Equity and Transformation in Education Finance and Partnering as Equals with Global North Funders

• In Event: Decolonizing Finance: Shifting Power for Educational Equity

Proposal

The author of the study is a South African donor agency that focuses on improving language and mathematics education in South African schools. It does so by testing a range of interventions with the intention of influencing policy and large-scale systemic uptake if proven successful. In order to achieve its mission, it works with a range of local and international donor agencies.

The focus on improving mathematics and language education in the public schooling sector was strategically selected, to ensure redress and equity in the South African Education landscape. Historically, the South Africa education system was designed by the apartheid government to provide inferior quality education to Black South Africans, particularly African. The apartheid government (1948–1994) enforced racial segregation and white minority rule in South Africa, using laws to oppress non-white citizens—especially Black Africans—and restrict their advancement through systems like education. In fact, the apartheid government said that Black children must receive education to support their destiny as unskilled manual labourers. As such the academic skills of language and mathematics was underdeveloped. Academic education and high skilled jobs were reserved for white South Africans.

The issue of language in education is critically important not only from pedagogical and equity/redress perspectives, but also from a broader socio-political standpoint. Language is inextricably linked to power and control over language equals control of identity, culture and influence. In South Africa English was the hegemonic language and influenced not only economic access but also identity and culture. The support of African language development re-positions African societies in relation to dominant Western Societies. It affirms and validates diverse cultural expressions and worldviews alongside English. The study’s focus on developing South African languages within the education system is a critical step toward recognising and affirming local identities and cultures.

The strategy is to engage with funders from the Global North as equal partners. In order to implement our programmes at scale, they collaborate with a range of local and international donor agencies. As a South African-based funder, the author brings deep contextual knowledge and a grounded understanding of local educational challenges and opportunities. This local embeddedness positions them to contribute meaningfully and equitably in partnerships with global funders.

There is a responsibility to position the interests of South Africa and South Africans. When the author works with international donor agencies, they ensure that they understand the local context, that they do not dominate the partnerships to drive the own agendas because of their position of power and money and Global North perspectives. They do this through key legal and governance mechanisms as well as ensuring that strategy, priorities and interests of the country is foregrounded. The author is also part of an international education funders group, where it amplifies voices from the South through sharing research, presenting case studies, and engaging openly and robustly to explore effective ways to work to collaborate without capitulation.

Authors

• Fatima Adam, Zenex Foundation

• Sandeep Aneja, Kaizenvest