The implications of the National Norms and Standards for school funding policy on equity in South African public schools
The government's educational reforms since 1994 have focused on equity and redress. Redressing historical imbalances and achieving equity are fundamental policy mechanisms in attempts to restructure South African education. This aspiration is demonstrated in many education policies including th...
| Main Authors: | , |
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| Format: | Article |
| Language: | English |
| Published: |
Education Association of South Africa
2014-03-01
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| Series: | South African Journal of Education |
| Subjects: | |
| Online Access: | http://www.scielo.org.za/scielo.php?script=sci_arttext&pid=S0256-01002014000300002&lng=en&tlng=en |
| _version_ | 1811279613399138304 |
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| author | Raj Mestry Raymond Ndhlovu |
| author_facet | Raj Mestry Raymond Ndhlovu |
| author_sort | Raj Mestry |
| collection | DOAJ |
| description | The government's educational reforms since 1994 have focused on equity and redress. Redressing historical imbalances and achieving equity are fundamental policy mechanisms in attempts to restructure South African education. This aspiration is demonstrated in many education policies including the National Norms and Standards for School Funding (NNSSF) policy. While inequalities in resource allocation from the state have been removed, inequalities persist due to the inability of the state to provide free education to all, parents' inability to pay user-fees, the unavailability of qualified teachers in rural schools and unfavourable learner-teacher ratios. A quantitative research was conducted to investigate the implications of the NNSSF policy on equity in public schools in the Tshwane West District of the Gauteng Province. Based on the three first order factors derived from the first analytic procedure, namely, "The effective financial management", "The management of equity issues" and "Access to educational resources", it was found that despite substantial government interventions in the education system, equity has not been fully realised. |
| first_indexed | 2024-04-13T00:57:46Z |
| format | Article |
| id | doaj.art-a11f44a60458466da2a36b6f1e8362ba |
| institution | Directory Open Access Journal |
| issn | 2076-3433 |
| language | English |
| last_indexed | 2024-04-13T00:57:46Z |
| publishDate | 2014-03-01 |
| publisher | Education Association of South Africa |
| record_format | Article |
| series | South African Journal of Education |
| spelling | doaj.art-a11f44a60458466da2a36b6f1e8362ba2022-12-22T03:09:34ZengEducation Association of South AfricaSouth African Journal of Education2076-34332014-03-013430111S0256-01002014000300002The implications of the National Norms and Standards for school funding policy on equity in South African public schoolsRaj Mestry0Raymond Ndhlovu1University of JohannesburgUniversity of JohannesburgThe government's educational reforms since 1994 have focused on equity and redress. Redressing historical imbalances and achieving equity are fundamental policy mechanisms in attempts to restructure South African education. This aspiration is demonstrated in many education policies including the National Norms and Standards for School Funding (NNSSF) policy. While inequalities in resource allocation from the state have been removed, inequalities persist due to the inability of the state to provide free education to all, parents' inability to pay user-fees, the unavailability of qualified teachers in rural schools and unfavourable learner-teacher ratios. A quantitative research was conducted to investigate the implications of the NNSSF policy on equity in public schools in the Tshwane West District of the Gauteng Province. Based on the three first order factors derived from the first analytic procedure, namely, "The effective financial management", "The management of equity issues" and "Access to educational resources", it was found that despite substantial government interventions in the education system, equity has not been fully realised.http://www.scielo.org.za/scielo.php?script=sci_arttext&pid=S0256-01002014000300002&lng=en&tlng=enaccessequityfinancial managementfundinginequalityNational Norms and Standardsno-fee schoolspolicyschool feessocial justice |
| spellingShingle | Raj Mestry Raymond Ndhlovu The implications of the National Norms and Standards for school funding policy on equity in South African public schools South African Journal of Education access equity financial management funding inequality National Norms and Standards no-fee schools policy school fees social justice |
| title | The implications of the National Norms and Standards for school funding policy on equity in South African public schools |
| title_full | The implications of the National Norms and Standards for school funding policy on equity in South African public schools |
| title_fullStr | The implications of the National Norms and Standards for school funding policy on equity in South African public schools |
| title_full_unstemmed | The implications of the National Norms and Standards for school funding policy on equity in South African public schools |
| title_short | The implications of the National Norms and Standards for school funding policy on equity in South African public schools |
| title_sort | implications of the national norms and standards for school funding policy on equity in south african public schools |
| topic | access equity financial management funding inequality National Norms and Standards no-fee schools policy school fees social justice |
| url | http://www.scielo.org.za/scielo.php?script=sci_arttext&pid=S0256-01002014000300002&lng=en&tlng=en |
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