Browsing by Author "Khumalo, Ntombi"
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- ItemSome implications of the quintile school funding in South African public schools(Stellenbosch : Stellenbosch University, 2014-12) Khumalo, Ntombi; Van Wyk, Berte; Stellenbosch University. Faculty of Education. Dept. of Education Policy Studies.ENGLISH ABSTRACT: This thesis examines how the quintile system outlined in the National Norms and Standards for School Funding of 1999 (NNSSF) is formulated and implemented in South African public schools, and its implications for the achievement of equity and redress. The quintile system is a redistributive strategy of resources that calls upon provincial education departments to categorise (rank) all public schools according to their level of economic and social disadvantage, with poverty levels, geographical area where the school is situated, literacy level of the local community around the school, and income levels as the major criteria. The central question underpinning this study is: To what extent has the implementation of the quintile system been able to achieve equity and redress in the manner the policy envisions? Thus I chose two research methods, namely conceptual analysis and questioning (Burbules & Warnick, 2003), in order to gain a comprehensive understanding of whether or not the implementation of the quintile school funding system has been able to achieve equity and redress in the manner the policy envisions. Whereas conceptual analysis was employed to explore the constitutive meaning of concepts, such as quintile, equity and redress with reference to the NNSSF (Department of Education, 2000), the questioning method was employed to examine the current practice of the quintile system. The results indicate that, despite the fact that South Africa has accomplished some significant achievements in transforming the education system, there still are some disparities among public schools in terms of how funds are allocated to schools.