Abstract
Twenty-six years into democracy, following an apartheid regime burdened with segregation and discrimination, South Africa still reflects the ramifications of society’s inequality. Living conditions of ordinary South Africans have deteriorated, subsequently widening the gap between the rich and the poor. The country continues to fight historical inequalities and, thus, an ongoing crisis in education is revealed. This chapter focuses on the phenomenon of learner dropout in South African schools in the Mpumalanga Province. More specifically, it examines the epistemological and management challenges faced. In order to accelerate progress, deepen democracy, and build an inclusive society, South Africa must translate political emancipation into economic well-being. The study investigates causes for such an escalation in learner dropout in the Mpumalanga Province. The chapter argues that learner dropout gives rise to both epistemological and management challenges. As such the chapter makes evident that a realignment of policy, efforts, and deliverables is needed for the South African Education system to strategically achieve education that is regarded not only as “a public good” but as “a fundamental human right” to achieve all other rights.
This is a preview of subscription content, log in via an institution to check access.
Access this chapter
Tax calculation will be finalised at checkout
Purchases are for personal use only
Similar content being viewed by others
References
Bean, J. P. (1980). Dropouts and turnover: The synthesis and test of a causal model of student attrition. Research in Higher Education, 12(2), 155–187.
Biggs, J. (1999). What the student does: Teaching for enhanced learning. Higher Education Research & Development, 18(1), 57–75.
Black, P., & Wiliam, D. (1998). Assessment and classroom learning. Assessment in Education: Principles, Policy & Practice, 5(1), 7–74.
Bozalek, V., Garraway, J., & McKenna, S. (2011). Case studies of epistemological access in foundation/extended curriculum programme studies in South Africa. Cape Town: Pearson, ISBN: 978-970.
Branson, N., Hofmeyr, C., Papier, J., & Needham, S. (2015). Post-school education: Broadening alternative pathways from school to work. In South African Child Gauge. Cape Town: Children’s Institute, University of Cape Town.
Cazden, C. B. (2012). A framework for social justice in education. International Journal of Educational Psychology, 1(3), 178–198.
Cazden, C. B., & Beck, S. W. (2003). Classroom discourse. In Handbook of discourse processes (pp. 165–197). Mahwah: Lawrence Earlbaum Associates.
Chimombo, J. P. (2005). Issues in basic education in develo** countries: An exploration of policy options for improved delivery. Journal of International Cooperation in Education, 8(1), 129–152.
Cotton, K., & Wikelund, K. (1990). Educational time factors. Portland: Northwest Regional Educational Laboratory.
Creswell, J. W. (2014). Research design: Qualitative, quantitative, and mixed methods approaches (4th ed.). Singapore: SAGE.
Darling-Hammond, L., & Youngs, P. (2002). Defining “highly qualified teachers”: What does “scientifically-based research” actually tell us? Educational Researcher, 31(9), 13–25.
DBE. (2017). Education management information system (EMIS). Pretoria: Department of Basic Education.
Deqiang, X., & **aonan, H. (2015). Critical reflection on Nancy Fraser’s theory of justice. Cross-Cultural Communication, 11(9), 43–47.
Doll, J. J., Eslami, Z., & Walters, L. (2013). Understanding why students drop out of high school, according to their own reports, are they pushed or pulled, or do they fall out? A comparative analysis of seven nationally representative studies. Open: SAGE.
Dündar, H., & Akçayır, M. (2017). Tablet vs. paper: The effect on learners’ reading performance. International Electronic Journal of Elementary Education, 4(3), 441–450.
ECCE. (2004). Early childhood care and education (ECCE) team report: Ready to learn: Early childhood education of quality to prevent school failure in Trinidad and Tobago. Organization of American States (OAS) hemispheric.
EE. (2017a). Equal Education: Matric results and South Africa’s youth unemployment crisis. https://equaleducation.org.za/2017/01/09/matric-results-and-south-africas-youth-unemployment-crisis/
EE. (2017b). Equal Education: Pre-matric results media statement, matric results an indicator of primary school education in crisis. https://equaleducation.org.za/2017/01/04/matric-results-an-indicator-of-primary-schooling-in-crisis
Fraser, N. (1998). Social justice in the age of identity politics: Redistribution, recognition, participation (WZB discussion paper). Berlin: WZB.
Glaser, B. G., & Strauss, A. (1967). The discovery of grounded theory: Strategies for qualitative research. Chicago: Aldine.
Grant, M., & Hallman, K. (2006). Pregnancy-related school dropout and prior-school performance in South Africa (Policy research session working paper no. 212). New York: Population Council.
Hallinger, P., & Lee, M. (2013). Exploring principal capacity to lead reform of teaching and learning quality in Thailand. International Journal of Educational Development, 33(4), 305–315.
Hanushek, E. A. (1986). The economics of schooling: Production and efficiency in public schools. Journal of Economic Literature, 24(3), 1141–1177.
Howie, S. J., Combrinck, C., Roux, K., Tshele, M., Mokoena, G. M., & McLeod Palane, N. (2017). PIRLS literacy 2016: South African highlights report. Pretoria: Centre for Evaluation and Assessment.
Jimerson, S. R., Anderson, G. E., & Whipple, A. D. (2002). Winning the battle and losing the war: Examining the relation between grade retention and drop** out of high school. Psychology in the Schools, 39(4), 441–457.
Lezotte, L. W. (2000). Leading indicators of effective schools. Okemos: Effective Schools Products.
Luyten, H., Visscher, A., & Witziers, B. (2005). School effectiveness research: From a review of the criticism to recommendations for further development. School Effectiveness and School Improvement, 16(3), 249–279.
Marchesi, N. (2018). Minister Motshekga refuses to address high school dropout rate. South Africa, DA: Minister of Basic Education.
Maringe, F. (2012). Staff involvement in leadership decision making in the UK further education sector: Perceptions of quality and social justice. Journal of Educational Administration, 50(4), 463–482.
Maringe, F. (2016). Learners drop out in Mpumalanga Province: A three year longitudinal study of causal factors that lead to learner drop out in schools. Nelspruit: Mpumalanga Department of Education.
Maringe, F., & Osman, R. (2016). Transforming the post-school sector in South Africa: Limits of a skills-driven agenda. South African Journal of Higher Education, 30(5), 120–140.
Maringe, F., Masinire, A., & Nkambule, T. (2015). Distinctive features of schools in multiple deprived communities in South Africa: Implications for policy and leadership. Educational Management Administration & Leadership, 43(3), 363–385.
Marishane, R. N. (2017). The right to basic education for all in South Africa: Implications for school principals. Koers-Bulletin for Christian Scholarship, 82(3), 1.
Mji, A., & Makgato, M. (2006). Factors associated with high school learners’ poor performance: A spotlight on mathematics and physical science. South African Journal of Education, 26(2), 253–266.
Mlachila, M. M., & Moeletsi, T. (2019). Struggling to make the grade: A review of the causes and consequences of the weak outcomes of South Africa’s education system. Washington, DC: International Monetary Fund.
Modisaotsile, B. M. (2012). The failing standard of basic education in South Africa. Policy Brief, 72, 1–7.
Morrow, W. (1994). Entitlement and achievement in education. South Africa Studies in Philosophy and Education, 13, 33–47.
Morrow, W. (2009). Bounds of democracy: Epistemological access in higher education. Cape Town: HSRC Press.
NDP. (2012). National development plan (NDP) 2030. Our future-make it work. Pretoria: National Planning Commission.
news24. (2015, March 23). Black students number 70% but are doomed with a 50% drop-out rate. City Press.
Non**ge, G. (2018). If education is really a priority, we’ll have to do things differently. news24.
Oplatka, I. (2004). The principalship in develo** countries: Context, characteristics and reality. Comparative Education, 40(3), 427–448.
Panday, S., Makiwane, M., Ranchod, C., & Letsoala, T. (2009). Teenage pregnancy in South Africa: with a specific focus on school-going learners. UNICEF. South Africa: Human Sciences Research Council (HSRC)..
Pearson, J., Muller, C., & Wilkinson, L. (2007). Adolescent same-sex attraction and academic outcomes: The role of school attachment and engagement. Social Problems, 54(4), 523–542.
PIRLS. (2016). Progress in International Reading Literacy Study (PIRLS). Boston: TIMSS & PIRLS International Study Center, Lynch Shool of Education.
Potberg, C., & Chetty, R. (2017). ‘Voices’ of school dropouts about the use of illicit drugs on the Cape Flats, Western Cape. Acta Criminologica: Southern African Journal of Criminology, 30(3), 135–148.
Roderick, M. (1994). Grade retention and school dropout: Investigating the association. American Educational Research Journal, 31(4), 729–759.
Roueche, J. E., & Roueche, S. D. (1993). Between a rock and a hard place: The at-risk student in the open-door college (ERIC). Washington, DC: American Association of Community Colleges.
Sing, N. (2015). Stories of students identified as at-risk: Insights into student retention and support at a South African University. Doctor of Philosophy, University of the Witwatersrand, Johannesburg.
Smyth, J., & Hattam, R. (2002). Early school leaving and the cultural geography of high schools [1]. British Educational Research Journal, 28(3), 375–397.
SSA. (2016). General household survey 2015: Statistics South Africa (SSA). Pretoria: Statistics South Africa.
TIMSS. (2015). Trends in International Mathematics and Science Study (TIMSS). Boston College: TIMSS & PIRLS International Study Center.
UNESCO. (2015). Incheon declaration: Education 2030-towards inclusive and equitable quality education and lifelong learning for all. Paper presented at the symposium conducted at the meeting of World Education, Incheon.
Van der Berg, S. (2015). What the Annual National Assessments can tell us about learning deficits over the education system and the school career. South African Journal of Childhood Education, 5(2), 28–43.
Author information
Authors and Affiliations
Corresponding author
Editor information
Editors and Affiliations
Rights and permissions
Copyright information
© 2021 Springer Nature Switzerland AG
About this entry
Cite this entry
Sing, N., Maringe, F. (2021). Learner Dropout in South African Schools. In: Adeyemo, K.S. (eds) The Education Systems of Africa. Global Education Systems. Springer, Cham. https://doi.org/10.1007/978-3-030-44217-0_22
Download citation
DOI: https://doi.org/10.1007/978-3-030-44217-0_22
Published:
Publisher Name: Springer, Cham
Print ISBN: 978-3-030-44216-3
Online ISBN: 978-3-030-44217-0
eBook Packages: EducationReference Module Humanities and Social SciencesReference Module Education