Hands-on Learning Brief July 2025 by DG Murray Trust

Issue 30: July 2025

The legacy of Douglas and Eleanor Murray Invest in South Africa’s potential

DGMT is a South African public innovator through strategic investment. Our goal for South Africa is a fourishing people, economy and society. Towards this end, DGMT currently distributes about R200 million per year and leverages and manages a similar amount of funding through joint ventures with other investors.

Through the newly rebranded edition of our Hands-on Learning publication, we hope to play a helpful role in synthesising information from innovators and implementers in civil society, supporting them to share what they have learnt so that others are able to draw from and build on their experiences.

IN THIS ISSUE WE FEATURE

LEARNING BRIEF 1

Catching up: Lessons in implementing accelerated learning programmes in South Africa

In South Africa, eight out of every 10 Grade 4 learners in South Africa do not meet the low internatonal benchmark for reading set by the Progress in Internatonal Reading Literacy Study (PIRLS), which serves as an indicator of learners' ability to make sense of texts. The ability to recognise words and make sense of them is essental for reading and overall learning. Without these core literacy skills, learners can struggle to keep up with the school curriculum, leading to frustraton and disengagement. Over tme, this disengagement contributes to a much larger issue – the risk of dropping out. 4

LEARNING BRIEF 2

No learning without well-being: Why mental health matters in post-school education and training

Mental health is shaped from before birth onward by a constellaton of socio-economic factors, including poverty and inequality. In South Africa, where nearly 70% of children live below the upper-bound poverty line of R55 a day, poverty results not only in unmet needs but in sustained deprivaton afectng mental health. Internatonal research shows that children from families with higher incomes ofen do beter in areas like language development, self-control and socio-emotonal skills, which can help manage stress and serve as a bufer against anxiety and depression. 14

LEARNING BRIEF 3

Breakthrough thinking for early learning in South Africa: Government is starting to adopt the home-based learning model

The early years of a child’s life are the building blocks of their future success. Yet in South Africa, over 1.15 million children aged three to fve are not in any early learning programme (ELP) and fewer than half of four-to fve-year-olds atending an ELP are developmentally on track, meaning that they do not meet the expected learning standards for their age. The quality of an ELP is a signifcant determining factor in whether children reach developmental milestones. SmartStart – an early learning social franchise with a natonal footprint – aims to reach one million children aged three to fve every year by 2030.

CATCHING UP: LESSONS IN IMPLEMENTING ACCELERATED LEARNING PROGRAMMES IN SOUTH AFRICAN SCHOOLS

This learning brief is an overview of the Accelerated Learning Project’s fve-year journey of development, which included various phases of implementaton and iteraton. By contnuously refning mentorship and evaluaton processes, this project aims to empower learners and support community-based organisatons to deliver highquality educatonal outcomes.

Dropout is a pervasive problem in South Africa, where learners who fall behind in early grades ofen struggle to catch up. This is why the Accelerated Learning Project began as a pivotal part of the Zero Dropout Campaign, funded by DGMT. The Accelerated Learning Project has developed an afer-school programme that employs the internatonally recognised Teaching at the Right Level (TaRL) methodology, focusing on meetng each child's unique learning needs rather than on their age or grade. The aim is to keep learners engaged in their educaton, ultmately reducing the risk of dropout.

The project has evolved through various phases since its incepton in 2019. Initally focused on English literacy and working with community-based organisatons in just two provinces, the programme faced challenges that required adaptatons in mentorship, training and implementaton strategies. The onset of the Covid-19 pandemic further shifed the focus to online platorms, highlightng the need for robust digital infrastructure. More recently, the project has expanded to include multlingual resources and numeracy components, integratng technological solutons for improved monitoring and evaluaton.

Eight things to know about the Accelerated Learning Project before we get started:

The Accelerated Learning Project, now operatng as an independent initatve, originally began as a pivotal component of the Zero Dropout Campaign. Both are funded by DGMT.

The project began in 2019 as a single programme focused on foundatonal literacy, known as "Reading for Meaning", but it has since expanded its ofering to cover gaps in foundatonal numeracy, too.

The Accelerated Learning Project is not intended to cover the full school curriculum but focuses on foundatonal skills in literacy and numeracy that are required for learners to reach the appropriate grade level.

It uses the TaRL methodology, which allows for contextually appropriate responses that align with children’s needs and their level of cognitve maturity. The best-known example of this is the Indian educaton NGO Pratham’s TaRL, the principles of which inform the Accelerated Learning Project’s approach.

Other teaching methodologies beyond TaRL are also under consideraton, with a view to incorporatng them into a robust accelerated learning approach for South African children.

The Accelerated Learning Project is implemented by community-based organisatons in schools. These organisatons play a critcal role in adaptng, delivering, and sustaining the interventon at a grassroots level, with support and training provided by the Accelerated Learning Project team.

Facilitators drawn from communites are trained to run assessments and deliver efectve maths and literacy sessions for selected learners from grades 4, 5 and 6.

Mentors are young people with a formal post-matric educaton, responsible for supportng, monitoring and evaluatng the performance of facilitators in schools. They also run regular training sessions with facilitators and ensure quality implementaton.

THE TEACHING AT THE RIGHT LEVEL METHODOLOGY

The methodology at the heart of the Accelerated Learning Project is a learner-centred, actvity-based approach that promotes peer learning. TaRL groups students according to their current learning abilites, rather than their age or grade, enabling targeted instructon to meet their specifc needs. TaRL may be adopted at a whole-school level, or as an additonal programme in the form of afer-school, pull-out or holiday programmes.

Using TaRL, the Accelerated Learning Project has broadened its scope to include literacy and numeracy through its “Reading For Meaning” and “Maths Maters” oferings. This transiton has not only broadened the scope of the interventon but also deepened its collaboraton with Teaching at the Right Level Africa (TaRL Africa) and the Department of Basic Educaton (DBE). Together, these partnerships have been instrumental in adaptng the TaRL methodology to suit the South African educatonal context, ensuring it responds to the unique challenges faced by learners in the country.

Addressing both literacy and numeracy is crucial for academic achievement, as foundatonal maths skills are just as important as reading skills in shaping a learner's ability to solve problems and think critcally. Numeracy helps foster logical reasoning and decision-making, which are vital not only for success in mathematcs but also for broader academia and life.

HOW TaRL WORKS

TaRL works across four domains, with success achieved through the combined eforts of implementng partners, facilitators, schools and parents:

Assessment, data recording and grouping

Actvites and teaching learning materials

Lesson procedure and classroom management

Monitoring and evaluaton.

DOMAIN ONE: ASSESSMENT, DATA RECORDING AND GROUPING

DOMAIN TWO: ACTIVITIES AND TEACHING LEARNING MATERIALS

Once learners are grouped, facilitators engage them in levelappropriate actvites that focus on developing specifc skills, using hands-on and partcipatory methods to keep learners engaged. This phase is key to making learning interactve and meaningful, helping students to practce reading, writng and problem-solving at their level of understanding.

DOMAIN THREE: LESSON PROCEDURE AND CLASSROOM MANAGEMENT

Facilitators follow a structured lesson plan with clear

THE FIVE-YEAR EVOLUTION OF THE ACCELERATED LEARNING PROJECT

The Accelerated Learning Project is implemented in schools through NGOs and community-based organisatons, with relevant training and resources provided by the project team.

The project team creates the learning and training resources, quality assurance frameworks, and monitoring and evaluaton material, and drives the overall strategy.

The role of a community-based organisaton is critcal to adaptng, delivering and sustaining the interventon at a grassroots level.

When the project began, implementng partners were funded by grants to carry out programmes in diferent schools, but this operatng model was later discontnued in favour of a more sustainable approach. The project currently has a presence in three provinces, namely KwaZulu-Natal, the Northern Cape and the Free State, and operates in 22 schools.

Over the course of fve years, the project underwent diferent phases of refnement, growth and adaptaton, eventually addressing both literacy and numeracy skills. Each period contributed to refning the project’s oferings, expanding its reach and improving its impact through key learnings and adaptatons.

2019 14 212 Inital phase. Facilitator training. Focused on English literacy; involved community-based organisatons in KwaZulu-Natal and East London.

2020 17 105 Covid-19 response and online transiton.

2021 9 410 Curriculum expansion.

Facilitator and mentor training. Transitoned to online platorms due to Covid-19 lockdown restrictons and introduced digital tools for facilitators.

Ensuring quality and scale across diverse contexts.

Accessibility issues and fnancial constraints on community-based organisatons.

Importance of tailoring mentorship and facilitator training.

2022 3 55 Multlingual and numeracy integraton.

20232024 12 1200 Strengthening partnerships and quality assurance.

Facilitator and mentor training. Introduced mother-tongue languages (isiZulu, Setswana, Afrikaans) and integrated numeracy.

Facilitator and mentor training. Expanded sessions to include 60 maths and 60 literacy lessons in isiZulu.

Facilitator and mentor training. Strengthened partnerships with TaRL Africa and DBE; developed Quality Assurance Framework.

Report verifcaton and fnancial transparency issues.

Digital infrastructure and engagement in virtual setngs are critcal.

Benefts of mothertongue instructon in improving literacy outcomes.

Inconsistent implementaton across organisatons. Comprehensive multlingual and numeracy training is essental.

Real-tme adjustments needed during implementaton as each province had unique challenges.

The importance of localised community interventons for sustainability.

FIRST PHASE: ESTABLISHING A FOUNDATION IN LITERACY

The "Reading for Meaning" programme began in 2019 with a focus on English Literacy, using a curriculum that was developed by Pam Hicks in collaboraton with DGMT, members of the Zero Dropout Campaign and literacy advisors and experts in Cape Town. The goal was to establish a scalable franchise model by partnering with community-based organisatons (implementng partners). This model provided training and resources to implementng partners, ensuring consistent quality and adherence to the curriculum while allowing autonomy in delivery.

The ‘Train-the-Trainer’ model was used for training facilitators to run literacy sessions and mentors to oversee the facilitators. The sessions were conducted in partnership with local Technical Vocatonal Educaton and Training (TVET) colleges, integratng Early Childhood Development (ECD) studies.

The following challenges were encountered during this phase:

There was a lack of practce sessions for facilitators. TaRL Africa requires all new implementers to do at least 10 practce sessions for each subject area;

Non-natve English-speaking facilitators struggled as there was a language barrier; and

There were challenges in ensuring quality control across diverse community-based organisatons.

From this, it was learnt that it was important to tailor the mentorship and facilitator training. Regular check-ins and quality assurance were also needed.

KEY LEARNING: Organisatons need multple sources of funding to ensure the long-term sustainability of the model. The project team realised that because they were handing out grants to small organisatons, their funding was also used to manage these organisatons’ operatons instead of the accelerated learning work that they were allocated for.

SECOND PHASE: THE PANDEMIC PERIOD

As a result of the 2020 Covid-19 pandemic and strict lockdown measures that resulted in prolonged school closures, there was a transiton to online training and implementaton of the programme on digital platorms such as Zoom. The project’s website was also revamped to include a login for training resources. This shif aimed to contnue support for facilitators and learners despite physical distancing measures. During this period, facilitators were expected to host digital sessions with learners – at least 10 per facilitator – using mobile phones.

This meant that only learners who were able to access an adult caregiver’s mobile phone benefted. Learners who stayed engaged made good progress and said they enjoyed their lessons. Caregivers appreciated the support their children received, especially the opportunity to engage with stories and learn new vocabulary.

However, the transiton highlighted several challenges, including issues around accessibility and how to maintain engagement in a virtual environment.

Some groups only completed the inital assessments before learners disengaged. This may have been due to a range of factors, such as a lack of interest or understanding, lost phones, or parents being unavailable during session tmes because of work commitments.

KEY LEARNING: Robust digital infrastructure and tools are crucial for maintaining engagement in a virtual setng, and alternatve strategies must be developed to retain facilitators and learners.

CURRENT PHASE: POST-PANDEMIC PERIOD

EXPANDING THE CURRICULUM AND ADDRESSING LANGUAGE NEEDS

In this period, the curriculum was expanded to include mother-tongue instructon in isiZulu, Setswana and Afrikaans alongside English. The resources were adapted into these languages and not translated. Adaptaton, rather than mere translaton, is about making the content more natural and appropriate for the culture and language. Instead of just convertng words, adaptaton considers local idioms, cultural references, and style. Numeracy actvites were also integrated to address educatonal gaps.

Grants were stopped and the focus shifed to partnerships with organisatons that had secured their own funding. Mentor training was enhanced to improve quality support and coaching.

The challenges that were faced during this phase:

Report verifcaton and accuracy issues. Since results were recorded manually, there were challenges in ensuring that the informaton was correct and reliable.

Inconsistent implementaton: It was hard to ensure that the programme was conducted the same way across diferent organisatons, especially since each had its own structure and way of working.

KEY LEARNING: Mother-tongue instructon signifcantly improves literacy outcomes, but standardising the curriculum across multple languages remains a challenge. Comprehensive training models need to cover both multlingual and numeracy components.

ADJUSTMENTS TO IMPROVE IMPLEMENTATION

The Accelerated Learning Project has made several adjustments to strengthen and scale its implementaton based on learnings from the previous phases, including the development of an Operatonal Manual for implementng partners, which included a detailed Quality Assurance Framework to ensure programme fdelity.

2.1 PARTNERSHIPS

Along the way, the project team has also worked on strengthening partnerships with TaRL Africa and specifc provincial educaton departments, as well as establishing networks with community trusts.

2.2 CAPACITY

Capacity and resources have been devoted to expanding multlingual language resources to include Afrikaans, Setswana and isiZulu. The implementaton of technological solutons for beter monitoring and evaluaton is also underway. The project now uses the Teampact app to collect data that is synced into Salesforce for improved tracking and visualisaton.

2.3 IMPLEMENTATION AND ENGAGEMENT

While originally an afer-school initatve, some regions have shifed to in-school project delivery due to safety and transportaton challenges. Additonally, the project is training teachers in schools where facilitators are already working, equipping them with TaRL principles and actvites to incorporate into their own classrooms. This dual approach helps strengthen the integraton into daily teaching practces, promotng long-term sustainability.

In additon, the project team is collaboratng with caregivers to address challenges such as poor atendance and lack of buy-in from schools or learners. These parental engagements have been valuable, as parents in rural or semi-urban areas have shared that they feel less disempowered in their children’s educaton. Many expressed that they had struggled to understand the homework their children were given yet were expected to help them with it. Through engagement workshops, the project team has been able to create a deeper connecton with caregivers, ofering guidance and support to help them feel more confdent in their role. These interactons are vital, as they strengthen the link between home and school, ensuring that learners receive the encouragement and assistance they need both inside and outside the classroom.

ENSURING QUALITY AT A LOCAL LEVEL

A Quality Assurance Framework was developed to ensure the efectve implementaton of TaRL programmes through community-based organisatons that employ youth or childcare workers. By leveraging the strengths of localised community interventons, we can improve the quality of educaton provided to underserved communites, leading to improved educatonal outcomes and empowering the next generaton.

TOOLS FOR QUALITY

ASSURANCE:

FOCUSING ON LOCALISED IMPLEMENTATION

Localised interventons are not just a means of delivering the TaRL methodology; they are integral to its success. By capitalising on the deep knowledge, trust and cultural alignment inherent in these organisatons, the team hopes to improve the quality and sustainability of educatonal interventons. This approach is not only about teaching children to read and write, but also about empowering communites to take charge of their educatonal destny and, in turn, their future prosperity.

CULTURAL RELEVANCE AND SENSITIVITY

Community-based organisatons understand the intricacies of the people they serve, including cultural norms, traditons and languages. This deep cultural awareness is critcal in adaptng the TaRL methodology to make it not only relevant but also sensitve to the unique needs and preferences of communites. This cultural resonance facilitates the actve partcipaton of children and their families in the programme, as they feel a sense of ownership of and identty with the interventon.

TRUST AND FAMILIARITY

The presence of community-based organisatons, stafed by youth or childcare workers, engenders trust. Parents and guardians are more likely to entrust their children to individuals they know and who understand their specifc challenges and aspiratons. This trust is an essental part of a successful educatonal initatve. It encourages families to send their children to these programmes and actvely engage in their educatonal journey.

TAILORED APPROACHES

Community-based organisatons can adapt the TaRL methodology to address the specifc educatonal needs and contextual challenges of their community. They can incorporate elements that are partcularly relevant to the local environment, making the interventons more efectve and relatable. This adaptability is a strength that centralised, topdown programmes ofen lack.

SUSTAINABILITY

Community-based organisatons are commited to the longterm development of their communites. By empowering these organisatons and youth facilitators within the community, TaRL interventons are more likely to have a lastng impact. Local leadership ensures that the programme contnues to evolve, even afer external support diminishes. This creates a sustainable approach to educaton that benefts generatons to come.

ADAPTATION

One of the critcal advantages of collaboratng with community-based organisatons is the real-tme feedback mechanism that can be established. Local organisatons are beter positoned to gather feedback from the community, parents, youth facilitators and childcare workers. This feedback allows for quick adaptatons and contnuous improvement of interventons. By listening to the voices of those directly involved, the programme can make necessary adjustments promptly, ensuring its ongoing efectveness.

COMMUNITY ENGAGEMENT

Community-based organisatons can organise community meetngs, involve parents and caregivers in their children's educaton, and create a sense of shared responsibility for educatonal outcomes. This community involvement not only enhances the quality of implementaton but also fosters a sense of shared ownership and accountability for the programme's success.

WHAT’S NEXT?

Older learners, who are ofen trapped in cycles of grade repetton, face signifcant barriers to academic success. Without the necessary reading and numeracy skills, they fnd it difcult to keep pace with their peers, making them even more vulnerable to dropping out. For these learners, the challenge is not only to acquire foundatonal literacy but also to catch up on the basic numeracy skills they missed in earlier grades.

While the "Reading for Meaning" and "Maths Maters" oferings have made signifcant strides in improving foundatonal skills for learners, there remains a critcal need for targeted interventons for older learners. These learners require tailored support to master the skills they missed in earlier grades. The needs of older learners, partcularly those in grades 4 to 7, are unique in comparison to younger learners, as they are not new to schooling. They have likely been exposed to foundatonal literacy skills in their classrooms, and many have developed the ability to speak and listen in the language of instructon.

However, despite their exposure, many of these learners struggle with reading fuency and comprehension (the ability to read a text and make meaning from it). According to research, learners in this age group ofen face what is referred to as a "reading gap". They may have the basic ability to decode words and understand spoken language, but they require a more focused and targeted approach to develop their reading and writng skills fully, partcularly when it comes to comprehension.

These learners do not need to start from scratch; instead, they need additonal tme and instructonal strategies that are tailored to their specifc gaps in literacy. Approaches such as TaRL, which emphasise targeted learning and individualised support, have proven to be efectve in helping older learners catch up. Research supports the idea that with the right interventons, these learners can improve their reading comprehension and writng skills, allowing them to engage more meaningfully with texts and succeed in their educatonal journey. By focusing on both fuency and meaning-making, we can help these learners bridge the gap between basic literacy and full comprehension, enabling them to fully partcipate in the learning process and keep up with their peers. Without such interventons, they risk being lef behind, perpetuatng cycles of underachievement and ultmately increasing the likelihood of dropping out.

This is the learning experience of:

is brief was written by Claudia Stan eld, Lead of the Accelerated Learning Project, and edited by Rahima Essop.

This learning brief draws on the experience of DGMT’s implementng partners that ofer psychosocial and mental health support services to students atending Technical and Vocatonal Educaton and Training (TVET) colleges in a range of setngs, from rural to peri-urban and urban environments. The goal of these programmes is to support students’ workplace-based learning, reduce dropout rates and ultmately improve labour market absorpton rates.

Mental health is shaped from before birth onwards by a constellaton of socio-economic factors, including poverty and inequality. In South Africa, where nearly 70% of children live below the upper-bound poverty line of R55 a day, poverty results not merely in unmet needs but in sustained deprivaton afectng mental health. Internatonal research shows that children from families with higher incomes ofen do beter in areas like language development, self-control and socio-emotonal skills1, which can help manage stress and serve as a bufer against anxiety and depression.

There is a signifcant need for accessible mental health services in South Africa, but the public health system has been unable to keep up with demand in under-resourced areas. Consequently, 75 out of every 100 people who need help are not getng it.2 This problem is compounded by limited funding, with only 8% of the country’s mental health budget allocated to primary healthcare,3 where early detecton and interventon can prevent more severe conditons from developing. This means that young people are entering South African schools and higher educaton insttutons without the mental health support they need to navigate fnancial stress, instability in the home, childhood trauma or the burden of growing up poor. Circumstances in a child’s personal life, at school or in their community can afect whether they fnish their fnal year of high school; these are known as push-out and pull-out factors in school dropout. The same logic applies to those atending universites, technical colleges or community colleges. Technical and community colleges atract students from low-income communites whose successful entry into the job market is dependent on strong workplace-based learning programmes and completng their diploma or degree.

HOW POVERTY AFFECTS

MENTAL HEALTH

Mental health in South Africa is shaped by a range of complex and interconnected socio-economic factors. Evidence from large-scale evaluatons of the Child Support Grant (CSG) shows that poverty alleviaton eforts such as unconditonal cash transfers (UCTs) can have a positve impact on mental

well-being. One study found that receiving the CSG led to a 0.822-point drop in adult depression scores on a 0–30 scale (where higher scores indicate poorer mental health) – a 4.1 % improvement relatve to the average score.4 This underscores the mental health benefts of income support interventons. At the same tme, neighbourhood-level studies show that employment deprivaton and poor living conditons signifcantly predict higher levels of depressive symptoms.5 Inadequate housing and infrastructure, both common in informal setlements, can exacerbate psychological distress. Proximal stressors like food inadequacy and frequent hunger are also strongly linked to poorer mental well-being,6 while high exposure to community violence further impacts mental health through both direct trauma and the erosion of social cohesion. These stressors can further perpetuate a cycle of vulnerability. Poor mental health, in turn, increases the likelihood of harmful coping behaviours such as alcohol abuse, smoking and risky sexual behaviour – all of which raise the risk of injury, cardiovascular disease and HIV infecton.7 This interplay highlights the importance of integrated approaches that tackle the root causes of distress, while also preventng the knock-on health efects of poor mental well-being.

1 Troller-Renfree, S.V. et al. 2022 ‘The impact of a poverty reduction intervention on infant brain activity’, Proceedings of the National Academy of Sciences of the United States of America, 119(5), e2115649119. Available at: https://doi.org/10.1073/pnas.2115649119

2 Burns, J.K. 2014 ‘The burden of untreated mental disorders in KwaZulu-Natal Province – mapping the treatment gap’, South African Journal of Psychiatry, 20(1), pp. 6–10. Available at: https://doi.org/10.7196/SAJP.499

3 Freeman, M. 2022 ‘Investing for population mental health in low and middle income countries—where and why?’, International Journal of Mental Health Systems pp. 1–9. Available at: https://doi.org/10.1186/s13033-022-00547-6

THE SCOPE OF OUR MENTAL

HEALTH PROBLEM

Mental health challenges in South Africa have reached concerning levels, with recent data indicatng that approximately one in three citzens will experience a mental health issue during their lifetme.8 Depression is the most prevalent disorder, afectng over 27% of the populaton.9 Signifcantly, suicide and intentonal self-harm are among the leading unnatural causes of death among young people aged 15-24.10 Despite this, access to mental health care remains severely limited for the vast majority of the populaton. Estmates suggest that only about 10% to 25% of those afected receive the treatment they need, meaning that roughly 75 out of every 100 people with mental health conditons go untreated. The problem is further exacerbated by a shortage of mental healthcare professionals. As of April 2019, South Africa had just 850 actvely practsing psychiatrists – equatng to roughly 1.5 per 100 000 people based on a natonal populaton of 55.6 million. Around 80% of these professionals were based in the private sector, limitng access for most people.11

THE IMPACT ON YOUNG PEOPLE

While mental health challenges can afect individuals across all socio-economic backgrounds, South African youths aged 15-24 are partcularly vulnerable due to intersectng socioeconomic factors. High youth unemployment contributes signifcantly to feelings of hopelessness and low self-worth, as well as an increased risk of anxiety and depression, as young people are lef wondering about their future prospects. Educatonal pressures further compound these issues, with approximately 40% of learners in South Africa dropping out before completng Grade 12, leading to limited opportunites and heightened stress.12

Research shows that South African youth experience disproportonately high levels of trauma and post-traumatc stress disorder (PTSD). In one study, 90% of university students reported having encountered at least one traumatc event, many with direct links to depression and anxiety.13 Rural and township-based studies echo similar paterns: 67% of rural children had been exposed to trauma, and a staggering 99.7% of adolescents in Soweto had experienced at least one potentally traumatc event, with notable gender diferences in trauma type.14 Substance abuse also poses a signifcant challenge, with around 31.8% of adolescents in grades 8-11 reportng alcohol use, ofen as a coping mechanism.15 Mental health services receive only about 5% of the natonal health budget, severely limitng young people’s access to afordable, quality care, partcularly in rural areas.16 Together, these factors are fuelling a growing mental health burden among South Africa’s youth.

8 Oberholzer, S. 2023 ‘Is South Africa a depressed nation? Statistics say we are’, Sunday Times, 13 October. Available at: https://www.timeslive.co.za/sunday-times/ lifestyle/2023-10-13-is-south-africa-a-depressed-nation-statistics-say-we-are/

9 EAPA-SA. 2024. ‘The current state of mental health in South Africa: 2024 update’, 26 August. Available at: https://www.eapasa.co.za/the-current-state-of-mentalhealth-in-south-africa-2024-update/

10 Sinisi, V. 2024. ‘Opinion: SA has the third highest suicide rate in Africa – there are steps we can take to tackle it’, News24. Available at: https://www.news24.com/life/wellness/ opinion-sa-has-the-third-highest-suicide-rate-in-africa-there-are-steps-we-cantake-to-tackle-it-20240928

11 Janse Van Rensburg, B. et al. 2022. ‘Profle of the current psychiatrist workforce South Africa: Establishing a baseline for human resource planning and strategy’, Health Policy and Planning, 37(4), pp. 492–504. Available at: https://doi.org/10.1093/heapol/czab144

12 Zero Dropout Campaign 2024. ‘School-Dropout-Advocacy-to-Action’, 21 January.

SUPPORTING YOUNG PEOPLE WHERE THEY ARE: A FOCUS ON THE POSTSCHOOL EDUCATION

AND TRAINING SECTOR

Mental health issues among young people in South Africa, partcularly those atending TVET colleges, are increasingly recognised as signifcant challenges that can afect academic performance, well-being and retenton rates. TVET students ofen face unique stressors, including socio-economic instability, fears around unemployment, family responsibilites, insttutonal neglect and academic pressure. All of these have already been highlighted as contributors to mental health issues like anxiety, depression and stress. The transiton into the workforce, partcularly amid uncertain job prospects, adds another layer to these challenges.

Available research shows that both university and TVET students face signifcant mental health challenges, though comparatve data between the two groups remains limited. Evidence suggests that TVET students may experience equal or even higher levels of depressive symptoms, driven by stressors specifc to their contexts. In one study, 43% of students across both groups reported depressive symptoms, 9% showed signs of PTSD, and 21% admited to having suicidal thoughts, despite mitgaton eforts like NSFAS bursaries.17

Generally, stgma around mental health remains a major barrier and contnues to deter students from seeking help for fear of being judged or misunderstood.18 The problem is compounded by the lack of adequate campus-based mental health infrastructure and personnel. Public services, meanwhile, struggle with staf shortages, long waitng tmes and limited funding. Poor mental health undermines academic success, with depressive symptoms and harmful alcohol use directly linked to exam failure and student dropout.19

Moreover, socio-economic vulnerabilites such as food insecurity and accommodaton woes can worsen mental

17 Machisa, M.T. et al. 2022. Suicidal thoughts, depression, post-traumatic stress, and harmful alcohol use associated with intimate partner violence and rape exposures among female students in South Africa. International Journal of Environmental Research and Public Health 19(13), 7913. Available at: https://doi.org/10.3390/ijerph19137913

18 Egbe, C.O. et al. 2014. Psychiatric stigma and discrimination in South Africa: Perspectives from key stakeholders. BMC Psychiatry 14(1), pp. 1–14. Available at: https://doi.org/10.1186/1471-244X-14-191

19 Machisa et al. 2022. Suicidal thoughts, depression, post-traumatic stress, and harmful alcohol use associated with intimate partner violence and rape exposures among female students in South Africa.

distress and further elevate the risk of dropout, with foodinsecure students signifcantly more likely to discontnue their studies.20 Due to delayed payments of state fnancial assistance, students can face hunger and evicton notces; some even engage in inappropriate romantc relatonships just to survive, ofen exposing themselves to violence. Without targeted psychosocial services and integrated campus interventons, afected students face a heightened likelihood of becoming NEET (not in educaton, employment or training), jeopardising their educatonal and employment pathways.

Work-based learning (WBL) placements – central to TVET curricula – ofen heighten student stress, with long waitng periods for placement adding to their anxiety. The uncertainty surrounding when, or even if, they will be placed can heighten feelings of instability and reduce motvaton, further impactng both mental health and academic outcomes. The lack of tmely WBL placements leaves many students in a state of limbo, unable to progress in their studies or secure essental real-world experience.

While mental health and psychosocial support interventons in TVET insttutons are growing, their implementaton remains inconsistent. Government and NGO eforts, such as those led by the South African Depression and Anxiety Group (SADAG), have made strides in providing training and mental health resources to educatonal insttutons. However, TVET colleges stll lack adequate coverage compared to universites. Recent partnerships have sought to embed mental health awareness into the TVET curriculum, with a focus on building resilience, emotonal intelligence and stress management. However, students also need access to counselling services, peer support networks and digital tools to manage mental health challenges efectvely. Many TVET students face signifcant stress about their future employment, underscoring the need to integrate mental health services with employability support. Yet a clear policy gap remains. Unlike universites, TVET insttutons (governed by the Department of Higher Educaton and Training) lack a standardised natonal framework for mental health and psychosocial support. The shortage of trained mental health professionals on TVET campuses further widens the gap in support.

20 Wagner, F. et al. 2024. Mental distress, food insecurity and university student dropout during the COVID-19 pandemic in 2020: Evidence from South Africa. Frontiers in Psychiatry 15, 1336538. Available at: https://doi.org/10.3389/fpsyt.2024.1336538

CIVIL SOCIETY TAKING

A STAND FOR MENTAL HEALTH

Addressing mental health goes beyond treatng immediate distress; it is also essental for ensuring that young people have the support, resilience and well-being to navigate critcal transitons in life, whether in educaton, the workplace or social situatons. Civil society and non-proft organisatons are responding to the need with innovatve approaches and peer-to-peer counselling models. These interventons ofer promising ways to expand access to mental health support, providing students with informal, peer-led resources that help create a more supportve environment within TVET setngs. Integratng these emerging innovatve approaches aligns with DGMT’s mission to foster a supportve ecosystem that equips young people to overcome obstacles and realise their potental. DGMT has supported several organisatons that deliver psychosocial support interventons within TVET insttutons. Through these partnerships, valuable lessons have emerged – aimed at strengthening approaches across the sector.

AMATHUBA COLLECTIVE FOUNDATION

(WESTERN CAPE)

Amathuba is redefning how TVET students transiton into work by pairing industry placements with psychosocial support and practcal skills training.

Amathuba ofers telephonic psychosocial support to TVET students during work-based learning (WBL) placements. Inital support is ofered by trained peer mentors, with case-bycase referrals to professional psychologists when necessary. Students receive weekly check-in calls, while the team holds monthly check-in calls with WBL supervisors. The support service is fully integrated into the students’ WBL journey and with their supervisors, startng from pre-placement onboarding, during placement support and at completon. The programme currently supports 200 students in the Western Cape.

regulaton before placement, followed by regular mentoring and life coaching during internships. Interns beneft from structured work readiness modules and ongoing check-ins, while host employers receive support through onboarding workshops, supervisor coaching and intentonal feedback loops. Early results showed a 90% success rate in transitons into employment for those in a pilot cohort, with hosts consistently reportng satsfacton with intern contributon and growth.

Amathuba has also built an extensive employer network (over 600 businesses in Cape Town alone).

MOT SOUTH AFRICA (EASTERN CAPE, GAUTENG

AND KWAZULU-NATAL)

MOT South Africa is delivering measurable impact in TVET colleges by equipping young people with essental life skills that strengthen resilience, self-awareness, and socialemotonal development. Five group sessions are delivered per college within the academic calendar, complementng broader student support services. The initatve reaches approximately 1 500 students across three provinces. MOT delivers inperson group wellness sessions facilitated by trained coaches, targetng students at three TVET colleges:

Port Elizabeth TVET College

Umfolozi TVET College

STADIO TVET College

Students who partcipate in the MOT programme show improved confdence, emotonal regulaton, decision-making skills and peer relatonships. A 2022 study by the University of the Western Cape found an 81% pass rate among MOT students, signifcantly higher than the 63% pass rate among their non-MOT peers, and a 12% higher programme completon rate (31% vs 19%). This demonstrates a link between the programme and outcomes.

In 2023 alone, 9 931 youth partcipated in the programme facilitated by 372 trained MOT Coaches, with content centred on “Courage to Live, Courage to Care, and Courage to Say No”. Feedback from students and coaches indicates transformatonal change, including behavioural shifs, stronger classroom engagement and increased partcipaton in peer-led initatves. The programme’s integraton into college life also helped create safer, more inclusive environments, reducing incidents of bullying and absenteeism.

WETHINKCODE_ (GAUTENG AND WESTERN CAPE)

WeThinkCode_ (WTC) is transforming access to digital careers for underserved youth in South Africa by delivering market-aligned, tuiton-free sofware engineering training. The organisaton runs a 10-week virtual psychosocial support programme for students enrolled in a two-year coding and sofware development course. Ofered as a mandatory wraparound support service, the programme currently reaches 421 students across Gauteng and the Western Cape. Led by four qualifed counsellors, the programme combines group sessions (10–20 students) and one-on-one sessions, using a structured handbook. Students are referred for additonal support when needed. The programme has been implemented at three TVET colleges:

Ekurhuleni West TVET College

Central Johannesburg TVET College

South Cape College

Since 2016, over 1 000 young people (who were not in educaton, employment or training before this programme) have benefted, with 91% of graduates fnding permanent employment where they could take home upwards of R240 000 per annum, ofen tripling their household incomes. The programme’s success lies in its inclusive recruitment model (60% of students are from extremely low-income households), its NQF Level 6 qualifcaton, and its close alignment with industry demands through agile, peer-based learning.

The current partnership with DGMT is extending this impact to rural communites via the South Cape TVET College pilot, which aims to train 30 youth (at least half of them women) and ofer them pathways into internships and employment by 2026. Meanwhile, pilots in urban TVETs (Ekurhuleni West and Central Johannesburg) show strong retenton rates (over 90%) and high student engagement, demonstratng the model’s scalability. WTC’s holistc model includes structured psychosocial support. A 10-week wellness curriculum, one-onone counselling, and group sessions address stress, anxiety, and social isolaton – all challenges that disproportonately afect black female students. This support is vital in helping students navigate academic pressure and personal hardships, especially for those entering the feld of technology as a “last hope” for upward mobility. By combining technical expertse with wraparound psychosocial support, WTC is not only helping to close South Africa’s digital skills gap but is also building resilience and economic mobility for a new generaton of tech talent.

MASIBUMBANE DEVELOPMENT

ORGANISATION

(EASTERN CAPE)

Masibumbane Development Organisaton (MDO) implements a blended psychosocial support programme for frst-year students at two TVET colleges in the Eastern Cape, with the aim of curbing dropout rates at Bufalo City TVET College and Lovedale TVET College. The programme is fully embedded in the colleges' student support services and reaches approximately 3 900 students on campus.

The programme screens partcipants and ofers them oneon-one counselling, positve talk seminars delivered by public speakers, peer-led wellness clubs, WhatsApp mentoring and workshops on various themes. Because of its proximity to

and engagements with students, the organisaton has also played a signifcant role in advocatng for key issues, including temporary emergency relief in the form of vouchers.

The organisaton’s psychosocial support interventon has signifcantly outperformed historical norms at both colleges. In 2024, MDO’s frst-year cohort achieved a 98% retenton rate, with only 2% atriton – mostly due to fnancial hardship disproportonately afectng female students. A total of 995 students were reached through orientaton actvites, while 208 received one-on-one counselling, and emergency fnancial support was provided to the most vulnerable. MDO’s focus on psychosocial well-being extended to virtual mentoring via WhatsApp that reached 378 students, as well as wide-reaching gender-based violence informaton campaigns. In the health domain, the interventon enabled 1 894 students to access HIV/ AIDS and sexual and reproductve health informaton, doubled its condom distributon target, and facilitated 606 referrals to youth-friendly health services, addressing the critcal fnding that half the cohort had never been tested for HIV.

WHAT WE’VE LEARNT FROM OUR PARTNERS

Through the collectve experiences of our implementng partners, several core insights have emerged around the efectve delivery of psychosocial support in TVET environments. These insights highlight both successes and challenges, ofering practcal lessons and adjustments needed to optmise outcomes, with each project contributng its own set of learnings and best practces.

MENTALLY PREPARING FOR THE WORLD OF WORK

It’s clear that a model that integrates psychosocial support with technical training can drive student engagement and resilience. Advocatng for policies that recognise mental wellness as integral to employability will help normalise personal development as part of TVET curricula.

Amathuba Collectve combines psychosocial interventons with practcal work-based learning placements to foster young people’s confdence, self-awareness and resilience. This structured support integrates life- and work-readiness training with personal development. Similarly, MDO’s Work Link workshops emphasise entrepreneurial skills, encouraging students to explore diverse job opportunites including self-employment. MDO’s psychosocial support services help motvate students, reduce dropout rates and support students in work-integrated learning environments. And WeThinkCode_ incorporates mental wellness support through a 10-week mandatory psychosocial programme that build essental skills like how to manage stress, set realistc goals and build emotonal resilience, all of which helps to navigate the complexites of professional life.

THE VALUE OF SYNERGIES

Collaboraton with student support services in TVET insttutons can strengthen the delivery of interventons, helping to embed mental health resources that are accessible across campuses. MOT South Africa’s engagement with college management, combined with integraton into existng student support services, enables seamless programme delivery and tailored approaches that respond to each insttuton’s specifc needs. MDO’s Work Link interventon adds another layer by building industry partnerships that provide students with realworld work placement opportunites.

BEING RESPONSIVE TO STUDENTS’ NEEDS

Flexible, blended support models that combine in-person and virtual components should be explored to reduce logistcal barriers, accommodate fnancial constraints and sustain student engagement.

Over and above the provision of psychosocial support services, MDO has found ways to mitgate the stress felt by students who can’t aford to buy food or are struggling to pay for other basic needs. Depending on the student’s situaton, MDO provides grocery vouchers or advocates on the student’s behalf to lessen their fnancial burden. In additon, their Work Link entrepreneurship workshops serve as alternatve pathways for students unable to secure traditonal placements due to fnancial or logistcal barriers, enabling them to pursue self-sustaining careers while studying.

Consistent, ethical data collecton plays a vital role in strengthening psychosocial support programmes – a lesson reinforced across several interventons. In 2024, MDO tracked 488 frst-year students at Bufalo City and Lovedale 1 2

Similarly, MOT South Africa emphasises aligning support actvites with the academic calendar to minimise disruptons. Flexibility around exam periods improves engagement and ensures contnued support through both in-person and virtual formats – extending reach and accessibility.

TACKLING STIGMA

Stgma around mental health can make students hesitant to atend group sessions. Addressing cultural perceptons and raising awareness are essental to improving engagement and normalising support-seeking behaviour. Educatonal campaigns and a culture of openness are key to reducing stgma and encouraging proactve engagement with mental health support. This is why MDO’s peer mentorship model fosters a supportve culture, helping to normalise psychosocial support and encouraging proactve engagement. MDO also integrates HIV risk assessment and health services, simultaneously tackling other health stgmas and enabling students to ensure they are both physically and mentally well before they enter the world of work. MOT South Africa found that extending support to coaches and staf members further cultvated a resilient and supportve culture within an insttuton itself.

USING DATA TO IMPROVE PROGRAMME OUTCOMES

Consistent data collecton and evaluaton, conducted ethically and with consent, is invaluable in assessing a programme’s impact and identfying areas for improvement.

TVET colleges, reportng a 98% retenton rate. Through regular support calls, academic tracking and WhatsAppbased mentoring, the programme identfed gendered vulnerabilites: most students who dropped out were female. This insight has informed targeted improvements to beter support those most at risk.

Similarly, WeThinkCode_ uses a structured 10-week wellness programme supported by real-tme partcipaton data. This enables the organisaton to adapt delivery formats, identfy peak stress periods, and introduce tailored group sessions and early onboarding to improve engagement in the training programme.

At Amathuba Collectve, data from weekly mentoring calls and employer feedback revealed that combining psychosocial support with logbook compliance, employer support, and foundaton training improved work placement outcomes, with a 90% transiton rate into employment for pilot cohorts.

These examples show that when data is collected intentonally and analysed thoughtully, it not only strengthens programme delivery but also informs strategic improvements, bolsters student support and provides a credible basis for scale and sustainability.

EARLY AND TARGETED INTERVENTIONS ADDRESS MULTILAYERED STUDENT CHALLENGES

Embedding early interventon programmes within student onboarding is critcal for proactvely identfying and addressing psychosocial and academic challenges. This approach not only improves retenton but also strengthens student resilience across academic and career pathways. MDO operatonalises this principle through a structured screening process at the start of the academic year, where students complete a baseline assessment that captures demographic data and risk indicators including medical conditons and family-related stressors. These insights enable the early delivery of tailored psychosocial support like one-on-one counselling, peer mentoring, and WhatsApp-based engagement, allowing at-risk students to access support before challenges escalate.

Similarly, Amathuba Collectve’s early trauma-focused interventons have proven efectve in reducing dropout rates and strengthening student commitment and perseverance.

The work being done by WeThinkCode_ further demonstrates the importance of early interventon through its integrated psychosocial support model, partcularly for young people from low-income backgrounds (who are not in educaton, employment or training). Every student partcipates in a mandatory 10-week mental wellness programme during

onboarding, grounded in evidence-based practces and adapted to the context. Students receive layered support, including individual and group counselling to address stressors like imposter syndrome, fnancial strain and family pressure. This model has yielded impressive retenton outcomes of 96% and 93% in two pilots on TVET campuses, highlightng how early, structured mental health and academic support can foster resilience, promote integrity and enable students to thrive in high-pressure learning environments.

IMPLEMENTATION

CHALLENGES

Implementng psychosocial support in TVET contexts presents multfaceted challenges:

Training and capacity limitatons: Though the interventons themselves are highly impactul, the educators and coaches delivering them can lack the skills and training needed to provide the more specialised support needed by students to efectvely deal with the deep and complex challenges they face. Amathuba Collectve notes that without adequate skills, staf cannot fully address students’ social and emotonal needs. Coaches at Stadio College, who implement MOT South Africa’s programme, note the personal impact they experienced of providing psychosocial support to students – highlightng the need for additonal support to process what they absorb during sessions.

Resource constraints: Limited resources remain a signifcant challenge for TVET insttutons, many of which operate on tght budgets that restrict the scope and reach of psychosocial support services. While programmes like MDO have helped mitgate fnancial stress for atrisk students, ofering emergency grocery vouchers, for example, limited funding means this kind of support can’t reach everyone who needs it.

Mental health not prioritsed: The provision of efectve psychosocial support ranks low on the service delivery priority list of low-resourced TVET colleges. This makes it difcult to secure insttutonal buy-in for such programmes, whether they are delivered by civil society or the insttutons themselves.

Financial barriers: Students experiencing fnancial distress are more likely to drop out – a risk that can be addressed through fnancial relief strategies. MDO’s experiences have highlighted students’ increased vulnerability to dropout and mental health challenges when state funding is delayed, leaving students stranded.

Awareness and accessibility gaps: Awareness of available psychosocial services is ofen low among students. By integratng its support ofering into the orientaton process and establishing referral mechanisms through partner colleges, MDO has helped increase visibility and uptake. Implementng partners have also used WhatsApp and telephone calls to make support more accessible and responsive to students' needs.

Cultural and social barriers: and students can make communicaton and support more difcult. Both MDO and MOT South Africa promote culturally sensitve approaches that build trust and ensure students feel seen and understood. Programmes like Amathuba, MOT South Africa and MDO address this by using trained peer mentors or coaches who engage directly with students and facilitate referrals to appropriate services.

Logistcal challenges in service delivery: geographically dispersed nature of some campuses poses signifcant challenges for delivering psychosocial support. Poor transport infrastructure and road conditons in surrounding areas afect student atendance and punctuality, while also complicatng site visits by MOT South Africa coaches and implementaton teams. These challenges are especially acute during the rainy season and winter months, when limited lightng and poor road access make travel unsafe and unreliable.

WHAT’S NEXT?

This is the learning experience of:

BREAKTHROUGH THINKING FOR EARLY LEARNING IN SOUTH AFRICA: GOVERNMENT IS STARTING TO ADOPT THE HOME-BASED LEARNING MODEL

This learning brief shows how SmartStart has become a game changer in early learning taking place in home and community-based settings. In it, we examine the impact of the programme on preschoolers and those who’ve gone on to attend ‘big school’ The brief also demonstrates the impact that SmartStart programmes have not only on children but also on parents, practitioners and communities

The early years of a child’s life are the building blocks of their future success. Yet in South Africa over 1.15 million children aged three to five are not in any early learning programme (ELP) and fewer than half of four-to five-year-olds attending an ELP are developmentally on track, meaning that they do not meet the expected learning standards for their age. The quality of an ELP is a significant determining factor in whether children reach developmental milestones. SmartStart – an early learning social franchise with a national footprint – aims to reach one million children aged three to five every year by 2030

SmartStart realised that it would not be able to reach this target by waiting for new infrastructure to be built in informal settlements and low-income communities, where the need for quality ELPs is greatest Instead, it demonstrated that it is possible to provide quality early learning for children in existing structures in informal settlements and rural areas, such as residential and community spaces.

The organisation is expanding access to quality programmes wherever young children are cared for, across every type of community, and especially in hard-to-reach low-income settings, through a delivery model that offers income-earning opportunities to women in the care sector This approach aligns with South Africa’s 2030 Early Childhood Development (ECD) Strategy, released by the Department of Basic Education (DBE) after it took over responsibility for ECD from the Department of Social Development

QUALITY EARLY LEARNING MATTERS

In South Africa, we see significant gaps not only in access to early learning, but also in access to quality ELPs The Thrive by Five Index found that fewer than half of four-to-five-year-olds attending an ELP were developmentally on track for their age Yet children who attend at least two years of quality ELPs are 3

more likely to develop the cognitive, social, and emotional skills they need to successfully transition to formal schooling and navigate the demands of the Foundation Phase (Grades 1 to 3) curriculum 4

Children from low-income communities are less likely than their wealthier peers to have the right learning foundations in place when they start school According to research, just three out of 10 children from "low-fee" ELPs met the expected learning criteria for their age, but eight out of 10 children in "high-fee" ELPs (costing more than R1 750 per month) were developmentally on track in terms of early learning. A three- 5 year-old child in the wealthiest quintile is 1 6 times more likely to attend an ELP than a child from the poorest quintile 6

THE ECD POLICY LANDSCAPE

South Africa’s National Integrated ECD Policy (NIECDP) commits to providing comprehensive quality age-and developmental stage-appropriate opportunities for learning by 2030, to all children from birth until they enter formal school In South Africa’s National Development Plan (NDP) 2030, government committed to universal access to ECD by 2030, including two years of quality preschool 7 8

However, several factors continue to limit equitable access to early learning in South Africa, including:

Registration processes for ECD centres that are complex and costly, particularly when it comes to achieving compliance with municipal by-laws. Compliance requirements act as a barrier to accessing state subsidies for ELPs Access to these funds could help ECD centres 9 improve the quality and sustainability of their programmes and contribute to better child outcomes

Levels of training and experience amongst ECD practitioners vary dramatically, as does the quality of

Hall K et al 2024 South African Early Childhood Review 0 Cape Town: Children’s Institute, University of Cape Town and Ilifa Labantwana, p 63 Available at: https://tinyurl com/frf6cyyz

1 2 4

Thrive by Five Index 2024 Homepage Available at: https://thrivebyfive co za/ Ibid

Yoshikawa H et al 2013 Investing in our future: The evidence base on preschool education Society for Research in Child Development

Available at: https://tinyurl com/5n83sxt5

Dawes A and Biersteker L 2022 Improving the quality of teaching and learning in South African early learning programmes, at scale DataDrive 0 0 Policy

Brief p 1 Available at: https://datadrive2030 co za/wp-content/uploads/2022/11/ Datadrive2030 Policy-Brief 24 Nov final2 pdf

Hall K et al 2024 South African Early Childhood Review 0 Cape Town: Children’s Institute, University of Cape Town and Ilifa Labantwana

Available at: https://tinyurl com/frf6cyyz

Dawes A and Biersteker L 2022 Improving the quality of teaching and learning in South African early learning programmes, at scale DataDrive 0 0 Policy Brief

National Planning Commission 2012 National Development Plan 0 0: Our future –making it work

Real Reform for ECD 2024 Manifesto for Early Childhood Development: Real Reform for ECD in South Africa

Available at: https://www ecdreform org za/uploads/ecd-manifesto-digital pdf

the services provided to children ECD practitioners are typically not adequately remunerated (many earning below the minimum wage) and often work long hours in less than ideal circumstances 10

Children who don’t get the nutrition they need to grow well may become stunted – too short for their age – which can impair brain development Children need nutritious food for their bodies and minds to grow, especially in the first thousand days of life when their brains are developing the fastest ELPs can serve as a useful platform to support children’s nutritional needs in the same way that primary schools do through the National School Nutrition Programme (NSNP) However, according to an ECD census conducted in 2021, over 40% of ELPs are not registered, meaning they were unable to access the ECD subsidy to help pay for food Since the 11 ECD census was conducted, the DBE and its social partners launched the Bana Pele Mass Registration Drive to reduce the number of known unregistered ELPs, so that more children can benefit from the ECD subsidy

POSITIVE SHIFTS IN GOVERNMENT POLICY

Like the Bana Pele mass registration drive, the release of South Africa's 2030 Strategy for ECD Programmes signals a willingness from government to do things differently to overcome some of the barriers mentioned in the previous section The strategy aims to create a new social compact among all ECD stakeholders, encouraging coordination of resources and collaboration aligned with a common strategy It projects a need for 115 000 new early learning facilities to accommodate 2.9 million children aged three to five by 2030 In recognition of the stark reality that we cannot afford to wait for new infrastructure, government policy is beginning to shift towards a focus on using existing infrastructure for early learning, such as residential and shared spaces like community halls. This important shift in government thinking is illustrated by the following phrase: 12

“ … as a pragmatic and affordable strategy for equitable access, there will be a greater need for ELPs to be run from community-based facilities that make use of existing infrastructure, including residential venues”.13

While government has positioned this as a short-term solution until purpose-built infrastructure becomes available, this framing risks underestimating the long-term value and potential of home-based provision Evidence suggests that, with the right support, these settings can deliver quality early learning at scale – particularly in communities where more formal infrastructure may remain out of reach This is precisely what SmartStart has been doing since 2015. It is an example of how government can harness the energy and effectiveness of informal socio-economic networks These networks support local economies, particularly in areas where formal markets and institutions are weak or inaccessible 14

THE SMARTSTART MODEL

As the country’s first and largest early-learning delivery platform, SmartStart enables delivery at scale through a network of partners and branches that train and support early learning practitioners to implement a standardised, evidencebased programme for children aged three to five The model is a social franchise that offers a scalable solution in communities where access to ELPs is limited, and purpose-built infrastructure is constrained by broader socio-economic conditions Through its network, SmartStart recruits and trains practitioners to run their own programmes

Backed by evidence and global best practice, the SmartStart programme equips three- to five-year-old children with the foundational skills they need to learn more complex concepts later on At the same time, it enables practitioners to earn

Stach M and Motsoeneng P 2022 Practitioner training mentoring and support in Early Learning Programme quality Action Brief

Available at: https://tinyurl com/54crdrrj

Department of Basic Education 2021 Early Childhood Development Census Pretoria

Available at: https://datadrive2030 co za/wp-content/uploads/2022/09/ecdc-2021report pdf

Department of Basic Education of the Republic of South Africa 2023 South Africa’s Strategy for Early Childhood Development Programmes Pretoria p 18

Available here: https://tinyurl com/5duvf7j2

here: https://smartstart org za/files/briefing-1 pdf

an income as micro-social entrepreneurs, building a growing cohort that could be integrated into a future national ECD service delivery system

SmartStart has reached nearly 300 000 children since its inception, through approximately 22 000 practitioners across nine provinces.15

SmartStart’s bold and ambitious work in low- income communities is spurred by the conviction that children who attend quality ELPs have a much better chance of thriving compared to children who do not.

SMARTSTART CHILD OUTCOMES EVALUATION IN 2023

In 2023, SmartStart evaluated the efficacy of its programmes using the Early Learning Outcomes Measure (ELOM) – a set of population-based child assessment tools designed to determine whether children are developmentally on track for their age Independent researchers tracked the progress of a representative sample of 551 children in 325 SmartStart ELPs over an eight-month period They found that overall, and adjusted for age maturation, the percentage of children developmentally on track increased by 20 points during the research period, from 45% to 65%, while the proportion of children who were falling behind nearly halved The biggest improvements were observed in early maths, followed by fine motor skills and early literacy. This evaluation shows that SmartStart is shifting outcomes for children

But how do these early gains translate into the transition to formal schooling? A SmartStart-commissioned study explored this by gathering insights from teachers, parents, and children themselves The research focused on a group of eight- to 13-year-olds from rural and urban areas in four provinces (Gauteng, KwaZulu-Natal, the Western Cape and the Eastern Cape) between November 2023 and April 2024 This smallscale qualitative research study set out to document the children’s experiences of their education journeys and the perceived benefits of early learning in preparing them for ‘big school’

SMARTSTART ALUMNI RESEARCH FINDINGS

The alumni research found that SmartStart not only improved access to early learning in low-income communities, but also provided quality early learning, ensuring that children had access to the best foundation to start school

The following are the major findings of the as-yet-unpublished report:

1 SmartStart has transformed and improved the value of early learning in low-income communities. Previously, parents only associated early learning with a place where their children could go to play and sleep while they were at work In communities where SmartStart programmes exist, early learning is now increasingly associated with children acquiring important academic and life skills

“SmartStart is raising awareness regarding the importance of early learning because if your child goes to SmartStart, the teachers provide workshops that train parents on how to make sure early learning continues in the home.”

- Anonymous parent, Gauteng

“I only learned that early learning is important to build self-esteem [and] prepare kids for primary school so that they are able to grasp things fast, when my child went to a SmartStart centre.”

– Anonymous, parent, Gauteng

SmartStart children receive a superior early learning curriculum, resulting in better academic and life skills. These include legible handwriting and the ability to follow a school routine, engage in storytelling, and share with other children before starting Grade R Interviews with teachers and parents in the community highlight a widely held belief that children enrolled in SmartStart benefit from a top-notch early learning curriculum

The programme equips them with essential academic and life skills, which are often not found in other early education settings in low-income areas Notably, parents of children who have graduated from SmartStart often choose to enrol their younger children in the same programme, foregoing other options Some even go to great lengths and make financial sacrifices to ensure their children continue experiencing the advantages that come with SmartStart

SmartStart has raised the bar on what parents expect of early learning practitioners. Parents expressed that it was only after discovering SmartStart that they began to form clear expectations regarding the quality and content of ELPs, as well as the characteristics they desire in early learning practitioners In communities where SmartStart is well-integrated, parents now view a skilled and capable early learning practitioner as someone who has received training through SmartStart.

SmartStart offers a range of activities and support aimed at engaging parents regularly These include parent meetings and end-of-term reports that keep caregivers informed about their child's progress. Additionally, there are initiatives designed to boost parent participation in early learning

“SmartStart

is so good that even though I have now moved and live far from the nearest SmartStart creche, I pay for transport fees for my youngest child to attend there because I have seen the difference they have made in my older child’s academic preparation for primary school.”

Anonymous parent, Gauteng

“With my own children, I did not know that a preschool teacher has to be someone who has received formal training. We thought people who open creches are just ordinary women who love children and maybe who want to do this as a business. But once my grandchild, the one who is [now] in Grade 4, went to SmartStart and I learnt that his teacher is well-trained, we said ‘no man not just anybody can open a creche’, because you can see it in the children if a [preschool] teacher is properly trained.”

Anonymous grandparent, KwaZulu-Natal

SmartStart alumni can clearly articulate, symbolically or otherwise, that their SmartStart early learning foundation has not only made it easy to adapt and excel in primary school, but has filled them with hope for and confidence about their future. SmartStart alumni exhibited remarkable analytical abilities and critical reflection skills, which are not commonly depicted in portrayals of low-income children

These traits were evidenced in the photographs that the alumni took for the Photovoice component of the study For instance, one memorable photograph taken by a SmartStart alumnus from Gauteng depicted a playground with a swing, and when researchers asked the child to share what the picture symbolised, they said the swing reminded them of how their SmartStart teacher was always there to propel them forward when they were struggling to learn something new

Below is a list of the academic and life skills that were corroborated by the alumni children’s teachers and parents.

SmartStart has transformed how the education system connects to the realities of low-income communities, by making early learning not only physically accessible but also embedded within the social ecosystem of villages, townships and informal settlements. Parents place high value on the convenience and psychosocial reassurance that comes with placing their children in SmartStart programmes, as a result of these creches being physically, socially and culturally embedded in their communities.

LIFE SKILLS: ACADEMIC SKILLS:

Gross and fine motor skills

Basic numeric skills (counting, the ability to identify/recognise and write numbers)

The ability to identify all of the letters of the alphabet

Most children exit fully competent in writing their names.

Most children exit able to tell stories, repeat stories read to them, and know how to pay attention and sit quietly during story time

Children exit able to convey what they are learning at school to others

Respect and discipline

The ability to follow a routine

The ability to follow instructions

The ability to socialise with other children in a kind manner

An understanding of the value of being helpful to others

Psychological and social preparedness for primary school.

“Even if I was not able to pick up my child, the creche owner was able to keep her and I had no problem because I know her, we

go to church and even masingcwabisane (burial society) together.” –

Anonymous parent, KwaZulu-Natal

THE VALUE OF HOME-BASED LEARNING

These findings suggest that the effectiveness of the SmartStart model in early learning may lie not in its homebased approach as a secondary factor, but in its role as a core feature of the programme By addressing not only the tangible barriers but also the myriad intangible psychosocial, cultural, and practical challenges that can hinder low- income children's access to early learning opportunities, SmartStart demonstrates that home-based early education can transform and decolonise the traditional understanding of early childhood development. This transformation aligns more closely with the lived experiences and practices of marginalised communities

MORE SUPPORT IS NEEDED

The insights into the significant impact of home-based facilities should not be seen to imply that home-based ELPs are free from challenges requiring urgent attention from stakeholders and decision-makers In fact, individual interviews with SmartStart practitioners clearly revealed that the potential of home-based ELPs must be strengthened and maintained through supportive legislation, investment in the infrastructure of these facilities, and assistance in income generation

Additionally, it is important to recognise the extra support needed by practitioners Both government and private sector stakeholders must understand that low-income communities rely heavily on the selfless efforts of women in low-income communities, who operate under extremely challenging structural conditions and therefore require substantial support that goes beyond what civil society partners like SmartStart can offer

WHAT’S NEXT?

TheSmartStart programmeshows that building on existing resources such as home-based learning, and strengthening them with key quality elements like practitioner training, a strong programme design, and ongoing support, offers a valuable yet underused approach

It is up to the public and private sector, and all those who want a better future for our children, to embrace that approach.

This learning brief was developed by Hopolang Selebalo, Yanga Zembe and Daniella Horwitz, and edited by Rahima Essop.

THE LEGACY OF DOUGLAS AND ELEANOR MURRAY

DGMT is a South African foundation built on endowments from Douglas and Eleanor Murray to promote charitable, educational, philanthropic and artistic purposes within South Africa. Douglas Murray was the son of, and successor to, John Murray, the founder of the Cape-based construction company, Murray and Stewart, which was established in 1902. This company merged in 19 with Roberts Construction to become Murray & Roberts, with the parent Trusts as the main shareholders. In 19 9, the Trusts combined to form the DG Murray Trust as the main shareholder before the company was publicly listed. Subsequently, the Trust relinquished its ownership to a major fnance house. Eleanor Murray remained actively engaged in the work of the Trust until her death in 1993.

The Foundation is now the holder of a portfolio of widely diversifed assets, which reduces the risks in funding the achievement of its strategic objectives. DGMT currently distributes about R200 million per year and leverages and manages a similar amount of funding through joint ventures with other investors. DGMT’s ultimate goal is to create an ethical and enabling environment where human needs and aspirations are met; where every person is given the opportunity to fulfl their potential, for both personal beneft and for that of the wider community.

By investing in South Africa’s potential we aim to:

› Create opportunity for personal growth and development that will encourage people to achieve their potential.

› Help reduce the gradients that people face in trying to seize those opportunities.

› Afrm the value and dignity of those who feel most marginalised and devalued by society.

The DGMT Board

TRUSTEES Mvuyo Tom (Chairperson) - Ameen Amod - Shirley Mabusela Murphy Morobe - Hugo Nelson - Diane Radley - Edgar Pieterse

CHIEF EXECUTIVE OFFICER David Harrison