Low quality education as a poverty trap –

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Low quality education as a poverty trap Introduction and welcoming Servaas van der Berg Department of Economics, Stellenbosch University PSPPD Project 28 March 2011 Welcome and word of thanks to PSPPD This research project was

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Low quality education as a poverty trap – Introduction and welcoming Servaas van der Berg
Department of Economics, Stellenbosch University
PSPPD Project – 28 March 2011<br>
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Welcome and word of thanks to PSPPD This research project was undertaken with financial assistance of the Programme to Support Pro-Poor Policy Development (PSPPD), a partnership programme between the European Union and The Presidency, South Africa. The findings do not reflect the position of The Presidency or the EU.
This funding has made possible research that otherwise could not have been done on this scale or in this timeframe
Almost 20 people were involved in one way or another. The project analysed about 20 major datasets and produced the following outputs:
Ten Working Papers, quite a few of which will become journal articles
Five Policy Briefs, which are distributed to hundreds of policy makers
A summary report that is also widely distributed
A series of policy recommendations, flowing from individual papers, that will in time be digested and carried further in our ongoing discussions with policy makers
All of this would have been impossible without the financial support of EU and Presidency through the PSPPD. It would also have been much more difficult without the enthusiastic assistance of Mastoera Sadan, Nathalie Vereen and Zsa Zsa Milongo. I wish to thank them all on behalf of the whole Stellenbosch team. 2<br>
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SA’s dualistic school system and labour market High productivity jobs & incomes
±10% of labour force – mainly professional, managerial & skilled jobs
Requires graduates, good quality matric, or good vocational skills
Historically mainly whites Low productivity jobs & incomes
Often manual or low skill jobs
Limited or low quality education
Minimum wage can exceed their productivity High quality schools
±10% of schools, mainly ex-white, but racial composition changed
Produce strong cognitive skills
Teachers well qualified, schools function well, good assessment, parents involved Low quality schools
Produce very weak cognitive skills
Teachers less qualified, de-motiva-ted, many schools dysfunctional, weak assessment, little parental involvement, strong union presence
Mainly former black (DET) schools Big demand for good schools, despite fees
A few schools cross the divide Vocational training
Affirmative action Some talented, motivated or lucky students manage the transition<br>