Assessing the Relationship Between School-Based Assessment and Matric Performance in Mathematics: A Quantitative Analysis of Poor Schools in Limpopo
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.
Incomplete resourcing of inclusive education in South Africa: Implications for the reading crisis
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.
A Paradox of Progress: Rising Education and Unequal Labour Market Returns in Post-Apartheid South Africa
This working paper by Timothy Köhler for the COVID-Generation project ...
Linguistic interdependence? Foundation Phase mastery in home language as a predictor of grade 4 repetition and EFAL marks
For most South African learners, the destination language of instruction (typically English) is not their mother tongue; thus, proficiency in English is necessary for educational success. However, research has shown that development of linguistic skills is more effective in the mother tongue, and that these skills can be transferred to a second language (especially when high levels of proficiency are reached in the first language).
