A Critical Appraisal of Some Conventional Wisdom in Primary Education in South Africa by Shireen - Article Example

Running head: CRITICAL APPRAISAL Critical Appraisal [ Writer’s name] [institution’s name] Critical Appraisal Introduction The paper is based on a critical analysis of an article. The article is titled as Surviving the system--a critical appraisal of some conventional wisdom in primary education in South Africa, it was written by Motala, Shireen and was published in Comparative Education, 03050068, Jun95, Vol. 31, and Issue 2. The article is based on the education system in south Africa. It gives a detailed description of the draw backs as well as positive sides of their primary education system. As mentioned in the report the objective of this research was to study why survival and retention rates are so low, whereas dropout and repeaters are increased in the first 4 years of primary school, along with how 'quality' and 'efficiency' may be improved to assure better retention and survival during the above mentioned years of primary schooling, and to study the pertinent policy issues related to this change taking plan on the educational system . Analysis of the Article’s Introduction The introduction was quite a detailed an appropriate one. It had statistics of the primary school going children. “Official estimations are that fully 1.6 million African children between the ages of 6 and 13 were not at school in 1992 (ERS, 1992, p. 106) and that only 51-62% of African enrolments in the first year of primary schooling will reach Standard 6 in 12 years, in contrast to 96% of white pupils in 8 years (PESA, 1992, pp. 2-19)” It provides an in-depth analysis of how the drop out rate has increased as well as how repetition tends to also become prevailing issue in their primary school system. The author has used valid references in the discussion such as Fuller, 1987; Lockheed & Hanushek, 1988; World Bank, 1990; Schwille et al., 1991; Colclough & Lewin, 1993. The paper finally gives an in detailed set of arguments on how reconstruction in the primary education system should take place at different levels: by means of developing an unitary education system which may only be dedicated to redress, access and quality, via policies have the ability to influence the micro level practices of the school, as well as by paying attention to out-of-school factors may be the reason behind the instability of schooling. This paper is divided into three parts. The first part provides a background to dropout and repetition in South African schools. The second part discusses the research process, which includes the aim, methodology and descriptive statistics, and finally the main findings together with some emergent policy concerns are discussed. Background to Repetition and Dropout in South Africa The paper also gives a detailed description of the Repetition and Dropout in South Africa. The author has used a numerous number of statistics to show that there is no improvement in the education system prevailing in south Africa. The research done by the author in this part of the paper is quite detailed and accurately referenced. This proves that the author has done a lot of work to make the paper an appropriate research paper. The Research Process: aim, methodology, and descriptive statistics This is may be considered as the most important part of the paper as it consist of the entire methodology aim and descriptive statistics. The aim of the paper ahs been mentioned earlier in the paper. The author used a primary data method, which means it used quantitative data by means of survey. The below given quote has been taken directly form the paper and clearly describes which kind and what the survey meant to measure. As mentioned in the paper: “The aim of the tracer survey was to establish the pattern of survival, repetition and dropout in the first four years of lower primary school, to understand why dropouts occur, and to discover what activities 'dropouts' were engaged in.“( Motala,1995) Sampling method used The author used a random sampling method. This is the quite an appropriate choice of sampling as most surveys usually require such sampling methods due to the fact that it is less time consuming and the collected data is more valid. Random sampling is when the sample is selected randomly from a particular population. Because of the small sample it was decided to limit the survey to one township, viz. Soweto. The data was collected only of the year 1985-86. The paper further describes quite explicitly how ten primary schools were selected for the study from which one was eliminated due to ethical considerations that the researcher did not get permission to conduct the study there. This proves that the study did follow ethical considerations as it did not include the data nor did the researcher force her self on the school administration for approval . The paper highlights the entire sampling in aver detailed manner it states that the survey collected two kinds of data which was taken from the school data 1) on the profile of children and 2) on the progress of the child per year and standard. The researcher used Categories to evaluate the kind of progress. The research used 'passed', 'repeated', 'transferred' and 'dropped out as the criteria'. It may be noted that The dropout category further divided into sub-categories, these were 'untraceable', 'transferred to other primary schools', 'transferred because of special disability', 'relocated and most probably transferred', 'still at school but not in records', 'genuine dropout' and 'traceable but no further information'. Major Findings and Policy Concern In this part of the paper the researcher takes the paper to a new level it gives detailed description of the major findings. The way the author has described the findings is quite brilliant and orderly. The researcher has used an extremely systemic approach to it. The most important finding in this paper was that poor survival can only be addressed through quantitative expansion and qualitative improvements of primary schooling. In this finding it clearly shows how the quantitative expansion of the education system may help improve their primary schools. For this purpose the author has used references like Donaldson's (1992) argues that: “for quantitative expansion to take up the greater part of the increases in overall resources, with qualitative advances coming from a reorganization of education spending” Another important finding which the author has appropriately highlighted is repetition rather than dropout is in need of much greater attention. In this part of the paper the author gives a complete overview along with appropriate findings from the survey about how the education system should worry about repetition more then drop outs as the rate is quite high. A high level of repetition indeed is an issue for any existing educational system. The findings part of the paper also that A More Nuanced Approach is required to the Category of Dropout. This too is an important finding for the paper, as it gives a complete overview of the approach. The author in this finding ahs also used quite strong arguments by the support of references like Hanushek & Levy (1992) in this paper : “Argue strongly for developing better quality schools. They argue that regardless of students' own achievement and ability levels, better schools directly influence the probability that a student will stay in school” From the survey the author of paper highlighted an other important point that information systems and mechanisms at school and national level must be urgently reviewed. The author further in detail pointed out that teachers there tend to lack responsibility to any senior authority regarding how to collect data and thus there is no proper system regarding this . it may be noted that the author further pointed out that weak and absurd information systems regarding the collection of repetition and dropout statistics obstruct the capability of education planners and policy-makers to calculate approximately the kind and quantity of resources and the related costs to implement successful change. Chapman & Boothroyal (1987 and 1988 ) : “There are many problems with the collection of data in schools. in Botswana, Somalia and Yemen .” The author noted a number of hindrances which do not let the system improve they are as follows: (1) incentives that promote inaccurate reporting, such as teacher evaluations being dependent upon student achievements, or school resource allocations being tied to enrolment data; ( 2) a lack of clarity in definitions, procedures for data collection, and instructions for data reporting, as well as a lack of standardised data collection instruments; ( 3) failure by teachers and principals to understand why accurate data flow is important.( Motala,1995) 0 Conclusion Of The Paper The conclusion of the report is well written and gives an comprehensive overview of the entire paper. The tracer survey used in the paper gave the readers interesting finings regarding the wastage and survival patterns of primary schooling in south Africa. although the survey in the paper present valid data that repetition was a greater issue than dropout, the author also showed how it was a waste of both time and money. Another quite important and good part of the paper was that at the end of the paper the researcher used notes to define a number of terms. The notes given in the paper are as under: [1] The first two years of schooling in South Africa, are known as Grade 1 or Substandard A and Grade 2 or Substandard B (SSB). These are followed by Standards 1-10, making twelve years in all. Standard 6 is therefore the eighth year of schooling. [2] The term 'self-governing territories' was used to refer to those territories with limited financial and administrative powers under the apartheid system (KwaZulu, Lebowa, QwaQwa, KaNgwane, Gazankulu and KwaNdebele), as opposed to the TBVC states (Transkei, Bophuthatswana, Venda and Ciskei) which were nominally independent. The Department of Education and Training (DET) administered the education of African children in the rest of South Africa.( Motala,1995) ) Ethical considerations The ethical consideration highlighted in this paper is that every school was visited by the permission of the administration. If any school did not give permission then the school was not used as a sample. The author of this paper clearly highlighted the fact that one of the schools was used due to the before mentioned reason . References The references used in the article are valid and are in APA format. Most of them are journal articles. The author has done a wonderful job in referencing as she has used the APA for perfectly without any mistakes. The author has used 54 references in which the most import ones are of World Bank and UNSCO as they provide valid statistics as well. Conclusion The entire paper was written extremely well. The introduction was written quite systematically from general to specific. It kept a slow yet directional pace. While the methodology selected for the study was also prefect, as such researches require survey to collect the data. The research design was a primary research design; it served the purpose of the study quite well. All the findings were discussed quite well. To conclude it may be said that the paper was a prefect research paper and may serve as a pathway to improve education in south Africa. As the above discussed may be able to generate a better flow throughout the system they will not essentially make quality of education better. It is required then for the objective efficiency and quality to be fulfilled at the same time . What was obvious from the paper is that much more multi-level research mainly at school and class level is needed to comprehend what material and non-material means influence teaching and learning. References Chapman, D. & Boothroyd, R. (1988) Threats to data quality in developing country settings, Comparative Education Review, 32, pp. 416-429. Colclough, C. & Lewin, K. (1993) Educating all the Children: strategies for primary education in the south (Oxford, Clarendon Press) Donaldson, A. (1992) Financing education, in: R. & A. McGREGOR (Eds.) Education Alternatives (Johannesburg, Juta). ERS (1992) Education Renewal Strategy (Pretoria, Department of National Education). Fuller, B. (1987) What school factors raise achievement in the Third World? Review of Educational Research, Fall, 57, pp. 255-292. Hanushek, E. & Levy, V. (1992) Dropping out of school: the role of opportunities and school quality, draft paper, University of Rochester Lockheed, M. & Hanushek, E. (1988) Improving educational efficiency in developing countries: what do we know?, Compare, 18 Motala Shireen (1995); Surviving the system--a critical appraisal of some conventional wisdom in primary education in South Africa, it was written and was published in Comparative Education, Vol. 31, and Issue 2. PESA (1992) South Africa: primary education sector assessment (Pretoria, Academy for Educational Development, USAID). Schwille, J., Elseman, T., Ukobizoba, F., Hauang, R., Kwan, D. & Prauty, R. (1991) Is Grade Repetition always Wasteful? New Data and Unanswered Questions. Bridges Research Report Series (Cambridge, MA, HIID, Harvard World Bank (1990) Primary Education, A World Bank Policy Paper (Washington, World Bank). Read More