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The Department of Basic Education (DBE) has commissioned a number of evaluations in recent years. In the process, we have learned a great deal about how to improve policy and programme design as well as about how to conduct better evaluations in the education sector. Notable evaluations include an impact evaluation of the introduction of the Grade R programme (2013), implementation evaluations the Funza Lushaka Bursary Programme (2016), the National School Nutrition Programme (2016) and the National Curriculum Statement Grade R to 12: Focusing on the Curriculum and Assessment Policy Statements (2017), as well as the Early Grade Reading Study (EGRS), all commissioned in partnership with the Department of Planning, Monitoring and Evaluation (DPME).

Rob Worthington is a Director at Kwantu, which is a Cape Town, based social enterprise that specialises in helping NGOs and Governments to use software to manage key processes in their programmes and operations. This approach makes it easier to collect, analyse and present data for management, learning and evaluation. This article is an introduction to Monitoring, Evaluation and Learning Systems, their importance, the different types that exist and some things that organisations should consider when deciding on MEL systems.

The value of monitoring is that we can better understand the context and beneficiaries in which we implement projects. We can see the project in action, identify gaps in implementation and capacity issues. Monitoring gives insight on the nuances in context and can help to manage risks in the project. These lessons can then be shared in the sector.

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.

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.

The Project will be implemented at 10 disadvantaged schools in the Metropole North and East Education Districts in the Western Cape. Over R24 million will be invested by the Zenex Foundation in these two districts over the next five years, from 2017 until 2021.

As the recipients of the biggest slice of this year's budget, the Department of Education must ensure that it strategically allocates the funds and manages them properly to achieve positive outcomes. 

As the recipients of the biggest slice of this year's budget, the Department of Education must ensure that it strategically allocates the funds and manages them properly to achieve positive outcomes. Read More...

 

Historic Durban school‚ Inanda Seminary‚ has teamed up with the Zenex Foundation to launch a pilot teacher-interns project in eight rural primary schools. Launched at Inanda Seminary on Tuesday‚ the programme will see 12 teacher-interns studying towards Bachelor of Education degrees through the University of South Africa placed at eight primary schools in Ndwedwe‚ north of Durban. Read More...

 

  

“While the overall improvement in the 2016 National Senior Certificate (NSC) matric pass rate, including the overall increase in mathematics and physical science pass rates announced yesterday evening, are a welcome step in the right direction, the intense focus on matric results does little to address the long-term challenges facing education in South Africa.” Read more...

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