When the Music Changes: Reflections on Teaching Policy Impact in Cape Town
What if the hardest part of research isn't the analysis but getting decision-makers to act on it?
IRT analysis – a valuable tool, but only when appropriately applied
It is probably true to say that fewer than 1% of teachers have even a basic understanding of item response theory (IRT), yet this statistical theory is widely used to monitor the quality of schooling.
A New Era for Foundational Learning Data in Africa
Foundational learning outcomes across Africa remain far too low. Too many children leave school unable to read a simple sentence or solve a basic math problem.
How South Africa built its reading benchmarks—a story of evidence, collaboration and adaptation
What does it really take for a child to understand what they read—in isiZulu, in Sepedi, or in Afrikaans? Why Reading Benchmarks are a Game-Changer for South African Learners.
Are Textbooks Really a Bad Buy?
In its 2023 report, the Global Education Evidence Advisory Panel (GEEAP) classified textbooks as a “bad buy”; however, the real story sits in the fine print.
My First ADEA Triennale: Reflections from Accra
Learning, leadership, and a missed fugu
Building Sustainable Assessment Systems for Improved Learning in Africa
Millions of children in Africa are unable to acquire age-appropriate skills in reading and mathematics, especially in their early years.
Using the data we have: Tracking Foundational Learning for Better Advocacy and Action
In a continent where many children complete primary school without acquiring basic literacy and numeracy skills, effective tracking of foundational learning continues to be an urgent necessity.