The Human Sciences Research Council (HSRC)

Beyond Bencmarks
South Africa has participated in a number of local and international achievement studies in the field of education over the last 20 years and responses to the results have been somewhat mixed. Critics argue that participation in international assessments is a pointless exercise because of the slow pace of improvement in South African education. Supporters point out that international assessment results can be useful at many different levels of policy and planning, especially when studies are repeated across time. The purpose of this book is to provide a measured assessment of what has been achieved in South African education over the last 20 years based on the evidence provided by Trends in International Mathematics and Science Studies (TIMMS), to redefine what good progress means in light of South Africas developmental pathway and to recommend what evidence based interventions can be considered as the next realistic steps in South Africas educational development.

Endorsements
The authors of this report conclude that participation in TIMSS and other international assessments have contributed immensely to what we know about the performance of South African learners over time. This is indeed true, and this synthesis report thus fulfils the very valuable and important function of making these results available to a wider audience.

SERVAAS VAN DER BERG, Professor Department of Economics, University of Stellenbosch

Product information

Format : 240mm x 168mm
Pages : 54
ISBN 13 : 978-0-7969-2470-4
Publish Year : March 2015
Rights : World Rights
Contents
Introduction

PART A:
TWENTY YEARS OF EDUCATIONAL REFORM: HOW ARE WE DOING
National policies and practices

   Education for development
   Decisions based on data
   Stuck at the shallow end
   Provincial trends
   Schools poverty index
   International benchmarks: public and independent schools
   Mathematics and science performance by gender and age

PART B:
HOW LEARNERS LIVE AND LEARN
   Home environment
   Physical resources at school
   School environment and climate
   School safety
   Attitudes and aspirations
   Teacher identity
   Home language
   Summary of results

PART C:
LESSONS LEARNED AND POLICY RECOMMENDATIONS
   Lessons from twenty years of TIMSS: how do we improve the chances for South African learners?
   Policy and programme recommendations for different role players
   References
   Notes on contributors

Share this

You might also consider these related books

2135  Large

Marking Matric
Colloquium proceedings

The past ten years in South Africa has seen many changes in education: the creation of a single department of education; common examinations for all learners in public schools in the country, a new outcomes based education curriculum which was introduced to learners in the General Education and Training Phase since 1998 and will be introduced to the Further Education and Training Phase from 2006. To evaluate the success of these changes South African researchers still use the indicator of student achievement.

Product information

Format : 148mm x 210mm
Pages : 140
ISBN 10 : 0-7969-2116-4
ISBN 13 : 978-07969-2116-1
Publish Year : 2006
Price R 155.00
1981  Large

Human Resources Development Review 2003
Education, employment and skills in South Africa

The first in a series of triennial reviews, this study gives a comprehensive assessment of human resource and development trends in South Africa. Along with its companion web-based data warehouse, it is an invaluable, user-friendly resource for policy-makers, planners, managers and educators at both national and institutional levels.

Product information

Format : 215mm x 300mm
Pages : 740
ISBN 10 : 0-7969-2049-4
ISBN 13 : 978-07969-2049-2
Publish Year : 2003
Price R 495.00
2210  Large

A baseline study on psychosocial support of orphans and vulnerable children in two villages in Botswana

This report provides a baseline study on psychosocial support of orphans and vulnerable children (OVC) in two villages in Botswana and forms part of a series of reports that examine the work undertaken as part of the Kellogg OVC Intervention Project from 2002 to 2005.The general aim of the project is to assist families and households to better cope with the increased burden of care for OVC. The purpose of this particular baseline psychosocial survey (PSS) was to gather data to facilitate the introduction and evaluation of the effectiveness of orphan care intervention programmes for strengthening community participation and empowerment of OVC in two villages in Botswana. This information will be used in evaluating the effectiveness of the new OVC interventions that will be implemented in the two villages in Botswana as part of the overall OVC project.

Product information

Format : 280mm x 210mm (Soft Cover)
Pages : 60
ISBN 10 : 0-7969-2178-4
ISBN 13 : 978-07969-2178-9
Publish Year : 2007
Rights : World Rights
Price R 115.00
2028  Large

RPL: Power Pedagogy and Possibility
Conceptual and implementation guides

This guide is useful for academics, planners, policy-makers and practitioners who deal with the Recognition of Prior Learning (RPL).The conceptual guide presents the theoretical perspectives. The implementation guide details how to  implement RPL for the first time.

Product information

Format : 185mm x 250mm
Pages : 168
ISBN 10 : 0-7969-1965-8
ISBN 13 : 978-07969-1965-6
Publish Year : 2000
Price R 176.00