cometadata/datacite-titles-descriptions-related-identifiers huggingface dataset:
DOI: 10.14749/1400827543
title: Trends in International Mathematics and Science Study (TIMSS) 2011: Learner background (BSG) - South Africa as one of more than 60 countries

description: Description: 
 This data set contains the responses of students when asked questions referring to their background, i.e. home environment, parental involvement, their perceptions of their school, etc. All learners were required to complete this questionnaire.

 The data set has 397 variables and was completed by 11969 learners.
Abstract: 
 TIMSS is a cross-national assessment of mathematics and science knowledge of fourth and eighth grades. It is conducted by the International Association for the Evaluation of Educational Achievement (IEA) every four years since 1995. South Africa took part in four cycles of TIMSS namely; in 1995, 1999, 2003 and 2011 with fieldwork being conducted in September of 2011. The Human Sciences Research Council (HSRC) conducted the study in 285 schools and assessed 11969 learners across South Africa. To prevent a cluster of scores at the lower end of the scale and to ensure sufficient variance in the data for robust analyses; TIMSS was administered to grade 9 learners in South Africa. As part of the TIMSS study mathematics and science tests and background questionnaires are administered to an intact grade 9 class within a sampled school. TIMSS uses the results from the tests and questionnaires which are administered to learners, teachers and principals to determine the achievement scores as well as the factors associated with academic success.

 More specifically, the database includes the following for each country for which internationally comparable data are available:

 
 Students' responses to each of the mathematics and science items administered in the study
 
 Student achievement scores in mathematics and science
 
 Students' responses to the student questionnaires
 
 Teachers' responses to the teacher questionnaires
 
 Principals' responses to the school questionnaires
description: Self-completion
description: Department of Basic Education Master list of schools
description: Department of Basic Education Master list of schools database served as the sampling frame. 298 schools sampled and 285 schools realised providing a realisation of 95.6%. 
The TIMSS sampling design is a two-stage stratified cluster design:

Selecting a sample of schools from all eligible schools;
Randomly selecting a mathematics and science intact class from each sampled school; 

The sample was explicitly stratified by:

province; 
the language of teaching and learning (English, Afrikaans and dual medium);
school type (Public Dinaledi and Independent); and 
 
Implicitly stratified by:

quintile (school poverty index); and 
location (urban or rural).
DOI: 10.14749/1400827564
title: Trends in International Mathematics and Science Study (TIMSS) 2011: School background questionnaire (BCG) - South Africa as one of more than 60 countries

description: Description: 
 This dataset contains the responses of principals when asked questions referring to the background of the schools. All principals were required to complete this questionnaire

 This data set contains 121 variables and 285 cases.
Abstract: 
 TIMSS is a cross-national assessment of mathematics and science knowledge of fourth and eighth grades. It is conducted by the International Association for the Evaluation of Educational Achievement (IEA) every four years since 1995. South Africa took part in four cycles of TIMSS namely; in 1995, 1999, 2003 and 2011 with fieldwork being conducted in September of 2011. The Human Sciences Research Council (HSRC) conducted the study in 285 schools and assessed 11969 learners across South Africa. To prevent a cluster of scores at the lower end of the scale and to ensure sufficient variance in the data for robust analyses; TIMSS was administered to grade 9 learners in South Africa. As part of the TIMSS study mathematics and science tests and background questionnaires are administered to an intact grade 9 class within a sampled school. TIMSS uses the results from the tests and questionnaires which are administered to learners, teachers and principals to determine the achievement scores as well as the factors associated with academic success.

 More specifically, the database includes the following for each country for which internationally comparable data are available:

 
 Students' responses to each of the mathematics and science items administered in the study
 
 Student achievement scores in mathematics and science
 
 Students' responses to the student questionnaires
 
 Teachers' responses to the teacher questionnaires
 
 Principals' responses to the school questionnaires
description: Self-completion
description: Department of Basic Education Master list of schools
description: Department of Basic Education Master list of schools database served as the sampling frame. 298 schools sampled and 285 schools realised providing a realisation of 95.6%. 
The TIMSS sampling design is a two-stage stratified cluster design:

Selecting a sample of schools from all eligible schools;
Randomly selecting a mathematics and science intact class from each sampled school; 

The sample was explicitly stratified by:

province; 
the language of teaching and learning (English, Afrikaans and dual medium);
school type (Public Dinaledi and Independent); and 
 
Implicitly stratified by:

quintile (school poverty index); and 
location (urban or rural).
DOI: 10.14749/1400827581
title: Trends in International Mathematics and Science Study (TIMSS) 2011: Science teacher background questionnaire (BTS) - South Africa as one of more than 60 countries

description: Description: 
 This dataset contains the responses of science teachers when asked questions referring to the teaching and learning provided to learners as well as their perceptions of the school in which they teach.

 The data set has 204 variables and 316 cases.
Abstract: 
 TIMSS is a cross-national assessment of mathematics and science knowledge of fourth and eighth grades. It is conducted by the International Association for the Evaluation of Educational Achievement (IEA) every four years since 1995. South Africa took part in four cycles of TIMSS namely; in 1995, 1999, 2003 and 2011 with fieldwork being conducted in September of 2011. The Human Sciences Research Council (HSRC) conducted the study in 285 schools and assessed 11969 learners across South Africa. To prevent a cluster of scores at the lower end of the scale and to ensure sufficient variance in the data for robust analyses; TIMSS was administered to grade 9 learners in South Africa. As part of the TIMSS study mathematics and science tests and background questionnaires are administered to an intact grade 9 class within a sampled school. TIMSS uses the results from the tests and questionnaires which are administered to learners, teachers and principals to determine the achievement scores as well as the factors associated with academic success.

 More specifically, the database includes the following for each country for which internationally comparable data are available:

 
 Student achievement scores in mathematics and science
 
 Students'responses to the student questionnaires
 
 Teachers' responses to the teacher questionnaires
 
 Principals' responses to the school questionnaires
 
 Students' responses to each of the mathematics and science items administered in the study
description: Self-completion
description: Department of Basic Education Master list of schools
description: Department of Basic Education Master list of schools database served as the sampling frame. 298 schools sampled and 285 schools realised providing a realisation of 95.6%. 
The TIMSS sampling design is a two-stage stratified cluster design:

Selecting a sample of schools from all eligible schools;
Randomly selecting a mathematics and science intact class from each sampled school; 

The sample was explicitly stratified by:

province; 
the language of teaching and learning (English, Afrikaans and dual medium);
school type (Public Dinaledi and Independent); and 
 
Implicitly stratified by:

quintile (school poverty index); and 
location (urban or rural).
DOI: 10.14749/1400827845
title: Trends in International Mathematics and Science Study (TIMSS) 2011: Mathematics teacher background questionnaire (BTM) - South Africa as one of more than 60 countries

description: Description: 
 This dataset contains the responses of mathematics teachers when asked questions referring to the teaching and learning provided to learners as well as their perceptions of the school in which they teach.

 This data set has 199 variables and 327 cases.
Abstract: 
 TIMSS is a cross-national assessment of mathematics and science knowledge of fourth and eighth grades. It is conducted by the International Association for the Evaluation of Educational Achievement (IEA) every four years since 1995. South Africa took part in four cycles of TIMSS namely; in 1995, 1999, 2003 and 2011 with fieldwork being conducted in September of 2011. The Human Sciences Research Council (HSRC) conducted the study in 285 schools and assessed 11969 learners across South Africa. To prevent a cluster of scores at the lower end of the scale and to ensure sufficient variance in the data for robust analyses; TIMSS was administered to grade 9 learners in South Africa. As part of the TIMSS study mathematics and science tests and background questionnaires are administered to an intact grade 9 class within a sampled school. TIMSS uses the results from the tests and questionnaires which are administered to learners, teachers and principals to determine the achievement scores as well as the factors associated with academic success.

 More specifically, the database includes the following for each country for which internationally comparable data are available:

 
 Student achievement scores in mathematics and science
 
 Students' responses to the student questionnaires
 
 Teachers' responses to the teacher questionnaires
 
 Principals' responses to the school questionnaires
 
 Students' responses to each of the mathematics and science items administered in the study
description: Self-completion
description: Department of Basic Education Master list of schools
description: Department of Basic Education Master list of schools database served as the sampling frame. 298 schools sampled and 285 schools realised providing a realisation of 95.6%.

 The TIMSS sampling design is a two-stage stratified cluster design:

 
 Selecting a sample of schools from all eligible schools;
 
 Randomly selecting a mathematics and science intact class from each sampled school;


 The sample was explicitly stratified by:

 
 province;
 
 the language of teaching and learning (English, Afrikaans and dual medium);
 
 school type (Public Dinaledi and Independent); and


 Implicitly stratified by:

 
 quintile (school poverty index); and
 
 location (urban or rural).
DOI: 10.15468/dl.khhznt
title: Occurrence Download

description: A dataset containing 0 species occurrences available in GBIF matching the query:
{
 "and" : [
 "TaxonKey is Salamandra atra aurorae Trevisan, 1982",
 "HasCoordinate is true",
 "Year is greater than or equal to 2013",
 "Year is less than or equal to 2018",
 "CoordinateUncertaintyInMeters is less than or equal to 1000"
 ]
}

 The dataset includes 0 records from 0 constituent datasets; see https://api.gbif.org/v1/occurrence/download/0000471-250127130748423/datasets/export for details.
DOI: 10.14749/1400827521
title: Trends in International Mathematics and Science Study (TIMSS) 2011: Learner achievement tests - mathematics and science grade 9 (BSA) - South Africa as one of more than 60 countries

description: Description: 
 This data set (Learner achievement tests - BSA) contains the responses of students in the eighth grade, to mathematics and science assessment items conducted in 2011. The TIMSS data had a blocked design and different blocks were spread across 14 test booklets. This means that learners did not complete all items in all the blocks.

 Of the 298 sampled schools, 285 schools were included in the 2011 round of TIMSS and the tests were administered to 11969 learners. The data set has 581 variables.
Abstract: 
 TIMSS is a cross-national assessment of mathematics and science knowledge of fourth and eighth grades. It is conducted by the International Association for the Evaluation of Educational Achievement (IEA) every four years since 1995. South Africa took part in four cycles of TIMSS namely; in 1995, 1999, 2003 and 2011 with fieldwork being conducted in September of 2011. The Human Sciences Research Council (HSRC) conducted the study in 285 schools and assessed 11969 learners across South Africa. To prevent a cluster of scores at the lower end of the scale and to ensure sufficient variance in the data for robust analyses; TIMSS was administered to grade 9 learners in South Africa. As part of the TIMSS study mathematics and science tests and background questionnaires are administered to an intact grade 9 class within a sampled school. TIMSS uses the results from the tests and questionnaires which are administered to learners, teachers and principals to determine the achievement scores as well as the factors associated with academic success.

 More specifically, the database includes the following for each country for which internationally comparable data are available:

 
 Students' responses to each of the mathematics and science items administered in the study
 
 Student achievement scores in mathematics and science
 
 Students' responses to the student questionnaires
 
 Teachers' responses to the teacher questionnaires
 
 Principals' responses to the school questionnaires
description: Self-completion
description: Department of Basic Education Master list of schools
description: Department of Basic Education Master list of schools database served as the sampling frame. 298 schools sampled and 285 schools realised providing a realisation of 95.6%. 
The TIMSS sampling design is a two-stage stratified cluster design:

Selecting a sample of schools from all eligible schools;
Randomly selecting a mathematics and science intact class from each sampled school; 

The sample was explicitly stratified by:

province; 
the language of teaching and learning (English, Afrikaans and dual medium);
school type (Public Dinaledi and Independent); and 
 
Implicitly stratified by:

quintile (school poverty index); and 
location (urban or rural).
DOI: 10.14749/1410430451
title: South African Poverty indicators 1996 - 2001 Municipalities: All provinces

description: Description: 
 This is aggregated data of individuals or households. The data originates from the South African censuses of 1996 and 2001 and covers the whole country at a municipal level. In order to calculate the aggregate poverty gap a cross tabulation of household income by household size, municipality and population group was drawn from the 2001 census.

 The poverty gap of each poor household was summed to arrive at the aggregate poverty gap for each municipality.
Abstract: 
 New estimates of poverty show that the proportion of people living in poverty in South Africa has not changed significantly between 1996 and 2001. However, those households living in poverty have sunk deeper into poverty and the gap between rich and poor has widened. The Human Sciences Research Council (HSRC) in collaboration with Mr Andrew Whiteford, a South African economist, has generated these estimates.

 Approximately 57% of individuals in South Africa were living below the poverty income line in 2001, unchanged from 1996. Limpopo and the Eastern Cape had the highest proportion of poor with 77% and 72% of their populations living below the poverty income line, respectively. The Western Cape had the lowest proportion in poverty (32%), followed by Gauteng (42%).

 While the poverty rate measures the proportion of a regionâs population living below the poverty line it does not give any indication of how far below the poverty line poor households are. For this the HSRC has used a measure called the poverty gap that measures the required annual income transfer to all poor households to bring them out of poverty. The HSRC study has shown that the poverty gap has grown from R56-billion in 1996 to R81-billion in 2001 indicating that poor households have sunk deeper into poverty over this period.

 In order to calculate the aggregate poverty gap a cross tabulation of household income by household size, municipality and population group was drawn from the 2001 census.

 The poverty gap of each poor household was summed to arrive at the aggregate poverty gap for each municipality.

 The Gini coefficient is a summary statistic of income inequality which varies from 0 (in the case of perfect equality where all households earn equal income) to 1 (in the case where one household earns all the income and other households earn nothing).
description: All municipalities within the South African borders in 1996 and in 2001.

 In order to calculate the aggregate poverty gap a cross tabulation of household income by household size, municipality and race was drawn from the 2001 census.
description: In order to calculate the aggregate poverty gap a cross tabulation of household income by household size, municipality and race was drawn from the 2001 census. 
Sampling is not applicable since the data used here refers to aggregated data of the universe.

Census 1996 and 2001 = universe.
For more information see www.statssa.gov.za.
DOI: 10.14749/1416388921
title: ELL 2007: Employment and Learning pathways of Learnership participants in the NSDS phase II (ELL): All provinces in South Africa

description: Description: 
 The data set consists of information on persons who registered for a learnership qualification and who enrolled in the first year of the National Skills Development Strategy (NSDS) Phase II.

 A total number of 6 815 valid surveys were returned. This represents a total return rate of 85.2%.
Abstract: 
 In 2006 the Department of Labour (DoL) requested that the Human Sciences Research Council (HSRC) undertake a study that evaluated the effectiveness of learnerships in terms of internal efficiency and the labour market outcomes of learnership participants. Because the brief given to the HSRC by the DoL was very broad and after considerable amounts of desktop research in the fields of effectiveness and efficiency, it was decided that the focus of this HSRC research would be on investigating the extent and ways in which learnerships are equipping the employed to advance through the formal labour market with enhanced skills and capacities, or equipping the young unemployed to find jobs, or create self-employment, or to advance to further education and training. Such empirical research requires a clear focus on the experience of individual participants in learnership programmes, rather than on the programmes themselves or on the Sector Education and Training Authorities (SETAs) that host them.

 A sample of Learnership participants under National Skills Development Strategy (NSDS) Phase II were selected and a telephonic survey was conducted using a Computer Aided Telephonic Interview (CATI) tool developed by the HSRC using Microsoft Access.
description: Telephone interview
description: The sampling frame consisted of all learners registered for learnerships across all SETAâs registered within the first financial year (1 April 2005 to 31 March 2006) of the NSDS Phase II.
description: The aim was to use this sample frame to obtain 8 000 responses, proportionately spread across the 22 SETAs according to the size of each SETA. PSETA provided no information on their learners registered in the NSDS Phase II and was the only SETA excluded from the sampling frame.
 Each data record within each SETA database was allocated a random number. Each data set was then sorted in ascending order according to the random number. The call centre operators proceeded by telephoning the learners from the top to the bottom of the list for each SETA separately.
DOI: 10.14749/1424332196
title: Framework for the development of an annual development report for the National Development Agency (FDADR) 2013: All provinces in South Africa

description: Description: 
 This is a qualitative study which conducted a total of 5 in-depth interviews. Organisations have been selected as respondents based on their experience and knowledge of development work in South Africa. 
Abstract: 
 The National Development Agency contracted the Economic Performance and Development Unit, HSRC, to undertake a study that would offer a blueprint for the NDA's Annual Development Report, which would include amongst other things a report outline, target audiences etc. Hence the objective of this study was to find and understand the process, approach, principles and best practice experience in the production of an annual development report to be used to develop an NDA Annual Development Report.

 It did this by exploring the human development reporting process and investigates ways through which this type of reporting can be done to address South Africa's many developmental issues; hence it also comes up with a framework for a state of development report for the country. The first part of this investigation looked at development reporting both at the national and international level and the second part of this process comprised a qualitative research methodology that involves a key informant survey that includes a small sample of key players in South Africa's development and development reporting arenas. This survey was therefore undertaken in order to gather and provide up to date perspective on the need for development information in the country.

 Five key informant telephonic interviews were conducted and these included development practitioners from:
 
 The United Nations Development Programme (UNDP) in South Africa
 
 The South African Women in Dialogue (SAWID)
 
 Department of Planning, Monitoring and Evaluation (DPME), the Presidency
 
 Atlantic Philanthropies (previously at Interfund)
 
 Democracy, Governance and Service Delivery (DGSD), the Human Sciences Research Council (HSRC).


 

 The following are the main research questions posed in the survey:

 
 Sources of Development Information
 
 Importance of communicating information on the state of development in a country
 
 The need for an Annual State of Development Report for South Africa and gaps that it would need to fill
 
 Processes and approaches to be followed in the development of such a report
 
 Partners in collaboration in the development of the report and the Institutionalisation of the development report
 
 Target audience for the development report
 
 Dissemination of the report
description: Compilation or synthesis of existing material
description: Telephone interview
description: Not applicable in a qualitative study
description: The sampling was purposive. The key informants were selected based on their background in development work. There was a target of 10 key informants and 5 consented to taking part in the survey.