The secondary school systems in South Africa face significant challenges related to educational outcomes and resource allocation. A mixed-method approach will be employed, integrating qualitative interviews with quantitative data from existing administrative records. A time-series forecasting model using an autoregressive integrated moving average (ARIMA) technique will be developed and validated. Initial findings suggest a moderate positive trend in student performance over the past decade, though variability is evident across different regions. The ARIMA model demonstrated robust predictive power for future clinical outcomes when calibrated with historical data from South African schools. Investment strategies should be tailored to address regional disparities identified by the analysis. The empirical specification follows Y=₀+^ X+, and inference is reported with uncertainty-aware statistical criteria.
Mathebula et al. (Tue,) studied this question.