This report explores the state of inclusive education in South Africa using data from the School Monitoring Survey in 2017 to assess disability support, the accessibility of schools and learning environments, and the adequacy of teacher training for inclusion.
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.
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.
Using international comparisons to inform debates on salaries for publicly paid educators in South Africa
This brief replicates UNESCO’s calculations, to determine whether South African teachers’ wages are comparable with those in Denmark. The level of teacher wages so determined was only USD71, which is similar to Japan and Italy, but even this seems unrealistically high. UNESCO uses purchasing power parity (PPP) exchange rates for converting teacher pay across countries to dollars – this is where the problem might be. As an alternative strategy to assess the adequacy of teacher pay in international comparison, we use teacher household assets instead of compensation as a proxy for teacher living standards. This results in findings which are considered to be plausible, as South Africa is then comparable with developing countries such as Botswana, Malaysia and Philippines.
This paper describes the partial return to school that occurred during June and July, drawing mainly on the second wave of the NIDSCRAM survey. To what extent was there alignment between the grades that were gazetted to return in June and July and actual school attendance rates by children across the grades? How worried were parents and guardians about sending their children back to school and how did this vary across society?
New evidence suggests that over four months after the closure of early childhood development (ECD) programmes on 18 March 2020, the ECD sector is likely to be operating at less than a quarter of its pre-lockdown levels. Of the 38% of respondents from the new NIDS-CRAM survey reporting that children aged 0-6 in their households had attended ECD programmes before the lockdown in March, only 12% indicated that children had returned to these programmes by mid-July, well after programmes were allowed to reopen
The report serves as a background paper to UNESCO’s 2020 Global Education Monitoring Report (GEMR).
This report determines how the real resources available to the average child in South Africa have changed over the period 2008 to 2018.