- Title
- An analysis of schooling outcomes in the Eastern Cape, using production function approach
- Creator
- Ncanywa, Thobeka
- Subject
- Education -- Economic aspects
- Subject
- Production functions (Economic theory)
- Subject
- School management and organization
- Date Issued
- 2015
- Date
- 2015
- Type
- Doctoral theses
- Type
- text
- Identifier
- http://hdl.handle.net/10353/26570
- Identifier
- vital:65656
- Description
- This study analysed the schooling outcomes of the Eastern Cape Department of Basic Education in the period heading into the second decade of democracy. The main objective of the thesis is to discover what constitutes the education production function of the Eastern Cape schooling system. In an attempt to reach this objective, the study adopted an education production function approach to answer the questions of what constitute the Eastern Cape education production function, what the effects are of the Dinaledi policy interventions on learner performance and the effects of district size on schooling outcomes. The main focus of the constituents of the production function is on the level of the former Bantustan penalty and Department of Education and Training (DET) penalty in relation to former White schools; as well as the quality of educators in the province. The Ordinary Least Squares (OLS) and quantile regressions were used to analyse the data and the Annual National Assessment (ANA) represented schooling outcomes and was estimated against school, educator and community characteristics. The results indicated a strong relationship between schooling outcomes and the school inputs that were used in the study. The effects of the Dinaledi intervention programme were analysed using the grade 12 panel data for the period from 2008 to 2013, where event dropout rates represented schooling outcomes. The findings that emerged from this study indicated that this programme provides a model that can improve the Eastern Cape schooling outcomes. The effects of district size on schooling outcomes were analysed with the regression discontinuity design technique and this revealed that district sizes have an impact on schooling outcomes. Overall, the results suggested that White schools perform better than their counterparts; that placing schools in quintiles is a good policy intervention; and that educator quality is associated with schooling outcomes. The key findings from this research were the continuing existence of the apartheid legacy in Black schools; poor educator quality; an inappropriate language of instruction; gender inequalities in performance and an uneven distribution of schools in districts. The recommendations for this research are to pay more attention to the improvement of educator quality in terms of educator qualifications, training and remuneration; implement a programme like the Dinaledi programme to all schools, as it provides resources to schools; and enforce the district size as informed by the district act so as to improve the support that district officials give to schools.
- Description
- Thesis (PhD) -- Faculty of Management and Commerce, 2015
- Format
- computer
- Format
- online resource
- Format
- application/pdf
- Format
- 1 online resource (238 leaves)
- Format
- Publisher
- University of Fort Hare
- Publisher
- Faculty of Management and Commerce
- Language
- English
- Rights
- University of Fort Hare
- Rights
- All Rights Reserved
- Rights
- Open Access
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UFH Department of Economics
| Thumbnail | File | Description | Size | Format | |||
|---|---|---|---|---|---|---|---|
| View Details Download | SOURCE1 | NCA.pdf | 9 MB | Adobe Acrobat PDF | View Details Download |