Data-Driven Strategies for Addressing Challenges in Teacher Placement: A Legal and Pedagogical Analysis for Inclusive Education in South Africa

Teacher placement is a major challenge in South Africa, with limited school placements available for student teachers. This conceptual research studied how data-driven strategies may be used to tackle this problem, with a focus on legal and pedagogical problems to promote inclusive education. The article proposed that the use of data analytics may improve evidence-based decision-making in teacher placement. It focussed on providing equal access to education for all learners. Based on a review of relevant literature and legal frameworks, as well as insights from pedagogical practices and data analytics in education, this study proposed three major concepts for harnessing data-driven techniques to address teacher placement difficulties. The article first stated that an inclusive approach to data collection and analysis can improve equitable access to education, particularly for historically disadvantaged learners. Second, the article emphasized the importance of data privacy and security in the collection and utilization of educational data. Finally, the article underlined the need for ongoing professional development as well as the support of teacher education programs in using data analytics to inform their practice. In general, this article argues that data-driven teacher placement strategies can assist in enhancing efficiency and effectiveness while also addressing socioeconomic inequities and encouraging inclusive education. The article concluded by stating that a more holistic approach to teacher placement that takes into account legal and pedagogical difficulties, as well as data-driven efforts, can lead to more egalitarian and effective education systems in South Africa. Overall, this study adds to the growing body of literature on data-driven education methods and offers a unique perspective on teacher placement in South Africa.


INTRODUCTION
With limited school placements available for student teachers, teacher placement has been a recurring issue in South Africa's education system. 1 This quandary has far-reaching implications for the delivery of high-quality education and the implementation of inclusive education for all pupils.In recent years, there has been a growing interest in using data-driven solutions to solve this issue and support evidence-based decision making in teacher placement. 2he goal of this research is to give a conceptual analysis of how data-driven solutions may be used to address teacher placement issues in South Africa, with a focus on legal and pedagogical problems to promote inclusive education.This study aims to add to the body of knowledge on effective and equitable teacher placement procedures by evaluating relevant literature and regulatory frameworks, as well as insights from pedagogical practices and data analytics in education.
The study contributes to the corpus of knowledge on teacher placement in South Africa by underlining the viability of data-driven methods to tackle this issue.This study investigates legal and pedagogical aspects in order to give a more holistic approach to teacher placement that takes into consideration the wider social and educational context.In doing so, this paper sheds light on how data analytics might help in evidence-based decision-making in teacher placement, with a focus on providing equal access to education for all children.
This article also underlines the importance of ongoing professional development and assistance for instructors who want to use data analytics to inform their practice.This article also explores how more equitable teacher placement processes may assist historically disadvantaged pupils by emphasizing the significance of a more inclusive data collection and analysis strategy.

LITERATURE REVIEW An Overview of Teacher Placement Challenges in South Africa
Due to a lack of competent teachers, particularly in rural and underprivileged areas, teacher placement is a critical issue in South Africa. 3The limited number of school placements available to student teachers exacerbates this challenge, resulting in a lack of practical experience and skill development. 4According to a Department of Basic Education (DBE) study, the need for teachers in South Africa is anticipated to grow, with an estimated 20,000 more teachers needed each year to satisfy current shortages. 5nequities in access to quality education have historically prevailed in the South African education system, especially along racial and socioeconomic lines. 6These disparities remained after apartheid, with evidence of uneven access to teacher education programs and career possibilities for teachers from historically disadvantaged families. 7This has exacerbated a teacher shortage in impoverished and rural regions, where students are already disadvantaged due to a lack of infrastructure, resources, and access to educational opportunities. 8outh Africa has undertaken a number of legislative initiatives targeted at enhancing teacher placement in response to these difficulties.South Africa has implemented a number of legislative steps to address teacher placement issues in underserved and rural areas.The Funza Lushaka Bursary Programme is a governmentfunded initiative that aims to attract and retain competent teachers in high-need regions, notably rural and underresourced areas. 9The program offers bursaries to students who want to be teachers in exchange for a promise to teach in a public school for the same number of years as the award. 10The goal of the program is to raise the number of trained teachers in places where there is a teacher shortage, which is a severe problem in South Africa.The National Teaching Awards recognize and reward outstanding teachers in order to promote teaching as a profession and encourage teachers to remain in it. 11The Teacher Internship Programme gives newly graduated teachers a year of classroom experience to help them develop their skills and increase their employability. 12The Integrated Strategic Planning Framework for Teacher Education and Development in South Africa (ISPFTED) directs teacher education and development in the country, with the goal of improving teacher education quality, increasing the number of qualified teachers, and ensuring teacher deployment in high-need areas. 13The Rural Education Policy aims to improve rural education quality by increasing the number of certified teachers and strengthening school facilities and resources. 14The National Development Plan lays out a vision for South Africa's growth over the next decade, with a focus on enhancing education quality and increasing the number of qualified teachers, especially in underserved and rural regions. 15ll of these policy measures seek to solve teacher placement issues in South Africa, particularly in poor and rural regions, and to promote equal access to high-quality education.Despite these efforts, creative and evidence-based ways to resolve persistent teacher placement challenges and ensure equal access to high-quality education are still necessary.

Data-Driven Approaches in Education
Data-driven methodsof education have gained popularity in recent years. 16These techniques include obtaining, processing, and analyzing educational data with data analytic tools in order to provide insights that might improve policy and practice. 17Data-driven teacher placement approaches, in particular, have been utilized to ensure that qualified instructors are placed in schools where they are most needed. 18everal South African institutions have adopted data-driven teacher placement approaches.For example, the University of Pretoria uses a computer algorithm to match student instructors with acceptable placements by examining their talents and interests as well as school requirements. 19Similarly, the University of the Witwatersrand has developed a method for collecting data on student teachers' performance during teaching practice and using it to help with teacher placement decisions. 20ata analysis methodologies used in teacher placement include machine learning algorithms, predictive modeling, and cluster analysis. 21These tactics can help identify trends in educational data, such as studentteacher performance and school needs, and use that information to impact teacher placement decisions. 22Predictive modeling, for example, may be used to estimate teacher demand in various courses and areas, allowing universities to alter their teacher education programs as needed. 23Data-driven approaches to teacher placement in South Africa have demonstrated potential.Universities may guarantee that skilled instructors are placed where they are most needed by employing data analytics to assist decision making. 24

Legal Frameworks and Considerations for Data-Driven Approaches in Education
Data-driven methods of education have grown in popularity in recent years.However, there are legal frameworks and ethical issues that must be addressed when adopting these techniques. 25The safeguarding of student privacy is a significant issue.Educational institutions must follow rules and regulations governing the acquisition, storage, and use of student data. 26For example, in the United States, the Family Educational Rights and Privacy Act (FERPA) governs the use and disclosure of student education records, but in the European Union, the General Data Protection Regulation (GDPR) governs the use of personal data, including student data.
Another consideration is the risk of algorithmic bias.Data-driven systems rely on algorithms to manage and evaluate data, which may perpetuate existing prejudices or generate new biases. 27For example, if a machine learning system is taught on data containing previous discriminating inclinations, the results may be biased.As a result, ensuring that the data used to train algorithms is both representative and impartial is critical.
There are practical challenges to consider when implementing data-driven solutions in education, in addition to legal frameworks and ethical considerations.Data availability and quality are two practical challenges.To effectively execute data-driven initiatives, educational institutions must have access to reliable and complete data. 28Another practical consideration is the need for qualified staff who can gather, process, and analyze data.Educational institutions may need to engage in training programs or pay external consultants to get the necessary abilities. 29ata-driven projects have great promise for improving education, but it is necessary to address legal frameworks, ethical difficulties, and practical considerations when implementing these techniques.Educational institutions must ensure compliance with laws and regulations controlling student privacy and data protection, as well as make efforts to reduce algorithmic bias.Furthermore, they must have access to reliable and complete data and engage in the necessary knowledge development to properly implement data-driven projects.

Pedagogical Considerations for Data-Driven Approaches in Education
Pedagogy is the science of teaching and learning that includes a systematic approach to planning, delivering, and assessing educational activities. 30Data-driven activities in education can give insight into student learning and improve teaching methods.However, while employing these tactics, it is vital to examine pedagogical difficulties to ensure that they are consistent with educational aims and values. 31everal universities have enhanced teaching practices by implementing data-driven tactics.For example, the University of Michigan employs the data analytics platform Digital Innovation Greenhouse for Learning Analytics (DIGITAL) to collect data on student learning activities and deliver real-time feedback to instructors. 32This platform has been utilized to discover and modify student learning patterns, resulting in increased student engagement and performance.
Similarly, the University of British Columbia (UBC) has used statistics to assess the efficacy of its online courses.Baker explains how the UBC analytics team gathers data on student engagement and performance and makes recommendations to teachers on how to enhance course design and delivery. 33This strategy has increased student satisfaction and enhanced learning outcomes.
For data-driven strategies in education, pedagogical issues include ethics, privacy, and data protection.To ensure a student's success, instructors and institutions must collaborate.There is a substantial relationship between pedagogy and student teacher placement.Student teacher placement can have a substantial influence on their professional growth and capacity to apply pedagogical theory in the classroom.For example, if a student teacher is sent to a school where the teaching techniques differ greatly from those taught in their teacher education program, they may struggle to properly use their pedagogical talents.Institutions can also monitor using data-driven ways.The University of Texas at Austin is an example of a school that employs data-driven teacher placement practices.The institution created the Advanced Student Teaching Readyness Tool (START) to assess student teachers' preparation for placement.START assesses the knowledge and abilities of student teachers in areas such as classroom management, lesson design, and instructional delivery.The findings are used to place children's teachers in schools that best fit their strengths and areas for improvement.
Another example is the University of Michigan Teacher Education Initiative.The project intends to provide a data-driven approach to teacher education by collecting and analyzing data on student instructors' classroom experiences and performance.The obtained data is then utilized to strengthen the teacher education program and guarantee that student teachers are adequately prepared for their placements.These examples demonstrate the significance of pedagogical considerations in data-driven teacher placement efforts.Pedagogical talents are required for developing evaluation methodologies, analyzing data, and making informed judgments concerning student teacher placements.University teacher education programs must also conform to contemporary pedagogical best practices, ensuring that student teachers are well-prepared for their placements.Pedagogical factors can help data-driven techniques of teacher placement.To ensure that students are properly equipped for their placements, universities must emphasize pedagogy in their placement procedures and teacher education programs.Pedagogical knowledge is critical in the development and implementation of data-driven methods for teacher placement, and universities must continue to invest in this field if teacher quality is to increase.

Teacher Placement and Pedagogical Considerations
Another area in education where data-driven strategies are being employed is teacher placement.Data may be utilized to guide placement decisions for student teachers during their teaching practice assignments.For example, a university teaching practice unit may use data on student performance and instructor feedback to determine the optimal placement for a student teacher based on their strengths and limitations. 34owever, there are some reservations about using statistics in teacher placement decisions.One source of worry is the possibility of data being utilized prescriptively rather than as one of multiple considerations in decision-making.It is vital to consider the holistic needs of both the student teacher and the school when making placement decisions. 35Another source of concern is that data may reinforce prejudices and inequities in teacher placement.If statistics are used to select "high-performing" schools, for example, student teachers put in schools with fewer resources, or students from underrepresented groups may suffer. 36edagogical difficulties are critical in the application of data-driven techniques in education.It is vital to use data to assist in tailored training and program evaluation while also keeping potential hurdles and biases in mind.Data may also be utilized to help with teacher placement selections, but the student teacher's and the school's overall needs must be considered.

International Perspective on Data-Driven Approaches in Teacher Placement
In addition to pedagogical issues, data-driven techniques can be used to assist teacher placement.Many nations base teacher placement on factors such as seniority or availability rather than instructors' abilities or experience. 37Data-driven teacher placement systems strive to match teachers with schools and students based on their abilities and expertise in order to improve student outcomes.
The Ministry of Education in Singapore, for example, utilizes data to connect teachers with schools based on their teaching experience, topic knowledge, and school requirements. 38Similarly, teacher placement decisions in Chile are based on data on teacher effectiveness and student progress. 39owever, data-driven teacher placement strategies may raise questions about equality and justice.Some criticize the use of value-added models in the United States to evaluate teacher effectiveness and inform teacher placement decisions, claiming that these models do not accurately capture the complexity of teaching and unfairly penalize teachers who work with disadvantaged students. 40Overall, data-driven approaches to education and teacher placement can have far-reaching consequences.Although these approaches have the potential to enhance student outcomes, it is critical to assess how data is gathered, analyzed, and used to ensure that it is used in an ethical and equitable manner.
The educational components of data-driven approaches in education are the responsibility of universities.They must verify that these techniques are compatible with best practices in teaching and learning and correspond with their educational objectives.Some significant pedagogical issues for data-driven approaches in education are as follows.Data-driven initiatives should be consistent with the university's or educational institution's educational goals.This means that data utilization should strive to improve student learning outcomes and instructional quality.Data usage in education poses ethical concerns about privacy, consent, and data security.Universities must ensure that these issues are addressed in their policies and procedures, as well as that they comply with relevant legislation such as the General Data Protection Regulation (GDPR).Data-driven approaches should be integrated into teaching and learning procedures to increase student engagement and foster active learning.Teachers, for example, can use data analytics to monitor students' progress and provide individualized feedback.To allow lecturers and students to successfully use data, universities must engage in capacity building.This includes training programs, tools, and support systems that may help instructors improve their data analytics skills and incorporate data-driven strategies into their classroom instruction.
To understand the impact of data-driven activities on student learning outcomes, it is necessary to examine the efficacy of data-driven initiatives in education.Evaluations can be conducted using student comments, analysis of student performance data, and other assessment techniques.Data-driven techniques in education require pedagogical considerations to guarantee that they are effective and correspond with the university's instructional aims.Universities can increase student learning outcomes and teaching and learning quality by addressing these issues.

METHODOLOGY
This conceptual paper proposes data-driven solutions for teacher placement in South Africa based on a study of relevant literature, legislative frameworks, and insights from pedagogical practices and data analytics in education.The examination of the literature was carried out using search phrases such as "teacher placement," "data-driven techniques," "inclusive education," and "South Africa" in internet databases such as Google Scholar, JSTOR, and ProQuest.The selected papers and reports have been published in peer-reviewed journals, conference proceedings, and publications from well-known institutions such as UNESCO and the World Bank.
The paper also looked at the legal environment for data-driven initiatives in education.The South African Constitution establishes a framework for inclusive education, emphasizing the significance of overcoming apartheid-era educational inequities. 41The Promotion of Access to Information Act (2000), which specifies rules for the collecting and use of personal information, including educational data, was reviewed in this article.In addition to reviewing the research and legal frameworks, the paper draws on principles from educational techniques and data analytics in education.Data analytics is becoming increasingly popular in education, particularly in teacher education programs, to guide decisions on teacher placement and professional development.
This article suggests a comprehensive data gathering and analysis method that includes all stakeholders in the educational system.This technique includes gathering data from kids, instructors, and parents, as well as utilizing publicly accessible statistics, such as demographic data, to help in teacher placement decisions.Considerations for data privacy and protection were also taken into account, with an emphasis on conforming to regulatory requirements and ensuring that data is securely stored and used only for the purpose intended.In terms of data analysis, this article explored using data analytics to inform teacher placement decisions.Data analytics may give information on instructors' strengths and shortcomings, as well as student needs and traits, which can help with teacher placement decisions.Ongoing professional development and funding for teacher education programs were also mentioned since these programs are important in supporting data-driven teacher placement strategies.Overall, the approach used in this study includes a thorough review of relevant literature and regulatory frameworks, as well as insights from pedagogical methods and data analytics in education.Based on this research, the recommended data-driven solutions for teacher placement seek to promote inclusive education and contribute to the accomplishment of the education-related Sustainable Development Goals.

FINDINGS AND DISCUSSIONS
The purpose of this study was to look at the possibility of data-driven techniques for teacher placement in South Africa to improve inclusive education and contribute to the achievement of the education-related Sustainable Development Goals (SDGs).The researchers explored the issues South Africa experiences in teacher placement through a comprehensive analysis of the literature and how data-driven techniques might successfully solve these challenges.This section provides the study's key findings and evaluates their importance, consequences, limits, and future research objectives.

Key Findings and Their Significance
The study's findings emphasize numerous crucial issues about data-driven tactics for teacher placement in South Africa, as well as its implications for inclusive education and the SDGs.The research underlines the need to include all stakeholders in data gathering and analysis.This strategy ensures inclusion and the consideration of other points of view.A more comprehensive picture of teacher placement requirements may be obtained by collecting data from numerous sources, including schools, universities, and related institutions.According to a Department of Basic Education (DBE) projection, there will be 24,372 public schools in South Africa in 2020, with an estimated 12.4 million pupils and 410,000 instructors. 42These numbers, however, do not account for differences in teacher supply and demand among provinces, districts, and schools.More detailed data is thus required to discover gaps and inconsistencies in teacher placement.As it addresses the different needs of learners, an inclusive approach accords with the ideas of inclusive education.
The report correctly emphasizes the necessity of data privacy and protection, especially when dealing with personal information.It is critical to follow appropriate data protection legislation, such as South Africa's Protection of Personal Information Act (POPIA).Ethical data handling methods are critical for maintaining stakeholder confidence, especially in the educational sector, where sensitive information is involved.Data about learners' impairments, socioeconomic background, or academic achievement, for example, can be used to influence teacher placement decisions, but they can also lead to prejudice or stigma if not managed appropriately.Data should thus be obtained and utilized with permission, openness, and accountability.
The report recognizes the need for continuing professional development and support for teachers, particularly those working in underprivileged settings.This method tackles the skills gap while also having the potential to improve educational quality.Mentioning mentorship programs and customized training is good since it understands that instructors may require varying amounts of assistance.Mweli et al., for example, discovered that mentorship programs for rookie teachers in rural schools enhanced retention rates, professional identity, and classroom practices. 43Similarly, Ngcobo et al. discovered that targeted inclusive education training for teachers boosted their knowledge, attitudes, and self-efficacy. 44he study properly identifies data-driven teacher placement techniques as having the potential to contribute to inclusive education by ensuring that students with disabilities have access to qualified instructors.Students can obtain a high-quality education that suits their specific requirements by placing skilled instructors with subject competence and experience in schools.This can assist in closing the achievement gap between underprivileged students and their more advantaged counterparts.The study also demonstrates how data-driven teacher placement techniques might aid in the accomplishment of numerous education-related SDGs. 45As an example: • SDG 4 (Quality Education): By ensuring that all students have access to high-quality education offered by well-trained instructors who can meet their unique needs.• SDG 5 (Gender Equality): By encouraging more female teachers to seek careers in STEM disciplines and advocating gender balance in teacher placement.• SDG 10 (Reduced Inequalities): By addressing regional, school, and community inequities in teacher distribution and allocation.
Data-driven teacher placement solutions can aid in the reduction of educational inequities in South Africa by placing skilled teachers in schools in poor areas.This guarantees that learners from all backgrounds have equal access to education.It is also critical to acknowledge that teacher placement alone will not be enough to solve the complex and multidimensional issues of inclusive education.Infrastructure, resources, curriculum, assessment, governance, and leadership are all important in providing an enabling environment for all learners.As a result, addressing the core causes of educational disparities in South Africa requires a holistic and integrated strategy.
While this study gives useful insights into data-driven teacher placement tactics, it also admits limitations, such as the study's exclusive focus on data-driven approaches.According to the report, future research should look at additional factors influencing inclusive education in South Africa, such as resource availability and cultural influences.Furthermore, there are certain problems or difficulties in doing the literature review in this study, such as: • Data availability: There is a lack of reliable and up-to-date data on teacher placement in South Africa, especially at the school level.This limits the scope and depth of the analysis and the identification of best practices.• Data quality: The data sources included in this study range in quality and validity, from peer-reviewed papers to government reports to media stories.This makes comparing and integrating the findings, as well as assuring their correctness and usefulness, difficult.• Ethical dilemmas: The use of data for teacher placement raises ethical concerns, such as the possible influence on teachers' autonomy, motivation, and well-being.This necessitates a thorough assessment of the advantages and disadvantages of data-driven initiatives, as well as respect for teachers' rights and preferences.
The findings and discussions of the study show the promise of data-driven solutions for teacher placement in South Africa.When implemented with inclusivity, data protection, and professional development in mind, these projects have the potential to make a significant contribution to inclusive education and the achievement of the SDGs.It is critical to emphasize, however, that data-driven initiatives are only one component of a larger educational reform effort required to address fundamental flaws in South Africa's education system.As a result, policymakers, practitioners, and academics are encouraged to work together to ensure that data-driven teacher placement practices are consistent with the vision and goals of inclusive education and sustainable development.

RECOMMENDATIONS
The following recommendations are offered to solve teacher placement difficulties in South Africa and to promote equitable and inclusive education: These recommendations are based on the study's results and discussions, as well as existing research and best practices in teacher placement.

Inclusive Data-Driven Strategies:
To promote equitable access to education, data-driven programs for teacher placement should incorporate an inclusive approach to data collection and analysis.This should include collecting and evaluating data on historical disparities, demographics, and student needs in order to ensure that all students, particularly those from historically disadvantaged groups, have access to professional and experienced teachers.This technique also considers the diversity of teachers' and schools' interests, allowing them to participate in decision-making.
Protecting Data Privacy and Security: Data privacy and security must be maintained during the collection, storage, and use of educational data in order to protect learners' privacy and maintain their trust in the education system.Teachers and educational institutions should be educated on data privacy and security best practices, and open rules and procedures governing data collection and utilization should be developed.This method also reduces the likelihood of data breaches, abuse, or manipulation, which might jeopardize the quality and integrity of teacher placement.

Professional Development and Support:
Teachers and educational institutions should get continual professional development and assistance in order to effectively implement data-driven solutions for teacher placement.Training in data analysis tools and techniques, strategies for integrating evidence-based decision making in teacher placement, and building a culture of continuous improvement may all be part of this.This technique also improves teachers' and educational institutions' abilities and competencies, and creates a positive attitude toward data-driven teacher placement.

Collaborative Partnerships:
To enhance inclusive education and address teacher placement challenges, collaborative relationships between educational institutions, government agencies, civic society, and the business sector must be promoted.These collaborations have the potential to combine resources, experience, and new methods to tackle South Africa's complicated teacher placement difficulties.This strategy also promotes collaboration and communication by encouraging all stakeholders to have a common vision and responsibility for inclusive education.

Sustainable Development Goals:
To guarantee that data-driven teacher placement programs contribute to the attainment of education-related SDGs, educational institutions and governments must link their efforts with these goals.This might include tracking progress toward specific goals such as enhancing educational quality and resolving educational inequities.This strategy also highlights South Africa's commitment to and contribution to the global education and development agenda.
Innovative Approaches: Innovative approaches to addressing teacher placement issues in South Africa should be explored.This might involve matching teachers with schools based on their skills and experience using technologies such as online platforms and artificial intelligence.New teacher education models, such as community-based programs and mentorship schemes, may also be established to give more equal access to teacher education.To enhance teacher placement results and experiences, this strategy also makes use of digital transformation and social innovation.

Long-term Planning:
Long-term planning is required to ensure the viability of data-driven teacher placement initiatives.This might mean creating a national teacher placement plan based on the SDGs and employing a variety of evidence-based methodologies.Furthermore, financial channels and partnerships should be formed to support long-term policy implementation.By providing a clear direction and structure, this strategy also improves the continuity and consistency of teacher placement in South Africa.
As a result, while creating data-driven initiatives, institutions should examine the pedagogical components of teacher placement.This might include gathering information about the pedagogical techniques utilized in various schools, as well as the pedagogical strengths and shortcomings of specific student teachers.Universities may guarantee that student instructors are placed in situations that support their pedagogical growth by using this information to influence placement choices.
South Africa may progress toward a more equitable and inclusive education system that provides all learners with access to skilled and experienced instructors by following these proposals.South Africa may also help to attain sustainable development by aligning its efforts with global aspirations.

CONCLUSION
This article investigated the potential of data-driven teacher placement solutions in South Africa to enhance inclusive education and contribute to the achievement of the Education SDGs.It reviewed the literature on the challenges and opportunities for teacher placement in South Africa, and it proposed a framework for data-driven teacher placement that encompasses inclusivity, data privacy, professional development, collaborative partnerships, innovation, and long-term planning.It has underlined the need to include all stakeholders in the data collection and analysis process, as well as maintaining data privacy and providing professional development and support for teacher education programs.This research provides several ideas for resolving teacher placement issues in South Africa using data-driven techniques.Among these are the need for a more coordinated approach to data collecting and analysis, as well as the promotion of data-driven decision-making in teacher placement and the development of data literacy skills for all stakeholders.Following these ideas, stakeholders may strive toward a more efficient and effective teacher placement process that supports inclusive education for all students.
Finally, this research has stressed the potential of data-driven teacher placement initiatives in South Africa to promote inclusive education and contribute to the accomplishment of the Education SDGs.Stakeholders may strive toward a more equitable and inclusive education system that benefits all learners, regardless of their origin or circumstances, by using the power of data to influence decision making.However, this article acknowledges the limitations and constraints of data-driven teacher placement, such as data availability and quality difficulties, ethical quandaries, and teacher or school opposition.As a result, this paper suggests that future research investigate additional factors influencing inclusive education in South Africa, such as resource availability and cultural influences.Furthermore, this paper encourages policymakers, practitioners, and academics to work together and coordinate their efforts to ensure that data-driven teacher placement plans are consistent with the vision and goals of inclusive education and sustainable development.

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