned, migrating to new areas, or having stigmatising health conditions such as
being HIV+ or engaging in stigmatised occupations such as sex work (Gardener and
Subrahmanian, 2005). Social exclusion takes political, economic, social, and cultural
forms and often is experienced differently by people who putatively belong to common
groups.
Attention to education exclusion is important as reaching the Millennium Development
Goals (MDGs) and those of the Education for All (EFA) commitments will not be
possible if large numbers of children are not able to access school and use to their
maximum benefit the opportunities that school might provide. Thus, attention to both out
of school children as well as children who are unable to sustain participation in
schooling, is crucial given the commitment of national governments supported by
development agencies to ensuring that by 2015 all children enrol and complete a full
course of primary schooling. The reality is that for 77 million children globally access to
schooling has not been achieved (UNESCO, 2007). Even in countries with relatively
stable governments and state provided education systems, there are many children still
out of school.
Education exclusion is a facet of social exclusion and manifests itself in a spectrum of
social and psychological inequities. Extreme educational exclusion arises when
individuals and groups find themselves systematically excluded from rights and
entitlements which are theirs as a result of their membership of a society and includes
denial of resources and facilities. At the other end of the spectrum exclusion could take
the form of subtle forms of manipulation of the delivery of educational goods and
services to favour some individuals and groups at the expense of others, or the
reinforcement of negative or discriminatory social attitudes towards particular children.
In these cases, while the effects are often as damaging as when extreme forms of
exclusion occur, proof is harder to adduce.
Education policies have been particularly oriented to expanding supply to ensure
universal enrolment of children. Poor supply of quality schooling continues to be a factor
constraining the access of different groups of children to school. However, even with
qualitative improvements and greater supply, it is apparent that there are consistent
gaps in the education participation and achievement of different social groups.
Inequalities thus need to be seen not just in relation to the physical access of children to
school but also in relation to the quality of the education experience and its ability to
maximise the potential of every individual child, build self-esteem and develop
capacities to function fully as citizens.
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How teachers can be inclusive
The policy response is the solution to exclusion in education and has been to actively
tackle social exclusion of individuals and groups of citizens to ensure that they become
part of society. In policy terms, addressing social exclusion can be understood as
comprising a number of processes. First, it requires the identification of groups who are
excluded. Second, there is a need to understand why individuals and groups might be
excluded. Third, in response to this, there is a need to institute processes which either
(i) eliminate the barriers which lead to discrimination experienced by these individuals
and groups and which preclude their involvement or participation in the democratic
processes and activities of the society, or (ii) secure, through mechanisms such as
targeting and affirmative action, their receipt of essential goods and services where
access is limited. Fourth, social exclusion requires joined up policy across different
social sectors and services. Therefore teachers should use. Prof Mahlo F.D. (2019)
cited The inclusion policy (DoE,2001) that requires teachers to assess the needs of
learners in order to determine the required level of support. This policy recognizes the
diversity of learners in terms of their background, barriers to learning and development
that they experience.
In this way, inclusive education also promotes social justice for all citizens by
acknowledging that all learners can learn and require support to reach their full
potential. inclusion is about increasing the participation of learners in and reducing their
exclusion from the cultures, curricula and communities of local schools. The cultures,
policies and practices must be restructured in schools so that they respond to the
diversity of learners. The learning and participation of all learners vulnerable to
exclusionary pressures are included, not only those with impairments or those
categorised as experiencing barriers to learning and development. inclusion is about
recognising and respecting the differences between all learners and building on the
similarities. Inclusion is about supporting all learners, educators and the system as a
whole so that the full range of learning needs can be met. The focus is on teaching and
learning actors, with the emphasis on the development of good teaching strategies that
will be of benefit to all learners. Inclusion focuses on overcoming barriers in the system
that prevent it from meeting the full range of learning need Prof Mahlo F.D. (2019).
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Question 2
2.1 Study the international conventions on Inclusive Education as well as the
South African and African Inclusive Education policy and answer the questions
that follow:
2.1.1 Present on a table how the international conventions impacts on Inclusive
Education. (15)
Year
1948
Document title
Universal Declaration
Rights (Article 26)
1965
international Convention on the
Elimination of All Forms of Racial
Discrimination
1982
World
Programme
of
Action
Concerning Disabled Persons
1989
UN Convention on the Rights of the
Child
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of
Human
How it impacts on inclusive education
Education is a right. Primary school
should be free. We should learn
about the UN and how to get on with
others. Our parents can choose what
we learn. Children should not be
discriminated against. The best
interests of the child and the child’s
view should be considered.
Condemns apartheid and racial
segregation and obliges countries to
"prevent, prohibit and eradicate"
these practices in all of their
territories. Combats racial prejudice
and encourages understanding and
tolerance between different racial,
ethnic and national groups
Strategy
to
enhance
disability
prevention,
rehabilitation
and
equalisation of opportunities. Refers
to full participation of people with
disabilities in social life and national
development. Emphasises the need
to approach disability from a human
rights perspective.
Protects the rights of children in all
areas of their life. Governments have
a responsibility to:
 Take all available measures to
make sure children’s rights are
respected,
protected
and
fulfilled
 Agree to review their laws
relating to children Calls on
governments to assess their
social services, legal, health
and education systems, as
well as levels of funding for
1990
World Education Forum: Jomtien
Conference Education for All (EFA)
1993
Standard Rules on the Equalisation
of Opportunities for Persons with
Disabilities: UN General Assembly
1994
Salamanca
Statement
and
Framework for Action on Special
Needs Education: 92 countries, 25
international organisations
2000
World Education
Framework
2000
UN Millennium Development Goals
2000–15
2006
UN Convention on the Rights of
Persons with Disabilities
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Forum:
Dakar
these services
Is a major milestone in the
international dialogue on the place of
education in human development
policy. Makes education a top priority;
broadens the discussion about
education from its previous, limited
focus on access to primary school
Emphasises strong moral and
political commitment of governments
to take action to attain equity for
persons with disabilities. Document is
still a basis for policy-making and
cooperation between countries
Calls for major school reform.
Recognises the need for and urgency
of providing education for all children,
young people and adults “within the
regular education system”. Children
with “special educational needs” must
have access to regular schools as the
most effective way of addressing
discrimination, creating welcoming
communities, building an inclusive
society and achieving Education for
All
Culmination of a major assessment of
the state of education across the
world 1990–2000. Resulted in a set of
priorites that aimed to address
equitable access to quality education
–particular focus on gender.
Sets out eight global goals, including
halving the extreme poverty rate,
halting the spread of HIV & AIDS and
providing universal primary education
Followed decades of work by the UN
to change attitudes and approaches
to persons with disabilities. Aims to
shift culture of viewing people with
disabilities as “objects” of charity,
medical
treatment
and
social
protection to viewing them as
“subjects” like anyone else—people
with rights, who are capable of
claiming
those
rights,
making
decisions and being active members
of society
2015
UN Sustainable Development Goals Sets out seventeen global goals,
2015–30
which followed on from the Millenium
Development Goals. SDG 4 ensures
inclusive, equitable, quality education
and promotes lifelong learning
opportunities for all, and has a
specific focus on all marginalised
groups.
2015
World Education Forum: Incheon Focused on the framework for action
Declaration
for SDG 4. Outlines a commitment to
“addressing all forms of exclusion and
marginalisation,
disparities
and
inequalities in access, participation
and learning outcomes”, in practice:
 Provides twelve years of free
education
 Ensures access to education
and learning is equitable, with
a focus on vulnerable groups
 Ensures that outcomes are
relevant and effective, and
provide the building blocks for
lifelong learning
Source: Inclusive teaching and learning for South Africa (2019).
2.1.2 Present on a table how the South African and African Inclusive Education
policies impact on Inclusive Education. (10)
Year
Document title
How it impacts on inclusive education
1990
African Union: African Charter on Emphasises the need to include
the Rights and Welfare of the Child African cultural values and experiences
when dealing with the rights of the
child, as their realities are particular to
Africa. Any custom, tradition, cultural or
religious practice that is inconsistent
with children’s rights is discouraged.
1996
The South African Constitution and Supports the rights to basic education,
Bill of Rights
to a safe environment and to act in the
best interest of the child.
1996
The South African Schools Act
Articulates
the
roles
and
responsibilities of public schools.
Ended the system of separate
schooling on the basis of race and
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2001
DoE: Education White Paper 6:
Special Needs Education: building
an inclusive education and training
system
2005
The South African Children’s Act
2015
DHET: Revised Policy on Minimum
Requirements
for
Teacher
Education Qualifications
DBE:
Policy
on
Screening
Identification, Assessment and
Support (SIAS)
2011
created a single system for all learners.
Right of equal access to basic and
quality education for all learners
without discrimination of any sort. No
learner may be denied admission to an
ordinary school on any grounds. The
first step towards a single, inclusive
education system for South Africa.
Suggests structural and programme
changes to South Africa’s education
system so that diverse learners can be
included in mainstream schools.
Outlines an inclusive education system
in which all learners have equal access
to quality educational opportunities.
Recognises
the
importance
of
developing learners’ strengths, and of
empowering and enabling learners to
participate actively and critically in the
learning process.
Protects the rights of children so they
are able to grow up safely and develop
well. If abused or neglected, they will
be helped to recover. Children are
allowed to have their say and
participate in decisions that affect their
lives. Values and protects families.
Ensures proper and safe after-care,
crèches, drop in centres, and child and
youth care centres.
All teachers need to be familiar with
what is needed to implement inclusive
education practices.
Framework of procedures to identify,
assess, and provide programmes for all
learners who need additional support to
boost their participation and inclusion in
school.
Strategies for differentiated teaching
and learning to meet the diversity of
learners’ needs.
Details ten principles for professional
teaching.
2011
DBE: Guidelines for Responding to
Learner Diversity in the Classroom
2011
South
African
Council
for
Educators
(SACE):
Draft
Professional Teacher Standards
DBE: National Curriculum and States what should be in the curricula
Assessment and Policy Statement for each grade in South Africa, and
2012
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Grades R–12
The South African
Development Plan 2030
how it should be assessed.
2012
National Promotes nation building as a key
element
within
social
cohesion
schemes. Identifies 31 actions that will
help to achieve this based on values,
equal
opportunities,
inclusion,
cohesion, citizenship and leadership.
2013
African Union: Agenda 2063— Strategic plan for the socio-economic
Africa’s Agenda for Children
transformation
of
the
continent.
Emphasises
the
importance
of
education and children’s civil and
political rights as the foundations of
sustainable, rights-based development.
2014
Southern African Development Aims to realise the educational rights of
Community (SADC): Care and all children, including those who are
Support for Teaching and Learning most vulnerable, by addressing barriers
(CSTL) framework
to learning and participation. Supports
schools through nine programmes to
become inclusive centres of teaching,
learning, care and support.
2018
DBE: Draft Norms and Standards Addresses how an inclusive education
for Funding
system will be funded and resourced.
2018
DHET: Standards for Inclusive Identifies
standards
for
the
Teaching
development of inclusive teachers in
five
key
areas:
valuing
and
understanding learner diversity; agency
for social justice and inclusion;
collaborating to enable inclusive
teaching and learning; developing
professionally as an inclusive teacher;
employing classroom practices that
promote learning for all.
Source: Inclusive teaching and learning for South Africa (2019).
2.2.3 List five (5) similarities you can draw from the tables above. (5)
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Question 3
3.1 List four (4) characteristics of a rights driven, democratic classroom. (4)
 Learner-centred methods and strategies for learning and teaching
 Relationships based on dignity, equality and respect
 Classroom management strategies that are in keeping with democratic and
human rights values
 Inclusive approach to: use of languages; different ways of making meaning from
learning; diversity
3.2 Study Table 4 in study guide 002 and explain how you would use the values
associated with Ubuntu in your classroom to promote a culture that is inclusive
and seeks to provide quality education for all?
References
Inclusive
teaching and
learning for
South Africa
(2019) cited
NE
Chikanda
(1990)
Inclusive
teaching and
learning for
South Africa
(2019) cited
Nhlanhla
Mkhize
(2008)
Inclusive
teaching and
learning for
South Africa
(2019) cited
Mokong
Simon
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Values
associated how you would use the values associated
with ubuntu
with Ubuntu in your classroom to promote a
culture that is inclusive and seeks to
provide quality education for all
Sensitivity to the needs As a teacher I should be culturally-sensitive
of
others;
charity; because it is one that is aware of and
sympathy;
care; addresses the students’ cultural and ethnic
respect; consideration; needs as well as their social, emotional, and
kindness
cognitive needs in order to obtain the students’
cooperation.
Social
justice; Students have unique skills and experiences
righteousness;
care; that can enrich your classroom culture.
empathy for others; Take the
time
to
understand
what
respect
students value as well as their strengths and
needs. Engage in conversations, give student
surveys or ask questions on exit slips. Learn
about hobbies and interests you can tap into
when planning your lessons. It is important to
make a strong effort to understand each
student as a unique and complex individual,
beyond his or her cultural identity. This will help
you to create engaging lessons that can bridge
cultural barriers.
Respect;
group As a teacher I should treat my student with
solidarity; conformity; respect because students will never respect me
compassion;
human if I do not respect them. I should never yell, use
dignity
and sarcasm, single a student out, or attempt to
humaneness;
embarrass them. Those things will lead to a
collective unity and loss of respect from the entire class. I should
solidarity;
sharing; handle situations professionally. I should deal
Mapadimeng universal brotherhood;
(2009)
communalism;
interdependence;
hospitality
Inclusive
teaching and
learning for
South Africa
(2019) cited
Mluleki
Mnyaka
&
Mokgethi
Motlhabi
(2009)
Inclusive; deeds of
kindness; compassion;
caring;
sharing;
solidarity; sacrifice
Inclusive
teaching and
learning for
South Africa
(2019) cited
Desmond
Tutu (2011)
Our
humaneness;
caring; hospitality; our
sense
of
connectedness;
our
sense
that
my
humanity is bound up
in your humanity
Inclusive
Caring;
humility;
teaching and fraternity; mutuality
learning for
South Africa
(2019) cited
Polycarp
Ikuenobe
(2017)
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with problems individually, in a respectful, yet
direct and authoritative manner. I should also
treat each student the same and not play
favorites. The same set of rules must apply to
all students. It is also vital that a teacher is fair
and consistent when dealing with students.
Some students need teachers who will go that
extra mile to ensure that they are successful.
As a teacher I should sacrifice my time for my
student and care by providing extra tutoring on
their own time before and/or after school
for struggling students. put together extra work
packets, communicate with parents more
frequently and take a genuine interest in the
well-being of the student. Going the extra mile
may mean donating clothing, shoes, food or
other household goods that a family needs to
survive. It may be continuing to work with a
student even after he is no longer in my
classroom. It is about recognizing and assisting
in meeting student needs inside and outside of
the classroom.
As a teacher I should connects with my
students and know that my students have lives
away from the classroom. I should talk to them
about their interests and extracurricular
activities that they participate in and take an
interest in their interests even if i do not share
the same passion, I should attend a few ball
games or extracurricular activities to show my
support and also encourage my students to
take their passions and interests and turn them
into a career. Finally, I should be considerate
when assigning homework, I should think about
the extracurricular activities occurring on that
particular day and try not to overburden my
students.
As a teacher, I should care, not just about
education, but about the students' education.
Great teachers care about their students. And I
should also want my student to succeed and
commit myself to helping them achieve their
goals. Moreover, as a teacher I should care
about my students' happiness, well-being and
life beyond the classroom
References
Prof Mahlo F.D. (2019). Study guide of inclusive education (for INC3701). Department
of inclusive education. University of South Africa, Pretoria.
Inclusive teaching and learning for South Africa (2019). Study guide for INC3701.
University of South Africa. British Council
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