Grade repetition, school drop-out and ineffective school policy: The case of underperformance in Amathole District, Eastern Cape (A. Bayat and S. Madyibi, SA Journal of Education, 2023).
Conspicuous consumption by race and socio-economic status in South Africa (S. Madyibi and A. Bayat, Development South Africa, 2023).
The unravelling rainbow nation: A critical discourse on conflicts in post-Apartheid South Africa (S. Madyibi, Politikon, 2022)
COVID-19 Pandemic: Impact on South Africa’s Early Childhood Development and Sustainable Development Goals (A. Bayat and S. Madyibi, Springer Nature, 2022).
The home environment and parental involvement of preschoolers in Philippi, a low-income area: Do they hinder or support early learning? (A. Bayat and S. Madyibi, SA Journal of Childhood Education, 2021).
A case study of ECD facility infrastructure in Philippi, South Africa (A. Bayat and S. Madyibi, Perspectives in Education, 2021)
Alcohol consumption and depression in South Africa: Evidence from the National Income Dynamics Study (H. Govera and A. Bayat, 2020).
Assessment of trends in income poverty in Nigeria from 2010–2013: An analysis based on the Nigeria General Household Survey (A. Jaiyeola & A. Bayat, Journal of Poverty, 24(3), 2020).
Dynamics of Urban and Rural Poverty in Nigeria: Implications from the Nigeria General Household Survey (A. Jaiyeola, I. Choga and S. Yaya, Journal of Poverty, 2020).
Status of Living Standards in Nigeria between 2010 and 2013 (A. Jaiyeola and A. Bayat, Journal of Poverty 24(1), 2019).
Health Care Expenditure and Health Outcomes in Sub-Saharan African Countries (J. Chireshe and M. Ocran, African Development Review, 2019).
An overview of trends in depressive symptoms in South Africa (K. Mungai and A. Bayat, SA Journal of Psychology 49(4), 2019).
Discrepancy and deviations: school-based assessments and standardised national assessments (M. Chetty, Department of Basic Education, Basic Education Matters, 1(1), 2018).
“The whole is greater than the sum of its parts”– Making sense of the intricacies in the school-based assessment system in South Africa, and coming to understand that achieving assessment quality is more about systems than outputs. (R. Poliah, Department of Basic Education, Basic Education Matters, 1(1), 2018).
The provision of valid feedback, both qualitative and quantitative, is one of the hallmarks of an effective examination and assessment system. Are we meeting the mark? A South African perspective. (P. Ogunbanjo, Department of Basic Education, Basic Education Matters, 1(1), 2018).
Understanding the sharp primary level enrolment increases beginning in 2011 (M. Gustafsson, Department of Basic Education, Basic Education Matters, 1(1), 2018).
Challenges in introducing ICTs in teaching and learning in South Africa (J. Ostrowick, Department of Basic Education, Basic Education Matters, 1(1), 2018).
Basic education’s role in tackling poverty (H.M. Mweli, Department of Basic Education, Basic Education Matters, 1(1), 2018).
Racist comments as crimes or delicts in South African law (D. Ntloana, Department of Basic Education, Basic Education Matters, 1(1), 2018).
Multi-Grade Teaching: Is Teacher Education the answer? (J.J. Joshua, Department of Basic Education, Basic Education Matters, 1(1), 2018).
Factors influencing the uptake and quality provision of digital financial inclusion in South Africa (K. Mungai, UWC, 2018). School administrative clerks’ deployment of participatory capital in establishing practice-based agency (Abdullah Bayat, UWC, 2013).