"Theory and practice of the quintile ranking of schools in South Africa: A financial management perspective"
| Dublin Core | PKP Metadata Items | Metadata for this Document | |
| 1. | Title | Title of document | Theory and practice of the quintile ranking of schools in South Africa: A financial management perspective |
| 2. | Creator | Author's name, affiliation, country | H van Dyk; Department of Mathematics, Science and Business Education, Faculty of Humanities, Tshwane University of Technology, Pretoria, South Africa; South Africa |
| 2. | Creator | Author's name, affiliation, country | CJ White; Department of Mathematics, Science and Business Education, Faculty of Humanities, Tshwane University of Technology, Pretoria, South Africa; South Africa |
| 3. | Subject | Discipline(s) | |
| 3. | Subject | Keyword(s) | disparity; education funding; no-fee schools; poverty score; quintile ranking; school fee exemption formula |
| 4. | Description | Abstract | Equitable funding of public schools to reduce the disparities in education inherited by the post-apartheid government of South Africa in 1994 has become a priority. The Amended National Norms and Standards for School Funding (ANNSSF) required the ranking of schools into one of five quintiles of which Quintile 1 represents the poorest schools and Quintile 5 the most affluent. This amendment determines that schools serving impoverished communities should receive more funding. However, challenges exist regarding the implementation of the system, as well as the calculation base for maintenance allocation. In this study we used semi-structured interviews to collect data from 24 respondents from urban and township schools in Gauteng. Participants were selected by means of purposive sampling. Permission to conduct the research was obtained from the Gauteng Department of Education, the university’s Ethics Committee and the school governing bodies. We handled financial information from schools with utmost confidentiality. We identified themes from interview transcriptions and we analysed schools’ financial statements. The main findings relate to inaccuracies in quintile ranking, which result in inadequate and unfair school funding, which impact on schools’ maintenance and learning and teaching. It is recommended that a more holistic approach should be followed to achieve equity in education. https://doi.org/10.15700/saje.v39ns1a1820 ORCiD iDs of authors: H van Dyk - https://orcid.org/0000-0003-3370-1113 CJ White - https://orcid.org/0000-0001-7164-8929 Cited by: 0 |
| 5. | Publisher | Organizing agency, location | Education Association of South Africa |
| 6. | Contributor | Sponsor(s) | |
| 7. | Date | (YYYY-MM-DD) | 2019-10-26 |
| 8. | Type | Status & genre | Peer-reviewed Article |
| 8. | Type | Type | |
| 9. | Format | File format | |
| 10. | Identifier | Universal Resource Indicator | https://www.sajournalofeducation.co.za/index.php/saje/article/view/1820 |
| 11. | Source | Journal/conference title; vol., no. (year) | SA Journal of Education; Volume 39, Supplement 1, September 2019 |
| 12. | Language | English=en | en |
| 13. | Relation | Supp. Files | |
| 14. | Coverage | Geo-spatial location, chronological period, research sample (gender, age, etc.) | |
| 15. | Rights | Copyright and permissions | If the article is accepted for publication, copyright of this article will be vested in the Education Association of South Africa. All articles published in this journal are licensed under the Creative Commons Attribution 4.0 International (CC BY 4.0) license, unless otherwise stated. |