Identifying Binding Constraints in Education

Abstract

This research applied two ‘conceptual lenses’ to identifying binding constraints in South African education. Firstly, identifying and solving binding constraints is a prudent use of limited government resources. Secondly, the root causes of the country’s low educational outcomes entail either a lack of accountability, or a lack of capacity. Both should be addressed. Four binding constraints to improved educational outcomes for the poor are identified: (1) Weak institutional functionality, (2) Undue union influence, (3) Weak teacher content knowledge and pedagogical skill, and (4) Wasted learning time and insufficient opportunity to learn. These factors interact to lead to low educational outcomes for the poor. The most important of these outcomes is the fact that 58% of South African children do not learn to read for meaning by the end of grade 4. This lack of literacy then becomes a binding constraint to all further learning. Thus the central focus of South African educational administration should be that “Every child must learn to read for meaning by the end of grade 3.”