Principals’ views on the implementation of the no-fee policy through the lens of capability theory
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Date
2020
Journal Title
Journal ISSN
Volume Title
Publisher
Education Association of South Africa
Abstract
The purpose of the study reported on here was to investigate the implementation of the no-fee schools policy in quintile 1
schools in the Frances Baard district of the Northern Cape province. The South African schooling system categorises schools
into quintile 1 to 5 schools, and, since 2006, disadvantaged learners in quintiles 1 to 3 have been exempted from paying fees.
This study explored the perceptions of school principals regarding the implementation of the no-fee policy in the South
African context, by applying a capability approach, which offers a novel perspective. In the study we used a descriptive
design located within the qualitative tradition. Nine principals from quintile 1 schools were purposively selected as
participants. Data were collected using semi-structured interviews, and a thematic framework was used for analysis. The
findings indicate that the no-fee schools policy is only implemented partially by stakeholders (principals and school
governing bodies). Furthermore, it was found that there is a lack of knowledge about the content of the policy which
consequently inhibits effective implementation. Based on the findings, it is recommended that the Department of Education
monitors the implementation of the no-fee policy more closely.
Description
Keywords
Capability approach, Education, No-fee policy, Quintile, Schools, South Africa
Citation
Barnet, E. P., & Maarman, R. (2020). Principals’ views on the implementation of the no-fee policy through the lens of capability theory. South African Journal of Education, 40(3),1673. https://doi.org/10.15700/saje.v40n3a1673