Category: Case studies
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pdf.png Low quality Education as a Poverty Trap in South Africa HOT

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This paper is divided into two main parts. The first part focuses on the quality of education across the school system. Attention is drawn to the low level of cognitive achievement demonstrated by many South African children, and to how widely this varies on the basis of socio-economic status and between the historically different sections of the school system. Given how early these educational inequalities are manifested, this research paper suggests that policy interventions should be implemented early in primary school, in
pre-school, and even during the Early Childhood Development (ECD) phase. Several large-scale sample surveys of educational achievement in South African schools are analysed, and a number of suggestions about specific school and teaching practices that appear to be linked to better learner achievement, even after the negative impact of poverty, have been made.
The second part of this research paper examines the impact of low quality teaching and learning on performance in the labour market. This research paper suggests that income inequality in South Africa is being driven by differences in the level, and more importantly the quality of education people attain. Policies that address income inequality by intervening directly in the  labour market will have limited success as long as these inequalities in education persist.



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2016-03-03
1.2 MB
169
pdf.png Formulating and implementing socio-economic policies for children in the context of HIV/AIDS: South African case study 2007

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This study examines how policies in relation to financial and other care for children have been formulated since the mid-1990s. The paper is concerned, in particular, with whether and how children affected by HIV/AIDS should be targeted in public policy. For the purposes of the paper, the term ‘policy’ is understood in a broad sense that extends to laws and regulations. The paper focuses on issues relating to both  the content of the policies, and the process through which they were developed, as well as how process and  content influenced each other. The paper examines, among others, the extent to which policies are targeted at children with particular needs, or instead provide for a specified minimum level of care for all. The overall aim of the paper will be to contribute to the debate around how best to meet the needs of children in the context of an HIV/AIDS pandemic, and how the particular context of policy-making influences what can be and is done.



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2016-06-18
230.76 KB
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pdf.png A Mixed-method Taxonomy of Child Poverty: A Case Study from Rural Ethiopia 2012

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In this paper, we use mixed methods to develop a taxonomy of poverty and vulnerability to study the situation of children and their households in rural Ethiopia over time. The taxonomy is built using qualitative data from Young Lives, a long-term study of childhood poverty, with the specific purpose of analysing the context of children’s life trajectories. The approach aims to yield insights into changes over time as well as to reflect multiple dimensions and consider issues of current well-being and future ‘well-becoming’. It potentially allows for the identification of underlying mechanisms that influence and determine life trajectories. Until recently, quantitative and qualitative approaches towards the analysis of chronic and transient poverty have developed in isolation with little cross-disciplinary interaction. In this paper, we add to this body of research by using a mixed-method approach to develop a hybrid taxonomy of child poverty and well-being that can be used for a dynamic analysis. The paper also complements existing research and evidence on child poverty and well-being in the context of Ethiopia.



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2016-11-25
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pdf.png Scaling-up early child development In south africa Introducing a reception year (grade r) for Children aged five years as the first year of Schooling 2010

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This case study tracks the development of the policy environment leading to the introduction of Grade R, the Reception Year for five year olds, in
the years of transition to democracy in South Africa and its subsequent rollout towards universal provision originally set for 2010/11 but recently revised to 2014.



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2017-08-16
1.34 MB
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