Education - Working Papers Archives - Page 3 of 13 - Research on Socio-Economic Policy (RESEP)

Learner flow through patterns in the Western Cape using CEMIS datasets from 2007 to 2019: A longitudinal cohort analysis

Stellenbosch Working Paper Series No. WP01/2021
Publication date: February 2021

June 28, 2021 By: Chris van Wyk PDF

How is the COVID-19 pandemic affecting educational quality in South Africa? Evidence to date and future risks

Stellenbosch Working Paper Series No. WP23/2020
Publication date: December 2020

December 17, 2020 By: Martin Gustafsson and Carol Nuga Deliwe PDF

Household resource flows and food poverty during South Africa’s lockdown: Short-term policy implications for three channels of social protection

Stellenbosch Working Paper Series No. WP22/2020 Publication date: December 2020

December 1, 2020 By: Gabrielle Wills, Servaas van der Berg, Leila Patel, and Bokang Mpeta PDF

Schools in the time of COVID-19: Possible implications for enrolment, repetition and dropout

Stellenbosch Working Paper Series No. WP20/2020
Publication date: November 2020

November 17, 2020 By: Servaas van der Berg, Chris van Wyk, and Rebecca Selkirk, PDF

Schools in the time of COVID-19: impacts of the pandemic on curriculum

This working paper presents the findings of research into the impact of the COVID-19 pandemic on the curriculum in South Africa. Four research questions frame the report:

November 3, 2020 By: Ursula Hoadley (School of Education, University of Cape Town) PDF

Mother-tongue Instruction or Straight-for-English? The Primary Education Policy Dilemma

Language-in-education policy has a powerful influence on social and economic relations, with complex dimensions in multilingual and unequal societies such as South Africa.

May 6, 2020 By: Nompumelelo Mohohlwane PDF

Perseverance, Passion, and Poverty: Examining the association between grit and reading achievement in high-poverty schools

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.

April 20, 2020 By: Heleen Hofmeyr PDF

A revised PIRLS 2011 to 2016 trend for South Africa and the importance of analysing the underlying microdata

Given South Africa’s weak performance in international testing programmes, there is a strong interest in gauging improvements within these programmes.

February 21, 2020 By: Martin Gustafsson PDF

Education – Working Papers

Learner flow through patterns in the Western Cape using CEMIS datasets from 2007 to 2019: A longitudinal cohort analysis

How is the COVID-19 pandemic affecting educational quality in South Africa? Evidence to date and future risks

Household resource flows and food poverty during South Africa’s lockdown: Short-term policy implications for three channels of social protection

Schools in the time of COVID-19: Possible implications for enrolment, repetition and dropout

Schools in the time of COVID-19: impacts of the pandemic on curriculum

Mother-tongue Instruction or Straight-for-English? The Primary Education Policy Dilemma

Perseverance, Passion, and Poverty: Examining the association between grit and reading achievement in high-poverty schools

A revised PIRLS 2011 to 2016 trend for South Africa and the importance of analysing the underlying microdata

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