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This week, a new paper on COVID-19 learning losses in South Africa has been published in the International Journal of Educational Development. This paper was a collaboration between Cally Ardington from SALDRU at UCT, Gabrielle Wills from RESEP, and Janeli Kotze from the Department of Basic Education.

This work is an extension of stakeholder efforts to measure the impacts of early grade reading interventions in South Africa, and more recent efforts to compile data of EGRA-type assessments from various studies to establish early grade reading benchmarks in African languages.

RESEP acknowledges funding for this paper from the Economic and Social Research Council (ESRC) [grant ES/T007583/1] and the Allan Gray Orbis Foundation Endowment.