Narrowing the Achievement Gap of Grade 12 in No-Fee Schools in Gauteng Using Pro-Poor Funding

Autor/in	Chanee, Albert
Titel	Narrowing the Achievement Gap of Grade 12 in No-Fee Schools in Gauteng Using Pro-Poor Funding
Quelle	In: South African Journal of Education, 40 (2020) 4, Artikel 2048 (12 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Zusatzinformation	ORCID (Chanee, Albert)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0256-0100
Schlagwörter	Foreign Countries; Achievement Gap; Grade 12; Public Schools; Access to Education; Equal Education; Low Income Students; Intervention; Educational Policy; Program Effectiveness; Resource Allocation; Barriers; Program Implementation; Racial Differences; Geographic Regions; Racial Bias; Student Participation; Elementary Secondary Education; Poverty; South Africa + Suchen Sie Ihr Suchwort? Ausland; School year 12; 12. Schuljahr; Schuljahr 12; Public school; Öffentliche Schule; Education; Access; Bildung; Zugang; Bildungszugang; Politics of education; Bildungspolitik; Ressourcenallokation; Rassenunterschied; Racial discrimination; Rassismus; Schülermitarbeit; Schülermitwirkung; Studentische Mitbestimmung; Armut; Südafrika; Süd-Afrika; Republik Südafrika; Südafrikanische Republik
Abstract	Since the advent of democracy in 1994, access to quality and equitable education still remains a challenge in the Gauteng province. As an intervention to improve access and quality of learning in all schools, especially township schools, the Gauteng Department of Education (GDE) declared schools across Quintiles 1 to 3 throughout the province to be no-fee schools. In this article we examine various GDE pro-poor intervention programmes, the effects of a progressive school funding policy, and efforts to achieving equity through improved resource allocations. It is essential to assess the progress of the GDE's explicit pro-poor education policies towards promoting equity and equality in education, with particular focus on the performance of Grade 12 learners in no-fee schools. One of the findings of the study reported on here reveals that, although the GDE faced challenges in implementing the no-fee policy at school level, there has been progressive improvements in the standard of education as reflected in the Grade 12 results of no-fee schools. (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