Race, equity, and public schools in post-Apartheid South Africa: Equal opportunities for all kids.

Autor/in	Yamauchi, Futoshi
Titel	Race, equity, and public schools in post-Apartheid South Africa: Equal opportunities for all kids.
Quelle	In: Economics of education review, 24 (2005) 2, S. 213-233Infoseite zur Zeitschrift PDF als Volltext Link als defekt meldenVerfügbarkeit
Beigaben	Literaturangaben
Sprache	englisch
Dokumenttyp	online; gedruckt; Zeitschriftenaufsatz
ISSN	0272-7757
DOI	10.1016/j.econedurev.2004.03.012
Schlagwörter	Empirische Untersuchung; Bildungschance; Chancengleichheit; Schule; Öffentliche Schule; Primarbereich; Sekundarbereich; Region; Statistik; Qualität; Ethnische Gruppe; Südafrika (Staat)
Abstract	This paper examines dynamic changes in educational quality and equity differences between Black and other population groups in post-Apartheid South African public schools, using the ratio of learners to educators in each school, available from the School Register of Needs, 1996 and 2000. The analysis incorporates school or community-level unobservables and the endogenous movement of learners. This paper shows that (i) the learner-educator ratios significantly differ between formerly Black and White primary and secondary schools in 1996 and 2000, and (ii) in the dynamic adjustment of educators in response to changes in learner size in this period, there are significant differences between formerly Black and non-Black (White, Coloured and Indian) primary schools. The opportunities for education quality in public schools are still unequal between Black and White children even after the abolition of Apartheid, and given that school quality affects returns to schooling and earnings opportunities in labour markets, the inequality causes income inequality between Black and White. The empirical result calls for stronger policy intervention to support Black schools and children in South Africa. (DIPF/Orig.).
Erfasst von	DIPF \| Leibniz-Institut für Bildungsforschung und Bildungsinformation, Frankfurt am Main
Update	2005/3