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: isiZulu, isiXhosa and siSwati.
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.
This working paper presents the findings of research into the impact of the COVID-19 pandemic on the curriculum in South Africa. Four research questions frame the report:
This project is linked to the Early Learning Programme (ELP) and uses data from the Readership and Literacy project but is also supplemented by others funded by Economic and Social Research Council (ESRC).
A portion of this project includes reanalysing WCED CEMIS and Systemic Tests to determine how early learning performance affects progressions, dropout, and matric results. The project is currently in its second year and is funded by the Allan Grey Orbis Foundation Endowment.
Using longitudinal data components and disability statistics, this project aims to investigate school-based assessments. Funds have been received from the Michael and Susan Dell Foundation. The project is currently waiting for data.
Abstract: Taylor, N., Wills, G. and Hoadley, U., 2019. Addressing the ‘leadership conundrum’through a mixed methods study of school leadership for literacy. Research in…