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12 260 099 learners (2010) Very high access... ...until senior high school

12 260 099 learners (2010) Very high access... ...until senior high school (substantial drop-out from grade 11 to 12). Three questions How does the quality of our education compare to other countries? Is the quality of SA education equal for all learners?

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12 260 099 learners (2010) Very high access... ...until senior high school

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  1. 12 260 099 learners (2010) Very high access... ...until senior high school (substantial drop-out from grade 11 to 12)

  2. Three questions How does the quality of our education compare to other countries? Is the quality of SA education equal for all learners? What are the effects of socio-economic status and resources?

  3. How does the quality of our education compare to other countries? Last of 46 countries in maths & science test Last of 40 countries in reading test

  4. Below the average of neighbouring countries

  5. despite “better access to resources, more qualified teachers and lower pupil-to-teacher ratios”

  6. and we do worse except in the richest areas

  7. Is the quality of SA education equal for all learners? Absolutely not. It is a lot more unequal than in all neighbouring countries.

  8. It is unequal across provinces:

  9. And according to language at school vs home:

  10. This inequality is extreme. In 2004, the top 7% of schools produced 66% of the matric HG maths passes.The bottom 79% of schools produced 15% of the passes.

  11. Only 34 of the high-performing schools were former (apartheid) “black African” schools. But 4277 of the low-performing schools were former “black African” schools.

  12. We all have the same right to basic education.Legally, we have one education system.Effectively, though, we have two education systems in our country...

  13. What is the effect of socio-economic status (SES)? Overall, socio-economic status (class) has the same effect is has overseas. Better-off learners who go to schools with richer peers, do better.

  14. But, in SA, excluding quintile five schools, differences in SES aren’t strongly tied to differences in learner achievement. It seems a lot of schools in our country lack the basic level of systems to efficiently turn inputs into learning.

  15. Evidence indicates that“[financial and human] resources matter, conditionally” Every school must have adequate financial resources.But most of our schools should do more with the resources they have.

  16. We must and we can help our schools to do better.We should connect our schools to our communities – to ourselves and our organisations. These are also resources! Organised hard work over time can build the support and accountability systems we need in our schools. Then the equitable financial and human resources we deserve will matter more.

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