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.
December 2, 2021 PDF
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.
Education
A PART OF THE ECD WORKING PAPER SERIES BETWEEN ILIFA LABANTWANA & RESEP. NO. ECD WP 003/2021
November 23, 2021 PDF
Enrolment in early childhood care and education programmes in South Africa: challenges and opportunities
A part of the ECD Working Paper Series between Ilifa Labantwana & Resep. No. ECD WP 002/2021The 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.
November 23, 2021 PDF
Estimating the impact of five early childhood development programmes against a counterfactual
A part of the ECD Working Paper Series between Ilifa Labantwana & RESEP. No. ECD WP 001/2021The 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.
November 23, 2021 PDF
Voting and protest tendencies associated with changes in service delivery.
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.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.
October 27, 2021 PDF
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.
June 28, 2021 PDF
Stellenbosch Working Paper Series No. WP01/2021
Publication date: February 2021
June 28, 2021 PDF
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.
May 21, 2021 PDF
How is the COVID-19 pandemic affecting educational quality in South Africa? Evidence to date and future risks
Stellenbosch Working Paper Series No. WP23/2020 Publication date: December 2020Stellenbosch Working Paper Series No. WP23/2020
Publication date: December 2020
December 17, 2020 PDF
Household resource flows and food poverty during South Africa’s lockdown: Short-term policy implications for three channels of social protection
Stellenbosch Working Paper Series No. WP22/2020 Publication date: December 2020Stellenbosch Working Paper Series No. WP22/2020 Publication date: December 2020
December 1, 2020 PDF
Schools in the time of COVID-19: Possible implications for enrolment, repetition and dropout
Stellenbosch Working Paper Series No. WP20/2020 Publication date: November 2020Stellenbosch Working Paper Series No. WP20/2020
Publication date: November 2020
November 17, 2020 PDF
This working paper presents the findings of research into the impact of the COVID-19 pandemic on the curriculum in South Africa. Four research questions frame the report:
November 3, 2020 PDF
This brief replicates UNESCO’s calculations, to determine whether South African teachers’ wages are comparable with those in Denmark. The level of teacher wages so determined was only USD71, which is similar to Japan and Italy, but even this seems unrealistically high. UNESCO uses purchasing power parity (PPP) exchange rates for converting teacher pay across countries to dollars – this is where the problem might be. As an alternative strategy to assess the adequacy of teacher pay in international comparison, we use teacher household assets instead of compensation as a proxy for teacher living standards. This results in findings which are considered to be plausible, as South Africa is then comparable with developing countries such as Botswana, Malaysia and Philippines.
October 1, 2020 PDF
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.
September 17, 2020 PDF
The report serves as a background paper to UNESCO’s 2020 Global Education Monitoring Report (GEMR).
June 26, 2020 PDF
This report determines how the real resources available to the average child in South Africa have changed over the period 2008 to 2018.
June 19, 2020 PDF
Van der Berg, S & Spaull, N. (2020). Counting the Cost: COVID-19 school closures in South Africa & its impacts on children. Research on Socioeconomic Policy (RESEP). Stellenbosch University. Stellenbosch.
June 16, 2020 PDF
A report by RESEP’s Servaas van der Berg, Martin Gustafsson, and Kholekile Malindi titled Education and Skills for the Economy and Links to Labour Markets in South Africa, has been released for public comment by the National Planning Commission.
June 9, 2020 PDF
This policy brief compares educational progress among South African girls across the socioeconomic spectrum to shed some light on which girls are actually succeeding academically and which ones are being left behind.
June 7, 2020 PDF
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.
May 26, 2020 PDF
