Weaknesses of South African Education in the Mirror Image of International Educational Development

Autor/in	Wolhuter, C. C.
Titel	Weaknesses of South African Education in the Mirror Image of International Educational Development
Quelle	In: South African Journal of Education, 34 (2014) 2, Artikel 868 (25 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0256-0100
Schlagwörter	International Education; Foreign Countries; Educational Quality; Comparative Education; Public Education; Educational Development; Educational Opportunities; Higher Education; Achievement Tests; International Assessment; Mathematics Tests; Elementary Secondary Education; Science Achievement; Mathematics Achievement; Science Tests; Grade 4; Reading Achievement; Reading Tests; South Africa; Trends in International Mathematics and Science Study; Progress in International Reading Literacy Study + Suchen Sie Ihr Suchwort? Internationale Erziehung; Ausland; Quality of education; Bildungsqualität; Vergleichende Erziehungswissenschaft; Öffentliche Erziehung; Bildungsentwicklung; Bildungsangebot; Bildungschance; Hochschulbildung; Hochschulsystem; Hochschulwesen; Achievement test; Achievement; Testing; Test; Tests; Leistungsbeurteilung; Leistungsüberprüfung; Leistung; Testdurchführung; Testen; Mathmatics sikills; Mathmatics achievement; Mathematical ability; Mathematische Kompetenz; School year 04; 4. Schuljahr; Schuljahr 04; Leseleistung; Lesetest; Südafrika; Süd-Afrika; Republik Südafrika; Südafrikanische Republik
Abstract	The aim of this article is to present a systematic, holistic evaluation of the South African education system, using international benchmarks as the yardstick. A theoretical model for the evaluation of a national education project is constructed. This consists of three dimensions, namely: a quantitative dimension, a qualitative dimension, and an equality dimension. International databases and the existing international taxonomies of national education systems are then used to evaluate the South African education system, along the three dimensions of the model. It is found that the weakest links are the facts that primary and secondary education enrolment ratios are not followed through to the higher education level; that input, particularly financial input, does not render a commensurate return in terms of the quality of teaching and learning, and learning outcomes; that the administrative component of the system and teacher input appear to be the two weak links in the system in this regard; and that stark inequalities exist in the education system. In conclusion, some recommendations for the improvement of practice and for further research are made. (As Provided).
Anmerkungen	Education Association of South Africa. University of Pretoria, Centre for the Study of Resilience, Level 3, Groenkloof Student Centre, Department of Educational Psychology, Faculty of Education, George Storrar Road and Lleyds Street, Pretoria 0001, South Africa. Tel: +27-12-420-5798; Fax: +27-12-420-5511; Web site: http://www.sajournalofeducation.co.za/index.php/saje/index
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01