A high proportion of South Africans complete grade 12 despite evidence of learning gaps – how is this possible?
Articles on learning progressions
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The ‘back to basics’ debate over curriculum policy obscures what teachers say they really need: clear guidelines and benchmarks of progress.
A new report out today shows parents are generally unsatisfied with the way reports cards communicate students’ progress.
Many rely on David Gonski’s ideas to shape the future of education policy. But his recommendation of personalised learning is a scripted, rigid version of education that will take us backwards.
Top contributors
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Co-Research Director, Australian Council for Educational Research
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Research Fellow, Educational Monitoring and Research Division, Australian Council for Educational Research
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Professor Emeritus of Education, Adelaide University
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Professional Learning and Development Facilitator in Literacy Education, Te Kunenga ki Pūrehuroa – Massey University
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Professor of Education, University of KwaZulu-Natal
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Professor, University of Cape Town
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Senior researcher at Research on Socio-Economic Policy, Stellenbosch University
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Professor of Economics and South African Research Chair in the Economics of Social Policy, Stellenbosch University