This study investigates whether the quality of school-based assessment (SBA) influences matriculation performance in Mathematics within quintile 1 to 3 schools in Limpopo, South Africa. It builds on previous literature that identified poor schools in Limpopo excelling in Mathematics achievement at the matriculation level.
This study investigates whether the quality of school-based assessment (SBA) influences matriculation performance in Mathematics within quintile 1 to 3 schools in Limpopo, South Africa. It builds on previous literature that identified poor schools in Limpopo excelling in Mathematics achievement at the matriculation level.
This study investigates whether the quality of school-based assessment (SBA) influences matriculation performance in Mathematics within quintile 1 to 3 schools in Limpopo, South Africa. It builds on previous literature that identified poor schools in Limpopo excelling in Mathematics achievement at the matriculation level.
This study investigates whether the quality of school-based assessment (SBA) influences matriculation performance in Mathematics within quintile 1 to 3 schools in Limpopo, South Africa. It builds on previous literature that identified poor schools in Limpopo excelling in Mathematics achievement at the matriculation level.
This study investigates whether the quality of school-based assessment (SBA) influences matriculation performance in Mathematics within quintile 1 to 3 schools in Limpopo, South Africa. It builds on previous literature that identified poor schools in Limpopo excelling in Mathematics achievement at the matriculation level.
This study investigates whether the quality of school-based assessment (SBA) influences matriculation performance in Mathematics within quintile 1 to 3 schools in Limpopo, South Africa. It builds on previous literature that identified poor schools in Limpopo excelling in Mathematics achievement at the matriculation level.
This study investigates whether the quality of school-based assessment (SBA) influences matriculation performance in Mathematics within quintile 1 to 3 schools in Limpopo, South Africa. It builds on previous literature that identified poor schools in Limpopo excelling in Mathematics achievement at the matriculation level.
This study investigates whether the quality of school-based assessment (SBA) influences matriculation performance in Mathematics within quintile 1 to 3 schools in Limpopo, South Africa. It builds on previous literature that identified poor schools in Limpopo excelling in Mathematics achievement at the matriculation level.
From 21-22 August 2024, Resep hosted its 8th annual Quantitative Education Research (QER) conference at STIAS, Stellenbosch. Among the more than 100 attendees were academics, students, government officials, NGOs representatives and other stakeholders. Speakers, chairs and participants collectively provided an overview of key trends in South African education and profiled new research. In this synopsis of the 2-day programme, some key insights across all presentations are considered under eight emerging conference themes.
This study investigates whether the quality of school-based assessment (SBA) influences matriculation performance in Mathematics within quintile 1 to 3 schools in Limpopo, South Africa. It builds on previous literature that identified poor schools in Limpopo excelling in Mathematics achievement at the matriculation level.
In this policy brief, Gabrielle Wills, identifies six insights into the realities facing young matriculants after school in South Africa.
The available opportunities for youth after completing school have not grown commensurately with improvements in school completion.
On 27 May 2025, Resep hosted a workshop on socio-emotional skills and early learning at STIAS in Stellenbosch. The event brought together a mix of…
In this policy brief, Gabrielle Wills, identifies six insights into the realities facing young matriculants after school in South Africa.
The available opportunities for youth after completing school have not grown commensurately with improvements in school completion.
In this policy brief, Timothy Köhler, summarises key findings on the returns to education in South Africa over the period 2001 to 2023 from his paper titled “A Paradox of Progress: Rising Education and Unequal Labour Market Returns in Post-Apartheid South Africa”.
This study investigates whether the quality of school-based assessment (SBA) influences matriculation performance in Mathematics within quintile 1 to 3 schools in Limpopo, South Africa. It builds on previous literature that identified poor schools in Limpopo excelling in Mathematics achievement at the matriculation level.
In 2021, teachers instructing the average Grade 4 student in South Africa faced reading abilities spanning almost four grade levels in one classroom (Böhmer & Wills, 2023). In this context, curriculum or instruction differentiation is a necessary classroom strategy. The South African curriculum and inclusive education policies recognise learner diversity and envisage class teachers as responsible for curriculum differentiation supported by district and circuit experts.
This working paper by Timothy Köhler for the COVID-Generation project analyses the evolution of the labour market returns to education and their drivers in post-apartheid…
For most South African learners, the destination language of instruction (typically English) is not their mother tongue; thus, proficiency in English is necessary for educational success. However, research has shown that development of linguistic skills is more effective in the mother tongue, and that these skills can be transferred to a second language (especially when high levels of proficiency are reached in the first language).
The 2023 Back-on-Track (BoT) programme, launched by the Western Cape Education Department (WCED), aimed to address significant learning deficits caused by the COVID-19 pandemic over a period of three years. This R1.2 billion initiative targeted improvements in mathematics and language through interventions for learners and teachers in grades 4, 7, and 8. Using Systemic Tests and School-Based Assessments (SBAs), this evaluation assesses the programme’s impact on grade 4 and grade 7 learners.
We report on the quality and completeness of disability-disaggregated enrolment data in the education management information system
(EMIS) in two provinces in South Africa. We show there has been a dramatic decline in the number of learners with disabilities enrolled in schools in Gauteng from 2017 to 2023.
© 2026 Research on Socio-Economic Policy (RESEP). All rights reserved
