Programmes & Projects

This project focuses on identifying relevant models and approaches for implementing sustainable capacity development programmes when supporting teachers to improve teaching and learning for all learners, especially learners from poor and marginalized backgrounds.

• The purpose of the project is to pilot the relevance and applicability of different theories and approaches to the schooling context in South Africa, as well as to identify relevant models for supporting teachers to integrate assessment approaches into their pedagogical practices to identify, and address, the specific learning needs of all learners in schools across the different poverty quintiles.
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The project began with a series of studies using different models of support that included after-school sessions, whole-school workshops, as well as whole day workshops, usually implemented on a Friday or a Saturday. Research in this project is on-going, drawing on the range of projects that are implemented.

 The focus of this programme is to explore relevant approaches for supporting staff across Initial Teacher Education Programmes, to improve the assessment knowledge, understanding and skills of student teachers to better prepare them to function as effective teachers upon entering the schooling contexts.

The programme also aims to develop relevant assessment modules at the undergraduate level, aligning the teaching practicum to the modules presented, developing instruments for undertaking student teacher observations as well as improving the teacher practicum journal to enhance student teachers’ theoretical knowledge and practical skills. Research in this programme is ongoing drawing on studies and literature that are made available.

• The purpose was to provide support and guidance to schools and teachers to enhance their use of assessment for improving learning and teaching.
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• The project was implemented in two districts involving 100 schools and funded by the Zenex Foundation and the National Research Foundation.
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• The results of the randomised control trial indicate that the intervention had a positive impact on teachers’ pedagogical knowledge, understanding and practices.
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• Of note is that teachers in the intervention group from schools with limited resources and facilities (Quintile 1 to 3) demonstrated high level of knowledge and improved use of formative assessment practices compared to teachers from the better resourced quintile 4 and 5 schools.

• The Assessment for Learning in Africa (AFLA) capacity development project focused on developing teachers’ pedagogical and assessment skills for numeracy in foundation years.
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• The purpose of the AFLA programme was to empower teachers to use assessment for learning to enhance the learning of mathematics.
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• Specifically, the AFLA CPD programme aimed at developing and enhancing classroom pedagogical practices to address the challenges faced by teachers in impoverished South African schools.
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• The aim of the Reading and Leadership South Africa Programme (REAL-SA) was to strengthen capacity of key stakeholders to improve learning and teaching as well as to enhance parental engagement, accountability, and leadership for sustainability.

• The was funded by the European Union (EU) and implemented by UNICEF and the National Education Collaborative Trust (NECT) in collaboration with the DBE.
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• The Assessment for Learning sub-programme sought to enhance the capacity of subject advisors to improve the support provided to teachers to effectively integrate formative assessment into their pedagogical practices to identify and address the specific learning needs of all learners.
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• The project was implemented 26 districts across three provinces (EC, KZN and LP), involving 304 subject advisors in the GET phase. In each district, a series of five full-day workshops were conducted over a period of 4 to 6 months.

• The purpose of this project was to provide SADTU and NATU members with an orientation to the Assessment for Learning approach.
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• The project was implemented in three provinces and comprised two-day orientation workshops for selected members of NATU and SADTU.

• As part of the DBE Teacher Union Collaboration (TUC), SADTU, through the SADTU Curtis Nkondo Professional Development Institute, implemented a national Assessment for Learning capacity development programme for Master Teacher
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• The purpose of the programme is to:
• Enhance teachers’ knowledge, understanding and skills on the fundamentals of the Assessment for Learning approach, focusing on formative assessment
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• Support Master Teachers to develop the requisite workshop planning and facilitation skills to scale up the Assessment for Learning approach for other teachers to improve their pedagogical practices.
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• The project was implemented in all nine provinces, comprising four-day workshops and involving 420 teachers.

The focus of this voluntary initiative is to provide opportunities for researchers and academics to improve their knowledge, skills and capacity in the use of assessment identifying and addressing the needs of learners, specifically learners from poor and marginalised backgrounds.

This project is implemented through providing opportunities for researchers and academics to participate in workshops, seminars and projects that are presented.

The Primary Teacher Education (PrimTEd) project was initiative of the Department of Higher Education and Training (DHET) a part of in the Teaching and Learning Development Capacity Improvement Programme (TLDCIP) that covers areas of Primary teacher education.

The Assessment Workstream is led by Kelello and comprises a group of voluntary staff from 14 different universities.

The focus of the Assessment Workstream is to enhance the use of assessment for improving lecturers’ capacity to improve their teaching and learning within their programmes

To date the project has conducted several workshops in item and test development, the use of standards-based reporting and the implementation of an item bank for use by lecturers to assess the mathematics and language competencies of their students.