Stellenbosch Working Paper Series No. WP20/2020
Publication date: November 2020
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:
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.
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.
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.
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.
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.
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…
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…
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…
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