Ms Jaqueline Ceridwyn Harvey

DEPARTMENT: Inclusive Economic Development (IED)
TELEPHONE: 031 242 5682

In September 2017, Ms Jaqueline Harvey was appointed as a PhD Intern at the Human Sciences Research Council (HSRC). Her research focuses on neuroeducation and psycholinguistics. Research in this area will assist in attaining transformation of the South African education system where inclusion remains an overarching goal. Her PhD project aims to assist the academic development and achievement of first-year online tertiary students through working memory training.

Harvey completed her undergraduate degrees in psychology and neurophysiology at the University of Pretoria. She holds an MA in Research Consultation from the University of South Africa. Her dissertation explored the relationship between temperament and serum serotonin concentration in migraine sufferers. Working as a postgraduate assistant at the University of South Africa, Harvey became interested in the throughput rate of students, which shaped her doctoral project.

Harvey is the co-author of several journal publications, most recently the Impact of language factors on learner achievement in science (2018, South African Journal of Education). She is a member of the Health Professions Council of South Africa (HPCSA) as an intern psychologist.

Through her work in the Education and Skills Development programme, she has been involved in several impact evaluations to assess the efficacy of literacy interventions both in African languages and English. She was also part of the team that analysed the South African education policies since 1994 in terms of themes, such as governance, resources, and language. Most recently, Harvey has been a part of the Trends in International Mathematics and Science Study research team both in 2015 and 2019 cycles. She is also part of the team working on projects related to promoting youth in science, and science engagement.

Harvey has also organised two recent seminars as part of the Language in Education series. These seminars have aimed to broaden the conversation around Language in Education to move away from a deficit perspective and instead focus on the strengths learners bring with them to school.