| Post-1994 South African education: The challenge of social justice S Badat, Y Sayed The ANNALS of the American Academy of Political and Social Science 652 (1 …, 2014 | 315 | 2014 |
| Implementing education policies: the South African experience Y Sayed Juta and Company Ltd, 2001 | 261 | 2001 |
| Education quality, and teaching and learning in the post-2015 education agenda Y Sayed, R Ahmed International Journal of Educational Development 40, 330-338, 2015 | 192 | 2015 |
| Democratising education in a decentralised system: South African policy and practice Y Sayed Compare: A journal of comparative and international education 32 (1), 35-46, 2002 | 165 | 2002 |
| (Re) Framing education exclusion and inclusion discourses Y Sayed, C Soudien The Institute of Development Studies and Partner Organisations, 2003 | 147* | 2003 |
| Decentralisation and the construction of inclusion education policy in South Africa Y Sayed, C Soudien Compare: A Journal of Comparative and International Education 35 (2), 115-125, 2005 | 146 | 2005 |
| Discourses of the policy of educational decentralisation in South Africa since 1994: an examination of the South African Schools Act [1][2] Y Sayed Compare: A Journal of Comparative and International Education 29 (2), 141-152, 1999 | 124 | 1999 |
| Physical access to schooling in South Africa: mapping dropout, repetition and age‐grade progression in two districts S Motala, V Dieltiens, Y Sayed Comparative education 45 (2), 251-263, 2009 | 115 | 2009 |
| The case of teacher education in post-apartheid South Africa: Politics and priorities Y Sayed Changing class: Education and social change in post-apartheid South Africa …, 2004 | 111 | 2004 |
| A new racial state? Exclusion and inclusion in education policy and practice in South Africa: Conversations C Soudien, Y Sayed Perspectives in Education 22 (1), 101-115, 2004 | 104 | 2004 |
| Assessment policy in post-apartheid South Africa: Challenges for improving education quality and learning A Kanjee, Y Sayed Assessment in Education: Principles, Policy & Practice 20 (4), 442-469, 2013 | 99 | 2013 |
| Promoting access and enhancing education opportunities? The case of ‘no‐fees schools’ in South Africa R Ahmed, Y Sayed Compare 39 (2), 203-218, 2009 | 95 | 2009 |
| Teachers as agents of sustainable peace, social cohesion and development: Theory, practice & evidence M Novelli, Y Sayed Education as change 20 (3), 15-37, 2016 | 93 | 2016 |
| Teacher quality: Evidence review R Naylor, Y Sayed Office of Development effectiveness: Commonwealth of Australia, 2014 | 91 | 2014 |
| Education quality in post‐apartheid South African policy: Balancing equity, diversity, rights and participation Y Sayed, R Ahmed Comparative Education 47 (1), 103-118, 2011 | 91 | 2011 |
| Students’ experience of postgraduate supervision at the University of the Western Cape Y Sayed, G Kruss, S Badat Journal of further and higher education 22 (3), 275-285, 1998 | 88 | 1998 |
| Literature review: The role of teachers in peacebuilding LK Horner, L Kadiwal, Y Sayed, A Barrett, N Durrani, M Novelli | 86 | 2015 |
| Equity and ‘no fee’schools in South Africa: Challenges and prospects Y Sayed, S Motala Social Policy & Administration 46 (6), 672-687, 2012 | 85 | 2012 |
| Discourses of exclusion and inclusion in the South: Limits and possibilities Y Sayed, C Soudien, N Carrim Journal of Educational Change 4 (3), 231-248, 2003 | 83 | 2003 |
| Changing forms of teacher education in South Africa: A case study of policy change Y Sayed International journal of educational development 22 (3-4), 381-395, 2002 | 82 | 2002 |
