Comprehensive dataset containing 113 verified Senior high school businesses in South Africa with complete contact information, ratings, reviews, and location data.

Comprehensive dataset containing 37 verified Girls' high school businesses in South Africa with complete contact information, ratings, reviews, and location data.

South Africa ZA: School Enrollment: Primary: % Net data was reported at 80.030 % in 2015. This records a decrease from the previous number of 85.878 % for 2005. South Africa ZA: School Enrollment: Primary: % Net data is updated yearly, averaging 88.013 % from Dec 1970 (Median) to 2015, with 13 observations. The data reached an all-time high of 92.585 % in 1995 and a record low of 64.903 % in 1970. South Africa ZA: School Enrollment: Primary: % Net data remains active status in CEIC and is reported by World Bank. The data is categorized under Global Database’s South Africa – Table ZA.World Bank: Education Statistics. Net enrollment rate is the ratio of children of official school age who are enrolled in school to the population of the corresponding official school age. Primary education provides children with basic reading, writing, and mathematics skills along with an elementary understanding of such subjects as history, geography, natural science, social science, art, and music.; ; UNESCO Institute for Statistics; Weighted average; Each economy is classified based on the classification of World Bank Group's fiscal year 2018 (July 1, 2017-June 30, 2018).

Description: This data set has the statistics of the FETcolleges and public schools in South Africa addressing human resources regarding educators and student educators. It also addresses staff loss and relative wealth ranking. There are 1508 records and 119 variables. Abstract: The study on the impact of HIV/AIDS on educators in South African public schools build on other studies conducted on HIV/AIDS epidemic. In response to HIV/AIDS resolutions of the education convention of 2002, this study sought for deeper understanding of the impact of HIV/AIDS on the education sector and effectiveness of policies and programmes in addressing the HIV/AIDS epidemic in South Africa. The process of planning for human resources in the teaching profession is crucial to the supply and demand of sufficiently qualified educators. Understanding of drivers of the HIV/AIDS epidemic for educators, direction the epidemic takes and precise impact it has on educators is essential. The HIV/AIDS epidemic complicated prediction of teacher attrition and mortality. For this reason, the South African Education Labour Relations Council (ELRC) commissioned the HSRC-led consortium to undertake this study. The study aimed at gathering information to assist the government and unions in the ELRC in planning educator supply/demand at national, provincial and district level. The specific objectives were to determine: the prevalence of HIV, drivers of the epidemic, the most affected areas, mortality rate, attrition rate, policies currently in place, trend in enrolment of learners and the impact of the life skills programme on HIV/AIDS, amongst educators in public schools in South Africa. The key findings were: high prevalence of HIV amongst the educators and various drivers of HIV/AIDS epidemic namely behavioural, knowledge deficit, lack of self-efficacy skills, migratory practices, gender, and alcohol misuse. In addition, chronic conditions such as hypertension, stomach ulcers, arthritis and diabetes were common. High proportion of educators would be lost due to job dissatisfaction, job stress and low morale. The health status and working conditions of the educators need to be improved in order to minimize the effect of HIV/AIDS. The ELRC is best suited to facilitate the implementation of the findings made in this study. Clinical measurements Face-to-face interview Public educational institutions and FET colleges in South Africa. A stratified one-stage cluster sample was designed. The explicit strata were provinces, education districts, type of school (i.e. primary versus secondary) and school size. Within each educational district, schools were stratified into 'primary' and 'secondary' schools. Mixed schools (e.g. schools with grades 1 to 9 or 10) were grouped into one of the above categories according to the numbers of pupils in grades 1 to 7 and in grades 8+. The primary sampling unit were the school and the ultimate sampling unit were education personnel. With a view to obtaining a self-weighting sample within explicit strata, schools were drawn 'epsem' (equal probability selection method). The sample frame for the project was the School Register of Needs (2000) data from the national Department of Education (DoE). Eligible sample consisted of 1 766 schools with 24 200 state-paid educators. Informed consent was obtained for those who agreed to participate in the interview and provide a specimen for HIV testing. Pilot study was carried out to test the questionnaire, administration and HIV testing. Registered (South African Nursing Council) nurses were employed conduct interviews and collect either a blood specimen or an oral fluid (Orasure) specimen. Four hundred and thirty six trained nurses carried out the fieldwork. Directors of Education in all provinces selected co-ordinators whose role was to inform about the study. HSRC used Masters and PHD research interns as co-ordinators to make appointments at schools and addressing educators with the aid of the District officers who promoted study participation. Fieldworkers were supported by National field manager, with a separate project manager who managed project progress. School visits times were adapted to avoid disruption of teaching time.

This data captures different types of minerals mined in South Africa as well as diseases and academic pass rate in high schools in South Africa

Description: The data set contains 129 variables and 84 Basic Education Educators of Tourism and related subjects and qualifications who completed the web-based online survey. Abstract: The HSRC was commissioned by the National Department of Tourism in partnership with CATHSSETA to undertake a Tourism Human Resource Development Skills Audit and to develop a Tourism Human Resource Development Strategy for South Africa. A mix methods approach was adopted to facilitate the data gathering process including primary and secondary qualitative and quantitative data analysis. One of the primary data gathering activities was the survey of Department of Basic Education (DBE), Educators who taught tourism and related courses in secondary schools. The study sought to focus on the following focus areas: Demographic profile of DBE educators currently providing tourism, travel and hospitality courses at secondary school Regional spread of tourism educators DBE Tourism Educator qualifications and experience DBE Tourism Educator perceptions of learner career choices and subject selection DBE Tourism Educator subject training choices DBE Tourism Educator perceptions of the learning and teaching environment DBE Tourism Educator views on tourism curriculum Methods for delivery of tourism education courses including practical assessments and excursions To assess the training and experience of DBE Tourism educators in respect of tourism training To assess the nature of institutional support for DBE Educators in the provision of tourism courses. To understand the challenges experienced by DBE Educators with respect to the provision of tourism courses at Secondary School Level. The survey was aimed at understanding the primary question: What is the contribution of Tourism, Hospitality and Travel course provisioning at school level by DBE Educators (DBE) to advancing human resource development in the tourism industry which is responsive to learner and industry needs†. Secondary questions: What incentivizes DBE Educators to offer tourism and related courses at secondary school level? What factors contribute to the selection of tourism and related courses by secondary school learners? What qualifications and experience do DBE Educators have in respect of tourism and related courses? What is the nature and content of DBE Tourism courses offered in secondary schools? What was the relevance of the curriculum to industry needs? What is the nature of DBE support to learners in selecting tourism and related courses at secondary school level? What are some of the key challenges the DBE educators experience with respect to the delivery of tourism and related courses? Major variables included Educator qualifications Educator relevant experience Learner selection of tourism courses Curriculum relevance Learning and teaching environment in respect of tourism and related courses. Web-based self-completion All Tourism, travel and hospitality educators in secondary schools on a data base provided by the National Department of Tourism in public schools. There was no database of graduates and learners who have enrolled in HEIs to take Tourism, hospitality and related qualifications in South Africa, in either public or private registered institutions. In order to source participants for the study the research team undertook the following: Liaised with the NDT to access contact details for learners and graduates who had attended the NTCE events; Requested database of learners from CATHSSETA; Communicated with training institutions to request them to share the information about the survey with their current or past learners. The data base of HEI had been compiled for another survey. The list comprised of 79 institutions. 8 Universities of Technology 31 TVETS 12 Universities 28 Private Colleges Advertised the survey on the HSRC website; Advertised the survey on a private sector Tourism site called Tourism Update for 3 months, funded by the NDT; Communicated with Tourism enterprises who employed graduates or learners via the skills audit survey to share information about the survey; Shared the information about the survey to provincial tourism departments in all nine provinces and requested them to disseminate the information; Encouraged those who came across the survey to share with others; The survey was directly distributed to 3726 individuals. It is not possible to assess the wider impact from disseminating via other stakeholders. 494 responses were received, 75 declined to participate, of the remaining 419 only 107 completed the survey fully.

South Africa ZA: Secondary Education: Pupils data was reported at 5,279,196.000 Person in 2015. This records an increase from the previous number of 5,220,975.000 Person for 2014. South Africa ZA: Secondary Education: Pupils data is updated yearly, averaging 4,593,492.000 Person from Dec 1989 (Median) to 2015, with 21 observations. The data reached an all-time high of 5,279,196.000 Person in 2015 and a record low of 2,552,024.000 Person in 1989. South Africa ZA: Secondary Education: Pupils data remains active status in CEIC and is reported by World Bank. The data is categorized under Global Database’s South Africa – Table ZA.World Bank: Education Statistics. Secondary education pupils is the total number of pupils enrolled at secondary level in public and private schools.; ; UNESCO Institute for Statistics; Sum; Each economy is classified based on the classification of World Bank Group's fiscal year 2018 (July 1, 2017-June 30, 2018).

The studies described in the referenced papers collected clinical and demographic data from adolescents aged 12-18 years from high schools in the area of Worcester, South Africa. This data item contains the clinical and demographic data collected.clinical_data.csv, clinical_data.xlsx and clinical_data.rds contain the actual clinical data. They are identical except that the first is a CSV file, the second an XLSX file and the third an RDS file. The RDS file is useful because it can be read into R using readRDS('clinical_data.rds') and then retains the original variable types for each of the columns. clinical_data-column_descriptions.txt describes what each of the columns are and contain.

This dataset contains 26 anonymised written reports from pre-service English teachers regarding translingual practices in their classrooms during teaching practice placements in multilingual classrooms in South African high schools.

Description: The objective of this study was to collect information about demand and supply of educators based in public educational institutions and FET colleges in South Africa. This data set has 919 records and 326 variables addressing the impact of HIV/AIDS on student educators in South African. It contains the biographic data, study subjects responsibilities, work load, impact of HIV on student educators, absenteeism, morale and job satisfaction, training and support, substance use, violence within schools, sexual behaviour, male condom accessibility, HIV/AIDS knowledge, communication about HIV/AIDS, risk perception, Voluntary Counselling and Testing (VCT), tuberculosis, health service utilisation, HIV status. The data contains 326 variables and 919 cases. Abstract: The study on the impact of HIV/AIDS on educators in South African public schools build on other studies conducted on HIV/AIDS epidemic. In response to HIV/AIDS resolutions of the education convention of 2002, this study sought for deeper understanding of the impact of HIV/AIDS on the education sector and effectiveness of policies and programmes in addressing the HIV/AIDS epidemic in South Africa. The process of planning for human resources in the teaching profession is crucial to the supply and demand of sufficiently qualified educators. Understanding of drivers of the HIV/AIDS epidemic for educators, direction the epidemic takes and precise impact it has on educators is essential. The HIV/AIDS epidemic complicated prediction of teacher attrition and mortality. For this reason, the South African Education Labour Relations Council (ELRC) commissioned the HSRC-led consortium to undertake this study. The study aimed at gathering information to assist the government and unions in the ELRC in planning educator supply/demand at national, provincial and district level. The specific objectives were to determine: the prevalence of HIV, drivers of the epidemic, the most affected areas, mortality rate, attrition rate, policies currently in place, trend in enrolment of learners and the impact of the life skills programme on HIV/AIDS, amongst educators in public schools in South Africa. The key findings were: high prevalence of HIV amongst the educators and various drivers of HIV/AIDS epidemic namely behavioural, knowledge deficit, lack of self-efficacy skills, migratory practices, gender, and alcohol misuse. In addition, chronic conditions such as hypertension, stomach ulcers, arthritis and diabetes were common. High proportion of educators would be lost due to job dissatisfaction, job stress and low morale. The health status and working conditions of the educators need to be improved in order to minimize the effect of HIV/AIDS. The ELRC is best suited to facilitate the implementation of the findings made in this study. Clinical measurements Face-to-face interview The target population for the project was students from public educational institutions and FET colleges in all nine provinces in South Africa. A stratified one-stage cluster sample was designed. The explicit strata were provinces, education districts, type of school (i.e. primary versus secondary) and school size. Within each educational district, schools were stratified into 'primary' and 'secondary' schools. Mixed schools (e.g. schools with grades 1 to 9 or 10) were grouped into one of the above categories according to the numbers of pupils in grades 1 to 7 and in grades 8+. The primary sampling unit were the school and the ultimate sampling unit were education personnel. With a view to obtaining a self-weighting sample within explicit strata, schools were drawn 'epsem' (equal probability selection method). The sample frame for the project was the School Register of Needs (2000) data from the national Department of Education (DoE). Eligible sample consisted of 1 766 schools with 24 200 state-paid educators.

Abstract

Leadership for literacy is an education research project lead by a multi-disciplinary team of researchers from Stellenbosch University, the University of Cape Town, JET Education Services, the University of South Africa and the Department of Basic Education in South Africa. The project focuses on the under-explored area of high performing rural and township schools in South Africa. The specific aims of the project were to: - Identify exceptional rural and township primary schools - Gain new insights into school leadership and management (SLM) practices that support high achievement in these schools - Develop a new SLM instrument that captures the behaviour and practices of school teachers and principles in challenging school contexts - Determine the predictive validity of this SLM instrument - Establish early grade reading norms and benchmarks of SA learnings in challenging contexts

Geographic coverage

The data covers schools in three South African provinces: Gauteng, KwaZulu-Natal, and Limpopo

Analysis unit

Individuals and institutions

Universe

The study covered grade 3 and grade 6 learners in the sampled schools, and principals, teachers and schools in the 8 schools selected for the case studies.

Kind of data

Qualitative and quantitative

Sampling procedure

A purposeful school sampling approach was used to identify 30 exceptional rural and township primary schools in South Africa. Three provinces (KwaZulu-Natal, Gauteng and Limpopo) were chosen to represent different levels of administrative functionality: Gauteng (a highly functional administration), KwaZulu-Natal (medium functionality) and Limpopo (low functionality). System-wide low stakes testing data, the Annual National Assessments were used to identify top performing primary schools in these regions. This information was corroborated against a large dataset of "good" schools compiled by RESEP of from recommendations by stakeholders such as district officials, school principals and administrative clerks, education related NGOs, and unions. 30 schools which performed less well but were located in the same geographic locations as the higher performing pairs were also included in the sample. The schools in the final sample were also selected based on language, namely Sepedi, Xitsonga or Zulu needed to be their language of instruction or the dominant student language in the school.

Mode of data collection

Other [oth]

Research instrument

Survey instruments included literacy test sheets, questionnaires to collect contextual information, and school management and leadership questionnaires.

Content

This dataset is based on foundational learning skills and contains the percentage of children achieving minimum proficiency in - reading: The child is considered to have foundational reading skills if s/he succeeds in: 1. word recognition, 2. literal questions, and 3. inferential questions

• numeracy. The child is considered to have foundational numeracy skills if s/he succeeds in:
  1. number reading,
  2. number discrimination,
  3. addition, and
  4. pattern recognition,

Acknowledgements

I'd like to thank UNICEF for aggregating this data!

Research Hypothesis & Context: In the resource-constrained South African education sector, temporary infrastructure (shipping containers and prefabricated units) is frequently used as a permanent solution for classroom overcrowding. This study hypothesises that these temporary structures offer significantly poorer Indoor Air Quality (IAQ) and thermal comfort compared to permanent brick infrastructure, potentially impacting learner cognition and health. This dataset provides a longitudinal comparative analysis of these building types for occupied and unoccupied dates. It captures the "real-world" learning environment, accounting for external factors unique to the region, such as rolling national power outages, dictating mechanical ventilation availability.

Methodology & Data Collection: Data was collected via a custom LoRaWAN IoT network deployed in primary schools in Stellenbosch, South Africa. Timeframe: Feb 2023 - Jan 2025 (24 mos.), capturing multiple seasonal cycles. Sampling: Intervals from 11 min (early deployment) to 3 min (primary deployment) to capture high-resolution data. Sensors: DHT22 (T/RH), COZIR-LP-5000 (CO2), and PMS5003 (PM 1.0, 2.5, 10).

Data Interpretation: The dataset comprises ~2.8 mil data points across 6 infrastructure types: Container (with and without a wood-panel wall retrofit), Mobile/Prefab, and Brick (First/Second Floor/Single Storey).

Files and Structure: rawmeasurements.csv: This file exceeds 100MB and contains ~2.8 million rows. May require statistical software (Python, R, Stata) to process. Contains the primary time-series vectors for CO2, T, RH, and PM. roomdetails.csv: Static metadata linking roomcode to physical attributes (dimensions, window size, building materials, and orientation). weatherinfo.csv: Daily ambient conditions including Temperature, Wind Speed/Direction, and Solar Irradiance (GHI, DNI, DHI) for energy modelling, as well as ASHRAE 55-2023 thermal comfort metrics Tpma, and 80% thermal acceptability limits. (Full weather data not published due to copyrights, may be requested) occupancyschedules.csv: High-resolution binary arrays (0/1) estimating room occupancy based on school timetables. powerofftimes.json: Logs of power outage events, allowing researchers to correlate spikes in CO2 or Temperature with forced HVAC outages. CodeBook.xlsx: The master dictionary for all variable codes and units.

Notable Findings & Usage: The data reveals distinct thermal profiles where uninsulated containers exhibit extreme temperature fluctuations compared to brick structures. High CO2 accumulation rates observed during winter months highlight ventilation deficits when windows are closed to conserve heat.

Research Potential: Public Health: Using CO2 as a proxy for viral transmission risk in crowded spaces. Building Physics: Energy modelling using the provided Solar Irradiance and power outage data. Policy: Providing evidence-based recommendations for school infrastructure procurement in developing economies.

The Southern Africa Consortium for Monitoring Educational Quality (SACMEQ) is a consortium of Ministries of Education and Culture located in the Southern Africa subregion. This consortium works in close partnership with the International Institute for Educational Planning (IIEP). SACMEQ’s main aim is to undertake co-operative educational policy research in order to generate information that can be used by decision-makers to plan the quality of education. SACMEQ’s programme of educational policy research has four features which have optimized its contributions to the field of educational planning: (1) it provides research-based policy advice concerning high-priority educational quality issues that have been identified by key decision-makers in Southern Africa, (2) it functions as a co-operative venture based on a strong network of Ministries of Education and Culture, (3) it combines research and training components that are linked with institutional capacity building, and ? its future directions are defined by participating ministries. In each participating country, a National Research Co-ordinator is responsible for implementing SACMEQ’s projects. SACMEQ’S Initial Project commenced in February 1995. During 1995-1998 seven Ministries of Education participated in the Project, in Kenya, Malawi, Mauritius, Namibia, Zambia, Tanzania (Zanzibar), and Zimbabwe.This co-operative sub-regional educational research project collected data in order to guide decisionmaking in these countries with respect to questions around high priority policy issues. These included: • What are the baseline data for selected inputs to primary schools? • How do the conditions of primary schooling compare with the Ministry of Education and Culture’s own bench-mark standards? • Have educational inputs to schools been allocated in an equitable fashion? • What is the basic literacy level among pupils in upper primary school? • Which educational inputs to primary schools have most impact on pupil reading achievement at the upper primary level? In 1995 there were five fully active members of SACMEQ: Mauritius, Namibia, Zambia, Tanzania (Zanzibar), and Zimbabwe. These Ministries of Education and Culture participated in all phases of SACMEQ’s establishment and its initial educational policy research project. There are also four partially active members of SACMEQ: Kenya, Tanzania (Mainland), Malawi, and Swaziland. These Ministries of Education and Culture have made contributions to the preparation of the Project Plan for SACMEQ’s initial educational policy research project. Three other countries (Botswana, Lesotho, and South Africa) had observer status due to their involvement in SACMEQ related training workshops or their participation in some elements of the preparation of the first proposal for launching SACMEQ.

Community libraries play a vital role in the provision of educational resources, particularly in the disadvantaged rural communities where there are shortages of school libraries. However, in South Africa, only a few schools have access to community libraries. In the Limpopo Province, in 2020, the province had a total of 74 community libraries to cover a population of 5.8 million. The shortage of community libraries in the province is mostly felt by both teachers and learners of the schools in disadvantaged rural communities. For teachers and learners from disadvantaged rural schools to access a community library, they must travel more than 30 kilometres. Interestingly, no plan exists to address the challenge of access to educational resources by Hlanganani and Vhembe West circuit schools. The purpose of the study was to investigate the role played by community libraries in providing educational resources in schools in disadvantaged rural communities in Limpopo Province, South Africa. With the availability of community libraries, disadvantaged rural community schools can access adequate educational resources. The study was limited to all teachers of 27 public high schools of Hlanganani, Vhembe West circuits only. To investigate this, both quantitative and qualitative research approaches were employed. Data were collected through self-administered questionnaires from a sample of 480 teachers, and the results were obtained using a simple random sampling technique. A face-to-face interview was also conducted with the senior library manager of Mukondeni Community Library using an interview schedule and purposive sampling.The findings of the study established that only 3% of the respondents have access to a community library. The findings further revealed that only 25% of schools have library facilities on their premises. The shortage of community and school libraries in the disadvantaged rural schools of Hlanganani, Vhembe West circuits, contributes to inadequate access to educational resources in these schools. The study recommends that mobile library services and resource sharing by the schools be prioritised by the Department of Basic Education (DBE) and the Department of Sport, Arts and Culture (DSAC) in Limpopo Province.

Description: This data set has 21,358 records and 609 variables addressing the impact of HIV/AIDS on educators in South African public schools. It contains the Biographic data, teaching responsibilities, work load, impact of HIV on educators, absenteeism, morale and job satisfaction, training and support, substance use, violence within schools, sexual behaviour, male condom accessibility, HIV/AIDS knowledge, communication about HIV/AIDS, risk perception, Voluntary Counselling and Testing (VCT), tuberculosis, health service utilisation and HIV status. The data contains 609 variables and 21358 cases. Abstract: The study on the impact of HIV/AIDS on educators in South African public schools build on other studies conducted on HIV/AIDS epidemic. In response to HIV/AIDS resolutions of the education convention of 2002, this study sought for deeper understanding of the impact of HIV/AIDS on the education sector and effectiveness of policies and programmes in addressing the HIV/AIDS epidemic in South Africa. The process of planning for human resources in the teaching profession is crucial to the supply and demand of sufficiently qualified educators. Understanding of drivers of the HIV/AIDS epidemic for educators, direction the epidemic takes and precise impact it has on educators is essential. The HIV/AIDS epidemic complicated prediction of teacher attrition and mortality. For this reason, the South African Education Labour Relations Council (ELRC) commissioned the HSRC-led consortium to undertake this study. The study aimed at gathering information to assist the government and unions in the ELRC in planning educator supply/demand at national, provincial and district level. The specific objectives were to determine: the prevalence of HIV, drivers of the epidemic, the most affected areas, mortality rate, attrition rate, policies currently in place, trend in enrolment of learners and the impact of the life skills programme on HIV/AIDS, amongst educators in public schools in South Africa. The key findings were: high prevalence of HIV amongst the educators and various drivers of HIV/AIDS epidemic namely behavioural, knowledge deficit, lack of self-efficacy skills, migratory practices, gender, and alcohol misuse. In addition, chronic conditions such as hypertension, stomach ulcers, arthritis and diabetes were common. High proportion of educators would be lost due to job dissatisfaction, job stress and low morale. The health status and working conditions of the educators need to be improved in order to minimize the effect of HIV/AIDS. The ELRC is best suited to facilitate the implementation of the findings made in this study. Clinical measurements Face-to-face interview The target population for the project was all education personnel at public schools in South Africa. It included all administrative, education and maintenance people employed at the schools

Goal 4Ensure inclusive and equitable quality education and promote lifelong learning opportunities for allTarget 4.1: By 2030, ensure that all girls and boys complete free, equitable and quality primary and secondary education leading to relevant and effective learning outcomesIndicator 4.1.1: Proportion of children and young people (a) in grades 2/3; (b) at the end of primary; and (c) at the end of lower secondary achieving at least a minimum proficiency level in (i) reading and (ii) mathematics, by sexSE_TOT_PRFL: Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)Indicator 4.1.2: Completion rate (primary education, lower secondary education, upper secondary education)SE_TOT_CPLR: Completion rate, by sex, location, wealth quintile and education level (%)Target 4.2: By 2030, ensure that all girls and boys have access to quality early childhood development, care and pre-primary education so that they are ready for primary educationIndicator 4.2.1: Proportion of children aged 24-59 months who are developmentally on track in health, learning and psychosocial well-being, by sexiSE_DEV_ONTRK: Proportion of children aged 36−59 months who are developmentally on track in at least three of the following domains: literacy-numeracy, physical development, social-emotional development, and learning (% of children aged 36-59 months)Indicator 4.2.2: Participation rate in organized learning (one year before the official primary entry age), by sexSE_PRE_PARTN: Participation rate in organized learning (one year before the official primary entry age), by sex (%)Target 4.3: By 2030, ensure equal access for all women and men to affordable and quality technical, vocational and tertiary education, including universityIndicator 4.3.1: Participation rate of youth and adults in formal and non-formal education and training in the previous 12 months, by sexSE_ADT_EDUCTRN: Participation rate in formal and non-formal education and training, by sex (%)Target 4.4: By 2030, substantially increase the number of youth and adults who have relevant skills, including technical and vocational skills, for employment, decent jobs and entrepreneurshipIndicator 4.4.1: Proportion of youth and adults with information and communications technology (ICT) skills, by type of skillSE_ADT_ACTS: Proportion of youth and adults with information and communications technology (ICT) skills, by sex and type of skill (%)Target 4.5: By 2030, eliminate gender disparities in education and ensure equal access to all levels of education and vocational training for the vulnerable, including persons with disabilities, indigenous peoples and children in vulnerable situationsIndicator 4.5.1: Parity indices (female/male, rural/urban, bottom/top wealth quintile and others such as disability status, indigenous peoples and conflict-affected, as data become available) for all education indicators on this list that can be disaggregatedSE_GPI_PTNPRE: Gender parity index for participation rate in organized learning (one year before the official primary entry age), (ratio)SE_GPI_TCAQ: Gender parity index of trained teachers, by education level (ratio)SE_GPI_PART: Gender parity index for participation rate in formal and non-formal education and training (ratio)SE_GPI_ICTS: Gender parity index for youth/adults with information and communications technology (ICT) skills, by type of skill (ratio)SE_IMP_FPOF: Immigration status parity index for achieving at least a fixed level of proficiency in functional skills, by numeracy/literacy skills (ratio)SE_NAP_ACHI: Native parity index for achievement (ratio)SE_LGP_ACHI: Language test parity index for achievement (ratio)SE_TOT_GPI: Gender parity index for achievement (ratio)SE_TOT_SESPI: Low to high socio-economic parity status index for achievement (ratio)SE_TOT_RUPI: Rural to urban parity index for achievement (ratio)SE_ALP_CPLR: Adjusted location parity index for completion rate, by sex, location, wealth quintile and education levelSE_AWP_CPRA: Adjusted wealth parity index for completion rate, by sex, location, wealth quintile and education levelSE_AGP_CPRA: Adjusted gender parity index for completion rate, by sex, location, wealth quintile and education levelTarget 4.6: By 2030, ensure that all youth and a substantial proportion of adults, both men and women, achieve literacy and numeracyIndicator 4.6.1: Proportion of population in a given age group achieving at least a fixed level of proficiency in functional (a) literacy and (b) numeracy skills, by sexSE_ADT_FUNS: Proportion of population achieving at least a fixed level of proficiency in functional skills, by sex, age and type of skill (%)Target 4.7: By 2030, ensure that all learners acquire the knowledge and skills needed to promote sustainable development, including, among others, through education for sustainable development and sustainable lifestyles, human rights, gender equality, promotion of a culture of peace and non-violence, global citizenship and appreciation of cultural diversity and of culture’s contribution to sustainable developmentIndicator 4.7.1: Extent to which (i) global citizenship education and (ii) education for sustainable development are mainstreamed in (a) national education policies; (b) curricula; (c) teacher education; and (d) student assessmentTarget 4.a: Build and upgrade education facilities that are child, disability and gender sensitive and provide safe, non-violent, inclusive and effective learning environments for allIndicator 4.a.1: Proportion of schools offering basic services, by type of serviceSE_ACS_CMPTR: Schools with access to computers for pedagogical purposes, by education level (%)SE_ACS_H2O: Schools with access to basic drinking water, by education level (%)SE_ACS_ELECT: Schools with access to electricity, by education level (%)SE_ACC_HNDWSH: Schools with basic handwashing facilities, by education level (%)SE_ACS_INTNT: Schools with access to the internet for pedagogical purposes, by education level (%)SE_ACS_SANIT: Schools with access to access to single-sex basic sanitation, by education level (%)SE_INF_DSBL: Proportion of schools with access to adapted infrastructure and materials for students with disabilities, by education level (%)Target 4.b: By 2020, substantially expand globally the number of scholarships available to developing countries, in particular least developed countries, small island developing States and African countries, for enrolment in higher education, including vocational training and information and communications technology, technical, engineering and scientific programmes, in developed countries and other developing countriesIndicator 4.b.1: Volume of official development assistance flows for scholarships by sector and type of studyDC_TOF_SCHIPSL: Total official flows for scholarships, by recipient countries (millions of constant 2018 United States dollars)Target 4.c: By 2030, substantially increase the supply of qualified teachers, including through international cooperation for teacher training in developing countries, especially least developed countries and small island developing StatesIndicator 4.c.1: Proportion of teachers with the minimum required qualifications, by education leveliSE_TRA_GRDL: Proportion of teachers who have received at least the minimum organized teacher training (e.g. pedagogical training) pre-service or in-service required for teaching at the relevant level in a given country, by sex and education level (%)

South Africa ZA: Unemployment with Advance Education: % of Total Labour Force data was reported at 14.610 % in 2017. This records an increase from the previous number of 11.240 % for 2016. South Africa ZA: Unemployment with Advance Education: % of Total Labour Force data is updated yearly, averaging 9.050 % from Dec 2008 (Median) to 2017, with 10 observations. The data reached an all-time high of 14.610 % in 2017 and a record low of 6.870 % in 2011. South Africa ZA: Unemployment with Advance Education: % of Total Labour Force data remains active status in CEIC and is reported by World Bank. The data is categorized under Global Database’s South Africa – Table ZA.World Bank: Employment and Unemployment. The percentage of the labor force with an advanced level of education who are unemployed. Advanced education comprises short-cycle tertiary education, a bachelor’s degree or equivalent education level, a master’s degree or equivalent education level, or doctoral degree or equivalent education level according to the International Standard Classification of Education 2011 (ISCED 2011).; ; International Labour Organization, ILOSTAT database. Data retrieved in November 2017.; Weighted Average;

The COVID-19 pandemic renewed interest in airborne transmission of respiratory infections, particularly in congregate indoor settings, such as schools. We modeled transmission risks of tuberculosis (caused by Mycobacterium tuberculosis, Mtb) and COVID-19 (caused by SARS-CoV-2) in South African, Swiss and Tanzanian secondary schools. We estimated the risks of infection with the Wells-Riley equation, expressed as the median with 2.5% and 97.5% quantiles (credible interval [CrI]), based on the ventilation rate and the duration of exposure to infectious doses (so-called quanta). We computed the air change rate (ventilation) using carbon dioxide (CO2) as a tracer gas and modeled the quanta generation rate based on reported estimates from the literature. The share of infectious students in the classroom is determined by country-specific estimates of pulmonary TB. For SARS-CoV-2, the number of infectious students was estimated based on excess mortality to mitigate the bias from country-specific reporting and testing. Average CO2 concentration (parts per million [ppm]) was 1,610 ppm in South Africa, 1,757 ppm in Switzerland, and 648 ppm in Tanzania. The annual risk of infection for Mtb was 22.1% (interquartile range [IQR] 2.7%-89.5%) in South Africa, 0.7% (IQR 0.1%-6.4%) in Switzerland, and 0.5% (IQR 0.0%-3.9%) in Tanzania. For SARS-CoV-2, the monthly risk of infection was 6.8% (IQR 0.8%-43.8%) in South Africa, 1.2% (IQR 0.1%-8.8%) in Switzerland, and 0.9% (IQR 0.1%-6.6%) in Tanzania. The differences in transmission risks primarily reflect a higher incidence of SARS-CoV-2 and particularly prevalence of TB in South Africa, but also higher air change rates due to better natural ventilation of the classrooms in Tanzania. Global comparisons of the modeled risk of infectious disease transmission in classrooms can provide high-level information for policy-making regarding appropriate infection control strategies.

Description: This data set contains the responses of young adolescents (aged 10-14 years) to a questionnaire concerning their sexual and reproductive health, conducted in Gert Sibande District, Mpumalanga, South Africa in 2017. Issues like bodily development during puberty, menstruation, dating and sex as well as accessing information about these issues are included. The data set for dissemination contains 132 variables and 696 cases from the expected 840 which represented 83% response rate. Abstract: In South Africa, as in other developing countries, delaying sexual debut and preventing coerced first sexual intercourse, sexually transmitted diseases and unwanted teenage pregnancy among adolescents as well as providing appropriate healthcare services for this age group are major policy and practice concerns. However, there are important information gaps relating to the biological onset of puberty and associated psycho-social factors among boys and girls in rural South Africa and how it may affect adolescents' wellbeing, healthy development and functioning. This quantitative survey describes the knowledge and beliefs of young male and female adolescents (aged 10-14 years) about their sexual development, puberty and their transition into adolescence. Of importance is how their knowledge and beliefs could be linked with sexual and reproductive health outcomes among this age group and throughout adolescence. Researchers administered 748 questionnaires (face-to-face) in primary and high schools in Gert Sibande district in Mpumalanga province, during February and March 2017. This is a quantitative component that complements a qualitative study titled 'Engaging very young adolescents in improving sexual and reproductive health and rights in the context of national health system reform', funded by the AIDS Foundation of South Africa and conducted by the HSRC. Major variables covered in this data set include young adolescents' household descriptions; knowledge about the bodily changes during puberty for both girls and boys; the age of puberty onset; and dating and sex among this age group. The study also inquired about preferred and actual sources of information about bodily changes, relationships, dating and sex. The data can be used to inform parents, non-governmental organisations working with children and youth, and government stakeholders in the education, health and social welfare sectors about how they may strengthen their support for young adolescents' healthy development through information, programming and interventions.