The focus of the content on this page is on the economics of education in Sub-Saharan Africa. Here you’ll find the most recent research publications, working papers and policy briefs produced by RESEP researchers. In some instances, this work dates back to more ten years.
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.
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.
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.
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.
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.
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.
From 21-22 August 2024, Resep hosted its 8th annual Quantitative Education Research (QER) conference at STIAS, Stellenbosch. Among the more than 100 attendees were academics, students, government officials, NGOs representatives and other stakeholders. Speakers, chairs and participants collectively provided an overview of key trends in South African education and profiled new research. In this synopsis of the 2-day programme, some key insights across all presentations are considered under eight emerging conference themes.
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).
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