Learning Briefs: Creative Learners


Volunteer-driven literacy programmes in schools: why parents and teachers join, and why they stay

The degree to which children acquire language skills is a strong predictor of future academic success, educational attainment, employment and income.  In fact, reading is a powerful tool to tackle poverty and inequality: when children read for pleasure, it has a greater effect on their educational achievement than their family’s socio-economic status. There is thus […]

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Posted on 30 September 2016

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Kindling for the Sparks

In this guest blog, Merran Roy, the founder of Intlantsi Creative Development Project in Peddie, Eastern Cape, reflects on her role as a project founder in a disadvantaged community, and what it’s taught her about sustainability, “rescuing” and resourcefulness. The Intlantsi Creative Development Project was born in 2012.  Intlantsi – “spark” in isiXhosa – recruits […]

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Posted on 8 September 2016

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Four key elements of an effective learning environment and practical strategies to achieve it in a rural environment

Axium Education is an NPO based in Zithulele, in the rural Eastern Cape. For the past two years, DGMT has supported three of its educational programmes: the Community Reading Programme (in-school early literacy support for Grade R-3), the MasaKHANe programme (after-school Maths and English support for Grade 6-9) and the Ekukhuleni programme (after-school/weekend Maths, Science […]

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Posted on 15 August 2016

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Yes, we can: the ‘how to’ of creating school libraries that support self-directed approaches to learning.

The Bookery facilitates the development of support structures in under-resourced schools to create an optimal environment to deliver sustained literacy programmes. Their goal is to see school libraries as spaces that engender creativity, learning, critical thinking, literacy development and a desire to explore knowledge. To date, they have supported the establishment of forty school libraries. […]

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Posted on 19 February 2015

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Developing the Shine Centre Model as a social franchise – key considerations

The Shine Centre delivers a literacy model aimed at Grade 2 and 3 second language children who are learning to read and write in English. In this brief, they reflect on the challenges of sharing their model with other organisations, while at the same time protecting the integrity of the Shine ‘brand’. Read the article here.

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Posted on 11 September 2014

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Nal’ibali Reading for Enjoyment Campaign

The Nal’ibali Reading for Enjoyment Campaign is a campaign with a difference. It starts from the premise that stories – oral and written – are as important for literacy development as the more technical aspects of learning to sound or spell out words, write neatly and do grammar. In this learning brief, campaign co-ordinator PRAESA, takes a critical […]

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Posted on 11 September 2014

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The FunDza Literacy Trust: Evaluating a technology-driven reading for pleasure programme

The FunDza Literacy Trust aims to get young South Africans reading for pleasure, by disseminating high-interest, locally generated reading content that can be accessed via cellphones. The fantastic thing about using a technology platform as its delivery mechanism is that it generates large amounts of data. FunDza can measure – within reason – who is […]

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Posted on 3 June 2014

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Working Rigorously With Stories: Introducing the Impact Story Tool

Stories told by programme beneficiaries can be useful when evaluating the effectiveness/impact of programmes.  However, because stories are subjective, on their own they are seldom regarded as sufficient evidence that a programme/intervention is effective.  Researchers have found numerous ways of addressing the concerns about the credibility of stories as an information source on the effectiveness […]

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Posted on 4 March 2014

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Learning from experience – Building a Monitoring and Evaluation system for FunDza

The FunDza Literacy Trust aims to improve reading for pleasure and access to interesting books for “book poor” teens and young adults from poor communities.  In early 2013, FunDza commissioned a literature review to investigate the current practice of measurement and evaluation in the fields of literacy and mobile learning to inform aspects of their […]

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Posted on 31 May 2013

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How can teachers be assisted to use learner results to inform effective teaching?

Significant improvements in learning can take place when teachers and learners are able to obtain and use information to help them establish where learners are in their learning.  JET carried out a pilot project to determine whether teachers could analyse and use common task assessment data, leading them to adapt their teaching strategies to improve […]

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Posted on 31 May 2013

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