Education and Skills Development, Human Sciences Research Council (Pretoria)
She is the executive director of the Education and Skills Development research programme. She has extensive experience in social scientific research, especially in the areas of research design and methodology, planning and management of large-scale surveys, and life history research. She coordinated the South African part of the Trends in International Mathematics and Science Study 2003, and has undertaken projects for organisations such as the National Research Foundation (NRF) and the United Nations Educational, Scientific and Cultural Organization (UNESCO).
Nolutho Ndengane Diko
She is a senior research specialist in the Education and Skills Development research programme. Her areas of research interest include: comparative and international education, gender and education leadership, culture, and school reform.She has published in Africa Today Journal, investigated the issue of gender, school governance
He is a senior researcher in the Education and Skills Development research programme. He has been involved in various assessment projects and has been instrumental in the development of a computerised classroom assessment tool.
He is a Chief Research Specialist in the Education and Skills Development research programme. He has been involved in large scale assessment studies including the Grade 9 National Assessment of Learner Achievement Study.
Education Policy Consortium
Madumetja Paul Kgobe
He is a Deputy Director at CEPD and manages research. He has been invloved in the Community Literacy and Numeracy Group study which looked at community mobilisation and particiapation in impoverished rural and urban communities.
She is a senior researcher at the Centre for Education Policy Development (CEPD). She manages a project looking into the teaching of literacy and numeracy in multigrade classes.
He is a Senior Researcher at Centre for Education Rights and Transformation of the University of Johannesburg.His research interests include qualitative, case study, survey and action research; policy studies; diversity education; educational change in higher education; teachers and teachers’ work, and comparative and international education.
Nick has worked extensively in the fields of assessment and the evaluation of school improvement programmes since starting at JET in 1993.Leads several research projects on teacher professionalism, curriculum design, assessment and school improvement.
She has worked in the field of education and research for over 20 years, managing large scale quantitative as well as smaller qualitative research projects.
She has vast experience in research, monitoring and evaluation in the education sector in South Africa, with management of both large and small scale research projects.
She has twenty-five years of experience in education research, education management information systems and education policy analysis. She has researched and written numerous articles on education and has participated in many research projects.
Is a Director at PRAESA. He has done much pioneering work in the field of language policy and planning in South Africa since the early 1980s via organisations, such as, the National Language Project, PRAESA, as well as the LANGTAG process. He has been influential in respect of language policy development with various government departments, including Education. His most recent work has focused on the tension between multilingualism and the hegemony of English in the public sphere.
She works with PRAESA in the field of ECD (Early Childhood Development). She has concentrated for many years on finding ways to enable young children's effective literacy learning. She is presently working on a project which explores how children in multilingual situations can become biliterate. She is also one of the principal researchers on the Cell research project which is looking into the home, community and school literacy experiences of young children from a range of home backgrounds.
She is an Early Literacy Trainer and Researcher. She runs a Free Reading in Schools Project, which was initiated in 2001 to monitor the effects of Free Reading or Reading for Enjoyment on children’s early literacy learning and learning in general. She is involved in teacher training especially for foundation phase literacy learning. She is also involved in a team that’s about to set up a translation unit for PRAESA, starting in July 2003. The Translation Project aims at translating children’s literature, teenage literature and world literature into African languages.
Joined PRAESA from an ESL teaching background. Since then, his involvement has been mainly in teacher education and research in bilingual schooling, expanded more recently to language attitudes and literacy practices. He is currently working in a dual-language research programme, and researching language vitality in the Greater Cape Town area, both at primary school level.