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 education. But there are no available training programmes that have been rigorously proven to raise the quality of school leaders and managers. This policy brief, however, highlights that opportunity exists for provincial administrations to at least improve the quantity of management in schools in line with policy guidelines. Current, available research and national payroll data reveal patterns and trends in School Management Team resourcing that are at odds with an improvement agenda in basic education.
Learner flows through schools: Using high quality administrative data to understand education system performance
The report analyses school flows, repetition, and dropout using a novel analysis of school-based assessments, and how well these predict future performance and learner flows. An important finding is that the high repetition and dropout rates in high schools imply an internal efficiency rate of only 49% (measured in terms of the years of enrolment in high school for every matric pass).
How basic education has improved in the Western Cape in the past six years
Repetition is a serious problem in South Africa, and the Western Cape is no exception. In any given year between 2007 and 2019, repetition has ranged between 72,000 and 100,000, with notable enrolment bulges in grades 1, 4, 9 and 10. An important consequence of repetition—when not cancelled by dropout—is an increase in the proportion of children who are older than what would be considered appropriate for a particular grade. For example, at least a third of grade 12 learners in 2019 were overage.
Learner flow through patterns in the Western Cape using CEMIS datasets from 2007 to 2019: A longitudinal cohort analysis
Stellenbosch Working Paper Series No. WP01/2021
Publication date: February 2021