RESEP, Author at Research on Socio-Economic Policy (RESEP)

Schools in the time of COVID-19: Possible implications for enrolment, repetition and dropout

Stellenbosch Working Paper Series No. WP20/2020
Publication date: November 2020

November 17, 2020 By: Servaas van der Berg, Chris van Wyk, and Rebecca Selkirk, PDF

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: 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

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

Schools in the time of COVID-19: impacts of the pandemic on curriculum

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:

November 3, 2020 By: Ursula Hoadley (School of Education, University of Cape Town) PDF

Reading and socio-emotional skills in challenging school contexts: Evidence from South African primary schools

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).

October 22, 2020 By: Gabrielle Wills, Heleen Hofmeyr, Rebecca Selkirk, Servaas van der Berg, E. Pretorius (UNISA), C. Ardington (UCT), N. Mohohlwane (DBE), Nwabisa Makaluza (RESEP/ Funda Wanda), N. Mtsatse (Funda Wanda) PDF

Early Learning Programme (ELP)

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.

October 22, 2020 By: Chris van Wyk, Gabrielle Wills, Rebecca Selkirk, Servaas van der Berg, Others PDF

What SA_SAMS/Data Driven Districts data reveal about South African School Education

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.

October 21, 2020 By: Chris van Wyk, Nicola Deghaye, Rebecca Selkirk, Servaas van der Berg PDF

The gendered effects of the ongoing lockdown and school closures in South Africa: Evidence from NIDS-CRAM Waves 1 and 2

The data from Wave 1 of NIDS-CRAM showed that women were disproportionately affected by the COVID-19 crisis and the first month of the lockdown period in South Africa. Not only were they much more likely than men to lose their jobs between February and April or to work fewer hours compared to the pre-crisis period, they also took on a greater share of the additional childcare as a result of school closures and the suspension of all childcare services.

October 11, 2020 By: Debra Shepherd, Daniela Casale PDF

RESEP

Schools in the time of COVID-19: Possible implications for enrolment, repetition and dropout

SUMMARY REPORT: Benchmarking early grade reading skills in Nguni languages

TECHNICAL REPORT: Benchmarking early grade reading skills in Nguni languages

Schools in the time of COVID-19: impacts of the pandemic on curriculum

Reading and socio-emotional skills in challenging school contexts: Evidence from South African primary schools

Early Learning Programme (ELP)

What SA_SAMS/Data Driven Districts data reveal about South African School Education

The gendered effects of the ongoing lockdown and school closures in South Africa: Evidence from NIDS-CRAM Waves 1 and 2

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