Structured Learning Programmes and Sustainable Change

• In Event: Roundtable Session (Monday I)
  In Refereed Round-Table Session: Policy, monitoring & evaluation

Proposal

Since the formulation of a National Development Plan in 2013, government, civil society, business and labour have re-enforced the need for urgent change in education quality and delivery especially in mathematics, english and science. Despite having a well supported national curriuclum, the system has struggled to achieve better education outcomes. The 'triple cocktail' approach using Structured Learning Programmes has been widely adopted at district and school levels. This paper presents empirical evidence over 3 years from a number of large scale analyses of education outcomes since the introduction of this approach to improving content and methodology. Change is taking root through better curriuclum coverage. It takes account of similar interventions in Kenya such as the Tusome (early grade literacy) programme and examines the potential for sustained education transformation in an African middle income country context.

Authors

• Dhianaraj Chetty, National Education Collaboration Trust (South Africa)

• Godwin Khosa, National Education Collaboration Trust (South Africa)