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“ Access and opportunity ” - Schooling in Khayelitsha, an introduction

This introduction provides an overview of the schooling system in Khayelitsha, including its history, demographics, social and economic conditions, health challenges, and features of education. It highlights the need to improve educational opportunities and outcomes for students in the township.

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“ Access and opportunity ” - Schooling in Khayelitsha, an introduction

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  1. “Access and opportunity” - Schooling in Khayelitsha, an introduction Jonathan Clark, Schools Development Unit/ Schools Improvement Initiative, UCT

  2. KHAYELITSHA

  3. THE CONTEXT First houses in 1983, rapid expansion through 1990s, slow down in growth over past five years • History • Demographics 430 000 people (2015) ‘…a mix of modest prosperity (and occasional affluence) with widespread poverty (of varying severity)…’ Seekings, 2013:20 • Social & Economic • conditions 3

  4. Highest reported murder rate in SA: 354 in 2012/2013 • Crime & Violence Many children exposed to co-occurring forms of violence One of the greatest burdens of both HIV and TB in the country; TB/HIV co-infection rates close to 70% • Health 4

  5. Schooling in Khayelitsha

  6. 34 Primary (Grades R - 7) 1 Intermediate (Grades R – 9)20 Secondary (Grades 8 – 12) 3 LSEN (‘Special Needs’) 3 Private schools 1 162 learners 642 learners Low fee private schools are NOT as yet a feature of this educational landscape…

  7. Additional 3 000-odd learners in community creches 7

  8. 8

  9. Additional 3 000-odd learners in community creches 9

  10. SOME FEATURES OF SCHOOLING Less than 2% of 7-15 year olds are out of school • (almost) everyone’s • in school No more than 5% attend schools outside of the township • Most attend schools in the township Up to ⅔rds attend neighborhood schools Repetition & drop out rates are low, particularly across compulsory GET Band (Grades R-9) • Majority progress with their age cohorts 10

  11. Low growth in primary sector (1% per year); actual decline in secondary numbers (-10%) between 2009-2015 • Overall, schooling is quite stable Spare capacity, some isolated incidents of localised shortages of places At most up to 15% of learners; greater impact in schools located near informal settlements • In-migration from Eastern Cape 11

  12. Tight knit, cohesive and essentially isolated monolingual community • On language Only 1,5% (900-odd) learners receive tuition in a language other than isiXhosa Gender Parity Index (GPI): by Grade 12, 60% are female • Gender matters • The ‘Arts’ (music, visual arts, drama) at one school • IT at one school • CATN at five schools • Economics at 18 schools (almost unknown in exModel C sector) • Subject choice: a measure of disadvantage 12

  13. All schools are ‘no fee’ schools • Majority are designated Quintile 2 (poorest rural schools are Quintile 1, exModel Cs are Quintile 5) • Few (if any) Governing Body posts • Funding High levels of efficiency in terms of delivering available material resources • Resourcing The upper limit of what the State can afford at current levels of National expenditure? 13

  14. Summing up…. Public ordinary & Grade R: 63 000 Private & LSEN: 1 800 Out-of-township: 2 700 ‘in-school’ 67 500 14

  15. ‘A puzzle…’ ? Compulsory (Grade R-9): 53 500 Out-of-school: 1 500 max TO BE RESEARCHED FURTHER… 55 000 Even allowing for ‘out-of-township’ enrolments & out-of-school numbers significantly higher than estimated here, it would appear as if there is a huge discrepancy between the number of 7-15 years predicted by Census 2011 and those actually living in the township Census 2011 Estimated number of children in 7-15 age group in 2015 70 000 15

  16. OPPORTUNITY Focus here on schooling outcomes as measured by performance in the exit-level Matric examination

  17. Historical trends in Matric performance: Khayelitsha versus Provincial versus National

  18. Beyond pass rates Middle class Bi-modal performance Working class

  19. The ‘opportunity ticket’ • Minimum requirement for entrance to STEM fields of study: scores of 60%+ in mathematics & physical sciences in combination 1:55 • Six schools had no Matriculant scoring at this level, including the school with the highest pass rate!

  20. Even relatively high performing working class township schools are producing subject-level matric results between two & three grade levels (i.e. 20-30%)lower than their middle class counterparts This is the real measure of the lack of educational opportunities in the post-apartheid schooling system

  21. Our reality, our challenge ‘Equality of access, without equality of opportunity’

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