In this policy brief, Gabrielle Wills, identifies six insights into the realities facing young matriculants after school in South Africa. The available opportunities for youth after completing school have not grown commensurately with improvements in school completion.
In this policy brief, Timothy Köhler, summarises key findings on the returns to education in South Africa over the period 2001 to 2023 from his paper titled “A Paradox of Progress: Rising Education and Unequal Labour Market Returns in Post-Apartheid South Africa”.
This study investigates whether the quality of school-based assessment (SBA) influences matriculation performance in Mathematics within quintile 1 to 3 schools in Limpopo, South Africa. It builds on previous literature that identified poor schools in Limpopo excelling in Mathematics achievement at the matriculation level.
In 2021, teachers instructing the average Grade 4 student in South Africa faced reading abilities spanning almost four grade levels in one classroom (Böhmer & Wills, 2023). In this context, curriculum or instruction differentiation is a necessary classroom strategy. The South African curriculum and inclusive education policies recognise learner diversity and envisage class teachers as responsible for curriculum differentiation supported by district and circuit experts.
Research on Socio-Economic Policy (RESEP)
Department of Economics, Matieland, 7602
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