Professor Anil Kanjee

Anil Kanjee is a Research Professor and coordinator of the Postgraduate and Research Programme in the School of Education at the Tshwane University of Technology.  He also serves as a Senior Research Fellow at the Centre for International Teacher Education.

Previously, he was an Executive Director at the Human Sciences Research Council, where he headed the Centre for Education Quality Improvement and the Research Program on Assessment Technology and Education Evaluation. During this time, he served as the South African representative to the International Association for the Evaluation of Education Achievement (IEA) General Assembly and managed the Trends in International Mathematics and Science Studies (TIMSS) as well as a number of national assessment studies conducted in South Africa.

He holds a doctorate in Research and Evaluation Methods from the University of Massachusetts Amherst and a postgraduate teaching diploma from the University of Cape Town.

He has extensive experience in the areas of effective implementation of assessment for learning in the classroom, national and international assessment studies, and teacher professional development. He has worked as a consultant to education ministries in Africa, Asia and the Middle East and has served as a technical advisor to a number of national and international organisations including UNESCO, UNICEF and the World Bank.

He has co-edited a book entitled “The search for quality education in post-apartheid South Africa: Interventions to improve learning and teaching”, published by HSRC Press in May 2013.


His area of interests include

  • Addressing the challenge of improving education quality and equity in developing nations
  • Applications of effective classroom assessment practices for improving learning and teaching in school and universities
  • Development of national assessment systems
  • Monitoring and evaluation of education systems, programmes and projects
  • Teacher professional development
  • Application of Item Response Theory

His current research projects include the following

  • Assessment for Learning district-wide professional development programme. This programme aims to enhance the capacity and skills of education officials (in two districts) to enhance the support provided to schools in the effective use of assessment to improve learning and teaching. This project involves 200 schools across the different poverty quintiles, and is implemented as a randomised control trial to determine impact of the programme on teacher assessment knowledge and practice, and learner engagement and performance.
  • Enhancing pre-service teachers’ and university lecturers’ use of assessment for improving learning and teaching. This project is based on implementing an integrated assessment course to improve the assessment knowledge and skills of trainee teachers as well as a professional development programme for lecturers to enhance their use of assessment for improving learning as well as for demonstrating quality assessment practices in their teaching.
  • Development of a national framework for reporting results from large-scale assessment studies. This project is based on conducting data analysis and reporting using the Annual National Assessments surveys conducted in South Africa.
  • Longitudinal study of Initial teacher education programmes. This project is conducted in collaboration with the Centre for International Teacher Education, Cape Peninsular University of Technology.

Recent publications include

  • Kanjee, A. & Mthembu, T. J (2015).  Assessment literacy among Foundation Phase teachers: An exploratory study. South African Journal of Childhood Education. 5(1): 142-168.
  • Kanjee, A. & Moloi, Q.  (2014). South African teachers’ use of national assessment data. South African Journal of Childhood Education, (4)2: 90-113.
  • Sayed, Y, Kanjee, A. & Rao, N. (2014). Assessment of and for learning.  In Wagner, D. A. (Ed.). (2014). Learning and Education in Developing Countries: Research and Policy for the Post-2015 UN Development Goals (pp. 91-109). Palgrave Macmillan.
  • Kanjee, A (2013). Large-scale assessment studies in South Africa: Trends in reporting results to schools. In S. Laher and K Cockcroft (eds).  Psychological Assessment in South Africa: Research and applications 2000–2010 (pp. 516-534). WITS University Press.
  • Kanjee, A. (2013).  Academic achievement in South Africa.  In E. A. Anderman & J. Hattie. (Eds). International handbook of student achievement (pp. 468-471).  Routledge.
  • Kanjee, A., & Sayed, Y. (2013). Assessment policy in post-apartheid South Africa. Assessment in Education: Principles, Policy & Practice, 20(4), 442-469.
  • Sayed, Y., Kanjee, A. & Nkomo, M. (eds.) (2013). The search for quality: Policy reforms to improve education quality in South Africa since 1994.  Cape Town: HSRC Press.
  • Kanjee, A. & Acana, S. (2013). Creating a supportive environment for educational assessment in Uganda. Washington DC: World Bank.
  • Frempong, G., Reddy, V. & Kanjee, A. (2011).  Exploring equity and quality education in South Africa. Compare: A Journal of Comparative and International Education, 41(6): 819-835.
  • Kanjee A., Sayed, Y. & Rodriquez, D. (2010). Curriculum planning and reform in sub-Saharan Africa. Southern African Review of Education, 16(1): 83-96.