Stellenbosch Working Paper Series No. WP19/2016 Abstract: The aim of this paper is to exploit an unusual occurrence whereby a large group of South African…
The “Funda Wande: Teaching Reading for Meaning” project aims to help address the fact that most (58%) South African children don’t read for meaning, by developing a high-quality, free, open-access and SAQA-approved course: the ‘Certificate in Teaching Early Grade Reading.”
In 2017, RESEP’s Chris van Wyk was commissioned by UNESCO Institute of Statistics (UIS), as the lead consultant to develop training materials and methodological tools to be used for capacity building activities.
Gustafsson, M. and Taylor, S., 2018. Treating Schools to a New Administration: Evidence of the Impact of Better Practices in the System-Level Administration of Schools. Journal of African Economies, 27(5), pp.515-537.
Spaull, N. (2017) Who makes it into PISA? Understanding the impact of sample eligibility using Turkey as a case study (PISA 2003- PISA 2012). OECD Education Working Papers, No. 154, OECD Publishing, Paris. DOI: https://dx.doi.org/10.1787/41d175fc-en
RESEP Working Paper Series No.WP01/2018 Publication date: February 2018 Abstract: The importance of learning to read in mother-tongue is widely acknowledged in the linguistics literature yet…
Stellenbosch Working Paper Series No.WP03/2018 Publication date: December 2018 Abstract: A significant body of literature converges on the notion that school leadership and management practices…
Recent research looking at “higher education access and outcomes for the 2008 national matric cohort”, by Hendrik van Broekhuizen, Servaas van der Berg and Heleen Hofmeyr of Stellenbosch University are colouring the debate around student fees in South Africa with in-depth analysis that are attracting welcome interest.
Stellenbosch Working Paper Series No. WP05.2016 Abstract: This document reports the findings of a review of research on teaching and learning at the Foundation Phase…
Stellenbosch Working Paper Series No. WP06.2016 Abstract: Since 2011 the Department of Basic Education (DBE), has provided all Grade 1 to 6 learners in public…
Stellenbosch Working Paper Series No. WP07.2016 Abstract: The aim of this paper is to illustrate South African Grade 4 learner reading literacy achievement by utilising…
Stellenbosch Working Paper Series No. WP08.2016 Abstract: Elected parent governors constitute the majority on the school governing bodies in South Africa’s public schools, yet their…
Stellenbosch Working Paper Series No. WP02/2002 Abstract: Education is a key determinant of earnings, as several South African studies have confirmed. Years of schooling completed,…
Stellenbosch Working Paper Series No. WP06/2006 Abstract: Massive differentials on achievement tests and examinations reflect South Africa’s divided past. Improving the distribution of educational outcomes…
Stellenbosch Working Paper Series No. WP09/2006 Abstract: To a large degree, the notoriously high levels of income inequality in South Africa have their roots in…
Stellenbosch Working Paper Series No. WP01/2007 Abstract: The emphasis placed in the existing South African school production function literature on better skilled teachers and better…
Stellenbosch Working Paper Series No. WP05/2007 Abstract: Higher education displays characteristics of both private and public goods and there is a trend worldwide to expect…
Stellenbosch Working Paper Series No. WP16/2007 Abstract: In regional context, South African students benefit from above average levels of public and private education resources. However,…
Stellenbosch Working Paper Series No. WP17/2008 Abstract: An existing accounting framework to describe an education system is elaborated and used as a framework for understanding…
Stellenbosch Working Paper Series No. WP24/2008 Abstract: During the last two decades state funding of higher education in South Africa has decreased substantially (especially if…
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