Education and poverty: development policy options in a democratic era
SOURCE: Education and poverty reduction strategies: issues of policy coherence: colloquium proceedings
OUTPUT TYPE: Chapter in Monograph
PUBLICATION YEAR: 2008
TITLE AUTHOR(S): S.Maile
SOURCE EDITOR(S): S.Maile
KEYWORDS: DEMOCRACY, EDUCATION, POLICY FORMULATION, POST APARTHEID SOUTH AFRICA, POVERTY
Print: HSRC Library: shelf number 5520
HANDLE: 20.500.11910/5172
URI: http://hdl.handle.net/20.500.11910/5172
OUTPUT TYPE: Chapter in Monograph
PUBLICATION YEAR: 2008
TITLE AUTHOR(S): S.Maile
SOURCE EDITOR(S): S.Maile
KEYWORDS: DEMOCRACY, EDUCATION, POLICY FORMULATION, POST APARTHEID SOUTH AFRICA, POVERTY
Print: HSRC Library: shelf number 5520
HANDLE: 20.500.11910/5172
URI: http://hdl.handle.net/20.500.11910/5172
If you would like to obtain a copy of this Research Output, please contact Hanlie Baudin at researchoutputs@hsrc.ac.za.
Abstract
The main argument of this chapter is not about lack of consensus in definition and measurement. Most people will claim that their understanding of poverty is the correct one, based on logical argument or scientific research. Poverty is a contested concept. The author argues that poverty is an acceptable state of affairs. Something needs to be done about it. The analysis focuses on theories and policy trajectories directed at improved understanding of government efforts aimed at poverty eradication. Firstly poverty is discussed and how it is impacting on education. This is followed by a theoretical analysis of development conjunctures and a discussion of how the DoE is responding to poverty.-
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