{"id":{"repo_id":"venda","oai_identifier":"oai:univendspace.univen.ac.za:11602/85"},"canonical_url":"https://search.dev.ndltd.org/etd/venda/oai:univendspace.univen.ac.za:11602/85","repository":{"repo_id":"venda","name":"University of Venda","base_url":"https://univendspace.univen.ac.za/server/oai/request"},"display":{"title":"A comparative study of state funding models of basic education : implications for the provision of quality education","abstract":"This study \"A comparative study of state funding models of basic education: implications for the provision of quality education\" is about funding of public education for quality education. The study compares public funding of public education of England, United States of America and Zimbabwe. The study explored how education is funded in England, United States of America and Zimbabwe. The study explored whether Norms and Standards of school funding policy is addressing the imbalances of the past or not. The study has discussed how Norms and Standards of school funding should be implemented in South Africa in general and how provinces should implement it particularly Limpopo Province. In order to find out whether Norms and Standards for school funding is addressing the imbalances of the past or not, 20 (twenty) questionnaires were distributed to ten Quintile1-3 schools, where principals and treasurers became respondents. Interviews were conducted with other ten Quintile 1-3 school principals and one senior official in the Limpopo Provincial Department of Education. The study concludes that there are challenges in terms of funding schools in terms of providing quality education in themes that the implementation of Norms and Standards of school funding is not redressing the imbalances of the past. The study has therefore suggested model of funding for South Africa. This model can assist in provision of quality education as adequate funding leads to quality education.","abstract_html":"This study "A comparative study of state funding models of basic education: implications for the provision of quality education" is about funding of public education for quality education. The study compares public funding of public education of England, United States of America and Zimbabwe. The study explored how education is funded in England, United States of America and Zimbabwe. The study explored whether Norms and Standards of school funding policy is addressing the imbalances of the past or not. The study has discussed how Norms and Standards of school funding should be implemented in South Africa in general and how provinces should implement it particularly Limpopo Province. In order to find out whether Norms and Standards for school funding is addressing the imbalances of the past or not, 20 (twenty) questionnaires were distributed to ten Quintile1-3 schools, where principals and treasurers became respondents. Interviews were conducted with other ten Quintile 1-3 school principals and one senior official in the Limpopo Provincial Department of Education. The study concludes that there are challenges in terms of funding schools in terms of providing quality education in themes that the implementation of Norms and Standards of school funding is not redressing the imbalances of the past. The study has therefore suggested model of funding for South Africa. This model can assist in provision of quality education as adequate funding leads to quality education.","abstract_has_math":false,"creators":["Mashau, Takalani Samuel"],"institution":null,"degree_name":null,"degree_level":null,"degree_discipline":null,"degree_department":null,"school":null,"contributors":[],"advisors":["Mutshaeni, H. N.","Kutame, A. P."],"committee_chairs":[],"committee_members":[],"year":2013,"date_issued":"2013-09-17","date_published":"2013-09-17","updated_at":"2026-07-27T21:57:20Z","subjects":["State funding","Basic education","Public funding","Public education","Schools","Quality education","UCTD"],"languages":["en"],"rights":["University of Venda"],"rights_urls":[],"identifier_entries":[]},"links":{"outbound_url":"http://hdl.handle.net/11602/85","outbound_label":"Handle","outbound_source":"dc:identifier.uri"},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:contributor.advisor","label":"Advisor","values":["Mutshaeni, H. N.","Kutame, A. 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The study compares public funding of public education of England, United States of America and Zimbabwe. The study explored how education is funded in England, United States of America and Zimbabwe. The study explored whether Norms and Standards of school funding policy is addressing the imbalances of the past or not. The study has discussed how Norms and Standards of school funding should be implemented in South Africa in general and how provinces should implement it particularly Limpopo Province. In order to find out whether Norms and Standards for school funding is addressing the imbalances of the past or not, 20 (twenty) questionnaires were distributed to ten Quintile1-3 schools, where principals and treasurers became respondents. Interviews were conducted with other ten Quintile 1-3 school principals and one senior official in the Limpopo Provincial Department of Education. The study concludes that there are challenges in terms of funding schools in terms of providing quality education in themes that the implementation of Norms and Standards of school funding is not redressing the imbalances of the past. The study has therefore suggested model of funding for South Africa. This model can assist in provision of quality education as adequate funding leads to quality education."]},{"key":"dc:title","label":"Title","values":["A comparative study of state funding models of basic education : implications for the provision of quality education"]}]}],"canonical_facts":{"dc:contributor.advisor":["Mutshaeni, H. N.","Kutame, A. P."],"dc:creator":["Mashau, Takalani Samuel"],"dc:date":["2013"],"dc:date.accessioned":["2013-09-17T10:35:45Z"],"dc:date.available":["2013-09-17T10:35:45Z"],"dc:date.issued":["2013-09-17"],"dc:description":["Department of Curriculum Studies and Education Management","D.Ed (Curriculum Studies)","Also availabe in print"],"dc:description.abstract":["This study \"A comparative study of state funding models of basic education: implications for the provision of quality education\" is about funding of public education for quality education. The study compares public funding of public education of England, United States of America and Zimbabwe. The study explored how education is funded in England, United States of America and Zimbabwe. The study explored whether Norms and Standards of school funding policy is addressing the imbalances of the past or not. The study has discussed how Norms and Standards of school funding should be implemented in South Africa in general and how provinces should implement it particularly Limpopo Province. In order to find out whether Norms and Standards for school funding is addressing the imbalances of the past or not, 20 (twenty) questionnaires were distributed to ten Quintile1-3 schools, where principals and treasurers became respondents. Interviews were conducted with other ten Quintile 1-3 school principals and one senior official in the Limpopo Provincial Department of Education. The study concludes that there are challenges in terms of funding schools in terms of providing quality education in themes that the implementation of Norms and Standards of school funding is not redressing the imbalances of the past. The study has therefore suggested model of funding for South Africa. This model can assist in provision of quality education as adequate funding leads to quality education."],"dc:identifier.uri":["http://hdl.handle.net/11602/85"],"dc:language.iso":["en"],"dc:relation":["PDF"],"dc:rights":["University of Venda"],"dc:subject":["State funding","Basic education","Public funding","Public education","Schools","Quality education","UCTD"],"dc:title":["A comparative study of state funding models of basic education : implications for the provision of quality education"],"dc:type":["Thesis"]},"updated_at":"2026-07-27T21:57:20Z"}