Pro-poor education : an analysis of key policies guiding funding to basic education at a primary level in South Africa

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dc.contributor.advisorSimons, Maryen_ZA
dc.contributor.authorPoggenpoel, Sashaen_ZA
dc.date.accessioned2014-07-30T03:45:44Z
dc.date.available2014-07-30T03:45:44Z
dc.date.issued2007en_ZA
dc.descriptionIncludes abstract.
dc.descriptionIncludes bibliographical references (leaves 92-104).
dc.description.abstractThis dissertation examines a key South African education funding policy, the 2006 Amended National Norms and Standards for School Funding, which has been promoted as one of the first pro-poor education funding policies in South Africa. We assess whether it is in fact aligned with the principles necessary to ensure pro-poor education. The basis for this evaluation is a list of US AID-developed principles whose presence would be a good indication of the degree to which an education policy is pro-poor.en_ZA
dc.identifier.apacitationPoggenpoel, S. (2007). <i>Pro-poor education : an analysis of key policies guiding funding to basic education at a primary level in South Africa</i>. (Thesis). University of Cape Town ,Faculty of Humanities ,Department of Political Studies. Retrieved from http://hdl.handle.net/11427/3715en_ZA
dc.identifier.chicagocitationPoggenpoel, Sasha. <i>"Pro-poor education : an analysis of key policies guiding funding to basic education at a primary level in South Africa."</i> Thesis., University of Cape Town ,Faculty of Humanities ,Department of Political Studies, 2007. http://hdl.handle.net/11427/3715en_ZA
dc.identifier.citationPoggenpoel, S. 2007. Pro-poor education : an analysis of key policies guiding funding to basic education at a primary level in South Africa. University of Cape Town.en_ZA
dc.identifier.ris TY - Thesis / Dissertation AU - Poggenpoel, Sasha AB - This dissertation examines a key South African education funding policy, the 2006 Amended National Norms and Standards for School Funding, which has been promoted as one of the first pro-poor education funding policies in South Africa. We assess whether it is in fact aligned with the principles necessary to ensure pro-poor education. The basis for this evaluation is a list of US AID-developed principles whose presence would be a good indication of the degree to which an education policy is pro-poor. DA - 2007 DB - OpenUCT DP - University of Cape Town LK - https://open.uct.ac.za PB - University of Cape Town PY - 2007 T1 - Pro-poor education : an analysis of key policies guiding funding to basic education at a primary level in South Africa TI - Pro-poor education : an analysis of key policies guiding funding to basic education at a primary level in South Africa UR - http://hdl.handle.net/11427/3715 ER - en_ZA
dc.identifier.urihttp://hdl.handle.net/11427/3715
dc.identifier.vancouvercitationPoggenpoel S. Pro-poor education : an analysis of key policies guiding funding to basic education at a primary level in South Africa. [Thesis]. University of Cape Town ,Faculty of Humanities ,Department of Political Studies, 2007 [cited yyyy month dd]. Available from: http://hdl.handle.net/11427/3715en_ZA
dc.language.isoengen_ZA
dc.publisher.departmentDepartment of Political Studiesen_ZA
dc.publisher.facultyFaculty of Humanitiesen_ZA
dc.publisher.institutionUniversity of Cape Town
dc.subject.otherPublic Policyen_ZA
dc.titlePro-poor education : an analysis of key policies guiding funding to basic education at a primary level in South Africaen_ZA
dc.typeMaster Thesis
dc.type.qualificationlevelMasters
dc.type.qualificationnameMPhilen_ZA
uct.type.filetypeText
uct.type.filetypeImage
uct.type.publicationResearchen_ZA
uct.type.resourceThesisen_ZA
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