Vijay Reddy

Cross-National Achievement Studies: Learning from South Africa's Participation in the Trends in International Mathematics and Science Study (TIMSS).

This article explores the potential of cross‐national achievement studies through a critical reflection upon the experience of South Africas participation in the Trends in International Mathematics and Science Study (TIMSS). There are a growing number of multi‐country and international achievement studies. While recognizing the limitations of these studies, this article considers how far these studies can be an effective tool for the generation of in‐country information that can usefully inform policy and practice. It is argued that improvements can be made by using a simpler methodology for the analysis and presentation of information; better ways of analysing the influence of domestic dimensions of poverty, inequality and social stratification; and improved strategies for assessing progress over time against national baselines. The article concludes with a set of questions for systems to consider when thinking about participating in international or multi‐country achievement studies.

Exploring equity and quality education in South Africa using multilevel models

Educational reform in South Africa envisions schooling where all students, irrespective of their background characteristics, have the opportunity to succeed. To achieve this vision, the South African education system needs to function in such a way that students’ success does not depend on their backgrounds; that is, if school processes and policies in South Africa were inclusive and supportive of the learning of all students then we would expect high-quality schools to compensate for socio-economic disadvantage such that the achievement gap associated with the socio-economic status (SES) would be minimised. The main objective of this paper is to explore the relationship between school quality and socio-economic disadvantage. Our analysis, employing multilevel statistical models, indicates that: 1. schools do make a difference over and above the socio-economic backgrounds of learners they enrol; 2. learners are most successful in schools where they and their parents are actively engaged in the learning processes; 3. schools with these characteristics tend to compensate for learners’ socio-economic disadvantage; 4. learners from disadvantaged backgrounds are less successful in schools; and 5. the impact of SES on learners’ achievement levels is particularly prominent in high-achieving schools. These findings call for the need to rethink the current schooling processes and policies to include structures that allow schools to provide opportunities to engage learners and their parents in the schooling processes with the objective of compensating for learners’ socio-economic disadvantage. We argue that this objective can be achieved through a capability framework where inclusion, democratic participation and child centredness serve as the major principles of the provision of quality education for all.

International Comparative Studies in Mathematics

Comparing is one of the most basic intellectual activities. We consciously make comparisons to understand where we stand, both in relation to others as well as to our own past experiences. International comparative studies have completely transformed the way we see mathematics education. The focus of this ICME-13 Topical Survey is to discuss the ways international comparative studies can be used to improve students’ learning. We take a strong position that the main purpose of educational research is to improve student learning. International comparative studies are not an exception. From many possibilities, we have particularly selected four lessons that we can learn from international comparative studies: (1) understanding students’ thinking, (2) examining the dispositions and experiences of mathematically literate students, (3) changing classroom instruction, and (4) making global research locally meaningful. We decided to focus on these four aspects because of their potential impact on students’ learning. Throughout the paper, we point out future directions for research.

Managing teacher leave and absence in South African rural schools Implications for supporting schools in contexts of multiple-deprivation

Research increasingly points to the negative impacts of teacher absence from school on access to schooling and success in learning in schools, in particular in schools in areas of multiple-deprivation (including rural schools). South African schools are no exception. In this regard, like any other employer, the South African Department of Basic Education has a set of policies that govern teachers’ conditions of service. Among others, these include policies that govern leave and absence from school. While the policies are meant to enhance teachers’ conditions of service, they are also aimed at safeguarding the rights of learners to quality education by ensuring that teachers remain on task, and that teaching and learning is not interrupted. Using Lipsky’s theory of discretion, this paper takes the view that as street-level bureaucrats, principals use their discretionary power to manage teacher leave and absence from school, and that the strategies they employ are informed by their understandings and conceptualisations of policy. The paper reports on a study undertaken to explore teacher leave in South African schools. In particular, it critically examines principals’ use of their discretionary powers to make decisions about teacher leave-taking, and the coping mechanisms they use to manage teacher absence and to safeguard the rights of learners to quality education.

The evolution of educational inequalities through secondary school: Evidence from a South African panel study

Schooling outcomes in South Africa are characterised by significant inequalities on the basis of race and socio-economic status. This paper reports on findings from a unique panel dataset that follows individuals who participated in the Trends in International Mathematics and Science Study in 2002 as Grade 8 students through to their secondary school-leaving examination (known as ‘matric’) in Grade 12. The paper investigates the extent to which secondary schools differ in converting Grade 8 achievement into matric outcomes. Achievement in Grade 8 is strongly predictive of survival to matric, passing matric and performance in matric. Many students had extremely weak mathematical proficiency in Grade 8 and yet decided to take matric mathematics, only to fail the subject. Increasing the number of matric mathematics passes is a strong policy imperative. Our analysis suggests that the way to achieve this is to improve mathematics learning at earlier stages of the school programme rather than through indiscriminate mathematics participation in matric.

International Comparative Studies in Mathematics: Lessons and Future Directions for Improving Students’ Learning

This chapter is based on the Plenary Panel on International Comparative Studies we delivered at the 13th International Congress on Mathematical Education (ICME-13) in 2016. In the past a few decades, international comparative studies have transformed the way we see mathematics education and provide insight for improving student learning in many ways. Out of several possibilities, we selected four lessons we have learned from international comparative studies: (1) examining the dispositions and experiences of mathematically literate students, (2) documenting variation in students’ thinking in different cultures, (3) appreciating the varying meanings and functions of common lesson events, and (4) the importance of making global research locally meaningful. Throughout the paper, we point out future directions for research to expand our understanding and build up capacity in international comparative studies.

Skills in South Africa: the journey towards credible planning

ABSTRACT Since 1994 the state has instituted active labour market policies to redress the apartheid skills legacy. The skills planning challenge continues to be how to coordinate efforts for the provision of the right skills to support inclusive economic growth, ensuring an alignment is achieved between what is required in the labour market and the supply from the education and training system. This article traces the South African journey of skills planning from late apartheid until the current time period in 2014 through a historical analysis of the political economy. The analysis reflects on the relationship between state formation in South Africa and the role of the state in directing skills development, and in the more recent period how skills planning responds to both the demands of the economy and ameliorating the historical legacies of education and skills exclusion.