RESEP held its 7th annual conference on Quantitative Education Research (QER) from 5-6 September 2023 at STIAS, Stellenbosch University.
Ultimately, learners with disabilities should be accommodated at schools in their neighbourhood, where they should have access to all programmes of support (Screening, Identification, Assessment and Support Policy, 2014).
Tim Köhler provides an overview of the South African labour market during the course of the COVID-19 pandemic.
On 25 May 2023, the Teacher Demographic Dividend (TDD) project hosted its first Provincial Spotlight Dialogue at The Blades, Pretoria. The dialogue was organised with the aim of receiving feedback on the new research findings in TDD’s national and provincial reports, as well as on a proposed national survey investigating new teacher placement and retention. The dialogue was attended by officials from the Provincial Education Departments (PEDs), Department of Basic Education (DBE), Department of Higher Education and Training (DHET) and National and Provincial Treasuries.
In this note by Ursula Hoadley, she tracks curriculum and assessment policy changes over three years (2020 to 2023) in South Africa in response to the COVID-19 pandemic and school closures. Some changes were made to the national CAPS curriculum documents in the form of trimming content (2020), identifying ‘fundamental’ knowledge (2020), and reviewing subject content (2022).
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.
RESEP is engaged in a 3-year project (2022-24) to track learning losses, repetition, dropout and school completion patterns among school cohorts impacted by COVID-19 disruptions…