Some implications of the quintile school funding in South African public schools
| dc.contributor.advisor | Van Wyk, Berte | en |
| dc.contributor.author | Khumalo, Ntombi | en |
| dc.contributor.other | Stellenbosch University. Faculty of Education. Dept. of Education Policy Studies. | en_ZA |
| dc.date.accessioned | 2015-01-13T11:46:45Z | |
| dc.date.available | 2015-06-30T03:00:16Z | |
| dc.date.issued | 2014-12 | en_ZA |
| dc.description | Thesis (MEd) -- Stellenbosch University, 2014. | en_ZA |
| dc.description.abstract | 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. | en_ZA |
| dc.description.abstract | AFRIKAANSE OPSOMMING: In hierdie tesis word ondersoek ingestel na die manier waarop die kwintielstelsel wat in die beleid oor Nasionale Norme en Standaarde vir Skoolbefondsing van 1999 (NNSSB) uiteengesit is in Suid-Afrikaanse openbare skole geformuleer en geïmplementeer word, en die implikasies daarvan vir die bereiking van gelykheid en regstelling. Die kwintielstelsel is ’n herverdelingstrategie van hulpbronne waarvolgens die provinsiale onderwysdepartemente alle openbare skole volgens die vlak van ekonomiese en maatskaplike agterstand moet klassifiseer (rangeer), met armoedevlakke, geografiese gebied waarin die skool geleë is, geletterdheidsvlak van die plaaslike gemeenskap om die skool en inkomstevlakke as die vernaamste kriteria. Die kernvraag wat hierdie studie onderstut het, was: Tot watter mate kon die implementering van die kwintielstelsel gelykheid en regstelling bewerkstellig, soos deur die beleid in die vooruitsig gestel? Ten einde dus ’n diepgaande begrip te verkry van die suksesvolle bereiking van gelykheid en regstelling al dan nie deur die implementering van die kwintielstelsel op grond van die beleid, is twee navorsingsmetodes gebruik, naamlik konseptuele analise en ondervraging, soos deur Burbules en Warnick (2003) voorgestel. Konseptuele analise is gebruik om die wesenlike betekenis van konsepte, soos kwintiel, gelykheid en regstelling, met verwysing na die NNSSB (Departement van Onderwys, 2000) te ondersoek, en die ondervragingsmetode is gebruik om die huidige praktyk van die kwintielstelsel te ondersoek. Die resultate toon dat ondanks die feit dat Suid-Afrika aanmerklike vooruitgang gemaak het met betrekking tot die transformasie van die onderwysstelsel, daar steeds ongelykheid onder openbare skole is met betrekking tot die toekenning van fondse aan skole. | af_ZA |
| dc.embargo.terms | 2015-06-30 | en_ZA |
| dc.identifier.uri | http://hdl.handle.net/10019.1/95768 | |
| dc.language.iso | en_ZA | en_ZA |
| dc.publisher | Stellenbosch : Stellenbosch University | en |
| dc.rights.holder | Stellenbosch University | en |
| dc.subject | Educational justice | en_ZA |
| dc.subject | Schools -- Funding | |
| dc.subject | Quintile system | |
| dc.subject | Educational equalization -- South Africa | |
| dc.subject | Public schools -- South Africa -- Funding | |
| dc.subject | School management and organization -- South Africa | |
| dc.title | Some implications of the quintile school funding in South African public schools | en_ZA |
| dc.type | Thesis | en_ZA |
Files
License bundle
1 - 1 of 1