Stronger public investment is needed so families are not forced to pay privately for basic education.
Articles on education quality
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South Africa’s Department of Basic Education is more concerned about the proportion of pupils that pass to make school leavers and their parents happy.
They’re among the lowest-paid in the country but are working many hours unpaid to meet the demands of accreditation. With 73% wanting to leave the profession in the next three years, change is needed.
Research shows that grit is a strong predictor of reading achievement. This suggests that socio-emotional skills are important for student achievement, even in high-poverty contexts.
Due to restricted resources and infrastructure, few schools have been able to adopt online learning as a result of the lockdown.
The gaps in African government are twofold: governance and education. It is important to focus on both areas to bring about overall improvements.
The recently released Gonski 2.0 report focuses on overhauling core aspects of curriculum and reporting, and proposes a move away from the industrial model of education towards individualisation.
It’s important to create spaces where the global South’s problems can be presented, debated and solutions developed - including some that can be applied in similar economies.
Claims made by politicians and the media about what does and does not improve education outcomes are repeated on a regular basis. But is there much truth in them?
Top contributors
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Postdoctoral Fellow, University of Cambridge
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NRF Accredited & Senior Researcher; Lead Coordinator of the South-South Educational Collaboration & Knowlede Interchange Initiative, Cape Peninsula University of Technology
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Professor of Education Futures, The University of Melbourne
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Professor Emeritus of Education, Adelaide University
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Professor in Mathematics and Director: Govan Mbeki Mathematics Development Centre, Nelson Mandela University
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Associate Professor of International Studies, University of Nottingham
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Lecturer in Public Administration, Durban University of Technology
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Associate Professor in the Early Childhood Education, University of New England
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Postdoctoral fellow, Stellenbosch University