1. Robert J. Balfour Faculty of Education Sciences, NWU
Education in a New South Africa: crisis and change Seminar ppt for the Education and International Development Seminar Series, IoE-UCL October 2016
Robert J. Balfour Faculty of Education Sciences, NWU

2. Acknowledgements
Thank you to the IoE-UCL for the opportunity of a Visiting Fellowship in ; And to Prof Norbert Pachler for hosting me on occasion to share and talk through ideas concerning the book. Also thanks to the Harry Oppenheimer Memorial Trust, North-West University and the National Research Foundation (SA) for the funding to pursue this research. The book came out in late 2015: Education in a New South Africa: Crisis and Change (CUP).

3. Opening Remarks: some issues
In 1994 policy-makers, intellectuals, politicians and activists alike had achieved consensus that the systems that existed prior to 1994 were divisive, reactionary and racist, favouring the race and class privileges of the apartheid regime, and before that, of the colonial State. In 2016 the consensus about have been the achievements of transformation is not a stable one. Prior to the demise of the apartheid State there were 19 departments of education in South Africa. Nowadays there are two departments, and ostensibly one curriculum. But, two education systems have developed unintentionally over time. Changes to the schools system and curriculum have been motivated by a strong desire to bring about the better performance of learners, schools and the quality of teachers, and thus to restore confidence to the profession. But, existing policies serve unwittingly to exacerbate inequality.

4. Education 1994: uneven, unequal and undeveloped
The state of schooling in 1994
Matriculation pass rate of 53.4%
Adult literacy rate below 70%
7.1% of the population had a tertiary education
99% of white teachers were qualified
93% of Indian teachers were qualified
71% of Coloured teachers, and
54% of African teachers
Professional staff in the higher education system comprised
80% white people
12% African
4% Coloured and
4% Indian. (20-Year Review 1994–2014, 40)

5. The background to #FEES MUST FALL movement
The percentage of 18–24-year-olds who are not in education, employment or training (NEET) has increased from about 30% in 1995 to 45% in 2011, while the percentage enrolled in education has decreased from 50% to 36% and the percentage of youths in employment remained fairly constant at between 17% and 19%. As such, there appears to have been a shift away from participation in education in favour of either economic inactivity or unemployment among youth.
South Africa’s narrow youth unemployment rate of 50% is staggeringly high, both in the context of far lower average global and sub-Saharan youth unemployment rates and in terms of the country’s already high aggregate narrow unemployment rate of 25% (Spaull, 2013). The discontent extends also to higher education itself.

6. Secondary schooling: adequate provision but a crisis in quality that affects higher education
Shepherd & Van der Berg (2015) from the ANA Grade 12 result, suggest that problems not addressed in teacher education for the early years manifest also with students and teachers in later years.
Spaull (2013) finds that approximately 80% of all the schools were classified as dysfunctional. Ndebele (2014) described higher education as inefficient. The crisis is grown in early childhood education and reaped in adult life (Balfour, 2015).

7. Education provision: success in growth
Girls’ Enrolment 1995, 2005, 2013
Level of Education
1995
2004
2013
Primary Education
3,028,826
3,627,631
3,639,211
High School
1,349,259
2,256,852
2,362,230
Boys’ Enrolment 1995, 2005, 2013
Level of Education
1995
2004
2013
Primary Education
3,611,390
3,816,511
3,639,211
High School
1,862,345
2,061,051
2,362,230
Total learner enrolments by gender in primary and high school.
Level of education
1995
2004
2013
Males
Females
Total
Primary
3,611,390
3,028,826
6,640,216
3,816,511
3,627,631
7,444,142
3,639,211
3,424,638
7,063,849
High School
1,862,345
1,349,259
3,211,604
2,061,051
2,256,852
4,317,903
2,362,230
2,231,267
4,593,497

8. Primary and Preprimary (Grade R): a mismatch between provision and performance
Enrolment in Grade R (a pre-school year at primary school) has more than doubled since 1995, increasing from to between 2003 and 2011, nearly reaching the level of universal access. By 2012, 87.8% of learners in Grade 1 in public schools had attended Grade R (20-Year Review 1994–2014, 47). From a 2014 survey of 4667 Grade 5 learners in 214 rural schools in South Africa: 41% of Grade 5 children were reading at a fluency level below 40 p/m. Almost all non-readers (88%) of this group scored less than 20% on comprehension tests… (Spaull & Draper, 2015). Interventions are needed particularly in teacher training for Grade R and ECE in home language literacy development. Recent research shows that even in schools where a related Nguni language is used, performance is still better than when English is used. Why?

9. Types of schools: public, independent, special needs and ECD (Pre-primary/ Grade R)
Type of school
School category
Number of institutions
Public School
Primary
14 206
Secondary
6 411
Combined + Intermediate
5 209
Total (Public)
25 826
Independent School
Combined
Intermediate
Total (Independent)
1544
Total Public and Independent Schools
27 370
Other Education Sector
ECD
4 699
Special Needs School
442
Total (Other)
5 141
Grand Total of Public, Independent and Other Schools
32 511
Between 1995 and 2014 the growth in private education institutions and consortia of private schools and colleges has accelerated. School consortia like the Crawford Schools and the Curro Schools are private for-profit organisations. Greater choice and variety of schools has led to a more differentiated market for schools. This has had an odd effect on living areas.

10. Distribution of schools in terms of population
Province
Public Schools
Ave Schools
As % Total
2008
2009
2010
2011
2012
2013
08-13
08-'13
Eastern Cape
5 686
5 668
5 588
5 589
5 558
5 562
5 613
22.9%
Free State
1 614
1 547
1 422
1 371
1 351
1 327
1 439
5,9%
Gauteng
1 989
1 970
2 013
2 040
2 045
2 056
2 019
8,3%
KwaZulu-Natal
5 783
5 907
5 927
5 957
5 955
5 937
5 911
24,2%
Limpopo
4 023
3 988
3 965
3 931
3 935
3 924
3 961
16,2%
Mpumalanga
1 873
1 844
1 838
1 821
1 807
1 768
1 825
7,5%
Northern Cape
602
600
597
591
560
553
584
2,4%
North West
1 730
1 716
1 646
1 591
1 551`
1 641
6,7%
Western Cape
1 451
1 453
1 455
1 458
1 454
South Africa
24 751
24 693
24 451
24 365
24 255
24 136
24447
100%
Spaull (2013) notes that ‘the more serious problem is widespread dropout before Grade 12.
Over the four-year period between 2008 and 2011, the proportion of pupils taking mathematics (as opposed to maths literacy) has fallen from 56% to 45%, as more pupils opt for the easier maths literacy’ (Spaull 2013, 5).

11. Higher education between 1994 and 2016
In 1994 there were 150 higher education institutions providing teacher education, with approximately enrolled students (32 universities, 120 colleges). The colleges of education were similarly disjointed and unequal prior to There were 104 colleges, 83 of which served mostly black students (over students, with just over two-thirds of these – – enrolled for primary school qualifications). In 2016 there are 25 public HEIs, and these universities can be classified into four broad categories: 11 traditional universities, inherited from the pre-1994 era; 6 comprehensive universities, resulting from mergers of previous universities and technikons; 6 universities of technology, which are upgrades of former technikons; 2 new institutions, namely the Sol Plaatje University in the Northern Cape, and the University of Mpumalanga, both of which started enrolling students in 2014.

12. Higher education: institution types and enrolments: success in growth
Number of higher education institutions: universities and technical colleges
Years
1995
2004
2013
Public FET 50
Private FET
155
864
536
Public University 21 23 26
Private University 15 11
Enrolments in higher education institutions: universities and technical colleges
Institution
1995
2004
2013
Public FET
Private FET
Total
Public University
Private University
94 478 1 

13. Higher education provision and growth
Higher education has grown by over 80% since 1994, to a total enrolment of over Redress in terms participation in higher education has been achieved: African enrolments reaching 79% and female enrolments 57% of the total by 2010 (Source: CHE, 2014).

14. Higher education: student participation by gender in major study fields (Source: CHE, 2014)

15. Student and staff participation in higher education: success with growth
Students: The ‘graduation rate’, that is, the number of graduates as a percentage of head count enrolments in a given year, has also grown, though only marginally from 15% in 1994 to 17% in In terms of population groups, the number of African and coloured graduates, and their proportions in total graduate output, have increased substantially: for example, the number of African first-degree graduates grew by 50% between 1995 and 2010, to some Staffing: According to the DHET data for 2013 there were permanently appointed staff at public HEIs in 2013 (Table 2.24). The HEMIS personnel categories show that (48%) of the members of staff were categorised as professional staff.

16. Higher education staffing by race: 2007-2012 (Source: CHE, 2014)

17. Universities staffing: management by gender: : Note: steady increase in women in management positions. (Source: CHE 2014)

18. Universities staffing: management by race: Note: The gradual increase of black academic staff in higher education is not matched in university management positions (Source: CHE 2014).

19. Snapshots of research over ten years (teacher ed)
National gender profile of thesis authors across institutions in Education:
Gender
Number
Female
2076
Male
1646
Not Known 52
Total
3774
Disaggregation of theses by degree:
Degree
Number
Master’s
3082
Doctorates
692
Total
3774
Approximate race profile of thesis authors
Racial profile
Number
Not Known 14
White
1786
African
1477
Coloured
112
Indian
374
Other (e.g. Chinese, Korean, etc.) 11
Total
3774
Source: Balfour et al. (2011)

20. Which institutions are active in generating a substantive proportion of the research in SA? Source: Balfour et al. (2011)
Institutions
Provincial base
No. of theses
University of Johannesburg
Gauteng
712
University of South Africa
552
University of KwaZulu-Natal
KwaZulu-Natal
416
University of the Witwatersrand
408
University of Pretoria
302
North-West University
North West
221
University of the Free State
Free State
202
University of Cape Town
Western Cape
172
Stellenbosch University
171
Rhodes University
Eastern Cape
138
University of the Western Cape
134
Nelson Mandela Metropolitan University
125
University of Zululand
117
University of Limpopo
Limpopo 33
Tshwane University of Technology 29
Durban University of Technology 18
Cape Peninsula University of Technology 9
University of Fort Hare 8
University of Venda 7
Vaal University of Technology
Total
3774

21. What kinds of research are being generated
What kinds of research are being generated? Source: EDTP-SETA WSP SSP (2014)

22. Fees and full costs to study in higher education (Source: CHE, 2014)

23. Proposal for Undergraduate Curriculum Reform Source Ndebele et al. 2013
Only about one in four students in contact institutions (that is, excluding UNISA) graduate in regulation time (for example, three years for a three-year degree).
Only 35% of the total intake, and 48% of contact students, graduate within five years.
When allowance is made for students taking longer than five years to graduate or returning to the system after dropping out, it is estimated that some 55% of the intake will never graduate.
Access, success and completion rates continue to be racially skewed, with white students’ completion rates being on average 50% higher than black students’ rates.
The net result of the disparities in access and success is that under 5% of African and coloured youth are succeeding in any form of higher education.
Performance is very poor for all groups across the three qualification types. Even in the four-year professional degrees, which are highly selective in terms of admissions requirements, the success rate is only 36%.

24. A retrospective: capacity, curriculum, class
Whilst planning to massify the Higher education system in the first 20 years; insufficient planning was done to help universities to accommodate such growth in terms of human capital.
In schooling the system has similarly grown as has capacity, but the key issue here has been the quality of teaching unaided by a damaging language policy in which English (90%) of SA or Afrikaans (10% of SA schools) remain mostly the languages of instruction.
The absence of adequate provision for Indigenous languages has become more marked over time.
There are terrible economic and political consequences to the perpetuation of Apartheid legacy practices in the context of widening access to the system one of which is high drop out, low throughput rates.
South Africa’s working class (whether black or white) are deeply aware of in the gap between the promise and delivery: ‘the system’ continues to express itself in terms of privilege, even though race is perhaps not as dominant a feature as it was 20 years ago.

25. Interventions in schooling and higher education
National academic capacity development plan to address critical skills shortages in the HE sector and deliver on demographic transformation. National focus on curriculum transformation and the development institutional development plans in higher education institutions. Extended undergraduate curricula to enable better success rates, with more comprehensive support (financial and academic) for students. National teacher development interventions in literacy in English and home language (pre & in-service). National teacher development of interventions to deepen teacher subject knowledge (pre & in-service).

26. Thank you