Study Sources D and E.

Mark scheme

Marking points from the official mark scheme (May/June 2023). The mark or mark type is shown in brackets.

1. [7-8] Level 5 Comparison for usefulness plus evaluation of at least one source e.g., Source D is posed and therefore likely to be giving a flattering impression of what the school is like. 7 for evaluation of one source, 8 for both.
2. [5-6] Level 4 Answers based on comparison based on inferences from the two sources.
3. [3-4] Level 3 Answers based on comparison of surface information in the two sources.
4. [2] Level 2 Answers based on undeveloped comparison of the provenances of the two sources e.g., 'Source D is more useful because it is a photograph and it shows you what was actually there, while Source E is someone's description', 'Source E is more useful because it is from the Chief Magistrate and he would know what was going on. Source D is just a photograph.' OR Explains why only one source is useful, does not compare or interpret other source.
5. [1] Level 1 Describes one or both sources but does not get to grips with the issue of usefulness.
6. [0] Level 0 No evidence submitted or response does not address the question.
7. [1] Source D is a photograph of a village school established by German missionaries in South West Africa, 1910. It shows children, potentially African, in a school setting.
8. [1] Source E is a report from the Chief Magistrate for the Division of Transkei, to the Parliament of the Cape Colony, 1879. It advocates for more schools with European masters to train young people to be 'civilised and industrious'.
9. [1] Source D's usefulness is limited as it is a posed photograph, likely intended to present a positive image of missionary work and 'civilizing' efforts, potentially exaggerating the impact or conditions.
10. [1] Source D shows the *existence* of schools, which is useful, but not the *quality* or *true purpose* from an African perspective.
11. [1] Source E is useful as it directly states the *intentions* and *perspectives* of colonial administrators, revealing their aims to educate Africans for colonial benefit (e.g., labour, 'civilised community').
12. [1] Source E is a contemporary official document, providing direct insight into colonial policy and rationale for education.
13. [1] Source E's usefulness is limited by its potential bias as a report to Parliament, which may present a self-serving justification for colonial expansion and control rather than a neutral assessment.
14. [1] Comparing both, Source E might be more useful for understanding the *policy and mindset* behind colonial education, while Source D provides a visual snapshot of its *implementation*, albeit a potentially idealized one.
15. [1] Both sources reflect the European perspective on education in colonial Africa.