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Accountability, capacity and trust to improve learning outcomes in South Africa: a systems approach

By the end of this project we aim to have supported key stakeholders in: Building the capacity (financial and material resources, knowledge and skills) and trust to implement well-functioning assessment and inspection systems; and Developing effective ways to share and use data and feedback from national and international assessments and school inspections with the purpose of improving learning outcomes of disadvantaged students.
Background

In South Africa and globally, there is growing interest in accountability in societies and institutions of the public and the private sector. It is one of the most prominent issues in education policy today and is relevant to improving the quality of local schooling outcomes as well as to raising the skills threshold of the national labour force in a globalised labour market.

 JET Education Services, in partnership with the London Institute of Education (IoE) and the UK Open University (OU), submitted a successful four-year research proposal titled:  “Accountability, capacity and trust to improve learning outcomes in South Africa: a systems approach”.

 The proposal was approved by the Economic and Social Research Council (ESRC) and Department for International Development (DfID) of the United Kingdom. The call for proposals was specific to developing and other designated countries including South Africa. We are delighted that our project was selected after a highly competitive evaluation process.

The aim of the project is to understand how elements of accountability, capacity and trust connect and impact on learning outcomes in primary schools. We understand that these elements interact with different levels and stakeholders in the education system, from national to provincial levels and from districts/circuits and schools to parents and  communities. The project will focus on the complex structures and dynamics of these systems.

Objectives are to:
  • Examine how accountability relationships and processes within South Africa’s education system enable or inhibit the raising of learning outcomes;
  • Support key stakeholders in the education system to improve learning outcomes through:
    • developing more effective ways to share and use data and feedback;
    • understanding and building the capacity and trust to make more effective use of data and feedback; and
    • clarifying roles and responsibilities in the implementation and use of assessment data and feedback.

Methodology:

Our methodology is based on qualitative and quantitative approaches and has three phases:

  1. To conduct qualitative interviews in case study schools and interviews with national, provincial and district-level stakeholders in 2018;
  2. To conduct focus groups in which we will identify the interactions (causal loops) which describe the interative relations between accountability, capacity, trust and learning outcomes in the first half of 2019; and
  3. To collect quantitative (assessment and questionnaire data) from a large sample of schools to identify patterns in the relationships between participants and conditions that improve or detract from achievement of learning outcomes.

 Funding for this project is granted on the basis of bringing an innovative approach to the field. Consequently, limits to the funding preclude coverage of a national footprint.

 Senior research team

  • Dr. Melanie Ehren, Reader in Educational Accountability and Improvement, UCL Institute of Education (Principal investigator)
  • Dr. Jacqueline Baxter, Lecturer in Public Policy and Management, the Open University Business School
  • Dr. Andrew Paterson, Innovation and Research Specialist, JET Education Services

Duration of project

The project will be undertaken between 2018 and 2021.