ipsu - session 8 stellenbosch university
DESCRIPTION
Equity & Efficiency in South African Primary Schools A Preliminary Analysis of SACMEQ III South Africa. IPSU - Session 8 Stellenbosch University. Aims for today. Lucky you!!. Give background to SA education system What are major fault-lines in our education system? - PowerPoint PPT PresentationTRANSCRIPT
![Page 1: IPSU - Session 8 Stellenbosch University](https://reader035.vdocuments.site/reader035/viewer/2022062520/56815ed1550346895dcd6089/html5/thumbnails/1.jpg)
Equity & Efficiency in South African Primary Schools
A Preliminary Analysis of SACMEQ III South AfricaIPSU - Session 8Stellenbosch University
![Page 2: IPSU - Session 8 Stellenbosch University](https://reader035.vdocuments.site/reader035/viewer/2022062520/56815ed1550346895dcd6089/html5/thumbnails/2.jpg)
2
• Give background to SA education system
• What are major fault-lines in our education system?
• What is extent of underperformance of SA school system? (Regionally & Internationally)
• What factors drive underperformance of SA school system?
Aims for today
Lucky you!!
![Page 3: IPSU - Session 8 Stellenbosch University](https://reader035.vdocuments.site/reader035/viewer/2022062520/56815ed1550346895dcd6089/html5/thumbnails/3.jpg)
3
Social Security in SA
2 main components:
1. Occupational (social) insurance • Retirement benefits, some unemployment insurance, medical benefits (for the better
skilled)• Only 40% of the labour force is covered due to high unemployment
2. Social assistance (13.3%)
1. Child Support Grant (CSG) R260/month I. Means test {cannot earn > R2600/month)
2. Old Age Pension (OAP) R1140/monthI. {cannot earn > R3740/month)
3. Disability Grant (DG) R1140/monthI. {cannot earn > R3740/month)
4. {Foster Child Grant R740/month}
Targeting?? Means testing? BIG?
![Page 4: IPSU - Session 8 Stellenbosch University](https://reader035.vdocuments.site/reader035/viewer/2022062520/56815ed1550346895dcd6089/html5/thumbnails/4.jpg)
SA’s dualistic school system and labour marketHigh productivity jobs &
incomes• ±10% of labour force – mainly
professional, managerial & skilled jobs • Requires graduates, good quality
matric, or good vocational skills • Historically mainly whites
Low productivity jobs & incomes• Often manual or low skill jobs• Limited or low quality education • Minimum wage can exceed their
productivity
High quality schools• ±10% of schools, mainly ex-white,
but racial composition changed• Produce strong cognitive skills • Teachers well qualified, schools
function well, good assessment, parents involved
Low quality schools• Produce very weak cognitive skills• Teachers less qualified, de-motiva-
ted, many schools dysfunctional, weak assessment, little parental involvement, strong union presence
• Mainly former black (DET) schools
• Big demand for good schools, despite fees
• A few schools cross the divide
• Vocational training
• Affirmative action
• Some talented, motivated or
lucky students manage the
transition
![Page 5: IPSU - Session 8 Stellenbosch University](https://reader035.vdocuments.site/reader035/viewer/2022062520/56815ed1550346895dcd6089/html5/thumbnails/5.jpg)
5
School’s in SA
Public schools
![Page 7: IPSU - Session 8 Stellenbosch University](https://reader035.vdocuments.site/reader035/viewer/2022062520/56815ed1550346895dcd6089/html5/thumbnails/7.jpg)
7
2) South Africa’s performance in INTERNATIONAL context
![Page 8: IPSU - Session 8 Stellenbosch University](https://reader035.vdocuments.site/reader035/viewer/2022062520/56815ed1550346895dcd6089/html5/thumbnails/8.jpg)
Mean Maths score in TIMMS 2003 (Grade 8)
0100200300400500600700
![Page 9: IPSU - Session 8 Stellenbosch University](https://reader035.vdocuments.site/reader035/viewer/2022062520/56815ed1550346895dcd6089/html5/thumbnails/9.jpg)
Literacy score in PIRLS 2006
565
500
405
302
0
100
200
300
400
500
600
Rus
sia
Hon
g K
ong
Can
ada:
Alb
erta
Sing
apor
eC
anad
a:B
riti
sh…
Lux
embo
urg
Can
ada:
Ont
ario
Ital
yH
unga
rySw
eden
Ger
man
yN
ethe
rlan
dsB
elgi
um (F
lem
ish)
Bul
gari
aD
enm
ark
Can
ada:
Nov
a Sc
otia
Lat
via
Uni
ted
Stat
esE
ngla
ndA
ustr
iaL
ithu
ania
Chi
nese
Tai
pei
Can
ada:
Que
bec
New
Zea
land
Slov
ak R
epub
licSc
otla
ndF
ranc
eSl
oven
iaP
olan
dSp
ain
Isra
elIc
elan
dM
oldo
vaB
elgi
um (F
renc
h)N
orw
ayR
oman
iaG
eorg
iaM
aced
onia
Tri
nida
d &
Tob
ago
Iran
Indo
nesi
aQ
atar
Kuw
ait
Mor
occo
Sout
h A
fric
a
![Page 10: IPSU - Session 8 Stellenbosch University](https://reader035.vdocuments.site/reader035/viewer/2022062520/56815ed1550346895dcd6089/html5/thumbnails/10.jpg)
10
% below low international benchmark (400) in PIRLS 2006 (Gr.4; in SA Gr.5)
1 1 1 1 1 2 2 2 2 2 2 3 3 3 3 4 4 4 5 6 6 6 7 7 7 7 8 8 8 9 15 16 18
34 36 40
46
67 72 74
78
0
20
40
60
80
Hon
g K
ong
Luxe
mbo
urg
Net
herl
ands
Belg
ium
(Fle
mish
)Li
thua
nia
Rus
sia
Ital
ySw
eden
Latv
iaA
ustr
iaC
anad
aSi
ngap
ore
Hun
gary
Ger
man
yC
hine
se T
aipe
iD
enm
ark
Uni
ted
Stat
esFr
ance
Bulg
aria
Slov
ak R
epub
licSl
oven
iaSp
ain
Engl
and
Scot
land
Pola
ndIc
elan
dN
ew Z
eala
ndBe
lgiu
m (F
renc
h)N
orw
ayM
oldo
vaIs
rael
Rom
ania
Geo
rgia
Mac
edon
iaTr
inid
ad &
Tob
ago
Iran
Indo
nesia
Qat
arK
uwai
tM
oroc
coSo
uth
Afr
ica
![Page 11: IPSU - Session 8 Stellenbosch University](https://reader035.vdocuments.site/reader035/viewer/2022062520/56815ed1550346895dcd6089/html5/thumbnails/11.jpg)
% of SA students exceeding performance at 75th percentile of developed countries (“who would ‘make it’ economically in developed
countries")
![Page 12: IPSU - Session 8 Stellenbosch University](https://reader035.vdocuments.site/reader035/viewer/2022062520/56815ed1550346895dcd6089/html5/thumbnails/12.jpg)
12
Objections to international comparison:
• It’s wrong to compare SA to OECD countries
• SA is still recovering from apartheid
• SA is underperforming due to poverty
![Page 13: IPSU - Session 8 Stellenbosch University](https://reader035.vdocuments.site/reader035/viewer/2022062520/56815ed1550346895dcd6089/html5/thumbnails/13.jpg)
13
3) South Africa’s performance in REGIONAL context (SACMEQ)
![Page 14: IPSU - Session 8 Stellenbosch University](https://reader035.vdocuments.site/reader035/viewer/2022062520/56815ed1550346895dcd6089/html5/thumbnails/14.jpg)
14
• Southern and East African Consortium for Monitoring Educational Quality
• Research capacity & technical skills of educational planners• Conditions of schooling and quality of education • Grade 6 (13 yrs)
• SACMEQ II (SA) - 2000• Schools (169) Teachers (322) Students (3163)
• SACMEQ III (SA) - 2007• Schools (392) Teachers (1163) Students (9083)
• Literacy Test – 55 MCQ• Numeracy Test – 49 MCQ• HIV/AIDS Knowledge test – 86 T/F
• Demographic / Home background / Schooling - 64 Questions
SACMEQ data 1 – 2 – 3 – 4 – 5
![Page 15: IPSU - Session 8 Stellenbosch University](https://reader035.vdocuments.site/reader035/viewer/2022062520/56815ed1550346895dcd6089/html5/thumbnails/15.jpg)
15
SA in regional context?
Malawi
Zambia
Lesotho
Mozambique
Uganda
South Afric
a
Namibia
Zimbab
we
SACMEQ
III
Botswan
a
Zanzib
arKen
ya
Swazi
land
Mauriti
us
Seych
elles
Tanzan
ia300
350
400
450
500
550
600
650
Mean Reading & Maths (SACMEQ III)
Mean - ReadingMean - Maths
Mea
n Re
adin
g/M
aths
Sco
re
R - 10th/15 M – 8th/15
![Page 16: IPSU - Session 8 Stellenbosch University](https://reader035.vdocuments.site/reader035/viewer/2022062520/56815ed1550346895dcd6089/html5/thumbnails/16.jpg)
16
Performance low AND unequal
Zambia
South Afric
a
Malawi
Lesotho
Mozambique
Namibia
Uganda
Zimbab
we
Botswan
a
SACMEQ
III
Zanzib
ar
Seychell
es
Mauriti
usKen
ya
Swazi
land
Tanzan
ia300
350
400
450
500
550
600
Mean reading score for the poorest 25% of students
Mea
n re
adin
g sc
ore
Malawi
Zambia
Lesotho
Uganda
Mozambique
Namibia
SACMEQ
III
Swazi
land
Zanzib
ar
Botswan
a
Zimbab
weKen
ya
South Afri
ca
Tanzan
ia
Seych
elles
Mauriti
us300
350
400
450
500
550
600
650
700
Mean reading score for the wealthiest 25% of students
Mea
n re
adin
g sc
ore
14th/15
4th/15 NER?
![Page 17: IPSU - Session 8 Stellenbosch University](https://reader035.vdocuments.site/reader035/viewer/2022062520/56815ed1550346895dcd6089/html5/thumbnails/17.jpg)
17
Placing SA in regional context
![Page 18: IPSU - Session 8 Stellenbosch University](https://reader035.vdocuments.site/reader035/viewer/2022062520/56815ed1550346895dcd6089/html5/thumbnails/18.jpg)
18
Placing SA in regional context
Rural13th /15
![Page 19: IPSU - Session 8 Stellenbosch University](https://reader035.vdocuments.site/reader035/viewer/2022062520/56815ed1550346895dcd6089/html5/thumbnails/19.jpg)
19
Placing SA in regional context
Urban9th /15
![Page 20: IPSU - Session 8 Stellenbosch University](https://reader035.vdocuments.site/reader035/viewer/2022062520/56815ed1550346895dcd6089/html5/thumbnails/20.jpg)
20
3) Not only does SA’s school system perform poorly, it is also highly unequal
![Page 21: IPSU - Session 8 Stellenbosch University](https://reader035.vdocuments.site/reader035/viewer/2022062520/56815ed1550346895dcd6089/html5/thumbnails/21.jpg)
21
SA in regional context
WCA
LIM
![Page 22: IPSU - Session 8 Stellenbosch University](https://reader035.vdocuments.site/reader035/viewer/2022062520/56815ed1550346895dcd6089/html5/thumbnails/22.jpg)
22
Descriptive analysis
![Page 23: IPSU - Session 8 Stellenbosch University](https://reader035.vdocuments.site/reader035/viewer/2022062520/56815ed1550346895dcd6089/html5/thumbnails/23.jpg)
23
Competency Levels
020
4060
8010
0P
erce
nt
5 4 3 2 1Quintiles of School Socio-economics Status
L1 - Pre Numeracy L2 - Emergent Numeracy
L3 - Basic Numeracy L4 - Beginning Numeracy
L5 - Competent Numeracy L6 - Mathematically Skilled
L7 - Concrete Problem Solving L8 - Abstract Problem Solving
Maths Competency Levels
020
4060
8010
0
Per
cent
5 4 3 2 1Quintiles of School Socio-economic Status
L1 - Pre Reading L2 - Emergent Reading
L3 - Basic Reading L4 - Reading for Meaning
L5 - Interpretive Reading L6 - Inferential Reading
L7 - Analytical Reading L8 - Critical Reading
Reading Competency Levels
0
.2
.4
.6
.8
1
Cum
ulat
ive
Pro
babi
lity
0 2 4 6 8Reading competency Levels 1-8
CDF School SES Quintile 1 CDF School SES Quintile 2CDF School SES Quintile 3 CDF School SES Quintile 4CDF School SES Quintile 5
0
.2
.4
.6
.8
1
Cum
ulat
ive
Pro
babi
lity
0 2 4 6 8Maths competency Levels 1-8
CDF School SES Quintile 1 CDF School SES Quintile 2CDF School SES Quintile 3 CDF School SES Quintile 4CDF School SES Quintile 5
![Page 24: IPSU - Session 8 Stellenbosch University](https://reader035.vdocuments.site/reader035/viewer/2022062520/56815ed1550346895dcd6089/html5/thumbnails/24.jpg)
24
Descriptive analysis
![Page 25: IPSU - Session 8 Stellenbosch University](https://reader035.vdocuments.site/reader035/viewer/2022062520/56815ed1550346895dcd6089/html5/thumbnails/25.jpg)
25
020
4060
8010
0P
erce
nt
WCA GTN NCA NWP FST MPU KZN ECA LMPProvinces
L1 - Pre Reading L2 - Emergent Reading
L3 - Basic Reading L4 - Reading for Meaning
L5 - Interpretive Reading L6 - Inferential Reading
L7 - Analytical Reading L8 - Critical Reading
Reading Competency Levels
020
4060
8010
0
Per
cent
WCA GTN NCA FST NWP KZN MPU ECA LMPProvinces
L1 - Pre Numeracy L2 - Emergent Numeracy
L3 - Basic Numeracy L4 - Beginning Numeracy
L5 - Competent Numeracy L6 - Mathematically Skilled
L7 - Concrete Problem Solving L8 - Abstract Problem Solving
Maths Competency Levels 1- 8
020
4060
8010
0
Per
cent
LARGE CITY SMALLTOWN RURAL ISOLATEDSchool Location
L1 - Pre Numeracy L2 - Emergent Numeracy
L3 - Basic Numeracy L4 - Beginning Numeracy
L5 - Competent Numeracy L6 - Mathematically Skilled
L7 - Concrete Problem Solving L8 - Abstract Problem Solving
Maths Competency Levels
020
4060
8010
0
Per
cent
LARGE CITY SMALLTOWN RURAL ISOLATEDSchool Location
L1 - Pre Reading L2 - Emergent Reading
L3 - Basic Reading L4 - Reading for Meaning
L5 - Interpretive Reading L6 - Inferential Reading
L7 - Analytical Reading L8 - Critical Reading
Reading Competency Levels
![Page 26: IPSU - Session 8 Stellenbosch University](https://reader035.vdocuments.site/reader035/viewer/2022062520/56815ed1550346895dcd6089/html5/thumbnails/26.jpg)
26
Viva Mzansi
• Grade 6 13 years olds• Complete and utter disgrace – government failure on a
national scale• Wholesale failure of the government to provide the most basic
tool needed for mobility, or even dignified living.
27.2% 40.2%
1 – 2 – 3 – 4 – 5
![Page 27: IPSU - Session 8 Stellenbosch University](https://reader035.vdocuments.site/reader035/viewer/2022062520/56815ed1550346895dcd6089/html5/thumbnails/27.jpg)
27
Primary school: PIRLS (Gr 5) reading scores by school type
0.0
01.0
02.0
03.0
04.0
05kd
ensi
ty re
adin
g te
st s
core
0 200 400 600 800reading test score
African language schools English/Afrikaans schools
NB correlation between race and wealth
![Page 28: IPSU - Session 8 Stellenbosch University](https://reader035.vdocuments.site/reader035/viewer/2022062520/56815ed1550346895dcd6089/html5/thumbnails/28.jpg)
Blacks Coloureds Indians Whites Total 0%
10%
20%
30%
40%
50%
60%
70%
Pass Matric Maths passes Endorsements HG Maths passes A-aggregates
Secondary school: Matriculants’ performance by race, 2007
![Page 29: IPSU - Session 8 Stellenbosch University](https://reader035.vdocuments.site/reader035/viewer/2022062520/56815ed1550346895dcd6089/html5/thumbnails/29.jpg)
Through-put – racial disparities
Proportion of 16-17 years-olds who have completed Grade 9
Source: General Household Survey 2009; own analysis
Black Coloured Indian/Asian White SA0%
10%
20%
30%
40%
50%
60%
70%
80%
90%
100%
58%
70%
94%90%
62%
![Page 30: IPSU - Session 8 Stellenbosch University](https://reader035.vdocuments.site/reader035/viewer/2022062520/56815ed1550346895dcd6089/html5/thumbnails/30.jpg)
30
Multivariate analysis
• svy regressions• Stratification (Province)• Clustering (School)
• Education production function approach• Explaining variation in Numeracy and Literacy
• Sample selection issues around ‘teacher test-score’
• Reading – of 498, 83 (17%) did not write• Maths – of 498, 97 (20%) did not write• Run regressions with & without teacher test-score
variable• (Not shown here)
• Opportunity we can’t pass up
1 – 2 – 3 – 4 – 5
![Page 31: IPSU - Session 8 Stellenbosch University](https://reader035.vdocuments.site/reader035/viewer/2022062520/56815ed1550346895dcd6089/html5/thumbnails/31.jpg)
31
Results?
• Frequency of English spoken at home
• Caveat – SACMEQ III tests conducted in English/Afrikaans (LOLT?)
• Socioeconomic Status (SES)• MCA 31 possession questions • Non-linear – wealth has a greater
effect at high levels of wealth• SSES > SES• SSES
• Preschool education
• Frequency of grade repetition
• Frequency of homework • +++ Once/Twice per week or ‘most
days’
• Reading Textbook availability
With
in p
olicy
co
ntro
l
{ +- Mean 510 ; SD 100 }
![Page 32: IPSU - Session 8 Stellenbosch University](https://reader035.vdocuments.site/reader035/viewer/2022062520/56815ed1550346895dcd6089/html5/thumbnails/32.jpg)
32
Results (cont.)
• Teacher knowledge?
• Intuition? Common sense?
• Binding constraints
1 – 2 – 3 – 4 – 5
![Page 33: IPSU - Session 8 Stellenbosch University](https://reader035.vdocuments.site/reader035/viewer/2022062520/56815ed1550346895dcd6089/html5/thumbnails/33.jpg)
Concluding points
Specifically• Provide a more nuanced picture of national/provincial performance• Identified 5 correlates with math/reading performance
1. Frequency of English spoken at home2. SES & SSES3. Preschool education4. Grade repetition5. Homework6. Reading textbook
• Surprisingly low impact of teacher knowledge (?) More research needed.
More generally:• Confirming previous studies: SA’s performance is disgracefully
poor and highly unequal
• If this data is legitimate (and we think it is – c.f. ANA’s) why aren’t people striking?!
1 – 2 – 3 – 4 – 5
![Page 34: IPSU - Session 8 Stellenbosch University](https://reader035.vdocuments.site/reader035/viewer/2022062520/56815ed1550346895dcd6089/html5/thumbnails/34.jpg)
Thank you & Questions?
![Page 35: IPSU - Session 8 Stellenbosch University](https://reader035.vdocuments.site/reader035/viewer/2022062520/56815ed1550346895dcd6089/html5/thumbnails/35.jpg)
350
.1.2
.3.4
Den
sity
400
500
600
700
Stu
dent
Rea
ding
/Mat
h sc
ore
-2 -1 0 1 2SES
Lowess curve Reading Lowess curve MathsKernel Density of SES
SACMEQ I I I Sout h Af rica
Lowess curve explaining Reading/Math Scores using SES
Figure 7
![Page 36: IPSU - Session 8 Stellenbosch University](https://reader035.vdocuments.site/reader035/viewer/2022062520/56815ed1550346895dcd6089/html5/thumbnails/36.jpg)
36
![Page 37: IPSU - Session 8 Stellenbosch University](https://reader035.vdocuments.site/reader035/viewer/2022062520/56815ed1550346895dcd6089/html5/thumbnails/37.jpg)
37
Provinces % Non-readers % Non-numerateEastern Cape 38.6 50.3Freestate 22.3 38.1Gauteng 11.6 20.5KwaZulu-Natal 28.4 44Limpopo 49 60.6Mpumalanga 28.4 43.8Northern Cape 21.4 37.1North West 21.9 38.1Western Cape 5.1 15Total 27.2 40.2
Quintiles of School SES % Non-readers % Non-numerateQuintile 1 44.7 58.7Quintile 2 34.4 48.9Quintile 3 30.4 47.4Quintile 4 20.1 35.4Quintile 5 1.4 4.6Total 27.2 40.2
School Location % Non-readers % Non-numerateIsolated 38.8 56.2Rural 41.3 55.2Small town 16.7 32.9Large city 11.4 20.7Total 27.2 40.2
![Page 38: IPSU - Session 8 Stellenbosch University](https://reader035.vdocuments.site/reader035/viewer/2022062520/56815ed1550346895dcd6089/html5/thumbnails/38.jpg)