This paper will aim to answer three questions: (1) Are girls absent from school during their periods? (2) If so, how large is the effect of menstruation on absenteeism? (3) Do the effects differ by socio-economic status (SES)?
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.
This paper analyses the SA-SAMS school administration data that the Michael and Susan Dell Foundation in partnership with the Department of Basic Education collects quarterly from schools in order to assess its usefulness for better understanding the school system.
Over the period 2016 to 2018, RESEP were engaged in a study titled “Leadership for Literacy” funded by the ESRC/DFID. The project resulted in the collection of new data on reading in three African languages. In this research impact brief published by the REAL Centre, University of Cambridge, and The Impact Initiative, the impact of this work to establish tentative benchmarks in African languages is highlighted.
RESEP led an introductory training course on quantitative data analysis for researchers in education in Stellenbosch from 11 to 15 November. The course was attended by 29 participants working in education, and included graduate students, researchers, NGO memebers and policymakers from across South Africa. Funding was provided by the Allan Gray Orbis Foundation Endowment as part of RESEP’s Early Learning Programme.
Wills, G., 2019. School leadership and management: Identifying linkages with learning and structural inequalities. In South African Schooling: The Enigma of Inequality (pp. 301-320). Springer, Cham.
Taylor, N., Wills, G. and Hoadley, U., 2019. Addressing the ‘leadership conundrum ’through a mixed methods study of school leadership for literacy. Research in Comparative and International Education, 14(1), pp.30-53.
Abstract: This paper investigates a disruption hypothesis that student learning is lost as a direct consequence of teacher strike action in South Africa. At face…