Abstract
Since the advent of democracy in 1994, government has pursued equity in education in the context of limited public finances. While discrimination in social spending has been considerably reduced, spending inequalities remain because of the high costs required to achieve fiscal parity in education. In schooling, far-reaching finance equity mechanisms have been put in place, yet increased fiscal inputs are not translating into performance outcomes. Questions persist about whether the current equity approach is adequate, and whether differential redistribution has taken place. Through an analysis of large data sets, policy and quantitative review, the chapter examines four major themes which cut across the schooling sector. These include: fee free schooling; private inputs into public education; the relationship between social equity and education equity; and equitable funding models and approaches. It is argued that differential redistribution must define the equity approach of the country and in the context of limited fiscal resources, new approaches are proposed to ensure that a pro-poor strategy is achieved.
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Notes
- 1.
In several of these programmes, underspending by provincial departments of education is an ongoing major challenge. For instance, see National Council of Provinces finance committee meeting Eastern Cape 2017/18 budget outcomes: Provincial Treasury briefing, https://pmg.org.za/committee-meeting/26375/, 15 May 2018.
- 2.
Personal communication with Martin Gustafsson.
- 3.
Post Distribution Model formula, in Annexure 1 of the Employment of Educators Act, Amended by Regulation 1451.
- 4.
Calculated as total 2017 enrolment multiplied by fees charged per learner, minus an estimated 10% non-payment or exemption rate.
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Motala, S., Carel, D. (2019). Educational Funding and Equity in South African Schools. In: Spaull, N., Jansen, J. (eds) South African Schooling: The Enigma of Inequality. Policy Implications of Research in Education, vol 10. Springer, Cham. https://doi.org/10.1007/978-3-030-18811-5_4
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