Educational System in South Africa - Literature review Example

Educational System in South Africa Introduction South Africa is a country that has had a memorable past especially considering its struggle with apartheid. The history of the country has affected several of its systems and key ministries including education. The South African education system is in many respects similar to those of other countries considering that it emphasizes the need for and provision of quality education. The system also recognizes that education can be offered publicly or privately. The system is well organized and has seen several changes adopted since the end of apartheid. This paper discusses the micro and macro aspects of the education system in South Africa. Macro Analysis After the end of apartheid regime, the African National Congress (ANC) initiated a number of changes in the educational sector. This was due to inauguration of democratic governance. The government, under President Nelson Mandela drafted policies that were to lead to integrated schooling. After the adoption of the new constitution in 1996, educational system of South Africa changed drastically. The constitution guaranteed universal access to education which is not based on ethnicity or race (South Africa US Embassy, nd). The constitution has provisions for one education system under one minister of education. In addition, the people of South Africa have been guaranteed equity in access and provision of education. In particular, the government finances and ensures that there is democratic governance of schools. The constitution gave rights to the marginalized groups under the apartheid regime. Discriminatory laws were revised to guarantee universal access to education (South Africa US Embassy, nd). The education system’s vision in South Africa is to provide quality education for all learners. Provision of quality education ensures that there is strong development of learner’s capabilities and talents, enhances the democratic transformation of society, combats sexism and racism. In addition, the educational system in South Africa aims at eradicating biased discrimination and intolerance. Learners must be taught on the need to foster national unity. Consequently, the educational system aims at alleviating poverty by improving economic well being of the society. Education system is also charged with the responsibility of protecting and honoring diverse cultures in South Africa, uphold the rights of all learners, parents, and educators (South Africa US Embassy, nd). Provision of Education in South Africa All educational institutions are under one minister. There are also nine provincial education departments in charge of provincial education matters. South African schools are classified either as public schools or independent schools. There are also constitutional provisions that allow for the formation of home schooling after registration with the relevant department. Importantly, the government of South Africa funds public schools from the public revenue. These funds are distributed on an equitable basis without discriminating marginalized groups. State funding of public schools also ensures that there is proper exercising of learner’s rights to education and to redress past injustices in the apartheid regime (Vuyelwa, and Mothata, 2000). Curriculum Each province has the right to determine its curriculum. However, the provincial curriculum should not contradict national education policies and the provisions in the constitution. Each province, when developing the curriculum, must ensure that it is uniform throughout the province. External examinations are also expected to be the same in every province without discriminating on gender, geographical location or race bases (Vuyelwa, and Mothata, 2000). Structure The academic year runs from January to December in South Africa. Learners start their studies from grade 0 to grade 6 in primary school. In secondary school, there are two levels. The first level is known as junior secondary (grades 7-9) while the second level is known as further education and training (grades 10-12). Higher education involves certificate level (1-2 years), diploma level (1-2 years), honors degree (1 further year of undergraduate study, requiring a thesis), masters degree (2 years of post-graduate study, requiring a thesis), and doctorate (2years) (Vuyelwa, and Mothata, 2000). Grade Level Distribution A bachelor’s pass requires a minimum rating of 4 (or a C) in four subjects from the core designated lists of subjects. However, outcomes based education (OBE) has been in place since early 2000. The main aim of OBE is to develop critical thinking skills among students. Due to challenges of finances and dictatorship in apartheid, several public schools could not meet the guidelines of OBE. Any mark over 70% is considered to be very good while a result over 80% is excellent and rare (Vuyelwa, and Mothata, 2000). Grading scale US Grade A B+ B C D F F SA Grade 7 6 5 4 3 2 1 Based on SA score of 80-100% 70-79% 60-69% 50-59% 40-49% 30-39% 20-29% Source: (South Africa US Embassy, nd) Micro analysis Instruction There are about 11 national languages in South Africa. However, only English and Afrikaans is used as the language of instruction. In particular, the language education policy was drafted to address language inequalities. There is need to pass rules governing instruction because of the high number of national languages. Student-Teacher Relationship The education system in South Africa advocates for non-tolerance of sexual relationships between teachers and students. In particular, teachers can be dismissed if they have been found to engage in sexual relationships with students. Such teachers are dismissed from their job regardless of student consent to engage in sexual relationships. In addition, sexual harassment is not allowed. Discipline matters are managed by school administration. Students are expected to respect their teachers. Lack of respect to teachers can lead to suspension or even expulsion from a particular school. Teachers are also expected to respect students. Punishments that can cause harm to the students is prohibited. The prescription of appropriate punishment is issued by the school administration according to the magnitude of indiscipline actions. Also, drug and alcohol abuse are prohibited within school compound. Students who have been found to abuse drugs inside or outside school are referred to the school management for appropriate punishment. The punishment given to the students should not violate human rights but make the students understand the reason why they have been punished. Assessment The Annual National Assessment (ANA) program is used to assess the learning outcomes in students. ANA has better assessment practices that should be used in the classroom. The teacher is exposed to well constructed tests and marking guidelines. To guarantee quality, district and provincial education officers review examination initiatives aimed at supporting teachers in coming up with appropriate assessment exams. The introduction of the Annual National Assessments (ANA) program is done at the beginning of every year. The national assessment exams ensure that teachers have a clear knowledge on areas they need to improve during the year (Vuyelwa & Mothata, 2000). The government of South Africa and the department of basic education ensure that educational outcomes are achieved in every school, whether public or private. The outcomes are monitored through the administration of the Annual National Assessment. Normally, the Annual National Assessment is administered to primary school students (Jensen, 2001). South Africa’s higher education system has public funded universities that assess their students based on their guidelines. However, the assessment guidelines must meet the set criteria in the constitution in assuring that there is no discrimination against any gender or group. The public universities have been given powers to assess and award bachelors, honors, masters and doctorate degrees. Undergraduate and postgraduate diplomas are also warded by the respective universities (Jensen, 2001). Students in secondary education are subjected to independent Examinations Board (IEB) test series. Good grades in IEB test series lead to the attainment of national Senior Certificate (NSC) at the end of grade 12. Senior students in secondary schools must take 7 subjects. The compulsory subjects include English, any African language, life orientation, and either mathematics or mathematical literacy. The other three subjects are selected from the remaining disciplines (Jensen, 2001). Accountability Students are expected to be honest in their assignments. Plagiarism is prohibited and can lead to cancelation of grades. Information technology is used in assessing accountability among students. Plagiarism software is used to detect plagiarism in student assignments. However, there are still some universities that have not made progress in effectively eradicating plagiarism. Examination results are marked without preference and discrimination. Any student who suspects that they have not been given reasonable grades is expected to file for exam remarking. Teachers ensure that students get marks they deserve according to the guidelines set for marking exams. Examination marking guidelines is the standard to be applied to every student regardless of their race, sex, religion or geographical location (Jensen, 2001). Intrinsic and Extrinsic Motivations Extrinsic factors of motivation to teachers include generous salary and working conditions. The South African government acknowledges the contribution of teachers to national development. Teachers have been entitled to appropriate wages this leading to increased motivation among teachers to provide quality education. Teachers are provided with retirement pensions, health insurance and other allowances necessary for their survival (Jensen, 2001). Intrinsic motivation is guaranteed by internal conditions such as enjoyment and personal satisfaction. Teachers get enjoyment when their students register respectable grades in national exams. In addition, teachers enjoy when students develop positive characters and identities that can help them in life (Vuyelwa, and Mothata, 2000). Challenges Facing Education Despite the successes registered in South African education, there are still challenges. In particular, the quality of education in black communities is still substandard. The government has not been able to employ enough teachers to cater for the ever rising student numbers in the schools. In addition, more schools need to be constructed for the South African citizens. South African education is also affected by corruption. Corruption prevents efficient service delivery to all public schools. Embezzling of public funds has led to construction of few classrooms every year and teenage pregnancy continues to affect education in South Africa. Young girls are forced to stop schooling to care for their young ones. Measures should be instituted to create awareness among teenage girls on the dangers of teenage pregnancy and unprotected sex (Jensen, 2001). Conclusion The South African system shares a lot with other countries’ education systems. The entire system is macro-managed by a government ministry as is commonly the case with many countries. The ministry develops policies and guidelines to be followed by schools, students, parents and other stakeholders in the system. The education system also upholds the need for basic, secondary and tertiary education for the good of citizens and the country. The students are assessed at every stage of learning and progress to the next level on successful completion of their current level. At the micro level, discipline, accountability, and ethical relationships between students and teachers are highly esteemed. Like other systems, the education system in South Africa faces challenges related to funding, corruption and unwanted pregnancies. References Jensen, S. (2001). Implementing Education Policies. Johannesburg: Juta and Company Ltd. South Africa US Embassy (nd), The educational system of South Africa. Retrieved from http://southafrica.usembassy.gov/root/pdfs/study_sa_profile_rev100630.pdf Vuyelwa, T. and Mothata, M. (2000). Critical Issues in South African Education after 1994. Johannesburg: Juta And Company Ltd. Read More