School Finance Reform for Curriculum Innovation: An Equity Prospect

Autor/in	Lumadi, Mutendwahothe Walter
Titel	School Finance Reform for Curriculum Innovation: An Equity Prospect
Quelle	In: South African Journal of Education, 40 (2020) 4, Artikel 2027 (9 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Zusatzinformation	ORCID (Lumadi, Mutendwahothe Walter)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0256-0100
Schlagwörter	Educational Finance; Finance Reform; Curriculum Development; Educational Innovation; Educational Equity (Finance); Equal Education; Academic Achievement; High School Students; Foreign Countries; Grade 12; Underachievement; Intervention; Poverty; Educational Change; Social Support Groups; South Africa + Suchen Sie Ihr Suchwort? Bildungsfonds; Financial reform; Finanzreform; Curriculum; Development; Curriculumentwicklung; Lehrplan; Entwicklung; Instructional innovation; Bildungsinnovation; Schulleistung; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Ausland; School year 12; 12. Schuljahr; Schuljahr 12; Performance deficiency; Leistungsschwäche; Armut; Bildungsreform; Social support; Soziale Unterstützung; Südafrika; Süd-Afrika; Republik Südafrika; Südafrikanische Republik
Abstract	The advent of democracy in South Africa triggered notable reforms to the financing of quality education, and curriculum design and innovation. The ulterior motive behind this study was to underscore the correlation between inadequate financial resources and learners' achievement. School finance reform was found to contribute to learner achievement and was viewed as a building block of every discourse related to equity. In the Eastern Cape (EC) province, the dismal percentage of Grade 12 learners who achieve success in gateway subjects, as reflected in the National Senior Certificate Examination results, was linked to the grossly inequitable distribution of funding and even the defunding of education. The 3 high schools in question were stigmatised as chronic underachievers, having reported a 0% pass rate for 5 successive years. Establishing an intervention programme to finance quality education for schools in poverty-stricken communities was an arduous undertaking. Although the windfall was temporary, it was construed as the dawn of a new age of philanthropy. The project spurred the development of local education finance to motivate South Africa's "Dinaledi" (stars). (As Provided).
Anmerkungen	Education Association of South Africa. University of Pretoria, Centre for the Study of Resilience, Level 3, Groenkloof Student Centre, Department of Educational Psychology, Faculty of Education, George Storrar Road and Lleyds Street, Pretoria 0001, South Africa. Web site: http://www.sajournalofeducation.co.za/index.php/saje/index
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01