Warianty tytułu
Języki publikacji
Abstrakty
The study aims at interrogating the transformation of education in Buffalo City following integration of East London with its black townships. This paper is largely framed from a quantitative paradigm that draws from statistical data in linking population changes with educational patterns in the study area. Census data was used to trace population changes in post-apartheid South Africa, while performance in education was informed by matriculation results. Quantitative data were complemented with key informants' qualitative opinions. The results indicate that the quality of education in former "white" schools is better than that of "township" schools. There are several pull factors that attract township learners to former white schools, albeit with integration challenges. The study concludes that if these challenges are masked to education planners and policy makers, they militate against the envisioned liberalisation of the democratic education system. (original abstract)
Czasopismo
Rocznik
Numer
Strony
145--160
Opis fizyczny
Twórcy
autor
- University of Mpumalanga, South Africa
autor
- Bindura University of Science Education, Zimbabwe
Bibliografia
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Typ dokumentu
Bibliografia
Identyfikatory
DOI
Identyfikator YADDA
bwmeta1.element.ekon-element-000171586892