Finding Place and Keeping Pace

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Exploring Meaningful and Equitable Learning in South African Schools The first day of the school year is usually filled with excitement. With uniforms washed and shoes polished, friends reunite and catch up on holiday news. For many, especially those entering the school gates for the first time, it's also a day of trepidation. There's the fear of the unknown, unfamiliar faces and regimes of order and discipline. For a few, there is the worry of finding access denied after standing in queues before administrators in the hope of being allocated a seat in a class Finding a place and keeping pace focuses on accessing and completing basic education in South Africa. It is based on research conducted for the Consortium on Research in Education Access, Transition and Equity (CREATE), an international study funded by the UK's Department for International Development and led by Professor Keith Lewin of Sussex University. The book showcases a rich body of research on educational access, inclusion and exclusion. It provides a critical appraisal of how far South Africa has come in terms of achieving the Millennium Development and Education For All goals in terms of access and quality indicators.

Shireen Motala is the Director of the Postgraduate Centre: Research and Innovation, and an Associate Professor in the Faculty of Education, at the University of Johannesburg. She was the Project Leader for the CREATE South Africa research, and has many publications and vast experience in all aspects of research. Her specific areas of interest are education financing, equity and quality.

Veerle Dieltiens is a PhD student at the University of the Witwatersrand. She was a lead researcher on the Consortium for Research on Educational Access, Transitions and Equity (CREATE) South Africa

project, and has undertaken a wide range of research projects while working for the Education Policy Unit. Her research interests are in gender, equity and rural education.