South African Schooling: The Enigma of Inequality: A Study of the Present Situation and Future Possibilities PDF
Preview South African Schooling: The Enigma of Inequality: A Study of the Present Situation and Future Possibilities
Policy Implications of Research in Education 10 Nic Spaull Jonathan D. Jansen Editors South African Schooling: The Enigma of Inequality A Study of the Present Situation and Future Possibilities Policy Implications of Research in Education Volume 10 Serieseditors Prof.StephenL.Jacobson,UniversityatBuffalo–StateUniversity ofNewYork,Buffalo,USA Prof.PaulW.Miller,UniversityofHuddersfield,Huddersfield,UK EditorialBoardMembers Prof.HelenGunter,UniversityofManchester,Manchester,UK Prof.StephanHuber,UniversityofTeacherEducationCentral,Zug,Switzerland Prof.JonathanJansen,UniversityoftheFreeState,Bloemfontein,SouthAfrica Prof.KarenSeashoreLouis,UniversityofMinnesota,Minneapolis,USA Dr.GuriSkedsmo,UniversityofOslo,Oslo,Norway Prof.AllanWalker,HongKongInstituteofEducation,TaiPo,HongKong ScopeoftheSeries In education, as in other fields, there are often significant gaps between research knowledge and current policy and practice. While there are many reasons for this gap, one that stands out is that policy-makers and practitioners may simply not knowaboutimportantresearchfindingsbecausethesefindingsarenotpublishedin forumsaimedatthem. PolicyImplicationsofResearchinEducationaimstoclearlyandcomprehensively present the implications for education policy and practice drawn from important lines of current education research in a manner that is accessible and useful for policy-makers,educationalauthoritiesandpractitioners. Moreinformationaboutthisseriesathttp://www.springer.com/series/11212 Nic Spaull • Jonathan D. Jansen Editors South African Schooling: The Enigma of Inequality A Study of the Present Situation and Future Possibilities 123 Editors NicSpaull JonathanD.Jansen DepartmentofEconomics FacultyofEducation StellenboschUniversity StellenboschUniversity CapeTown,SouthAfrica CapeTown,SouthAfrica PolicyImplicationsofResearchinEducation ISBN978-3-030-18810-8 ISBN978-3-030-18811-5 (eBook) https://doi.org/10.1007/978-3-030-18811-5 ©SpringerNatureSwitzerlandAG2019 Thisworkissubjecttocopyright.AllrightsarereservedbythePublisher,whetherthewholeorpartof thematerialisconcerned,specificallytherightsoftranslation,reprinting,reuseofillustrations,recitation, broadcasting,reproductiononmicrofilmsorinanyotherphysicalway,andtransmissionorinformation storageandretrieval,electronicadaptation,computersoftware,orbysimilarordissimilarmethodology nowknownorhereafterdeveloped. Theuseofgeneraldescriptivenames,registerednames,trademarks,servicemarks,etc.inthispublication doesnotimply,evenintheabsenceofaspecificstatement,thatsuchnamesareexemptfromtherelevant protectivelawsandregulationsandthereforefreeforgeneraluse. Thepublisher,theauthors,andtheeditorsaresafetoassumethattheadviceandinformationinthisbook arebelievedtobetrueandaccurateatthedateofpublication.Neitherthepublishernortheauthorsor theeditorsgiveawarranty,expressorimplied,withrespecttothematerialcontainedhereinorforany errorsoromissionsthatmayhavebeenmade.Thepublisherremainsneutralwithregardtojurisdictional claimsinpublishedmapsandinstitutionalaffiliations. ThisSpringerimprintispublishedbytheregisteredcompanySpringerNatureSwitzerlandAG. Theregisteredcompanyaddressis:Gewerbestrasse11,6330Cham,Switzerland Contents 1 Equity:APriceTooHightoPay? ........................................ 1 NicSpaull 2 EducationalOutcomesinPost-apartheidSouthAfrica:Signs ofProgressDespiteGreatInequality..................................... 25 ServaasvanderBergandMartinGustafsson 3 PursuingEquityThroughPolicyintheSchoolingSector 2007–2017 ................................................................... 47 MartinGustafsson 4 EducationalFundingandEquityinSouthAfricanSchools........... 67 ShireenMotalaandDavidCarel 5 EarlyChildhoodDevelopmentinSouthAfrica:Inequalityand Opportunity................................................................. 87 MichaelaAshley-Cooper,Lauren-JaynevanNiekerk, andEricAtmore 6 CurriculumReformandLearnerPerformance:AnObstinate ParadoxintheQuestforEquality........................................ 109 JohanMullerandUrsulaHoadley 7 HowLanguagePolicyandPracticeSustainsInequality inEducation................................................................. 127 NompumeleloL.Mohohlwane 8 Still Falling at the First Hurdle: Examining Early Grade ReadinginSouthAfrica ................................................... 147 NicSpaullandElizabethPretorius 9 MathematicsAchievementandtheInequalityGap:TIMSS 1995to2015 ................................................................. 169 VijayReddy,AndreaJuan,KathrynIsdale,andSamuelFongwa v vi Contents 10 Teachers’MathematicalKnowledge,Teaching andtheProblemofInequality ............................................ 189 HamsaVenkat 11 Learner’sWrittenWork:AnOverviewofQuality,Quantity andFocusinSouthAfricanPrimarySchools ........................... 205 PaulHobdenandSallyHobden 12 GenderInequalitiesinSouthAfricanSchools:NewComplexities.... 225 TiaLindaZuzeandUnathiBeku 13 TeacherDevelopmentandInequalityinSchools:DoWeNow HaveaTheoryofChange? ................................................ 243 YaelShalemandFrancineDeClercq 14 InequalitiesinTeacherKnowledgeinSouthAfrica .................... 263 NickTaylor 15 Race,ClassandInequalityinEducation:BlackParents inWhite-DominantSchoolsAfterApartheid............................ 283 TshepisoMatentjie 16 SchoolLeadershipandManagement:IdentifyingLinkages withLearningandStructuralInequalities .............................. 301 GabrielleWills 17 HowCanLearningInequalitiesbeReduced?LessonsLearnt fromExperimentalResearchinSouthAfrica........................... 321 StephenTaylor 18 Taking Change to Scale: Lessons from the Jika iMfundo CampaignforOvercomingInequalitiesinSchools..................... 337 MaryMetcalfeandAlistairWitten 19 InequalityinEducation:WhatistoBeDone? .......................... 355 JonathanD.Jansen Index............................................................................... 373 List of Acronyms ACE AdvancedCertificateinEducation ACER AustralianCouncilforEducationalResearch ANA AnnualNationalAssessment CAPS CurriculumandAssessmentPolicyStatements CHE CouncilforHigherEducation CPD ContinuingProfessionalDevelopment CSI CorporateSocialInvestment DBE DepartmentofBasicEducation EMIS EducationManagementInformationSystems ESF EquitableShareFormula FET FurtherEducationandTraining FFL FoundationsforLearning GDP GrossDomesticProduct GET GeneralEducationTraining GHS GeneralHouseholdSurvey GPLMS GautengPrimaryLanguageandMathematicsStrategy HSRC HumanSciencesResearchCouncil IEA InternationalAssociationfortheEvaluationofEducation IQMS IntegratedQualityManagementSystem ITE InitialTeacherEducation ITERP InitialTeacherEducationResearchProject LOLT LanguageofLearningandTeaching LTSM LearningandTeachingSupportMaterials NCS NationalCurriculumStatement NEEDU NationalEducationEvaluationandDevelopmentUnit NIDS NationalIncomeDynamicsStudy NQT NewlyQualifiedTeachers NSC NationalSeniorCertificate NSES NationalSchoolEffectivenessStudy OBE Outcome-BasedEducation OTL OpportunitytoLearn vii viii ListofAcronyms PCK PedagogicalContentKnowledge PILO ProgramtoImproveLearningOutcomes PIRLS ProgressinInternationalReadingLiteracyStudy PISA ProgramforInternationalStudentAssessment RCT RandomizedControlledTrial REQV RelativeEducationQualificationValue RESEP ResearchinSocio-EconomicPolicy SACMEQ Southern and Eastern Africa Consortium for Monitoring Educational Quality SADTU SouthAfricanDemocraticTeachersUnion SES SocioeconomicStatus SGB SchoolGoverningBody SLM SchoolLeadershipandManagement SMT SchoolManagementTeam TD TeacherDevelopment TIMSS TrendsinInternationalMathematicsandScienceStudy Chapter 1 Equity: A Price Too High to Pay? NicSpaull 1.1 Introduction South Africa today is the most unequal country in the world. The richest 10% of South Africans lay claim to 65% of national income and 90% of national wealth; the largest 90–10 gap in the world (Alvaredo et al. 2018, p. 150; Orthofer 2016). Given the strong and deeply historical links between education and the labour- market these inequities are mirrored in the education system. Two decades after apartheiditisstillthecasethatthelifechancesoftheaverageSouthAfricanchild aredeterminednotbytheirabilityortheresultofhard-workanddetermination,but insteadbythecolouroftheirskin,theprovinceoftheirbirth,andthewealthoftheir parents.Theserealitiesaresodeterministicthatbeforeachild’sseventhbirthdayone canpredictwithsomeprecisionwhethertheywillinheritalifeofchronicpoverty and sustained unemployment or a dignified life and meaningful work. The sheer magnitude of these inequities is incredible. In 2018 the top 200 high schools in thecountryhavemorestudentsachievingdistinctionsinMathematics(80%+)than theremaining6,600combined.1 Putdifferently3%ofSouthAfricanhighschools produce more Mathematics distinctions than the remaining 97% put together. Of 1ThisisbasedonmyowncalculationsontheMatric2018NationalSeniorCertificatedata(i.e. it does not include IEB candidates, but does include Independent schools that write the NSC). ‘Top’ here is defined as the largest number of mathematics distinctions (80%+). In all of these schoolsthereareatleastsixmathematicsdistinctionsperschool.Notethat19ofthe200schools areindependentschoolswritingtheNSCexam.ThisanalysisofMatric2018dataisanextended analysisofapreviousRESEPprojectanalyzingthisdatasetforTshikululuSocialInvestmentsfor the“MathsChallenge”project. N.Spaull((cid:2)) DepartmentofEconomics,StellenboschUniversity,CapeTown,SouthAfrica e-mail:[email protected] ©SpringerNatureSwitzerlandAG2019 1 N.Spaull,J.D.Jansen(eds.),SouthAfricanSchooling:TheEnigma ofInequality,PolicyImplicationsofResearchinEducation10, https://doi.org/10.1007/978-3-030-18811-5_1
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