Grade R may lead to further inequality, says ReSEP researchers

Posted by Johan Fourie on 2014-07-24

The Department of Performance Monitoring and Evaluation has released a major new study undertaken by ReSEP, a social policy research unit within the Department of Economics, on the effect the introduction of Grade R in most schools has had on learning outcomes in subsequent grades. It is widely accepted that early learning programmes are the most appropriate interventions to overcome the disadvantages faced by children from poor home backgrounds. But the Report found that "…the impact of Grade R in South Africa is small and there is virtually no measurable impact for the poorest three school quintiles, while there are some impacts for the higher quintile schools. Thus, instead of reducing inequalities, Grade R further extends the advantage of more affluent schools. Grade R impacts convert to only 12 days of normal learning gains in maths and 50 days in home language (for a school year of 200 days)". The full report is available here.

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BER Weekly

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BER Weekly

22 September 2017
In the domestic section we unpack the latest decision by Monetary Policy Committee (MPC) of the South African Reserve Bank (SARB). Against expectations for a cut, the MPC decided to keep the policy interest rate unchanged. Additionally, we look at the latest consumer inflation numbers from Statistics South Africa (Stats SA), which shows that August...

Read the full issue