Casme  works primarily with teachers to build their capacity, skills and competence in subject content knowledge, pedagogical skills and the use of research-based strategies. Part of their work includes the integration of technology in teaching. The project not only focuses on Mathematics, Science and English teacher development and support but also includes components that address curriculum management, tertiary access and e-learning. 

Columba Leadership’s purpose is to transform the culture of schools to change the trajectory of youth.  Our programme focuses on leadership development and youth engagement for youth employability and school strengthening.  

Our funding comes from corporate South Africa as well as local and international trusts and foundations. A total of R129 226 667 has been invested in this organization since 2009. 

 The Simama Ranta competition is aimed at identifying and rewarding South African secondary schools that are exemplars and leading the way in entrepreneurship education. The Eskom Foundation believes that one of the best ways to curb underdevelopment in our communities is to teach the youth, at school level, to consider entrepreneurship as a viablecareer choice. Instead of studying to be job seekers, they should learn the skills to start and run successful businesses and in so doing, become job creators.

 

In January 2018, Growthpoint Properties partnered with Christel House to support thirty Grade 10 learners at their school campus in Cape Town. Supporting these students falls within the company’s CSI strategy where we aim to provide skills development to students in historically disadvantaged communities. 

 

ilovecoffee logo 150xI Love Coffee is an award-winning social enterprise staffed by the Deaf and their mentors.  We help members of the Deaf community shine as baristas and chefs in our cafes.  70 – 90% of Deaf South Africans are unemployed. I Love Coffee provides training for Deaf Black Youth without requiring a minimum level of education or literacy.  We provide barista and chef training as well as soft life and customer skills.  We retain the majority of our trainees but also assist those who wish to enter other organizations or who want to study further. 

We provide professional development of teachers through the following avenues: 

  • Developing early literacy content that is appropriate to different age groups with different needs;
  • Providing quality training, coaching and mentoring to teachers, heads of department, and subject advisors on early grade reading, specialising in African languages;
  • Empowering our own staff with up-to-date skills training on early grade reading theories and practice.

Our focus areas are language and literacy content development, specialising in mother tongue or African indigenous languages, and English Second Language (ESL).

 

Nali iBali logo

Nal’ibali (isiXhosa for “here’s the story”) is South Africa’s reading-for-enjoyment campaign. It makes use of reading and storytelling in home languages as well as English to support children’s literacy learning and school success. It is one of the biggest literacy-based nongovernmental organisations in South Africa. It was initiated in 2012 by the DG Murray Trust and the Project for the Study of Alternative Education in South Africa (PRAESA). 

Nal’ibali is built on the simple logic that a well-established culture of reading can be a real game-changer for education in South Africa. Literacy skills are a strong predictor of future academic success in all subjects – and children who regularly read and hear engaging stories, in languages they understand, are well equipped and motivated to learn to read and write. A significant body of research reinforces the link between reading for pleasure and improved outcomes for children. 

The Pella Food Garden Cooperative is a vegetable production farm operated by five female members ranging in age from 25 to 55 (one of whom is classified as youth and one who is physically disabled). All of the cooperative members are heads of and sole contributors to their households. Prior to 2017, the co-op struggled to farm its drought-ravaged land but could not generate enough income to utilize all their land or buy inputs.

Screen Shot 2019 04 01 at 161053We exist to diagnose and remediate cumulative learning gaps that build up through a learner’s education. We do this by creating scalable and impactful resources including highly detailed diagnostic assessments and personalised, targeted catch-up curriculum that can be used in a range of contexts.

 We wish to see all learners, regardless of their background, realise their academic potential. By placing special focus on Mathematics and, in future, Physical Science, Reflective Learning is opening the doors to STEM careers.

shinelogoShine Literacy seeks to create more reading opportunities for children in schools and in the greater community, working with schools directly to develop approaches that are relevant, effective and sustainable. Their main focus as an organisation is foundational phase literacy

Wordworks deliver resource-based training and capacity building for individuals, schools, ECD centres, organisations and institutions to use our materials and to implement early language and literacy programmes in their communities. We encourage and support partners to integrate programmes into their existing work, monitor programme implementation, share learning and build their capacity to become trainers. 

 

Despite considerable government and private investment into the formal teaching and learning of literacy at schools, as well as the informal promotion of literacy in communities, the 2016 Progress in International Reading Literacy Study (PIRLS) found that eight out of 10 or 78% of South African children in grade four could not read for meaning in any language. The same study ranked South Africa last out of 50 countries for literacy. Volkswagen SA has been on a journey since 2015 to ensure that children in Uitenhage are functionally literate by the end of grade three. The company’s approach to this focus area has expanded from the recognition that literacy is the cornerstone of quality education and the gateway to numerical competency, to advocating for the support of literacy as a social justice imperative.

 

The AECI Wise Wayz Water Care (WWWC) programme started in 2016 and is based in the Mbokodweni catchment area, working with 122 members of the Folweni and Ezimbokodweni communities in eThekwini, KwaZulu-Natal. WWWC promotes healthy natural environments through water and food security, while also developing community skillsets and sustainable livelihoods in historically disadvantaged communities. WWWC keeps a 30 kilometre stretch of the Umbogintwini River clear of solid waste and invasive alien plants, and has rehabilitated the Ezimbokodweni wetland of approximately 0.9 hectares, providing ecosystem services such as flood attenuation to the community. The rehabilitated area is cared for and monitored by the community.

 

capitecThe Learning Study approach is a model for Teacher Professional Development engagement with teachers in the classroom.  Learning study embraces an explicit learning theory, namely variation theory.  This is a pedagogical theory for framing the learning experience and addressing the learning gap often evident in learners. 

sdu logo 0The theory gives teachers a language for explaining how learners respond in the class, thus enhancing their capacity for diagnosing learner misconceptions. The Learning Studypilot was funded by Capitec Foundation,  and has had significant influence on the way future interventions have been planned at the Schools Development Unit (SDU).  The outcomes have led to the extension of the theory to other subject areas, namely English and the Sciences.

capitecThe Learning Study approach is a model for Teacher Professional Development engagement with teachers in the classroom.  Learning study embraces an explicit learning theory, namely variation theory.  This is a pedagogical theory for framing the learning experience and addressing the learning gap often evident in learners. 

sdu logo 0The theory gives teachers a language for explaining how learners respond in the class, thus enhancing their capacity for diagnosing learner misconceptions. The Learning Studypilot was funded by Capitec,  and has had significant influence on the way future interventions have been planned at the Schools Development Unit (SDU).  The outcomes have led to the extension of the theory to other subject areas, namely English and the Sciences. 

The Edcon Adopt-a-School Programme works with the key stakeholders of adopted schools such as the principals and staff, the SGB, Department of Education, to improve teaching, learner performance, school infrastructure and the overall school environment. This approach ensures that learners receive the best possible education and perform at their best; that educators have the right skills and capacity to impart knowledge and apply the curriculum, and also helps create school environments conducive to teaching and learning.

Axium Education, based in rural Eastern Cape, is bridging the gap between home and school literacy through a reading programme featuring community readers or “Nobalisas”.  Nobalisa’s are young adults from the surrounding area who are being upskilled through the programme, and are becoming advocates for literacy in their community. In this article, Axium provides the details of their programme, implementation experiences and lessons learned.

 

Axium Education, based in rural Eastern Cape, is bridging the gap between home and school literacy through a reading programme featuring community readers or “Nobalisas”.  Nobalisa’s are young adults from the surrounding area who are being upskilled through the programme, and are becoming advocates for literacy in their community. In this article, Axium provides the details of their programme, implementation experiences and lessons learned.

The Bookery, previously a project of Equal Education, facilitates the development of support structures in under-resourced schools to create an optimal environment in which to deliver sustained literacy programmes. Our interest in school libraries is not simply the establishment of spaces where books leave shelves and return in an orderly manner. Rather, we aim to develop school libraries as spaces that engender creativity, learning, critical thinking, literacy development and a desire to explore knowledge. In this article we share what we believe to be the most important features of a dynamic, well functioning library - and some of the lessons we learned in the process of creating them.

This includes:

·         Provision of Adequate and Relevant Resources

·         Buy-In from the School Community

·         Having the Right People as Librarians or Library Assistants

Read the case study: How to create school libraries that support self-directed approaches to learning

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