The Zenex Foundation has commissioned a number of research and evaluation studies since its inception in 1995, and from which the Foundation draws lessons that inform programme development, policy and practice.
The most recent research and evaluation reports are clustered under five categories, with a brief summary of each report available for download once you click through to a specific category below. The categories are:
In 2007, the Zenex Foundation launched an initiative to impact school improvement. The project was rolled out from 2007 – 2009, and a revised project rolled out from 2010 – 2011. The main goal of the initiative was defined as increasing learner success, particularly in English, Mathematics and Science, supporting school management and improving the quality of classroom teaching. The evaluation report documents and discusses the final outcomes of the project. Given the constraints in the design as well as methodology and logistics, the evaluation study is best described as an outcome evaluation study and not an impact evaluation study.
The research involved a systematic review of all the major data bases, including identification of all relevant articles in South African and international journals, books and chapters in edited volumes, theses, and published research reports.
This research into the impact of the ACE course in Leadership and Management on learner performance was funded by the Zenex Foundation and conducted by Prof. Tony Bush from 2008 to 2010.
The study, which was concluded in 2009, looked at the impact of the ACE qualification by examining performance factors such as curriculum delivery, learner and educator attendance, extra classes for Grade 12, classroom monitoring and the setting of teaching targets. The research reviews, inter alia, the impact on National Senior Certificate Results and whether the ACE training and qualification can help turn around dysfunctional schools.
The main purpose of National Systemic Evaluation (NSE) was to benchmark performance and track the progress made towards the achievement of the transformational goals of the education system in respect to access, redress, equity and quality. To this end, the erstwhile National Department of Education (NDoE) undertook periodic testing of a national sample of children at Grades 3 and 6 in order to establish the health of the schooling system in delivering the curriculum.
This evaluation of the effectiveness of the CoP model and methodology was funded by the Zenex Foundation and conducted by Khulisa Management Services in 2012 through a study of the National Mathematics and Science Learner Support Community of Practice and its Tertiary Access Focus Group.
The overarching purpose of the evaluation was to explore whether the service provider’s model and methodology provided an innovative approach for developing sustainable Communities of Practice, and whether participation in Communities of Practice results in meaningful practice and policy change through to Government level.
In the light of the policy imperative to incorporate Grade R into the formal schooling system, the Zenex Foundation commissioned a study into the readiness of the South African education system to formalise Grade R. The study was conducted in 2009 and included a review of relevant government policy documents as well as discussion groups and interviews with Grade R teachers, government officials and training providers. Six Grade R sites were visited in the Eastern Cape.
This snapshot review aims to generate insight on the rate of implementation; adoption and uptake of curriculum trackers and Foundation Phase Heads of Department (HODs) supervision and support to Foundation Phase teachers, through the adoption of the structured learning programmes.