Buch, Englisch, 54 Seiten, Paperback, Format (B × H): 168 mm x 240 mm
Buch, Englisch, 54 Seiten, Paperback, Format (B × H): 168 mm x 240 mm
ISBN: 978-0-7969-2470-4
Verlag: HSRC Press
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.
Autoren/Hrsg.
Weitere Infos & Material
- 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
