Getting in and staying there: Exclusion and inclusion in South African schools

Abstract

The paper provides a reflective account of the research carried out in South African schools focusing on physical access and learning. The paper argues that while physical access is not a major education problem in South Africa, meaningful learning remains an elusive goal for many, particularly the marginalised and the poor, notwithstanding the numerous education polices enacted since 1994. It argues further that there are many reasons for this, including how learners are taught, the bifurcated class-divided nature of South African schooling and the lack of crucial and active parental involvement in schooling. Against this backdrop the paper reviews numerous polices and strategies advocated in the South African context for restructuring the education system. It argues that whilst they are persuasive and appealing, they fall short in providing a holistic and coherent approach to education transformation. The paper concludes that what is needed is a far more explicit, proactive and equity-driven approach that prioritises the neediest and the most marginalised.