Exploring the Concepts of ‘(In)equality’, ‘(In)equity’, and ‘(Dis)parity’ in the National Curricula and Examinations of Secondary Education: A Comparison Between the Cases of South Africa, Kenya, and Madagascar

Abstract

This paper explores the concepts of ‘(in)equality’, ‘(in)equity’, and ‘(dis)parity’ in secondary education in South Africa (SA), Kenya, and Madagascar by analysing purposively selected national curricula and examinations of secondary education. First, in the case of SA, the analysis shows that the three concepts seem to be treated from both economic and social welfare perspectives; however, globally, the focus seems to be on the economic perspective. Second, the paper argues that in Kenya, although there are descriptions of the three concepts in the sense of the distribution of resources to ensure equality of opportunities, there seems to be greater emphasis on the promotion of social equality through social welfare and mutual assistance in person. Third, the three concepts are indirectly introduced in Malagasy concepts that discuss social circumstances in the unique context of Madagascar and seek to establish a well-balanced and fair ‘living together’ in the literal as well as the figurative sense.