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Reimagining our futures together: a new social contract for education
Expanded Mathematics, Science and Technology Strategy: Schools Seminar: What’s Working in School Development
Getting the Talented Poor to Good Schools: The ISASA Mathematics and English Programme
“Working at the Top End”: Maximising Business Investment in Schooling
The Primary Mathematics Research Project: Towards Evidence-based Educational Development In South Africa
District Development - The New Hope for Educational Reform
Roberts J. (2001). Johannesburg: JET Education Services.
Exploratory Data Analysis Using the Baseline Study of the Khanyisa Education Support Programme
Differentiating Our Effort: Current Interventions In School Development In South Africa: What Works In School Development?
Taylor N. (2008). Boksburg, February 2008. Presentation to the JET conference What works in school development?
Equity, Efficiency and the Development of South African Schools
Research into the Public Further Education and Training Colleges Sector: The Role of College-Industry Partnerships in Ensuring Graduate Employability
Taylor N, Pereira C. (2004). Johannesburg: JET Education Services.
Abridged Report: Webinar On Education For Sustainable Development (ESD) And COVID-19 in Southern Africa
Consolidating research and comparing practice: What funders need to know for meaningful engagement with literacy in South Africa
Research Brief Kelly Shiohira
Secondary Level Teacher Education in Sub-Saharan Africa Teacher Preparation and Support: Case study: Rwanda
Uwase, J and Taylor, N. (2019). Paper prepared for the Mastercard Foundation Report: Secondary Education in Africa: Preparing Youth for the Future of Work.
Secondary Level Teacher Education in Sub-Saharan Africa Teacher Preparation and Support: Case study: Uganda
Arinaitwe, JM, Taylor, N, Broadbent, E and Oloya, C. (2019). Paper prepared for the Mastercard Foundation Report: Secondary Education in Africa: Preparing Youth for the Future of Work.
Secondary Level Teacher Education in Sub-Saharan Africa Teacher Preparation and Support: Case study: South Africa
Taylor, N and Robinson, N. (2019). Paper prepared for the Mastercard Foundation Report: Secondary Education in Africa: Preparing Youth for the Future of Work.
001002 President's Education Initiative: Appendix C: Large Class Teaching Multilingual Teaching Multigrade Teaching Whole School Development
Secondary Level Teacher Education in Sub-Saharan Africa Teacher Preparation and Support: Case study: Senegal
Adotevi, J and Taylor, N. (2019). Paper prepared for the Mastercard Foundation Report: Secondary Education in Africa: Preparing Youth for the Future of Work.
Creating Effectives Schools summary.pdf
Employability and Learning Pathways in the Green Economy
In separate initiatives to test new models for increasing employability and skills in the Green Economy, the J.P. Morgan Foundation, Harambee Youth Employment Accelerator, along with, the Nedbank Foundation, National Business Initiative (NBI), Deutsche Gesellschaft für Internationale Zusammenarbeit (GIZ), and the Institute of Plumbing South Africa, undertook interventions to leverage employment opportunities for young people and labour market mobility for those who were already working. This paper presents lessons from three of those interventions that can contribute towards developing a framework for entry and mobility within the Green Economy. Two of these programmes targeted unemployed youth, and one targeted employees in the plumbing sector, who did not have a formal sector-specific qualification. All three programmes used a combination of knowledge training and practical learning, with two of them offering a workplace learning component. Of the three programmes, the one without the workplace learning component showed the least desirable outcomes, with only 5 out of 25 being employed, according to a tracer study 6 months after the programme ended. Skills programmes that have a workplace learning component optimise the candidates readiness, and also the match between the candidates capacity, and occupational roles. It creates the opportunity for the industry itself to identify what skills are in demand. This kind of responsive and demand-driven training can enhance employability and entry into the labour market.
From eMpela to Project DROID: a review of two ICT4E initiatives in South Africa
Summary paper prepared for the UNESCO & ITU Mobile Learning Week: Skills for a connected world, 26-30 March 2018, Paris.
ACQF Guideline 9: Innovation and technology in the context of national qualifications frameworks and ACQF
The key message of this document is that innovations and technology have a range of applications related to national and regional qualifications frameworks, credentials, and the recognition of learning, which can be leveraged to enhance government service delivery to constituents.
JET Exchanges: Access to internet connectivity – the rights of learners in the post-COVID-19 era in Africa
This paper argues that connectivity has become a means for learners to enjoy their right to education, and in the times of COVID-19, has proven to be one of the determinants of learners’ access to education. In light of this, our view is that the right to education should be expanded to include access to connectivity.
Exploring a Work-Based Values Approach in South African TVET Colleges to Improve Employability of Youth: Literature review
A literature review in which we consider an opportunity for systemic change from a perspective that, in our view, is largely under researched in South Africa as well as internationally: that of student, lecturer and employer values, specifically values related to working and workplaces.
Has Quality Assurance become obsolete in the digital era?
As the adoption of technologies like the IoT and other digital tools becomes widespread, the field of QA looks to be more challenged than it was in this new fascinating yet frightening world. Read more on how digital transformation is creating challenges in quality assurance and testing operations and what could be done:
"Blended beyond borders” a report on the use of technology in schools in Brazil, Malaysia and South Africa
In order to establish whether the integration of technology and the resulting "blended learning" approach is, in fact, resulting in instructional model change, the Clayton Christensen Institute undertook a survey study among a small sample of schools in Brazil, Malaysia and South Africa. The findings have been released in a report, “Blended beyond borders”.
