Nompumelelo Mohohlwane

PHD Student

Nompumelelo Mohohlwane is enrolled for a PhD in Education Policy Studies at the University of Stellenbosch under the co-supervision of Professor Nuraan Davids, Chairperson: Department of Education Policy Studies and Profession Servaas van der Berg (RESEP). Her research topic is: (How) Should the language policy promote mother-tongue instruction or a straight-for-English approach in primary schooling in South Africa: what does empirical data contribute.

She has a Masters Degree (with distinction) in Education with the University of Witwatersrand. Her studies focused on substantiating the contribution of Randomised Control Trials (RCTs) in evaluating early grade reading acquisition using literature analysis and empirical data analysis of large sample data. She obtained her Honours Degree in Public Management & Governance from the University of Johannesburg and her Bachelor’s Degree in Political Science specializing in International Relations.

She is a non-resident fellow with the Centre for Global Development, which works to reduce global poverty and improve lives through innovative economic research that drives better policy and practice by the world’s top decision-makers.

SUMMARY REPORT: Benchmarking early grade reading skills in Nguni languages

This is a summary report that presents the key findings and approach used in identifying early grade reading benchmarks and thresholds in three Nguni languages:…
November 5, 2020 By: Gabrielle Wills, Nangamso Mtsatse, Nicola Deghaye, Nompumelelo Mohohlwane, Servaas van der Berg, Cally Ardington, Elizabeth Pretorius, Alicia Menendez PDF

TECHNICAL REPORT: Benchmarking early grade reading skills in Nguni languages

This report presents the key findings and approach used in identifying early grade reading benchmarks and thresholds in three Nguni languages: isiZulu, isiXhosa and siSwati. 
November 5, 2020 By: Gabrielle Wills, Nangamso Mtsatse, Nicola Deghaye, Nompumelelo Mohohlwane, Servaas van der Berg, Cally Ardington, Elizabeth Pretorius, Alicia Menendez PDF

Mother-tongue Instruction or Straight-for-English? The Primary Education Policy Dilemma

Language-in-education policy has a powerful influence on social and economic relations, with complex dimensions in multilingual and unequal societies such as South Africa.

Creating reading fluency benchmarks in African languages

Stellenbosch Policy Brief No. 02/2018
Learning to read for meaning is the most important skill that children learn in primary school. If a child cannot read well, then they will…
September 4, 2018 By: Nic Spaull, Nompumelelo Mohohlwane, Elizabeth Pretorius PDF