Resumen

SAYED, Yusuf; MOTALA, Shireen; CAREL, David  y  AHMED, Rashid. School governance and funding policy in South Africa: Towards social justice and equity in education policy. S. Afr. j. educ. [online]. 2020, vol.40, n.4, pp.1-12. ISSN 2076-3433.  http://dx.doi.org/10.15700/saje.v40n4a2045.

Equity and redress, in and through education, are fundamental commitments of the new South African democratic government that ensued in 1994 after a brutal and protracted history of colonial and apartheid segregation and oppression denied the majority black population the fundamental right to equitable and quality education. A raft of ambitious and far-reaching policies were put in place to achieve these laudable goals. Yet more than 26 years after the ending of colonial and apartheid rule, the South African education system, and society in general, remain, far from equal - made apparent by the current COVID-19 pandemic. In this paper we take a critical (re)look at South African education governance and funding policies, considering why the South African Schools Acts (SASA) and the National Norms and Standards for School Funding (NNSSF), first promulgated in 1997 and 1998 and subsequently amended, have not delivered as expected on the promises of equity, redistribution and redress. The paper advances conceptual flaws, operational failures and implementation naivety as to why these promises have not been realised, advocating for an alternative social justice model for school governance and funding.

Palabras clave : education equity; education financing; education governance; education redress; National Norms and Standards for School Funding; redistribution; representation; school governing bodies; social justice; South African Schools Act.

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