A Picture Tells a Thousand Stories: Mapping inequality in education in KZN Volker Wedekind UKZN...

A Picture Tells a Thousand Stories:

Mapping inequality in education in KZN

Volker Wedekind

UKZN

People’s Summit for Equal Education, 2011

Background

KZN Treasury funded research on improving quality in education

Two year research process drawing on:

System data International and national data Linkages to other research projects Classroom based studies (Grade 6 mathematics) Questionnaires (teachers and principals) Interviews (officials) Consultation

Products

• Literature Review• Map• State of the Province Report• Policy Recommendations• Newspaper articles• Public presentations

The economic context

• Labour absorption rate in June 2010 for KZN is 36.7%

• Broad unemployment rate is currently at 35.9%• Gap between rich and poor increases

– Per capita monthly income for poorest 10% is R1 041, richest 10% R97 899

– GINI 0.66 (KZN worst in SA with 0.77)

• KZN and EC have the largest number of people in LSM 1 (the lowest Living Standards Measure)

Education by Numbers

• 9 Districts• 2 773 336 Learners (23% of national)• 85 901 Teachers (22% of national)• 5 907 Schools (24% of national)• Learner: Educator ratio 32:1

Learners

• 2009 Pass rate 61.1%, 2010 improved to 70.7%

• Illiteracy 23.5% (national)

• Learner years of effort to Grade 12 = 19

• Learner years of effort to graduation = 32

Teachers

• HIV prevalence amongst teachers = 21.8% (9.3-32.5%)(national 12%)

• 71% female - Males dominate management• 61% qualified REQV14

– 12 000 unqualified, Rural urban divide• Minimum number of new teachers required per annum in

KZN = +-5 000• Total national production of teachers =

+-5000

Enrolment

Enrolment by Grade 2009

50 000

100 000

150 000

200 000

250 000

300 000

Enrolment 152 313 249 863 216 380 216 960 217 887 216 983 217 710 221 923 233 692 190 490 207 124 200 231 134 101

Grade R Grade 1 Grade 2 Grade 3 Grade 4 Grade 5 Grade 6 Grade 7 Grade 8 Grade 9 Grade 10 Grade 11 Grade 12

Age AppropriatenessGrade Age Below

appropriate age for grade

Appropriate age for grade

Above appropriate age for grade

Grade 1 6 5% 53% 42%

Grade 2 7 5% 40% 55%

Grade 3 8 5% 36% 59%

Grade 4 9 6% 33% 62%

Grade 5 10 6% 30% 64%

Grade 6 11 6% 28% 67%

Grade 7 12 5% 26% 69%

Grade 8 13 5% 24% 71%

Grade 9 14 4% 21% 76%

Grade 10 15 4% 18% 78%

Grade 11 16 5% 21% 74%

Grade 12 17 7% 25% 68%

Average   6% 32% 62%

Seeing the picture

• A map of the province provides a graphic and immediate overview

• District level analysis, data on schools, teachers, learners, international comparisons and the budget allocations provide a useful resource base

Comparing districts: Umlazi

Comparing districts: Umzinyathi

Comparing districts: Vryheid

Budget

• Budget has declined as a percentage of provincial budget but remains generous by developing country standards

• The bulk of expenditure (78%)is on personnel

• Infrastructure backlog R30 billion +– Classrooms R15 billion

Key Information Gordon Road Girls

SiphiwesamangwePrimary

District Umlazi OthukelaSchool type Primary PrimaryEnrolment Annual Survey 2009 585 585Quintile 5 1Fee Status Fee paying No FeeFunding Norms per learner 2009/10 R160 R795

Total recurrent allocation per funding norms

R 84 800 R 370 423

School fees (estimate) R 12 300 R 0Fees collected in 2009 (estimate) R 7 500 000 R 0State paid educator posts 15 15Governing body remunerated posts 24 0

Learner:educator ratio 15 39

Summary of Key Findings• Highly differentiated system

– Size and shape– Socio-economic context– Performance

• There are many interventions targeting the right issues, but they remain uncoordinated

• Human resources are key but supply, utilisation and development planning minimal

• Districts are key to school based support

Data

• Reliability• Enrolment data central to the system

– Funding– PPN– Supply planning– Infrastructure– Efficiencies and throughput

• SA SAMS, LURITS, Persal• EMIS resources key

Seeing the big picture• We need to see how the parts make up

the whole• Silos within the department must be

broken down• Resources should be directed to specific

areas of need• Recognise and deal with the differentiation

Recommendations• Better data and analysis needed• District organisation and resourcing• Better planning and linkages into other role

players• Resourcing formulae need to be reviewed• Short course for management• Teacher development• Rural schools need a specific plan• Curriculum support• Research

A small step

• EduAction has started making data available on every school in KZN

• Interactive maps show where schools are, what their status is, their performance and their infrastructure

• Aerial photos are attached to most

• See www.schoolmaps.co.za

• We can do the same at a local level