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:
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.
Working Papers: Education
Language-in-education policy has a powerful influence on social and economic relations, with complex dimensions in multilingual and unequal societies such as South Africa.
Perseverance, Passion, and Poverty: Examining the association between grit and reading achievement in high-poverty schoolsStellenbosch Working Paper Series No. WP06/2020
This paper examines whether school characteristics moderate the association between grit and reading achievement in a sample of Grade 6 learners in high-poverty contexts.
A revised PIRLS 2011 to 2016 trend for South Africa and the importance of analysing the underlying microdataStellenbosch Working Paper Series No. WP02/2020
Given South Africa’s weak performance in international testing programmes, there is a strong interest in gauging improvements within these programmes.
This paper estimates correspondence curves between mathematics and mathematical literacy scores for South African Matric Students from 2010 to 2018.
The reduction of class size is frequently argued to be a relatively simple, cost-effective way to improve learner outcomes in a wide array of contexts. However, methodological concerns regarding the appropriate use of observational data and endogeneity have led to a lack of consensus on this relationship in the literature.
This paper will aim to answer three questions: (1) Are girls absent from school during their periods? (2) If so, how large is the effect of menstruation on absenteeism? (3) Do the effects differ by socio-economic status (SES)?
Socio-economic status and educational outcomes are strongly linked across countries and education systems. However, a growing body of research documents the existence of students from disadvantaged socio-economic backgrounds who manage to achieve exceptional academic results.
This paper analyses the SA-SAMS school administration data that the Michael and Susan Dell Foundation in partnership with the Department of Basic Education collects quarterly from schools in order to assess its usefulness for better understanding the school system.
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.
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.
Instructional leadership and academic performance: Eastern Cape educators’ perceptions and quantitative evidenceStellenbosch Working Paper Series No. WP13/2018
Stellenbosch Working Paper Series No. WP13/2018 Publication date: July 2018 Abstract: This study aims to explore the experiences and perceptions of school educators on how…
Research and policy-making in education have historically focused on quantitative measures of education when assessing the state of education across countries.
Stellenbosch Working Paper Series No. WP08/2018 Publication date: May 2018 Abstract: Enrolments at the primary level in South Africa increased sharply from around 2011. Over…
Stellenbosch Working Paper Series No. WP05/2018 Publication date: March 2018 Abstract: Malawi is a low-income country where the majority of the poor live and work…
Home background and schooling outcomes in South Africa: Insights from the National Income Dynamics StudyStellenbosch Working Paper Series No. WP01/2018
Stellenbosch Working Paper Series No. WP01/2018 Publication date: January 2018 Abstract: Patterns of poverty and inequality in South Africa are largely sustained by differential educational…
Stellenbosch Working Paper Series No. WP14/2017 Publication date: November 2017 Abstract: In this paper we use population-wide panel data to follow every South African student…
Stellenbosch Working Paper Series No. WP11/2017 Publication date: October 2017 Abstract: Despite improvements over the past decade, South African women continue to be underrepresented in…
The effect of neighbourhoods and school quality on education and labour market outcomes in South AfricaStellenbosch Working Paper Series No. WP08/2017
Stellenbosch Working Paper Series No. WP08/2017 Publication date: September 2017 Abstract: This study evaluates the relative importance of family, neighbourhood and school quality in explaining…