The Implications of the National Norms and Standards for School Funding Policy on Equity in South African Public Schools

Autor/inn/en	Mestry, Raj; Ndhlovu, Raymond
Titel	The Implications of the National Norms and Standards for School Funding Policy on Equity in South African Public Schools
Quelle	In: South African Journal of Education, 34 (2014) 3, Artikel 934 (11 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0256-0100
Schlagwörter	Foreign Countries; Public Schools; Equal Education; Educational Equity (Finance); Educational Finance; Educational Policy; National Standards; Resource Allocation; Access to Education; Elementary Secondary Education; Statistical Analysis; Surveys; Questionnaires; Fees; Teacher Attitudes; Teacher Characteristics; Factor Analysis; South Africa + Suchen Sie Ihr Suchwort? Ausland; Public school; Öffentliche Schule; Bildungsfonds; Politics of education; Bildungspolitik; Ressourcenallokation; Education; Access; Bildung; Zugang; Bildungszugang; Statistische Analyse; Survey; Umfrage; Befragung; Fragebogen; Gebühren; Studiengebühren; Lehrerverhalten; Faktorenanalyse; Südafrika; Süd-Afrika; Republik Südafrika; Südafrikanische Republik
Abstract	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. (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. Tel: +27-12-420-5798; Fax: +27-12-420-5511; Web site: http://www.sajournalofeducation.co.za/index.php/saje/index
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01