Transcript 1st December world AIDS Day (WAD) CD4 testing camps, Gujarat
Slide 1
A REVIEW OF PRIMARY EDUCATION IN MANGAUNG
METROPOLITAN MUNICIPALITY : Thoughts on
Millennium Development Goal 2
Chapi Makhele
Statistics South Africa, Free State Province
United Nations Millennium development declaration, which incorporated the goal of
achieving universal access to primary education, provides a measure for educational
progress for children aged between seven and thirteen in South Africa (Education for all,
2008). The South African education system has been undergoing a major transformation with
the focus on expanding the rate of enrolment in primary schools. There is an indication that
South Africa is on track of achieving the goal of universal primary education attainment
before the year 2015 (MDG Report, 2013). Millennium Development Goals (MDG’s) are the
eight international development goals which were officially established after the millennium
summit of the United Nations in 2000, following the adoption of the United Nations
Millennium Declaration (UNDP, 2013). The presentation covers the second of the eight
MDG’s, which is to achieve universal primary education. The goal’s target is to ensure that,
by 2015 , children everywhere, boys and girls alike will be able to complete a full course of
primary schooling (UNDP, 2013)
According to Kiringai and Levin (2008) there has been progress toward the Millennium
Development Goals at the global level and there are vast differences across and within
regions and countries. The rationale behind the study is to use census 2001 and 2011 data
for Mangaung Metropolitan Municipality (Figure 1) in order to track progress towards the
attainment of MDG goal two.
Figure
gender
(%)
Figure3:3:Enrollment
Mangaungby
Metro
Enrollment
by
gender (%)
52.0
51.0
51.5
51.0
50.5
50.5
50.0
50.0
49.5
49.0
48.5
%
Introduction
Male
49.5
Female
48.0
47.5
49.0
47.0
46.5
48.5
2001
2011
Enrolled in School
2001
Male
50.2
Enrolled in School
2011
50.7
Female
49.8
49.3
Source: Statistics South Africa: Census 2001 and 2011
Source: Statistics South Africa: Census 2001 and 2011
Net Enrolment Ratio, has hovered around 95 percent from 2001 to 2011 in Mangaung
Metropolitan Municipality (Figure 2). Mangaung Metropolitan Municipality recorded a net
Net Enrolment
Ratio,
has hovered
around
percent
from(Fig
2001
20113 inshows
Mangaung
enrolment
rate of 95.2
percent
in 2001 and
94.8 95
percent
in 2011
2). to
Figure
that out
Metropolitan
2). This
study50.2
reveals
thatwere
Mangaung
of 95.2
percent ofMunicipality
pupils who (Figure
were enrolled
in 2001,
percent
boys andMetropolitan
49.8 percent
Municipality
netmore
enrolment
rate ofenrolled
95.2 percent
in 2001
and
94.8
percent
2011out
were
girls. This recorded
indicates athat
boys were
in schools
than
girls
in 2001.
Inin2011
(Fig percent
2). Figure
3 shows
that out
of percent
95.2 percent
of pupils
enrolled
in 2001, 50.2
of 94.8
of pupils
enrolled,
51.6
were boys
and who
48.4 were
percent
were girls.
percent were boys and 49.8 percent were girls. This indicates that more boys were enrolled
in schools than girls in 2001. In 2011 out of 94.8 percent of pupils enrolled, 50.7 percent
were boys and 49.3 percent were girls. The study shows that the proportion of girls who
were enrolled in 2001 has declined in 2011.
The results from this study indicate that out of every 100 children of primary school age group
94-95
are enrolled in primary school. This is comparable to international accepted standards.
Discussions
(seeThe
Langsten,
However
NER does
on the
of of
education
does
results 2013).
from this
study indicate
thatnot
outreport
of every
100quality
children
primary and
school
agenot
indicate
groupgrade
94-95repetition.
are enrolled in school. This is comparable to international accepted standards.
Discussion
(see Langsten, 2013). However NER does not report on the quality of education and does
Thenot
analysis
also
shows
that there is a minimal gender differences in primary enrolment in 2001.
indicate
grade
repetition.
This is an indication of the progress that South Africa has made towards education for all. In
2001
the percentage
of girls
enrolledDIFFERENTIALS
in primary school was
percent
lower than ON
that THEM
of boys,
NOW
DISCUSS THE
GENDER
AND0.4
ALSO
CONCLUDE
while
in 2011 the percentage of girls enrolled in primary school was 3.2% lower than that of
BELOW
boys. This indicates that proportion of girls who were enrolled in 2011 has declined. This might be
due to a high drop out rate for female students as pointed out in other studies (Case et al. 2005).
Figure: Mangaung Metropolitan. Source: Statistics South Africa (2013)
Methods & Limitations
Secondary data from population census 2001 and census 2011 of Mangaung metropolitan
municipality was analyzed using Super CROSS and Microsoft Office Excel 2007. Listing of
Enumeration areas was undertaken during enumeration phase and subsequently, the actual
enumeration was undertaken by field staff using questionnaires to collect data. Data processing
then followed which included scanning of completed questionnaires.
Net enrolment ratios are used for data analysis in this study. This is because, despite the fact that
there are other indicators, the UN uses NER as the main indicator to assesses progress towards
achievement of education MDG (Langsten, 2013). Net enrolment ratio was measured by first
determining the population of official school age which in the south African context is from age 7
to 13 (Education for all, 2008). The number of pupils enrolled in primary education who are of the
official school age was then divided by the population of the same age group and the outcome
multiplied by a hundred.
Conclusions and Policy Recommendations
The study shows that indeed all the efforts made by the Mangaung Metropolitan
Municipality to achieve MDG 2 have yielded positive outcomes. This is because data shown
in figure two and three indicates that progress has been made and more children are in
primary education, although there is still room for improvement as recorded by the decline
in the enrolment of girls in 2011.
Conclusions and Policy Recommendations
The study indicates that there has been a 0.4% enrolment decline between 2001 and 2011.
This is an indication that if the status quo is maintained, mangaung metropolitan
be strengthened
able to ensure
thatinclusion
all boysofand
complete
a fullstarting
course of
Themunicipality
study could will
havenot
been
by the
(1) girls
proportion
of pupils
primary
education
by 2015.
be (2)
needed
if Mangaung
Metropolitan
Municipality
grade
one who
reach last
gradeProgress
of primarywill
and
literacy
rate of 15-24
year olds. These
is to achieve
targetinoffurther
100% analysis
by 2015.in order to assess grade progression and quality of
variables
will be the
explored
education.
Limitations of the Study
Literature cited
Literature
Education for allcited
(2008) . Country report: South Africa
Results
Figure 2: Mangaung NER Census 2001 & 2011
95.3%
95.2%
95.1%
95.0%
NER
94.9%
1. Case, A., Hosegood, V. and Lund, F. (2005). ‘The reach and impact of child support grants:
http://www.education.gov.za/LinkClick.aspx?fileticket=rJwNOU9f82I%3d&tabid=452&mid=1034
evidence from Kwa Zulu-Natal.’ Development Southern Africa, 22(4): 467-482.
Levin,
J (2008)
Achieving
the MDGs
in Kenya with some aid and reallocation of
2. Kiringai,J.
Educationand
for all
(2008)
. Country
report: South
Africa
public expenditures.Obrero : Obrero University.
http://www.education.gov.za/LinkClick.aspx?fileticket=rJwNOU9f82I%3d&tabid=452&mid=1034
Langsten R (2013) Measuring progress toward universal primary education: An examination of
3. Kingdom,
G.(2005)
Where has
all American
the biasUniversity
gone. Detecting
indicators.
Social Research
Center:
in Cairo. Gender Bias in the
Intrahousehold Allocation of Educational Expenditure. Economic Development and Cultural
MDG
Report
Progress in Africa Toward the Millennium Development Goals.
Change.
Vol (2013)
53. NoAssessing
3.: 409-451.
http://www.uneca.org/sites/default/files/publications/mdgreport2013_eng.pdf
4. Kiringai,J.
and Levin, J (2008) Achieving the MDGs in Kenya with some aid and reallocation
of public
expenditures.Obrero
: Obrero University.
UNDP
(2013),
Millennium Development
Goals: Country report
94.8%
5. http://hdr.undp.org/en/
Langsten R (2013) Measuring progress toward universal primary education: An examination
of indicators. Social Research Center: American University in Cairo.
94.7%
6. DG Report (2013) Assessing Progress in Africa Toward the Millennium Development Goals.
Acknowledgments
94.6%
2001
2011
Source: Statistics South Africa: Census 2001 and 2011
http://www.uneca.org/sites/default/files/publications/mdgreport2013_eng.pdf
Mr Tshepang Chueu for data analysis
7. UDP (2013), Millennium Development Goals: Country report
Mrs Manana Kgabanyane for data analysis
http://hdr.undp.org/en/
Mr Karl Heinz Joubert for mapping
Mr Thabo Letsoalo for guidance
Mrs Ntebogeng Madlopha for data analysis
Presented at AIDS 2010 in Vienna - Austria
A REVIEW OF PRIMARY EDUCATION IN MANGAUNG
METROPOLITAN MUNICIPALITY : Thoughts on
Millennium Development Goal 2
Chapi Makhele
Statistics South Africa, Free State Province
United Nations Millennium development declaration, which incorporated the goal of
achieving universal access to primary education, provides a measure for educational
progress for children aged between seven and thirteen in South Africa (Education for all,
2008). The South African education system has been undergoing a major transformation with
the focus on expanding the rate of enrolment in primary schools. There is an indication that
South Africa is on track of achieving the goal of universal primary education attainment
before the year 2015 (MDG Report, 2013). Millennium Development Goals (MDG’s) are the
eight international development goals which were officially established after the millennium
summit of the United Nations in 2000, following the adoption of the United Nations
Millennium Declaration (UNDP, 2013). The presentation covers the second of the eight
MDG’s, which is to achieve universal primary education. The goal’s target is to ensure that,
by 2015 , children everywhere, boys and girls alike will be able to complete a full course of
primary schooling (UNDP, 2013)
According to Kiringai and Levin (2008) there has been progress toward the Millennium
Development Goals at the global level and there are vast differences across and within
regions and countries. The rationale behind the study is to use census 2001 and 2011 data
for Mangaung Metropolitan Municipality (Figure 1) in order to track progress towards the
attainment of MDG goal two.
Figure
gender
(%)
Figure3:3:Enrollment
Mangaungby
Metro
Enrollment
by
gender (%)
52.0
51.0
51.5
51.0
50.5
50.5
50.0
50.0
49.5
49.0
48.5
%
Introduction
Male
49.5
Female
48.0
47.5
49.0
47.0
46.5
48.5
2001
2011
Enrolled in School
2001
Male
50.2
Enrolled in School
2011
50.7
Female
49.8
49.3
Source: Statistics South Africa: Census 2001 and 2011
Source: Statistics South Africa: Census 2001 and 2011
Net Enrolment Ratio, has hovered around 95 percent from 2001 to 2011 in Mangaung
Metropolitan Municipality (Figure 2). Mangaung Metropolitan Municipality recorded a net
Net Enrolment
Ratio,
has hovered
around
percent
from(Fig
2001
20113 inshows
Mangaung
enrolment
rate of 95.2
percent
in 2001 and
94.8 95
percent
in 2011
2). to
Figure
that out
Metropolitan
2). This
study50.2
reveals
thatwere
Mangaung
of 95.2
percent ofMunicipality
pupils who (Figure
were enrolled
in 2001,
percent
boys andMetropolitan
49.8 percent
Municipality
netmore
enrolment
rate ofenrolled
95.2 percent
in 2001
and
94.8
percent
2011out
were
girls. This recorded
indicates athat
boys were
in schools
than
girls
in 2001.
Inin2011
(Fig percent
2). Figure
3 shows
that out
of percent
95.2 percent
of pupils
enrolled
in 2001, 50.2
of 94.8
of pupils
enrolled,
51.6
were boys
and who
48.4 were
percent
were girls.
percent were boys and 49.8 percent were girls. This indicates that more boys were enrolled
in schools than girls in 2001. In 2011 out of 94.8 percent of pupils enrolled, 50.7 percent
were boys and 49.3 percent were girls. The study shows that the proportion of girls who
were enrolled in 2001 has declined in 2011.
The results from this study indicate that out of every 100 children of primary school age group
94-95
are enrolled in primary school. This is comparable to international accepted standards.
Discussions
(seeThe
Langsten,
However
NER does
on the
of of
education
does
results 2013).
from this
study indicate
thatnot
outreport
of every
100quality
children
primary and
school
agenot
indicate
groupgrade
94-95repetition.
are enrolled in school. This is comparable to international accepted standards.
Discussion
(see Langsten, 2013). However NER does not report on the quality of education and does
Thenot
analysis
also
shows
that there is a minimal gender differences in primary enrolment in 2001.
indicate
grade
repetition.
This is an indication of the progress that South Africa has made towards education for all. In
2001
the percentage
of girls
enrolledDIFFERENTIALS
in primary school was
percent
lower than ON
that THEM
of boys,
NOW
DISCUSS THE
GENDER
AND0.4
ALSO
CONCLUDE
while
in 2011 the percentage of girls enrolled in primary school was 3.2% lower than that of
BELOW
boys. This indicates that proportion of girls who were enrolled in 2011 has declined. This might be
due to a high drop out rate for female students as pointed out in other studies (Case et al. 2005).
Figure: Mangaung Metropolitan. Source: Statistics South Africa (2013)
Methods & Limitations
Secondary data from population census 2001 and census 2011 of Mangaung metropolitan
municipality was analyzed using Super CROSS and Microsoft Office Excel 2007. Listing of
Enumeration areas was undertaken during enumeration phase and subsequently, the actual
enumeration was undertaken by field staff using questionnaires to collect data. Data processing
then followed which included scanning of completed questionnaires.
Net enrolment ratios are used for data analysis in this study. This is because, despite the fact that
there are other indicators, the UN uses NER as the main indicator to assesses progress towards
achievement of education MDG (Langsten, 2013). Net enrolment ratio was measured by first
determining the population of official school age which in the south African context is from age 7
to 13 (Education for all, 2008). The number of pupils enrolled in primary education who are of the
official school age was then divided by the population of the same age group and the outcome
multiplied by a hundred.
Conclusions and Policy Recommendations
The study shows that indeed all the efforts made by the Mangaung Metropolitan
Municipality to achieve MDG 2 have yielded positive outcomes. This is because data shown
in figure two and three indicates that progress has been made and more children are in
primary education, although there is still room for improvement as recorded by the decline
in the enrolment of girls in 2011.
Conclusions and Policy Recommendations
The study indicates that there has been a 0.4% enrolment decline between 2001 and 2011.
This is an indication that if the status quo is maintained, mangaung metropolitan
be strengthened
able to ensure
thatinclusion
all boysofand
complete
a fullstarting
course of
Themunicipality
study could will
havenot
been
by the
(1) girls
proportion
of pupils
primary
education
by 2015.
be (2)
needed
if Mangaung
Metropolitan
Municipality
grade
one who
reach last
gradeProgress
of primarywill
and
literacy
rate of 15-24
year olds. These
is to achieve
targetinoffurther
100% analysis
by 2015.in order to assess grade progression and quality of
variables
will be the
explored
education.
Limitations of the Study
Literature cited
Literature
Education for allcited
(2008) . Country report: South Africa
Results
Figure 2: Mangaung NER Census 2001 & 2011
95.3%
95.2%
95.1%
95.0%
NER
94.9%
1. Case, A., Hosegood, V. and Lund, F. (2005). ‘The reach and impact of child support grants:
http://www.education.gov.za/LinkClick.aspx?fileticket=rJwNOU9f82I%3d&tabid=452&mid=1034
evidence from Kwa Zulu-Natal.’ Development Southern Africa, 22(4): 467-482.
Levin,
J (2008)
Achieving
the MDGs
in Kenya with some aid and reallocation of
2. Kiringai,J.
Educationand
for all
(2008)
. Country
report: South
Africa
public expenditures.Obrero : Obrero University.
http://www.education.gov.za/LinkClick.aspx?fileticket=rJwNOU9f82I%3d&tabid=452&mid=1034
Langsten R (2013) Measuring progress toward universal primary education: An examination of
3. Kingdom,
G.(2005)
Where has
all American
the biasUniversity
gone. Detecting
indicators.
Social Research
Center:
in Cairo. Gender Bias in the
Intrahousehold Allocation of Educational Expenditure. Economic Development and Cultural
MDG
Report
Progress in Africa Toward the Millennium Development Goals.
Change.
Vol (2013)
53. NoAssessing
3.: 409-451.
http://www.uneca.org/sites/default/files/publications/mdgreport2013_eng.pdf
4. Kiringai,J.
and Levin, J (2008) Achieving the MDGs in Kenya with some aid and reallocation
of public
expenditures.Obrero
: Obrero University.
UNDP
(2013),
Millennium Development
Goals: Country report
94.8%
5. http://hdr.undp.org/en/
Langsten R (2013) Measuring progress toward universal primary education: An examination
of indicators. Social Research Center: American University in Cairo.
94.7%
6. DG Report (2013) Assessing Progress in Africa Toward the Millennium Development Goals.
Acknowledgments
94.6%
2001
2011
Source: Statistics South Africa: Census 2001 and 2011
http://www.uneca.org/sites/default/files/publications/mdgreport2013_eng.pdf
Mr Tshepang Chueu for data analysis
7. UDP (2013), Millennium Development Goals: Country report
Mrs Manana Kgabanyane for data analysis
http://hdr.undp.org/en/
Mr Karl Heinz Joubert for mapping
Mr Thabo Letsoalo for guidance
Mrs Ntebogeng Madlopha for data analysis
Presented at AIDS 2010 in Vienna - Austria