This report presents groundbreaking insights into South Africa’s education system, leveraging extensive data from SA-SAMS, LURITS, and the Data Driven Districts (DDD) programme. Authored by Servaas van der Berg, Chris van Wyk, and Martin Gustafsson, with a multidisciplinary team, the study examines critical trends in learner progression, absenteeism, subject choice, and the long-term impacts of COVID-19 on education.
Key findings highlight the complex interplay of pandemic-era promotion policies, foundational learning gaps, and systemic disparities in resource allocation. Early entry into Grade 1, linguistic interdependence challenges in Grade 4, and the implications of subject choices in the FET phase are explored in depth. By linking longitudinal data, the report offers actionable insights for policymakers, educators, and stakeholders committed to improving educational outcomes.
The collaboration between RESEP and the Michael & Susan Dell Foundation underscores the importance of robust data systems in driving evidence-based interventions and fostering equity in education.
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