The Zenex Foundation has commissioned a number of research and evaluation studies since its inception in 1995, and from which the Foundation draws lessons that inform programme development, policy and practice.
The most recent research and evaluation reports are clustered under five categories, with a brief summary of each report available for download once you click through to a specific category below. The categories are:
This study explored the nature of the interaction and engagement that occurs in multilingual learning environments through investigating teacher practices and learner performance in both their Home Languages and English in Grades 1- 3.
Evaluation of the support provided through the Education Support Development Centres (EDSC), a large-scale initiative implemented by the North West Department of Education in rural areas, which would act as decentralised delivery points for a range of educational (and social) services.
An evaluation of a project implemented in partnership with Mathematics Centre and READ Educational Trust, with Nelson Mandela Metropolitan University providing theoretical input and the BEd course. Mathematics Centre and READ offered practical input to assist educators improve the content knowledge that was not covered in the BEd course and pedagogical skills through workshops and school-support visits.
This is the evaluation of the project implemented in 20 primary schools in the Uitenhage area in the Eastern Cape. The majority of schools were former Department of Education and Training schools and were located in townships or peri-urban areas.
In 2007, the Zenex Foundation launched an initiative to impact school improvement. The project was rolled out from 2007 – 2009, and a revised project rolled out from 2010 – 2011. The main goal of the initiative was defined as increasing learner success, particularly in English, Mathematics and Science, supporting school management and improving the quality of classroom teaching. The evaluation report documents and discusses the final outcomes of the project. Given the constraints in the design as well as methodology and logistics, the evaluation study is best described as an outcome evaluation study and not an impact evaluation study.
The project supplied Mathematics Manipulatives equipment and trained educators at 15 primary and six secondary schools in the general Soweto area. The equipment was designed to facilitate the concrete understanding of Mathematical concepts by educators for the purpose of transferring this knowledge to learners in lessons that incorporated the use of the equipment.
This snapshot review aims to generate insight on the rate of implementation; adoption and uptake of curriculum trackers and Foundation Phase Heads of Department (HODs) supervision and support to Foundation Phase teachers, through the adoption of the structured learning programmes.
The Grade 4 Reading Catch-up programme was implemented in 2011 by the Gauteng Department of Education (GDE) to remediate the inadequate levels of English competence amongst learners who were part of the GDE’s Gauteng Primary Literacy and Mathematics Strategy (GPLMS).