Household resource flows and food poverty during South Africa’s lockdown: Short-term policy implications for three channels of social protection
Stellenbosch Working Paper Series No. WP22/2020 Publication date: December 2020
Post-doctoral Research Fellowship in Economics – One-year Appointment with Possible Extension to 2 Years
Research on labour markets and education in Southern Africa. Analysis of household data sets and educational evaluation data such as SACMEQ, PIRLS or TIMSS, with a particular focus on labour market outcomes and how these are influenced by education level and quality.
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
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.
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.
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:
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).
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.
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.
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.
