In order to address South Africa’s maternal and infant mortality and morbidity rates, patient and community-level preventable factors need to be identified and addressed. However, there are few rigorously implemented and tested studies in low- and middle-income countries that evaluate the impact of community-level interventions on maternal and infant health outcomes.
We present evidence of how researchers from developing countries are represented in three areas of research: conference presentations, articles in journals, and citations. We find that the bulk of research on development and development policies in the South is conducted by researchers from the North.
Trends in socioeconomic-related health inequalities is a particularly pertinent topic in South Africa where years of systematic discrimination under apartheid bequeathed a legacy of inequalities in health outcomes. We use three nationally representative datasets to examine trends in income- and race-related inequalities in life expectancy (LE) and health-adjusted life expectancy (HALE) since the beginning of the millennium.
International research has shown that the quality of school leadership and management (SLM) is important for teaching and learning, particularly in schools where there is acute resource deprivation.
Wills, G. and van der Berg, S., 2020. Measuring school leadership and management and linkages with literacy: Evidence from rural and township primary schools in South Africa. Educational Management Administration & Leadership, p.1741143220915923.
Von Fintel, D. and Orthofer, A., 2020. Wealth inequality and financial inclusion: Evidence from South African tax and survey records. Economic Modelling.
Piek, M. and von Fintel, D., 2020. Sectoral minimum wages in South Africa: Disemployment by firm size and trade exposure. Development Southern Africa, 37(3), pp.462-482.
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.