part a: strategic overview - Department of Education

Table 29: Average Classroom Size
Level 2000 2001 2002 2003 2004 2005
Combined 48.21 46.28 46.54 46.11 45.86 48.01
Primary 33.91 32.02 32.32 33.06 33.15 33.19
Secondary 37.33 35.85 36.00 35.10 35.70 37.62
Total Public Ordinary
40.69 38.86 39.11 39.09 39.15
40.23
Table 30: Average Classroom Size by ex-Department
Ex-Dept 1999 2000 2001 2002 2003 2004 2005
CISKEI 35.04 32.14 29.95 28.82 28.26 28.05 27.69
DET 36.35 34.63 32.66 32.84 32.99 33.15 33.20
CED 27.56 28.34 27.64 28.58 28.99 29.36 29.71
HOR 33.75 33.11 31.70 33.46 33.04 33.43 33.90
NEW EDUC DEPT 38.96 37.68 36.86 38.37 41.35 42.89 44.77
TRANSKEI 51.43 47.60 45.71 45.80 46.02 47.03 47.87
Total 43.50 40.66 38.83 38.98 39.15 39.77 40.23
Table 31: Average Classroom Size by Quintiles (Public Ordinary Schools)
Quintiles 2001 2002 2003 2004 2005
1 56.28 53.74 53.48 56.49 63.91
2 43.57 44.93 45.06 43.22 47.58
3 36.71 37.20 37.56 39.25 36.57
4 27.15 33.33 33.30 35.12 33.09
5 27.76 32.10 32.14 31.56 33.88
What is becoming very evident as depicted in Tables 27 and 30 is that the schools from
advantaged areas (ex-CED and from the lowest quintile) have a much lower LER and
average classroom sizes than schools from former homelands such as the Transkei.
The post provisioning model may ensure equality in the distribution of educator posts but
it does not ensure equity. The more advantaged schools have more resources at their
disposal and are able to employ more educators as a result of the higher school fees
they charge parents.
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