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The 2015 TIMSS Grade 5 study was administered for the first time in
South Africa in August 2015. The study was led by a team of
researchers at the Human Sciences Research Council (HSRC) in
collaboration with the Department of Basic Education (DBE) and the
International Association for the Evaluation of Educational
Achievement (IEA). Providing the first, nationally representative,
internationally comparative compendium of data on Grade 5 learners
in South Africa, the report is a new indicator of the health of our
educational system. The analyses describe in detail the current
picture of achievement for learners in the country, highlighting
key individual, family, school and provincial differences. The
results also include key developments concerning preschool
attendance, early learning environments, as well as the importance
of educational expectations and academic beliefs, and the damaging
effects of bullying. The findings highlight the importance of early
achievement and the need to understand the multiple layers of
influence on educational pathways, with the conclusions and
recommendations highlighting an unequal, yet treatable system. The
Grade 5 study sits alongside the Grade 9 study which has been
carried out in South Africa since 1995, recently completing its
fifth round.
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 Africa's developmental
pathway and to recommend what evidence based interventions can be
considered as the next realistic steps in South Africa's
educational development.
Despite a strong emphasis on teacher education and development in
post-apartheid South Africa, statistics show a low retention of
beginner teachers in the teaching profession. This trend has
serious implications for learner outcomes, given the contribution
teachers can and should make to learner achievement. Beginner
teachers in South Africa is the first wide-scale study of teachers
in the first three years of their careers and offers substantive
evidence suggesting the need for interventions to support them.
Based on research undertaken in five South African provinces
selected because of their relatively high absorption of beginner
teachers, it examines the perceptions of novice teachers about
their own skills and competencies and conversely, the perceptions
of school managers about their performance. Employing both
quantitative and qualitative research methodologies, the study
highlights the critical and supportive role the Department of
Education needs to play, the importance of a multi-sectoral
approach in improving conditions in schools, and the need for
continued investigation into effective teaching. This support for
beginner teachers is essential both in order to retain teachers and
to develop good teaching practice that will result in successful
learners. This report provides important reading for educationists,
academics and policymakers as well as readers with an interest in
the South African education system. This monograph is part of the
Teacher Education in South Africa series. The series documents a
wide-ranging set of research projects on teacher education
conducted by the Education, Science and Skills Development research
programme within the Human Sciences Research Council (HSRC), as
part of a consortium of research partners. Moreover, the series
provides a comprehensive investigation of the dynamics shaping the
professional development of educators in South Africa today.
The quality of any national education system depends on its
teachers. In recent years in South Africa, teacher supply has
become a matter of national concern. This monograph examines
changes in enrolment and graduation patterns of education students
at higher education institutions which are pivotal suppliers of
especially the initial professional education of teachers, but also
the continuing professional development of practising teachers. The
study is based on an uninterrupted time series of institutional
data from 1995-2004, which supports a uniquely fine-grained
analysis of long-term teacher graduate demographic trends that
impact on the present. Major emerging trends are the diminishing
participation of young African women enrolled for initial
professional education of teachers in the post-millennium period,
and the fact that access to teacher education study is in
predominantly urban universities. The study serves as a foundation
from which to launch further research on questions of teacher
supply and teacher quality, such as the degree to which a bursary
scheme, recently launched by the National Department of Education,
will reinvigorate interest and participation in initial teacher
education. This monograph is part of the Teacher Education in South
Africa series. The series documents a wide-ranging set of research
projects on teacher education conducted by the Education, Science
and Skills Development research programme within the Human Sciences
Research Council (HSRC), as part of a consortium of research
partners. A comprehensive investigation of the dynamics shaping the
professional development of educators, the series provides
important reading for educationists, academics and policy-makers.
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