Learning and Equitable Access in the Western Cape, South Africa

Autor/inn/en	Gilmour, David; Soudien, Crain
Titel	Learning and Equitable Access in the Western Cape, South Africa
Quelle	In: Comparative Education, 45 (2009) 2, S.281-295 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0305-0068
Schlagwörter	Access to Education; Academic Achievement; Foreign Countries; Equal Education; Educational Assessment; Educational Indicators; Performance Factors; Barriers; Achievement Tests; Achievement Gap; Educational Environment; Comparative Education; South Africa + Suchen Sie Ihr Suchwort? Education; Access; Bildung; Zugang; Bildungszugang; Schulleistung; Ausland; assessment; Bewertungssystem; Educational indicato; Bildungsindikator; Leistungsindikator; Achievement test; Achievement; Testing; Test; Tests; Leistungsbeurteilung; Leistungsüberprüfung; Leistung; Testdurchführung; Testen; Lernumgebung; Pädagogische Umwelt; Schulumwelt; Vergleichende Erziehungswissenschaft; Südafrika; Süd-Afrika; Republik Südafrika; Südafrikanische Republik
Abstract	Silent exclusion, when children register and attend school but learn little, is a critical feature of educational access in South Africa. Several international studies (e.g. TIMMS, SACMEQ) have shown that despite high levels of investment, South African schools perform poorly in relation to other countries at similar levels of income. Equitable access is yet to be achieved with wide variations in the quality of access between sub-populations. This paper focuses on levels of learning achievement and comparisons between grades, schools, and populations of children in the Western Cape. Since outcome data is available over time changes can be followed and equitable access explored. (Contains 4 figures and 3 tables.) (As Provided).
Anmerkungen	Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10