Written By: Khulisa Management Services, Basic Blue Management Consultants
Published: 10/1/2012

This research reports on the factors contributing to dropout among grades 10 and 11 learners in public ordinary schools.


Written By: Tshwane University of Technology, Department of Basic Education
Published: 12/1/2014

This paper reports on the perceptions and experiences of primary school teachers of the challenges thet faced and the prospects of using data from Annual National Assessments (ANAs). While the majority stated that information from the ANAs can assist teachers to improve learning, responses on the use of the ANAs in the classroom were mixed, with most reporting that teachers did not know how to use the ANA results to improve learning, and that no plans were in place at their schools for the use of ANA data. A significant proportion also indicated that they received little or no support from the school district on how to use ANA results. These findings were consistent across the school quintiles as well as the foundation and intermediate phases. Given the potential value of the ANAs, the paper highlights two initiatives aimed at enhancing the meaningful use of ANA results to improve learning and teaching in schools.


Written By: Community Agency for Social Enquiry, Joint Education Trust
Published: 11/1/2007

The purpose of the study was to investigate the incidence of learner absenteeism in the country, the reasons why learners absent themselves from schools and examine the sytem that exists to monitor and reduce learner absenteeism.This work was completed as part of the President's Education Initiative.


Written By: Department of Basic Education
Published: 2/1/2015

This document discusses trends in the relative under-performance of males in the schooling system. Both male and female performance is much lower than it should be in the South African schooling system, but males perform particularly poorly in standardised tests. The findings of this analysis are summarised in the report.


Written By: University of Stellenbosch
Published: 1/1/2009

Traditionally, the independent school sector in South Africa has been perceived to be “white, affluent and exclusive”. An associated perception is that independent schools offer a higher quality of schooling than public schools. This report interrogates these perceptions and shows them to be either incorrect or too simplistic. It presents findings from an analysis of the Education Management Information System (EMIS) and Senior Certificate (Grade 12) examinations data relating largely to the ability of independent schools to offer quality schooling for the historically disadvantaged.


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