Data quality – its accuracy, completeness, reliability, relevance and timeliness – is crucial for proper analysis, administration and policymaking. Data quality was therefore of great…
RESEP education research has a strong emphasis on empirical research in a broad range of policy-related issues including teacher knowledge and training, early-childhood outcomes, accountability, socioeconomic status, and school effectiveness. Policy application is one of the central aims of the research.
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…
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.
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.
The South African economics of education has so far been largely silent on the role of non-cognitive skills in the learning process. This contrasts noticeably with an international literature that recognises non-cognitive skills as both an important input and outcome of education.
Events surrounding the COVID-19 pandemic threatened to undo 20 years of sustained expansion in access to early childhood care and education (ECCE) in South Africa. In this paper, we explore the underlying structural weaknesses in non-grade R ECCE provisioning that were exposed through the pandemic, and the strengths that have surfaced.
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…
To illustrate the performance of South Africa’s public school system, RESEP developed the below interactive map with the assistance of the Centre for Geographic Analysis at Stellenbosch University.
A PART OF THE ECD WORKING PAPER SERIES BETWEEN ILIFA LABANTWANA & RESEP. NO. ECD WP 003/2021
Enrolment in early childhood care and education programmes in South Africa: challenges and opportunitiesA part of the ECD Working Paper Series between Ilifa Labantwana & Resep. No. ECD WP 002/2021
The Ilifa-Resep ECD Working Paper Series is a collaboration between Ilifa Labantwana and Research on Socio-Economic Policy (RESEP) at Stellenbosch University. The working paper series aims to promote research that addresses the major systemic issues facing the ECD sector in South Africa.
The Ilifa-Resep ECD Working Paper Series is a collaboration between Ilifa Labantwana and Research on Socio-Economic Policy (Resep) at Stellenbosch University. The working paper series aims to promote research that addresses the major systemic issues facing the ECD sector in South Africa.
Citizens ought to hold the state accountable for service delivery. This is usually done through the power of the vote. Literature on democratic governance suggests that theoretically, when good quality public services are provided, citizens would continue to vote for the political party in power. Therefore, it is expected that the inverse would occur should poor quality public services be provided.
Repetition is a serious problem in South Africa, and the Western Cape is no exception. In any given year between 2007 and 2019, repetition has ranged between 72,000 and 100,000, with notable enrolment bulges in grades 1, 4, 9 and 10. An important consequence of repetition—when not cancelled by dropout—is an increase in the proportion of children who are older than what would be considered appropriate for a particular grade. For example, at least a third of grade 12 learners in 2019 were overage.
Stellenbosch Working Paper Series No. WP01/2021
Publication date: February 2021
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.
How is the COVID-19 pandemic affecting educational quality in South Africa? Evidence to date and future risksStellenbosch Working Paper Series No. WP23/2020 Publication date: December 2020
Stellenbosch Working Paper Series No. WP23/2020
Publication date: December 2020
Household resource flows and food poverty during South Africa’s lockdown: Short-term policy implications for three channels of social protectionStellenbosch Working Paper Series No. WP22/2020 Publication date: December 2020
Stellenbosch Working Paper Series No. WP22/2020 Publication date: December 2020