Poor Quality of Education (Post-Apartheid)
{ Implications }
Poverty, People & Society
Political
Crime
Dropouts have been associated with a higher rate of substance abuse such as alcohol, cigarettes and drugs. (Modisaotsile, 2012). Of the dropouts, many of the young men join gangs in their teens or early twenties, and enter a vicious cycle of “petty violence, incarceration and more dangerous violence which often ends their lives prematurely”. (Jansen, 2008). In Cape Town, the numbers of gang members are estimated to be in the ten thousands. Statistics show that young men are the most common victims and perpetrators of crime, gangs tend to be involved in crimes like drug trade, armed encounters with rival gangs, murder and rape. The National Injury Mortality Surveillance System reports that homicide is the primary cause of ‘non-natural death’ for South Africans between the ages of 15 and 45. (Noonan, 2012). Interpersonal violence is the top cause of injury in South Africa, and the number of murder incidents in 2012/13 stands at a high rate of 16 259, with the murder rate at 31.3 per 100,000 population and an average of 45 murders per day. The sexual offence rate was 127.0 per 100,000 population. (Africa Check, 2013).
Joining gangs is seen as a survival strategy, in protecting oneself from others, especially in the case of Cape Flats, an area where shootings, stabbings, drug abuse, sexual violence and gangsterism is common. Also, it is also a way to make a living, given the situation youths are subjected to. (Noonan, 2012). Being under the circumstances of poverty, dysfunctional home environments, high unemployment and a low level of education, it becomes difficult for youths to find jobs and access legitimate pathways of achieving their goals. Thus, joining gangs and being engaged in illegal activities becomes a way to gain access to material sources so as to avoid starvation, as well as acquire goods indicative of high status and demonstrate “control” over the environment they live in. (Pelser, 2008).
On the other hand, to some youths, carrying out crime becomes a “duty” and is necessary as to keep up with times. Thus, it can be inferred that doing crime becomes an expression of status and opportunity. A young man interviewed during a research mentions of the presence of a hierarchy in crime. There is an increase of strength till the higher levels where one engages in crimes that is high in monetary value. At that level, one becomes respected. (Hunt, n.d.)
A high quality of education can lead to lower crime rates, as students learn the concept of what is right and wrong, or acceptable and unacceptable behaviour. More importantly, they learn to control their behaviour. This helps in crime prevention. (Oppenheim & Macgregor, 2002). In addition, being better educated increases the chances of one getting work and reduces the chances of one committing crime as the opportunity cost of engaging in illegal behaviour is higher. However, it should be noted that education can increase one’s patience or risk aversion, making the ways of committing crime to become more advanced”. (Lochner & Moretti, 2003; Machin, Marie & Vujić, 2010).
Dropouts have been associated with a higher rate of substance abuse such as alcohol, cigarettes and drugs. (Modisaotsile, 2012). Of the dropouts, many of the young men join gangs in their teens or early twenties, and enter a vicious cycle of “petty violence, incarceration and more dangerous violence which often ends their lives prematurely”. (Jansen, 2008). In Cape Town, the numbers of gang members are estimated to be in the ten thousands. Statistics show that young men are the most common victims and perpetrators of crime, gangs tend to be involved in crimes like drug trade, armed encounters with rival gangs, murder and rape. The National Injury Mortality Surveillance System reports that homicide is the primary cause of ‘non-natural death’ for South Africans between the ages of 15 and 45. (Noonan, 2012). Interpersonal violence is the top cause of injury in South Africa, and the number of murder incidents in 2012/13 stands at a high rate of 16 259, with the murder rate at 31.3 per 100,000 population and an average of 45 murders per day. The sexual offence rate was 127.0 per 100,000 population. (Africa Check, 2013).
Joining gangs is seen as a survival strategy, in protecting oneself from others, especially in the case of Cape Flats, an area where shootings, stabbings, drug abuse, sexual violence and gangsterism is common. Also, it is also a way to make a living, given the situation youths are subjected to. (Noonan, 2012). Being under the circumstances of poverty, dysfunctional home environments, high unemployment and a low level of education, it becomes difficult for youths to find jobs and access legitimate pathways of achieving their goals. Thus, joining gangs and being engaged in illegal activities becomes a way to gain access to material sources so as to avoid starvation, as well as acquire goods indicative of high status and demonstrate “control” over the environment they live in. (Pelser, 2008).
On the other hand, to some youths, carrying out crime becomes a “duty” and is necessary as to keep up with times. Thus, it can be inferred that doing crime becomes an expression of status and opportunity. A young man interviewed during a research mentions of the presence of a hierarchy in crime. There is an increase of strength till the higher levels where one engages in crimes that is high in monetary value. At that level, one becomes respected. (Hunt, n.d.)
A high quality of education can lead to lower crime rates, as students learn the concept of what is right and wrong, or acceptable and unacceptable behaviour. More importantly, they learn to control their behaviour. This helps in crime prevention. (Oppenheim & Macgregor, 2002). In addition, being better educated increases the chances of one getting work and reduces the chances of one committing crime as the opportunity cost of engaging in illegal behaviour is higher. However, it should be noted that education can increase one’s patience or risk aversion, making the ways of committing crime to become more advanced”. (Lochner & Moretti, 2003; Machin, Marie & Vujić, 2010).
Economic
High Unemployment Rate
South Africa has one of the worst youth-unemployment problems in the world. By some estimates, less than half the working-age population is employed, and the figures for those under 35 are even worse.
The defective education system is a major factor for the high unemployment rates in South Africa. In 2012, only 48.5% of youths were employed
Youths can increase their jobs’ prospect by pursuing post school qualifications. Vice versa, one’s chances of employment decreases as one go down the educational scale.
The following employment rates in 2007 prove that being better educated would more likely guarantee a person a job in the work force.
71% of those with matric
84% of those with a one year post-matric qualification
94% of three-year qualification
More than 96% of those with post graduate degree
On the other hand, only 61% of those who had less or equal to 11 years of education were employed.
South Africa has one of the worst youth-unemployment problems in the world. By some estimates, less than half the working-age population is employed, and the figures for those under 35 are even worse.
The defective education system is a major factor for the high unemployment rates in South Africa. In 2012, only 48.5% of youths were employed
- The educational systems in South Africa do not correspond directly to the economic realities prevailing outside the schools system.
- South Africa's educational policy merely produces individual whose services do not reflect the economic trends on the job market.
- The education system in South Africa has failed to respond to the existing inter generation gap. It simply imparts general and literary education devoid of any practical content.
- The educational structure, especially the curriculum does not include industrial skills hence produces most graduates whose skills are not transferrable.
- Skill mismatches represent one aspect of the persistently high unemployment rate, especially for youth: the education system is not producing the skills needed in the labour market. In South Africa the situation 3 million young people in NEET.
- 600 000 unemployed university graduates versus 800 000 vacancies (The Economist, 2012a). There is a greater struggle to find suitable candidates with tertiary education in South Africa.
Youths can increase their jobs’ prospect by pursuing post school qualifications. Vice versa, one’s chances of employment decreases as one go down the educational scale.
- 16% of people with non-degree tertiary education while 29% of matriculants were unemployed
- 42% of people who had less than 12 years of schooling were unemployed.
- 6.7% of black graduates are unemployed as compared to 2% of white graduates.
- In 2011, 600 000 black graduates made up half of the graduates that are employed. This is three times more from 200 000 in 1995. However, the level of unemployment has risen along with the increasing number of graduates. This can be attributed to real or perceived differences of the quality of the degree offered between historically white universities with historically black institutions. (Altbeker &Strome, 2013)
- There is less hope for finding a job for people with limited education. Employment rates have drastic increases for those who make it through matric.
The following employment rates in 2007 prove that being better educated would more likely guarantee a person a job in the work force.
71% of those with matric
84% of those with a one year post-matric qualification
94% of three-year qualification
More than 96% of those with post graduate degree
On the other hand, only 61% of those who had less or equal to 11 years of education were employed.
Unemployment in Africa among the youth is also caused by the lack of vocational guidance and training facilities.
- Shortages of learning materials, teachers, support staff and well-trained principals across most of the school system are among the causes of poor outcomes. If South Africa is to achieve full employment, the quality of basic and vocational education has to be improved.
- South Africa’s post-apartheid economic development was largely one of capital-intensive technological change in production methods and a shift towards skill-intensive services (banking, telecommunications) away from the low-skilled manufacturing which had previously been the employer of large parts of the labour force. The shift has led to stronger demand for skilled labour and less demand for unskilled labour. Given these dramatic changes and the move of the economy towards equilibrium with demand for higher skills, the only chance for South Africa’s youth is a concerted effort in investing in better education. Africa is making progress with the provision of education but serious quality gaps remain.
Emigration: Brain drain
Eastern Cape, Northern Cape, Free State, KwaZulu-Natal and Limpopo experienced a net out-flow of people during the 10-year period (between the 2001 and 2011 Censuses). Western Cape and Gauteng showed the highest in-flow figures (Statistics South Africa, 2012).
There has been an consistent increase in the net loss of skills since 1994. The number of professionals leaving South Africa has more than doubled, from 898 to 1960, in 1992 and 1994 respectively. This consistent increase in exodus of professionals is associated with rising crime rates, poor economic development and deteriorating public services. (Bailey, 2003).
A large number of educated and trained South African teachers leave the country directly after qualifying, with no immediate returns to the system which produced them. At one point in time, there was up to 5,000 South African teachers teaching in London alone. (Asmal, 2004). These teachers leave the country to teach elsewhere due to the unattractive working conditions they receive in South Africa. They are able to earn three to four times more by teaching overseas such as in the United Kingdom than by remaining in South Africa. (Morgan, 2006, Sives, 2006, Appleton, 2006).
The education system in South Africa is thus plagued with a critical shortage of teaching faculty and this cripples the education system. The quality of education received by many South Africans are of poor standards as they are being taught by unqualified teaching staff. (Yizengaw, 2008).
Eastern Cape, Northern Cape, Free State, KwaZulu-Natal and Limpopo experienced a net out-flow of people during the 10-year period (between the 2001 and 2011 Censuses). Western Cape and Gauteng showed the highest in-flow figures (Statistics South Africa, 2012).
There has been an consistent increase in the net loss of skills since 1994. The number of professionals leaving South Africa has more than doubled, from 898 to 1960, in 1992 and 1994 respectively. This consistent increase in exodus of professionals is associated with rising crime rates, poor economic development and deteriorating public services. (Bailey, 2003).
A large number of educated and trained South African teachers leave the country directly after qualifying, with no immediate returns to the system which produced them. At one point in time, there was up to 5,000 South African teachers teaching in London alone. (Asmal, 2004). These teachers leave the country to teach elsewhere due to the unattractive working conditions they receive in South Africa. They are able to earn three to four times more by teaching overseas such as in the United Kingdom than by remaining in South Africa. (Morgan, 2006, Sives, 2006, Appleton, 2006).
The education system in South Africa is thus plagued with a critical shortage of teaching faculty and this cripples the education system. The quality of education received by many South Africans are of poor standards as they are being taught by unqualified teaching staff. (Yizengaw, 2008).
Social
Housing
[Can be defined as the location of the house and the quality of housing.]
People living below the poverty line according to the different provinces:
[Can be defined as the location of the house and the quality of housing.]
People living below the poverty line according to the different provinces:
This is shows the great discrepancies in the percentage of people living below the poverty line according to the different parts of the country. The poverty gap is especially obvious between white dominated areas such as Western Cape (28.8%), Gauteng (20.0%), and the black dominated areas such as the Eastern Cape (68.3%).
Provinces such as the Western Cape and Gauteng are considered the urban part of the country that has much better facilities such as healthcare and education. However, provinces such as the Eastern Cape are considered as the rural part of South Africa with much less access to healthcare and education of high quality.
The difference in quality of housing between these two places is also very evident. Sky scrapers and developed buildings with luxurious interiors are not hard to find in the areas of Western Cape and Gauteng, yet overcrowded slums without basic sanitation or electricity are abundant in provinces like the Eastern Cape.
Provinces such as the Western Cape and Gauteng are considered the urban part of the country that has much better facilities such as healthcare and education. However, provinces such as the Eastern Cape are considered as the rural part of South Africa with much less access to healthcare and education of high quality.
- Schools in rural areas lack amenities where there is little to no electricity.
- Classrooms and teacher’s houses are constructed of temporary materials which are much inferior to the construction of the schools in the urban parts of South Africa. Not only is it much less luxurious and comfortable, it is unstable as well. Lack of school supplies cause teachers to rely more on rote learning.
- Also, rural schools tend to harbour untrained or unqualified teachers as school inspectors from the urban parts of town rarely check upon them due to the long distance.
- In South Africa, where 40% of primary school children in rural areas go to farm schools, the facilities and quality of teachers are inferior to those in the urban. The consequence is that students tend not to evolve to secondary education.
- Furthermore, the examinations are written by educators who live in cities, hence they contain clear urban biases and favour the progression of urban children. During examinations, it has been found that rural children with better results do not get admitted into secondary schools, whereas duller urban children do. This is because examiners from the cities favour children from urban areas where there are better facilities, equipment, and teachers, and more diverse experiences.
- Everything adds up to the vicious cycle of rural poverty and neglect of the poor education in South Africa. Where successful, the best students from the rural areas who excel in the examinations generally leave their communities, resulting in a leadership vacuum and a brain drain in rural areas.
- There is also the inequality of distribution of school materials, where urban schools tend to get supplied first followed by rural ones. The gap between the poor and under-educated in rural areas and their urban counterparts is bound to increase. (Weeks, n.d.)
The difference in quality of housing between these two places is also very evident. Sky scrapers and developed buildings with luxurious interiors are not hard to find in the areas of Western Cape and Gauteng, yet overcrowded slums without basic sanitation or electricity are abundant in provinces like the Eastern Cape.
Picture of the night view of the advanced Western Cape of South Africa. On the other hand, the next picture is of the overcrowded slums in the Eastern Cape of South Africa, a drastic contrast to the previous picture.
Hence, it is evident that the difference in the quality of education between the different provinces impacts the percentage of population living below the poverty line, leading to the difference in the quality of housing in different provinces. Housing is also part of the vicious cycle of poverty and the poor quality of education. Once a family settles in a province less well off than the others due to their circumstances, their children would receive poor education there due to the proximity of the schools. With poor education, they would then be unable to find better-paying jobs for them to break out of the poverty cycle. These aren't the only problems which the poor face. Even getting basic necessities such as food is a serious challenge for the poor. Hence, the people with good education will get richer, while the people with poor education will get poorer, widening the income gap between the different provinces. It then becomes even more difficult for people living in poverty to achieve better education as higher tiers of education requires a lot of funds, which they will be unable to afford.
Healthcare
The poor quality of education affects the healthcare of people in South Africa in more ways than you could think of.
Firstly it is the lack and unequal distribution of qualified medical professionals (such as doctors, nurses, researchers etc). To be qualified for these jobs, the people there would require a higher tertiary education, which is not only less accessible to the people living in the rural areas but also costly. There medical schools in the South Africa, but they are mostly located in the urban areas of the nation, such as the Western Cape and Gauteng where the people are able to afford it. Therefore, most medical professionals graduate from medical school situated in these richer provinces. On the other hand, in rural provinces such as the Eastern Cape, there is little access to quality education, much less to advanced medical education. This leads to majority of the medical professional working at the urban provinces due to its close proximity to their homes. The unequal distribution of medical professionals between the urban and rural areas is also partly because of the higher number of private facilities in the urban parts of town, where it is more profitable for these qualified medical professionals to work at. Furthermore, there has also been an increasing brain drain in South Africa, causing a greater lack of medical professionals.
Secondly, the poor quality of education increases the number of incidences of HIV/Aids found in the people of South Africa. South Africa has one of the higher cases of HIV/Aids related incidences and it partly because they have low levels of education, resulting in them being unable to find jobs, with about 50% of them unemployed. Many of these teens would then go clubbing and often get drunk. They would then release their stress by having one-night stands with many others. Their education has not raised awareness of HIV/Aids and what consequences it can bring, hence, many of them ignorantly do not believe in preventing the spread of such diseases, especially in the rural parts of the town where the quality of education is lower. Below is a video on the attitudes of the South African teens towards HIV/Aids.
This is a video (below) on how certain teens who are HIV positive has stepped out of their comfort zone to raise awareness about this disease and help others who are suffering from it too.