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Author:Schaffer
Year:2011
Project Name:PSP teacher development
Project Description:This booklet describes the journeys of seven teachers who joined the PSP projects and through personal courage and dedication became reflective educational leaders and science practioners.
Sector:NGO
Phase:Foundation Intermediate
Type of Study:Intervention evaluation
School:Primary
Type:Intervention
Domain:Literacy English
Location:South Africa
Department / Province:Western Cape
Website:http://www.psp.org.za/?start=36
Document:1_Case Studies for web.pdf
 
Author:Schaffer et al
Year:2009
Project Name:Impact evaluation of the PSP Cluster Project 2007 to 2009
Project Description:This report outlines the impact study and presents the summative evaluation findings of the Cluster Project. It then provides the independent evaluators conclusions and her recommendations for future implementation of the Cluster Project.
Sector:NGO
Phase:Foundation Intermediate
Type of Study:Intervention evaluation
School:Primary
Type:Intervention
Domain:Science
Location:South Africa
Department / Province:Western Cape
Website:http://www.psp.org.za/reports-a-evaluations/monitoring-a-evaluation/142-monitoring-a-evaluation-3
Document:2_rezenexanderarequestforschoolinterventionevaluation.zip
 
Author:Saide
Year:2007
Project Name:Family Maths Programme
Project Description:This report is of an evaluation conducted by SAIDE of a pilot programme on Family Maths conducted in 2006 by COUNT.
Sector:NGO
Phase:Foundation Intermediate
Type of Study:Intervention evaluation
School:Primary
Type:Intervention
Domain:Numeracy Maths
Location:South Africa
Department / Province:Multiple
Website:http://www.oerafrica.org/ResourceDownload.aspx?id=37794
Document:3_31May2007 Final Report submitted to Shuttleworth.pdf
 
Author:Fleisch et al
Year:2010
Project Name:Evaluation of Back to Basics mathematics workbooks a randomised control trial of the Primary Mathematics Research Project
Project Description:Can providing learner support materials particularly custom-designed workbooks improve primary mathematics achievement more cost effectively than providing conventional textbooks To contribute to this debate this paper reports on the findings of a study conducted in 2010 by a consortium of educational researchers at JET Education Services and University of the Witwatersrand. Between January and June 2010 the consortium undertook a randomised control trial of learning support materials in Grade 6 classes in 44 primary schools serving low income communities in Gauteng province. The study shows that Grade 6 learners exhibit the same degree of learning improvement in mathematics whether they use a conventional textbook or a workbook specifically customised to address the problems exhibited by South African learners. From a policy perspective no warrant can be issued on the relative effectiveness of the specific workbooks considered in the study.
Sector:NGO University
Phase:Intermediate
Type of Study:Intervention evaluation
School:Primary
Type:Intervention
Domain:Maths
Location:South Africa
Department / Province:Gauteng
Website:http://www.ajol.info/index.php/saje/article/view/73743
Document:4_Fleisch_Taylor_Herholdt _Sapire_2011.pdf
 
Author:Villanueva Webb
Year:2008
Project Name:Scientific investigations The effect of the Science Notebooks approach in Grade 6 classrooms in Port Elizabeth South Africa
Project Description:This study investigated whether a selected group of South African teachers could be trained to use the Science Notebooks approach successfully in their classrooms and whether the approach had an effect on the way their learners engaged in scientific investigations. The Science Notebooks approach is a formalised writing-to-learn science approach which closely models what scientists do in real life. The study is based on the comparison of three Grade 6 township school teachers who participated in Science Notebooks professional development activities with four control group teachers. A mixed-method approach was used to collect data by means of classroom observations using the Inquiry-based Science Observation Scale teacher interviews and examining learner work using the Science Notebooks Checklist. Data generated by this study suggest that the participating teachers were able to be trained to use the Science Notebooks approach to an acceptable level and that their understanding of the approach improved during the course of the intervention. The experimental group of teachers developed the skills required to guide their learners through developing a testable question planning their investigation collecting data making scientific drawings and drawing conclusions whereas the control group demonstrated no such changes. The data also suggests that the learners inquiry skills were enhanced during the process.
Sector:University
Phase:Intermediate
Type of Study:Intervention evaluation
School:Primary
Type:Intervention
Domain:Science
Location:South Africa
Department / Province:Eastern Cape
Website:http://www.nmmu.ac.za/helpingteachers/GroupProjectWebb/Mary%20Grace%20and%20Paul%20Webb%20Article.pdf
Document:5_Villanueva_Webb, 2008.pdf
 
Author:King
Year:Not specified
Project Name:Assessing the effect of an instructional intervention on geometric understanding of learners in South African primary schools
Project Description:This paper reports ongoing research which was started in 2000 and is meant for completion by December 2002. The purpose of the research is to determine through classroom intervention whether primary school students geometric thought develops according to a specific pattern. The research pays particular attention to the possible development that occurs in students geometric understanding during a six-month intervention programme. The study involves the implementation of an instructional programme in a grade 6 South African class that covers the prescribed syllabus for that particular grade for the academic year. The research focuses predominantly on the students reaction to the instruction in a normal classroom setting. The research involves an experimental and control group with pre- and posttests being administered to ascertain whether a shift in students understanding has occurred. Learners from a grade 7 class are used as an additional control group to compare and to some extent verify the levels of development of students at the beginning and end of an academic year. The research method in addition includes the collection of qualitative data by means of a student questionnaire to establish their perceptions of the classroom environment during the intervention. A variety of other data collection methods will be introduced including observations interviews with selected students and the subject teacher involved.
Sector:University
Phase:Intermediate Senior
Type of Study:Intervention evaluation
School:Primary
Type:Intervention
Domain:Maths
Location:South Africa
Department / Province:Not specified
Website:http://publications.aare.edu.au/01pap/kin01220.htm
Document:6_King, n.d..docx
 
Author:Padayachee et al
Year:2011
Project Name:A blended learning Grade 12 intervention using DVD technology to enhance the teaching and learning of mathematics
Project Description:This article describes the experiences and mathematics performance of Grade 12 learners selected to participate in a mathematics intervention project using digital video disk DVD technology within a blended learning context. Blended learning in the context of this study is defined as employing a variety of appropriate methods of delivery to enhance the teaching and learning process. DVD technology was used as an ingredient in this blended learning approach since it is easily available and accessible to the majority of learners and the schools they attend. The study reported on here forms part of a larger study using action research methodology. This article reports on a single stage of the action research implementing a change to improve the situation and observing the consequences of this action. Mathematics Incubator School Project ISP learners completed questionnaires with open-ended questions which pertained to their experiences of the blended learning approach. The observations of the facilitators were also recorded. A single school was used as a case study and the mathematics performance of learners who participated in the ISP was compared with that of those who did not. The findings suggest that use of DVD technology in this blended learning approach impacted on mathematics learning and enhanced the mathematics performance of learners.
Sector:University
Phase:FET
Type of Study:Intervention evaluation
School:Secondary
Type:Intervention
Domain:Maths
Location:South Africa
Department / Province:Eastern Cape
Website:http://www.pythagoras.org.za/index.php/pythagoras/article/view/24
Document:7_Padayachee, Boshoff, Olivier_Harding 2011.htm
 
Author:Marais Smith Duveskog
Year:2007
Project Name:TekkiKids Technology clubs for children
Project Description:TekkiKids is a part of the The Young Engineers of South Africa YESA programme which is an initiative aimed at increasing the pipeline for the generation of more scientists engineers and technologists by creating the necessary interest and involvement of learners. The aim of the TekkiKids project is to research hands-on experiential learning via technology clubs for children aged 9 -12. Sponsored by DST and the Finnish Embassy this research is done in partnership with the University of Pretoria and the University of Joensuu in Finland. The methodology used in Finland is being replicated in South Africa and adapted to local conditions. In the pilot phase of this three year project three groups of learners from well resourced and less well-resourced schools were selected and exposed to science and technology via challenges and other fun activities that cover the design and building of simple structures right through to the building of robots. We discuss our initial experiences regarding the dynamics of paring well-resourced and less well-resourced schools and the use of various technologies such as Lego Mindstorms and waste materials such as cardboard. Computer literacy proved to be a constraint that had to be addressed. The technology clubs proved to be a good testing ground for the use of novel ways of introducing concepts such as programming. The difficulty that some of the learners experienced in constructing devices using Lego and other materials highlighted the need for basic skills that can only be gained via experience. The implications of our experiences in the design of a three year curriculum framework for technology clubs is discussed.
Sector:NGO
Phase:Intermediate Senior
Type of Study:Intervention evaluation
School:Primary
Type:Intervention
Domain:Science
Location:South Africa
Department / Province:Eastern Cape
Website:http://researchspace.csir.co.za/dspace/handle/10204/2256
Document:8_Marais, Smith_ Duveskog, nd.pdf
 
Author:Botes Mji
Year:2009
Project Name:Language diversity in the mathematics classroom does a learner companion make a difference
Project Description:Language and education are interrelated because all teaching is given through the medium of language. Language is considered to be both a precondition for thought and a bearer of thought and therefore influences the extent to which a childs intelligence is actualised. In the South African context linguistic diversity is a complex issue. It has increasingly become the task and responsibility of educators to develop strategies in an attempt to facilitate quality education for their learners. In this study the researchers developed an aid that would assist learners to relate mathematics terms and concepts in English with terms in their own languages. The study determined whether a visual multilingual learner companion brought change in learners performance in mathematics. Also what the educators views were about this. A combination of a quasiexperimental study and an interview schedule was conducted. The quasiexperimental study was conducted among learners while the interview schedule was with their educators. The sample comprised 2348 learners in Grade 4 Grade 5 and Grade 6 from 20 schools as well as 20 educators from the treatment schools. The results indicated that the mathematics marks of the treatment group improved. Also the educators were complimentary about the learner companion and indicated that they would utilise this going forward in their teaching. It is recommended that the multilingual visual explanatory mathematics learner companion be used and investigated on a larger scale to corroborate the efficacy reported here.
Sector:University
Phase:Intermediate
Type of Study:Intervention evaluation
School:Primary
Type:Intervention
Domain:Maths
Location:South Africa
Department / Province:North West
Website:http://reference.sabinet.co.za/sa_epublication_article/educat_v30_n1_a9
Document:9_Botes_Mji, 2009.pdf
 
Author:Mestry Singh
Year:2007
Project Name:Continuing professional development for principals A South African perspective
Project Description:We explore the rationale for school managers in South Africa to enrol for a new practice-based qualification and determine the perceptions of principals on how the Advanced Certificate in Education ACE course influences their leadership style . The task of being a principal is demanding requiring energy drive and many personal qualities and attributes. Principals involved in the day-to-day management of their schools need to take time to reflect on their personal growth as leaders and managers. The expectations of principals have moved from demands of management and control to the demands for an educational leader who can foster staff development parent involvement community support and learner growth and succeed with major changes and expectations. Developing principals and providing them with the necessary knowledge skills values and attitudes becomes increasingly important as the dynamic and changing educational culture becomes increasingly difficult. Using a qualitative paradigm we investigated the perceptions of principals on how the AC E course influenced their leadership style. The ACE course was conceived as a form of continuing professional development which has the purpose of equipping principals for the positions they occupy or enabling teachers to move into an education leadership and management career path.
Sector:University
Phase:No specific phase
Type of Study:Intervention evaluation
School:Not specified
Type:Intervention
Domain:Leadership and Management
Location:South Africa
Department / Province:Gauteng
Website:https://ujdigispace.uj.ac.za/handle/10210/7747
Document:11_Mestry_Singh, 2007.pdf
 
Author:Nel Theron
Year:2008
Project Name:Critique of a language enrichment programme for Grade 4 ESL learners with limited English proficiency a pilot study
Project Description:Some Grade 4 educators have expressed feelings of ineptitude regarding the support of ESL English Second Language learners with limited English proficiency as they do not know how to support these learners effectively. Their litany emphasises ESL educators need for supportive and preventive intervention. A Story-based Language Enrichment Programme SLEP was compiled to suit the needs of educators teaching Grade 4 ESL learners with limited English proficiency. The programme was designed to maintain or improve the English proficiency of ESL learners. An intervention research method was followed to test the efficacy of SLEP. Forty teachers implemented SLEP over a six-week period. Thirty-nine teachers provided constructive feedback at the end of this period. Between 92 and 100 of the participants rated SLEP positively. Rural participants suggested some refinements to the programme. The overall conclusion was that SLEP makes a useful contribution to ESL practice.
Sector:University
Phase:Intermediate
Type of Study:Intervention evaluation
School:Primary
Type:Intervention
Domain:English
Location:South Africa
Department / Province:Gauteng
Website:http://sajournalofeducation.co.za/index.php/saje/article/viewFile/171/204
Document:13_Nel_Theron, 2008.pdf
 
Author:Niemann et al
Year:2002
Project Name:Assessment Centre for Educational Leaders
Project Description:Whether behaviour dimensions in a management context can be changed by means of training programmes is a debatable issue. Little if any research has been done in this regard and in the education setting it appears no research at all has been done. Against this background the first experimental research project of its kind was launched in South Africa. The research design made provision for an experimental and a control group both consisting of an equal number of secondary school principals. As a first step both groups were exposed to a recognised assessment centre ACEL during which certain management dimensions were evaluated. The second step was to put the experimental group through a management training programme followed by the third step namely a second assessment for both groups. According to the statistical results two behaviour dimensions of the experimental group showed a significant difference before and after the training programme whilst no significant difference was recorded for the control group. This research project does not claim that management dimensions of educational leaders can be changed by means of training. The work should rather be regarded as a pilot study and the first empirical attempt of this kind in the field of education management. The findings are therefore preliminary and can only be verified by a longitudinal study.
Sector:University
Phase:No specific phase
Type of Study:Intervention evaluation
School:Not specified
Type:Intervention
Domain:Leadership and management
Location:South Africa
Department / Province:Free State
Website:http://www.ajol.info/index.php/saje/article/view/24885
Document:14_Niesmann, 2002.pdf
 
Author:Pietersen
Year:2006
Project Name:ShuttleworthRotary Number Skills Development Programme
Project Description:A pre-test post-test correlated groups design was used to evaluate the effectiveness of the ShuttleworthRotary Number Skills Development Programme to enhance the numeracy of Grade 2 learners N 1 69 from five primary schools a private school a school of auditory impaired learners and three rural schools. An unstructured questionnaire was employed to obtain teachers views about the program n 5. The findings of the study showed that the programme was effective in developing the numeracy of the total sample and of learners from the different types of schools. It was concluded that the use of concrete educational material should be central in the teaching of number skills in Grade 2. The teachers also indicated that the programme was beneficial to learners and to themselves. However differences in the improvement of the numeracy scores of the five classes were found possibly due to difference in instructional quality. Therefore it is recommended that teachers should be trained in the use of educational equipment and also to create an optimal learning environment. Further research with more representative samples is required to verify the effectiveness of and broaden the application of the programme and to explore teacher-related variables that could limit numeracy development in learners.
Sector:University
Phase:Foundation
Type of Study:Intervention evaluation
School:Primary
Type:Intervention
Domain:Numeracy
Location:South Africa
Department / Province:Limpopo
Website:http://www.ajol.info/index.php/saje/article/download/25079/20749?
Document:15_Pietersen, 2006.pdf
 
Author:van Loggerenberg-Hattingh
Year:2003
Project Name:Examining learning achievement and experiences of science learners in a problem-based learning environment
Project Description:Problem-based learning PBL is a facilitation strategy that has the potential to put learners at the centre of activity and to make them accountable for their own learning. However the assumption is often made during attempts to utilise PBL that learners will acquire less information than learners who have been taught through direct lecture-based strategies. The present work challenged this assumption by exposing experimental and control groups of Grade 10 science learners to different learning environments. Results showed that the PBL-taught experimental group did not sacrifice subject content. PBL learners scored significantly higher than their lecture-taught counterparts on selected questions in the post-test that were classified on Blooms taxonomy as higher order questions. Through qualitative measures the study also probed the levels of enjoyment experienced by below- and above-average achievers who were exposed to PBL.
Sector:University
Phase:FET
Type of Study:Intervention evaluation
School:Secondary
Type:Intervention
Domain:Science
Location:South Africa
Department / Province:Multiple
Website:http://repository.up.ac.za/handle/2263/5046
Document:16_van Lotterenberg-Hatting.pdf
 
Author:Rodseth
Year:2002
Project Name:Developing main language instruction. Developments in the Molteno Project - Literacy language and educator development
Project Description:In 1975 The Molteno Project was started at The Institute for the Study of English in Africa Rhodes University to deal with literacy failures in the first years of school in African communities. The project discovered that the starting point of failure was a very poor African language literacy foundation in Grade 1 and so developed Breakthrough to Literacy now in 36 languages is six southern African countries. After years of lobbying the project at last received funding to extend its mother tongue literacy programme beyond Grade 1 in 1998. Thus the project was able to support additive bilingual development. Breakthrough to literacy courses in the mother tongue were extended for Grades 2 and 3. These are soon to be published. The projects hypothesis is that the further promotion of African languages will have many benefits the transfer of skills from the first language L1 to the second language L2 being one. Future evaluations will include an investigation of skills transfer and hopefully provide some ammunition in the debate against straight for English supporters.
Sector:University
Phase:Foundation
Type of Study:Intervention evaluation
School:Primary
Type:Intervention
Domain:Literacy
Location:South Africa
Department / Province:Not specified
Website:http://reference.sabinet.co.za/document/EJC87121
Document:17_Rodseth, 2002.pdf
 
Author:Balfour
Year:2005
Project Name:Syllabus for Explicit English SEE project
Project Description:Bernsteins work on educational transmission provides a discourse for understanding classroom practice which can integrate elements as diverse as content and interaction to enable a critical evaluation of how pedagogic transformation occurs. This article describes an intervention in an English classroom in rural KwaZulu-Natal in which the shift occurs from a conventional pedagogy and conventional English curriculum to a transformed curriculum and practice. At the heart of this project is empowerment both for the teacher and learner. The pedagogic transformation described here suggests new directions both for classroom observation methodologies and for English language development.
Sector:University
Phase:FET
Type of Study:Intervention evaluation
School:Secondary
Type:Intervention
Domain:English
Location:South Africa
Department / Province:KwaZulu-Natal
Website:http://reference.sabinet.co.za/document/EJC87301
Document:18_Balfour, 2005.pdf
 
Author:Makina
Year:2010
Project Name:The role of visusalisation in developing critical thinking in mathematics
Project Description:Research has been conducted on the role and importance of visualisation in many fields including psychology but very little has been done to extend its role to mathematics education in particular. Furthermore much research has been done on the importance of critical thinking. However to date not much has been done to clarify the fact that visualisation is a very important component of critical thinking. In this paper I investigate visualisation for the purpose of examining its role in developing critical thinking for a better understanding of mathematics by Grade 9 learners. In order to achieve this I provide a qualitative examination from a masters dissertation of some thought processes used during visualisation when Grade 9 pupils engage in mathematics tasks. In order to support the derived thought processes data audio-taped interviews were conducted with the students. A framework of four stages of visualisation was adapted for the collection and analysis of data. Several roles of visualisation were identified which revealed that visualisation encourages critical thinking which further leads to a better understanding of data handling.
Sector:University
Phase:Senior
Type of Study:Exploratory research
School:Primary
Type:Non-Intervention
Domain:Maths
Location:South Africa
Department / Province:Not specified
Website:http://www.ajol.info/index.php/pie/article/view/76898
Document:19_Makina, 2010.pdf
 
Author:Nieuwoudt Nieuwoudt Monteith
Year:2007
Project Name:Impact evaluation of the PSP Cluster Project 2007 to 2009
Project Description:This paper reflects on an investigation to determine the influence of a video class system VCS on Grade 9 learners study and learning strategies as well as achievement in mathematics. The features of effectiveexpert learning and teaching of school mathematics served as framework for the planning execution and assessment of the empirical investigation. Results firstly showed no significant changes in the mathematics achievement of either the experimental groups or the control group secondly it became evident that teachers involved did not adapt their teaching strategies to accommodate the VCS thirdly the results however did show that exposure to the VCS significantly improved learners use of learning and study strategies with regard to attitude motivation anxiety concentration selection of main ideas and the use of test strategies. In the South African context with its shortage of properly qualified mathematics teachers the frequent teachers and learner absenteeism and many learners relying on modes of distance education the results seem to imply that the implementation of affordable and accessible technological media that do not require the constant presence of a teacher such as a VCS could offer a reasonable mode of extending capacity to assist in overcoming the mentioned problems to a certain extent.
Sector:University
Phase:Senior
Type of Study:Intervention evaluation
School:Primary
Type:Intervention
Domain:Maths
Location:South Africa
Department / Province:Not specified
Website:http://www.tandfonline.com/doi/abs/10.1080/10288457.2007.10740609
Document:31_Nieuwoudt, Nieuwoudt_Monteith, 2007.pdf
 
Author:Simkins Perreira
Year:Not specified
Project Name:Exploratory Data Analysis Using the Baseline Study of the Khanyisa Education Support Programme
Project Description:The purpose of this study is to push the analysis forward by carrying out multivariate analysis including analysis between school-level teacher- and classroom-level home-level variables and test scores. However at this stage it would certainly be premature to try and assemble all the information from a very rich data set into a comprehensive multilevel model. Indeed it is debatable whether it would ever be useful to do so given some of the anomalous findings which will be reported. Instead we shall concentrate on inputs and outputs at particular levels concentrating on teachers and learners.
Sector:NGO
Phase:Foundation Intermediate
Type of Study:Exploratory research
School:Primary
Type:Non-Intervention
Domain:English
Location:South Africa
Department / Province:Not specified
Website:http://www.jet.org.za/publications/research/SimkinsPerreira.pdf
Document:57_Simkins_Perreira.pdf
 
Author:Taylor Prinsloo
Year:2005
Project Name:The Quality Learning Project Lessons for High School Improvement in South Africa
Project Description:While large scale school development programmes have become relatively common in South Africa within the last decade the Quality Learning Project was the first such intervention at the high school level. Working in 524 high schools spread across all nine provinces between 2000 and 2004 the QLP was a project of the Business Trust a partnership between the national Department of Education and the corporate sector. It was managed by JET Education Services while interventions were conducted by ten non-government organizations. The project was the subject of an extensive evaluation conducted by the HSRC consisting of a Baseline Study undertaken in 2000 a Mid-term Review in 2002 and a Summative Evaluation in 2004. The dual functions of this external evaluation were to provide formative insights to the participants at key points in the life of the project and to assess its impact on management teaching and learning in target districts schools and classrooms. The present report draws heavily on the Summative Evaluation Report while avoiding its technical detail.
Sector:University
Phase:Senior FET
Type of Study:Intervention evaluation
School:Primary Secondary
Type:Intervention
Domain:General
Location:South Africa
Department / Province:Not specified
Website:http://uir.unisa.ac.za/bitstream/handle/10500/3597/dissertation_wessels_n.pdf;jsessionid=9419A064FCDF83B8869BEAA3826BFB5D?sequence=1
Document:58_Taylor_ Prinsloo, 2005.pdf
 
Author:Wessels
Year:2010
Project Name:School Libraries as a Literacy Intervention Tool in Primary Schools Action Research in Atteridgeville
Project Description:A high level of literacy is essential if a child is to be employable and determines the role a person will play in the globalised information age. In South Africa the literacy levels including reading levels of school children is extremely low. The study forms part of a longitudinal reading and literacy intervention project undertaken over a five year period in two disadvantaged primary schools in an urban township. The project focused on capacity building and resource building of the school community including the teachers learners school librarians and parents. This dissertation describes an action research study that focused specifically on setting up school libraries in each of these schools and the professional development of the teachers in order to contribute to the teaching and learning practices in the schools. It offers critical reflections on the process and findings and contributes to research on school libraries in South Africa.
Sector:University
Phase:No specific phase
Type of Study:Intervention evaluation
School:Not specified
Type:Intervention
Domain:Literacy English
Location:South Africa
Department / Province:Gauteng
Website:http://uir.unisa.ac.za/bitstream/handle/10500/3597/dissertation_wessels_n.pdf;jsessionid=9419A064FCDF83B8869BEAA3826BFB5D?sequence=1
Document:62_Wessels, 2010.pdf
 
Author:Hofmeyer
Year:2008
Project Name:Getting the Talented Poor to Good Schools The ISASA Mathematics and English Programme
Project Description:This is an evaluation of the ISASA Maths and English programme.
Sector:NGO
Phase:Senior FET
Type of Study:Intervention evaluation
School:Primary Secondary
Type:Intervention
Domain:English Maths
Location:South Africa
Department / Province:Multiple
Website:http://www.jet.org.za/events/conferences/What%20works%20in%20school%20development/Papers
Document:76_Hofmeyer, 2008_JET Conference paper.pdf
 
Author:Schollar
Year:Not specified
Project Name:Primary Mathematics Research Project Understanding and Implementing the PMRP Programme
Project Description:This document is intended to be an aid to teachers in using the PMRP programme as it was designed.
Sector:NGO
Phase:Foundation Intermediate
Type of Study:Intervention evaluation
School:Primary
Type:Intervention
Domain:Numeracy Maths
Location:South Africa
Department / Province:Multiple
Website:http://www.zenexfoundation.org.za/evaluation-and-research-reports
Document:90_Scholar, nd.doc
 
Author:Schollar
Year:2008
Project Name:Integrated Education Program IEP Report Review of the Impact of the Integrated Education Program IEP
Project Description:The review is essentially a qualitative assessment of the nature and causes of the impact achieved by the IEP and therefore takes as its organizing theme the main objective of the program impact on learner performance along with a discussion of the different result areas in relation to the achievement or otherwise of this objective. In essence the learner impact data has been extensively scrutinized for patterns that suggest where impact was greatest where qualitative investigations should be targeted and what the causes of the impact may or may not have been.
Sector:NGO
Phase:No specific phase
Type of Study:Intervention evaluation
School:Not specified
Type:Intervention
Domain:Literacy English Numeracy Maths Science
Location:South Africa
Department / Province:Multiple
Website:http://www.jet.org.za/publications/research
Document:91_Schollar 2008_IEP Impact Study.pdf
 
Author:Taylor
Year:2008
Project Name:The Production of High Level Science Engineering and Technology Skills Role of The Dinaledi Project
Project Description:The production of high level SET skills in one of the most critical supply-side factors enabling or constraining the growth of any industrial economy. We use the production of graduate engineers by South African universities as a key indicator of the capacity of the education system to deliver high level SET skills. We argue that the production of engineers in turn is severely constrained by the low capacity of the high school sector to deliver matriculants with higher grade qualifications in mathematics and also of primary schools to develop an adequate foundation in literacy and numeracy. Government is attempting to address this problem in the long term through an improvement in the quality of primary schooling. It is also through the Dinaledi project attempting to provide short-term improvement in the supply of high quality matriculants to the higher education system. This paper looks at the role of Dinaledi its impact to date and the prospects of its expansion.
Sector:NGO
Phase:No specific phase
Type of Study:Project description
School:Not specified
Type:Intervention
Domain:Science
Location:South Africa
Department / Province:Not specified
Website:http://www.jet.org.za/publications/research
Document:97_Taylor, 2008 a.pdf
 
Author:Gamble Kuhne et al
Year:2010
Project Name:Rural education project A school improvement intitiative Research Report 2006-2009
Project Description:The Rural Education Project REP was conceptualised as a whole-school intervention that ran as a underpinning thread alongside the internal monitoring and evaluation process. In the final phase of the project all staff went through a process of reflecting on and writing about what they had done. These findings as well as findings of the final monitoring and evaluation report form the basis of the research report.
Sector:University
Phase:Foundation Intermediate
Type of Study:Intervention evaluation
School:Primary
Type:Intervention
Domain:General
Location:South Africa
Department / Province:Western Cape
Website:http://www.sdu.uct.ac.za/usr/sdu/downloads/reports/rep_report2010.pdf
Document:103_REP REPORT 2010.pdf
 
Author:Fakudze
Year:2004
Project Name:Socio-Cultural Instruction Model SCIM
Project Description:The learning of science concepts within a traditional socio-cultural environment were investigated by looking at 1 the nature of cognitive border crossing exhibited by the students from the traditional to the scientific worldview and 2 whether or not three learning theorieshypotheses border crossing collaterality and contiguity were applicable to their science conceptions. At the end of the instructional intervention the discussions of two groups each consisting of ten subjects from the experimental and control groups were video recorded to test whether or not their views had changed from alternative to scientifically valid conceptions of selected concepts. The findings of the study showed that the students exhibited different forms of cognitive border crossing thus corroborating the three learning theorieshypotheses. However the study revealed that each of the three theoretical models did not seem to fully capture the phenomenon of border crossing and hence the positing of the Cognitive Border Crossing Learning Model CBCLM which combined the three models to show how when and in what contexts the various types of border crossings took place in the mind of a learner. The study raised issues for further research.
Sector:University
Phase:FET
Type of Study:Project description
School:Secondary
Type:Intervention
Domain:Science
Location:South Africa
Department / Province:Not specified
Website:http://www.ajol.info/index.php/saje/article/view/25000
Document:114_Fakudze, 2004.pdf
 
Author:Singh
Year:2005
Project Name:Using the collegial leadership model of emancipation to transform traditional management practices in secondary schools
Project Description:The Collegial Leadership Mo del of Emancipation COLME is used to address the concerns of transforming traditional management practices TMPs in secondary schools. This model is based primarily on the principles of collaboration and participation that facilitate collegial leadership practices to flourish in an environment characterized by shared decision-making shared values shared vision and shared leadership. Inevitably this process impacts on all stakeholders. The positive effect that collegiality has on the improvement of learning and improved teacher participation and commitment suggests that the effectiveness of a school need not be synonymous with privilege nor should inefficiency be synonymous with the disadvantaged community. For the positive effects to be sustained the collegial practices need to be evolutionary and emancipatory in order to evoke the values of collegial leadership set out in this article. Research conducted at ten secondary schools strongly supported the principles espoused in the COLME. It was evident from the interviews that the ex-model-C schools were better equipped and had appropriately qualified personnel to incorporate elements of the COLME. This was not the case with all the historically disadvantaged secondary schools HDSS. However all the respondents agreed that collegiality was a key component in transforming traditional management practice s in our schools. The COLME provides a suitable framework to achieve this noteworthy goal.
Sector:University
Phase:No specific phase
Type of Study:Project description
School:Not specified
Type:Intervention
Domain:Leadership and management
Location:South Africa
Department / Province:Eastern Cape
Website:http://reference.sabinet.co.za/document/EJC32024
Document:115_Singh, 2005.pdf
 
Author:Ngidi
Year:2005
Project Name:Evaluation of the effectiveness of the competences of the NPDE programme
Project Description:In this study the effectiveness of the NPDE programme with regard to its competences was investigated. To this end the National Professional Diploma in Education Effectiveness Scale NPD EES and Evaluation Form EF were used. The findings indicated that educators differ significantly in the extent to which they regard the NPDE programme to be helping them to achieve the expected competences. The findings also indicated that components 2 and 1 of the exit level outcomes are significant predictors of the effectiveness of the NPDE programme. The findings further indicated that educators differ significantly in the extent to which they performed during the classroom-based evaluation. The findings are discussed and suggestions are made with regard to measures to improve educators performance in the classroom.
Sector:University
Phase:No specific phase
Type of Study:Intervention evaluation
School:Not specified
Type:Intervention
Domain:Teacher professional development
Location:South Africa
Department / Province:KwaZulu-Natal
Website:http://reference.sabinet.co.za/document/EJC32021
Document:116_Ngidi, 2005.pdf
 
Author:Lessing de Witt
Year:2007
Project Name:The value of continuous professional development teachers perspectives
Project Description:The central argument is that in the presentation of workshops for teachers presenters should focus on the principles underlying continuous professional development CPD since teachers are likely to be more willing to attend workshops if they are worth the time spent and the sacrifices made. In a workshop on supporting learners with learning difficulties such principles were therefore applied. A hands-on presentation was used to ensure that the teachers fully understood the use of the suggested teaching methods. The teachers were then asked to complete a questionnaire to determine their perceptions of how they had experienced the workshop. The questionnaire focused on the various CPD principles applied in the workshop as well as the personal value and expected effect of the workshop on their teaching approach. In general the teachers reported that regardless of their teaching position qualifications gender or age they had experienced the CPD workshop positively.
Sector:University
Phase:Foundation Intermediate Senior
Type of Study:Intervention evaluation
School:Primary
Type:Intervention
Domain:Literacy English Numeracy Maths
Location:South Africa
Department / Province:Gauteng
Website:http://www.ajol.info/index.php/saje/article/download/25098/20767
Document:131_Lessing_de Witt, 2007.pdf
 
Author:Bush Kiddungu Moorosi
Year:2011
Project Name:Preparing new principals in South Africa the ACE School Leadership Programme
Project Description:There is increasing recognition that effective leadership and management are vital if schools are to be successful in providing good learning opportunities for students and emerging evidence that high quality leadership makes a significant difference to school improvement and learning outcomes. However in many countries including South Africa a teaching qualification and teaching experience are the only requirements for school principals. In the 21st century there is a growing realisation that headship is a specialist occupation that requires specific preparation. In 2007 the former South African Department of Education introduced a new threshold qualification for aspiring school principals as part of its wider strategy to improve educational standards. The course badged as an Advanced Certificate in Education School Leadership ACE was piloted in six provinces from 20072009. This paper reports the main findings from the evaluation of the pilot ACE programme and links them to the South African and international literature on leadership development.
Sector:University
Phase:No specific phase
Type of Study:Intervention evaluation
School:Not specified
Type:Intervention
Domain:Leadership and management
Location:South Africa
Department / Province:Multiple
Website:http://wrap.warwick.ac.uk/37562/
Document:154_Bush, Kiggundu_Moorosi, 2011.pdf
 
Author:Kruger Yorke
Year:2010
Project Name:Collaborative co-teaching of Numeracy and Literacy as a key to inclusion in an independent school
Project Description:Inclusion of learners with diverse needs implies a shift from a medical deficit model of disability to a social systems model. The latter does not view these learners as a problem instead the environment or societys response to these individuals is viewed as a barrier to learning. I focus on collaborative coteaching as a key to inclusion. Collaborative co-teaching requires the learning support teacher and the general education teacher to partner in all aspects of instruction. The outcome of collaborative co-teaching includes effective instruction a cohesive accepting class community positive learner development and the professional and personal growth of the learning support teacher and the general education teacher. A literature review provided the background to an empirical inquiry using a qualitative approach. Data were collected from a small group of participants by interviews observations and documents and inductively analysed. The study shows that if the learning support teacher responds to learners behaviour within the framework of inclusive practices the positive effects of the teachers work and interactions may be far-reaching. Learning support teachers have an important role to play in accommodating and ensuring the integration of learners with diverse needs.
Sector:University
Phase:Foundation
Type of Study:Project description
School:Primary
Type:Intervention
Domain:Literacy Numeracy
Location:South Africa
Department / Province:Gauteng
Website:http://www.ajol.info/index.php/saje/article/view/55489
Document:159_Kruger_Yorke, 2010.pdf
 
Author:Prinsloo Stein
Year:2004
Project Name:Whats inside the box Childrens early encounters with literacy in South African classrooms
Project Description:Research on childrens early literacy learning has predominantly focused on a child attribute improvement methodology Bloome Katz 2003 in which the child is conceptualised as having a series of attributes which are potentially affected by particular sets of treatments or events. These input-output studies also described as black box studies set up one kind of literacy pedagogy against another where early literacy is seen as a neutral cognitive perceptual and individualised activity or set of skills to be acquired centred on sound-symbol relationships. The theoretical orientation in this article draws on work in emergent literacy Clay 1972 Ferreiro Teberosky 1982 Goodman 1986 new literacy studies and social semiotics Heath 1983 Street 1984 Dyson 1993 Barton 1994 Gee 1996 Prinsloo Breier 1996 Kress 1997 to analyse the ways in which reading and writing and other communicative modalities are taught and learnt as forms of socially situated activities with boundaries prohibitions and procedures set by different theories of reading and different sets of institutional practices. Through an exploration of data collected in early literacy classrooms in the Western Cape and Gauteng as part of the ethnographically based Childrens Early Literacy Learning CELL project the writers examine the nature of young childrens early encounters with literacy and the implications of these encounters for their later development as readers and writers in schools. The writers suggest that rather than being viewed as black boxes the sites of early literacy practices should be investigated as complex multi-semiotic communicative environments in which the differences in the environments result from how the teachers in each site invent their activities around literacy differently despite following the same broad curriculum. It is at the level of local culture within classrooms and institutions that a wide variety of differences around early literacy practices can be detected.
Sector:University
Phase:Foundation
Type of Study:Intervention evaluation
School:Primary
Type:Intervention
Domain:Literacy
Location:South Africa
Department / Province:Multiple
Website:http://web.uct.ac.za/depts/educate/download/ndwhatinside.pdf
Document:164_Prinsloo_Stein, 2004.pdf
 
Author:Stears Malcolm
Year:2005
Project Name:Learners and teachers as co-desginers of relevant science curricula
Project Description:In this project the researchers worked with Grade 6 learners and teachers on the Cape Flats of Cape Town South Africa to design a science module that builds on learners experiences and responds to their needs. The project went beyond learning processes and contexts to incorporate learners purposes and interests the circumstances of their lives and problems they would like to address. In a framework of learner-centred education and social constructivism the research had interpretive and participative phases first to understand the learners lives and interests and then design and conduct a module in which participation enabled further investigation of relevance. The data comprise interviews observations learners writing drawings and oral accounts and video-tapes of lessons. The research found that learners became thoroughly involved in the project shaping the purposes content context and learning bringing their everyday knowledge and concerns into the classroom and providing insight into relevance and the ways they use knowledge. Their participation resulted in themes and outcomes that extended beyond traditional science the social cultural and personal aspects of their lives especially the practical aspects of survival impact on their interests and the way they experienced science and thus provided a framework for deciding what is worth learning.
Sector:University
Phase:Intermediate
Type of Study:Project description
School:Primary
Type:Non-Intervention
Domain:Science
Location:South Africa
Department / Province:Western Cape
Website:http://reference.sabinet.co.za/document/EJC87334
Document:168_Stears_Malcolm, 2005.pdf
 
Author:QPiE
Year:2008
Project Name:ISASA ME project Implementation evaluation report
Project Description:Implementation evalutation report of ISASAs ME Project.
Sector:NGO
Phase:FET
Type of Study:Intervention evaluation
School:Secondary
Type:Intervention
Domain:English Maths
Location:South Africa
Department / Province:Not specified
Website:http://www.zenexfoundation.org.za/evaluation-and-research-reports
Document:181_QPiE, 2008.pdf
 
Author:Schaffer Hobden
Year:2009
Project Name:Zenex Inkanyezi Project Implementation evaluation
Project Description:Implementation evalutation report of Zenex Inkanyezi Project.
Sector:NGO
Phase:Senior FET
Type of Study:Intervention evaluation
School:Primary Secondary
Type:Intervention
Domain:Maths Science
Location:South Africa
Department / Province:KwaZulu-Natal
Website:http://www.zenexfoundation.org.za/evaluation-and-research-reports
Document:182_QPiE, 2009_Inkanyezi evaluation report.pdf
 
Author:Summers
Year:2008
Project Name:Maths CentreZenex Foundation Project Upgrading of Teacher Qualifications at Foundation Phase KwaZulu-Natal and the Eastern Cape 2005-2008
Project Description:Summative Evaluation Report of Maths CentreZenex Foundation Project Upgrading of Teacher Qualifications at Foundation Phase.
Sector:NGO
Phase:Foundation Intermediate
Type of Study:Intervention evaluation
School:Primary
Type:Intervention
Domain:Numeracy Maths
Location:South Africa
Department / Province:Multiple
Website:http://www.zenexfoundation.org.za/evaluation-and-research-reports
Document:184_Summers, 2008_Maths Centre Zenex Foundation Project FP EC_ KZN.doc
 
Author:Schaffer Watters
Year:2010
Project Name:Barriers and Bridges to Learner Understanding and Performance in Grade 11 English Maths and Science
Project Description:2008 formative evaluation of the pilot Zenex-Dinaledi English Language Teaching ELT Further Education and Training FET Programme.
Sector:NGO
Phase:FET
Type of Study:Intervention evaluation
School:Secondary
Type:Intervention
Domain:English Maths Science
Location:South Africa
Department / Province:Western Cape
Website:http://www.zenexfoundation.org.za/evaluation-and-research-reports
Document:185_Schaffer_Watters, 2010_DINALEDI FINAL.doc
 
Author:Feedback
Year:2008
Project Name:Maths Centre ELET Educator Training Initiative Limpopo Evaluation
Project Description:Maths Centre in Limpopo in cooperation with Nelson Mandela Metropolitan University NMMU embarked on a mathematics teacher training initiative funded by the Zenex Foundation. Concurrently an English literacy programme was initiated by ELET English Language Education Trust and the University of KwaZulu Natal. This evaluation aims to track the success of the initiative over the three year period of implementation. This report details the final results of the evaluation over the three year period for the Maths component.
Sector:NGO
Phase:FET
Type of Study:Intervention evaluation
School:Secondary
Type:Intervention
Domain:Maths
Location:South Africa
Department / Province:Limpopo
Website:http://www.zenexfoundation.org.za/evaluation-and-research-reports
Document:186_Feedback, 2008_Maths Centre ELET Educator Training Initiative Limpopo Evaluation.doc
 
Author:JET Education Services
Year:2006
Project Name:Evaluation of the Zenex Funded Read Mother Tongue Literacy Programme
Project Description:Zenex Foundation offered a grant to the READ Educational Trust to develop mother tongue Literacy materials in isiXhosa and isiZulu for the Grade 1 level. JET Education Services was appointed to conduct an external summative evaluation of this project also known as the READ Literacy Project.
Sector:NGO
Phase:Foundation
Type of Study:Intervention evaluation
School:Primary
Type:Intervention
Domain:Literacy
Location:South Africa
Department / Province:Not specified
Website:http://www.zenexfoundation.org.za/evaluation-and-research-reports
Document:187_JET, 2006_READ-ZENEX Evaluation Report2.doc
 
Author:Schollar
Year:2011
Project Name:Baseline Study of the Evaluation of the Primary Mathematics Research Project under the Management of the Limpopo Department of Education in Vhembe District
Project Description:Baseline Study of the evaluation of the primary mathematics research project under the management of the Limpopo Department of Education.
Sector:NGO
Phase:Intermediate
Type of Study:Intervention evaluation
School:Primary
Type:Intervention
Domain:Maths
Location:South Africa
Department / Province:Limpopo
Website:http://www.zenexfoundation.org.za/evaluation-and-research-reports
Document:188_Schollar, 2011_PMRP LDOE Evaluation Baseline Report.docx
 
Author:QPiE
Year:2010
Project Name:RUMEP Bed Project Summative evaluation report
Project Description:The basic purpose of the evaluation was to provide information to Zenex Foundation and RUMEP about the extent to which the three year project had made a positive contribution to the quality of Mathematics teaching in grades 10 and to document what could be learned from the process. The RUMEP Fort Beaufort Mathematics Project known as the Project had identified among other the following factors as contributing to the problem of low achievement in mathematics Teachers were under or unqualified teachers and consequently lacked both the content knowledge and pedagogic skills required Teachersschools had a shortage of materials and resources to deliver the curriculum properly Teachers lacked an adequate support structure for professional development within the schools. The above factors were believed to impact negatively on learner performance in mathematics. RUMEP solution was to address this problem through the provision of a B.Ed programme to mathematics teachers in high schools. Given the problem was seen by RUMEP as not content knowledge only but related to skills support and resources the project elements they designed also included provision of teaching resource materials assisting teacher to set up peer support networks providing intensive in classroom support and mentoring to teachers providing workshop based and residential teaching for the B.Ed.
Sector:NGO
Phase:FET
Type of Study:Intervention evaluation
School:Secondary
Type:Intervention
Domain:Maths
Location:South Africa
Department / Province:Eastern Cape
Website:http://www.zenexfoundation.org.za/evaluation-and-research-reports/rumep-bed-project
Document:190_QPiE, 2010_RUMEP BEd Ext Report.doc
 
Author:RIEP
Year:2008
Project Name:Report on the Impact Study in the Eastern Cape and Kwazulu-Natal on Literacy and Numeracy of Grade 4
Project Description:The Zenex Foundation has funded Maths Centre for Professional Teachers MCPT to run a teacher upgrading project for Foundation Phase teachers in the Eastern Cape and KwaZulu-Natal. The aim of the project is to raise the levels of Numeracy and Literacy. The Zenex Foundation now wishes to have the project evaluated. Part of the evaluation requires learners to be tested.
Sector:University
Phase:Intermediate
Type of Study:Intervention evaluation
School:Primary
Type:Intervention
Domain:Literacy Numeracy
Location:South Africa
Department / Province:Multiple
Website:http://www.zenexfoundation.org.za/evaluation-and-research-reports
Document:192_RIEP, 2008_REPORT EC_KZN.doc
 
Author:JET Education Services
Year:2007
Project Name:Zenex Foundation Educator Support Programme of the Mindset Network Project Summative Impact Report - North West Province
Project Description:This project is aimed at supporting the North-West Provincial Department of Education PDoE with the implementation of technology as an educational resource to improve teacher capacity in Mathematics and Physical Science. The project involves 24 sites 18 project schools and six control schools in the North-West province and consists of the placement of the Mindset resource the Mindset equipment installed with the Mindset Datacast Programme in the 18 project schools. The project tests an alternative model of teacher in-service training. The Mindset solution broadcast teaching resource educator training workshops and classroom support service providers who are learning area specialists attempt to provide educators with skills and knowledge that will enhance their teaching leading to improved performance among learners in the final school-leaving Grade 12 results in Mathematics and Physical Science. The intervention also has a content development component whereby Mindset is producing Physical Science material comprising both video and print content for the new curriculum for Grade 10 and Grade 11.
Sector:NGO
Phase:FET
Type of Study:Intervention evaluation
School:Secondary
Type:Intervention
Domain:Maths Science
Location:South Africa
Department / Province:North West
Website:http://www.zenexfoundation.org.za/evaluation-and-research-reports/mindset-project
Document:195_JET, 2007_Zenex Foundation Educator Support Programme of the Mindset Network Project - JET.doc
 
Author:Schaffer Watters
Year:2009
Project Name:Zenex-Dinaledi English Language Teaching FET Programme
Project Description:This is the first evaluation report on the pilot Zenex-Dinaledi English Language Teaching ELT Further Education and Training Programme. It presents formative findings from the qualitative part of the evaluation which investigated the Programmes early influence on participating English teachers professional knowledge and practice and the pilot Programmes efficacy
Sector:NGO
Phase:FET
Type of Study:Intervention evaluation
School:Secondary
Type:Intervention
Domain:English
Location:South Africa
Department / Province:Multiple
Website:http://www.zenexfoundation.org.za/evaluation-and-research-reports
Document:196_Schaffer_Watters, 2009_Dinaledibaseline.doc
 
Author:Schaffer Watters
Year:2008
Project Name:Summative Evaluation of the LEAP Science and Maths School
Project Description:This report presents the findings from the third and summative phase of the three-year impact evaluation of the LEAP Science and Maths School.
Sector:NGO
Phase:Senior FET
Type of Study:Intervention evaluation
School:Primary Secondary
Type:Intervention
Domain:English Maths Science
Location:South Africa
Department / Province:Western Cape
Website:http://www.zenexfoundation.org.za/evaluation-and-research-reports
Document:197_Schaffer_Watters, 2008_LEAP SUMMATIVEFINAL.doc
 
Author:Prinsloo Netshitangani Ntabanyane
Year:2008
Project Name:The Mveledzandivho Knowledge Creation Final evaluation Summary report
Project Description:The final evalation summary report The Mveledzandivho Knowledge Creation school development project.
Sector:Research Council
Phase:Foundation Intermediate Senior
Type of Study:Intervention evaluation
School:Primary
Type:Intervention
Domain:General
Location:South Africa
Department / Province:Not specified
Website:http://www.hsrc.ac.za/en/research-outputs/view/4102
Document:198_Prinsloo, Netshitangani_Ntabanyane, 2008.pdf
 
Author:Schollar
Year:2005
Project Name:Final Report the evaluation of the Learning for Living project
Project Description:The final report of the Evaluation of the Learning for Living Project a project of the Business Trust and the READ organisation 2000-2004.
Sector:NGO
Phase:No specific phase
Type of Study:Intervention evaluation
School:Not specified
Type:Intervention
Domain:Literacy English
Location:South Africa
Department / Province:Not specified
Website:Not applicable
Document:199_Schollar, 2005.pdf
 
Author:Claude
Year:2008
Project Name:Zenex-Dinaledi English Language Teaching ELT FET Programme Evaluation Report the Polokwane District Limpopo
Project Description:The evaluation report of the Dinaledi English Language Teaching FET Programme in Limpopo Region based on class visits made 22-25 April 2008
Sector:NGO
Phase:FET
Type of Study:Intervention evaluation
School:Secondary
Type:Intervention
Domain:English
Location:South Africa
Department / Province:Limpopo
Website:Not applicable
Document:207_Claude, 2008.docx
 
Author:de Chaisemartin
Year:2010
Project Name:Cape Teaching and Leadership Institute CTLI
Project Description:This purpose of this report is to evaluate the process procedures and impact of the Cape Teaching and Leadership Institute CTLI an in-service teacher training centre in the Western Cape. The evaluation ultimately seeks to establish whether CTLIs training courses are making a difference in schools and to identify how CTLI can increase and sustain their impact. More specifically it investigates whether the right educators are attending training courses if the courses are of high quality if training leads to the improvement of subject knowledge classroom practice and professional practices and if it has an effect on learner achievement. Five training courses were selected for the scope of the evaluation. These courses are Foundation Phase FP Literacy FP Numeracy Intermediate Phase IP Language IP Maths and Principal as Manager of the Curriculum.
Sector:NGO
Phase:Foundation Intermediate
Type of Study:Intervention evaluation
School:Primary
Type:Intervention
Domain:Literacy English Numeracy Maths
Location:South Africa
Department / Province:Western Cape
Website:http://www.jet.org.za/publications/research/de-chaisemartin-ctli-2010-final-report.pdf
Document:208_de Chaisemartin, 2010_CTLI_final report.doc
 
Author:Bush Joubert Moloi
Year:2006
Project Name:Matthew Goniwe School of Leadership and Governance - Mid-Term Evaluation - Interim Report July 2006
Project Description:Matthew Goniwe School of Leadership and Governance Mid-term evaluation interim report July 2006.
Sector:NGO University
Phase:No specific phase
Type of Study:Intervention evaluation
School:Not specified
Type:Intervention
Domain:Leadership and management
Location:South Africa
Department / Province:Gauteng
Website:http://www.mgslg.co.za/Publications-by-MGSLG/View-category.html
Document:217_Bush_2006_MGSLG MID-TERM EVALUATION INTERIM REPORT FINAL DRAFT1.pdf
 
Author:Kanjee Prinsloo
Year:2005
Project Name:Improving Learning in South African Schools Executive Summative Report to the Business Trust on the Quality Learning Project QLP
Project Description:The summative report of the Quality Learning Prioject QLP encapsulates the evaluation work of the project spanning five years. In addition it focuses on the successes and findings of the QLP and the implications and recommendations flowing from the evaluation study.
Sector:Research Council
Phase:Senior FET
Type of Study:Intervention evaluation
School:Primary Secondary
Type:Intervention
Domain:General
Location:South Africa
Department / Province:Not specified
Website:http://www.btrust.org.za/library/assets/uploads/documents/2_QLP_Exeuctive%20Summary_Summative%20Evaluation_Kanjee,%20A.%20&%20Prinsloo,%20CH_HSRC_2005.pdf
Document:218_Kanjee_Prinsloo, 2005.pdf
 
Author:Malcolm et al
Year:2004
Project Name:Evaluation of the Western Cape Primary Science Programme PSP Stage 3 2003
Project Description:An evaluation of the Western Cape Primary Science Programme PSP Stage 3 2003.
Sector:NGO
Phase:Intermediate
Type of Study:Intervention evaluation
School:Primary
Type:Intervention
Domain:Science
Location:South Africa
Department / Province:Western Cape
Website:http://psp.org.za/component/attachments/download/93
Document:219_Malcolm_Evaluation of the Western Cape Primary Science Programme_2004.pdf
 
Author:Matthew Goniwe School of Leadership and Governance
Year:2008
Project Name:Evaluation Report on Governance Training conducted by Matthew Goniwe School of Leadership and Governance funded by the Gauteng Department of Education in the 20062007 and 20072008 financial years
Project Description:This report serves to provide an account of the training undertaken by MGSLG as well as the findings of the research done by CELP.
Sector:NGO
Phase:No specific phase
Type of Study:Intervention evaluation
School:Not specified
Type:Intervention
Domain:Leadership and management
Location:South Africa
Department / Province:Not specified
Website:http://www.mgslg.co.za/Publications-by-MGSLG/View-category.html
Document:220_MGSLG, 2008_Evaluation Report on Governance Training.pdf
 
Author:Msomi Mkhize
Year:2005
Project Name:The Evaluation of the Jula Carnergie Project
Project Description:The Jula Carnegie Project ran for a period of three years from 2002 to 2004. CASME commissioned an evaluation of the project. This evaluation is summative in character and is distinct from the evaluations that were carried out after the institutes.
Sector:NGO
Phase:FET
Type of Study:Intervention evaluation
School:Secondary
Type:Intervention
Domain:Maths Science
Location:South Africa
Department / Province:Not specified
Website:http://www.casme.org.za/docs/The%20Jula%20Carnegie%20Project%203.pdf
Document:221_Msomi_Mkhize, 2005 - The Jula Carnegie Project 3.pdf
 
Author:Pretorius Mampuru
Year:2007
Project Name:Playing football without a ball language reading and academic performance in a high-poverty school
Project Description:Second language L2 reading research suggests that there is a complex interplay between L2 proficiency first language L1 reading and L2 reading. However not much is known about the effect of L1 proficiency on L1 reading and of L1 reading on L2 reading or vice versa in bilingual settings when readers have few opportunities for extensive reading in their L1. The relationships between L1 Northern Sotho and L2 English proficiency and L1 and L2 reading were examined in Grade 7 learners attending a high-poverty primary school in South Africa during the course of a year when a reading intervention programme was implemented. The effect that attention to reading and accessibility of books had on the learners reading proficiency in both languages was examined and the factors that predicted academic performance were analysed. When the learners were engaged in more reading L2 reading contributed more variance to L1 reading than L1 proficiency. Reading in both languages also contributed significantly to academic performance. The study highlights the need for more cross-linguistic reading research in different educational settings.
Sector:University
Phase:Foundation Senior
Type of Study:Intervention evaluation
School:Primary
Type:Intervention
Domain:Literacy English
Location:South Africa
Department / Province:Gauteng
Website:http://onlinelibrary.wiley.com/doi/10.1111/j.1467-9817.2006.00333.x/abstract
Document:222_Pretorius_Mampuru, 2007.pdf
 
Author:Prinsloo
Year:2009
Project Name:Extra classes extra marks Report on the PlusTime Project
Project Description:After deliberations since 2006 between The Shuttleworth Foundation the Western Cape Education Department and the Human Sciences Research Council an agreement was reached late in 2006 to undertake a study during 2007 to pilot or demonstrate an intervention procedure that would be aimed at increasing the contact time of Grade 8 learners in Mathematics and English with a view to improving their performance in the two learning areas. This would be an attempt to explore whether the perceived serious underperformance of learners that may also be the result of poor foundational knowledge could be remedied through a 20-hour tuition programme delivered after school hours. It was hoped that within a years time a 10 -point increase in learner marks would not be unrealistic.
Sector:Research Council
Phase:Senior
Type of Study:Intervention evaluation
School:Primary
Type:Intervention
Domain:English Maths
Location:South Africa
Department / Province:Western Cape
Website:http://www.hsrc.ac.za/en/research-data/view/4541
Document:223_Prinsloo, Netshitangani_Ntabanyane, 2008.pdf
 
Author:Hattingh et al
Year:2005
Project Name:Assessing the attainment of learner outcomes in Natural Science of the New South African Curriculum
Project Description:The second phase of the Mpumalanga Secondary Science Initiative MSSI was launched in Mpumalanga Province South Africa in 2003. The MSSI seeks to improve the teaching and learning of mathematics and science in all secondary schools in the province over a period of three years. To achieve this goal an in-service system has been developed. The long-term research of the MSSI is aimed at examining the effect of the intervention on the three science learning outcomes as defined by the new curriculum. Tests were developed to assess 10 learners in each of Grades 8 and 9 in 40 schools representing a 6 sample. This paper reports on the methodology of the baseline assessments undertaken and the extent of learners attainment levels in the three Natural Science outcomes. It then looks at the results in terms of learners socio-economic backgrounds. Finally it discusses some of the dilemmas encountered in this research such as the issue of validity in the light of possible misalignments between the instrument practice and policy.
Sector:University
Phase:Senior
Type of Study:Intervention evaluation
School:Primary
Type:Intervention
Domain:Science
Location:South Africa
Department / Province:Mpumalanga
Website:http://repository.up.ac.za/handle/2263/18802
Document:239_Hattingh_Assessing(2005).pdf
 
Author:Wium Louw Eloff
Year:2011
Project Name:Evaluation of a programme to support foundation-phase teachers to facilitate literacy
Project Description:Learners who do not develop adequate listening and language skills during their early years are at risk of academic failure and early drop-out. Future learning problems may be prevented by supporting these children in the foundation phase to overcome their developmental delays. A continued professional development CPD programme was developed to support foundation-phase teachers to facilitate literacy. The theoretical basis for the workshop material was the articulation between an auditory processing model a language processing model and literacy. The focus of this article is on the qualitative findings obtained from the literacy component of a more comprehensive CPD programme that covered several topics. The research was conducted as action research cycles across two contexts a semi-rural and an urban-township context and included 96 participants. This article explores how the teachers implemented the strategies to facilitate literacy in their classrooms and the benefits obtained from it. Data were collected by means of questionnaires self-reflections and focus groups as well as a research diary and field notes. The results revealed that the strategies trained were implemented in the classrooms and were valued by the participants. Those who participated in critical reflection felt that they had developed competence and professional growth. Challenges identified included the language used in the support provided which had an impact on phonological awareness training and the use of terminology. The importance of collaboration was emphasised. The participants gained in the sense that they learnt how to implement the assessment standards in the curriculum and learners benefited from the new strategies as they could all participate in the activities. The research confirmed the value of teacher support in the facilitation of literacy which highlights the role of speech-language therapists working in school contexts.
Sector:University
Phase:Foundation
Type of Study:Intervention evaluation
School:Primary
Type:Intervention
Domain:Literacy
Location:South Africa
Department / Province:Gauteng
Website:http://repository.up.ac.za/handle/2263/18802
Document:240_Wium, Louw_Eloff, 2011.pdf
 
Author:Kemm Cloete
Year:2011
Project Name:Chess as a Logic and Lateral Thinking Training Intervention for Mathematics and Science Education in South Africa
Project Description:For some years now in South Africa a major thrust has been underway to improve educational performance at all levels. This thrust has been met with some noticeable improvements. However the technical subjects of mathematics science and other technological subjects still remain a major impediment to general progress for a large sector of the population. A logical problem solving framework has to be imparted to many learners to give them the foundation on which to build mathematics and science ability. One way in which this is being addressed is to introduce chess into primary and senior schools. An experimental chess program has been introduced at the level of Grade One. This program is delivering good results. It has been introduced together with a train-the-trainer program. A second school program has been introduced for learners in the 10 to 16 year age bracket. A target of this program is to provide the learners with inter-school league competition opportunities the idea being that they view the playing of chess as a fun competitive exercise rather than as an exercise for the mathematics class.
Sector:University
Phase:Foundation Intermediate Senior
Type of Study:Project description
School:Primary
Type:Intervention
Domain:Numeracy Maths Science
Location:South Africa
Department / Province:Not specified
Website:http://www.minichess.co.za/index.php/benefits-of-chess/181-2/
Document:244_Kemm_Cloete, 2011.docx
 
Author:CREATE
Year:2009
Project Name:The Education Roadmap in South Africa
Project Description:A response to the precarious state of the public education system in South Africa the Education Roadmap and its 10 Point Programme is a multi-layered policy intervention intended to galvanise educational policymakers and practitioners into action get schools the support they need get teachers teaching and learners learning and ultimately produce a functioning and good quality system of education.
Sector:NGO
Phase:Foundation Intermediate
Type of Study:Project description
School:Primary
Type:Intervention
Domain:Literacy English Numeracy Maths
Location:South Africa
Department / Province:Not specified
Website:http://www.create-rpc.org/pdf_documents/Policy_Brief_9.pdf
Document:245_CREATE, 2009.pdf
 
Author:Bloch
Year:2009
Project Name:Policy Space and Intervention The Education Roadmap in South Africa
Project Description:This paper examines a policy intervention process in which the Development Bank of Southern Africa DBSA played a central facilitating role on behalf of government in drawing up an Education Roadmap for the new incoming government of South Africa.
Sector:NGO
Phase:Foundation Intermediate
Type of Study:Reviews and meta evaluation studies
School:Primary
Type:Intervention
Domain:Policy
Location:South Africa
Department / Province:Not specified
Website:http://www.create-rpc.org/pdf_documents/Policy_Brief_9.pdf
Document:249_Bloch, 2009.docx
 
Author:CDE
Year:Not specified
Project Name:Learner Improvement in ZENEX-funded Projects
Project Description:This is a summary document on learner improvement in Zenex-funded projects.
Sector:NGO
Phase:Foundation Intermediate
Type of Study:Reviews and meta evaluation studies
School:Primary
Type:Intervention
Domain:Literacy English Numeracy Maths Science
Location:South Africa
Department / Province:Not specified
Website:Not applicable
Document:250_CDE Projects ZF Review.docx
 
Author:Prew
Year:2007
Project Name:Successful principals why some principals succeed and other struggle when faced with innovation and transformation
Project Description:I explore the role and skills a principal needs to succeed in a transforming South African township school environment. I looked in detail at four principals and schools exposed to innovation. Two were successful in transforming their schools and two were not. The successful principals were able to seize innovations and make them work for the school. They were selective in the innovative practices they accepted but compared with principals of less successful schools who opposed many of the innovations they were able to explain why they opposed the ones the y rejected or modified. The successful principals were particularly effective at working with the surrounding community on its own terms and with the local education district office and in making these interfaces productive allowing the school to play a key role in improving the community and supporting changes in the district office.
Sector:University
Phase:No specific phase
Type of Study:Intervention evaluation
School:Not specified
Type:Intervention
Domain:Leadership and management
Location:South Africa
Department / Province:Gauteng
Website:http://reference.sabinet.co.za/sa_epublication_article/educat_v27_n3_a8
Document:253_Prew, 2007.pdf
 
Author:Alant
Year:2010
Project Name:We cross night Some reflections on the role of ESKOM Expo for Young Scientists as a means of accommodating disadvantaged learners into the field of Science and Technology
Project Description:This article critiques the role of the ESKOM Expo for Young Scientists as a particularly salient node in the constitution of young learners identity as prospective participants in the field of science and technology. The ESKOM Expo is seen as a particularly exciting means of providing access to the niche area of science and technology. Yet this attraction camouflages a number of pitfalls that learners have to negotiate. Looked at as a vehicle of accommodation of the scientific and technological aspirations of the young people involved in this research the ESKOM Expo reveals itself to be problematic in various ways. Positioning itself within a postcritical ethnographic framework this article considers these issues at two levels a the disjuncture between the bureaucratic institution of the expositions and the intuitiveness and spontaneity evident in the learners preparation for the exposition b issues of language and representation that tend to marginalise learners from working class backgrounds. It is argued that the institution of the ESKOM Expo while undoubtedly useful as a means of opening up young learners horizons of science and technology is still not sufficiently flexible both at a conceptual and an organisational level for it to be the vehicle of technological empowerment it is intended to be.
Sector:University
Phase:FET
Type of Study:Project description
School:Secondary
Type:Intervention
Domain:Science
Location:South Africa
Department / Province:KwaZulu-Natal
Website:http://www.ajol.info/index.php/pie/article/view/76938
Document:255_Alant, 2010.pdf
 
Author:Fleisch
Year:2006
Project Name:Bureaucratic accountability in the Education Action Zones of South Africa
Project Description:The Education Action Zone programme in Gauteng province South Africa has been widely seen as a very successful school improvement initiative with particular significance as it represents a unique model of top-down bureaucratic accountability as a vehicle for turning- around dysfunctional secondary schools. In this article I evaluate the impact of the initiative through an analysis of the senior secondary examination results for 1999 20 02 in the 70 schools involved in the programme. It was found that the EAZ schools made significant gains in the overall pass rate university pass rates number of A symbols and average mark. The results of comparative analysis confirmed the overall success of the programme. However an alternative explanation raised questions about the mechanisms of improvement by uncovering a relationship between gains in examination results and learner exclusion.
Sector:University
Phase:FET
Type of Study:Intervention evaluation
School:Secondary
Type:Intervention
Domain:Not specified
Location:South Africa
Department / Province:Gauteng
Website:http://www.ajol.info/index.php/saje/article/view/25076
Document:256_French EAZ Evaluation.pdf
 
Author:du Toit
Year:Not specified
Project Name:The effect of ICT curriculum support on the measured skills levels of learners of two sub-projects of the Khanya Project
Project Description:This paper discusses the effect of ICT curriculum support on the measured skills levels of learners of two sub-projects of the Khanya Project The Mathematics Higher Grade Intervention and The Foundation Phase Intervention.
Sector:University
Phase:Foundation Senior FET
Type of Study:Intervention evaluation
School:Primary Secondary
Type:Intervention
Domain:General
Location:South Africa
Department / Province:Western Cape
Website:http://www.khanya.co.za/news/events/files/wcceisabel.pdf
Document:257_Khanya Project Evaluation.pdf
 
Author:Schollar
Year:2006
Project Name:Case Study of the Quality of Education in Twelve Khanyisa Schools
Project Description:A case study report of the Khanyisa Schools Project The focus of the programme was to improve the efficiency of the educational system in the province transform 856 schools in selected circuits in all districts and support FET Colleges. The Khanyisa School Transformation Programme of the Limpopo Department of Education LDoE supported by the Department for International Development DfID of the Government of the United Kingdom initiated its delivery at school level in mid-2005. The first pilot application of the programme design has been completed in 100 schools in the Sekhukhune and Vhembe Districts while delivery to a second group of schools in the Waterberg and Mopane districts will soon be under way.
Sector:NGO
Phase:Foundation Intermediate
Type of Study:Intervention evaluation
School:Primary
Type:Intervention
Domain:General
Location:South Africa
Department / Province:Limpopo
Website:Not applicable
Document:259_Khanyisa Case Study Report.pdf
 
Author:Ono Ferreira
Year:2010
Project Name:A case study of continuing teacher professional development through lesson study in South Africa
Project Description:We consider the professional development of in-service teachers and review traditional development efforts that have been used in the past. An alternative form of professional development using Japanese lesson study is proposed and discussed as a possibility. A case study involving the Mpumalanga Secondary Science Initiative where lesson study was used is described and its efficacy reviewed. The project was aimed at improving mathematics and science learning of secondary school learners using lesson study for teacher development. The discussion concludes with a reflection on the outcomes and efforts of the project.
Sector:University
Phase:Senior FET
Type of Study:Intervention evaluation
School:Primary Secondary
Type:Intervention
Domain:Maths Science
Location:South Africa
Department / Province:Mpumalanga
Website:http://www.ajol.info/index.php/saje/article/viewFile/52602/41208.
Document:260_MSSI Case study.pdf
 
Author:JICA
Year:Not specified
Project Name:The Mpumalanga Secondary Science Initiative Termincal evaluation
Project Description:JICA implemented the Mpumalanga Secondary Science InitiativeMSSI Project to establish a school-based in-service training system for teachers on Grade 8 and 9 in the Mpumalanga Province in collaboration with the Mpumalanga Department of Education and University of Pretoria.
Sector:NGO
Phase:Senior FET
Type of Study:Intervention evaluation
School:Primary Secondary
Type:Intervention
Domain:Maths Science
Location:South Africa
Department / Province:Mpumalanga
Website:http://www.jica.go.jp/english/our_work/evaluation/tech_and_grant/project/term/africa/c8h0vm000001rp75-att/south_africa_2005_1.pdf
Document:261_MSSI Evaluation.docx
 
Author:Ribbins
Year:2007
Project Name:Leadership and management in education whats in a field
Project Description:As with education as a whole as a field of study and research educational leadership and management has notably in the UK but also elsewhere experienced a period of critical and self-critical examination . The accusations claim much of it is second rate ideologically orientated methodologically inadequate small-scale non-cumulative poorly disseminated and lacking impact on policy and practice. I explore these claims accepting some and challenging others and consider how they may be addressed. Given the Special Editions focus on among other things a perceived lack of clarity as to how the field is to be described and its key concepts defined much of the article seeks to tackle these and related issues by proposing an approach to understanding knowledge and its production that is rather more comprehensive and inclusive than has been usual in recent times. In doing so I argue that the possibilities of a humanities perspective in general and of history in particular have been greatly underestimated within the field.
Sector:University
Phase:No specific phase
Type of Study:International research
School:Not specified
Type:Non-Intervention
Domain:Leadership and management
Location:UK
Department / Province:Not applicable
Website:http://www.ajol.info/index.php/saje/article/download/25105/4319
Document:262_Ribbins, 2007.pdf
 
Author:Green
Year:2008
Project Name:Paradigm and pedagogy Transitional issues in English
Project Description:This article considers interview and questionnaire data collected in a large-scale study of students of English making the transition between sixth form and university and their teachers at both post-16 and university levels. Drawing on philosophical perspectives derived from Pierre Bourdieu it discusses a set of issues surrounding curricular formations of English at post-16 and higher education levels in the United Kingdom UK context. It identifies how curricular formations impact upon students experiences and conceptualisations of subject notions of pedagogy and the relationship between students and teaching staff at the point of transition.
Sector:University
Phase:Higher Education
Type of Study:International research
School:Tertiary
Type:Non-Intervention
Domain:English
Location:UK
Department / Province:Not applicable
Website:http://reference.sabinet.co.za/document/EJC87460
Document:263_Green, 2008.pdf
 
Author:Borman Dowling Schneck
Year:2008
Project Name:A multisite cluster randomized field trial of Open Court Reading
Project Description:In this article the authors report achievement outcomes of a multisite cluster randomized field trial of Open Court Reading 2005 OCR a K-6 literacy curriculum published by SRAMcGraw-Hill. The participants are 49 first-grade through fifth-grade classrooms from predominantly minority and poor contexts across the nation. Blocking by grade level within schools the trial includes 27 classrooms receiving the OCR curricular materials and professional development and 22 business-as-usual control classrooms. Multilevel analyses of classroom-level effects of assignment to OCR reveal statistically significant treatment effects on all three of the Comprehensive Test of Basic Skills 5th edition Terra Nova literacy posttests. The OCR effect sizes are d 0.16 for the Reading Composite d 0.19 for Vocabulary and d 0.12 for Reading Comprehension. These effects achieved across 27 classrooms and 5 schools demonstrate the potential for replicating improved literacy outcomes through the scale-up of OCR.
Sector:University
Phase:Foundation Intermediate
Type of Study:Evaluation study
School:Primary
Type:Intervention
Domain:English
Location:USA
Department / Province:Not applicable
Website:http://epa.sagepub.com/content/30/4/389.abstract
Document:264_Borman, Dowling_Schneck, 2008.pdf
 
Author:Hand Wallace Yang
Year:2004
Project Name:Using a science writing heuristic to enhance learning outcomes from laboratory activities in seventh-grade science Quantitative and qualitative aspects.
Project Description:Science laboratory activities within secondary science have traditionally followed prescriptive outlines both in the structure and reporting of the activity. Building on current understandings of writing to learn science strategies a Science Writing Heuristic has been developed that encourages students to examine laboratory activities much more carefully in terms of having to justify their research questions claims and evidence. This study reports on the implementation of the heuristic within a Year 7 biology classroom. A mixed-method approach was used to determine whether student performance on conceptual questions improved when using the heuristic and if using a more non-traditional write-up of laboratory activities was beneficial for students in terms of learning. Results indicate that students who used the Science Writing Heuristic performed better as a group than students who did not and that students who completed a textbook explanation as a write-up performed better as a group than those who completed a more traditional write-up format. Student interview responses indicate a development of understanding of science inquiry and an awareness of cognitive and metacognitive processes needed to complete the activities.
Sector:University
Phase:FET
Type of Study:International research
School:Secondary
Type:Non-Intervention
Domain:Science
Location:USA
Department / Province:Not applicable
Website:http://www.tandfonline.com/doi/abs/10.1080/0950069032000070252
Document:265_Hand, Wallace, Yang, 2004.pdf
 
Author:Hoover et al
Year:2008
Project Name:Afterschool family and community increasing student success beyond the school day
Project Description:An issue of SEDL Letter centered around afterschool and family and community involvement. We focus on the research presenting a summary of two systematic reviews one on afterschool and one on parent involvement and a summary of a research synthesis on afterschool programs originally published by the Harvard Family Research Project HFRP.
Sector:NGO
Phase:No specific phase
Type of Study:International research
School:Not specified
Type:Non-Intervention
Domain:Extra mural
Location:USA
Department / Province:Not applicable
Website:http://www.sedl.org/pubs/sedl-letter/v20n02/SEDLLetter_v20n02.pdf
Document:266_Hoover, Moses, Blair, Ritenour_Reynolds, 2008.pdf
 
Author:Kersaint Chappel
Year:2001
Project Name:Helping teachers promote problem solving with at-risk children.
Project Description:This article reports on the impact of a professional development project conducted with K2 teachers at a charter school established specifically for primary students identified at-risk. Although the ultimate goal of the intervention was to improve students performance in mathematics this article focuses on the teachers perceptions throughout the intervention as they attempted changes in their mathematics teaching practices. In particular we discuss changes in teachers perceptions as they began to allow students to solve problems in their own ways.
Sector:University
Phase:Foundation
Type of Study:International research
School:Primary
Type:Non-Intervention
Domain:Maths
Location:USA
Department / Province:Not applicable
Website:http://link.springer.com/article/10.1023%2FA%3A1011313007716
Document:267_Kersaint_Chappel, 2001.pdf
 
Author:Little Wimer Weiss
Year:2008
Project Name:After school programs in the 21st century their potential and what it takes to achieve it
Project Description:Harvard Family Research Projects HFRP Issues and Opportunities in Out-of-School Time Evaluation briefs highlight current research and evaluation work in the out-of school time field. These documents draw on HFRPs research work in out-of-school time to provide practitioners funders evaluators and policymakers with information to help them in their work. This brief looks at 10 years of research on after school programs and finds implications for the future of the after school field.
Sector:University
Phase:Foundation Intermediate
Type of Study:International research
School:Primary
Type:Non-Intervention
Domain:General
Location:USA
Department / Province:Not applicable
Website:http://www.hfrp.org/publications-resources/browse-our-publications/after-school-programs-in-the-21st-century-their-potential-and-what-it-takes-to-achieve-it
Document:268_Little, Wimer_Weiss, 2008.pdf
 
Author:Lopata Miller Miller
Year:2003
Project Name:Survey of actual and preferred use of co-operative learning among exemplar teachers.
Project Description:The purpose of this study was to examine self-reported relative use of cooperative learning among exemplar teachers. Comparisons were made of teacher-reported actual versus preferred use of cooperative learning along with actual and preferred use on each of the 4 elements of cooperative learning delineated by D. Johnson R. Johnson E. Holubee and P. Roy 1984. Several teachers characteristics also were examined to determine whether individual characteristics were associated with relative use. Survey results indicated a significant disparity between overall reported actual and preferred use on each of the 4 elements of cooperative learning. Of the 6 teacher characteristics examined only participation in staff development for cooperative learning was associated with relative use. Follow-up analyses indicated that staff development was related to greater relative use only for the element of individual accountability.
Sector:University
Phase:No specific phase
Type of Study:International research
School:Not specified
Type:Non-Intervention
Domain:Teacher professional development
Location:USA
Department / Province:Not applicable
Website:http://www.tandfonline.com/doi/abs/10.1080/00220670309598812
Document:269_Lopata, Miller_Miller, 2003.pdf
 
Author:Rivard Straw
Year:2000
Project Name:The effect of talk and writing on learning science. An exploratory study.
Project Description:This study investigated the role of talk and writing on learning science. The purpose was to explore the effect of talk writing and talk and writing on the learning and retention of simple and integrated knowledge and to describe the mechanisms by which talk and writing mediate these processes. Forty-three students were randomly assigned to four groups all stratified for gender and ability. At intervals during an instructional unit three treatment groups received problem tasks that involved constructing scientific explanations for real-world applications of ecological concepts. A control group received simpler descriptive tasks based on similar content. Students in the talk-only treatment group T discussed the problem tasks in small peer groups. Students in the writing-only treatment group W individually wrote responses for each of the tasks but without first talking to other students. Students in the combined talk and writing treatment group TW discussed the problems in groups prior to individually writing their explanations. Dependent variables included simple integrated and total knowledge scores based on multiple-choice tests essay questions and concept maps obtained at three timepoints during the study a pretest an immediate posttest and a delayed posttest. Records of student talk and writing were also analyzed to describe the mechanisms involved. The findings suggest that talk is important for sharing clarifying and distributing knowledge among peers while asking questions hypothesizing explaining and formulating ideas together are all important mechanisms during peer discussions. Analytical writing is an important tool for transforming rudimentary ideas into knowledge that is more coherent and structured. Furthermore talk combined with writing appears to enhance the retention of science learning over time. Moreover gender and ability may be important mediating variables that determine the effectiveness of talk and writing for enhancing learning.
Sector:University
Phase:FET
Type of Study:International research
School:Secondary
Type:Non-Intervention
Domain:Science
Location:Canada
Department / Province:Not applicable
Website:http://kenanaonline.com/files/0020/20490/Rivardstraw.pdf
Document:270_Rivard_Straw, 2000.pdf
 
Author:Woolley
Year:2010
Project Name:Developing reading comprehension combining visual and verbal cognitive processes
Project Description:When most children read narrative texts they actively utilise cognitive resources to comprehend by constructing appropriate mental models of story events. However many children with poor comprehension experience difficulties due to an inability to appropriately direct attention and to effectively use the resources of working memory. As a result their ability to construct integrated mental models of story content may be impaired. However their reading comprehension performance can be improved when they are taught inferential reading comprehension strategies involving both verbal and visual processes to facilitate more elaborated mental modeling of narrative texts. This article discusses how such strategies can be implemented and consolidated using a metacognitive focus within a flexible multiple-strategy framework.
Sector:University
Phase:No specific phase
Type of Study:International research
School:Not specified
Type:Non-Intervention
Domain:Literacy
Location:Australia
Department / Province:Not applicable
Website:http://www.questia.com/library/journal/1G1-228435610/developing-reading-comprehension-combining-visual
Document:271_Woolley, 2010.pdf
 
Author:Hull Schultz
Year:2001
Project Name:Literacy and Learning Out of School A Review of Theory and Research
Project Description:In this article we review research on literacy in out-of-school settings. Our first purpose is to identify the conceptual advances in theories of literacy that have arisen from non-school-based research and to trace their evolution. We are especially interested in clarifying the historical roots of current theories. A second purpose is to highlight recent research on literacy in out-of-school settings that exemplifies the range and dimensions of current work. Finally we call for an examination of the relationships between school and nonschool contexts as a new direction for theory and research. We ask How can research on literacy and out-of-school learning help us to think anew about literacy teaching and learning across a range of contexts including school
Sector:University
Phase:No specific phase
Type of Study:International research
School:Not specified
Type:Non-Intervention
Domain:Literacy
Location:USA
Department / Province:Not applicable
Website:http://www.jstor.org/stable/3516099
Document:272_Hull_Schultz, 2001.pdf
 
Author:Banilower et al
Year:2006
Project Name:Lessons from a Decade of Mathematics and Science Reform A Capstone Report for the Local Systemic Change through Teacher Enhancement Initiative
Project Description:Since 1995 NSFs Local Systemic Change program has been supporting schools and districts in their efforts to improve mathematics science and technology education. Data from the LSC core evaluation suggest that the initiative has had significant success in a number of areas. The data also provide some insights into the difficulties that large-scale reform projects encounter in their efforts to provide professional development for substantial numbers of teachers and to develop a supportive context for scaling up and sustaining interventions initiated with external funds. This report looks at some of the LSCs key successes and challenges and the implications of the LSC experience for others engaged in the reform of mathematics and science education.
Sector:NGO
Phase:No specific phase
Type of Study:International research
School:Not specified
Type:Non-Intervention
Domain:Science Maths Technology Professional development Policy
Location:USA
Department / Province:Not applicable
Website:http://www.pdmathsci.net/reports/capstone.pdf
Document:273_Banilower, Boyd, Pasley_Weiss, 2006.pdf
 
Author:CDE
Year:2009
Project Name:Business and Schooling reform What can we learn from experience in the United States
Project Description:This is a summary of a CDE publication entitled Business and Schooling Reform What can we learn from experience in the United States which reflects the proceedings of a workshop held in Washington DC in December 2008. The full-length report is available from CDE.
Sector:NGO
Phase:No specific phase
Type of Study:International research
School:Not specified
Type:Non-Intervention
Domain:Policy Maths Science Literacy
Location:USA
Department / Province:Not applicable
Website:http://www.cde.org.za/education-skills-and-markets/79-education/131-business-and-schooling-reform-what-can-we-learn-from-experience-in-the-united-states
Document:274_CDE_2009.pdf
 
Author:Pressly et al
Year:2006
Project Name:A Portrait of Benchmark School How a School Produces High
Project Description:This is a case study of Benchmark School which educates 6- to 15-year-olds with a history of school failure. Grounded theory methodology was employed to generate a theory about how the school promotes achievement. Many elements potentially promoting academic achievement were identified including ones informed by psychological theory and research e.g. evidence-based literacy instructional practices strategies instruction conceptually focused content instruction many mechanisms to motivate students but also selective admissions human resources i.e. well-trained teachers supportive parents skilled counselors small class size and a supportive physical context. The theory that emerges is that many elements must be articulated to remediate struggling elementary students although some are more important than others.
Sector:University
Phase:No specific phase
Type of Study:International research
School:Not specified
Type:Non-Intervention
Domain:General
Location:USA
Department / Province:Not applicable
Website:http://psycnet.apa.org/journals/edu/98/2/282/
Document:275_Pressley, Gaskins, Solic_Collins, 2006.pdf
 
Author:Rowan
Year:2007
Project Name:Changing Instruction and Improving Student Learning Lessons from comprehensive School Reform
Project Description:Perhaps the most frequent observation made about education reform in the United States is that it has failed especially in producing deep or fundamental changes in teaching and learning in Americas K-12 schools. Looking just at mathematics and sci-ence education since the 1960s for example weve witnessed repeated efforts to push new curricular materials into schools to upgrade the collegiate and in-service training of math and science teachers as well as to increase the number of highly qualified teachers in these subject areas and since the late 1990s to ratchet up education stan-dards and test-based accountability systems in the 50 states. Over this same time pe-riod NAEP scores in mathematics and science have risen ever so slightly and more for poor and minority students than for others. But most observers agree that K-12 schools continue to teach mathematics and science in ways that are far from ideal and that as a result students are learning less and different things than we want them to. Its not that things have gotten worse in U.S. education as a result of decades of education re-form. They havent. The big surprise is that things havent improved that much.
Sector:NGO University
Phase:No specific phase
Type of Study:International research
School:Not specified
Type:Non-Intervention
Domain:General
Location:USA
Department / Province:Not applicable
Website:http://opportunityequation.org/standards-and-assessments/changing-instruction-improving-student
Document:276_Rowan, 2007.pdf
 
Author:CDE
Year:2011
Project Name:Schooling reform is possible Lessons for South Africa from
Project Description:This report summarises the proceedings of a Round Table hosted by CDE in Johannesburg on 5 and 6 April 2011. The Round Table was conceived and organised by Nick Segal Tessa Yeowart and Ann Bernstein. They were assisted by an advisory team comprising Gail Campbell Brian Figaji Liz Berry Gips Mpho Letlape Jeff McCarthy Sarah Morrison and Charles Simkins. The Round Table was chaired by Brian Figaji. This report was written by Jeff McCarthy and Riaan de Villiers.
Sector:NGO
Phase:No specific phase
Type of Study:Reviews and meta evaluation studies
School:Not specified
Type:Intervention
Domain:Not specified
Location:South Africa
Department / Province:Not specified
Website:http://www.cde.org.za/publications/education-skills-and-markets/79-education/117-schooling-reform-is-possible-lessons-for-south-africa-from-international-experience
Document:277_Bernstein, 2011.pdf
 
Author:Taylor et al
Year:2010
Project Name:Options for talented learners from disadvantaged backgrounds LEAP ISASA ME and SSP MAD foundation AGOF St Johns Academy SSB and St Barnabas College
Project Description:Many learners from disadvantaged backgrounds capable of obtaining university entrance passes in mathematics do not do so either because their schools do not teach mathematics or the tuition is inferior. In recent years the private sector has initiated a number of projects aimed at realising this potential. CDE commissioned JET Education Services to study some of these programmes in order to establish what makes them successful and whether any of them could be taken to scale.
Sector:NGO
Phase:FET
Type of Study:Reviews and meta evaluation studies
School:Secondary
Type:Intervention
Domain:English Maths Science
Location:South Africa
Department / Province:Not specified
Website:http://www.cde.org.za/publications/education-skills-and-markets/79-education/124-options-for-talented-learners-from-disadvantaged-backgrounds
Document:278_CDE 2_2010.pdf
 
Author:JET Education Services
Year:2010
Project Name:Centres of Excellence Project COEP Bojanala Systemic School Improvement Project BSSIP
Project Description:This is the first in a series of Learning Briefs published by JET Education Services. The Learning Briefs are meant to be read by education practitioners at the school district provincial and national levels. Ultimately they are intended to disseminate new ideas strategies and tools for improving the quality of education. Learning Brief 1 aims to share observations and lessons from two pilot school improvement projects in the Eastern Cape and North West. The two projects are being funded by Murray Roberts the D G Murray Trust the Michael Susan Dell Foundation and the JET Board of Directors. The North West and Eastern Cape Departments of Education helped to design the projects and are playing leading roles in their implementation.
Sector:NGO
Phase:Foundation Intermediate Senior FET
Type of Study:Reviews and meta evaluation studies
School:Primary Secondary
Type:Intervention
Domain:Literacy English Numeracy Maths
Location:South Africa
Department / Province:Multiple
Website:http://www.jet.org.za/systemic-school-improvement-in-rural-areas-what-have-we-learnt
Document:279_JET, 2010 Learning Brief.pdf
 
Author:Roberts
Year:2001
Project Name:Mapping school reform initiatives in South Africa An overview of 12 school reform projects
Project Description:This paper aims to map the school development landscape as it exists in South Africa noting salient features and trends. This paper presents data gathered through case studies of the 12 school development projects which were selected to participate in this project.
Sector:NGO
Phase:Foundation Intermediate Senior FET
Type of Study:Reviews and meta evaluation studies
School:Primary Secondary
Type:Intervention
Domain:Leadership and management
Location:South Africa
Department / Province:Not specified
Website:http://www.jet.org.za/publications/research/Roberts_Mapping%20School%20Reform%20Initiatives%20in%20SA.pdf
Document:280_Roberts_Mapping School Reform Initiatives in SA.pdf
 
Author:Roberts Schollar
Year:2011
Project Name:Meta-analysis of programmes and projects supported by the Zenex Foundation between 2006 and 2011
Project Description:The meta-evaluation of the first five years of the Zenex Foundations 10 year strategy provides an opportunity to reflect on the Foundations body of work and its achievements between 2005 and 2010. It is also a time to reflect on the extent to which the various projects that it has supported have contributed to the achievement of the organisations strategic goals and consider what lessons which can be learnt about effort to improve educational quality. However this meta-evaluation or meta-analysis of the Foundations work is not only about looking back it is also a chance to look forward and to think about whether strategies and approaches need to change or evolve in order to promote greater organisational effectiveness.
Sector:NGO
Phase:Senior FET
Type of Study:Reviews and meta evaluation studies
School:Primary Secondary
Type:Intervention
Domain:General
Location:South Africa
Department / Province:Not specified
Website:Not applicable
Document:281_Zenex Foundation 2011 Meta eval.docx
 
Author:Roberts Schollar
Year:2006
Project Name:The Evaluation of Development Projects Of the Zenex Foundation between 1995 And 2005
Project Description:This study form part of the review commissioned by the Zenex Foundation to mark the first ten years of its operation. It is intended to provide the reader with an analytic review of the results of the evaluations commissioned by the Zenex Foundation over this period.
Sector:NGO
Phase:Foundation Intermediate Senior FET
Type of Study:Reviews and meta evaluation studies
School:Primary Secondary
Type:Intervention
Domain:General
Location:South Africa
Department / Province:Not specified
Website:Not applicable
Document:282_ZF Meta Study.doc
 
Author:Swart et al
Year:2002
Project Name:Implementing inclusive education in South Africa teachers attitudes and experiences.
Project Description:The central argument is that the creation of inclusive schools will require more than merely the implementation of new policies. Practising teachers are the key to the successful implementation of an inclusive system and they will need time ongoing support and in-service training. Real change therefore requires a long-term commitment to professional development. This article presents a comparative analysis of the findings of three independent studies aimed at identifying and describing teachers attitudes to and experiences in implementing inclusive education in South Africa. The main themes identified in all three studies include inadequate knowledge skills and training for the implementation of inclusive education lack of educational and teacher support insufficient facilities and resources and the potential effects of inclusive education on learners.
Sector:University
Phase:Foundation Intermediate Senior
Type of Study:Reviews and meta evaluation studies
School:Primary
Type:Intervention
Domain:Teacher professional development
Location:South Africa
Department / Province:Not specified
Website:http://www.sabinet.co.za/abstracts/academ/academ_v34_n1_a8.html
Document:283_Swart, Engelbrecht, Eloff_Pettipher, 2002.pdf
 
Author:Taylor Fleisch Shindler
Year:2008
Project Name:Changes in Education Since 1994
Project Description:This paper reviews education and government school interventions in South Africa since 1994.
Sector:NGO University
Phase:ECD Foundation Intermediate Senior FET Higher Education
Type of Study:Reviews and meta evaluation studies
School:Primary Secondary Tertiary
Type:Intervention
Domain:Not specified
Location:South Africa
Department / Province:Not specified
Website:http://www.jet.org.za/publications/research/Taylor%20Fleisch%20Shindler%20Changes%20in%20Education%2015%20year%20review.pdf
Document:284_Taylor, Fleisch_Shindler, 2008_Changes in Education 15 year review.pdf
 
Author:Setati Chitera Essien
Year:2009
Project Name:Research on multilingualism in mathematics education in South Africa 20002007
Project Description:This paper presents a critical review of research on multilingualism in mathematics education in South Africa in the years 20002007. To do this review we selected key peer reviewed local and international mathematics education journals as well as key mathematics education conference proceedings in which South African mathematics education research had been published for the period 2000 to 2007. Through this review we argue that while all research in the area of study identifies language as the major determinant of success in mathematics learning and comparative assessment large-scale and small-scale studies follow disconnected paths and thus seem to be making contradictory recommendations. Large scale research argues that improving the learners fluency in English is critical to improving learner achievement in mathematics while small scale research argues for ways of using the learners home languages as a resource for learning. We highlight the paucity of research in this important area of study and propose areas of study for future research.
Sector:University
Phase:ECD Foundation Intermediate Senior FET Higher Education
Type of Study:Reviews and meta evaluation studies
School:Primary Secondary Tertiary
Type:Intervention
Domain:Literacy English Numeracy Maths
Location:South Africa
Department / Province:Not specified
Website:http://www.tandfonline.com/doi/abs/10.1080/10288457.2009.10740662
Document:285_Setati, Chitera_Essien, 2009.pdf
 
Author:Ayliff
Year:2010
Project Name:Why cant Johnny write He sounds okay Attending to form in English second language teaching
Project Description:This article addresses the problem of poor written English amongst many South African learners who study English as their First Additional Language FAL at secondary school level and the effect this has on their tertiary education and their future careers. The reasons for this poor mastery of written discourse are explored and in particular it is argued that the problems that have arisen are because of the communicative meaning-focused approach that has been the raison dtre of the second language syllabi for many years. This approach has also underpinned the OBE curriculum for English as FAL. An alternative method in which the form of the language is focused upon is explored and it is argued that this methodology would be a more successful one for South African learners and go a long way to solving the problem of the poor standard of English of matriculants.
Sector:University
Phase:FET
Type of Study:SA general research study
School:Secondary
Type:Non-Intervention
Domain:English
Location:South Africa
Department / Province:Not specified
Website:http://www.ajol.info/index.php/pie/article/view/76910
Document:286_Ayliff, 2010.pdf
 
Author:Berkhout
Year:2007
Project Name:Leadership in educational transformation in reshaping the organisational discourse
Project Description:The restructuring of South African education poses continuous challenges for educational leaders to contribute towards constituting a just and equitable society. Competing discourses however create ongoing tensions that have to be negotiated and meaningfully mediated. The widely diverse often conflicting local discourses shaped by particular groups histories and experiences interacting with national provincial imperatives and the powerful neo-liberalist discourse puts exceptional demands on educational leadership. These discourses shape not only the enactment of education leadership and management in school settings but also its conceptualisation as a discipline and the concomitant enactment in schools and other education settings. In the context of the debate of what constitutes education leadership andor management I focus on the conceptualisation of the organisational or structural context of leadership. Leadership is explored as engaging within and with schools as a construct of language i.e. as a discursive construction where meanings are emergent deferred and dispersed. This has the ontological implication that schools as organisations do not have autonomous stable or structured status outside that of the interactive narratives and texts that constitute it. Also transformative educational leadership as a practice of power would in the interests of social justice have to engage with competing discourses and what they privilege.
Sector:University
Phase:No specific phase
Type of Study:SA general research study
School:Not specified
Type:Non-Intervention
Domain:Leadership and management
Location:South Africa
Department / Province:Not specified
Website:http://www.ajol.info/index.php/saje/article/view/25108
Document:287_Berkhout, 2007.pdf
 
Author:Bhana
Year:2005
Project Name:Im the best in maths. Boys rule girls drool. Masculinities mathematics and primary schooling
Project Description:This article presents elements of an ethnographic study of gendered identities among boys and girls in the early years of primary schooling. Foregrounding group work in mathematics as a key arena for the production of young masculine identities this article goes some way to addressing what is absent from sociological portrayals of young children gender and mathematics education. Drawing on data derived from a top set mathematics group comprising five boys and one girl in a Grade 2 classroom the article examines the ways in which a groups social dynamics interacted to define and regulate hegemonic masculinity. Boys in this study associate with mathematics engage in oppositional and gendered discourses claim power over girls and construct a version of masculinity which correlates with prestige and these have inequitable effects. I conclude by arguing that a focus on the early years using theoretical spaces offered by masculinity studies is really useful in understanding young boys and girls developing relationship with mathematics.
Sector:University
Phase:Foundation
Type of Study:SA general research study
School:Primary
Type:Non-Intervention
Domain:Maths
Location:South Africa
Department / Province:KwaZulu-Natal
Website:http://reference.sabinet.co.za/sa_epublication_article/persed_v23_n3_a3
Document:288_Bhana, 2005.pdf
 
Author:Botha
Year:2006
Project Name:Leadership in school-based management a case study in selected schools
Project Description:A professional school principal is the educational leader and manager of a school and is therefore responsible for the work performance of all the people in the school i.e. both staff and learners. People are the human resources of schools. They use material resources such as finances information equipment and facilities to produce a product namely the educated learner. One of the principals jobs the so-called principalship is to help the school achieve a high level of performance through the utilisation of all its human and material resources. This is done through effective and ultimately excellence in leadership. More simply stated a principals job is to get things done by working with and through other people. Studies of effective and excellent principals reveal that the major reason for principals failure is an inability to deal with people. If the people perform well the school performs well if the people do not perform well the school does not. In this sense the leadership task of school principals is of the utmost importance and is probably the most important element of the principals role andor task. School principals are essential to the success of schools of all types and sizes. This philosophical review of the literature which draws its conclusions from recent best practices with regard to excellence in school leadership and the so-called new principalship is an attempt to raise and answer some questions concerning new demands on the professional principalship in a changing South Africa where educational reform is the norm rather than the exception.
Sector:University
Phase:FET
Type of Study:Exploratory research
School:Secondary
Type:Non-Intervention
Domain:Leadership and management
Location:South Africa
Department / Province:Gauteng
Website:http://www.ajol.info/index.php/saje/article/view/25074
Document:289_Botha, 2006.pdf
 
Author:Botha
Year:2004
Project Name:Excellence in leadership demands on the professional school principal
Project Description:According to the literature on school-based management there are two clear schools of thought on this issue. One school views school-based management as a positive and successful vehicle of school improvement. The other argues that it has been minimally successful in school improvement. The leadership role of the school principal is widely regarded as the primary factor contributing to a successful relationship between school-based management and school improvement and is therefore an essential dimension of successful school-based management. This article derived from a qualitative case study undertaken among a number of divergent secondary schools in Gauteng province is an attempt to conceptualise the important and pivotal leadership role of the school principal in ensuring school improvement via effective school-based management in South African schools.
Sector:University
Phase:No specific phase
Type of Study:SA general research study
School:Not specified
Type:Non-Intervention
Domain:Leadership and management
Location:South Africa
Department / Province:Not specified
Website:http://www.ajol.info/index.php/saje/article/view/24995
Document:290_Botha, 2004.pdf
 
Author:Bridgemohan Van Wyk van Staden
Year:2005
Project Name:Home-School Communication in the Early Childhood Development Phase
Project Description:Close contact and regular communication between the home and the school in Early Childhood programmes improve the way parents and educators work towards the goal of child development. Moreover parent identification with parent involvement programmes is enhanced which increases parents satisfaction and childrens success. Communication plays a key role in all parent involvement programmes. In the light of this a qualitative investigation was conducted in the Reception Year Grade R of three primary schools in diverse socioeconomic communities in. South Africa to determine the type and extent of school-to-home and home-to-school communication in the Early Childhood Development phase. Findings suggest that most communication is school-directed and general in nature although communication concerning the individual child also takes place. Fewer opportunities are offered to parents to initiate communication. Reasons for this are discussed and recommendations to improve communication are made.
Sector:University
Phase:Foundation
Type of Study:Exploratory research
School:Primary
Type:Non-Intervention
Domain:Literacy
Location:South Africa
Department / Province:Not specified
Website:http://www.questia.com/library/journal/1G1-136846793/home-school-communication-in-the-early-childhood-development
Document:291_Bridgemohan, van wyk_van Staden, 2005.pdf
 
Author:Bush
Year:2007
Project Name:Educational leadership and management theory policy and practice
Project Description:There is great interest in educational leadership in the early part of the 21st century because of the widespread belief that the quality of leadership makes a significant difference to school and student outcomes. There is also increasing recognition that schools require effective leaders and managers if they are to provide the best possible education for their learners. Schools need trained and committed teachers but they in turn need the leadership of highly effective principals and support from other senior and middle managers. While the need for effective leaders is widely acknowledged there is much less certainty about which leadership behaviours are most likely to produce favourable outcomes. I examine the theoretic al underpinnings for the field of educational leadership and management assess different leadership models and discuss the evidence of their relative effectiveness in developing successful schools.
Sector:University
Phase:No specific phase
Type of Study:SA general research study
School:Not specified
Type:Non-Intervention
Domain:Leadership and management
Location:South Africa
Department / Province:Not specified
Website:http://wrap.warwick.ac.uk/426/
Document:292_Bush, 2007.pdf
 
Author:CDE
Year:2004
Project Name:From Laggard to World Class Reforming maths and science education in South Africa
Project Description:We require targeted focused initiatives that will build systematically on the existing virtues in the schooling system. In a situation of limited capacity in government provinces schools the educator community and the private sector only a few priority areas can be addressed but these must be the key priorities.
Sector:NGO
Phase:No specific phase
Type of Study:Situational assessment
School:Not specified
Type:Non-Intervention
Domain:Maths Science
Location:South Africa
Department / Province:Not specified
Website:http://www.cde.org.za/education-skills-and-markets/79-education/243-from-laggard-to-world-class-reforming-maths-and-science-education-in-south-africa-s-schools
Document:293_CDE_2004.pdf
 
Author:Chisholm
Year:2004
Project Name:The Quality of Primary Education in South Africa
Project Description:Although racial differences are no longer as stark as they were ten years ago and many poor schools are performing better than better-resourced schools the contours of quality differences by and large continue to reflect historical legacies and differences. This paper will try to examine the dynamics and some of the reasons for this. It will highlight differences between the periods 1994 and 1999 when a new system was essentially being set in place and 1999-2004 when decisive steps were taken to improve quality.
Sector:NGO
Phase:No specific phase
Type of Study:Situational assessment
School:Not specified
Type:Non-Intervention
Domain:General
Location:South Africa
Department / Province:Not specified
Website:http://unesdoc.unesco.org/images/0014/001466/146636e.pdf
Document:294_Chisholm, 2004.pdf
 
Author:Department of Basic Education
Year:2010
Project Name:School Realities
Project Description:This document depicts education statistics on school enrolment in 2010.
Sector:Government
Phase:No specific phase
Type of Study:Situational assessment
School:Not specified
Type:Non-Intervention
Domain:General
Location:South Africa
Department / Province:Not specified
Website:http://www.education.gov.za/DocumentsLibrary/Publications/tabid/93/Default.aspx
Document:295_DBE, 2010_School Realities.pdf
 
Author:Department of Basic Education
Year:2011
Project Name:Report on Dropout and Learner Retention Strategy
Project Description:The Portfolio Committee on Education requested the Department Basic Education to prepare a report on dropout rate and retention strategy.
Sector:Government
Phase:Foundation FET
Type of Study:Situational assessment
School:Primary Secondary
Type:Non-Intervention
Domain:Learner retention
Location:South Africa
Department / Province:Not specified
Website:http://www.education.gov.za/LinkClick.aspx?fileticket=jcSsY0rHcME%3D&tabid=358&mid=1261
Document:296_DBE, 2011.PDF
 
Author:De Klerk
Year:2002
Project Name:Language issues in our schools Whose voice counts Part 1 The parents speak
Project Description:Current debates about languages in education are fraught with controversy and opposing views and real-world experience reveals huge gaps between idealistic theory and on-the ground practice. It is important to examine this issue in the light of democracy and the declared need for consultation with all stakeholders and to consider the needs of the learners in society as well as those of the educators. One particular area of contest and debate is the teaching of Xhosa and the use of the mother tongue for instruction. This two-part article reports on a small-scale survey which was carried out in Grahamstown in the Eastern Cape Province.2 The first of the two articles reports on questionnaire responses from the parents of 194 Xhosa-speaking children who had been sent to English-medium schools in Grahamstown. This survey included personal interviews with 26 of these parents in which they elaborate on their views and experiences with regard to language issues. The second of the two articles reports on personal interviews which were conducted with the heads of these six English medium schools concerning the issue of language in education and particularly the teaching of Xhosa in their schools.
Sector:University
Phase:No specific phase
Type of Study:Exploratory research
School:Not specified
Type:Non-Intervention
Domain:LoLT
Location:South Africa
Department / Province:Eastern Cape
Website:http://www.ecdoeresearch.org/hp_joomla_15/index.php?option=com_content&view=article&id=151%3Alanguage-issues-in-our-schools-whose-voice-counts-part-1-the-parent-speaks&catid=9%3Ajournals&Itemid=21
Document:297_De Klerk, 2002.pdf
 
Author:de Wet
Year:2002
Project Name:Factors influencing the choice of English as a language of learning and teaching LoLT - a South African perspective
Project Description:In accordance with the South African Constitution and the South African Schools Act the Department of Educations Language in- Education policy aims to promote multilingualism and the development of the official languages and to pursue the language policy most supportive of general conceptual growth amongst learners. The majority of South Africans prefer English and not their home language as language of learning and teaching LoLT after the first four years of schooling. Why In an attempt to address the issue of choice of LoLT in this article I report against the background of a literature overview on an empirical investigation on the perceptions of a group of educators and student educators on the importance of languages in politics education science and technology trade and industry and cultural activities as well as on educational matters pertaining to the LoLT. I explore the problematic sociolinguistic issues concerning the choice of English over home language as the LoLT.
Sector:University
Phase:Higher Education
Type of Study:Exploratory research
School:Tertiary
Type:Non-Intervention
Domain:English
Location:South Africa
Department / Province:Free State
Website:http://www.ajol.info/index.php/saje/article/viewFile/25118/20554.The
Document:298_de Wet, 2002.pdf
 
Author:du Plessis Louw
Year:2008
Project Name:Challenges to preschool teachers in learners acquisition of English and a Language of Learning and Teaching
Project Description:Multilingualism in classrooms is currently prompting debate and has significantly impacted on schooling in South Africa over the last decade. At present South African educators face the challenge of coping with and finding solutions to culturally and linguistically diverse urban school contexts which did not exist before. In many South African communities young learners without any prior knowledge of English are enrolled in English preschools. Preschool teachers have the demanding task of preparing these multilingual preschoolers for formal schooling in English and in addition are pressurised by parents or caregivers who expect their children to be fluent in English by the time they enter primary school. A group of preschool teachers in a specific urban multilingual preschool context expressed concern about multilingual preschool learners academic performances and their future and requested advice and support from speechlanguage therapists. To investigate this need an exploratory descriptive contextual research design incorporating the quantitative perspective was selected to describe the specific educational context of multilingual preschools in the Pretoria central business district CBD and the Sunnyside area. Results indicated that the participants perceived certain personal challenges while supporting the preschool learners acquiring English as Language of Learning and Teaching ELoLT. These participants expressed a need for knowledge and support.
Sector:University
Phase:Foundation
Type of Study:Exploratory research
School:Primary
Type:Non-Intervention
Domain:LoLT
Location:South Africa
Department / Province:Gauteng
Website:http://sajournalofeducation.co.za/index.php/saje/article/viewFile/148/96
Document:299_du Plessis_Louw, 2008.pdf
 
Author:Evers Katyal
Year:2007
Project Name:Paradoxes of leadership contingencies and critical learning
Project Description:There is a paradox at the centre of a substantial amount of writing on the topic of leadership in organization s particularly school leadership. On the one hand there is what m ay be called a common -sense consensus that leadership is vitally important as a cause f or setting and achieving organizational goals. Yet on the other hand an impressive body of empirical research concludes that the effect size of leadership on certain key organizational outcomes such as promoting student learning is small. We begin by discussing the first of these claims. We then discuss the second and finally discuss proposals for a resolution which is framed within the perspective of leadership theorized as a form of critical learning. In our resolution we argue that the contingencies of leadership contexts are sufficiently different to compromise the goal of producing a single leadership model. Instead we urge that the role of school leaders in promoting learning or other organizational goals needs to be discerned from the leaders own theory that guides their decisions and actions at least where that theory is developed from epistemically successful problem-solving practices. Such a stance implies that the paradox is generated by false assumptions and that both large-scale empirical studies and generalized leadership models are inappropriate tools for discerning the contribution of leaders to school outcomes.
Sector:University
Phase:No specific phase
Type of Study:SA general research study
School:Not specified
Type:Non-Intervention
Domain:Leadership and management
Location:South Africa
Department / Province:Not specified
Website:http://reference.sabinet.co.za/sa_epublication_article/educat_v27_n3_a3
Document:300_Evers_Katyal, 2007.pdf
 
Author:Grant Singh
Year:2009
Project Name:Passing the buck This is not leadership
Project Description:Despite an enabling democratic policy framework the leadership of many South African schools remains firmly entrenched within the formal hierarchical management structure. The potential for teacher leadership is therefore relatively untapped and where it is enacted it is often restricted. We report on a small qualitative study which explored how the School Management Teams SMTs in two primary schools distributed leadership and the effects of this on the development of teacher leadership. Using questionnaire and interview data it emerged that teacher leadership existed in both schools at the level of the classroom and in interactions amongst colleagues. However teacher leadership in relation to school level decision-making when it occurred was largely delegated to senior teachers. The findings suggest the existence of two forms of distributed leadership in the schools a dispersed form within the teacher domain and an authorised form within the SMT domain. We argue for a radical reconceptualising of the concept of leadership at the level of practice in South African schools in an attempt to move towards more dispersed and democratic forms of distributed leadership.
Sector:University
Phase:Foundation Intermediate Senior
Type of Study:Exploratory research
School:Primary
Type:Non-Intervention
Domain:Leadership and management
Location:South Africa
Department / Province:KwaZulu-Natal
Website:http://www.emasa.co.za/files/full/C.Grant,%20H.Singh.pdf
Document:301_Grant_Singh, 2009.pdf
 
Author:Grant et al
Year:2010
Project Name:Teacher leadership a survey analysis of KwaZulu-Natal teachers perceptions
Project Description:The notion of teacher leadership is implicit in official documentation in the South African education system post 1994 which emphasises a move towards a more shared and participatory approach to the practice of leadership and management in schools. The concept of teacher leadership is embedded in a distributed leadership theoretical framing which emphasises that leadership need not be located only in the position of the principal but can be stretched over a range of people who work at different levels in a school. We report on a study in which the perceptions of teachers on their understanding and experiences of teacher leadership were explored. The study adopted a survey approach and utilised closed questionnaires to gather data from 1055 post level-one teachers across a range of schools of diverse contexts in KwaZulu-Natal. We found that while teachers supported the notion of shared leadership and believed they were equipped to lead their leadership was largely restricted to their classrooms. There was some evidence of teacher leadership amongst teacher colleagues in certain curricular and extra-curricular activities. However teacher leadership in relation to school-wide and community issues was almost non-existent. We signal two problematics regarding the leadership of school teachers and consider the implication of these for the distribution of leadership and therefore change in schools.
Sector:University
Phase:No specific phase
Type of Study:SA general research study
School:Not specified
Type:Non-Intervention
Domain:Leadership and management
Location:South Africa
Department / Province:KwaZulu-Natal
Website:http://www.ajol.info/index.php/saje/article/view/60035
Document:302_Grant et al, 2010.pdf
 
Author:Gustafsson
Year:2005
Project Name:The relationships between schooling inputs and outputs in South Africa Methodologies and policy recommendations based on the 2000 SACMEQ dataset
Project Description:The debates around production functions for schooling systems are summarised and a few methodologies are briefly explained. The methodologies that receive attention are stepwise selection of variables to reject variables factor analysis to combine several variables into one the basic one-level regression model and the more complex two-level hierarchical linear model HLM. With regard to the SACMEQ dataset a process of initial variable selection and manipulation is described as well as the use of a new reduced set of variables in some one-level and two-level modelling of how schooling inputs influence outputs specifically reading and mathematics scores at the Grade 6 level of the South African schooling system. This description will pay particular attention to the importance of the education policy system. In the section on policy recommendations better management of learner repetition and some basic improvements with respect to classroom methodology and teacher evaluation are put forward as possible interventions with a clear positive impact on performance and with a low or even negative cost. Investments that can enhance learner performance are from lowest to highest cost in-service training of teachers improvements to the physical infrastructure of schools and adult education targeted at the parents of learners. Ensuring a basic level of access to textbooks and regular meals for learners are other interventions with clear performance benefits. It is recommended that policies driving interventions for example policy benchmarks for learner repetition focus on the school as a whole.
Sector:University
Phase:No specific phase
Type of Study:SA general research study
School:Not specified
Type:Non-Intervention
Domain:Policy
Location:South Africa
Department / Province:Not specified
Website:http://www.sacmeq.org/sites/default/files/sacmeq/research/Papers%20from%20the%202005%20International%20Invitational%20Educational%20Policy%20Research%20Conference/gustafsson.pdf
Document:303_Gustafsson 2005_Schooling inputs and outputs.doc
 
Author:Hay
Year:2003
Project Name:Implementation of the inclusive education paradigm shift in South African education support services
Project Description:The success of the implementation of inclusive education will greatly depend on the quality and transformation of education support services ESS. This article explores the philosophical origins of inclusive education and how these impact on education support services. It is suggested that support services in South Africa are struggling to change their paradigms and mostly operate within an outdated exclusive placement paradigm with a Eurocentric focus. The relevant debate about Africanization is included as one aspect of the transformation process needed in support services the author prefers to call it the South Africanization of education support services. T he article concludes with various concrete suggestions of paradigm shifts that staff in education support services will have to make in order to align service delivery with inclusive education.
Sector:University
Phase:No specific phase
Type of Study:SA general research study
School:Not specified
Type:Non-Intervention
Domain:General
Location:South Africa
Department / Province:Not specified
Website:http://www.ajol.info/index.php/saje/article/view/25126
Document:304_Hay, 2003.pdf
 
Author:Howie
Year:2000
Project Name:Conditions of schooling in South Africa and the effect on mathematics achievement
Project Description:South Africa participated in TIMSS in 1995 and again in 1998. However no data on school or teacher level could be analysed to provide the context for the students poor achievements in mathematics and science in 1995. With the 1998 data now available at both school and teacher level in addition to the student level data this backdrop to the results can be provided. Questions on school level regarding the leadership of the school the physical conditions within the schools the students behaviour the schools expectations of parents as well as information regarding teachers will be investigated in relation to mathematics achievement. More than 80 of the sample comprised schools which are disadvantaged in terms of human and physical resources. An analysis of the data from principals questionnaire will be done to ascertain the effect of conditions within these disadvantaged schools on the students performance.
Sector:Research Council
Phase:No specific phase
Type of Study:SA general research study
School:Not specified
Type:Non-Intervention
Domain:Maths Science
Location:South Africa
Department / Province:Not specified
Website:http://www.hsrc.ac.za/en/research-data/view/512
Document:305_Howie, 2000.pdf
 
Author:Howie
Year:2004
Project Name:A national assessment in mathematics within an international comparative assessment
Project Description:South Africa has only recently introduced national systemic assessments at Grades 3 6 and 9 into policy and conducted its first national assessment Grade 3. Prior to this South Africa had no systemic monitoring of the education systems quality apart from the results of matriculation examinations. Therefore when South Africa participated in the Third International Mathematics and Science Study TIMSS in 1995 it was the first opportunity for the country to gain a national overview of its learners1 performance as well as an international comparative perspective. South Africa also participated in the repeat of TIMSS in 1999 TIMSS99 and in both studies the performance was extremely poor compared with that of other countries. These two studies both conducted under the auspices of the IEA International Association for the Evaluation of Educational Achievement provided an opportunity for South Africa to obtain a national assessment of their learners performance in mathematics and science. Furthermore given the fact that the majority of learners are not educated in their home language but in an alternative language South African learners also completed a Language proficiency test in English in TIMSS99 allowing researchers the opportunity to explore the relationship between English language and mathematics and science achievement. As background questionnaires are also administered to the students teachers and school principals in IEA studies it is possible to explore the relationship between contextual factors on school classroom and student-level and mathematics achievement. The research reported in this article illustrates the relevance of conducting national assessments especially within the context of international evaluations of educational achievement.
Sector:University
Phase:No specific phase
Type of Study:SA general research study
School:Not specified
Type:Non-Intervention
Domain:Maths Science
Location:South Africa
Department / Province:Not specified
Website:http://repository.up.ac.za/handle/2263/4809
Document:306_Howie, 2004.pdf
 
Author:Howie
Year:2003
Project Name:Conditions of Schooling in South Africa and the Effects on Mathematics Achievement
Project Description:This report is part of a larger research project that tries to ascertain the effects of student-level and classschool level factors on South African students achievement in mathematics. This report attempts to identify factors at school-level that explain the variance within the South African student achievement data. Factors relating to leadership physical conditions schools expectations of the parents and the school environment are explored in relation to the performace of South African students in TIMSS-Repeat.
Sector:University
Phase:FET
Type of Study:SA general research study
School:Secondary
Type:Non-Intervention
Domain:Maths
Location:South Africa
Department / Province:Not specified
Website:http://ac.els-cdn.com/S0191491X03900113/1-s2.0-S0191491X03900113-main.pdf?_tid=058b5f7c-3b00-11e3-af09-00000aacb35e&acdnat=1382435883_2b9079aaa42919085a84513766b87842
Document:307_Howie, 2003.pdf
 
Author:Howie
Year:2003
Project Name:English Language proficiency and contextual factors affecting secondary pupils performance in Mathematics in South Africa
Project Description:This paper presents the final results of a three-year doctoral research project Howie 2002 and includes the final Partial Least Square analysis and multilevel analysis of the effect of language and other contextual factors on student and school level.
Sector:University
Phase:FET
Type of Study:SA general research study
School:Secondary
Type:Non-Intervention
Domain:English Maths
Location:South Africa
Department / Province:Not specified
Website:http://www.umalusi.org.za/ur/Conferences/AEAA/Howie%20S.PDF
Document:308_Howie, 2003.pdf
 
Author:Howie Venter van Staden
Year:2008
Project Name:The effect of multilingual policies on performance and progression in reading literacy in South African primary schools
Project Description:South Africas rich multicultural society is reflected by 11 official languages. The Language in Education policy stipulates that children should start learning at school in their home language until Grade 3. In most schools the language of instruction for all subjects changes in Grade 4 from an indigenous African language to English which means that more than 80 of South African pupils learn in a language different to their home language. This paper seeks to ascertain a to what extent South African pupils are proficient readers in the language in which they have received reading instruction for 4 years b what differences in achievement become evident between pupils in Grade 4 and Grade 5 and the relationship between South African pupils performance in the test language and home language. Statistics from the Progress in International Reading Literacy Study PIRLS 2006 were applied to determine differences in achievement.
Sector:University
Phase:Intermediate
Type of Study:Exploratory research
School:Primary
Type:Non-Intervention
Domain:English
Location:South Africa
Department / Province:Not specified
Website:http://repository.up.ac.za/handle/2263/9776
Document:309_Howie, Venter_van Staden, 2008.pdf
 
Author:HSRC
Year:2009
Project Name:Review of education Education science and skills development research programme
Project Description:South Africa is in process of major economic political and educational transition. Economically growth has slowed along with the world economic recession. Political contestation has become more marked both within the ruling party and outside it. Deep rooted satisfactions with the negligible impact of change on communities everyday lived are manifested in increasing protest action. In this context the shortcomings of the education and skills regime have come under the spotlight. The post-election government has highlighted these as major priorities. It seems timely to initiate a process of ongoing analysis of unfolding developments in education skills development and innovation. Part 1 of this review provides a birds eye view of developments in education before and after the election. Part 2 considers risks and opportunities of shifting skills development from labour to education. Part 3 examines a new kid on the policy block regional innovation systems and strategies.
Sector:Research Council
Phase:FET
Type of Study:Policy
School:Secondary
Type:Non-Intervention
Domain:Policy
Location:South Africa
Department / Province:Not specified
Website:http://www.hsrc.ac.za/en/departments/education-and-skills-development
Document:310_HSRC 2009-09 1 Resdi.pdf
 
Author:JET Education Services
Year:2008
Project Name:What Works in School Development
Project Description:Report based on a conference entitled What Works in School Development hosted by Murray Roberts and JET Education Services. The purpose was to bring together government donors educational researchers and service providers and to look at trends in school development in South Africa.
Sector:NGO
Phase:No specific phase
Type of Study:Reviews and meta evaluation studies
School:Not specified
Type:Intervention
Domain:General
Location:South Africa
Department / Province:Not specified
Website:http://www.jet.org.za/events/conferences/What%20works%20in%20school%20development/What%20works%20in%20school%20development%20Conference%20Report.pdf/view
Document:311_JET, 2008_What works in school development Conference Report.pdf
 
Author:JET Education Services
Year:2009
Project Name:Report on systemic evaluation Grade 3 achievement test 2007
Project Description:Report presenting the assessment rules and comparative results for Grade 3 Literacy and Numeracy systemic evaluation 2001 to 2009. The focus of this report is the achievement results of Grade 3 learners in Literacy and Numeracy from schools that participated in the national Systemic Evaluation during 2007.
Sector:NGO
Phase:Foundation
Type of Study:Situational assessment
School:Primary
Type:Non-Intervention
Domain:Literacy Numeracy
Location:South Africa
Department / Province:Not specified
Website:Not applicable
Document:312_JET, 2009_National systematic.pdf
 
Author:JET Education Services
Year:Not specified
Project Name:How can school performance be improved
Project Description:This is a Powerpoint presentation on theories on school interventions.
Sector:NGO
Phase:Foundation Intermediate Senior FET
Type of Study:Reviews and meta evaluation studies
School:Primary Secondary
Type:Non-Intervention
Domain:General
Location:South Africa
Department / Province:Not specified
Website:Not applicable
Document:313_JET Taylor How can school performance be improved.ppt
 
Author:Jita Vandeyar
Year:2006
Project Name:The relationship between mathematics identities of primary school teachers and new curriculum reforms in South Africa
Project Description:Based on life history accounts of two elementary school teachers in South Africa this article examines the construction of two teachers mathematics identities. In the article we juxtapose these identities with the identity forms that are envisaged by the policymakers and the mathematics reforms currently underway in the country. Using the data on contradictions between the reformers visions and the teachers accounts of their lived experiences and identities we construct an account of why the goals of reforming mathematics in primary school classrooms in South Africa continue to elude even this latest set of reform proposals. We conclude by exploring some possibilities for bridging the divide in order to transform mathematics teaching and learning in the South African classrooms and elsewhere.
Sector:University
Phase:Foundation Intermediate Senior
Type of Study:Exploratory research
School:Primary
Type:Non-Intervention
Domain:Maths
Location:South Africa
Department / Province:Not specified
Website:http://repository.up.ac.za/handle/2263/2012
Document:314_Jita_Vandeyar, 2006.pdf
 
Author:Julie Mbekwa
Year:2005
Project Name:What would Grade 8 to 10 learners prefer as context for mathematical literacy The case of Masilakele Secondary School
Project Description:Contexts are currently enjoying much prominence in school mathematics. Generally the contextual issues and situations learners are exposed to and deal with in Mathematical Literacy are with good reason determined by curriculum learning resource and test designers. This article reports on a study that investigated contexts that learners would prefer to be exposed to and handle in mathematics. It focuses on one particular school which was intimately involved during the initial stages of developing the instruments of the study. The major findings are that learners in this school expressed a high preference for mathematics that would provide them access to studies at higher education institutions and mathematics involved in issues related to health politics and modern gadgetry such as SMSs and e-mails. Low preference was accorded to issues related to agriculture the environment and indigenous knowledge systems. Based on these findings it is concluded that a curriculum sense balancing the contextual interests preferred by learners and other curriculum stakeholders is needed.
Sector:University
Phase:Senior FET
Type of Study:Exploratory research
School:Primary Secondary
Type:Non-Intervention
Domain:Maths
Location:South Africa
Department / Province:Western Cape
Website:http://www.sabinet.co.za/abstracts/persed/persed_v23_n3_a6.html
Document:315_Julie_Mbekwa, 2005.pdf
 
Author:Kamper
Year:2008
Project Name:A profile of effective leadership in some South African high-poverty schools
Project Description:The struggle of high-poverty schools for survival is well documented. Some have overcome poverty-related odds and performed exceptionally well prompting the following research question What elements constitute a profile of effective leadership in high-poverty schools Investigations conducted at six successful high-poverty schools revealed the contribution of invitational leadership to this success. I look at the personal traits and capabilities of effective leaders in high-poverty schools as presented in a leadership profile.
Sector:University
Phase:FET
Type of Study:SA general research study
School:Secondary
Type:Non-Intervention
Domain:Leadership and management
Location:South Africa
Department / Province:Multiple
Website:http://www.ajol.info/index.php/saje/article/view/25142
Document:316_Kamper, 2008.pdf
 
Author:Kruger
Year:2003
Project Name:Instructional leadership The impact on the culture of teaching and learning in two effective secondary schools
Project Description:Currently there is a drive to improve the culture of teaching and learning in South Africa particularly in secondary schools. Recent studies have indicated a direct relationship between the instructional leadership role of the principal and the effectiveness of a school. Initiatives introduced by the government to reform education include the introduction of new curricula and the increase of site based management responsibilities. With these and other increasing responsibilities principals are still accountable for the success o f the schools academic outcomes. The practice of instructional leadership and its impact on the culture of teaching and learning at two effective secondary schools are investigated.
Sector:University
Phase:FET
Type of Study:Exploratory research
School:Secondary
Type:Non-Intervention
Domain:Leadership and management
Location:South Africa
Department / Province:Gauteng
Website:http://www.ajol.info/index.php/saje/article/view/24935
Document:317_Kruger, 2003.pdf
 
Author:Kazime Pillay Adler
Year:2008
Project Name:Mathematics for teaching observations from two case studies
Project Description:We report on two case studies in which we investigated mathematics for teaching. We were interested in the mathematical knowledge teachers need to know and know how to use in order to teach mathematics well. The two case studies focused on the teaching of probability in Grade 8 and the teaching of functions in Grade 10. We discuss the mathematics for teaching probability and functions in terms of the mathematical problem solving or mathematical work demanded of the teachers as they taught the two topics. Among the findings are the interesting differences between the demands on the teaching of functions and the demands on the teaching of probability in these two cases. We argue that mathematics for teaching needs to be understood as shaped by the particular topic being taught as well as by how teachers select to introduce and approach the ideas and concepts they are teaching. We conclude with a discussion of questions raised for mathematics teacher education together with implications for practice.
Sector:University
Phase:FET
Type of Study:Exploratory research
School:Secondary
Type:Non-Intervention
Domain:Maths
Location:South Africa
Department / Province:Not specified
Website:http://sajournalofeducation.co.za/index.php/saje/article/viewFile/168/110
Document:318_Kzime, Pillay_Adler, 2008.pdf
 
Author:Le Grange
Year:2007
Project Name:Reimagining method in educational leadership and management research
Project Description:Over the past thirty years we have witnessed a proliferation of educational methodsmethodologies aimed at helping us to make sense of the world to provide clarity about the meaning of social reality. However although these methodsmethodologies are useful frameworks they do not capture fully the untidy realities of the real world. The discipline of Educational Leadership and Management is embedded in a broader social world and therefore resonates with in fields of complexity fluidity heterogeneity multiplicity unpredictability messiness and so on. I suggest that conventional methods do not adequately capture socialeducational reality fully and argue that research should be less concerned about seeking clarity but should rather in Laws terms be concerned with seeking a disciplined lack of clarity . Put simply methods cannot give coherence to a world that is itself incoherent. The argument presented has applicability to social science research generally but also to the field of Educational Leadership and Management more specifically.
Sector:University
Phase:No specific phase
Type of Study:SA general research study
School:Not specified
Type:Non-Intervention
Domain:Leadership and management
Location:South Africa
Department / Province:Not specified
Website:http://www.ajol.info/index.php/saje/article/viewFile/24883/20560.
Document:319_Le Grange, 2007.pdf
 
Author:Legotio Maaga Sebego
Year:2001
Project Name:Perceptions of stakeholders on cases of poor performance in Grade 12 learners in a province in South Africa
Project Description:Although a great deal of debate surrounds poor performance in Grade 12 National Examinations very little research has addressed the factors influencing student performance. This paper gives an overview of causes of poor student performance in Grade 12. Stakeholders perceptions on causes of poor student performance were gathered through interviews. The study revealed that major causes of poor student performance included lack of resources lack of discipline and poor morale problems concerning the implementation of policies and inadequate parental involvement.
Sector:University
Phase:FET
Type of Study:Exploratory research
School:Secondary
Type:Non-Intervention
Domain:English Maths Science
Location:South Africa
Department / Province:Not specified
Website:http://www.ajol.info/index.php/saje/article/viewFile/24883/20560.
Document:320_Legotio, Maaga, Sebego, 2002.pdf
 
Author:Lekgoko Winsel
Year:2008
Project Name:Learning to read Setswana and English Cross-language transference of letter knowledge phonological awareness and word reading skills
Project Description:The current study investigates how beginner readers learn to read Setswana and English and whether there is cross-language transference of skills between these two languages. Letter knowledge phoneme awareness and reading of words and pseudowords in both Setswana and English were assessed in 36 Grade 2 children. A complex pattern emerged. Results revealed that letter knowledge in Setswana which the pupils learnt a year before they learnt to read English did not predict any cross-language reading of English or Setswana words. Letter knowledge in English however was a good predictor both across and within language of word and pseudoword reading. Phoneme awareness in Setswana predicted reading of English pseudowords and also reading of Setswana words and pseudowords. Phoneme awareness in English did not show any cross-language transfer effects though it did predict reading of pseudowords but not real words in English. Implications for the teaching of reading are also discussed.
Sector:University
Phase:Foundation
Type of Study:Other
School:Primary
Type:Non-Intervention
Domain:Literacy
Location:Botswana
Department / Province:Not applicable
Website:http://reference.sabinet.co.za/document/EJC87497
Document:321_Lekgoko, Winsel, 2008.pdf
 
Author:Maree et al
Year:2006
Project Name:Predictors of learner performance in mathematics and science according to a large-scale study in Mpumalanga
Project Description:Eight hundred and ninety-nine 431 male 467 female and one missing value Grade 8 and 9 n 184 and 713 respectively with two missing values learners from secondary schools in Mpumalanga completed a science and mathematics questionnaire. Students tests showed that male and female as well as language groups scores differed significantly. Stepwise non-linear regression shows that a combination of factors contributes significantly to learner science and mathematics performance R2 25 20 and 11 respectively.
Sector:University
Phase:Senior
Type of Study:Exploratory research
School:Primary
Type:Non-Intervention
Domain:Maths Science
Location:South Africa
Department / Province:Mpumalanga
Website:http://www.ajol.info/index.php/saje/article/view/25067
Document:322_MAree et al, 2006.pdf
 
Author:Matjila Pretorius
Year:2004
Project Name:Bilingual and Biliterate An Exploratory Study of Grade 8 Reading Skills in Setswana and English
Project Description:In this paper we present findings from a pilot study that examined the reading abilities in Setswana and English of Grade 8 learners and their literacy practices and attitudes. In the light of these research findings it is argued that unless learners are provided with meaningful opportunities to develop their reading skills and are exposed to reading materials in both languages on a regular basis from an early age they will be inadequately prepared to cope with the high literacy demands of the twenty-first century. What is needed is a meaningful school reading programme geared towards exposing learners to books and helping them develop skilful reading strategies so that they can read to learn more effectively.
Sector:University
Phase:Senior
Type of Study:Exploratory research
School:Primary
Type:Non-Intervention
Domain:English
Location:South Africa
Department / Province:Not specified
Website:http://perlinguam.journals.ac.za/pub/article/view/77
Document:323_Matjila_Pretorius, 2004.pdf
 
Author:Mestry
Year:2006
Project Name:The functions of school governing bodies in managing school finances
Project Description:In the Schools Act No. 84 of 1996 school governing bodies are mandated to manage the funds of schools. The Act also provides guidelines for the school governing body and the principal on their roles and responsibilities in managing the finances of the school. However some members of school governing bodies and principals either have little knowledge of the Schools Act or simply interpret it incorrectly which results in many schools experiencing financial mismanagement. Although the provincial department of education provides financial management training for school governing bodies many schools still encounter problems in this area. When financial problems are referred to the department of education many remain unresolved. The purpose of the study was to determine the perceptions of stakeholders on the financial functions of school governing bodies to explore the functions of a school governing body in managing a schools finances and based on the findings of the research to develop guidelines for principals and school governing bodies to enable them to manage their school funds efficiently and effectively. The research design was based on qualitative research because of its exploratory descriptive and contextual nature. The collection of the data was done by means of focus group interviews. Themes forthcoming from the study revealed a misconception amongst various stakeholders regarding the functions of the school governing body in managing the schools funds.
Sector:University
Phase:No specific phase
Type of Study:Exploratory research
School:Not specified
Type:Non-Intervention
Domain:Leadership and management
Location:South Africa
Department / Province:Gauteng
Website:https://ujdigispace.uj.ac.za/handle/10210/7767
Document:324_Mestry, 2006.pdf
 
Author:Mestry Hendricks Bisschoff
Year:2009
Project Name:Perceptions of teachers on the benefits of teacher development programmes in one province in South Africa
Project Description:Evidence in literature indicates that Continuing Professional Development CPD of teachers is essential in creating effective schools. Since 2001 the implementation of education legislation and policies has progressively shifted the new agenda within a transformation framework aimed at reconstructing the education system to the fore. The many changes that have taken place in the education system arise out of the implementation of legislation and policies and the restructuring of the education system to align with the vision of the National Department of Education. One such policy the Integrated Quality Management System IQMS was introduced in an attempt to improve the culture of teaching and learning in schools. CPD is a performance standard in the IQMS policy which aims to contribute to the professional development of teachers. Quantitative research was used to investigate the perceptions of teachers in South African public schools on the importance of continuing professional development. The data analysis from questionnaires administered to teachers revealed that two factors form the underlying components of CPD as an aspect of IQMS namely purpose of teacher development programmes and the process of teacher development programmes.
Sector:University
Phase:Foundation Intermediate Senior FET
Type of Study:Exploratory research
School:Primary Secondary
Type:Non-Intervention
Domain:Teacher professional development
Location:South Africa
Department / Province:Gauteng
Website:https://ujdigispace.uj.ac.za/handle/10210/7745
Document:325_Mestry, Hendricks_Bisschoff, 2009.pdf
 
Author:Mji Makgato
Year:2006
Project Name:Factors associated with high school learners poor performance a spotlight on mathematics and physical science
Project Description:This study using a non-experimental exploratory and descriptive method established learners and educators views about factors that contribute to poor performance in mathematics and physical science. Participants were purposefully selected from seven schools with poor pass rates in District 3 of Tshwane North. Focused group interviews with ten Grade 11 learners from each school were used as a means to collect data. In addition one-on-one semistructured interviews were conducted with ten educators from the participating schools. Results indicated that two factors were identifiable. The first identified to have a direct influence related to teaching strategies content knowledge motivation laboratory use and non-completion of the syllabus in a year. The second factor associated with indirect influences was attributed to the role played by parents in their childrens education and general language usage together with its understanding in the two subjects. Recommendations as well as suggestions for further research aimed at addressing the identified factors are advanced.
Sector:University
Phase:FET
Type of Study:Exploratory research
School:Secondary
Type:Non-Intervention
Domain:Maths Science
Location:South Africa
Department / Province:Gauteng
Website:http://www.ajol.info/index.php/saje/article/view/25068
Document:326_Mji_Makgato, 2006.pdf
 
Author:Moloi
Year:2007
Project Name:An overview of education management in South Africa
Project Description:I examine three main issues which are directly linked to school management developments in South Africa since 1994 school leadership and management professionalisation of principalship through the South African Standard for School Leadership SASSL and leading and managing the learning school. In exploring these issues I draw mainly on a systematic and comprehensive literature review of school leadership management and governance commissioned by the Matthew Goniwe School of Leadership and Governance MGSLG. The aim of the desk research was to establish what is known and what still needs to be known about education al leadership management and governance in South Africa. I also draw upon the work of the Education Management Task Team EMTT commissioned by the Directorate of Education Management and Governance Development in the National Department of Education. Their work drew upon the South African Schools Act SASA and specifically the recommendations of the Ministerial Task Team on Educational Management. The EMTT brief was to develop a policy framework for school leadership and management development training and implementation and to devise a South African Standard for School Leadership which would inform professional educational leadership programmes leading to a National Professional Qualification for Principalship SANPQP. The SASSL would provide a clear role description for principals set out what is required of principals and identify key areas of principalship.
Sector:University
Phase:No specific phase
Type of Study:Situational assessment
School:Not specified
Type:Non-Intervention
Domain:Leadership and management
Location:South Africa
Department / Province:Not specified
Website:https://ujdigispace.uj.ac.za/handle/10210/7753
Document:327_Moloi, 2007.pdf
 
Author:Morrow Jordaan Fridjhon
Year:2005
Project Name:The effects of educational context on the understanding of linguistic concepts in English and isiZulu by Grade 7 learners
Project Description:The effects were assessed of English instruction on home language isiZulu competence in Grade 7 learners from three different contexts rural urban and township where the exposure to and instruction in English and isiZulu vary considerably. Eight schools including 181 learners participated in the study. The assessment tool constructed in English and translated into isiZulu was based on the frequency of occurrence of key concepts in a published curriculum package. The learners showed specific patterns of performance dependent on context. Johannesburg learners performed significantly better in English than in isiZulu demonstrating the highest level of competence in English but the lowest in isiZulu. Soweto learners showed similar proficiency in both languages demonstrating the same level of competence in isiZulu but significantly higher English scores than the Kwa-Zulu Natal learners who did much better in isiZulu than in English. All learners had difficulty on the tasks involving conjunctions temporal concepts conditionals and intensifiers which were assessed using sentence construction or sentence completion tasks and required higher levels of language processing. The results highlighted the important role of language in learning and academic success. The significant influence of language exposure and context was also illustrated.
Sector:University
Phase:Senior
Type of Study:Exploratory research
School:Primary
Type:Non-Intervention
Domain:English
Location:South Africa
Department / Province:Multiple
Website:http://reference.sabinet.co.za/document/EJC32045
Document:328_Morrow, Jordaan_Fridjhon, 2005.pdf
 
Author:Mpungose
Year:2010
Project Name:Constructing principals professional identities through life stories an exploration
Project Description:Adopting a humanistic perspective to the study of leadership I discuss and describe how school principals adapt to their new roles owing to the new education policies and educational restructuring within the South African Department of Education. The Life History approach was used to collect data from six selected school principals in KwaZulu-Natal. On the basis of the analysis of data I conclude that leaders create their provisional selves and construct their professional identities from their personal and professional knowledge. Provisional selves in this context are temporary solutions principals use to close the gap between their current capacities and self-concepts and the ideas they hold about what attitudes and behaviours are expected in their new roles.
Sector:University
Phase:Foundation Intermediate Senior FET
Type of Study:SA general research study
School:Primary Secondary
Type:Non-Intervention
Domain:Leadership and management
Location:South Africa
Department / Province:KwaZulu-Natal
Website:http://www.ajol.info/index.php/saje/article/view/61781
Document:329_Mpungose, 2010.pdf
 
Author:Naidoo Parker
Year:2005
Project Name:The implications of mathematics teachers identities and official mathematicvs discourses for democraic access to mathematics
Project Description:This study focuses on the attitudes of a sample of Grade 9 mathematics teachers to the national mathematics Common Task Assessment CTA 2002 and to the official mathematics curriculum policy. The notion of pedagogic identity provided the theoretical lens to frame the study. These teachers personal pedagogic identities are compared with official pedagogic identities constructed by curriculum policy and by the CTA. Data analysis revealed significant tension between personal and official pedagogic identities. Teachers strong discipline-centred retrospective identities based on pure mathematical knowledge and skills for epistemological access to the discipline were at odds with official expectations of them as prospective identities. Teachers identify with an absolutist philosophy purist ideology old humanism and popular but negative images of mathematics. Furthermore faced with the lack of official support for meaningful implementation of the new forms of knowledge and contradictory official regulation teachers justified their teaching of formal pure mathematical knowledge and skills on the basis of the demands of the high-stakes matric examination. These teachers experienced much cognitive dissonance and frustration and rejected resisted or superficially complied with official expectations of them. The implications of the incongruence between official and personal pedagogic identities and contradictions within the official recontextualising field for democratic access to mathematics are raised.
Sector:University
Phase:Foundation Intermediate Senior
Type of Study:Exploratory research
School:Primary
Type:Non-Intervention
Domain:Maths
Location:South Africa
Department / Province:KwaZulu-Natal
Website:http://reference.sabinet.co.za/document/EJC87303
Document:330_Naidoo_Parker, 2005.pdf
 
Author:Ndebele
Year:2007
Project Name:Perspectives on leadership challenges in South Africa
Project Description:This is a memorial lecture highlighting challenges facing leaders and leadership in South African schools.
Sector:University
Phase:No specific phase
Type of Study:Exploratory research
School:Not specified
Type:Non-Intervention
Domain:Leadership and management
Location:South Africa
Department / Province:Not specified
Website:http://reference.sabinet.co.za/webx/access/electronic_journals/persed/persed_v25_n1_a2.pdf
Document:331_Ndebele, 2007.pdf
 
Author:Nel Muller
Year:2010
Project Name:The impact of teachers limited English proficiency on English second language learners in South African schools.
Project Description:The importance of the role of language in teacher education programmes and in childrens learning is crucial. This study focuses on the use of English as the language of learning and teaching and its impact on the language development of English second language ESL student teachers and ESL learners. Against the background of major theories in second language L2 acquisition and learning this topic is contextualized within the South African education system. An empirical inquiry was carried out in which portfolios evidence of practical teaching including lesson plans and learners work submitted by final year student teachers enrolled at a large distance teaching university for the Advanced Certificate in Education Inclusive Education were scrutinised. A comparison of teacher and learner written errors was made. Based on the findings a questionnaire was designed to determine the extent of the impact of teachers limited English proficiency on learners English proficiency. The findings of the questionnaire responses are presented. Recommendations are made on how student teachers can improve their teaching practice to ensure quality ESL teacher input and ESL learner performance.
Sector:University
Phase:No specific phase
Type of Study:Exploratory research
School:Not specified
Type:Non-Intervention
Domain:Teacher professional development
Location:South Africa
Department / Province:Not specified
Website:http://www.ajol.info/index.php/saje/article/view/61790
Document:332_Nel_Muller, 2010.pdf
 
Author:Ngcobo Tikly
Year:2008
Project Name:Key Dimensions of Effective Leadership for Change A Focus on Township and Rural Schools in South Africa
Project Description:The aim of this paper is to contribute to an understanding of effective leadership through a focus on historically disadvantaged township and rural schools in South Africa during times of turbulent change. The paper draws on the results of original case study research in thirteen schools in Kwa-Zulu Natal province.
Sector:University
Phase:Foundation Intermediate Senior FET
Type of Study:Intervention theory
School:Primary Secondary
Type:Non-Intervention
Domain:Leadership and management
Location:South Africa
Department / Province:Not specified
Website:http://www.emasa.co.za/files/full/Dr.Thandi.Ngcobo.pdf
Document:333_Ngcobo_Tikly, 2008.pdf
 
Author:Ngidi Qwabe
Year:2006
Project Name:The partnership of parents educators and principals in creating a culture of teaching and learning in schools
Project Description:We investigated the partnership of parents educators and principals in creating a culture of teaching and learning in schools. To this end a Culture of Learning and Teaching Partnership Scale COLTPS and Factors Contributing to the Decline of a Culture of Learning and Teaching Scale FCDCOLTS were used. The findings indicated that parents educators and principals as a group differed significantly in the extent to which they perceived the partnership role they play in creating a culture of teaching and learning in schools. The findings also indicated that parents educators and principals as a group differed significantly in the extent to which they perceived the factors that contribute to the decline of a culture of teaching and learning in schools. The findings indicated further that the nature of a stakeholder had a significant influence on parents educators an d principals perceptions of the partnership role they play in creating a culture of teaching and learning in schools. Suggestions are made for measures to improve a culture of teaching and learning in schools.
Sector:University
Phase:Foundation Intermediate Senior FET
Type of Study:Exploratory research
School:Primary Secondary
Type:Non-Intervention
Domain:Leadership and management
Location:South Africa
Department / Province:KwaZulu-Natal
Website:http://www.ajol.info/index.php/saje/article/view/25088
Document:334_Ngidi_Qwabe, 2006.pdf
 
Author:Niemann Kotze
Year:2006
Project Name:The relationship between leadership practices and organisational culture an education management perspective
Project Description:The relationship between leadership practice of the principal and school culture was investigated and recommendations on the skills principals need to establish a school culture conducive to teaching and learning are provided. Two standardised questionnaires were used to measure the existing leadership practices and organisational culture in 30 schools. Correlations between leadership practices and school cultures were determined by means of linear regressions and portrayed by scatter plots. It was found that each of the leadership practices tested was positively related to either of the two main elements of organisational culture sociability or solidarity. The findings provided a sound basis for the appointment o f principals able to cultivate a positive school culture.
Sector:University
Phase:Foundation Intermediate Senior FET
Type of Study:Exploratory research
School:Primary Secondary
Type:Non-Intervention
Domain:Leadership and management
Location:South Africa
Department / Province:Free State
Website:http://www.ajol.info/index.php/saje/article/view/25094
Document:335_Niemann_Kotze, 2006.pdf
 
Author:Department of Science and Technolofy
Year:2005
Project Name:National Norms and Standards for a Network of Science Centres in South Africa
Project Description:The Department of Science and Technology identified a network of science centres as an important infrastructure required to achieve the science and technology goals identified by the White Paper on Science and Technology 1996 and the Research and Development Strategy 2002. In order to inform the development of an effective infrastructure that will be used to implement strategies of the Department to achieve the above-mentioned goals the then Department of Arts Culture Science and Technology commissioned a study in 1999 to take stock of what was happening in science centres in South Africa.
Sector:Government
Phase:No specific phase
Type of Study:Policy
School:Not specified
Type:Non-Intervention
Domain:Policy Science Technology
Location:South Africa
Department / Province:Not specified
Website:http://www.saasta.ac.za/pdf/NSC_norms.pdf
Document:336_NSC_2005.pdf
 
Author:OConner Geiger
Year:2009
Project Name:Challenges facing primary school educators of English Second or Other Language learners in Western Cape
Project Description:We were prompted by the prevalence of English Second or Other Language ESOL learners identified by educators as having language disorders and being referred for Speech-Language Therapy. We describe challenges faced by Grade 1 2 and 3 educators at government schools in the Cape Metropolitan area who were working with such learners. Applying a mixed-methods descriptive design a self-administered questionnaire and three focus groups were used for data collection. Educator perceptions and experiences regarding ESOL learners were described. Some participant educators at schools that were not former Model C schools had large classes including large proportions of ESOL learners. Furthermore there was a shortage of educators who were able to speak isiXhosa the most frequently occurring first or home language of the regions ESOL learners. Challenges faced by educators when teaching ESOL learners included learners academic and socio-emotional difficulties and a lack of parent involvement in their childrens education. Participant educators indicated a need for departmental professional and parental support and additional training and resources. Implications and recommendations for speech-language therapist and educator collaborations and speech-language therapists participation in educator training were identified.
Sector:University
Phase:Foundation
Type of Study:Situational assessment
School:Primary
Type:Non-Intervention
Domain:Literacy
Location:South Africa
Department / Province:Western Cape
Website:http://www.ajol.info/index.php/saje/article/view/44153
Document:337_O'Conner and Geiger, 2009.pdf
 
Author:Onwu Stoffels
Year:2005
Project Name:Instructional functions in large under-resourced science classrooms Perspectives of South African teachers
Project Description:Following the implementation of the new outcomes-based Curriculum 2005 teacher competence in teaching reform-based science in large classes is one of the challenges in the continuing reform of South Africas education system. Most school teachers have little experience meagre training and are operating in large and poorly resourced science classrooms. As part of the understanding of the teaching and learning that takes place in such contexts this study focuses on science teachers perspectives on their current classroom practices. Data collected through surveys and questionnaires to participating science teachers revealed their perspectives of the reality of teaching large under-resourced science classes and the typical patterns of classroom teaching. The essential components of their instructional functions are identified together with the implications these have for teacher education.
Sector:University
Phase:FET
Type of Study:Exploratory research
School:Secondary
Type:Non-Intervention
Domain:Science
Location:South Africa
Department / Province:Limpopo
Website:http://repository.up.ac.za/handle/2263/3820
Document:338_Onwu_Stoffels, 2005.pdf
 
Author:Pretorius Ribbens
Year:2005
Project Name:Reading in a disadvantaged high school issues of accomplishment assessment and accountability
Project Description:Findings from a two-year project which investigated the entry-level English reading skills of Grade 8 non-primary speakers of English are presented. The article raises some theoretical and methodological issues related to reading development and assessment in schools. The generally poor reading skills of many learners entering high school raise questions about current classroom practices and disparities in literacy accomplishment in primary schools. By making our findings available to scholarly scrutiny we wish to stimulate discussion on reading instruction and assessment in schools and educational accountability and so hope to encourage further research and discussion in this field.
Sector:University
Phase:Senior
Type of Study:Exploratory research
School:Primary
Type:Non-Intervention
Domain:English
Location:South Africa
Department / Province:Gauteng
Website:http://reference.sabinet.co.za/document/EJC32048
Document:339_Pretorious_Ribbens, 2005.pdf
 
Author:Rakumamko Laugksch
Year:2010
Project Name:Demographic profile and perceived INSET needs of secondary Mathematics teachers in Limpopo province
Project Description:The findings of a study on the demographic profile and perceived INSET needs of secondary Mathematics teachers in Limpopo province are described. The survey instrument employed was the Science Teacher Inventory of Needs for Limpopo province STIN-LP. Most teachers who responded to this survey teach at a rural or township school are between 20 and 40 years old and have between four and ten years experience in teaching Mathematics. Standard 10 is the highest academic qualification of half of the teachers with 67 of teachers having an M3 as their highest professional qualification. Teachers indicated interest in all the 38 INSET need items included in the STIN-LP with motivating learners to learn Mathematics using audio-visual equipment and applying mathematics to daily life of learners among the most important need. The least support was indicated among others for needs related to the history of mathematics improving content knowledge how mathematics is used in society and teaching large classes. Poor communication of INSET activities was reported to be the greatest barrier to INSET participation. Implications of the findings are discussed.
Sector:University
Phase:FET
Type of Study:Situational assessment
School:Secondary
Type:Non-Intervention
Domain:Maths
Location:South Africa
Department / Province:Limpopo
Website:http://reference.sabinet.co.za/sa_epublication_article/educat_v30_n1_a10
Document:340_Rakumamko_Laugksch, 2010.pdf
 
Author:Ramnarain
Year:2011
Project Name:Teachers use of questioning in supporting learners doing science investigations
Project Description:I examine how teachers employ a questioning strategy in supporting Grade 9 learners doing science investigations in South African schools. A particular focus of this study was how teachers use questioning in contributing towards the autonomy of these learners. The research adopted a qualitative approach which involved the collection of data by means of classroom observations and interviews with five teachers at schools resourced for practical work. The analysis of transcript data revealed that teachers support learners by asking probing questions at all stages of the investigation. The teachers used a questioning strategy in enabling the learners to understand more clearly the question or hypothesis they intended investigating to review and reconsider their planning to rethink some of their actions when collecting data to make sense of their data and to revisit and amend their plan after generating incorrect findings. The significance of this study in making explicit teacher questioning at the stages of the investigation is that it provides a guideline for teachers on how to support learners attain greater autonomy in doing science investigations.
Sector:University
Phase:Senior
Type of Study:Intervention theory
School:Primary
Type:Non-Intervention
Domain:Science
Location:South Africa
Department / Province:KwaZulu-Natal
Website:https://ujdigispace.uj.ac.za/handle/10210/6533
Document:341_Ramnarain, 2011.pdf
 
Author:Reddy Lebani Davidson
Year:2003
Project Name:Schools out Or it it Out of school interventions for mathematics science and computer studies for secondary school learners
Project Description:The Department of Science and Technology DST commissioned the Human Sciences Research Council to conduct research to assess the extent nature and cost of out of school or supplementary tuition interventions in mathematics science and computer studies for secondary school learners.
Sector:Research Council
Phase:FET
Type of Study:Reviews and meta evaluation studies
School:Secondary
Type:Non-Intervention
Domain:Maths Science
Location:South Africa
Department / Province:Not specified
Website:http://www.hsrc.ac.za/en/research-data/view/1670
Document:342_Reddy, Lebani_Davidson, 2003.pdf
 
Author:Roberts Roach
Year:2006
Project Name:Leadership Styles and Practices in Effective Schools - Matthew Goniwe School of Leadership Governance
Project Description:The Matthew Goniwe School of Leadership and Governance MGSLG commissioned Jennifer Roberts and Jane Roach to undertake a study of leadership styles and practices in schools which were performing well particularly when their social context was taken into account. The purpose of the study was to isolate those leadership behaviours habits and practices that contribute to a school being effective. This report summarises findings on leadership and management practices in these schools with the aim of focusing on behaviours habits and practices which can be learnt and emulated by other principals.
Sector:NGO
Phase:FET
Type of Study:Exploratory research
School:Secondary
Type:Non-Intervention
Domain:Leadership and management
Location:South Africa
Department / Province:Not specified
Website:http://www.mgslg.co.za/Publications-by-MGSLG/View-category.html
Document:343_Roberts_2006_Leadership Leadership styles Roberts_Roach.pdf
 
Author:SACMEQ
Year:2011
Project Name:Quality of Primary School Inputs in South Africa
Project Description:This paper highlights the quality of four primary school inputs in South Africa in relation to the nations defined benchmarks based on SACMEQ data. This was part of a major international study known as the Southern and Eastern Africa Consortium for Monitoring Educational Quality SACMEQ III Project. The SACMEQ III Project sought to examine the quality of education provided in primary schools in South Africa and 14 other African school systems.
Sector:NGO
Phase:Intermediate
Type of Study:SA general research study
School:Primary
Type:Non-Intervention
Domain:Maths
Location:South Africa
Department / Province:Not specified
Website:http://www.sacmeq.org/sites/default/files/sacmeq/reports/sacmeq-iii/policy-brief/sou_school_inputs_15oct2011_final.pdf
Document:344_SACMEQ Primary School_Inputs_15Oct2011_FINAL.pdf
 
Author:Saide
Year:2010
Project Name:Grade R Project Final report
Project Description:This report is the result of a research project funded by the Zenex Foundation which investigated the readiness of the South African education system to formalise Grade R. We examine the readiness for Grade R at the level of the system the teachers and the children in relation to what we want children to be able to do in Grade R how we want teachers to teach and how teachers are prepared to teach.
Sector:NGO
Phase:Foundation
Type of Study:Intervention theory
School:Primary
Type:Non-Intervention
Domain:Teacher professional development
Location:South Africa
Department / Province:Not specified
Website:http://www.zenexfoundation.org.za/evaluation-and-research-reports/grade-r-research
Document:345_SAIDE, 2010_Grade R Research Report Final.doc
 
Author:Setati
Year:2008
Project Name:Access to mathematical versus access to the language of power the struggle in multilingual mathematics classrooms
Project Description:In this article I explore how teachers and learners position themselves in relation to use of languages in multilingual mathematics classrooms. I draw from two studies in multilingual mathematics classrooms in South Africa. The analysis presented shows that teachers and learners who position themselves in relation to English are concerned with access to social goods and positioned by the social and economic power of English. They do not focus on epistemological access but argue for English as the language of learning and teaching. In contrast learners who position themselves in relation to mathematics and so epistemological access reflect more contradictory discourses including support for the use of the their home languages as languages of learning and teaching.
Sector:University
Phase:Intermediate FET
Type of Study:Exploratory research
School:Primary Secondary
Type:Non-Intervention
Domain:English Maths
Location:South Africa
Department / Province:Not specified
Website:http://www.sajournalofeducation.co.za/index.php/saje/article/viewFile/150/99
Document:346_Setati, 2008.pdf
 
Author:Sherman Howie Bosker
Year:2011
Project Name:Constructing benchmarks for monitoring purposes evidence from South Africa
Project Description:In information-rich environments schools are often presented with a myriad of data from which decisions need to be made. The use of the information on a classroom level may be facilitated if performance could be described in terms of levels of proficiency or benchmarks. The aim of this article is to explore benchmarks using data from a monitoring system on secondary school level. Seventeen secondary schools purposively sampled for maximum variation participated in this project. Pupils from a random sample of 2 Grade 8 classes per school completed the assessments n 1706. Using a dichotomous Rasch model person item distribution maps were generated for mathematics and different difficulty levels were constructed from the items that corresponded to the ability levels of pupils as well as the reporting protocol of the National Department of Education. Implications for benchmarking and standard setting are discussed based on the results provided in the article.
Sector:University
Phase:Senior
Type of Study:SA general research study
School:Primary
Type:Non-Intervention
Domain:Maths
Location:South Africa
Department / Province:Not specified
Website:http://www.tandfonline.com/doi/abs/10.1080/13803611.2011.632663
Document:347_Sherman, Howie_Bosker, 2011.pdf
 
Author:Simkins
Year:2010
Project Name:CDE - The maths and science performance of South Africas public schools Some lessons from the past decade
Project Description:Mathematics and science at school are vital to higher education skilled jobs and the national economy. For this reason CDE has taken a sustained interest in the performance of the South African schooling system in these subjects. This paper summarises the results of four statistical analyses of Senior Certificate and National Senior Certificate results since 1998. Conducted by Professor Charles Simkins they provide important new insights into the mathematics and science performance of South African schools and identify key policy issues arising from the research.
Sector:NGO
Phase:FET
Type of Study:SA general research study
School:Secondary
Type:Non-Intervention
Domain:Maths Science
Location:South Africa
Department / Province:Not specified
Website:http://www.cde.org.za/education-skills-and-markets/79-education/123-the-maths-and-science-performance-of-south-africa-s-public-schools-some-lessons-from-the-past-decade
Document:348_CDE 1_2010.pdf
 
Author:Simkins
Year:Not specified
Project Name:School Quality
Project Description:Achieving high levels of school quality is difficult everywhere. Aspects of the recent experience of the United States are reviewed with special attention paid to incentive issues. Statistical evidence on school enrolments since 1980 is presented as a background to resource reallocation since 1994. South Africas poor school performance in mathematics and science is discussed. Recent initiatives regarding measurement and management of school quality are presented and South Africas particular problem of multilingualism is discussed. South Africa needs to work intensively at school quality issues for years to come.
Sector:University
Phase:No specific phase
Type of Study:Situational assessment
School:Not specified
Type:Non-Intervention
Domain:Numeracy Maths Science Leadership and Management and Policy
Location:South Africa
Department / Province:Not specified
Website:http://www.econrsa.org/system/files/publications/policy_papers/pp06.pdf
Document:349_Simkins - school quality.pdf
 
Author:Simkins et al
Year:2007
Project Name:Doubling for Growth Addressing the maths and science challenge in South Africas schools
Project Description:This report provides an updated review of the state of maths and science schooling and a revised set of recommendations for increasing its output over the next few years as the first phase of a broader strategy to improve the South African education system. Much of the analysis that follows will focus on maths. CDE regards maths as a bigger problem than science because there are fewer passes in SC HG maths than in HG science and more fields of higher education require maths than science.
Sector:NGO
Phase:FET
Type of Study:SA general research study
School:Secondary
Type:Non-Intervention
Domain:Maths Science
Location:South Africa
Department / Province:Not specified
Website:http://www.africaportal.org/dspace/articles/doubling-growth-addressing-maths-and-science-challenge-south-africa%E2%80%99s-schools
Document:350_CDE - Doubling for growth Executive Summary.pdf
 
Author:Singh Lokostch
Year:2005
Project Name:Effects of transformational leadership on human resources management in primary schools
Project Description:We determined the impact of transformational styles of leadership on human resource management in primary schools. A transformational leadership model was employed to conduct this investigation. The model is underpinned by both theory and practice as well as with the qualitative research conducted for this study. Using semi-structured interviews ten educators in two primary schools were interviewed. The findings indicated a movement towards an integrated or overarching use of leadership styles in the quest for transformational leadership as is evident in the model. Of note is that the principal still has as the leader of the school a vital role to play in changing past autocratic transactional structures to a more democratic transformational type of leadership. The study revealed further that educators including principals must realise just how invaluable the human resources at a school are and that the support and commitment of these resources is vital to organisational success.
Sector:University
Phase:Foundation Intermediate Senior
Type of Study:Exploratory research
School:Primary
Type:Non-Intervention
Domain:Leadership and management
Location:South Africa
Department / Province:Not specified
Website:http://reference.sabinet.co.za/sa_epublication_article/educat_v25_n4_a10
Document:351_Singh_Lokotsch, 2005.pdf
 
Author:Slavin
Year:2008
Project Name:Evidence-based reform in education which evidence counts
Project Description:Discussion of commentaries of how to review program evaluation research to provide unbiased scientifically valid and useful information that educators and policy makers can use to make wise decisions to benefit children
Sector:University
Phase:No specific phase
Type of Study:SA general research study
School:Not specified
Type:Non-Intervention
Domain:General
Location:South Africa
Department / Province:Not specified
Website:http://edr.sagepub.com/content/37/1/47.full
Document:352_Slavin, 2008_Comments.pdf
 
Author:Smit Oosthuizen
Year:2011
Project Name:Improving school governance through participative democracy and the law
Project Description:There is an inextricable link between democracy education and the law. After 15 years of constitutional democracy the alarming percentage of dysfunctional schools raises questions about the efficacy of the system of local school governance. We report on the findings of quantitative and qualitative research on the democratisation of schools and the education system in North-West Province. Several undemocratic features are attributable to systemic weaknesses of traditional models of democracy as well as the misapplication of democratic and legal principles. The findings of the qualitative study confirmed that parents often misconceive participatory democracy for political democracy and misunderstand the role of the school governing body to be a political forum. Despite the shortcomings the majority of the respondents agreed that parental participation improves school effectiveness and that the decentralised model of local school governance should continue. Recommendations to effect the inculcation of substantive democratic knowledge values and attitudes into school governance are based on theory of deliberative democracy and principles of responsiveness accountability and justification of decisions through rational discourse.
Sector:University
Phase:No specific phase
Type of Study:Exploratory research
School:Not specified
Type:Non-Intervention
Domain:Leadership and management
Location:South Africa
Department / Province:North West
Website:http://www.sajournalofeducation.co.za/index.php/saje/article/viewFile/415/235
Document:353_Smit_Oosthuizen, 2011.pdf
 
Author:Smith
Year:2011
Project Name:Which in- and out-of-school factors explain variations in learning across different socio-economic groups Findings from South Africa
Project Description:Previous studies on the role of the school in influencing attainment in South African schools have concluded that the inequalities which are known to exist in these are still largely due to the legacy of the Apartheid system. More recently policy focus has been on narrowing the gap between the attainment of different socio-economic groups by addressing the inequality in school resource levels and facilities. The work presented here investigates which pupil background school context and school resource human and physical factors affect individual academic attainment by developing separate multilevel models for individual learners of similar socio-economic status. This approach allows for the possibility that different in- and out-of-school factors combine to explain the differences in attained mathematics and reading scores of Grade 6 pupils participating in the SACMEQ II survey in 2000 and that this could be dependent on the socioeconomic status of the individual learner. It is argued that policy focus should be wider than just resourcing levels. The evidence points to the need to additionally target deprived mainly rural neighbourhoods and develop interventions and alternative strategies to overcome some of the acute social disadvantages that pupils especially from the lowest socio-economic status bring with them into school. These include poor nutrition lower fluency levels in the language of instruction used in schools and higher chances of living away from home in order to be schooled.
Sector:University
Phase:Foundation Intermediate Senior
Type of Study:Situational assessment
School:Primary
Type:Non-Intervention
Domain:
Location:South Africa
Department / Province:Not specified
Website:http://r4d.dfid.gov.uk/PDF/Outputs/ImpQuality_RPC/edqualwp24.pdf
Document:354_Smith_2011.pdf
 
Author:Stears Gopal
Year:2010
Project Name:Exploring alternative assessment strategies in science classrooms
Project Description:The knowledge children bring to the classroom or construct in the classroom may find expression in a variety of activities and is often not measurable with the traditional assessment instruments used in science classrooms. Different approaches to assessment are required to accommodate the various ways in which learners construct knowledge in social settings. In our research we attempted to determine the types of outcomes achieved in a Grade 6 classroom where alternative strategies such as interactive assessments were implemented. Analyses of these outcomes show that the learners learned much more than the tests indicate although what they learnt was not necessarily science. The implications for assessment are clear strategies that assess knowledge of science concepts as well as assessment of outcomes other than science outcomes are required if we wish to gain a holistic understanding of the learning that occurs in science classrooms.
Sector:University
Phase:Intermediate
Type of Study:Exploratory research
School:Primary
Type:Non-Intervention
Domain:Science
Location:South Africa
Department / Province:Western Cape
Website:http://researchspace.ukzn.ac.za/xmlui/handle/10413/8444
Document:355_Stears_Gopal, 2010.pdf
 
Author:Swanepoel Booyse
Year:2006
Project Name:The involvement of teachers in school change a comparison between the views of school principals in South African and nine other countries
Project Description:Previous international studies in which the authors participated have revealed that involvement of teachers in decision-making and responsibility-taking processes is crucial for their receptiveness towards implementation of current and future educational change. It is also evident that the role and responsibilities of school principals have changed significantly over the last decade or two. An indication was obtained of the views of South African secondary school principals regarding the involvement of their teachers in processes of school change and these were compared to the views of school principals from other countries. The results for the South African sample as well as those for the other nine countries showed that there was fairly strong support for the involvement of teachers in most school-change activities. It also appeared that in comparison to other countries principals in the South African sample occupied a middle position in all of four clusters of possible activities as well as for the mean questionnaire score.
Sector:University
Phase:FET
Type of Study:Exploratory research
School:Secondary
Type:Non-Intervention
Domain:General
Location:South Africa
Department / Province:Multiple
Website:http://www.ajol.info/index.php/saje/article/view/25064
Document:356_Swanepoel_Booyse, 2006.pdf
 
Author:Taylor
Year:Not specified
Project Name:Equity Efficiency and the Development of South African Schools
Project Description:The state of knowledge about South African schools has improved significantly since the above conclusions were drawn three years ago. In the intervening years a number of school improvement programmes have come to fruition while several research initiatives have reported significant findings. This chapter examines the evidence arising from these developments and draws conclusions regarding future directions for both school improvement programmes and research on schooling.
Sector:NGO
Phase:No specific phase
Type of Study:Situational assessment
School:Not specified
Type:Non-Intervention
Domain:General
Location:South Africa
Department / Province:Not specified
Website:http://www.jet.org.za/publications/research/Taylor%20Equity%20efficiency.pdf
Document:357_Taylor,nd_equity efficiency final draft.docx
 
Author:Taylor
Year:2009
Project Name:The state of South African schools Part 1 Time and the regulation of consciousness
Project Description:The very low value for money provided by the South African schooling system has become well known in the 15 years since the fall of apartheid. Unfortunately how to improve the quality of schooling is far less clear despite the activities of NGOs and donors both international and local directed toward this end for well over two decades and of government since 1994. The starting assumption of the present paper is that weaknesses at every level of the system classroom school and administrative structure contribute to the crisis in schooling. The purpose of the paper is to identify the key problems which occur at each of these levels as a prerequisite for designing more effective school improvement interventions. The evidence on which this analysis is based varies from strong generalisable data derived from representative national surveys to small scale descriptive studies based on a handful of classrooms. Much of the data therefore despite the ring of authenticity it may have for anyone who has spent time in South African schools and classrooms requires verification before it can serve as the basis for a firm national picture. Nevertheless it illustrates the range of considerations which need to go into the design of any reform effort.
Sector:NGO
Phase:No specific phase
Type of Study:Situational assessment
School:Not specified
Type:Non-Intervention
Domain:Leadership and management
Location:South Africa
Department / Province:Not specified
Website:http://joe.ukzn.ac.za/Libraries/No_46_June_2009/The_state_of_South_African_schools_Part_1_Time_and_the_regulation_of_consciousness.sflb.ashx
Document:358_Taylor 2009.pdf
 
Author:Taylor
Year:2008
Project Name:Whats Wrong with South African Schools
Project Description:The very low value for money provided by the South African schooling system has become well known in the 15 years since the fall of apartheid. Unfortunately how to improve the quality of schooling is far less clear despite the activities of NGOs and donors both international and local directed toward this end for well over two decades and of government since 1994. The starting assumption of the present paper is that weaknesses at every level of the system classroom school and administrative structure contribute to the crisis in schooling. The purpose of the paper is to identify the key problems which occur at each of these levels as a prerequisite for designing more effective school improvement interventions.
Sector:NGO
Phase:No specific phase
Type of Study:Situational assessment
School:Not specified
Type:Non-Intervention
Domain:General
Location:South Africa
Department / Province:Not specified
Website:http://www.jet.org.za/events/conferences/What%20works%20in%20school%20development/Papers/Taylor%20Whats%20wrong%20with%20SA%20schools%20JET%20Schools%20Conf%20final.pdf
Document:359_Taylor, 2008 b.pdf
 
Author:Taylor Fleisch Shindler
Year:2007
Project Name:Education Scenarios for 2019
Project Description:To realize South Africas promise to all its inhabitants will require careful long-term strategic thinking about developing human capabilities. In this paper we identify the salient features of South Africas education sector and unpack some of its critical weaknesses. While we endorse the interventions associated with JIPSA a long-term perspective points to the need for a long-term focus on primary school literacy and mathematics.
Sector:NGO
Phase:No specific phase
Type of Study:SA general research study
School:Not specified
Type:Non-Intervention
Domain:General
Location:South Africa
Department / Province:Not specified
Website:http://jet.org.za/publications/research/Taylor%20Fleisch%20Shindler_Education%20Scenarios%20for%202019%2022%20July.pdf
Document:360_Taylor, Fleisch_Shindler, 2007_Education Scenarios for 2019.pdf
 
Author:Thakathi Lemmer
Year:2002
Project Name:Community strategies of women in educational management
Project Description:This article focuses on the communication strategies of women principals in secondary schools. Against the background of the continued under representation of women in education management abroad and in South Africa gender differences in communication as a managerial function are discussed and the implications for the workplace outlined by means of a literature review. A qualitative investigation explored the communication strategies of a woman principal in Northern Province South Africa. Reputational sampling was used for the selection of site and the key participant the principal. In addition judgement sampling was used to select six teachers as participants. Rich data were gathered by means of in-depth interviews with the principal and the teachers observation at the school over a period of two month s and analysis of school documents used by the principal in school administration. Findings show the principals preference for a feminine style of verbal and non-verbal communication her us e of symbolic leaders hip strategies to manage her presence as a female manager in a male dominated environment the constraints of traditional culture regarding communication and coping strategies to transcend these limitations other barriers to communication and the principals use of diverse channels of communication in the administration of a well-run school.
Sector:University
Phase:FET
Type of Study:Exploratory research
School:Secondary
Type:Non-Intervention
Domain:Leadership and management
Location:South Africa
Department / Province:Northern Cape
Website:http://reference.sabinet.co.za/sa_epublication_article/educat_v22_n3_a7
Document:361_Thakathi, 2002.pdf
 
Author:Themane Mabasa
Year:2002
Project Name:Breakdown in the system of learner support materials supply in Northern Province South Africa
Project Description:In this paper we draw on research conducted on the system of supply of learner support materials LSMs in Region 2 of the Northern Province of South Africa. The study used a qualitative methodology where a case study design was adopted. Purposive sampling was used in the selection of five schools. Three methods of data collection were used namely interview observation and documentation. It was found that the system of supply of learner support materials in the Northern Province was in a chaotic state. For example books were not delivered in time or not delivered at all there were wrong deliveries and a lot of wastage on unused materials.
Sector:University
Phase:No specific phase
Type of Study:Situational assessment
School:Not specified
Type:Non-Intervention
Domain:LTSM
Location:South Africa
Department / Province:Northern Cape
Website:http://www.ajol.info/index.php/saje/article/view/24853
Document:362_Themane_Mabasa, 2002.pdf
 
Author:Tobias
Year:2005
Project Name:Mathematical word problems The students voice
Project Description:This study forms the initial stage of a larger study that will examine the underlying reasons why Grade 10 students often produce equations that are inaccurate interpretations of mathematical word problems into algebraic relationships. Four case studies were undertaken to establish a socio-cultural perspective of the influences that could be inducing misinterpretation of word problems into equations and two of these cases are discussed for the purposes of this article. The study adopts a discourse analysis Gee 1999 1992 that aims to identify cultural models that are at play in order to pinpoint student perceptions of word problems and to place these appropriately within the social context. The data suggest that there is a sequence of events arising from cultural models that the students hold and that cause the students to be affected in different ways depending upon which cultural models they act. In this study a central model is evident in which the students can be seen to position themselves in a situation of relative mathematical helplessness. At this stage certain conjectures based largely upon the literature are discussed with respect to how students come to position themselves in this way. The consequences of this student positioning are discussed particularly with a view to whose interests word problems serve.
Sector:University
Phase:FET
Type of Study:Situational assessment
School:Secondary
Type:Non-Intervention
Domain:Maths
Location:South Africa
Department / Province:Gauteng
Website:http://www.sabinet.co.za/abstracts/persed/persed_v23_n3_a8.html
Document:363_Tobias, 2005.pdf
 
Author:Uys et al
Year:2007
Project Name:English medium of instruction a situation analysis
Project Description:A situation analysis conducted among three study populations examined the extent to which subject content teachers took responsibility for the teaching of language skills in the content classroom as well as possible reasons for not doing so. It also shed some light on the amount of language teaching that actually took place in a content classroom. The aim of the situation analysis was to determine whether there was a need for a specialised training course for English second language medium of instruction teachers.
Sector:University
Phase:No specific phase
Type of Study:Situational assessment
School:Not specified
Type:Non-Intervention
Domain:LoLT
Location:South Africa
Department / Province:Multiple
Website:http://www.ajol.info/index.php/saje/article/view/25099
Document:364_Uys et al, 2007.pdf
 
Author:Van der Berg
Year:2008
Project Name:How effective are poor schools Poverty and educational outcomes in South Africa
Project Description:Given South Africas divided past it is imperative to improve educational outcomes to overcome labour market inequalities. Historically white and Indian schools still outperform black and coloured schools in examinations and intraclass correlation coefficients rho reflect far greater between-school variance than for other countries. SACMEQs rich data sets provide new possibilities for investigating relationships between educational outcomes socio-economic status SES pupil and teacher characteristics and school resources and processes. As a different data generating process applied in affluent historically white schools test scores showed bimodal distributions part of the analysis excluded such schools sharply reducing rho. Test scores were regressed on various SES measures and school inputs for the full and reduced sample using survey regression and hierarchical multilevel or HLM models. This shows that poor schools were least able to systematically overcome inherited socio-economic disadvantage. Schools diverged in their ability to convert inputs into outcomes with large random effects in the HLM models. Outside of the richest schools SES had only a mild impact on test scores which were quite low in SACMEQ context
Sector:University
Phase:Intermediate
Type of Study:SA general research study
School:Primary
Type:Non-Intervention
Domain:English Maths Science
Location:South Africa
Department / Province:Not specified
Website:http://ideas.repec.org/p/zbw/cegedp/69.htmlhttp://ideas.repec.org/p/zbw/cegedp/69.html
Document:365_Van der Berg Servaas_2008_How effective are poor schools.pdf
 
Author:Van der Linde
Year:2001
Project Name:Potgietersrus and Vryburg in South Africa What went wrong Implications for educational managers
Project Description:Change is taking place at South African schools. Political change influences all facets of society including education. In some cases education has become a pawn in politics as was the case in the ideological disputes that took place at certain schools in South Africa. In this article the focus is on the chain of events that took place at two of these schools as well as a brief discussion on those aspects that went wrong. Lastly possible solutions for these problematic conflict situations in multicultural schools are given.
Sector:University
Phase:No specific phase
Type of Study:Exploratory research
School:Not specified
Type:Non-Intervention
Domain:Leadership and management
Location:South Africa
Department / Province:Not specified
Website:Not applicable
Document:367_Van der Linde, 2001.pdf
 
Author:Van der Linde
Year:2006
Project Name:The role of good educational management in a changing South Africa.
Project Description:There are so many changes in our world that it seems as though traditional education just is not relevant anymore. Change in education implies learning growth renewal and organisational development. In South Africa change is taking place on a large scale. Political technological economic and social change is taking place. Since the political change in 1994 certain documents indicate crucial change and its bearing on education. Rapid change implies structural change. Future change will require a complete reversal of the old educational mindset that was previously applicable. Changes in the near future in South Africa will be a complete reversal of the old educational mindset of what has previously been accepted. The question that arises is What role can good management play in order to manage the radical changes that are already occurring in our schools The starting point is the achievement of a major paradigm shift. The learning organisation philosophy is a reaction to diminish the current problems in South African schools. It enables the creation of learning cultures and an environment for lifelong learning through a culture of collaboration and commitment.
Sector:University
Phase:No specific phase
Type of Study:SA general research study
School:Not specified
Type:Non-Intervention
Domain:Leadership and management
Location:South Africa
Department / Province:Not specified
Website:http://www.questia.com/library/journal/1G1-87691061/the-role-of-good-educational-management-in-a-changing
Document:368_Van der Linde, 2006.pdf
 
Author:van der Mescht Tyala
Year:2008
Project Name:School principals perceptions of team management a multiple case-study of secondary schools
Project Description:The notion of school management through teams team management though not a new phenomenon in South Africa was formalized after the advent of democracy in 1994 and the subsequent reorganization of the education system. The concept was subsequently fleshed out in official documentation where the composition and roles of school management teams SMTs were elaborated upon. The notion of team management is rooted in theories that stress participation notably site-based school-based management teamwork and distributed leadership. We report on a study in which the perceptions of secondary school principals in Grahamstown South Africa of team management were explored. The study was interpretive in orientation and utilized qualitative data gathering techniques in all ten of the state-aided secondary schools in Grahamstown in the Eastern Cape province. We found that while team management was generally welcomed and even celebrated by principals there were fundamental tensions surrounding principals understanding of their leadership roles in a team context. We considers the implications of these findings for leadership development in the context of team management.
Sector:University
Phase:FET
Type of Study:Exploratory research
School:Secondary
Type:Non-Intervention
Domain:Leadership and management
Location:South Africa
Department / Province:Eastern Cape
Website:http://eprints.ru.ac.za/1335/
Document:369_van der Mescht_Tyala, 2008.pdf
 
Author:van der Walt Maree
Year:2007
Project Name:Do mathematics learning facilitators implement metacognitive strategies
Project Description:It is widely accepted that mathematical skills are critically important in our technologically sophisticated world. Educators metacognition directs plans monitors evaluates and reflects their instructional behaviour and this can promote learners learning with understanding. The purpose of this study was to investigate the extent to which mathematics educators implemented and taught metacognitive strategies. Results of the quantitative part of the study were triangulated with the results of the qualitative part. Results suggested that whereas mathematics educators may well have possessed metacognitive skills and utilised them intuitively these s kills were not implemented to a satisfactory extent in the classes we observed.
Sector:University
Phase:Foundation Intermediate Senior FET
Type of Study:Exploratory research
School:Primary Secondary
Type:Non-Intervention
Domain:Numeracy Maths
Location:South Africa
Department / Province:North West
Website:http://repository.up.ac.za/handle/2263/2647?show=full
Document:370_van der Walt_Maree, 2007.pdf
 
Author:van der Westhuizen van Vuuren
Year:2007
Project Name:Professionalising principalship in South Africa
Project Description:At the present juncture South Africa is one of the few countries that do not require a compulsory and specific qualification for principalship. This particular need has been part of a discussion among educational leaders for the past thirty to forty years. Despite all the laudable efforts to redesign the landscape of Educational Leadership and Management ELM in South Africa a major historical shortcoming has still been neglected namely lack of training of school principals to a national profession al standard. After the first democratic elections in 1994 a report by the committee which had reviewed the organization governance and fun ding of schools referred for the first time in 1995 to the development of an Education Management Training Institute EMTI. The Department of Education assigned a task team to develop a capacity-building programme for Education Leadership and Management ELM to implement the directives from policy documents. A series of drafts of a Policy Framework for ELM was published during 20034 as a framework and guide for the development of ELM to ensure excellence throughout the education system. A particular aspect which was emphasised in this Policy Framework was the professionalization of ELM. The Department of Education responded by introducing a National Qualification f or School Leadership in the form of an Advanced Certificate in Education. This was the first concrete step towards implementing a compulsory professional qualification for principalship without which no educator would be eligible for appointment to the post of first-time principal. Although the development of the envisaged programme presents vital challenges for the long and short term principalship in South Africa is on its way to becoming a fully fledged profession with a unique career path.
Sector:University
Phase:No specific phase
Type of Study:SA general research study
School:Not specified
Type:Non-Intervention
Domain:Leadership and management
Location:South Africa
Department / Province:Not specified
Website:http://reference.sabinet.co.za/sa_epublication_article/educat_v27_n3_a7
Document:371_van der Westhiuzen_van Vuuren, 2007.pdf
 
Author:van Rooyen Jordaan
Year:2009
Project Name:An aspect of language for academic purposes in secondary education complex sentence comprehension by learners in an integrated Gauteng school
Project Description:Language for academic purposes is an important concept not always recognised and developed within the education system. The ability to use language for learning can be difficult for individuals who are educated in a second language. They are required to master complex concepts in a language they are still acquiring. We aimed to discover how secondary school learners performed on an aspect of academic language complex sentence comprehension. A group of 464 adolescent participants performance on the grammatical understanding subtest of the Test of Adolescent Language was analysed in relation to their status as first or second language English learners their grade gender literacy experiences preferred modality of learning and other factors deemed to influence language acquisition in modern society. The results indicated that the majority of learners achieved within the average range. There were significant differences between the male and female participants and the junior phase ESL males achieved the lowest scores. It was concluded that it may take 89 years of formal schooling for some individuals to acquire the requisite academic language proficiency particularly if they are learning in their second language. This has important implications for the teaching and assessment of second language learners.
Sector:University
Phase:FET
Type of Study:SA general research study
School:Secondary
Type:Non-Intervention
Domain:English
Location:South Africa
Department / Province:Gauteng
Website:http://www.scielo.org.za/scielo.php?pid=S0256-01002009000200008&script=sci_arttext
Document:372_van Rooyen_Jordaan, 2009.pdf
 
Author:van Staden Howie
Year:2012
Project Name:Reading between the lines contributing factors that affect Grade 5 student reading performance as measured across South Africas 11 languages
Project Description:This article reports on the South African results of a study to identify and explain relationships between some major factors associated with successful reading at Grade 5. With 11 official languages educational policy in South Africa advocates an additive bilingualism model and students in Grades 1 to 3 are taught in their mother tongue. Thereafter the language of learning and teaching changes to a second language which in most cases is English. With this complexity of issues hierarchical linear modeling HLM was used to determine the effect of a number of explanatory variables at student and school level on reading achievement as outcome variable while controlling for language using the South African Progress in International Reading Literacy Study PIRLS 2006 data. Utilizing Creemers comprehensive model of educational effectiveness Creemers Reezigt 1999 as theoretical point of departure this article will focus on the results of an overall South African model with student- and school-level variables.
Sector:University
Phase:Intermediate
Type of Study:Exploratory research
School:Not specified
Type:Non-Intervention
Domain:English
Location:South Africa
Department / Province:Not specified
Website:http://repository.up.ac.za/handle/2263/18315
Document:373_van Staden_Howie, 2012.pdf
 
Author:van Wyk
Year:2004
Project Name:School governing bodies the experience of South African educators
Project Description:The South African Schools Act of 1996 SASA mandates the establishment of school governing bodies SGBs comprising parents educators and non-educator members of staff. As parents are required to form the majority on an SGB they have been placed in a powerful position with authority to influence fundamental issues such as school budget school and language policy discipline and appointment and promotion of teaching and administrative staff. A survey of educators experiences and perceptions of the role of SGBs followed by in-depth interviews with selected principals was undertaken. Findings suggested that educators do not consider their SGBs to be very effective. They support the role of the SGB in learner discipline but they have reservations about its role in matters of educator misconduct. The role of the SGB in appointing staff is accepted although educators feel that school governors should be trained for this and all other functions of the SGB. Many educators are concerned that the principal may dominate the SGB. Results further suggested that a purely legalistic approach to dividing the responsibilities of SGBs may not always be helpful and that the emphasis should rather be placed on the constitutional principles for co-operative governance.
Sector:University
Phase:No specific phase
Type of Study:Exploratory research
School:Not specified
Type:Non-Intervention
Domain:Leadership and management
Location:South Africa
Department / Province:Not specified
Website:http://joe.ukzn.ac.za/Libraries/No_48_2010/Governing_body_s_responsibility_and_power_for_quality_education.sflb.ashx
Document:374_van Wyk, 2004.pdf
 
Author:Vithal
Year:2008
Project Name:An analytical framework for mathematics teacher education from a critical perspective
Project Description:Whereas there has been considerable advancement in the last few decades with regard to theories and practices in mathematics education from a critical perspective very little is known about what it means to prepare teachers for such approaches. In this article I undertake a retrospective reflexive analysis of my praxis as a teacher educator over the past decade particularly when introducing an innovation such as project work to prospective primary mathematics teachers within what may be referred to as a social cultural political approach to a mathematics curriculum. Drawing on theoretical methodological tools developed for researching mathematics education from a critical perspective I reinterpret these for building an analytical framework for mathematics teacher education from the same perspective as an imagined praxis an actual praxis and an arranged praxis. I then discuss the qualities that connect and transform these teacher education praxes and conclude with reflections on the consequences for student teachers learning and actions when one of these dominates a teacher educators curriculum.
Sector:University
Phase:Foundation Intermediate Senior
Type of Study:SA general research study
School:Primary
Type:Non-Intervention
Domain:Numeracy Maths
Location:South Africa
Department / Province:Not specified
Website:http://www.ajol.info/index.php/pie/article/view/76458
Document:375_Vithal, 2008.pdf
 
Author:Vithal Gopal
Year:2005
Project Name:What mathematics learners say about the new South African curriculum reform
Project Description:In this article we report on what Grade 8 learners say about the new curriculum reforms in South Africa Outcomes-based Education OBE and Curriculum 2005 C2005 that were introduced into their mathematics classrooms. The article begins by addressing what is argued to be a gap in reform research in mathematics education. It draws primarily on focus group interviews conducted with learners after having observed a series of consecutive lessons in three different previously racially segregated schools in the Durban region from the international study on mathematics learners perspectives. The analysis is organised in five broad themes that emerged from the data some of which resonate with the design features of the curriculum reforms a strong focus on group work the attempt to forge relations between mathematics and context changes in the use of learning-teaching materials such as worksheets issues of assessment and learners take-up of the discourse of the new curriculum approach. Learners views seem to be linked to their teachers explicit nonengagement with the new curriculum and they appear to be aware of the tensions and trade-offs for themselves in the enactment of the new curriculum.
Sector:University
Phase:Foundation Intermediate Senior
Type of Study:SA general research study
School:Primary
Type:Non-Intervention
Domain:Maths
Location:South Africa
Department / Province:Not specified
Website:http://researchspace.ukzn.ac.za/xmlui/handle/10413/8358
Document:376_Vithal_Gopal, 2005.pdf
 
Author:Waghid
Year:2002
Project Name:Educational development in rural schools Exemplifying the personal dilemma of community
Project Description:Contemporary South African education is dominated by debates surrounding quality and effectiveness in relation to the implementation of measurement-driven functional educational policies. As suggested elsewhere qualitative and effective policy initiatives driven by functional or instrumental preoccupations are not only conceptually flawed but also deprive education of its wider human purposes. The contention in this article is that considering the functional as more important than the personal is not sufficient to improve schooling. The main argument is to show that educational development reduced to the functional domain at the expense of the personal would constrain the improvement of schooling in rural communities. I present my own understanding of the personal in educational development in rural schools and base my critique of functionally driven initiatives on Michael Fieldings recent article. I begin by outlining Fieldings account of community by mapping key philosophical foundations of the concept in particular picking up on his philosophical distinction between the functional and personal dimensions of community and extending it to my own understanding of education and educational development. I argue against educational development predominantly according to the functional dimension of community. I conclude that the exclusion of the personal dimension of community in the implementation of educational development makes such development inadequate. This may affirm the necessity of the personal dimension of community in facilitating the potential of educators learners and parents in historically disadvantaged schools.
Sector:University
Phase:FET
Type of Study:Policy
School:Secondary
Type:Non-Intervention
Domain:Policy
Location:South Africa
Department / Province:Northern Cape
Website:http://www.ajol.info/index.php/saje/article/download/24889/20540
Document:377_Waghid, 2002.pdf
 
Author:Williams
Year:2011
Project Name:Joint Mentoring Project JMP
Project Description:Summary and analysis of the results of the questionnaire surveys from the Joint Mentoring Project.
Sector:NGO
Phase:No specific phase
Type of Study:Intervention evaluation
School:Not specified
Type:Intervention
Domain:Leadership and management
Location:South Africa
Department / Province:Western Cape
Website:http://www.psp.org.za/component/attachments/download/90
Document:378_Williams, 2011_JMP.pdf
 
Author:Winburg Botes
Year:2005
Project Name:Building school-based reading practices
Project Description:Traditionally teachers try to promote reading by bringing texts on topics they feel are interesting to learners into the classroom such as stories about young people biographies of pop-stars or books about sports or sporting personalities. We argue that such attempts by teachers to simulate middle class home based reading practices in working class schools are not effective in building a reading culture among young learners. The mismatch between learners home and school cultures inhibits this. Our study of working class childrens literate actions and interactions in a school context indicated that reading practices are more likely to be supported through school-based activities. This involves a re-conceptualisation of a reading culture developing out of academic subjects and their related activities rather than as developing out of home-based activities. Our research indicated that for working class children reading occurs more naturally in the context of the academic subjects which they study at school rather than in areas traditionally associated with learners out-of-school interests. As reading is associated with academic success more generally we propose that integrating supplementary reading activities into mainstream academic subjects particularly where mainstream subjects are interesting to learners is effective in the promotion of reading at school.
Sector:University
Phase:Intermediate
Type of Study:Exploratory research
School:Primary
Type:Non-Intervention
Domain:English
Location:South Africa
Department / Province:Western Cape
Website:http://www.ajol.info/index.php/saje/article/download/25022/20694?
Document:379_Winburg_Botes, 2005.pdf
 
Author:Xaba
Year:2006
Project Name:The difficulties of school development planning
Project Description:School governance in South Africa is about the single most important factor in education that appears to experience apparently insurmountable challenges. In this article I explore and analyse school governance challenges to find their possible cause. A qualitative study using interviews was conducted with principals educators and parents as school governing body members. The results of the empirical investigation reveal numerous challenges in school governance which challenges seem to be mainly related to school governors ability or inability to execute functions prescribed by the South African Schools Act 84 of 1996 hereafter referred to as the Schools Act. An analysis of the challenges strongly indicates that these challenges are possibly caused by the nature of the prescribed functions which require specialised skills and knowledge to execute. This is manifested in the various reasons advanced by school governors such as the apportionment of blame among themselves. It is therefore concluded that school governing bodies are not really succeeding in facing the challenges of their roles and responsibilities and that the possible cause for these challenges resides in the specialist nature of most prescribed functions themselves.
Sector:University
Phase:No specific phase
Type of Study:SA general research study
School:Not specified
Type:Non-Intervention
Domain:Leadership and management
Location:South Africa
Department / Province:Gauteng
Website:http://www.ajol.info/index.php/saje/article/download/25051/20722?
Document:380_Xaba, 2006.pdf
 
Author:Xaba
Year:2011
Project Name:The possible cause of school governance challenges in South Africa
Project Description:The South African Schools Act No. 84 of 1996 requires that school governing bodies develop school mission statements and by implication school development plans. The Gauteng Regulations and Rules for Public School Governing Bodies specifically direct school governing bodies to draw up and amend school development plans. Whilst training in development planning has been provided to school management teams and educators schools generally still do not have realistic development plans. The difficulties of school development planning are demonstrated with reference to schools in the Gauteng Department of Education through personal experiences of the researcher and a case example of the development planning process at two schools. This is premised on the fact that school development planning is a highly technical process that requires skill and know-how to be executed successfully. It is argued that school development planning is fraught with numerous challenges that require an approach that focuses on its purpose i.e. school improvement and management of planned change.
Sector:University
Phase:Foundation Intermediate Senior
Type of Study:SA general research study
School:Primary
Type:Non-Intervention
Domain:Leadership and management
Location:South Africa
Department / Province:Gauteng
Website:http://www.ajol.info/index.php/saje/article/view/66453
Document:381_Xaba, 2011.pdf
 
Author:Zimmerman Howie Smit
Year:2011
Project Name:Time to go back to the drawing board organisation of primary school reading development in South Africa
Project Description:The Progress in International Reading Literacy Study PIRLS 2006 findings highlighted concerns about reading literacy teaching quality in South African primary schools Howie et al. 2007. In response the national Department of Education DoE 2008a 2008b 2008c 2008d has emphasised instructional practice improvement. However little emphasis has been placed on the role of school organisation in learners reading success or failure. This article presents school organisation findings from a mixed methods study that explored South African Grade 4 teachers instruction practices and schooling conditions for reading literacy development. The analysis considered is based on the reclassification of the PIRLS 2006 sample according to class achievement levels on the PIRLS benchmarks and instructional language profiles. Findings from the PIRLS 2006 school questionnaire data are reported together with findings from case studies to illustrate differences and similarities in school organisation for reading literacy across a range of low- and high-performing schools.
Sector:University
Phase:Intermediate
Type of Study:Situational assessment
School:Primary
Type:Non-Intervention
Domain:English
Location:South Africa
Department / Province:Not specified
Website:http://www.tandfonline.com/doi/abs/10.1080/13803611.2011.620339
Document:382_Zimmerman, Howie_Smit, 2011.pdf
 
Author:Cherian DuToit
Year:2008
Project Name:Literacy learning in Limpopo a multilingual environment
Project Description:This article is a report on research conducted to support the development of a multilingual literacy learning software programme for adult learners in rural Limpopo Province South Africa. The topic of inquiry for the research was literacy learning in a multilingual environment with special attention paid to attitudinal and metacognitive aspects. Preliminary results of the study suggest that the learners mostly female and Sepedi mother tongue speakers exhibited a specific and strong desire to become literate through the medium of English for personal advancement and improved interethnic communication. The central concern of this article is to describe the study briefly discuss preliminary findings and suggest possible avenues for further research.
Sector:University
Phase:Higher Education
Type of Study:Project description
School:Tertiary
Type:Intervention
Domain:English
Location:South Africa
Department / Province:Limpopo
Website:http://repository.up.ac.za/handle/2263/9775
Document:383_Cherian_DuToit, 2008.pdf
 
Author:Department of Education NBI
Year:2009
Project Name:Dinaledi Schools Project Including Adopt-a-Dinaledi School project
Project Description:Report from a strategic engagement between the national Department of Education and business on increasing support for mathematics and science education in schools.
Sector:NGO Government
Phase:No specific phase
Type of Study:Education
School:Not specified
Type:Intervention
Domain:Maths Science
Location:South Africa
Department / Province:Multiple
Website:http://www.thutong.doe.gov.za/Default.aspx?alias=www.thutong.doe.gov.za/dinaledischools
Document:384_Dinaledi Report.pdf
 
Author:Not applicable
Year:nd
Project Name:Thutong South African Education Portal
Project Description:Delivering information curriculum and support materials to the South African schooling and FET College community.
Sector:Government
Phase:No specific phase
Type of Study:Education
School:Not specified
Type:Non-Intervention
Domain:General
Location:South Africa
Department / Province:Multiple
Website:http://www.thutong.doe.gov.za/
Document:
 
Author:Not applicable
Year:nd
Project Name:Integrated Strategic Planning Framework for Teacher Education and Development in South Africa
Project Description:15-year planning framework for teacher education and development to boost teacher quality. Supporting teachers in underperforming high schools and their feeder schools. Improving the provision of teacher education through universities.
Sector:Government
Phase:No specific phase
Type of Study:Education
School:Not specified
Type:Intervention
Domain:General
Location:South Africa
Department / Province:Multiple
Website:http://www.education.gov.za/LinkClick.aspx?fileticket=lXfDtQxRz3M%3D&...
Document:
 
Author:Not applicable
Year:nd
Project Name:TEACHSA
Project Description:Deployment of unemployed graduates with Maths Science or English to underperforming schools for a period of two years.
Sector:NGO
Phase:No specific phase
Type of Study:Education
School:Not specified
Type:Intervention
Domain:English Maths Science
Location:South Africa
Department / Province:Multiple
Website:http://www.teachsouthafrica.org/
Document:
 
Author:Not applicable
Year:nd
Project Name:Education for Learners with Special Needs Programme
Project Description:Provision of schooling to all learners with special education needs in the province across both the General Education and Training and Further Education and Training bands i.e. Grade 1 to Grade 12 and non-formal education programmes.
Sector:Government
Phase:Foundation Intermediate Senior FET
Type of Study:Education
School:Primary Secondary
Type:Intervention
Domain:Not specified
Location:South Africa
Department / Province:Multiple
Website:http://wced.pgwc.gov.za/documents/education-related/Special_Needs_Education.html
Document:
 
Author:Not applicable
Year:nd
Project Name:Zenex and Mindset Learn- Science Content Development
Project Description:Develop content according to the new NCS curriculum for Grade 10 and 11 learners.
Sector:NGO
Phase:FET
Type of Study:Education
School:Secondary
Type:Non-Intervention
Domain:Not specified
Location:South Africa
Department / Province:Multiple
Website:http://www.mindset.co.za/programmes/learn
Document:
 
Author:Not applicable
Year:nd
Project Name:Zenex Learner Development Programme Implemented by CASME and TEN
Project Description:Five-year project commenced in January 2009 to support learners and schools to raise the quality of passes and increase the number of black learners that achieve university entrance passes with a special focus on Mathematics and Physical Science.
Sector:NGO
Phase:No specific phase
Type of Study:Education
School:Not specified
Type:Intervention
Domain:Maths Science
Location:South Africa
Department / Province:Multiple
Website:http://www.zenexfoundation.org.za/learner-programme/approach-of-the-learner-programme
Document:
 
Author:Not applicable
Year:nd
Project Name:Zenex Foundation Tertiary Access Programme
Project Description:A tertiary access programme.
Sector:NGO
Phase:No specific phase
Type of Study:Education
School:Not specified
Type:Intervention
Domain:Not specified
Location:South Africa
Department / Province:Multiple
Website:http://www.zenexfoundation.org.za/
Document:
 
Author:Not applicable
Year:nd
Project Name:Maths Excellence Programme
Project Description:Improve the standard of Maths education and make maths more accessible to ALL South African learners. We have established a network where we as professionals can debate issues that affect us and the learners we teach exchange ideas and resources.
Sector:NGO
Phase:FET
Type of Study:Education
School:Secondary
Type:Intervention
Domain:Not specified
Location:South Africa
Department / Province:Multiple
Website:http://www.mathsexcellence.co.za
Document:
 
Author:Not applicable
Year:nd
Project Name:Shuttleworth Foundation Science Texts Project Siyavula
Project Description:Developing and disseminating free and open textbooks and supporting materials for use in the teaching of Science and Maths for grades 10-12 based on the South African school curriculum.
Sector:NGO
Phase:FET
Type of Study:Education
School:Secondary
Type:Non-Intervention
Domain:Not specified
Location:South Africa
Department / Province:Multiple
Website:http://projects.siyavula.com/
Document:
 
Author:Department of Education DANIDA
Year:nd
Project Name:Resource and Educator Development Programme Building an Inclusive Education and Training System funded by DANIDA
Project Description:Inclusive Education system to accommodate learners with special education needs in the mainstream system.
Sector:NGO Government
Phase:No specific phase
Type of Study:Education
School:Not specified
Type:Intervention
Domain:Not specified
Location:South Africa
Department / Province:Multiple
Website:http://www.thutong.doe.gov.za/inclusiveeducation//Policy//DANIDAProject/tabid/3318/Default.aspx
Document:394_DANIDA_Inclusive Education.pdf
 
Author:Department of Education DANIDA
Year:nd
Project Name:Quality Learning Project. Business Trust Barloworld the Hellie Robb Trust Mindset Learning Channel and Teba Bank
Project Description:School reform initiative focused specifically on improving learners performance in mathematics and reading and writing across the curriculum in Grades 8-12.
Sector:NGO Government
Phase:Senior FET
Type of Study:Education
School:Primary Secondary
Type:Intervention
Domain:Not specified
Location:South Africa
Department / Province:Multiple
Website:http://www.jet.org.za/projects/programmes-projects
Document:395_Quality Learning Project Evaluation Report.doc
 
Author:Not applicable
Year:nd
Project Name:3Rs project funded by the Royal Netherlands Government RNE
Project Description:The Literacy and Numeracy Research Programme known as the 3Rs project is a five year 2007-2011 research programme funded by the Royal Netherlands Embassy - coordinated by the Education and Skills Development Programme of the Human Sciences Research Council.
Sector:Government
Phase:No specific phase
Type of Study:Education
School:Not specified
Type:Intervention
Domain:Literacy Numeracy
Location:South Africa
Department / Province:Multiple
Website:http://www.3rs.org.za/
Document:
 
Author:Not applicable
Year:nd
Project Name:READATHON Department of Education and READ Educational Trust
Project Description:Develop a culture of reading in South Africa and to highlight the importance of literacy in the well-being of a modern nation. The campaign reaches an estimated 330 000 educators and over 13 million learners and their families. It takes place for one wee
Sector:NGO
Phase:No specific phase
Type of Study:Education
School:Not specified
Type:Intervention
Domain:Literacy
Location:South Africa
Department / Province:Multiple
Website:http://www.read.org.za/?id=133
Document:
 
Author:Not applicable
Year:nd
Project Name:PEP Academy project READ
Project Description:PEP stores is sponsoring a literacy numeracy and life skills assistance class in schools chosen to host PEP Academies. Grade 4 Teacher training and learner support.
Sector:NGO
Phase:Intermediate
Type of Study:Education
School:Primary
Type:Intervention
Domain:Literacy Numeracy
Location:South Africa
Department / Province:Multiple
Website:http://www.pepstores.com/who-we-are/csi.html
Document:
 
Author:Not applicable
Year:nd
Project Name:Rally to READ
Project Description:For the past 12 years sponsors organisers and participants of the Rally have visited the most remote and needy schools in rural areas to deliver books teaching aids science kits sports equipment educational toys and other material all of which are taken for granted at urban schools.
Sector:NGO
Phase:No specific phase
Type of Study:Education
School:Not specified
Type:Intervention
Domain:Not specified
Location:South Africa
Department / Province:Multiple
Website:http://www.rallytoread.co.za/
Document:
 
Author:Not applicable
Year:nd
Project Name:Trident Steel Gr 8 9 Language Intervention
Project Description:Training teachers of Grade 8 9 language in the use of the Independent Reading Card Scheme.
Sector:NGO
Phase:Senior
Type of Study:Education
School:Primary
Type:Intervention
Domain:Not specified
Location:South Africa
Department / Province:Multiple
Website:http://www.read.org.za/?id=168
Document:
 
Author:IBM KidSmart
Year:2009
Project Name:Kidsmart Early Learning Programme
Project Description:IBM intervention to improve Maths and Science learning and teaching.
Sector:NGO
Phase:No specific phase
Type of Study:Education
School:Not specified
Type:Intervention
Domain:Not specified
Location:South Africa
Department / Province:Eastern Cape
Website:http://www.kidsmartearlylearning.org/EN/
Document:401_brochure_Kidsmart_148x210_ANG_1.pdf
 
Author:Department of Education
Year:Not specified
Project Name:Quality Learning and Teaching Campaign QLTC
Project Description:A campaign to promote learning and teaching in the districts aimed at enhancing teaching and schooling morale.
Sector:Government
Phase:No specific phase
Type of Study:Education
School:Not specified
Type:Intervention
Domain:Not specified
Location:South Africa
Department / Province:Multiple
Website:http://www.education.gov.za/Programmes/QualityLearningandTeachingCampaign/tabid/657/Default.aspx
Document:402_QLTC.pdf
 
Author:Not applicable
Year:nd
Project Name:AIMSSEC Subject Leader Training Programme
Project Description:Free professional development courses and resources for teachers.
Sector:NGO
Phase:No specific phase
Type of Study:Education
School:Not specified
Type:Intervention
Domain:Not specified
Location:South Africa
Department / Province:Not specified
Website:http://aimssec.aims.ac.za/
Document:
 
Author:Shanduka Foundation
Year:2010
Project Name:Adopt-A-School Foundation
Project Description:The focus is on the provision and improvement of infrastructural facilities in schools to enable good quality learning and teaching to take place consistent.
Sector:NGO
Phase:No specific phase
Type of Study:Education
School:Not specified
Type:Intervention
Domain:Not specified
Location:South Africa
Department / Province:Multiple
Website:http://www.adoptaschool.co.za/
Document:405_Building a brighter future - Annual report 2009-10 .pdf
 
Author:Land Lyster
Year:2011
Project Name:Family Literacy Project
Project Description:Improvement of literacy reading and writing skills capacity building of teachers and training of parents of learners to assist with reading and writing homework.
Sector:NGO
Phase:Foundation
Type of Study:Education
School:Primary
Type:Intervention
Domain:Literacy
Location:South Africa
Department / Province:Eastern Cape
Website:http://www.familyliteracyproject.co.za/
Document:406_Family Literacy Stufdy.pdf
 
Author:Department of Education Shell
Year:Not specified
Project Name:Maths 4 All
Project Description:Computer-assisted Maths teaching for Grades 7-12 .
Sector:NGO Government
Phase:FET
Type of Study:Education
School:Secondary
Type:Intervention
Domain:Maths
Location:South Africa
Department / Province:Free State
Website:http://www.info.gov.za/speech/DynamicAction?pageid=461&sid=21465&tid=42370
Document:407_130-shellmaths-centre-rally-to-numeracy-project-launch-in-the-free-state.pdf
 
Author:Not applicable
Year:nd
Project Name:Beyers Naud School Development Programme
Project Description:Turning rural schools into centres of excellence by creating conducive learning and teaching environments.
Sector:NGO
Phase:No specific phase
Type of Study:Education
School:Not specified
Type:Intervention
Domain:Not specified
Location:South Africa
Department / Province:Multiple
Website:http://www.kagiso.co.za/projects/bnsdp/
Document:
 
Author:Dimension Data South Africa
Year:2013
Project Name:Dimension Dat E-Learning Programme
Project Description:The E- Learning curriculum covers English Mathematics Life Science Physical Science and Accounting. It covers the curriculum for Grades 10 11 and 12 and is designed to dramatically improve the quality and depth of secondary education output.
Sector:Corporate
Phase:FET
Type of Study:Education
School:Secondary
Type:Intervention
Domain:Maths Science
Location:South Africa
Department / Province:Gauteng
Website:http://www.itweb.co.za/index.php?option=com_content&view=article&id=63497
Document:
 
Author:ORT SA
Year:nd
Project Name:ORT Foundation Phase Alexandra Project
Project Description:Four year intervention in 12 primary schools in Alexandra Gauteng. Schools randomly allocated to 2 different Numeracy Programmes 1 SA based 1 Singapore based.
Sector:NGO
Phase:Foundation
Type of Study:Education
School:Primary
Type:Intervention
Domain:Numeracy
Location:South Africa
Department / Province:Gauteng
Website:http://ortsa.org.za/ort-maths/
Document:410_ORT Maths FP Project.pdf
 
Author:Gauteng Department of Education
Year:2010
Project Name:Gauteng Primary Literacy Strategy GPLS
Project Description: Improve the literacy levels of Grade 1 2 and 3 children in over 700 schools.
Sector:Government
Phase:Foundation
Type of Study:Education
School:Primary
Type:Intervention
Domain:Literacy Numeracy
Location:South Africa
Department / Province:Gauteng
Website:http://www.cso.za.org/Mngmnt-DeptEdu-LiteracyStrategy-2010-2014.pdf
Document:412_GPLS.pdf
 
Author:School of Education University of the Witwatersrand Saide
Year:2011
Project Name:The Data Informed Practice Improvement Project DIPIP
Project Description:The Data Informed Practice Improvement Project DIPIP aimed to create a context in which critical friends post graduate students and district facilitators worked with school teachers on data which provides evidence of learners performance.
Sector:NGO University
Phase:No specific phase
Type of Study:Education
School:Not specified
Type:Intervention
Domain:Not specified
Location:South Africa
Department / Province:Gauteng
Website:http://www.oerafrica.org/teachered/TeacherEducationHome/MathsTheme/DataInformedPracticeImprovementProject/tabid/1787/Default.aspx
Document:413_DIPIP Report.pdf
 
Author:Gauteng Department of Education
Year:2013
Project Name:Secondary School Intervention Programme SSIP
Project Description: Saturday classes for Grade 12 learners. Training and supporting of educators in Maths and Science.
Sector:Government
Phase:FET
Type of Study:Education
School:Secondary
Type:Intervention
Domain:Maths Science
Location:South Africa
Department / Province:Gauteng
Website:http://www.education.gpg.gov.za/Document5/Documents/Annual_Performance_plan_2012-2013.pdf
Document:414_ssip-brochure-teacher-development.pdf
 
Author:JET Education Services
Year:Not specified
Project Name:Accelerated Programme for Languages Literacy and Communication
Project Description:Training of literacy facilitators on reading methodologies.
Sector:NGO
Phase:No specific phase
Type of Study:Education
School:Not specified
Type:Intervention
Domain:Literacy
Location:South Africa
Department / Province:Gauteng
Website:http://www.jet.org.za/publications/research/research-publications-by-date
Document:415_APLLC Implementation Plan.pdf
 
Author:Not applicable
Year:nd
Project Name:Ithuba Writing Project
Project Description:Supporting and valuing mother-tongue based education providing a model for material development by classroom teachers increase the technological skills of classroom teachers and beginning to equalise and provide adequate infrastructure of print-rich cla
Sector:Government
Phase:No specific phase
Type of Study:Education
School:Not specified
Type:Intervention
Domain:Literacy
Location:South Africa
Department / Province:Multiple
Website:http://www.utsa.edu/ithuba/
Document:
 
Author:Department of Education
Year:2008
Project Name:Foundations for Learning Campaign
Project Description:A four-year campaign to create a national focus to improve the reading writing and numeracy abilities of all South African children.
Sector:Government
Phase:No specific phase
Type of Study:Education
School:Not specified
Type:Intervention
Domain:Literacy Numeracy
Location:South Africa
Department / Province:Gauteng
Website:http://www.thutong.doe.gov.za/Default.aspx?alias=www.thutong.doe.gov.za/foundationsforlearning
Document:417_FFL Gazette.pdf
 
Author:Gauteng Department of Education
Year:2010
Project Name:Maths Science and Technology Strategy
Project Description:Teacher training mentoring and coaching resourcing assessment and evaluation.
Sector:Government
Phase:No specific phase
Type of Study:Education
School:Not specified
Type:Intervention
Domain:Maths Science
Location:South Africa
Department / Province:Gauteng
Website:http://www.westerncape.gov.za/text/2003/strategy_math_science_fet.pdf
Document:418_MSTStrategy.pdf
 
Author:Gauteng Department of Education
Year:2012
Project Name:The Library Strategy
Project Description:Provide under-privileged primary schools with resources to develop support and promote literacy and reading.
Sector:Government
Phase:No specific phase
Type of Study:Education
School:Not specified
Type:Intervention
Domain:Literacy
Location:South Africa
Department / Province:Gauteng
Website:http://www.education.gpg.gov.za/Document5/Documents/Annual_Performance_plan_2011-12.pdf
Document:420_GDE Plan 2011-2012.pdf
 
Author:Not applicable
Year:nd
Project Name:Early Childhood Development programme
Project Description:Provision of Grade R in state private and community centres. This Programme will also in the long term seek to provide ECD Programmes for the pre-Grade R learners.
Sector:Government
Phase:Foundation
Type of Study:Education
School:Primary
Type:Intervention
Domain:Not specified
Location:South Africa
Department / Province:Gauteng
Website:http://www.education.gpg.gov.za/Document5/Documents/gde_annual_report_2007-08.pdf
Document:
 
Author:Not applicable
Year:nd
Project Name:Intombi Project
Project Description:Exposure of girl learners to women scientists.
Sector:Government
Phase:No specific phase
Type of Study:Education
School:Not specified
Type:Intervention
Domain:Science
Location:South Africa
Department / Province:Gauteng
Website:http://www.polity.org.za/article/mangena-launch-of-intombi-seminar-19072003-2003-07-19
Document:
 
Author:Not applicable
Year:nd
Project Name:BHP Billiton senior phase maths and science project
Project Description:CASME has partnered with Metalloys to support teaching and learning in Mathematics and Science for Grades 8 and 9.
Sector:NGO
Phase:Senior
Type of Study:Education
School:Primary
Type:Intervention
Domain:Maths Science
Location:South Africa
Department / Province:Gauteng
Website:http://www.casme.org.za/article_detail.asp?Article_ID=312
Document:
 
Author:Not applicable
Year:nd
Project Name:REUNERT College Bridging Programme
Project Description:Increasing the number of students gaining access to Reunert College a one year bridging programme taking students with a matric from a disadvantaged school and moving them to a university entrance matric.
Sector:NGO Corporate
Phase:No specific phase
Type of Study:Education
School:Not specified
Type:Intervention
Domain:Not specified
Location:South Africa
Department / Province:Gauteng
Website:http://reunertcollege.co.za/sponsors.html
Document:
 
Author:Not applicable
Year:nd
Project Name:Armscor Learner Development Programme
Project Description:The Learner Enhancement Programme is part of ARMSCORs Corporate Social Investment CSI flagship programme which is designed to support both Government and ARMSCORs plans to address scarce skills shortages in the country. The programme is aimed at assisting learners from disadvantaged communities to improve their performance and results in the Mathematics and Science subjects.
Sector:Corporate
Phase:FET
Type of Study:Education
School:Secondary
Type:Intervention
Domain:Not specified
Location:South Africa
Department / Province:Gauteng
Website:http://www.armscor.co.za/About/SocialInvestment.asp
Document:
 
Author:Not applicable
Year:nd
Project Name:Mphatlalatsane Educational Initiative
Project Description:FET educator development.
Sector:NGO
Phase:FET
Type of Study:Education
School:Secondary
Type:Intervention
Domain:Not specified
Location:South Africa
Department / Province:Gauteng
Website:http://groupspaces.com/Mphatlalatsane/
Document:
 
Author:Not applicable
Year:nd
Project Name:FNB Be Finacially Smart programme
Project Description:Provision of Financial Literacy learner support material.
Sector:Corporate
Phase:No specific phase
Type of Study:Education
School:Not specified
Type:Intervention
Domain:Not specified
Location:South Africa
Department / Province:Gauteng
Website:http://groundedmedia.co.za/our-portfolio/fnb/
Document:
 
Author:KwaZulu-Natal Department of Education
Year:2011
Project Name:KZN DBE National Mathematics week and National Science week
Project Description:Aiming to promote an awareness and appreciation of science in South African society this annual celebration gives over 100 000 learners the opportunity to meaningfully engage with a large variety of scientific and technological exhibits workshops demonstrations career awareness campaigns and workshops for teachers and learners.
Sector:Government
Phase:No specific phase
Type of Study:Education
School:Not specified
Type:Intervention
Domain:Not specified
Location:South Africa
Department / Province:KwaZulu-Natal
Website:http://theridgeonline.co.za/national-science-week/
Document:428_KZN Circular No 59 of 2011.pdf
 
Author:SAMF AMESA
Year:2011
Project Name:JET SA Mathematics Challenge
Project Description:The Challenge is intended as a vehicle to popularise mathematics and to enhance the quality of the teaching and learning of mathematics. The Challenge is not a scholastic test but tests conceptual knowledge the application of knowledge in new situations problem solving and general mathematical thinking supporting our new curriculum to help South Africans become empowered independent critical and creative thinkers.
Sector:NGO
Phase:Intermediate Senior
Type of Study:Education
School:Primary
Type:Intervention
Domain:Maths
Location:South Africa
Department / Province:Multiple
Website:http://www.amesa.org.za/Challenge/IndexJet.htm
Document:429_First Round Circular 2011.pdf
 
Author:Not applicable
Year:nd
Project Name:READ STEF Project
Project Description:Language literacy programme in four primary schools in KZN
Sector:NGO
Phase:Foundation Intermediate
Type of Study:Education
School:Primary
Type:Intervention
Domain:Not specified
Location:South Africa
Department / Province:KwaZulu-Natal
Website:http://www.read.co.za/index.php?id=113
Document:
 
Author:Aguirre International
Year:2003
Project Name:District Development Support Programme
Project Description:The goal of the DDSP is improved quality of educational delivery for Grades 1-9 basic education in the DDSP target areas. A longer-term goal is to create an environment that pulls into the system good educational and organizational practice.
Sector:NGO
Phase:Foundation Intermediate Senior FET
Type of Study:Education
School:Primary Secondary
Type:Intervention
Domain:Literacy English Numeracy Maths Science
Location:South Africa
Department / Province:Multiple
Website:http://www.jbsinternational.com/pdf/port_reports_4-ddsp.pdf
Document:431_District Development Support Project_USAID.pdf
 
Author:Not applicable
Year:nd
Project Name:Maths Centre for Professional Teachers MCPT Programme
Project Description:Support and Continuity programme and a Learner Progression Programme for Maths teachers and learners plus an Early Childhood Care and Development Programme.
Sector:NGO
Phase:ECD
Type of Study:Education
School:Primary
Type:Intervention
Domain:Maths
Location:South Africa
Department / Province:Mpumalanga
Website:http://www.mcpt.org/
Document:
 
Author:JICA
Year:Not specified
Project Name:The Japanese Overseas Corporation Volunteers Project JOCV
Project Description:The implementation of Maths and Science within the auspices of the MSSI.
Sector:NGO
Phase:No specific phase
Type of Study:Education
School:Not specified
Type:Intervention
Domain:Science
Location:South Africa
Department / Province:Mpumalanga
Website:http://www.mpumalanga.gov.za/education/default.asp?nav=projects
Document:433_jocv.pdf
 
Author:Not specified
Year:nd
Project Name:Canada South African Teacher Development Project CSATDP
Project Description:Implementation of OBE at the Foundation Phase and Inclusive Education 2000 2005.
Sector:University
Phase:No specific phase
Type of Study:Education
School:Not specified
Type:Intervention
Domain:Literacy Numeracy
Location:South Africa
Department / Province:Mpumalanga
Website:http://www.agriteam.ca/projects/profile/canada-south-africa-teacher-development-project-csatdp/
Document:434_South Africa_ Teacher Development - Faculty of Education_ Highlights of Our History - University of Alberta.pdf
 
Author:Optimum Coal
Year:2012
Project Name:Optimum Coal Maths and Science Programme
Project Description:Optimum Community Trust has funded a Grade 12 Rewrite Support Programme since 2009 reaching a total of 600 learners who without this programme would not have had any support in obtaining their Grade 12 certificates. These learners all failed Grade 12 before the introduction of NCS in 2008 and ranged in age between 22 and 56 years all hailing from within the Steve Tshwete Local Municipalty.
Sector:Corporate
Phase:FET
Type of Study:Education
School:Secondary
Type:Intervention
Domain:Maths Science
Location:South Africa
Department / Province:Mpumalanga
Website:http://www.miningweekly.com/article/company-announcement-optimum-coal-funmatics-programme-to-revolutionise-mathematics-2012-03-28
Document:435_38521_optimum_coal.pdf
 
Author:Not applicable
Year:nd
Project Name:Anglo Coal and Anglo Inyosi Coal and Anglo Thermal Coal TEN
Project Description:FET Learner and Educator Development Programmes.
Sector:NGO
Phase:FET
Type of Study:Education
School:Secondary
Type:Intervention
Domain:General
Location:South Africa
Department / Province:Mpumalanga
Website:http://www.ten-edu.co.za/SUCCESS_STORIES/Pages/funding_partners.aspx
Document:
 
Author:The Thuthuka EducationUpliftment Project
Year:2008
Project Name:The Thuthuka Education Upliftment Project
Project Description:FET Accounting Educator Development Programme.
Sector:NGO
Phase:FET
Type of Study:Education
School:Secondary
Type:Intervention
Domain:General
Location:South Africa
Department / Province:North West
Website:https://www.saica.co.za/LearnersStudents/Thuthuka/AboutThuthuka/tabid/2645/language/en-US/Default.aspx
Document:437_Thuthuka Project.pdf
 
Author:Not applicable
Year:nd
Project Name:IMPLATS Programme implemented by READ
Project Description:Improve the literacy language and communication skills of learners through school management and teacher training and whole school development.
Sector:NGO
Phase:Foundation Intermediate Senior
Type of Study:Education
School:Primary
Type:Intervention
Domain:Literacy
Location:South Africa
Department / Province:North West
Website:http://archive-za.com/za/r/read.org.za/2013-03-18_1660272_3/READ_Educational_Trust_Telkom_Grade_R/
Document:
 
Author:Wesizwe
Year:2008
Project Name:Wesize Whole School Development Programme
Project Description:Schools provided with resources and the teachers provided with training in the use of those resources to teach literacy and promote reading and writing.
Sector:NGO
Phase:No specific phase
Type of Study:Education
School:Not specified
Type:Intervention
Domain:Literacy
Location:South Africa
Department / Province:North West
Website:http://archive-za.com/page/1660272/2013-03-18/http://www.read.org.za/index.php?id=145
Document:439_community_projects.pdf
 
Author:The MGSLG Gauteng Department of Education
Year:2012
Project Name:CAPS Training and Orientation
Project Description:CAPS Training for all Grades 1 to 3 Foundation Phase teachers. 2 700 principals and deputy principals of schools with Foundation Phase grades will attend a one-day orientation workshop. Orientation programmes for school management teams and Grade 10 teach.
Sector:NGO Government
Phase:Foundation
Type of Study:Education
School:Primary
Type:Intervention
Domain:Literacy Numeracy
Location:South Africa
Department / Province:Western Cape
Website:http://www.education.gov.za/Home/CAPSOrientation/tabid/706/Default.aspx
Document:440_CAPS training evaluation terms of reference 2012_Ver 1.pdf
 
Author:Not applicable
Year:nd
Project Name:Mathematics solutions conference
Project Description:Mathematics Solutions Conference for about 300 Grades 4 to 9.
Sector:Government
Phase:Intermediate Senior
Type of Study:Education
School:Primary
Type:Non-Intervention
Domain:Maths
Location:South Africa
Department / Province:Western Cape
Website:http://wced.pgwc.gov.za/circulars/minutes12/CMminutes/ectli5_12.html
Document:
 
Author:Not applicable
Year:nd
Project Name:Grade 12 improvement plan
Project Description:Grade 12 improvement plan for underperforming schools. The main components of the plan include setting targets for improvement providing learner and subject-specific support through the provision of textbooks tips for success booklet tutoring program.
Sector:Government
Phase:FET
Type of Study:Education
School:Secondary
Type:Non-Intervention
Domain:General
Location:South Africa
Department / Province:Western Cape
Website:http://www.info.gov.za/speech/DynamicAction?pageid=461&sid=20974&tid=40426
Document:
 
Author:Not applicable
Year:nd
Project Name:COSAT Academic Support Programme
Project Description:All COSAT learners attend two two-hour lessons on thirty Saturdays of the academic year. All learners participate in a two-hour Maths class and the other session is allocated to Science or occasionally IT.
Sector:Government
Phase:No specific phase
Type of Study:Education
School:Not specified
Type:Intervention
Domain:Maths Science
Location:South Africa
Department / Province:Western Cape
Website:http://seri.org.za/?page_id=134
Document:
 
Author:Not applicable
Year:nd
Project Name:The 2012 Growsmart Literacy Competition
Project Description:Development of primary school learners literacy skills through reading and writing. Funded in conjunction with Growthpoint properties.
Sector:NGO
Phase:Foundation Intermediate Senior
Type of Study:Education
School:Primary
Type:Intervention
Domain:Literacy English
Location:South Africa
Department / Province:Western Cape
Website:http://www.growsmart.org.za/
Document:
 
Author:Not applicable
Year:nd
Project Name:Making Education Better Together Reading writing and Maths skills
Project Description:Improving reading writing and maths skills through Assist learners writing supplementary exams in a variety of NCS subjects.
Sector:Government
Phase:No specific phase
Type of Study:Education
School:Not specified
Type:Intervention
Domain:Literacy English Numeracy Maths
Location:South Africa
Department / Province:Western Cape
Website:http://wced.pgwc.gov.za/comms/press/2012/13_9feb.html
Document:
 
Author:Western Cape Education Department
Year:2006
Project Name:WCED Literacy and Numeracy Strategy 2006 2016
Project Description:Strategy flows from the Human Capital Development Strategy of the Western Cape to address the low level of literacy and numeracy of learners. Strategy presents a strengthened coordinated and sustainable approach to the problem.
Sector:Government
Phase:No specific phase
Type of Study:Education
School:Not specified
Type:Non-Intervention
Domain:Literacy Numeracy
Location:South Africa
Department / Province:Western Cape
Website:http://wced.pgwc.gov.za/documents/literacy_numeracy_strategy/index_lns.html
Document:446_e-LitNumStrat.pdf
 
Author:Not applicable
Year:nd
Project Name:The Interactive Telematics Programme Collaborative project between the WCED and the Division of Telematic Services at Stellenbosch University
Project Description:Virtual learning environment which helps assist learners in preparation for the NCS. Televised broadcasts of lessons beamed directly to high schools. Live lessons are held after school hours during the week and on Sundays.
Sector:University
Phase:No specific phase
Type of Study:Education
School:Not specified
Type:Intervention
Domain:English Maths Science
Location:South Africa
Department / Province:Western Cape
Website:http://academic.sun.ac.za/ite/wced.html
Document:
 
Author:Not applicable
Year:nd
Project Name:Banking on Our Future
Project Description:Financial literacy programme to help students learn the power of banking saving investing and self-reliance.
Sector:NGO
Phase:No specific phase
Type of Study:Education
School:Not specified
Type:Intervention
Domain:General
Location:South Africa
Department / Province:Western Cape
Website:http://www.operationhope.org/banking-on-our-future-south-africa
Document:
 
Author:Qwase
Year:2009
Project Name:Learner Attainment Project and learner Attainment Strategy
Project Description:Through this plan the Department seeks to mobilise its forces utilise its resources in a well calculated way pursue clear targets in the short medium and long term and use the challenges of the past as a catapult to enable it to eventually turn the corner and sustain good performance practices throughout the Basic Education Schooling System.
Sector:Government
Phase:FET
Type of Study:Education
School:Secondary
Type:Intervention
Domain:General
Location:South Africa
Department / Province:Western Cape
Website:http://wced.pgwc.gov.za/wcef/news/WCEFnews-2-May08.pdf
Document:449_master plan(1).pdf
 
Author:Allies-Husselman
Year:nd
Project Name:Joint Mentorship Project
Project Description:Mentorship for new teachers.
Sector:NGO
Phase:No specific phase
Type of Study:Education
School:Not specified
Type:Intervention
Domain:General
Location:South Africa
Department / Province:Western Cape
Website:http://www.psp.org.za/projects/joint-mentorship-project
Document:450_joint-mentorship-project-to-support-first-time-teachers.pdf
 
Author:Not applicable
Year:nd
Project Name:Teaching Assistant Project
Project Description:Training of teaching assistants.
Sector:Government
Phase:No specific phase
Type of Study:Education
School:Not specified
Type:Intervention
Domain:General
Location:South Africa
Department / Province:Western Cape
Website:http://www.westerncape.gov.za/eng/pubs/public_info/F/148833/12
Document:
 
Author:Not applicable
Year:nd
Project Name:The Learnership Programme part of Expanded Public Works Programme
Project Description:Training of 900 pre-school teachers.
Sector:Government
Phase:No specific phase
Type of Study:Education
School:Not specified
Type:Intervention
Domain:General
Location:South Africa
Department / Province:Western Cape
Website:http://wced.pgwc.gov.za/comms/press/2006/48_ecdteach.html
Document:
 
Author:Jordaan Joubert
Year:nd
Project Name:Training of teachers in poor rural areas through a multigrade intervention to achieve millennium development goals Our experience of using ODL as a tool for building capacity and what lessons can be learned
Project Description:The aim of this paper is to share analyzed MG on-line training in South Africa by means of empirical data as well as first hand experience with other countries as a contribution to the successful implementation of the Millennium Development Goals. Education for Rural Areas ERA is one of the flagships that were launched as an action by UNESCO to ensure quality education and the abolishment of inequalities in rural areas. In UNESCO publications it is stated that the realization of the Millennium Development Goals is to be found in Multigrade Education MGE. MGE is the focus in a debate of how enrolment numbers in rural areas can be increased and therefore improve the quality of education in rural areas.
Sector:University
Phase:No specific phase
Type of Study:Education
School:Not specified
Type:Intervention
Domain:General
Location:South Africa
Department / Province:Western Cape
Website:http://cmge.co.za/projects/research
Document:453_PID_708.pdf
 
Author:Wium Louw Eloff
Year:2011
Project Name:Continued Professional Development Programme
Project Description:A continued professional development CPD programme was developed to support foundation-phase teachers to facilitate literacy.
Sector:University
Phase:Foundation
Type of Study:Education
School:Primary
Type:Intervention
Domain:Literacy
Location:South Africa
Department / Province:Gauteng
Website:http://www.sajcd.org.za/index.php/SAJCD/article/view/68/42
Document:455_CPD Evaluation.pdf
 
Author:ORT SA
Year:nd
Project Name:ORT Maths and Science Ivory Park Project
Project Description:ORT SA joined forces with ABSA to improve Science achievements in Ivory Park Primary Schools. The programmes involved relevant GDE representative involvement. 30 Intermediate Phase Grades 4 6 educators received support mentoring and workshops in UNISAs ACE Science programme. 30 Foundation Phase Grades 1 3 took part in ORT SAs SETA Accredited course in Science and Technology.
Sector:NGO
Phase:Foundation Intermediate
Type of Study:Education
School:Primary
Type:Intervention
Domain:Numeracy Maths Science
Location:South Africa
Department / Province:Gauteng
Website:Not applicable
Document:456_ORT Science Project Ivory Park.pdf
 
Author:Ono Ferreira
Year:2010
Project Name:Mpumalanga Secondary Science Initiative MSSI
Project Description:We consider the professional development of in-service teachers and review traditional development efforts that have been used in the past. An alternative form of professional development using Japanese lesson study is proposed and discussed as a possibility. A case study involving the Mpumalanga Secondary Science Initiative where lesson study was used is described and its efficacyreviewed. The project was aimed at improving mathematics and science learning of secondary school learners using lesson study for teacher development. The discussion concludes with a reflection on the outcomes and efforts of the project.
Sector:University
Phase:FET
Type of Study:Education
School:Secondary
Type:Intervention
Domain:Maths Science
Location:South Africa
Department / Province:Mpumalanga
Website:http://www.jica.go.jp/english/our_work/evaluation/tech_and_grant/project/term/africa/c8h0vm000001rp75-att/south_africa_2005_1.pdf
Document:457_MSSI Evaluation.docx
 
Author:Not applicable
Year:nd
Project Name:Canada-South Africa Teacher Development Project
Project Description:The six-year project involved working closely with the national Teacher Development Directorate TDD and the provincial departments of education in Free State Gauteng and Mpumalanga. At the national level CSATDP supported the TDD by providing its staff with consultation management planning and communication skills. We also worked closely with the Ministerial Committee on Teacher Education to use a consultative process as they drafted the teacher development framework and the teacher development policy and implementation plan. At the provincial level CSATDP worked with DOE organizations to meet their capacity needs required to support teacher development at the district and school levels. Several models of teacher professional development were explored including using universities and consultants as service providers while training local DOE staff to provide important ongoing school-based follow up support.
Sector:NGO University
Phase:No specific phase
Type of Study:Education
School:Not specified
Type:Intervention
Domain:Not specified
Location:South Africa
Department / Province:Multiple
Website:http://www.agriteam.ca/projects/profile/canada-south-africa-teacher-development-project-csatdp/
Document:
 
Author:Capper
Year:2002
Project Name:SHOMA Education Foundation
Project Description:Multichoices social investment initiative aimed at supporting teacher professional development in South Africa.
Sector:NGO
Phase:No specific phase
Type of Study:Education
School:Not specified
Type:Intervention
Domain:Teacher professional development
Location:South Africa
Department / Province:Multiple
Website:http://www.techknowlogia.org/TKL_Articles/PDF/442.pdf
Document:459_SHOMA.pdf
 
Author:Department of Education
Year:2007
Project Name:National Strategy for Learner Attainment
Project Description:The Minister of Education Ms Naledi Pandor MP launched the National Strategy for Learner Attainment NSLA in 2004 as an overarching or transversal programme directing the focus of the education system in South Africa to raise learner acievement levels.
Sector:Government
Phase:Foundation Intermediate Senior FET
Type of Study:Education
School:Primary Secondary
Type:Non-Intervention
Domain:General
Location:South Africa
Department / Province:Multiple
Website:http://www.pmg.org.za/docs/2007/070328framework.doc?
Document:460_NSLA.doc
 
Author:Not applicable
Year:nd
Project Name:KZN DoE Matric Intervention Programme
Project Description:Regular visits to underperforming schools by district provincial and national officials.
Sector:Government
Phase:FET
Type of Study:LTSM
School:Secondary
Type:Intervention
Domain:Not specified
Location:South Africa
Department / Province:KwaZulu-Natal
Website:http://www.kzneducation.gov.za/DocumentsPublications/Circulars/KZNCirculars.aspx
Document:
 
Author:JET Education Services
Year:2010
Project Name:Gauteng Education Development Trust Ikusasa Phambili Tutorship Programme
Project Description:Grade 10 - 12 learners from Zandspruit and Diepsloot received tutoring in Mathematics Science and Accounting on Saturday mornings. Learners also received exposure to different life skills.
Sector:NGO
Phase:FET
Type of Study:Education
School:Secondary
Type:Intervention
Domain:Maths Science
Location:South Africa
Department / Province:Gauteng
Website:http://www.kreon.co.za/socialresponsibility.htm
Document:462_GEDT Annual Report 2010.pdf
 
Author:JET Education Services
Year:2010
Project Name:Gauteng Education Development Trust School Collaboration Project
Project Description:To initiate and support exchange programmes for educators learners and district officials within the districts province South Africa Africa and with international sites.
Sector:NGO
Phase:No specific phase
Type of Study:Education
School:Not specified
Type:Intervention
Domain:General
Location:South Africa
Department / Province:Gauteng
Website:http://www.jet.org.za/projects/gedt-annual-reports
Document:463_GEDT Annual Report 2010.pdf
 
Author:Not applicable
Year:nd
Project Name:Gauteng Education Development Trust African Scientific Instruments
Project Description:Five schools received demonstration apparatus. The funds were also used for teacher training and development.
Sector:NGO
Phase:No specific phase
Type of Study:Education
School:Not specified
Type:Intervention
Domain:Science
Location:South Africa
Department / Province:Gauteng
Website:http://www.jet.org.za/projects/gedt-annual-reports
Document:
 
Author:Not applicable
Year:nd
Project Name:Gauteng Education Development Trust Cell C Writing Skills
Project Description:The project involved training 13 GDE Head Office and district officials. After the training the officials in turn trained educators and learners across schools in the province. The learners who received the training later published a book.
Sector:NGO
Phase:No specific phase
Type of Study:Education
School:Not specified
Type:Intervention
Domain:Literacy English
Location:South Africa
Department / Province:Gauteng
Website:http://www.jet.org.za/projects/gedt-annual-reports
Document:
 
Author:Not applicable
Year:nd
Project Name:Gauteng Education Development Trust City of Johannesburg Early Childhood Development
Project Description:This project is geared towards developing the creative skills of facilitators at Early Childhood Development ECD centres and in Grade R.
Sector:NGO
Phase:Foundation
Type of Study:Education
School:Primary
Type:Intervention
Domain:ECD
Location:South Africa
Department / Province:Gauteng
Website:http://www.jet.org.za/projects/gedt-annual-reports
Document:
 
Author:Not applicable
Year:nd
Project Name:Gauteng Education Development Trust City of Johannesburg Get Set Project
Project Description:The Girls Education and Training in Science Engineering and Technology Get Set Project is aimed at encouraging girl learners to take up Mathematics and Science. The project involves 100 girlsselected from 20 schools in Soweto.
Sector:NGO
Phase:No specific phase
Type of Study:Education
School:Not specified
Type:Intervention
Domain:Maths Science
Location:South Africa
Department / Province:Gauteng
Website:http://impumelelo.org.za/media/publications
Document:
 
Author:Fleisch
Year:2006
Project Name:Gauteng Education Development Trust French Education Action Zones EAZ Programme
Project Description:This project concentrates on developing schools that perform below 20 in the matric examinations with a view of improving their performance.
Sector:University
Phase:No specific phase
Type of Study:Education
School:Not specified
Type:Intervention
Domain:General
Location:South Africa
Department / Province:Gauteng
Website:http://www.ajol.info/index.php/saje/article/viewFile/25076/20746
Document:468_French EAZ Evaluation.pdf
 
Author:Not specified
Year:Not specified
Project Name:Gauteng Education Development Trust Evaluation of Learning Support Material
Project Description:Educators are trained as participative evaluators of course materials to enable the GDE to approve appropriate materials for utilisation in the classroom.
Sector:University
Phase:No specific phase
Type of Study:Education
School:Not specified
Type:Intervention
Domain:LTSM
Location:South Africa
Department / Province:Gauteng
Website:https://ujdigispace.uj.ac.za/bitstream/handle/10210/1000/DISSERTATION.pdf?sequence=2
Document:469_GEDT LTSM.pdf
 
Author:JET Education Services
Year:2005
Project Name:Gauteng Education Development Trust Jim Joel ECD Inner-City Project
Project Description:This is an RDP project based in Joubert Park in inner city Johannesburg. Funds were used to revamp a crche and to train educators in early childhood development.
Sector:NGO
Phase:ECD Foundation
Type of Study:Education
School:Primary
Type:Intervention
Domain:ECD
Location:South Africa
Department / Province:Gauteng
Website:http://www.jet.org.za/projects/gedt-annual-reports
Document:470_GEDT Multi Year report 2005.pdf
 
Author:JET Education Services
Year:2005
Project Name:Gauteng Education Development Trust One Million Tree School Project
Project Description:The One Million Tree School Project was an Abor Day initiative aimed at encouraging learners to plant trees. It forms part of governments effort to promote enviromental studies.
Sector:NGO
Phase:No specific phase
Type of Study:Education
School:Not specified
Type:Intervention
Domain:General
Location:South Africa
Department / Province:Gauteng
Website:http://www.jet.org.za/projects/gedt-annual-reports
Document:471_GEDT Multi Year report 2005.pdf
 
Author:GEDT
Year:2010
Project Name:Gauteng Education Development Trust Schools for Focused Learning SFL
Project Description:These schools aim to redress past imbalances in Science Commerce Hotel and Art education. These schools will also serve as resource centres for surrounding schools. Teachers will provide support classes for learners from other schools.
Sector:NGO Government
Phase:No specific phase
Type of Study:Education
School:Not specified
Type:Intervention
Domain:Science
Location:South Africa
Department / Province:Gauteng
Website:http://www.jet.org.za/projects/gedt-annual-reports
Document:472_GEDT Annual Report 2010.pdf
 
Author:JET Education Services
Year:2005
Project Name:Gauteng Education Development Trust UNESCO Teacher Development and Curriculum Reform
Project Description:Funds were used towards the orientation of teachers in the township of Alexandra in the area of teacher development and curriculum reform.
Sector:NGO
Phase:No specific phase
Type of Study:Education
School:Not specified
Type:Intervention
Domain:Teacher professional development
Location:South Africa
Department / Province:Gauteng
Website:http://www.jet.org.za/projects/gedt-annual-reports
Document:473_GEDT Multi Year report 2005.pdf
 
Author:Not applicable
Year:nd
Project Name:Gauteng Education Development Trust Valued Citizens
Project Description:The Valued Citizens initiative offers life skills workshops to 60 primary schools. Additional workshops for parents abused and neglected children and those with behavioural problems are also conducted.
Sector:Government
Phase:No specific phase
Type of Study:Education
School:Not specified
Type:Intervention
Domain:Not specified
Location:South Africa
Department / Province:Gauteng
Website:http://www.valuedcitizens.co.za/
Document:
 
Author:JET Education Services
Year:2005
Project Name:Gauteng Education Development Trust Women Empowerment Project WEP
Project Description:The project forms part of the GDEs commitment to train and develop women educators in the fields of Mathematics Science and Technology. One hundred and fifty women educators will be trained within a period of five years.
Sector:NGO
Phase:No specific phase
Type of Study:Education
School:Not specified
Type:Intervention
Domain:Maths Science
Location:South Africa
Department / Province:Gauteng
Website:http://www.jet.org.za/projects/gedt-annual-reports
Document:475_GEDT Multi Year report 2005.pdf
 
Author:Not applicable
Year:nd
Project Name:Ready to Read Early Childhood Development Programme
Project Description:The programme offers material for use in day-care centres crches and nursery schools and also provides training in the selection and use of the material for both library staff and teachers.
Sector:NGO
Phase:ECD
Type of Study:Education
School:Primary
Type:Intervention
Domain:Not specified
Location:South Africa
Department / Province:Gauteng
Website:http://www.joburg.org.za/index.php?option=com_content&view=article&id=68%3Alibraries&catid=26%3Acultural-amenities&Itemid=75&limitstart=3
Document:
 
Author:Not applicable
Year:nd
Project Name:Palabora Foundation Educator Development Programme
Project Description:The purpose of the Educator Development Programme is to ensure that schools have enough well-qualified educators and enough learner support materials to provide a conducive learning environment.
Sector:NGO
Phase:Foundation Intermediate Senior FET
Type of Study:Education
School:Primary Secondary
Type:Intervention
Domain:Not specified
Location:South Africa
Department / Province:Gauteng
Website:http://www.pafound.co.za/our-programmes/education
Document:
 
Author:Not applicable
Year:nd
Project Name:PROTEC Palabora Programme
Project Description:Aims to provide a source of high capability students for Palabora and other local companies and industries. Learners who are talented in mathematics English and physical science are selected for the programme in grade 10.
Sector:NGO
Phase:FET
Type of Study:Education
School:Secondary
Type:Intervention
Domain:English Maths Science
Location:South Africa
Department / Province:Gauteng
Website:http://www.pafound.co.za/
Document:
 
Author:Not applicable
Year:nd
Project Name:Technokidz Linked to PROTEC Palabora Programme
Project Description:Open to learners in grades 8 and 9 who have been identified as talented in mathematics and science. The TechnoKidz learners receive the same high standard of education outside normal school hours as the older PROTEC learners.
Sector:NGO
Phase:Senior
Type of Study:Education
School:Primary
Type:Intervention
Domain:Maths Science
Location:South Africa
Department / Province:Gauteng
Website:http://www.pafound.co.za/case-studies/protec
Document:
 
Author:Not applicable
Year:nd
Project Name:Bojanala Systemic Development Programme
Project Description:Following the success of the Khanyisa Project the project model was further refined and is now being implemeted in North West Province.The project aimed at further testing and demonstrating a comprehensive school improvement model Khanyisa
Sector:NGO
Phase:No specific phase
Type of Study:Education
School:Not specified
Type:Intervention
Domain:Not specified
Location:South Africa
Department / Province:North West
Website:http://www.jet.org.za/divisions/sustainable-school-imp-web-1.pdf
Document:
 
Author:Not applicable
Year:nd
Project Name:Centres of Excellence Programme
Project Description:Following the success of the Khanyisa Project the project model was further refined and is now being implemented in the Eastern Cape. Both projects are aimed at further testing and demonstrating a comprehensive school improvement model Khanyisa.
Sector:NGO
Phase:No specific phase
Type of Study:Education
School:Not specified
Type:Intervention
Domain:Not specified
Location:South Africa
Department / Province:Eastern Cape
Website:http://www.jet.org.za/divisions/sustainable-school-imp-web-1.pdf
Document:
 
Author:Not applicable
Year:nd
Project Name:Active Education
Project Description:Talent identification Athletics particularly in rural areas. Goal of bringing regular physical education to as many South African children as possible. Currently reach 50 000 children a week and assess 20 000 children a year through biometrical tests.
Sector:NGO
Phase:No specific phase
Type of Study:Extra mural
School:Not specified
Type:Intervention
Domain:Not specified
Location:South Africa
Department / Province:Multiple
Website:http://www.activeeducationsa.com//talent-identification/4556720628
Document:
 
Author:Not applicable
Year:nd
Project Name:Beyond the School Wall- Developing Extra-Mural Opportunities
Project Description:Training course to qualify and support teachers as Extra-Mural Development Practitioners EMDPs.
Sector:Government
Phase:No specific phase
Type of Study:Extra mural
School:Not specified
Type:Intervention
Domain:Not specified
Location:South Africa
Department / Province:Western Cape
Website:http://wced.pgwc.gov.za/comms/press/2007/40_xtramur.html
Document:
 
Author:Not applicable
Year:nd
Project Name:UNICEFs Sport for Development programme
Project Description:UNICEF supports the Department of Education to improve conditions in disadvantaged schools. Provides sports coaches play and sports-infused life skills programmes.
Sector:NGO Government
Phase:No specific phase
Type of Study:Extra mural
School:Not specified
Type:Intervention
Domain:Not specified
Location:South Africa
Department / Province:Multiple
Website:http://www.unicef.org/southafrica/support_4707.html
Document:
 
Author:Not applicable
Year:nd
Project Name:SuperSports Lets Play initiative
Project Description:Initiative by SuperSport and partners including UNICEF to encourage play activity and sport in schools and at home.
Sector:Corporate
Phase:No specific phase
Type of Study:Extra mural
School:Not specified
Type:Intervention
Domain:Not specified
Location:South Africa
Department / Province:Multiple
Website:http://www.naspers.org/education-skills-development-flagship.php
Document:
 
Author:Not applicable
Year:nd
Project Name:The BokSmart Rugby Programme
Project Description:Primarily intended for under-privileged and disadvantaged schools clubs and teams.
Sector:Corporate
Phase:No specific phase
Type of Study:Extra mural
School:Not specified
Type:Intervention
Domain:Not specified
Location:South Africa
Department / Province:Multiple
Website:http://boksmart.sarugby.co.za/content/what-is-boksmart
Document:
 
Author:Not applicable
Year:nd
Project Name:KFC mini cricket
Project Description:Programme that promotes active lifestyle develop ball skills.
Sector:Corporate
Phase:No specific phase
Type of Study:Extra mural
School:Not specified
Type:Intervention
Domain:Not specified
Location:South Africa
Department / Province:Multiple
Website:http://www.cricket.co.za/news_article.aspx?id=1923§ion=news&subsection=news_KFCMC
Document:
 
Author:Not applicable
Year:nd
Project Name:ECDoE Social Support Services programme for matriculants
Project Description:Raise awareness of how examinations stress manifests itself among students and to assist them by offering services on how to best manage it.
Sector:Government
Phase:FET
Type of Study:Health
School:Secondary
Type:Intervention
Domain:Not specified
Location:South Africa
Department / Province:Eastern Cape
Website:http://www.ecdoe.gov.za/ecdoe/news_article/134/ECDoE-launches-a-social-support-programme-for-matriculants
Document:
 
Author:Not applicable
Year:nd
Project Name:FUEL
Project Description:Assisting the NSNP to improve programme performance by embedding quality Monitoring Reporting and Response systems and providing technical assistance.
Sector:NGO
Phase:No specific phase
Type of Study:Health and Nutrition
School:Not specified
Type:Intervention
Domain:Not specified
Location:South Africa
Department / Province:Multiple
Website:http://www.fuel.org.za/what-we-do/index.html?&re=1
Document:
 
Author:Not applicable
Year:nd
Project Name:Game-Vodacom wheelchair drive
Project Description:Provision of 400 wheelchairs for physically challenged learners.
Sector:Corporate
Phase:No specific phase
Type of Study:Health
School:Not specified
Type:Intervention
Domain:Not specified
Location:South Africa
Department / Province:Free State
Website:http://www.publicityupdate.co.za/?idstory=31326
Document:
 
Author:Not applicable
Year:nd
Project Name:HIV awareness campaign at deaf schools
Project Description:Bridge the gap for learners with disabilities primarily focusing on learners that are deaf.
Sector:Government
Phase:No specific phase
Type of Study:Health
School:Not specified
Type:Intervention
Domain:Not specified
Location:South Africa
Department / Province:Eastern Cape
Website:http://www.ecdoe.gov.za/ecdoe/news_article/257/ECDoE-embark-on-HIV-awareness-campaign-at-deaf-schools
Document:
 
Author:Not applicable
Year:nd
Project Name:My Life My Future Campaign
Project Description:Curb the spread of social ills in schools and in school communities.
Sector:Government
Phase:No specific phase
Type of Study:Health
School:Not specified
Type:Intervention
Domain:Not specified
Location:South Africa
Department / Province:KwaZulu-Natal
Website:http://www.kzneducation.gov.za/SpecialProjectsCampaigns/MyLifeMyFutureCampaign.aspx
Document:
 
Author:Not applicable
Year:nd
Project Name:National Schools Nutrition Programme
Project Description:Improving learner performance and access to education through providing a daily nutritious meal to learners. For the first time the programme was successfully extended to.
Sector:Government
Phase:Foundation Intermediate Senior FET
Type of Study:Health and Nutrition
School:Primary Secondary
Type:Intervention
Domain:Not specified
Location:South Africa
Department / Province:Multiple
Website:http://www.education.gov.za/LinkClick.aspx?fileticket=7X4e1kmLH1k%3D&tabid=422&mid=1263
Document:
 
Author:Not applicable
Year:nd
Project Name:Peer Education Programme
Project Description:Develops the capacities of high school learners to positively influence their peers provide classroom teaching on sexuality provide counselling to and refer their peers for support and initiate school-community based HIV and AIDS projects.
Sector:Government
Phase:No specific phase
Type of Study:Health
School:Not specified
Type:Intervention
Domain:Not specified
Location:South Africa
Department / Province:Multiple
Website:http://wced.pgwc.gov.za/comms/press/2006/58_peereduc.html
Document:
 
Author:Not applicable
Year:nd
Project Name:School Food Garden Project
Project Description:Development of food gardens in schools.
Sector:NGO
Phase:No specific phase
Type of Study:Health and Nutrition
School:Not specified
Type:Intervention
Domain:Not specified
Location:South Africa
Department / Province:Western Cape
Website:http://www.sasix.co.za/projects/view/FS-WC-AUG09-0001/
Document:
 
Author:Not applicable
Year:nd
Project Name:School HIV Counselling and Testing HCT Campaign
Project Description:The schools leg of the campaign is based on the National HCT campaign that aims to ensure mass mobilisation of South African society around HIV and AIDS.
Sector:University
Phase:No specific phase
Type of Study:Health
School:Not specified
Type:Intervention
Domain:Not specified
Location:South Africa
Department / Province:Multiple
Website:http://heaids.org.za/events-campaigns/first-things-first-hct-campaign-2/
Document:
 
Author:Not applicable
Year:nd
Project Name:School Safety Road shows
Project Description:Promotion of safety in schools.
Sector:Government
Phase:No specific phase
Type of Study:Health
School:Not specified
Type:Intervention
Domain:Not specified
Location:South Africa
Department / Province:North West
Website:http://www.nwpg.gov.za/education/Ss_lt/News/School_Safety_Unit_Road_Show.pdf
Document:
 
Author:Not applicable
Year:nd
Project Name:School Safety Strategy
Project Description:Development and implementation of a standardised school policy provision and promotion of psycho-social support promotion of alternative forms of discipline Schools Safety Advocacy Programmes active law enforcement partnerships with SAPS Metro Police.
Sector:Government
Phase:No specific phase
Type of Study:Health
School:Not specified
Type:Intervention
Domain:Not specified
Location:South Africa
Department / Province:Gauteng
Website:http://www.cso.za.org/Mngmnt-DeptEdu-SchoolSafetyStrategy-2010-2014.pdf
Document:
 
Author:Not applicable
Year:nd
Project Name:The Safe and Caring Child-Friendly Schools SCCFS Programme
Project Description:Santam today partnered with the United Nations Childrens Fund UNICEF and the Department of Education in Mpumalanga to promote safer schools and quality education in the province. A total investment amount of R5.2 million will go towards the roll-out of the Safe and Caring Child Friendly Schools SCCFS over the next three years. The investment will assist 175 needy schools in disadvantaged communities to adopt the Safe and Caring Child Friendly Schools programme. These schools will receive additional teaching and learning support as well as assistance to improve school management systems. The partnership will also promote the strengthening of life skills among learners with a focus on preventing gender-based violence HIV and teenage pregnancy.
Sector:NGO
Phase:No specific phase
Type of Study:Health
School:Not specified
Type:Intervention
Domain:Not specified
Location:South Africa
Department / Province:Multiple
Website:http://www.unicef.org/southafrica/reallives_12366.html
Document:
 
Author:Not applicable
Year:nd
Project Name:Tiger Brands Learner Nutrition Programme
Project Description:Provision of nutrition breakfast. The project also has a research aspect with data collected from the scheme to be used to analyse the impact of school feeding schemes that include breakfast for learners.
Sector:Government
Phase:No specific phase
Type of Study:Health and Nutrition
School:Not specified
Type:Intervention
Domain:Not specified
Location:South Africa
Department / Province:Multiple
Website:http://www.education.gov.za/Home/SchoolNutrition/tabid/700/Default.aspx
Document:
 
Author:Not applicable
Year:nd
Project Name:Western Cape Nutrition Programme
Project Description:Over 428 000 learners benefit from the programme at 1 020 schools. 338 food gardens at targeted schools in the province. Provide more nutritious meals to young exceptionally poor and vulnerable learners.
Sector:Government
Phase:No specific phase
Type of Study:Health and Nutrition
School:Not specified
Type:Intervention
Domain:Not specified
Location:South Africa
Department / Province:Western Cape
Website:http://wced.pgwc.gov.za/comms/press/2011/64_11oct.html
Document:
 
Author:Not applicable
Year:nd
Project Name:Domestos Restoration provision of school toilets
Project Description:Working in conjunction with the World Toilet Organisation Domestos Unilever is raising awareness of the need for sanitation and the risks associated with substandard sanitation. Four schools are the beneficiaries of a toilet refurbishment.
Sector:NGO
Phase:No specific phase
Type of Study:Resource and Infrastructure
School:Not specified
Type:Intervention
Domain:Not specified
Location:South Africa
Department / Province:Multiple
Website:http://www.unilever.co.za/brands-in-action/detail/Domestos-and-sanitation-for-South-African-schools/292046/
Document:
 
Author:Not applicable
Year:nd
Project Name:School sanitation and maintenance programme
Project Description:Joint venture between Limpopo Department of Education LDoE in partnership with Limpopo Business Support Agency LIBSA to provide sanitation in schools in whole province.
Sector:Government
Phase:No specific phase
Type of Study:Resource and Infrastructure
School:Not specified
Type:Intervention
Domain:Not specified
Location:South Africa
Department / Province:Limpopo
Website:http://www.edu.limpopo.gov.za/index.php?option=com_phocadownload&view=category&id=5:vacancies
Document:
 
Author:Not applicable
Year:nd
Project Name:Replacing inappropriate school structures with brick and mortar buildings
Project Description:In 2011 eight schools were under construction and twelve schools were in planning stages.
Sector:Government
Phase:No specific phase
Type of Study:Resource and Infrastructure
School:Not specified
Type:Intervention
Domain:Not specified
Location:South Africa
Department / Province:Western Cape
Website:http://www.info.gov.za/speech/DynamicAction?pageid=461&sid=25231&tid=57238
Document:
 
Author:Not applicable
Year:nd
Project Name:The Japanese School building project
Project Description:Building of 20 Primary and Secondary schools.
Sector:Government
Phase:Foundation Intermediate Senior FET
Type of Study:Resource and Infrastructure
School:Primary Secondary
Type:Intervention
Domain:Not specified
Location:South Africa
Department / Province:Mpumalanga
Website:http://www.mpumalanga.gov.za/education/default.asp?nav=projects
Document:
 
Author:Not applicable
Year:nd
Project Name:New school Phungulelweni Senior Primary School
Project Description:Eskom in collaboration with the Eastern Cape Education Department has rebuilt and equipped the school.
Sector:Government
Phase:No specific phase
Type of Study:Resource and Infrastructure
School:Not specified
Type:Intervention
Domain:Not specified
Location:South Africa
Department / Province:Eastern Cape
Website:http://www.ecdoe.gov.za/ecdoe/news_article/232/SA-Giant-power-supplier-donation-affords-rural-Senior-Primary-School-better-learning-facilities
Document:
 
Author:Not applicable
Year:nd
Project Name:Grade R school in Mzamomhle Township
Project Description:ECDoE in collaboration with the Anglican Parish of St Martins Gonubie as well as support from overseas donors built new Grade R School in Mzamomhle Township.
Sector:Government
Phase:Foundation
Type of Study:Resource and Infrastructure
School:Primary
Type:Intervention
Domain:Not specified
Location:South Africa
Department / Province:Eastern Cape
Website:http://www.ecdoe.gov.za/ecdoe/news_article/179/Anglican-Parish-of-St-Martin-to-hand-over-school-to-ECDoE
Document:
 
Author:Not applicable
Year:nd
Project Name:Workbooks for the 2012 academic year
Project Description:Delivery of workbooks for 2012 academic year.
Sector:Government
Phase:Foundation Intermediate Senior FET
Type of Study:Resource and Infrastructure
School:Primary Secondary
Type:Intervention
Domain:Literacy English Numeracy Maths Science
Location:South Africa
Department / Province:Multiple
Website:http://www.education.gov.za/Newsroom/MediaReleases/tabid/347/ctl/Details/mid/1930/ItemID/3294/Default.aspx
Document:
 
Author:Not applicable
Year:nd
Project Name:Letsibogo IT Centre
Project Description:Joint venture NW Ed Dept and Anglo American Platinum to provide IT Centre at Letsibogo Primary School.
Sector:Government Corporate
Phase:No specific phase
Type of Study:Resource and Infrastructure
School:Not specified
Type:Intervention
Domain:Not specified
Location:South Africa
Department / Province:North West
Website:http://www.thenewage.co.za/mobi/Detail.aspx?NewsID=30466&CatID=1017
Document:
 
Author:Not applicable
Year:nd
Project Name:Provision of resources
Project Description:Deliver resources to 217 Quintile 1 schools in the province at the beginning of 2012.
Sector:Government
Phase:Intermediate
Type of Study:Resource and Infrastructure
School:Primary
Type:Intervention
Domain:Science
Location:South Africa
Department / Province:Western Cape
Website:http://www.westerncape.gov.za/eng/pubs/news/2011/dec/235599
Document:
 
Author:Not applicable
Year:nd
Project Name:Provision of resources
Project Description:Deliver resources to all 301 Quintile 1 schools in the province at the beginning of 2012.
Sector:Government
Phase:Foundation
Type of Study:Resource and Infrastructure
School:Primary
Type:Intervention
Domain:Not specified
Location:South Africa
Department / Province:Western Cape
Website:http://www.info.gov.za/speech/DynamicAction?pageid=461&sid=26185&tid=62077
Document:
 
Author:SAPESI
Year:2011
Project Name:South African Primary Education Support Initiative SAPESI Mobile Libraries Initiative
Project Description:Donation of mobile libraries Buses which have been kitted out with library resources.
Sector:NGO
Phase:No specific phase
Type of Study:Resource and Infrastructure
School:Not specified
Type:Intervention
Domain:Not specified
Location:South Africa
Department / Province:Multiple
Website:http://www.sapesi.org.za/
Document:515_Sapesi Newsletter_0001.pdf
 
Author:Not applicable
Year:nd
Project Name:Special project - textbook top-ups for grades 11 and 12 2011
Project Description:Supply of textbook top-ups for Grades 11 and 12 to ensure that each learner in these grades has a textbook for each subject.
Sector:Government
Phase:FET
Type of Study:Resource and Infrastructure
School:Secondary
Type:Intervention
Domain:Not specified
Location:South Africa
Department / Province:Western Cape
Website:http://wced.pgwc.gov.za/circulars/minutes11/PSminutes/edio1_11.html
Document:
 
Author:NYDA
Year:2012
Project Name:NYDA Mobile Science laboratories
Project Description:Provision of mobile science laboratories at three schools.
Sector:Government
Phase:No specific phase
Type of Study:Resource and Infrastructure
School:Not specified
Type:Intervention
Domain:Not specified
Location:South Africa
Department / Province:Eastern Cape
Website:http://www.nyda.gov.za/Tenders/Outcome%20of%20Tenders/Pages/200-Mobile-Physical-Science-Laboratories.aspx
Document:517_NYDA Mobile Labs.pdf
 
Author:Not applicable
Year:nd
Project Name:Delivery of curriculum resources to schools for the 2012 academic year
Project Description:The 2012 workbooks to be delivered to schools.
Sector:Government
Phase:Foundation Intermediate Senior FET
Type of Study:Resource and Infrastructure
School:Primary Secondary
Type:Intervention
Domain:Not specified
Location:South Africa
Department / Province:Western Cape
Website:http://wced.pgwc.gov.za/circulars/minutes11/PSminutes/edirs8_11.html
Document:
 
Author:Not applicable
Year:nd
Project Name:Santam Educational Support Project
Project Description:Providing special text books for economics and management sciences to 6 000 high schools around the country.
Sector:Government Corporate
Phase:FET
Type of Study:Resource and Infrastructure
School:Secondary
Type:Intervention
Domain:Not specified
Location:South Africa
Department / Province:Western Cape
Website:http://www.westerncape.gov.za/eng/pubs/news/2005/jan/97141
Document:
 
Author:Not applicable
Year:nd
Project Name:MTN SA Foundation School Connectivity Programme
Project Description:Media centres with computer workstations computers printers data projectors interactive white boards DSTVDishes data cards. Teaching and learning support programmes.
Sector:Corporate
Phase:No specific phase
Type of Study:Resource and Infrastructure
School:Not specified
Type:Intervention
Domain:Numeracy Maths Science
Location:South Africa
Department / Province:Not specified
Website:http://services.mtn.co.za/mtnfoundation/Education.html
Document:
 
Author:ELRC
Year:2010
Project Name:Teacher Laptop Initiative TLI
Project Description:Managed by the Education Labour Relations Council ELRC part of the cohesive plan by DBE to improve the overall quality of education by making resources available to learners and teachers in the public education sector.
Sector:Research Council
Phase:No specific phase
Type of Study:Resource and Infrastructure
School:Not specified
Type:Intervention
Domain:Not specified
Location:South Africa
Department / Province:Not specified
Website:http://www.elrc.org.za/UploadedDocuments/TLI%20August%20Report%201.pdf
Document:522_TLI August Report 1.pdf
 
Author:Bardien
Year:Not specified
Project Name:Microsoft Partners in Learning South Africa
Project Description:Help educators and school leaders connect collaborate create and share so that students can realise their greatest potential.
Sector:NGO
Phase:No specific phase
Type of Study:Resource and Infrastructure
School:Not specified
Type:Intervention
Domain:Not specified
Location:South Africa
Department / Province:Not specified
Website:http://www.microsoft.com/southafrica/partnersinlearning/
Document:523_Microsoft_Lomnim Programme.pdf
 
Author:Not applicable
Year:nd
Project Name:Nedbank Back-to-School campaign
Project Description:The Eastern Cape Department of Education in partnership with the Nedbank foundation. Provision of school uniforms shoes and stationery.
Sector:Corporate
Phase:No specific phase
Type of Study:Resource and Infrastructure
School:Not specified
Type:Intervention
Domain:Not specified
Location:South Africa
Department / Province:Eastern Cape
Website:http://www.sagoodnews.co.za/education/nedbank_launches_r2.5m_back_to_school_campaign.html
Document:
 
Author:Not applicable
Year:nd
Project Name:Matric study support material
Project Description:Collaboration between the provincial Department of Education and the Daily Dispatch. The supplements will include QAs for English FAL Mathematics Mathematical literacy Accounting Physical science Life Sciences Geography
Sector:Government
Phase:FET
Type of Study:Resource and Infrastructure
School:Secondary
Type:Intervention
Domain:Not specified
Location:South Africa
Department / Province:Eastern Cape
Website:http://www.thutong.doe.gov.za/Default.aspx?alias=www.thutong.doe.gov.za/supportformatrics
Document:
 
Author:Not applicable
Year:nd
Project Name:ECDoE electronic areas of learning
Project Description:Electronic medium providing science music and technical subject software computer aided design CAD-software.
Sector:Government
Phase:No specific phase
Type of Study:Resource and Infrastructure
School:Not specified
Type:Intervention
Domain:Not specified
Location:South Africa
Department / Province:Eastern Cape
Website:http://www.ecdoe.gov.za/ecdoe/news_article/165/ECDoE-introduces-electronic-areas-of-learning
Document:
 
Author:Not applicable
Year:nd
Project Name:DBE-ABSA-TOMS shoe manufacturer
Project Description:105000 pairs of shoes donated to school children.
Sector:Government
Phase:No specific phase
Type of Study:Resource and Infrastructure
School:Not specified
Type:Intervention
Domain:Not specified
Location:South Africa
Department / Province:Not specified
Website:http://www.education.gov.za/Home/ShoeDonation/tabid/693/Default.aspx
Document:
 
Author:QIDS
Year:2008
Project Name:Quality Improvement Development Support and Upliftment Programme Qids-UP
Project Description:Quality Improvement Development Support and Upliftment Programme QIDS-UP addresses one key area of neglect in our education system that is inadequate resource allocation to schools in poor and disadvantaged communities. In order to ensure that the poorly resourced schools are at least given a base from which to provide quality education QIDS-UP is providing resources and support to 15 000 schools which include no-fee schools.
Sector:NGO
Phase:No specific phase
Type of Study:Resource and Infrastructure
School:Not specified
Type:Intervention
Domain:Not specified
Location:South Africa
Department / Province:Not specified
Website:http://www.thutong.doe.gov.za/Default.aspx?alias=www.thutong.doe.gov.za/qidsup
Document:528_What is QIDS-UP 17 Mar 08.doc
 
Author:Not applicable
Year:nd
Project Name:Distributed Advanced Strategic Systems for Industrial eLearning Dassie
Project Description:Installing and assessing software and related systems and providing support in stages to six FET institutions in the Western Cape.
Sector:Government
Phase:No specific phase
Type of Study:Resource and Infrastructure
School:Not specified
Type:Intervention
Domain:Not specified
Location:South Africa
Department / Province:Western Cape
Website:http://www.info.gov.za/speeches/2005/05060312151003.htm
Document:
 
Author:Not applicable
Year:nd
Project Name:Container libraries
Project Description:A partnership between the Soul City Institute Health and Development Communication IHDC the Nelson Mandela Foundation and Breadline Africa to provide 9 container libraries in each province.
Sector:NGO
Phase:No specific phase
Type of Study:Resource and Infrastructure
School:Not specified
Type:Intervention
Domain:Not specified
Location:South Africa
Department / Province:Not specified
Website:http://breadlineafrica.org/breadline-projects/container-programme/cans4reading/
Document:
 
Author:JET Education Services
Year:2011
Project Name:Primary Mathematics Research Project
Project Description:Field test of teacher and learner materials based on direct instruction and incorporating a diagnostic assessment system intended to make the programme usable in classes with a very big range in learner competencies multi-grade.
Sector:NGO
Phase:Intermediate
Type of Study:Resource and Infrastructure
School:Primary
Type:Intervention
Domain:Maths
Location:South Africa
Department / Province:Limpopo
Website:http://www.jet.org.za/publications/learning-briefs/dg-murray-learning-briefs/which-maths-materials-improve-teaching-and-learning
Document:531_Primary Maths Reserach Project.pdf
 
Author:JET Education Services
Year:nd
Project Name:Gauteng Education Development Trust Boiteko Special School
Project Description:Boiteko Special School in Khutsong is a school for severely mentally handicapped learners. The overall upgrade and extension of facilities at the school sponsored by AngloGold Ashanti and the GDE has been ongoing since 2004.
Sector:NGO
Phase:No specific phase
Type of Study:Resource and Infrastructure
School:Not specified
Type:Intervention
Domain:Not specified
Location:South Africa
Department / Province:Gauteng
Website:http://www.jet.org.za/projects/gedt-annual-reports
Document:
 
Author:JET Education Services
Year:nd
Project Name:Gauteng Education Development Trust Mobile Library Service
Project Description:The Mobile Library Service is based at the Department of Educations library in Pretoria. In the current financial year two of the three buses operated from here and the third operate from the Sedibeng district.The buses reach 42 primary schools and 40 Grade R sites mainly in peri-urban and rural settlements and villages outside the main metropolitan areas of Johannesburg Ekurhuleni and Tshwane as well as further afield inGauteng. Generally the participating schools and Grade R sites do not have their own libraries and are far away from the nearest community library. Other than standard textbooks they do not have access to a range of curriculum-related resources and education materials. The Mobile Library buses visit each school on the circuit once a term. At the start of each termschools are contacted to enquire what subject materials teachers require for their terms teaching programme.
Sector:NGO
Phase:No specific phase
Type of Study:Resource and Infrastructure
School:Not specified
Type:Intervention
Domain:Not specified
Location:South Africa
Department / Province:Gauteng
Website:http://www.jet.org.za/projects/gedt-annual-reports
Document:
 
Author:JET Education Services
Year:2005
Project Name:Gauteng Education Development Trust Buhlebemfundo Secondary School
Project Description:The building of the new R6.5-million Buhlebemfundo Secondary School in Tsakane was not only the first project under the constructive partnerships model but we also did what had never been done before in the construction of schools. We engaged 12 small HDI-owned contractors simultaneously. The school was built in a record eight months instead of the normal two years.
Sector:NGO
Phase:FET
Type of Study:Resource and Infrastructure
School:Secondary
Type:Intervention
Domain:Not specified
Location:South Africa
Department / Province:Not specified
Website:http://www.jet.org.za/projects/gedt-annual-reports
Document:
 
Author:JET Education Services
Year:nd
Project Name:Gauteng Education Development Trust Asteri Primary Schools
Project Description:The funds under the project were used for the construction of an additional classroom ablution facilities and a hall.
Sector:NGO
Phase:No specific phase
Type of Study:Resource and Infrastructure
School:Not specified
Type:Intervention
Domain:Not specified
Location:South Africa
Department / Province:Not specified
Website:http://www.jet.org.za/projects/gedt-annual-reports
Document:
 
Author:JET Education Services
Year:nd
Project Name:Gauteng Education Development Trust City of Johannesburg Mobile Library Unit
Project Description:Through this project the GDE wants to ensure that Grade 3 learners are exposed to reading in order to improve their language skills.
Sector:NGO
Phase:Foundation
Type of Study:Resource and Infrastructure
School:Primary
Type:Intervention
Domain:Not specified
Location:South Africa
Department / Province:Not specified
Website:http://www.jet.org.za/projects/gedt-annual-reports
Document:
 
Author:JET Education Services
Year:nd
Project Name:Gauteng Education Development Trust Daleside School
Project Description:School infrastructure including classrooms and other facilities were built at the school.
Sector:NGO
Phase:No specific phase
Type of Study:Resource and Infrastructure
School:Not specified
Type:Intervention
Domain:Not specified
Location:South Africa
Department / Province:Not specified
Website:http://www.jet.org.za/projects/gedt-annual-reports
Document:
 
Author:JET Education Services
Year:nd
Project Name:Gauteng Education Development Trust Etwatwa Mobile School
Project Description:Two mobile classrooms were built in a move to tackle the backlog of classrooms at the Etwatwa School. The school had only six modular classrooms
Sector:NGO
Phase:No specific phase
Type of Study:Resource and Infrastructure
School:Not specified
Type:Intervention
Domain:Not specified
Location:South Africa
Department / Province:Not specified
Website:http://www.jet.org.za/projects/gedt-annual-reports
Document:
 
Author:JET Education Services
Year:nd
Project Name:Gauteng Education Development Trust Freedom Park Primary School
Project Description:Funds were used to build a new primary school in Freedom Park using a unique ethnic architectural design. The funds were sourced by former President Nelson Mandela.
Sector:NGO
Phase:Foundation Intermediate Senior
Type of Study:Resource and Infrastructure
School:Primary
Type:Intervention
Domain:Not specified
Location:South Africa
Department / Province:Not specified
Website:http://www.jet.org.za/projects/gedt-annual-reports
Document:
 
Author:JET Education Services
Year:nd
Project Name:Gauteng Education Development Trust Hyperformance System
Project Description:Laboratories in several Alexandra township schools were upgraded.
Sector:NGO
Phase:No specific phase
Type of Study:Resource and Infrastructure
School:Not specified
Type:Intervention
Domain:Not specified
Location:South Africa
Department / Province:Not specified
Website:http://www.jet.org.za/projects/gedt-annual-reports
Document:
 
Author:JET Education Services
Year:nd
Project Name:Gauteng Education Development Trust Iscor Computer Project
Project Description:Vilakazi in Sebokeng received a computer centre which was equipped with 30 computers.
Sector:NGO
Phase:No specific phase
Type of Study:Resource and Infrastructure
School:Not specified
Type:Intervention
Domain:Not specified
Location:South Africa
Department / Province:Not specified
Website:http://www.jet.org.za/projects/gedt-annual-reports
Document:
 
Author:JET Education Services
Year:nd
Project Name:Gauteng Education Development Trust Iscor Sebokeng Primary School
Project Description:A primary school was built in Sebokeng Zone 17 in a 5050 partnership between Iscor Foundation and the GDE.
Sector:NGO
Phase:No specific phase
Type of Study:Resource and Infrastructure
School:Not specified
Type:Intervention
Domain:Not specified
Location:South Africa
Department / Province:Not specified
Website:http://www.jet.org.za/projects/gedt-annual-reports
Document:
 
Author:Not applicable
Year:nd
Project Name:Gauteng Education Development Trust Iscor Kwamasiza Computer Centre
Project Description:The Kwamasiza administration building in Sedibeng was upgraded to accommodate a computer centre.
Sector:NGO
Phase:No specific phase
Type of Study:Resource and Infrastructure
School:Not specified
Type:Intervention
Domain:Not specified
Location:South Africa
Department / Province:Not specified
Website:http://www.jet.org.za/projects/gedt-annual-reports
Document:
 
Author:Not applicable
Year:nd
Project Name:Gauteng Education Development Trust Katlehong Technical High School
Project Description:A media centre and a laboratory were built at the school. The media centre was equipped with 21 computers and two printers.
Sector:NGO
Phase:No specific phase
Type of Study:Resource and Infrastructure
School:Not specified
Type:Intervention
Domain:Not specified
Location:South Africa
Department / Province:Not specified
Website:http://www.jet.org.za/projects/gedt-annual-reports
Document:
 
Author:Not applicable
Year:nd
Project Name:Gauteng Education Development Trust Langaville Community Pre-fabricated classrooms
Project Description:Eight pre-fabricated mobile classrooms were built for the Langaville Community in Tsakane.
Sector:NGO
Phase:No specific phase
Type of Study:Resource and Infrastructure
School:Not specified
Type:Intervention
Domain:Not specified
Location:South Africa
Department / Province:Not specified
Website:http://www.jet.org.za/projects/gedt-annual-reports
Document:
 
Author:Not applicable
Year:nd
Project Name:Gauteng Education Development Trust Learner Incentive Programme
Project Description:The GDE sponsors tertiary students until they complete their studies. Special bursaries are awarded to students to further their education.
Sector:NGO
Phase:No specific phase
Type of Study:Resource and Infrastructure
School:Not specified
Type:Intervention
Domain:Not specified
Location:South Africa
Department / Province:Not specified
Website:http://www.jet.org.za/projects/gedt-annual-reports
Document:
 
Author:Not applicable
Year:nd
Project Name:Gauteng Education Development Trust Matric History Books
Project Description:History text books for matriculants were purchased and distributed to schools as part of the learners preparation for the final year matric examinations.
Sector:NGO
Phase:No specific phase
Type of Study:Resource and Infrastructure
School:Not specified
Type:Intervention
Domain:Not specified
Location:South Africa
Department / Province:Not specified
Website:http://www.jet.org.za/projects/gedt-annual-reports
Document:
 
Author:Not applicable
Year:nd
Project Name:Gauteng Education Development Trust Moloko School Uniforms
Project Description:The GDE received funding from Moloko IT Group towards school uniforms. The funds were used to buy uniforms for learners from areas of extreme poverty.
Sector:NGO
Phase:No specific phase
Type of Study:Resource and Infrastructure
School:Not specified
Type:Intervention
Domain:Not specified
Location:South Africa
Department / Province:Not specified
Website:http://www.jet.org.za/projects/gedt-annual-reports
Document:
 
Author:Not applicable
Year:nd
Project Name:Gauteng Education Development Trust MST Secondary School
Project Description:The project involves the refurbishment of science and biology laboratories at various schools.
Sector:NGO
Phase:No specific phase
Type of Study:Resource and Infrastructure
School:Not specified
Type:Intervention
Domain:Science
Location:South Africa
Department / Province:Not specified
Website:http://www.jet.org.za/projects/gedt-annual-reports
Document:
 
Author:Not applicable
Year:nd
Project Name:Gauteng Education Development Trust Musomuhle Classrooms
Project Description:In 1996 there was an urgent need for a school in Diepsloot. In a joint venture with Safmarine and GEDT the two entities donated containers to build 23 classrooms and ablution facilities at Musomuhle. In 2001 Delta Airlines donated funds for the construction of two additional classrooms.
Sector:NGO
Phase:No specific phase
Type of Study:Resource and Infrastructure
School:Not specified
Type:Intervention
Domain:Not specified
Location:South Africa
Department / Province:Not specified
Website:http://www.jet.org.za/projects/gedt-annual-reports
Document:
 
Author:Not applicable
Year:nd
Project Name:Gauteng Education Development Trust Nedcor New Nation School
Project Description:New Nation received funding for the renovation of a building housing a school for street children. The GDE contributed money towards the development of a curriculum suitable for rehabilitating street children.
Sector:Corporate
Phase:No specific phase
Type of Study:Resource and Infrastructure
School:Not specified
Type:Intervention
Domain:Not specified
Location:South Africa
Department / Province:Not specified
Website:http://www.nedbank.co.za/website/content/childrensaffinities/introduction2.asp?about=yes&affinid=71
Document:
 
Author:Not applicable
Year:nd
Project Name:Gauteng Education Development Trust Refilwe Schools
Project Description:Two primary schoools in Sedibeng namely Chokoe and Sedibeng received classrooms ablution facilities science and computer laboratories.
Sector:NGO
Phase:Foundation Intermediate Senior
Type of Study:Resource and Infrastructure
School:Primary
Type:Intervention
Domain:Science
Location:South Africa
Department / Province:Not specified
Website:http://www.jet.org.za/projects/gedt-annual-reports
Document:
 
Author:Not applicable
Year:nd
Project Name:Gauteng Education Development Trust SA Breweries Maths Science and Technology Centre
Project Description:Funds were used to build a science and technology centre at Kwabhekilanga Secondary School.
Sector:NGO
Phase:FET
Type of Study:Resource and Infrastructure
School:Secondary
Type:Intervention
Domain:Science
Location:South Africa
Department / Province:Not specified
Website:http://www.jet.org.za/projects/gedt-annual-reports
Document:
 
Author:Not applicable
Year:nd
Project Name:Gauteng Education Development Trust Sazakhela Primary School
Project Description:This project involved the building of classrooms in the informal settlements in the Daveyton Area.
Sector:NGO
Phase:No specific phase
Type of Study:Resource and Infrastructure
School:Not specified
Type:Intervention
Domain:Not specified
Location:South Africa
Department / Province:Not specified
Website:http://www.jet.org.za/projects/gedt-annual-reports
Document:
 
Author:Not applicable
Year:nd
Project Name:Gauteng Education Development Trust Sod Turning Ceremony at Ikakgeng School.
Project Description:BHP Billiton Development Trust sponsored the construction of a mathematics workshop and the sod turning ceremony at Ikakgeng School.
Sector:NGO
Phase:No specific phase
Type of Study:Resource and Infrastructure
School:Not specified
Type:Intervention
Domain:Maths
Location:South Africa
Department / Province:Not specified
Website:http://www.jet.org.za/projects/gedt-annual-reports
Document:
 
Author:Not applicable
Year:nd
Project Name:Gauteng Education Development Trust Springfield School
Project Description:This school in Meyerton which has a student enrolment of 980 learners was injected with R900 000 from Samancor to build an additional three classrooms to the 18 classrooms it already has aswell as building a computer lab.
Sector:NGO
Phase:No specific phase
Type of Study:Resource and Infrastructure
School:Not specified
Type:Intervention
Domain:Not specified
Location:South Africa
Department / Province:Not specified
Website:http://www.jet.org.za/projects/gedt-annual-reports
Document:
 
Author:Not applicable
Year:nd
Project Name:Gauteng Education Development Trust Sports School of Excellence
Project Description:Funds from this project were used to upgrade and refurbish Rosina Sedibane Sports School of Excellence.
Sector:NGO
Phase:No specific phase
Type of Study:Resource and Infrastructure
School:Not specified
Type:Intervention
Domain:Not specified
Location:South Africa
Department / Province:Not specified
Website:http://www.jet.org.za/projects/gedt-annual-reports
Document:
 
Author:Not applicable
Year:nd
Project Name:Gauteng Education Development Trust Tech-EdIscorSappi Programme
Project Description:Tech-Ed in collaboration with Sappi Iscor Foundation and Microsoft SA provided 18 schools with upgraded computers in order to significantly add to the development of school Information Technology and technology-enhanced learning.
Sector:NGO
Phase:No specific phase
Type of Study:Resource and Infrastructure
School:Not specified
Type:Intervention
Domain:Not specified
Location:South Africa
Department / Province:Not specified
Website:http://www.jet.org.za/projects/gedt-annual-reports
Document:
 
Author:Not applicable
Year:nd
Project Name:Gauteng Education Development Trust Thuba Makote Project
Project Description:The National Department of Education NDE built the Thuba Makote School.
Sector:NGO
Phase:No specific phase
Type of Study:Resource and Infrastructure
School:Not specified
Type:Intervention
Domain:Not specified
Location:South Africa
Department / Province:Not specified
Website:http://www.jet.org.za/projects/gedt-annual-reports
Document:
 
Author:JET Education Services
Year:nd
Project Name:Gauteng Education Development Trust UNESCO District C5 Project
Project Description:Unesco funded the building of school laboratories.
Sector:NGO
Phase:No specific phase
Type of Study:Resource and Infrastructure
School:Not specified
Type:Intervention
Domain:Not specified
Location:South Africa
Department / Province:Not specified
Website:http://www.jet.org.za/projects/gedt-annual-reports
Document:
 
Author:JET Education Services
Year:nd
Project Name:Gauteng Education Development TrustVlakfontein Technical High School
Project Description:Funds were used for the renovation of Vlakfontein Technical High School.
Sector:NGO
Phase:FET
Type of Study:Resource and Infrastructure
School:Secondary
Type:Intervention
Domain:Not specified
Location:South Africa
Department / Province:Not specified
Website:http://www.jet.org.za/projects/gedt-annual-reports
Document:
 
Author:JET Education Services
Year:2005
Project Name:Gauteng Education Development Trust Weilers Primary School
Project Description:The Weilers Primary School received a media and computer laboratory centre as part of governments commitment to ensure that every school would have a computer and media centre by 2006.
Sector:NGO
Phase:Foundation Intermediate Senior
Type of Study:Resource and Infrastructure
School:Primary
Type:Intervention
Domain:Not specified
Location:South Africa
Department / Province:Not specified
Website:http://www.jet.org.za/projects/gedt-annual-reports
Document:
 
Author:JET Education Services
Year:nd
Project Name:Gauteng Education Development Trust Zenex Foundation School Building
Project Description:Zenex Foundation funded the construction of two schools in Pretoria North Legora Primary School in Mamelodi Ext 8 and Sinqobile Primary School in Soshanguve. They each consist of 24 classrooms an administration block and three toilet blocks.
Sector:NGO
Phase:Foundation Intermediate Senior
Type of Study:Resource and Infrastructure
School:Primary
Type:Intervention
Domain:Not specified
Location:South Africa
Department / Province:Not specified
Website:http://www.jet.org.za/projects/programmes-projects
Document:
 
Author:JET Education Services
Year:nd
Project Name:Gauteng Education Development Trust Zennex Foundation Soshanguve Educentre
Project Description:Funds were used to build an Educentre in Soshanguve North of Pretoria.
Sector:NGO
Phase:No specific phase
Type of Study:Resource and Infrastructure
School:Not specified
Type:Intervention
Domain:Not specified
Location:South Africa
Department / Province:Not specified
Website:http://www.jet.org.za/projects/gedt-annual-reports
Document:
 
Author:Not applicable
Year:nd
Project Name:Gauteng Education Development Trust Zennex Foundation Mobile Library Project
Project Description:The project renders library services to 17 schools in the districts of Tshwane North Gauteng North and Johannesburg South. This project benefits 180 educators and 6 625 learners.
Sector:NGO
Phase:No specific phase
Type of Study:Resource and Infrastructure
School:Not specified
Type:Intervention
Domain:Not specified
Location:South Africa
Department / Province:Not specified
Website:http://www.jet.org.za/projects/gedt-annual-reports
Document:
 
Author:Not applicable
Year:nd
Project Name:Gauteng Education Development Trust City of Johannesburg Mobile Library Unit
Project Description:Through this project the GDE wants to ensure that Grade 3 learners are exposed to reading in order to improve their language skills.
Sector:NGO
Phase:Foundation
Type of Study:Resource and Infrastructure
School:Primary
Type:Intervention
Domain:Literacy
Location:South Africa
Department / Province:Not specified
Website:http://www.jet.org.za/projects/gedt-annual-reports/
Document:
 
Author:Not applicable
Year:nd
Project Name:GautengOnline
Project Description:Aims to connect 2 199 schools in Gauteng to the Internet by building computer laboratories at the schools and using wide-area network nodes linked to multiple schools to distribute education materials over the network.
Sector:Government
Phase:No specific phase
Type of Study:Resource and Infrastructure
School:Not specified
Type:Non-Intervention
Domain:Not specified
Location:South Africa
Department / Province:Gauteng
Website:http://www.finance.gpg.gov.za/Media/PressReleases/Pages/GautengOnlineMediaBriefingStatement.aspx
Document:
 
Author:Not applicable
Year:nd
Project Name:GautengOnline
Project Description:Provide every public learner in the province with Internet access an e-mail address and computer studies. This is part of the multi-billion rand GautengOnLine programme.
Sector:Government
Phase:No specific phase
Type of Study:Resource and Infrastructure
School:Not specified
Type:Intervention
Domain:Not specified
Location:South Africa
Department / Province:Gauteng
Website:http://www.gautengonline.gov.za/GPG-ICT-Summit/Pages/GautengOnlineMediaBriefingStatement.aspx
Document:
 
Author:Not applicable
Year:nd
Project Name:IBM IT support
Project Description:Improving the quality of education improving access to education by installing Kidsmart machines educating teachers on the machine monitoring progress of the learners identifying and advising on ways to significantly improve efficiency and accuracy.
Sector:NGO
Phase:No specific phase
Type of Study:Resource and Infrastructure
School:Not specified
Type:Intervention
Domain:Not specified
Location:South Africa
Department / Province:Eastern Cape
Website:http://learninghub.smartmajority.com/users/sign_in
Document:
 
Author:JET Education Services
Year:nd
Project Name:Centres of Excellence Project
Project Description:Training district officials in office procedures and systems planning human resource management and capacitate them to improve school performance.
Sector:NGO
Phase:No specific phase
Type of Study:School management
School:Not specified
Type:Intervention
Domain:Not specified
Location:South Africa
Department / Province:Eastern Cape
Website:http://www.jet.org.za/projects/programmes-projects
Document:
 
Author:Not applicable
Year:nd
Project Name:EQUIP Project
Project Description:In 1995 the National Business Initiative NBI a voluntary membership-based organisation comprising some 130 companies launched a partnership with the Department of Education at provincial level called the Education Quality Improvement Partnership EQUIP Programme. The explicit goal was to create a partnership between business and government toimprove the quality of schooling in underperforming schools in poor socio-economic environments. The strategy involved strengthening school governance management and leadership creating the conditions in which the quality of teaching could be improved and achieving improved learner performance.
Sector:NGO
Phase:No specific phase
Type of Study:School management
School:Not specified
Type:Intervention
Domain:Not specified
Location:South Africa
Department / Province:Gauteng
Website:http://www.nbi.org.za/Lists/Publications/Attachments/96/EQUIP_Close-out_Report.pdf
Document:
 
Author:JET Education Services
Year:nd
Project Name:Gauteng Education Development Trust BHP Billiton Development Trust
Project Description:The project involved training principals in management and leadership as part of a development programme to enhance their skills in school leadership.
Sector:NGO
Phase:No specific phase
Type of Study:School management
School:Not specified
Type:Intervention
Domain:Leadership and management
Location:South Africa
Department / Province:Not specified
Website:http://www.jet.org.za/projects/programmes-projects
Document:
 
Author:JET Education Services
Year:nd
Project Name:Gauteng Education Development Trust Danida-EMD Programme
Project Description:The Danish Ministry of Foreign Affairs donated funds for an Education Management Development programme of the GDE.
Sector:NGO
Phase:No specific phase
Type of Study:School management
School:Not specified
Type:Intervention
Domain:Leadership and management
Location:South Africa
Department / Province:Not specified
Website:http://www.jet.org.za/projects/gedt-annual-reports/
Document:
 
Author:JET Education Services
Year:nd
Project Name:Gauteng Education Development Trust School Collaboration Best Practice
Project Description:The objective of this project is to transfer institutional best practice to other institutions that would like to benefit from such skills transfer. The project runs on a basis of voluntary participation and is supervised by relevant district officer.
Sector:NGO
Phase:No specific phase
Type of Study:School management
School:Not specified
Type:Intervention
Domain:Not specified
Location:South Africa
Department / Province:Not specified
Website:http://www.jet.org.za/projects/gedt-annual-reports/
Document:
 
Author:JET Education Services
Year:nd
Project Name:INTSIKA Swedish International Development Agency SIDA
Project Description:School development in the Eastern Cape. FA successfully provided fund holding for the project.
Sector:NGO
Phase:No specific phase
Type of Study:School management
School:Not specified
Type:Intervention
Domain:Not specified
Location:South Africa
Department / Province:Eastern Cape
Website:http://www.jet.org.za/projects/programmes-projects
Document:
 
Author:Not applicable
Year:nd
Project Name:Khanyisa Education Support Programme Department for International Development UK DFID
Project Description:Support the Limpopo DoE to improve service delivery and operational efficiency across the provinces education system from Provincial and District levels to primary schools secondary schools and training colleges.
Sector:Government
Phase:No specific phase
Type of Study:School management
School:Primary Secondary Tertiary
Type:Intervention
Domain:Not specified
Location:South Africa
Department / Province:Limpopo
Website:http://devtracker.dfid.gov.uk/projects/GB-1-104905/
Document:
 
Author:Not applicable
Year:nd
Project Name:Making Education Better Together SGB elections
Project Description:Establishment of a Provincial Electoral Team consisting of SGB associations and other stakeholders provision of extensive training to the new SGBs.
Sector:Government
Phase:No specific phase
Type of Study:School management
School:Not specified
Type:Intervention
Domain:Leadership and management
Location:South Africa
Department / Province:Western Cape
Website:http://wced.pgwc.gov.za/comms/press/2012/11_7feb.html
Document:
 
Author:JET Education Services
Year:nd
Project Name:Mveledzandivho School Support Project. BHP Billiton Development Trust.
Project Description:Integrated school support project addressing management governance curriculum development from Grade R to Grade 12 educational resources school infrastructure and youth and social development.
Sector:NGO
Phase:Foundation Intermediate Senior FET
Type of Study:School management
School:Primary Secondary
Type:Intervention
Domain:Not specified
Location:South Africa
Department / Province:Multiple
Website:http://www.jet.org.za/projects/programmes-projects
Document:
 
Author:JET Education Services
Year:nd
Project Name:Palabora Foundation School Governance and Management Programme
Project Description:The School Governance and Management Programme identifies areas where local school governing bodies and management teams need training and helps them to create a school environment that is conducive to learning.
Sector:NGO
Phase:No specific phase
Type of Study:School management
School:Not specified
Type:Intervention
Domain:Leadership and management
Location:South Africa
Department / Province:Gauteng
Website:http://www.pafound.co.za/our-programmes/education
Document:
 
Author:JET Education Services
Year:nd
Project Name:Siyathuthuka Initiative
Project Description:Supporting management and governance at school and district levels including community involvement and curriculum support.
Sector:NGO
Phase:No specific phase
Type of Study:School management
School:Not specified
Type:Intervention
Domain:English Maths Science
Location:South Africa
Department / Province:KwaZulu-Natal
Website:http://www.jet.org.za/projects/programmes-projects
Document:
 
Author:Dye et al
Year:2003
Project Name:Evaluation of the District Development Support Project USAIDSouth Africa
Project Description:The United States Agency for International DevelopmentSouth Africa USAIDSA and the South Africa National Department of Education NDOE commissioned Aguirre International to conduct this evaluation to 1 obtain reliable information about the performance of the District Development Support Program DDSP in achieving its goals and objectives 2 generate suggestions for utilizing the time remaining in the existing contract to reinforce sustainability of successful initiatives and interventions and 3 obtain comprehensive information for USAID to be used for planning purposes including consideration of the nature and context of education sector activities during and beyond 2003.
Sector:NGO
Phase:Foundation Intermediate Senior
Type of Study:Intervention evaluation
School:Primary
Type:Intervention
Domain:Leadership and management
Location:South Africa
Department / Province:Multiple
Website:http://www.jbsinternational.com/pdf/port_reports_4-ddsp.pdf?
Document:584_Dye, Horn, Naidoo, Weber_Wolf, 2003.pdf
 
Author:Williams
Year:2011
Project Name:Distributed leadership in South African schools Possibilities and constraints
Project Description:Before 1994 South African teachers in general but more specifically women teachers were effectively excluded from fulfilling meaningful roles as leaders at school level. Since 1994 the Department of Education has promulgated a number of policies in an attempt to actualize distributed leadership in South African schools. Fundamental to distributed leadership is the belief that all teachers have the right and potential to participate in decisions that affect their work. This article unpacks the theoretical underpinnings of the notion of distributed leadership and then investigates the numerous and diverse factors which have prevented the actualization of distributed leadership in South African schools. It is suggested that distributed leadership within schools can be actualized if the combined knowledge expertise and experience of various role-players and stakeholders are harnessed in a collaborative fashion. While a healthy bout of idealism is required it is important that this idealism be moderated by the recognition of the realities of the South African situation.
Sector:University
Phase:No specific phase
Type of Study:Exploratory research
School:Not specified
Type:Non-Intervention
Domain:Leadership and management
Location:South Africa
Department / Province:Not specified
Website:http://www.ajol.info/index.php/saje/article/view/66452
Document:585_Williams, 2011.pdf
 
Author:Louw Muller Tredoux
Year:2008
Project Name:Khanya Project
Project Description:Information and communication technologies hold much promise for use in education in developing countries. This study reports on an evaluation conducted on the introduction of computers in the delivery of the mathematics curriculum in one of the provinces of South Africa. Although the request was for an outcome evaluation very early in the implementation of the program it was tailored in such a way as to fulfill a more formative role. Despite substantial variability in implementation and in most cases with very weak exposure of the learners to the intervention sufficient evidence emerged to indicate that this mode of curriculum delivery may be effective. Improvement in mathematics performance was related to a range of variables some concerned classroom teaching practices some referred to social differences between the learners and some to the specific intervention. The strongest of these predictors in the sample was the strength of the intervention the more time learners spent on using the software to study mathematics the more improvement they showed from 1 year to the next in their performance in the subject.
Sector:University
Phase:FET
Type of Study:Intervention evaluation
School:Secondary
Type:Intervention
Domain:Maths Science
Location:South Africa
Department / Province:Western Cape
Website:http://web.uct.ac.za/depts/educate/download/timeontask08.pdf
Document:586_Khanya Project Evaluation_Louw.pdf
 
Author:Bush et al
Year:2009
Project Name:The Zenex Ace School Leadership Research. Final Report Executive Summary
Project Description:The Advanced Certificate in Education School Leadership and Management was designed for aspiring school principals as part of the DBEs wider strategy to improve educational standards. The ACE is being delivered by universities through a common framework agreed with the DBE and the National Management and Leadership Committee NMLC. Thus all universities that offer the ACE have a common framework from which to design and deliver the programmes. It has a strong focus on practice-based learning supported by classroom-based content and several leadership development processes notably mentoring networking and site-based assessment. An evaluation of the certificate course between 2007 and 2009 assessed the suitability and sustainability of the qualification.
Sector:NGO
Phase:No specific phase
Type of Study:Intervention evaluation
School:Not specified
Type:Intervention
Domain:Leadership and management
Location:South Africa
Department / Province:Not specified
Website:http://www.zenexfoundation.org.za/evaluation-and-research-reports/ace-school-leadership-and-management
Document:587_Bush et al, 2009_ZENEX ACE FINAL REPORT EXECUTIVE SUMMARY.doc
 
Author:Fleisch
Year:2010
Project Name:Primary Education in Crisis Why South African Schoolchildren Underachieve in Reading and Mathematics
Project Description:In the past decade the national preoccupation has been on the crisis in secondary schools. Lurking behind the intractable problem of low pass rates the dysfunctional schools and the small number of higher grade mathematics and science graduates is the calamity in primary education. Drawing on the work of researchers in a range of fields including psychology sociology anthropology linguistics economics the health sciences and mathematics education this book documents the depth and scope of the primary education crisis and provides a comprehensive and rigorous explanation of its causes. Primary education in crisis pulls together the wealth of research on health poverty resources language and teaching as factors in academic achievement in reading writing and mathematics. At the centre of the book is an analysis of the published studies that systematically document what teachers teach and fail to teach and why it is that teaching is at the heart of the crisis in primary education. The author suggests that there are no quick fixes but only hard choices and that for reform to succeed it must be evidence-based.
Sector:University
Phase:Foundation Intermediate Senior
Type of Study:Reviews and meta evaluation studies
School:Primary
Type:Intervention
Domain:Maths
Location:South Africa
Department / Province:Not specified
Website:http://books.google.co.za/books?id=1n_zz4z3xJMC
Document:
 
Author:QPiE
Year:2010
Project Name:RUMEP BEd Project Extension of Summative Evaluation June 2010
Project Description:The basic purpose of this extended evaluation is to provide information to ZF and RUMEP about the extent to which the three year project has made a long term contribution to the quality of Mathematics teaching in grades 10 to 12 in the district and to document what can be learned from the process. It must be seen as a continuation of the original evaluation.
Sector:NGO
Phase:FET
Type of Study:Intervention evaluation
School:Secondary
Type:Intervention
Domain:Maths
Location:South Africa
Department / Province:Eastern Cape
Website:Not applicable
Document:
 
Author:Sindiswa Stofile
Year:2008
Project Name:Factors affecting the implementation of inclusive education policy A case study in one province in South Africa
Project Description:This study seeks to explore factors that facilitated or constrained the implementation of inclusive education in one Eastern Cape district examining particularly how these factors affected implementation.
Sector:University
Phase:No specific phase
Type of Study:Education
School:Not specified
Type:Non-Intervention
Domain:
Location:South Africa
Department / Province:Eastern Cape
Website:Not applicable
Document:
 
Author:Schaffer
Year:2009
Project Name:Impact Evaluation of The PSP Cluster Project 2007 To 2009 Summative Report
Project Description:The impact evaluation of the extended PSP Cluster Project sought to provide reliable empirical information about the Projects impact on participant teachers and schools.
Sector:NGO
Phase:Foundation Intermediate Senior
Type of Study:Intervention evaluation
School:Primary
Type:Intervention
Domain:Literacy English Numeracy Maths Science
Location:South Africa
Department / Province:Western Cape
Website:Not applicable
Document:
 
Author:Hewson
Year:2007
Project Name:Teacher Professional Development in Science A Case Study of the Primary Science Programmes CTI Course
Project Description:This paper thus presents and analyzes a case of teacher professional development. The case is of a 3 week residential course on Natural Science for Intermediate Phase Educators.1 The Primary Science Programme PSP developed and taught the course within the Cape Teaching Institute an in-service professional development programme organized by the Western Cape Education Department. The analysis of the case is based on the three approaches.
Sector:University
Phase:Foundation Intermediate Senior
Type of Study:Education
School:Primary
Type:Intervention
Domain:Literacy English Numeracy Maths Science
Location:South Africa
Department / Province:Western Cape
Website:Not applicable
Document:
 
Author:Prinsloo
Year:2009
Project Name:The effect of extra classes a year later on Grade 9 exit marks
Project Description:The Shuttleworth Foundation the Western Cape Education Department and the Human Sciences Research Council agreed in 2006 to undertake a joint study during 2007. The study piloted or demonstrated an intervention procedure aimed at increasing teaching time for a group of Grade 8 learners in Mathematics and English to improve their performance in the two learning areas. It was hoped that more would be learned about how one could try and improve the underperformance of learners which was considered in part to have resulted from poor foundational knowledge. The intervention programme was implemented from July to November 2007. It involved 20 hours of extraclasses after school hours in the two learning areas mentioned. Learners in project schools volunteered to attend these extra lessons in only one or both of the learning areas. Baseline information had been collected on learners achievement levels and related contextual information before the project started.
Sector:Research Council
Phase:Senior
Type of Study:Intervention evaluation
School:Primary
Type:Intervention
Domain:English Maths
Location:South Africa
Department / Province:Western Cape
Website:Not applicable
Document:
 
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