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Sekhukhune project drives teacher professional development


Transnet Foundation appointed Sangari South Africa to deliver a Mathematics, Physical Science and English intervention project in the Sekhukhune district of the Limpopo Province. Through the intervention, Transnet Foundation has positively impacted Mathematics, Physical Science and English educator competences in three selected high schools.

The goals of the project were twofold: firstly to demonstrate and gain improvement in the number of teachers attaining good results in Mathematicas, Physical Science and English; and secondly to create a strong pool of learners that could pursue science and engineering studies at university. To reach these goals, the focus of the intervention was on Grade 10-12 teachers.

Sangari SA condusted a baseline assessment of teacher needs to identify content gaps. Using the data collected, Sangari SA developed and conducted teacher professional development workshops. Over the duration of the project teachers engaged in monthly workshops.

Sangari SA utilised their experienced specialists for the implementation of the programme and to provide classroom support for school visits. The learning specialists were based in Sekhukhune on a full time basis.

During the classroom support visits, the facilitators supported and mentored teachers in the classroom. In addition, facilitators conducted one-on-one mentorship sessions for project teachers.

A total of 31 Mathematics, Physical Science and English teachers completed the project.

Project Impact

In six months, Sangari SA was instrumental in increasing the number of distinctions and the number of learners who attained better results in higher levels. The three schools obtained a combined eight distinctions in 2013 compared to just one distinction in 2012. The amount of learners in Level six nearly doubled in 2013.

Sangari SA continues to provide classroom support for each of the project teachers. During the four months visits the teachers and Sangari SA specialists work to improve on issues relating to teacher and learner understanding and effective pedagogical skills. 

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