SciELO - Scientific Electronic Library Online

 
vol.76 número4Values and ethics enter the real world: A framework for public leadership and governanceA missionary of a different kind índice de autoresíndice de materiabúsqueda de artículos
Home Pagelista alfabética de revistas  

Servicios Personalizados

Articulo

Indicadores

Links relacionados

  • En proceso de indezaciónCitado por Google
  • En proceso de indezaciónSimilares en Google

Compartir


Koers

versión On-line ISSN 0023-270X

Koers (Online) vol.76 no.4 Pretoria  2011

 

Education of quality to the poor

 

Gehalte-onderwys aan die armes

 

 

H.M. van der Merwe

Department of Further Teacher Education, University of South Africa, Pretoria. E-mail: Vdmerhm@unisa.ac.za

 

 


ABSTRACT

Quality education often eludes South African learners from poverty-stricken environments. There are, however, some notable exceptions. This article looks at how quality education based on social capital is provided to the poor. The author reports on a qualitative investigation based on both focus group and individual interviews conducted at a resource-poor KwaZulu-Natal school serving learners from Grade R to 9. The findings show that quality education at the research site relates to the moral agency of the school principal and teaching staff. Through their ethics of being and doing, the school principal and teaching staff ensure that sufficient resources, sound home-school relations, and a high premium on moral values result in a receptive learner corps. This environment encourages these learners to act with diligence, honesty, politeness, respect and service to the community. The findings contribute to research that maintains that quality education is indicative of the school principal and teachers' ethics of being and of doing.

Key concepts:education provisioning to the poor, moral agency, quality education, social capital


OPSOMMING

Gehalte-onderwys is nie vrylik beskikbaar aan leerders uit arm omgewings nie. Daar is egter merkwaardige uitsonderings. Hierdie artikel ondersoek hoe gehalte-onderwys wat op sosiale kapitaal gegrond is aan arm leerders voorsien word. Die outeur doen verslag oor 'n kwalitatiewe ondersoek gebaseer op individuele en fokusgroeponderhoude wat gevoer is by 'n arm KwaZulu-Natalse skool vir leerders van graad R tot 9. Bevindings dui daarop dat gehalte-onderwys by hierdie navorsingsterrein verband hou met die morele bemiddeling van die skoolhoof en onderwysers. Deur middel van hulle etiek van wees en doen, verseker die skoolhoof en onderwysers dat voldoende hulpmiddels, gesonde verhoudings tussen die huis en skool, asook 'n hoë premie op morele waardes 'n ontvanklike leerderkorps tot gevolg het. Hierdie milieu bemagtig leerders met ywer, eerlikheid, hoflikheid, respek en bereidheid tot gemeenskapsdiens. Die bevindings dra by tot navorsing wat toon dat gehalte-onderwys 'n aanduiding is van die skoolhoof en onderwysers se etiek van wees en doen.

Kernbegrippe:gehalte-onderwys, morele bemiddeling, onderwysvoorsiening aan die armes, sosiale kapitaal


 

 

Full text available only in PDF format.

 

 

List of references

BACOLOD, M.P. & TOBIAS, J.L. 2006. Schools, school quality and achievement growth: evidence from the Philippines. Economics of education review, 25:619-632.         [ Links ]

BLAIR, M. 2002. Effective school leadership: the multi-ethnic context. British journal of sociology of education, 23(2):179-191.         [ Links ]

BLOCh, G. 2009. The toxic mix: what's wrong with South Africa's schools and how to fix it. Cape Town: Tafelberg.         [ Links ]

BOURDIEU, P. 1984. Distinction: a social critique of the judgement of taste. London: Routledge.         [ Links ]

BOURDIEU, P. 1993. The field of cultural production: essays on art and literature. New York: Columbia University Press.         [ Links ]

BRUNELLO, G. & ROCCO, L. 2008. Educational standards in private and public schools. The Economic journal, 118:1866-1887, Nov.         [ Links ]

CDE see CENTRE FOR DEVELOPMENT AND ENTERPRISE        [ Links ]

CENTRE FOR DEVELOPMENT AND ENTERPRISE. 2010. Hidden assets: South Africa's low-fee private schools. http://www.cde.org.za Date of access: 22 Oct. 2010.         [ Links ]

CONSORTIUM FOR RESEARCH ON EDUCATION, ACCESS, TRANSITIONS & EQUITY. 2009. No-fee schools in South Africa: policy brief, number 7, August. http://www.CREATE-rpc.org Date of access: 30 Mar. 2011.         [ Links ]

CREATE see CONSORTIUM FOR RESEARCH ON EDUCATION, ACCESS, TRANSITIONS & EQUITY        [ Links ]

DAVIDOFF, S. & LAZARUS, S. 2002. The learning school: an organisation development approach. Cape Town: Juta.         [ Links ]

DE VOS, A.S. 2005. Qualitative data analysis and interpretation. (In De Vos, A.S., ed. Research at grass roots: for the social sciences and human service professions. Pretoria: Van Schaik. p. 333-349.         [ Links ])

DEPARTMENT OF EDUCATION. 2006. National norms and standards for school funding. Government gazette, 494(29179).         [ Links ]

DoE see DEPARTMENT OF EDUCATION        [ Links ]

HENNING, E., VAN RENSBURG, W. & SMIT, B. 2004. Finding your way in qualitative research. Pretoria: Van Schaik.         [ Links ]

HESS, F.M. & FINN, C.E. 2004. Leaving no child behind? Options for kids in failing schools. New York: Macmillan.         [ Links ]

IS see ISNEMBE SCHOOL        [ Links ]

ISNEMBE SCHOOL. 2008. Commemorative brochure, 1928-2008. Tongaat: Isnembe school.         [ Links ]

JOHNSON, B. & CHRISTENSEN, L. 2004. Educational research: quantitative, qualitative, and mixed approaches. Boston: Pearson.         [ Links ]

KAMPER, G. 2008. A profile of effective leadership in some South African highpoverty schools. South African journal of education, 28(1):1-18.         [ Links ]

KRETZSCHMAR, L. 2010. Cultural pathways and pitfalls in South Africa: a reflection on moral agency and leadership from a Christian perspective. Koers, 75(3):567-588.         [ Links ]

KRUGER, A.G. 2003. Cultivating a culture of learning and teaching. (In Van Deventer, l. & Kruger, A.G., eds. An educator's guide to school management skills. Pretoria: Van Schaik. p. 245-254.         [ Links ])

MATHIBE, I. 2007. The professional development of school principals. South African journal of education, 27(3):523-540.         [ Links ]

ORRENIUS, P.M. 2008. Immigrant assimilation: is the US still a melting pot? Federal Reserve Bank of Dallas. http://www.dallasfed.org/research/indepth/2004/id0401a.html Date of access: 18 Sept. 2008.         [ Links ]

PAMPALLIS, J. 2003. Education reform and school choice in South Africa. (In Plank, D.N. & Sykes, G., eds. Choosing choice: school choice in international perspective. New York: Teachers College Press. p. 143-163.         [ Links ])

POGGENPOEL, M. 1998. Data analysis in qualitative research. (In De Vos, A.S., ed. Research at grass roots: a primer for the caring professions. Pretoria: Van Schaik. p. 334-353.         [ Links ])

POLLARD-DURODOLA, S. 2003. Wesley Elementary: a beacon of hope for at-risk students. Education and urban society, 36(1):94-117.         [ Links ]

PRETORIUS, S.G. 2010. The South African education system. (In Lemmer, E. & Van Wyk, N., eds. Themes in South African Education. Cape Town: Heinemann. p. 117-140.         [ Links ])

ROBERTSON, J. 2010. The essence of sustainable wealth creation. Civil engineering, 18(6):6-8.         [ Links ]

SOUDIEN, C. 2004. "Constituting the class": an analysis of the process of "integration" in South African schools. (In Nkomo, M., McKinney, C. & Chisholm, L., eds. Changing class: education and social change in postapartheid South Africa. Pretoria: HSRC. p. 89-114.         [ Links ])

SOUTH AFRICA. 1996. South African Schools Act, Act no 84 of 1996. Cape Town: Office of the President.         [ Links ]

SWANEPOEL, C. 2009. A comparison between the views of teachers in South Africa and six other countries on involvement in school change. South African journal of education, 29(4):461-474.         [ Links ]

SWIFT, A. 2003. How not to be a hypocrite: school choice for the morally perplexed parent. London: Routledge.         [ Links ]

TOOLEY, J. 2009. The beautiful tree: a personal journey into how the world's poorest people are educating themselves. Washington: CATO Institute.         [ Links ]

VAN DER WERF, G., CREEMERS, B., DE JONG, R. & KLAVER, E. 2000. Evaluation of school improvement through an educational effectiveness model: the case of Indonesia's PEQIP Project. Comparative education review, 44(3):329-355.         [ Links ]

Creative Commons License All the contents of this journal, except where otherwise noted, is licensed under a Creative Commons Attribution License