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.
This paper explores methodological insights from a mixed methods study that aims to understand how school leaders promote literacy development in their schools.
Dr Nic Spaull, Senior Researcher in the Research on Socioeconomic Policy (RESEP) group in the Department of Economics, spoke about the importance of restoring our malfunctioning primary education system at the presidential roundtable discussions.
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.
Burger, R., Owens, T. and Prakash, A., 2018, October. Global Non-Profit Chains and the Challenges of Development Aid Contracting. In Nonprofit Policy Forum (Vol. 9, No. 4). De Gruyter.
Wills, G., Shepherd, D., and Kotze, J. (2018). Explaining the Western Cape performance paradox: An econometric analysis, in The Politics and Governance of Basic Education: A Tale of Two South African Provinces (Ed. Levy, B., Cameron, R., Hoadley, U. and Naidoo, V.): Oxford University Press.
Shepherd, D.L. (2018). Understanding language in education and grade 4 reading performance using a ‘natural experiment’ of Botswana and South Africa. Assessment in Education: Principles, Policy & Practice, Special Issue: Assessment of Reading in International Studies, 25(1), 87-106.
RESEP PhD alumni, Laura Rossouw, has published one of her PhD chapters in the latest issue of top-rated demography journal, Demography.
RESEP’s annual, two-day conference on Quantitative Applications in Education Research was held on 6 and 7 September 2018 in Stellenbosch
Christian, C., Gerdtham, U.G., Hompashe, D., Smith, A. and Burger, R., 2018. Measuring quality gaps in TB screening in South Africa using standardised patient analysis. International journal of environmental research and public health, 15(4), p.729.
It’s been a while in the making, but we are very excited to announce that the day has finally arrived: RESEP’s new website is now live!
RESEP’s most recent policy briefs are now available for download.
The performance of South African learners in reading comprehension is extremely poor. The Progress in International Literacy and Reading Study (2016) highlighted that by the…
The role of the school principal in South African schools has evolved. No longer are they only seen as managers and administrators; they are also…
In the National Development Plan strengthening the quality of school leadership and management was identified as a priority to support improvements in South African basic…
The low quality of South African schooling has been widely confirmed through international tests of mathematics and literacy. The 2016 Progress in International Reading Literacy…
Learning to read for meaning is the most important skill that children learn in primary school. If a child cannot read well, then they will…
Poverty is considered a risk factor that jeopardizes children’s academic performance. Yet even in high poverty contexts there are students who manage to achieve consistently…
Unicef Namibia and the Namibian Ministry of Gender Equity and Child Welfare engaged RESEP to conduct this study. Dr. Chris van Wyk advised and assisted the Ministry with undertaking the survey and then a larger RESEP team analysed the data.
In 2018, RESEP was contracted by the Department of Higher Education and Training (DHET) via the National Skills Fund to draft an Investment Trends report.
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