Wills, G. and Hofmeyr, H., 2019. Academic resilience in challenging contexts: Evidence from township and rural primary schools in South Africa. International Journal of Educational Research, 98, pp.192-205.
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.
(Note: this story originally appeared on the Stellenbosch University website) Even in high-poverty contexts, some children manage to achieve consistently good academic results despite…
On 12 and 13 September, RESEP held its fifth Quantitative Education Research Conference at the Stias Conference Centre in Stellenbosch. As in past years, it was attended by about 100 researchers, senior policymakers and stakeholders from all over South Africa. Funding was provided by the Zenex Foundation, the Michael and Susan Dell Foundation and RESEP itself. The conference was preceded by a smaller workshop on 11 September for emerging researchers in education.
In 2016, RESEP published the “Binding Constraints” report discussing the importance of reading for meaning by grade 3. Three years later, President Cyril Ramaphosa echoes this sentiment in his State of the Nation (SONA) address in 2019.
RESEP hosted a two-day workshop at STIAS from 4 to 5 July 2019, with participation from key academics and policymakers engaged in early learning research or implementation of improvement programmes. The topics covered include early childhood development and related programmes to improve the quality of grade R and ECD service delivery, assessment of children before they reach school-going age, reading trajectories in early grades and programmes to improve reading outcomes in school.
RESEP researcher Nic Spaull unpacks the implications of the 2019 South African Budget, with a focus on education in particular.
RESEP members often collaborate in a number of ways with the international bodies that oversee policy and service delivery trends across the world. These bodies have included the World Bank, Unicef and the UNESCO Institute for Statistics (UIS).
RESEP team members have been acknowledged for highlighting the value of a systems approach to education research.
Leadership for Literacy Exploring leadership practices in township and rural primary schools serving poor communities in South Africa Final Report on the Case Study Schools…
ZUZE TL & JUAN A. (2018) School leadership and local learning contexts in South Africa. Educational Management Administration & Leadership.
JUAN A, ZUZE TL, HANNAN S, GOVENDER A & REDDY V. Bullies, victims and bully-victims in South African schools: Examining the risk factors. South African Journal of Education 2018; 3(8): S1-S10.
Measuring leadership and management and their linkages with literacy in rural and township primary schools in South AfricaStellenbosch Working Paper Series No. WP21/2018
This paper describes a rigorous process to develop and trial new metrics for measuring and codifying school leadership and management practices and processes that are considered theoretically related to literacy outcomes.
Addressing the ‘leadership conundrum’ through a mixed methods study of school leadership for literacyStellenbosch Working Paper Series No.WP02/2018
This paper explores methodological insights from a mixed methods study that aims to understand how school leaders promote literacy development in their schools.
Dr Nic Spaull, Senior Researcher in the Research on Socioeconomic Policy (RESEP) group in the Department of Economics, spoke about the importance of restoring our malfunctioning primary education system at the presidential roundtable discussions.
Academic Resilience in Challenging Contexts: Evidence From Township and Rural Primary Schools in South AfricaStellenbosch Working Paper Series No.WP18/2018
Poverty is considered a risk factor that jeopardizes children’s academic performance. However, even in high-poverty contexts there are students who manage to achieve consistently good academic results.
Wills, G., Shepherd, D., and Kotze, J. (2018). Explaining the Western Cape performance paradox: An econometric analysis, in The Politics and Governance of Basic Education: A Tale of Two South African Provinces (Ed. Levy, B., Cameron, R., Hoadley, U. and Naidoo, V.): Oxford University Press.
Shepherd, D.L. (2018). Understanding language in education and grade 4 reading performance using a ‘natural experiment’ of Botswana and South Africa. Assessment in Education: Principles, Policy & Practice, Special Issue: Assessment of Reading in International Studies, 25(1), 87-106.
The performance of South African learners in reading comprehension is extremely poor. The Progress in International Literacy and Reading Study (2016) highlighted that by the…