Abstract:
The South African economics of education has so far been largely silent on the role of non-cognitive skills in the learning process. This contrasts noticeably with an international literature that recognises non-cognitive skills as both an important input and outcome of education. Drawing on evidence from the international literature, this paper makes the case that the South African economics of education should build on the existing international knowledge base of the role of non-cognitive skills in the learning process. This will require cross-disciplinary collaboration as we seek to incorporate these skills into research and practice aimed at improving learning outcomes in the country.
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