This research report was produced for the Department of Higher Education and Training (DHET) and the Department of Basic Education (DBE). The study was undertaken to assess demand for, and supply of, teachers in the public service, in order to better inform teacher training policy.
The South African economics of education has so far been largely silent on the role of non-cognitive skills in the learning process. This contrasts noticeably with an international literature that recognises non-cognitive skills as both an important input and outcome of education.
Events surrounding the COVID-19 pandemic threatened to undo 20 years of sustained expansion in access to early childhood care and education (ECCE) in South Africa. In this paper, we explore the underlying structural weaknesses in non-grade R ECCE provisioning that were exposed through the pandemic, and the strengths that have surfaced.
Introduction As a positive relationship between schools and education districts can help to secure school improvement and learning outcomes, we have explored the accountability arrangements…
RESEP research associate, Tia Linda Zuze recently wrote an opinion article that was published on the news site News24. The piece details the essential contributions of women who have been tackling the Covid pandemic in terms of research and policy.