COVID-19 caused disruptions to schooling on an unprecedented scale. Emerging evidence indicate sthat these disruptions impacted schooling in South Africa in many ways, from shortened curricula to significant learning losses occurring over the two years of the pandemic (Hoadley, 2020; Ardington,
Wills and Kotze, 2021; Van der Berg et al., 2022). This report constitutes the first attempt at investigating how these outcomes affected broader system performance in terms of key outcomes such as learner flows through the system, matric results, and performance in school-based assessments (SBAs). The report also sheds light on some important other education issues.
Three international testing programmes, including PIRLS, point to educational quality improvements in South Africa during the period 2002 to 2019. The gains were substantial, relative to the steepness of improvements seen in other countries. What lay behind these trends? National education quality trends are not easy to explain, and this is seldom attempted in a systematic manner.
An emerging interdisciplinary literature explores how kinship practices affect household resource allocation through efficiency of production and consumption. This paper focuses on a key gender norm – how a resource transfer to households affects school drop out of girls relative to boys, under different kinship practices.