Paper short abstract:

Qualitative educational policies in Post-Aparthied South Africa have been marked by repercussions of racial discrimination. This raises a significant argument of possibilities of a compromise between quantitative and qualitative educational policies in South Africa.

Paper long abstract:

Post-Apartheid South African society marked by distinct history of segregation and discrimination has felt the repercussions even in the educational sector. Completion of nearly two decades of planning in Post-Apartheid South Africa has considerable success in the quantitative educational policies but qualitative educational policies have not been able to provide an answer to racial discrimination and its effects on educational outcomes. World Education Report (2000)-UNESCO declares that child's performance needs to be treated as an indicator of systematic quality. Quality is not merely a measure of "efficiency"; it also includes a "value dimension". The attempt to improve quality of education succeeds when it is clubbed with steps to promote equality and social justice. Hierarchies of race, culture and uneven economic development deeply influence access to education and participation. Empowered by the Right to Basic Education conferred by Chapter 2 of the Constitution (Bill of Rights), government of South Africa has initiated quality specific educational policies such as National Qualification Framework, Higher Education Act and South African Qualifications Authority. Burden of the past dominated by white minority rule however has posed great challenges in ensuring an evaluative and holistic application of educational policies. It also prohibits contextualized culture of teaching and learning. Quality, Quantity and Equality is considered to be an "elusive triangle of education" which is continuously being challenged by globalised and market oriented neoliberal strategies adopted in South Africa.