Several members of SALDRU, ACEIR and our colleagues from DPRU have recently engaged to discuss how we can understand the relationship between growth, poverty and inequality as the basis for actions to ensure inclusive development and the achievement of the SDG goals 1 (ending poverty) and 10 (reducing inequality) in Africa.
There has been little empirical research analysing the extent to which inequalities in educational outcomes changed over time and across population groups in Ethiopia. Muna Shifa examines the levels and trends of educational inequality in Ethiopia, as well as whether gender interacts with other social categories such as ethnicity, location, and socioeconomic status in determining educational outcomes.
In late March 2020, the idea for a rapid survey to assess the impact of COVID-19 on South Africa was first conceived by Dr Nic Spaull of Stellenbosch University, together with several researchers from across the country. SALDRU quickly became involved in helping to make this happen and NIDS-CRAM was born.
This article contributes to the literature on COVID-19 learning losses by providing one of the first pieces of evidence on the impact of COVID-19 on learning from a developing country. Early grade reading gains for different cohorts of learners at the same schools in South Africa are compared.
The first pilot of the Basic Package of Support (BPS) programme will be implemented in Atlantis, situated some 70km from Cape Town in the Western Cape, later in 2021. In preparation for the pilot launch, the first site visit was held in March and with further conversations in May and June.