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.
The reduction of class size is frequently argued to be a relatively simple, cost-effective way to improve learner outcomes in a wide array of contexts. However, methodological concerns regarding the appropriate use of observational data and endogeneity have led to a lack of consensus on this relationship in the literature.
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.
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.
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.
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