• Lessons from a Meeting of International Education Funders: Reflections from Zenex Foundation

    Lessons from a Meeting of International Education Funders: Reflections from Zenex Foundation

  • Holistic educational support improves quality of results in key subjects

    Holistic educational support improves quality of results in key subjects

    Improving literacy in the early grades, alongside focused attention and holistic support in Maths and Science in secondary school, are the most critical elements to ensuring quality results in Grade 12. These elements also help in creating a pipeline of young people enrolling for tertiary study in the key areas needed for economic development in South Africa. Read More
  • 2017 Stakeholder Survey

    2017 Stakeholder Survey

    The Zenex Foundation works with a wide range of stakeholders and strong partnerships is an important approach to the Foundation’s work. The Foundation therefore has conducted its second Perceptions Survey in 2017. We are grateful to our stakeholders who willingly gave of their time and their feedback through either a face-to-face interviews, telephonic interviews, focus group and an online survey. Read More
  • Ensuring Impact in Learner Support

    Ensuring Impact in Learner Support

    The Zenex Foundation shared the results of its High School Learner Programme at a knowledge-sharing breakfast held in Johannesburg during October 2017. They shared the evaluation findings from a high school intervention which had tested whether learner support can improve maths and science outcomes, which was implemented over a 10 year period. Read More
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  • Lessons from a Meeting of International Education Funders: Reflections from Zenex Foundation

    Lessons from a Meeting of International Education Funders: Reflections from Zenex Foundation

  • Holistic educational support improves quality of results in key subjects

    Holistic educational support improves quality of results in key subjects

    Improving literacy in the early grades, alongside focused attention and holistic support in Maths and Science in secondary school, are the most critical elements to ensuring quality results in Grade 12. These elements also help in creating a pipeline of young people enrolling for tertiary study in the key areas needed for economic development in South Africa. Read More
  • 2017 Stakeholder Survey

    2017 Stakeholder Survey

    The Zenex Foundation works with a wide range of stakeholders and strong partnerships is an important approach to the Foundation’s work. The Foundation therefore has conducted its second Perceptions Survey in 2017. We are grateful to our stakeholders who willingly gave of their time and their feedback through either a face-to-face interviews, telephonic interviews, focus group and an online survey. Read More
  • Ensuring Impact in Learner Support

    Ensuring Impact in Learner Support

    The Zenex Foundation shared the results of its High School Learner Programme at a knowledge-sharing breakfast held in Johannesburg during October 2017. They shared the evaluation findings from a high school intervention which had tested whether learner support can improve maths and science outcomes, which was implemented over a 10 year period. Read More
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News

  • Education Evaluation: Reflections from the Field

    By Henre Benson, Chief Operations Office: CASME (Twitter @henreb) The Monitoring and Evaluation experience of implementers of education interventions can be traumatic. NGOs, already stretched to capacity, face the prospect of their internal processes being brought under scrutiny, deliverables and dosages counted and outcomes tested. The reality is that in many cases the impact is unclear and attribution is nearly always uncertain. Nobody sets out to fail. Most interventions are based on a theory of change, model or idea (whether rigorously tested or just drawn from years of experience) and a belief that what is intended will work. In many cases that belief is well founded as these initiatives are changing lives. There are countless personal stories of learners, schools and teachers presented with new opportunities, brighter futures and hope as a result of training, support or an essential resource provided. Read More
  • How do we build our collective capacity in Monitoring and Evaluation (M&E)?

    By Melissa King Not so long ago, evaluation was considered a specialist niche area of expertise: a mysterious and highly technical undertaking only to be carried out by the initiated. There is growing recognition, however, that M&E processes and frameworks are an essential part of all education project work, and that those involved in programmes aiming to improve learner outcomes need to strengthen their understanding of the goals, methodologies and practices of M&E. There is a need to build our collective capacity in M&E, not just as individuals, but as a community working for educational change. Monitoring and evaluation is everyone’s responsibility. Read More
  • What does it take to get stakeholders to participate meaningfully in evaluations?

    Picture this scene: It is 10 am on a Monday morning, and the room is filled with evaluators, programme managers, implementers, funders, policymakers and beneficiaries. As joint stakeholders vested in the success of their programme, they have gathered to agree on an evaluation framework which will guide the evaluation. However, whilst some of them understand the meeting’s purpose and know how to proceed with the task at hand, others have never even heard of a ‘theory of change,’ let alone previously seen an evaluation framework. The meeting progresses then, with a few voices tending to dominate the discussion as the others scramble to keep up with proceedings. Read More
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About us

Our primary goal is the achievement of improved learner performance in Mathematics, Science and Language.

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Programmes

The Foundation’s work is located in four programmes that aim to impact directly on improved learner performance in Mathematics, Science and Language.

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Research & Evaluation Reports

Our research and evaluation studies inform programme development, policy and practice.

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Materials & Resources

We have a range of teaching materials to improve performance in Mathematics, Science and Language among historically disadvantaged learners.

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