Abstract
It has been widely assumed that South Africa has achieved universal basic education. Through an analysis of the 2001 census and two national enrolment datasets rather than statistical projections, this study re-examines this assumption and provides new estimates of enrolment levels in primary, basic and secondary education. Using GER, NER, and ASER indicators, disaggregated by gender and province, the study shows that access to education in South Africa is not as widespread as published sources note. While statistics show that national access levels are lower than prevailing estimates, the relatively high levels of access in some of the most disadvantaged provinces suggest the need to re-evaluate assumptions about targets for universal access for developing regions. In addition, the analysis reveals South Africa’s unexpected and provocative gendered patterns of access and participation.
Zusammenfassung
ALLGEMEINER ZUGANG ZU SCHULBILDUNG IN SÜDAFRIKA: EINE LÜCKE WIRD GESCHLOSSEN – Es besteht gemeinhin die Ansicht, dass in SÜdafrika ein allgemeiner Zugang zu schulischer Grundbildung bestehe. Die vorliegende Studie ÜberprÜft diese Annahme, wobei sie sich anstelle statistischer Überschlagswerte einer Analyse der Volkszählung von 2001 und zweier landesweiter Einschreibungsdatensätze bedient. Sie kommt im Ergebnis auf eine neue Einschätzung der Teilhabe an Grund-, Haupt- und Sekundarbildung. Die Studie verwendet GER, NER und ASER Indikatoren, differenziert nach Geschlecht und Wohngebieten, und belegt, dass Bildungszugänge in SÜdafrika weniger verbreitet sind als die Quellenpublikationen es darlegen. Während die Statistiken im Vergleich zu frÜheren Schätzungen landesweit niedrigere Zugangslevel aufzeigen, rufen die relativ hohen Zugangslevel gerade in einigen besonders benachteiligten Provinzen zu einer Neubewertung der Zielorientierung von Bildungszugängen in Entwicklungsgebieten auf. Zusätzlich werden durch die Analyse unerwartete und provozierende Geschlechterdifferenzen im Zugang zur Teilhabe an Bildung offenbar.
Résumé
ACCÈS GÉNÉRALISÉ Á L’INSTRUCTION EN AFRIQUE DU SUD: COMBLER LE FOSSÉ – on a prÉsumÉ que l’Afrique du Sud avait largement atteint l’objectif d’une Éducation gÉnÉralisÉe de base. Á travers une analyse du recensement de 2001 et de deux ensembles de donnÉes d’inscriptions nationales plutôt que par le biais de projections statistiques, cette Étude rÉexamine cette prÉsomption et fournit de nouvelles Évaluations des niveaux d’inscription dans l’Éducation primaire, de base et secondaire. En utilisant des indicateurs GER, NER, et ASER, rÉpartis par sexe et par province, l’Étude prouve que l’accÈs à l’Éducation en Afrique du Sud n’est pas aussi rÉpandu que les sources publiÉes ne le notent. Tandis que les statistiques prouvent que les niveaux d’accÈs nationaux sont infÉrieurs aux Évaluations prÉdominantes, les niveaux d’accÈs relativement ÉlevÉs dans certaines des provinces les plus dÉsavantagÉes suggÈrent la nÉcessitÉ de rÉÉvaluer les suppositions quant aux objectifs visant un accÈs gÉnÉralisÉ pour les rÉgions en voie de dÉveloppement. En outre, l’analyse rÉvÈle la dimension inattendue et provocatrice des modÈles d’accÈs et de participation de l’Afrique du Sud reposant sur une diffÉrenciation sexuelle.
Resumen
ACCESO UNIVERSAL A LA FORMACIÓN ESCOLAR EN SUDÁFRICA: CERRANDO UN VACÍO – Existe una suposiciÓn generalizada de que SudÁfrica ha logrado una educaciÓn bÁsica para todos. Mediante el anÁlisis del censo de 2001 y de dos conjuntos de datos sobre matriculaciÓn, y no tanto de proyecciones estadÍsticas, este estudio revisa esa suposiciÓn y provee nuevas cifras estimativas en cuanto a niveles de matriculaciÓn en la educaciÓn primaria, bÁsica y secundaria. Utilizando los indicadores de TBE (tasa bruta de escolarizaciÓn), TNE (tasa neta de escolarizaciÓn) y ASER (Annual Status of Educational Report o informe anual sobre estado y situaciÓn del sistema educativo), disgregados por géneros y provincias, el estudio muestra que el acceso a la educaciÓn en SudÁfrica no presenta la amplitud percibida por las fuentes publicadas. Mientras que las estadÍsticas indican que los niveles nacionales de acceso escolar son inferiores a las estimaciones generales, los niveles relativamente altos de acceso en algunas de las provincias mÁs desaventajadas sugieren la necesidad de reevaluar las suposiciones relacionadas con los objetivos de acceso universal para las regiones en vÍas de desarrollo. AdemÁs, el anÁlisis revela modelos inesperados y provocantes en cuanto al acceso y la participaciÓn relacionados con los géneros.
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Shindler, J., Fleisch, B. Schooling For All In South Africa: Closing The Gap. Int Rev Educ 53, 135–157 (2007). https://doi.org/10.1007/s11159-007-9038-z
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DOI: https://doi.org/10.1007/s11159-007-9038-z