Table Of ContentPolicy 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
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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
