This research report was produced for the Department of Higher Education and Training (DHET) and the Department of Basic Education (DBE). The study was undertaken to assess demand for, and supply of, teachers in the public service, in order to better inform teacher training policy.
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.
Events surrounding the COVID-19 pandemic threatened to undo 20 years of sustained expansion in access to early childhood care and education (ECCE) in South Africa. In this paper, we explore the underlying structural weaknesses in non-grade R ECCE provisioning that were exposed through the pandemic, and the strengths that have surfaced.
Introduction As a positive relationship between schools and education districts can help to secure school improvement and learning outcomes, we have explored the accountability arrangements…
We use Benford’s Law to investigate inaccurate financial reports of a representative sample of Ugandan nongovernmental organizations (NGOs). We find that 25% of the sample provided information that did not conform to the Benford distribution, suggesting potential misreporting.
A PART OF THE ECD WORKING PAPER SERIES BETWEEN ILIFA LABANTWANA & RESEP. NO. ECD WP 003/2021
The Ilifa-Resep ECD Working Paper Series is a collaboration between Ilifa Labantwana and Research on Socio-Economic Policy (RESEP) at Stellenbosch University. The working paper series aims to promote research that addresses the major systemic issues facing the ECD sector in South Africa.