Short-Changing South Africa`s Youth: the Collapse of an Education System?
Basic education is a fundamental driver of human development. Although investment in primary and secondary education is a near-certain positive investment in economic and human development, there is much more to the story than simply increasing financing.
Hopolang Selebalo,
Junior Researcher, Governance and Corruption Division, ISS Cape Town
It is a well-known fact that basic
education is a fundamental driver of human development. Enhancing individuals’
literacy and numeracy skills is beneficial for increased productivity and
economic growth. The ISS African Futures
Project policy brief, Knowledge Empowers Africa, highlights that it is
imperative for African countries to increase educational spending in order to
reap the rewards of a more educated population.
Economics and education expert George Psacharopoulus points out that
there is a connection between additional investment in primary and secondary
education and private wage returns, stating that a full 17, 2% of the economic
growth rate in Africa is explained by education. Although investment in primary
and secondary education is a near-certain positive investment in economic and
human development, there is much more to the story than simply increasing
financing.
South Africa is an example of a country
that has spent abundantly on education. Currently about 5% of its GDP goes to education,
which, according to Moneyweb, puts it broadly in line with countries such as
the US, Holland and Austria. Spending on education in South Africa has resulted
in increased access to schooling for a large number of learners in the country.
According to the National Planning Commission (NPC) diagnostic overview, the
overall gross enrolment ratio in the country is 92%, but not all learners
manage to stay enrolled and complete schooling. Despite this financial
investment in one of the most basic rights stipulated in the Constitution, the
quality of education provided by state schools in the country is floundering.
What then, are the challenges facing the country when it comes to providing
quality education for its people?
The state of education in South Africa has
been in the media spotlight for the past few months. The effects of apartheid had
left the new dispensation with an unequal education system that has been
difficult to rectify. In their research report, Low Quality Education as a
Poverty Trap, Servaas van der Berg et al of the University of Stellenbosch
acknowledge that the current education system generally provides outcomes that
reinforce patterns of poverty and privilege instead of challenging them.
The NPC highlights, in its diagnostic
overview, that apart from a small minority of black children who attend former
white schools and a small number of schools performing well in largely black
areas, the quality of education black children receive remains poor. Literacy
and numeracy test scores are low by African and global standards, despite the investment
in education. A 2010-2011 World Economic Forum Global Competitiveness Report
shows that South Africa is ranked 137th out of 139 countries for
quality in mathematics and science education, and 125th for the
quality of primary school education.
To put this into perspective, a report on
the Annual National Assessments of 2011, released by the Department of Basic
Education, revealed that grade 3 learners scored an average of 35% in literacy
tests and 28% in numeracy tests, while grade 6 learners scored 28% in languages
and 30% in mathematics. The standard of the results achieved by matric learners
at state schools has also been an area of contention. The NPC diagnostic
overview points out that while there have been some improvements in the pass
rate of those who sat for the 2010 matriculation exam, which was 67.8%, this
hides the fact that only 15% achieved an average mark of 40% or more. The
diagnostic also states that about one million learners exit the school system
annually, of whom 65% exit without obtaining a grade 12 (matric)
certificate. This is a bleak picture for
South Africa’s education system. What then are the underlying causes, if not
money?
It seems several factors play a role. A
study conducted by the Human Sciences Research Council found that almost 20% of
teachers are absent from schools on Mondays and Fridays. The rate of
absenteeism increased to one-third at month-end, despite the assertion by the
NPC that South Africa’s teachers are among the highest paid in the world (in
terms of purchasing power parity).
Another factor that may contribute to poor
education outcomes could be the conditions under which learners are taught. A
keynote address given by Minister of Basic Education Angie Motshekga at a 94+ Schools project launch held earlier
this month, revealed that schools throughout the country have an insufficient
number of classrooms, laboratories and libraries. At this point 1 069 schools
need to be provided with water, 14 989 need libraries and 18 258 need
laboratories.
Van der Berg et al also point out that
financial resources have brought little improvement to weak schools, thus
concurring that funding is not the issue. They highlight that learners in
low-income communities often attend schools that lack discipline, are weakly
managed and have few qualified and experienced teachers.
The Eastern Cape provides an example of a
province in distress when it comes to educational outcomes. Democratic Alliance leader Helen Zille caused
outrage recently when she claimed that learners from the Eastern Cape studying
in the Western Cape were ‘education refugees’ – declaring that the latter
provides a better education. The state of education in the Eastern Cape is
indeed alarming; so much so that learners from the Menziwa Senior Secondary
School burned down their school. A Mail
& Guardian article highlights that this came about after the school’s
staff, parents and learners had made appeals to the provincial education
department to address problems such as prefabricated classrooms with holes in
the walls and exposed electric wires. The problem remained unaddressed.
The issues highlighted above may be
additional causes of the poor quality of education provided by the state. The
NPC National Development Plan examines two factors as being largely responsible
for the failings of the school system. Firstly, the Development Plan states
that the schooling system lacks capacity in terms of teachers and principals;
alluding to a lack of qualified teachers and to principals lacking in
leadership skills. The second contributing factor is the manner in which civil
servants in the education departments are appointed. It is stated that nepotism
and the appointment of unsuitable candidates further weakens government
capacity. Van der Berg et al also state that alongside the presence of
qualified and experienced teachers in the public schooling system, other
factors such as access to textbook and learning materials as well as classroom
performance, among others, should contribute to the improvement of educational
outcomes.