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.
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).
This paper examines whether school characteristics moderate the association between grit and reading achievement in a sample of Grade 6 learners in high-poverty contexts. The analysis makes use of data from 2383 learners distributed across 60 township and rural schools in three provinces of South Africa.
This paper examines whether school characteristics moderate the association between grit and reading achievement in a sample of Grade 6 learners in high-poverty contexts.
A recent paper by Martin Gustafsson shows that there have been significant improvements in reading in South Africa in recent years.
Socio-economic status and educational outcomes are strongly linked across countries and education systems. However, a growing body of research documents the existence of students from disadvantaged socio-economic backgrounds who manage to achieve exceptional academic results.
Wills, G. and Hofmeyr, H., 2019. Academic resilience in challenging contexts: Evidence from township and rural primary schools in South Africa. International Journal of Educational Research, 98, pp.192-205.
Poverty is considered a risk factor that jeopardizes children’s academic performance. However, even in high-poverty contexts there are students who manage to achieve consistently good academic results.