Using three different studies on early grade reading from no-fee schools across in South Africa, this paper establishes short-term learning losses in reading for grade 2 and 4 students from under-resourced school contexts. We find that in 2020 grade 2 students lost between 57 % and 70 % of a year of learning relative to their pre-pandemic peers.
In this paper, we investigate the existence of geographical correlations in OOP health expenditures by employing a spatial Durbin model on data from 778 clusters obtained from the 2016 Malawi’s Integrated Household Survey.
A paper composed by early career researchers at RESEP, Martin Mwale and Dr Martina Mchenga, and their co-author Dr Gowokani Chirwa, has recently been published in a highly ranked international journal.
Learner flows through schools: Using high quality administrative data to understand education system performance
The report analyses school flows, repetition, and dropout using a novel analysis of school-based assessments, and how well these predict future performance and learner flows. An important finding is that the high repetition and dropout rates in high schools imply an internal efficiency rate of only 49% (measured in terms of the years of enrolment in high school for every matric pass).
Teacher supply and demand is a complex matter. The ultimate aim is to have a teacher in front of every class, now and for the foreseeable future. This also implies an ideal class size. The quality of teachers is obviously important too – and a topic for another occasion.
Gustafsson reviews policies and research on carbon tax and emissions reductions in SA while on fellowship
As Visiting Fellow with the Institute of Social and Economic Research (ISER) at Rhodes University, Martin Gustafsson recently produced a policy and literature review titled ‘Carbon taxes and the attainment of emissions reductions targets in South Africa: A critical stocktaking of recent analyses and policies’.
A new paper on COVID-19 learning losses in South Africa has been published in the International Journal of Educational Development.