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Enabling environments for equity, access and quality education post-2015: Lessons from South Africa and Tanzania

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  • Wilson-Strydom, Merridy
  • Okkolin, Mari-Anne

Abstract

In this paper we seek to contribute to the post-2015 education agenda by shifting the focus from considerations of what education goals and targets should be to a people-centred exploration of enabling environments, within and beyond education, for equity, access and quality. Theoretically, the paper draws on the capabilities approach. Empirically, we present data from two independent qualitative studies conducted in South Africa (n=40) and Tanzania (n=10) with university students who accessed higher education despite trends of low participation for their social class and/or gender. The paper highlights the importance of taking account of both instrumental and intrinsic values of education. Enablers in the domains of school, family and community are identified and their contribution to educational well-being and achievement are demonstrated.

Suggested Citation

  • Wilson-Strydom, Merridy & Okkolin, Mari-Anne, 2016. "Enabling environments for equity, access and quality education post-2015: Lessons from South Africa and Tanzania," International Journal of Educational Development, Elsevier, vol. 49(C), pages 225-233.
    • Handle: RePEc:eee:injoed:v:49:y:2016:i:c:p:225-233
    DOI: 10.1016/j.ijedudev.2016.03.010
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    References listed on IDEAS

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    1. Buckler, Alison, 2015. "Quality teaching in rural Sub-Saharan Africa: Different perspectives, values and capabilities," International Journal of Educational Development, Elsevier, vol. 40(C), pages 126-133.
    2. Elaine Unterhalter & Andrew Dorward, 2013. "New MDGs, Development Concepts, Principles and Challenges in a Post-2015 World," Social Indicators Research: An International and Interdisciplinary Journal for Quality-of-Life Measurement, Springer, vol. 113(2), pages 609-625, September.
    3. Sakiko Fukuda-Parr & Alicia Ely Yamin, 2013. "The Power of Numbers: A critical review of MDG targets for human development and human rights," Development, Palgrave Macmillan;Society for International Deveopment, vol. 56(1), pages 58-65, March.
    4. Rose, Pauline, 2015. "Three lessons for educational quality in post-2015 goals and targets: Clarity, measurability and equity," International Journal of Educational Development, Elsevier, vol. 40(C), pages 289-296.
    5. Winthrop, Rebecca & Anderson, Kate & Cruzalegui, Inés, 2015. "A review of policy debates around learning in the post-2015 education and development agenda," International Journal of Educational Development, Elsevier, vol. 40(C), pages 297-307.
    6. Sayed, Yusuf & Ahmed, Rashid, 2015. "Education quality, and teaching and learning in the post-2015 education agenda," International Journal of Educational Development, Elsevier, vol. 40(C), pages 330-338.
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    Cited by:

    1. Agupusi, Patricia, 2019. "The effect of parents’ education appreciation on intergenerational inequality," International Journal of Educational Development, Elsevier, vol. 66(C), pages 214-222.

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