Search results

South African experience building capacity and supporting rapid evaluation

Due to the need for rapid evidence during the COVID19 pandemic, work on rapid evaluation was initiated in South Africa by a collaboration between the Western Cape Government (WCG) and the National Department of Planning, Monitoring, and Evaluation (DPME), which introduced rapid evaluation guidelines and training. This article presents two cases conducted by the government and highlights an initiative taken by the South African Monitoring and Evaluation Association (SAMEA) to support rapid evaluations for non-profit organizations (NPOs). Authored by: Moses Mashingaidze, Data Innovators; Ian Goldman, Nelson Mandela Scholl of Public Governance; and Eleanor Hazell, JET Education Services.

Statistics on Post-School Education and Training in South Africa: 2022.

The Department of Higher Education and Training recently released its report statistics on Post-School Education and Training in South Africa in 2022. The 13th in the series, this extensive report provides valuable statistical information on various aspects of the PSET landscape, including student enrollment and completion and other performance data. Additionally, the report contains detailed statistics on staffing levels at PSET institutions, Workplace-Based Learning and financial data. Stakeholders are encouraged to make use of this report for effective planning, budget allocation, and reporting within the PSET system. The report is a critical resource for informed decision-making, strategic planning, budgeting and continuous improvement within the higher education and training sector.

Systemic School Improvement Interventions in South Africa: Some Practical Lessons from Development Practitioners

Some practical lessons from development practitioners

Teacher Demographics Policy Dialogue

How many teachers will retire by 2030?

Teacher professional standards for South Africa: The road to better performance, development and accountability?

Report based on two research papers written by Nick Taylor, Natasha Robinson and Jane Hofmeyr for JET Education Services.

Commisioned by JET Education Services. Johannesburg: JET

This book chapter outlines the preparation and utilization of teachers in Sub-Saharan Africa. It occurs against the background of two related developments in schooling. First, regarding progress toward universal primary schooling, the United Nations has reported that the net enrolment rate in the developing regions of the world had reached 91% in 2015. In parallel with the expansion of access, there is a general disappointment in learning attainment. The argument that follows starts from the position that in order to optimize teacher capacity – a key determinant of school performance – the entire life cycle of the teacher should be considered, and the specificities of key nodes in the cycle elucidated in order to customize appropriate policies for each domain.