|Title:||From state provision to NGO initiative: A South African case study (Working paper / IDT Education Portfolio)|
|Format:||lrf rtf doc lrf|
|ePUB size:||1398 kb|
|FB2 size:||1351 kb|
|DJVU size:||1419 kb|
|Publisher:||Independent Development Trust, Education Portfolio (1994)|
It applies a standardized extended cost-benefit analysis methodology and relies on comparable data sources across countries. The net effect of raising taxes on cigarettes encompasses the direct negative price shock to household budgets and the long-term benefits of improved health outcomes.
The current state of education in South Africa can, in part, be attributed to the legacy of the education policies instituted under apartheid. Engelbrecht (2006:254) states that he central feature which distinguishes South Africa from other countries in terms of education provision, is the extent to which racially entrenched attitudes and the of discriminatory practices led to extreme disparities in the delivery of education, a reflection of the fragmentation and inequality that charac-terised society as a whole. This White Paper was designed to transform the South African educational system by building an integrated system for all learners (. no special and ordinary schools); using a curriculum that is more flexible and suitable to the needs and abilities of learners; developing district-based support teams to provide systemic support for any and all teachers who need it; and strengthening the.
South African learners still perform toward the bottom of the spectrum on both. mathematics and reading (Van der Berg, 2007). The current state of education in South Africa can, in part, be attributed to the. legacy of the education policies instituted under apartheid. Engelbrecht (2006:254). states that he central feature which distinguishes South Africa from other countries. African schools towards inclusion. Contemporary teacher education in South Africa trains teachers how to accom-. modate diverse learners in a single classroom (Oswald & Swart, 2011). In another study, caregivers of children with disabilities who lived in. the Western Cape province of South Africa expressed similar fears concerning the. mistreatment of their children in ordinary schools (Masasa, Irwin-Carruthers & Faure
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Concerns identified in their study remain of how to ensure NGO provision (often associated with non-formal approaches) is seen as equivalent to (if different from) state formal provision. The paper begins by defining NGOs in the context of their role as education providers. It then considers the way in which international literature views NGO provision in comparison with formal government schooling.
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