Enabling environments for equity, access and quality education post-2015: Lessons from South Africa and Tanzania

Abstract

In this paper we seek to contribute to the post-2015 education agenda by shifting the focus from considerations of what education goals and targets should be to a people-centred exploration of enabling environments, within and beyond education, for equity, access and quality. Theoretically, the paper draws on the capabilities approach. Empirically, we present data from two independent qualitative studies conducted in South Africa (n=40) and Tanzania (n=10) with university students who accessed higher education despite trends of low participation for their social class and/or gender. The paper highlights the importance of taking account of both instrumental and intrinsic values of education. Enablers in the domains of school, family and community are identified and their contribution to educational well-being and achievement are demonstrated.