Finding Place and Keeping Pace: Exploring Meaningful and Equitable Learning in South African Schools – The Human Sciences Research Council (HSRC)

The first day of the school year is usually filled with excitement. With uniforms washed and shoes polished, friends reunite and catch up on holiday news. For many, especially those entering the school gates for the first time, its also a day of trepidation. Theres the fear of the unknown, unfamiliar faces and regimes of order and discipline. And for a few there is the worry of finding access denied, after standing in queues before administrators in the hope of being allocated a seat in a class

Finding place and keeping pace focuses on getting access to and completing basic education in South Africa. It is based on research conducted for the Consortium on Research in Education Access, Transition and Equity (CREATE), an international study funded by the UKs Department for International Development and which was led by Professor Keith Lewin of Sussex University.

The book showcases a rich body of research dealing with educational access, inclusion and exclusion and provides a critical appraisal of how far South Africa has come in terms of achieving the Millennium Development and Education For All goals in terms of access and quality indicators.

Open Access

Format : 240mm x 168mm (Soft Cover)

Pages : 240

ISBN 10 : 978-07969-2401-8

ISBN 13 : 978-07969-2401-8

Publish Year : 2013

Rights : World Rights

Table of contents

Acknowledgements
Abbreviations and Acronyms
List of Figures and Tables
List of Contributors
Foreword by the Director of CREATE
Foreword by the Chairperson of the National Reference Group
Introduction: The First Bell
Veerle Dieltiens and Shireen Motala

Chapter 1: Right of Entry Reserved: Education Policy in relation to Access and Equity
Symphorosa Rembe

Chapter 2: No Fee Schools: Fair and Free?
Yusuf Sayed and Shireen Motala

Chapter 3: South Africa’s School-Going Culture: Findings from the Social Surveys Africa-Centre for Applied Legal Studies Education Survey
Sarah Meny-Gibert and Bev Russell

Chapter 4: On the Way In: A Methodology for Studying Access
Paul Kgobe, Gift Luxomo and Elvis Ngwenya

Chapter 5: The Contours of Access: An Aerial Perspective on Access in Two Districts
Jennifer Shindler

Chapter 6: Inside the School Gates: What do Learners have Access To?
Veerle Dieltiens, Setungoane Letsatsi and Elvis Ngwenya

Chapter 7: Testing Access: An Assessment of Epistemological Access to Numeracy
Carla Pereira and Roelien du Toit

Chapter 8: Reading Between the Lines: Examining ‘Opportunity to Learn’ in a Sample of Eastern Cape Workbooks
Hamsa Venkat

Chapter 9: Beyond Access: How can Schools Respond to the Crisis in Care?
Samantha Williams

Chapter 10: The Return Home: Parental Involvement in Children’s Education
Gift Luxomo and Shireen Motala

Conclusion: The Final Bell
Shireen Motala and Yusuf Sayed

About Authors | Editors

Shireen Motala is the Director of the Postgraduate Centre: Research and Innovation, and an Associate Professor in the Faculty of Education, at the University of Johannesburg. She was the Project Leader for the CREATE South Africa research, and has many publications and vast experience in all aspects of research. Her specific areas of interest are education financing, equity and quality.

Veerle Dieltiens is a PhD student at the University of the Witwatersrand. She was a lead researcher on the Consortium for Research on Educational Access, Transitions and Equity (CREATE) South Africa

project, and has undertaken a wide range of research projects while working for the Education Policy Unit. Her research interests are in gender, equity and rural education.

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