Exploring equity and quality education in South Africa using multilevel models
SOURCE: Compare: A Journal of Comparative and International Education
OUTPUT TYPE: Journal Article
PUBLICATION YEAR: 2011
TITLE AUTHOR(S): G.Frempong, V.Reddy, A.Kanjee
KEYWORDS: CHILDREN, DEVELOPMENT, EDUCATION, EDUCATIONAL REFORM, QUALITY ASSURANCE, SOCIO-ECONOMIC PROFILE
DEPARTMENT: Equitable Education and Economies (IED)
Print: HSRC Library: shelf number 6990
HANDLE: 20.500.11910/3665
URI: http://hdl.handle.net/20.500.11910/3665
OUTPUT TYPE: Journal Article
PUBLICATION YEAR: 2011
TITLE AUTHOR(S): G.Frempong, V.Reddy, A.Kanjee
KEYWORDS: CHILDREN, DEVELOPMENT, EDUCATION, EDUCATIONAL REFORM, QUALITY ASSURANCE, SOCIO-ECONOMIC PROFILE
DEPARTMENT: Equitable Education and Economies (IED)
Print: HSRC Library: shelf number 6990
HANDLE: 20.500.11910/3665
URI: http://hdl.handle.net/20.500.11910/3665
If you would like to obtain a copy of this Research Output, please contact Hanlie Baudin at researchoutputs@hsrc.ac.za.
Abstract
Educational reform in South Africa envisions schooling where all students, irrespective of their background characteristics, have the opportunity to succeed. To achieve this vision, the South African education system needs to function in such a way that students' success does not depend on their backgrounds; that is, if school processes and policies in South Africa were inclusive and supportive of the learning of all students then we would expect high-quality schools to compensate for socio-economic disadvantage such that the achievement gap associated with the socio-economic status (SES) would be minimised. The main objective of this paper is to explore the relationship between school quality and socio-economic disadvantage. The findings call for the need to rethink the current schooling processes and policies to include structures that allow schools to provide opportunities to engage learners and their parents in the schooling processes with the objective of compensating for learners' socio-economic disadvantage. We argue that this objective can be achieved through a capability framework where inclusion, democratic participation and child centredness serve as the major principles of the provision of quality education for all.-
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- Preface
- Book review: Harber, C. (2000) State of transition: post-apartheid educational reform in South Africa (Monographs in international education) Walligford, Oxford: Symposium Books. ISBN 1 873927 19 3
- Non governmental organisations and education in South Africa
- Deracialisation & migration of learners in South African schools
- Opening the doors of learning: where is the principal?: a position paper
- Educational research in the African development context: rediscovery, reconstruction and prospects
- Poverty power and partnerships in educational development: a post-victimology perspective
- Socio-economic analysis of selected further education clusters
- Social impact assessment of development projects
- Report on World Bank development week
- On global security: a suggested interpretation for Southern Africa
- Rural schools and education in South Africa, draft report
- South African education policy review: 1993-2000
- Improving school children's mental health in an era of HIV/AIDS
- Contextualising ICT benefits in an educational environment: the case of the DOC-WILS initiative
- Development, health and the environment: factors influencing infant and child survival in South Africa
- Recent trends in South African socio-economic development: policy driven by context: the constraints to transformation