This report leverages data mainly derived from the South African School Administration Management System (SA-SAMS), including a unique longitudinal version of the Data Driven Districts (DDD) data for three provinces as well as the Learner Unit Record Information Tracking System (Lurits) data and National Senior Certificate (matric) examination data to analyse the dynamics of the South African education system in the aftermath of the Covid-19 pandemic. It provides a detailed analysis of learner flows, assessment strategies, and teacher dynamics, offering valuable insights for policymakers and educational stakeholders and illustrating how such data can be used in education policy and planning.
Tim Köhler provides an overview of the South African labour market during the course of the COVID-19 pandemic.
Data quality – its accuracy, completeness, reliability, relevance and timeliness – is crucial for proper analysis, administration and policymaking. Data quality was therefore of great…
By examining Grade 5 mathematics performance, this paper primarily investigates how learner performance for selected sub-samples relates to and is affected by, a select set of standard covariates
This research report was produced for the Department of Higher Education and Training (DHET) and the Department of Basic Education (DBE). The study was undertaken to assess demand for, and supply of, teachers in the public service, in order to better inform teacher training policy.
Introduction As a positive relationship between schools and education districts can help to secure school improvement and learning outcomes, we have explored the accountability arrangements…
The report analyses school flows, repetition, and dropout using a novel analysis of school-based assessments, and how well these predict future performance and learner flows. An important finding is that the high repetition and dropout rates in high schools imply an internal efficiency rate of only 49% (measured in terms of the years of enrolment in high school for every matric pass).
This report explores the state of inclusive education in South Africa using data from the School Monitoring Survey in 2017 to assess disability support, the accessibility of schools and learning environments, and the adequacy of teacher training for inclusion.