About

“Education is the engine for economic advancement and growth” is a phrase many in
communities have relied on to inspire the pursuit of higher learning and academic
excellence. Can there broader consensus in South Africa that the promotion of education
would ensure that resources are utilised to meet current needs while guaranteeing that
adequate services are available for future generations? But can this agenda be handled in
ways that involve all citizens in an integrated, long-term planning process to protect the
environment, expand economic opportunities, and meet social needs? Or can we continue
to postulate that it is unfair to ask poor communities to act responsibly towards the
environment and fellow human beings, whilst they struggle to maintain decent living
standards? But various scientists are finding common ground in concluding that building
healthy and prosperous communities over the long term will require the recognition and
implementation of the three E’s: Economy, Ecology, and Equity.

In the communities like that of Alexandra Township, confronted by the glaring realities of
poverty and the lack of quality education, communities have recognised the value of
education and the multiple opportunities that are available to young people who have
sought-after tertiary education qualifications. But there is also mounting concern amongst the
youth that a good education is not a guarantee to a job and related opportunities. In 2004, The
Millennium Development Goals, spearheaded by world leaders, had promised that there would be
universal access to primary education by 2015. Nineteen (19) years later, we still have significant
challenges in the rural areas and the townships of South Africa, where learners are still besieged
by the lack of adequate educational facilities and poor infrastructure. Universal access is a distant
wish, in a country where school attendance is not optimal, especially for girls, and the dropout rate
continues to compromise the future well-being of many children. Even in the year 2023, we still
have children that lack basic teaching tools, and are being taught by underpaid and poorly trained
teachers. The persistent protests and complaints raised by students against educational
institutions and the National Student Financial Aid Scheme (NSFAS) might serve as a barometer for
the state of health of education in South Africa. There is no doubting that the future of our children
and the country is bleak if those that are in leadership do not take transformative action on
education financing to propel learning for all children, especially those in the most underprivileged
communities of South Africa. The multiple studies conducted by researchers show that education
can only be transformed when “all three aspects of education financing: adequacy, efficiency, and
equity” are addressed.