The Trends in International Mathematics and Science Study (TIMSS) assesses mathematics and science knowledge of fourth and eighth grade learners around the world. South Africa, where learners were assessed at the fifth grade, participated in TIMSS 2015, assessing mathematics; and in TIMSS 2019, assessing both mathematics and science. Participation in TIMSS allows countries to evaluate their learners’ achievement and compare their national achievement with other countries, as well as to monitor the health of their education systems over time. In addition, the study allows the exploration of how various contextual factors are associated with mathematics and science achievement. In October 2018, we collected achievement and contextual data in 297 schools across the nine provinces from 11 891 learners and their parents or caregivers, school principals, and mathematics and science educators. The results of the TIMSS 2019 Grade 5 study are presented in this report.
You might also consider these related books
Language, Culture and Decolonisation discusses the importance of language in decoloniality from a global perspective, and the decolonisation process from the disciplinary vantage points of history, politics, philosophy, and literary studies.
Neva Again: Hip Hop Art, Activism and Education in Post-Apartheid South Africa is the culmination of decades of work on Hip Hop culture and Hip Hop activism in South Africa. It speaks to the emergence and development of a unique style of Hip Hop hip-hop activism in the Western and Eastern Capes of South Africa.
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.
This compelling study, comprising of a sample of eight schools in three countries in sub-Saharan Africa Kenya, South Africa and Tanzania examines the sources, contents and processes of children´s community-based sexual knowledges and asks how these knowledges interact with AIDS education programmes in school. Old enough to know showcases the possibilities of consulting pupils using engaging, interactive and visual methods including digital still photography, mini-video documentaries, as well as interviews and observations. These innovative methods allow children to speak freely and openly in contexts where talking about sex to adults is a cultural taboo.