Uncovering indicators of effective school management in South Africa using the National School Effectiveness Study

Stellenbosch Working Paper Series No. WP10/2011
 
Publication date: 2011
 
Author(s):
[protected email address] (Department of Economics, University of Stellenbosch)
 
Abstract:

For many poor South African children, who are predominantly located in the historically disadvantaged part of the school system, the ongoing low quality of education acts as a poverty trap by precluding them from achieving the level of educational outcomes necessary to be competitive in the labour market. An important question is the extent to which this low quality of education is attributable to poverty itself as opposed to other features of teaching and management that characterise these schools. The literature explaining schooling outcomes in South Africa has reached a consensus that additional educational resources are no guarantee of improved outcomes. While socio-economic status remains the most powerful determinant of educational outcomes, studies have typically struggled to isolate other school and teacher characteristics that consistently predict outcomes, leaving much of the variation in achievement unexplained. Several authors have pointed to an ineffable mix of management efficiency and teacher quality that must surely underlie this unexplained component. The National School Effectiveness Study (NSES) is the first large-scale panel study of educational achievement in South African primary schools. It examines contextually appropriate features of school management and teacher practice more thoroughly than other large sample surveys previously administered in South Africa. Using the NSES data, this paper identifies specific aspects of school organisation and teacher practice, such as the effective coverage of curriculum and completed exercises, which are associated with literacy and numeracy achievement and with the amount of learning that occurs within a year of schooling. Some suggestions are also made regarding the appropriate way to interpret these results for the purpose of policy-making.

 
JEL Classification:

I20,I21,I30,O15

Keywords:

National School Effectiveness Study (NSES), South Africa, education, education production function, school management, economics of education

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26 June 2017
Investor sentiment soured last week following a recommendation by the Public Protector, Busisiwe Mkhwebane, that the mandate of the South African Reserve Bank (SARB) be amended to exclude the clause "to protect the value of the currency". This saw a sell-off in the rand, which was already under pressure following the announcement of the new Mining Charter...

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