In addition to continued work to improve learning outcomes over the past 30 years, the Zenex Foundation has invested in strengthening South Africa’s education ecosystem by enabling the people who do this work.
A powerful example of this strategy is Zenex’s Education Evaluation and Research Capacity Building Programme, a long-term partnership aimed at transforming the face of educational research and evaluation in South Africa, implemented with a range of partners including the Department of Basic Education (DBE).
The programme is deliberate in its intent: to nurture a new generation of researchers who bring diverse perspectives, lived experiences, and analytical depth to education research, a space that historically has lacked transformation.
By supporting the DBE with additional capacity, in the form of research associates, the programme creates an ecosystem where learning, mentorship, and transformation intersect, shaping a stronger, more inclusive research community for the future.
Creating Space for Representation and Belonging
For the three current research associates, Lunga Swelindawo, Zamangwe Zwane, and Asanda Lobelo, this opportunity represents more than just professional growth; it is about presence, participation, and purpose.
“What stood out for me,” says Asanda, “was the sense of community this programme has created. A space where young Black professionals are intentionally supported, mentored, and challenged. For so long, people who look like us haven’t always had the loudest voices in research rooms. This programme is changing that.”
For Lunga, who joined the DBE as part of a Zenex-supported early grade mathematics research project, the experience has been transformative:
“It’s rare to find a funder that is so intentional about developing young Black researchers. Through this placement, I’ve gained the skills, confidence, and community that help me stand tall in spaces that once felt inaccessible.”
Similarly, Zamangwe reflects on how this opportunity has shaped her professional trajectory:
“It’s provided me with the space to grow within the education system itself, to learn from experienced mentors while contributing to real, policy-shaping work. Without this partnership, I wouldn’t have had the same opportunity to do that.”
Bridging Theory and Practice
The programme’s design goes beyond academic development, it is about turning knowledge into action. Associates engage directly with the realities of education policy, implementation, and data-driven decision-making, bridging the gap between theory and practice.
“It’s one thing to understand research technically,” says Asanda, “but this programme has taught me how to do research that matters. Research that responds to the real needs of our education system. It’s not just about producing papers; it’s about generating insight that informs action.”
Lunga agrees, adding that the exposure to multidisciplinary projects within the DBE has been invaluable.
“We work on everything from district profiles and policy analysis to monitoring and evaluation of national programmes. It’s hands-on, demanding, and deeply rewarding because you see how your work directly contributes to improving the education landscape.”
This alignment between individual growth and national impact is what makes the Zenex–DBE partnership so powerful. It’s not simply about technical ability; it’s about building capacity that sustains itself, cultivating leadership and expertise that ripple outward into the broader system.
The Power of Partnership
At its heart, this initiative is a testament to the power of partnership between funders and public institutions. The DBE’s Research Coordination, Monitoring and Evaluation Directorate (RCME), under the leadership of Dr Stephen Taylor, has played a pivotal role in mentoring and integrating the research associates into the department’s strategic work.
“Our unit is small, but our mandate is large,” says Lunga. “Partnerships like this one with Zenex enable us to extend our reach, take on more projects, and deepen the quality of our research. Without these partnerships, much of this work simply wouldn’t be possible.”
Asanda adds that this collaboration demonstrates how transformation and excellence can go hand in hand:
“The partnership doesn’t just create jobs, it builds impact. It brings together the right combination of resources, expertise, and vision to make the work meaningful. It’s about co-creation.”
This model of partnership, one that empowers rather than prescribes, is emblematic of Zenex’s approach: to build from within the system, not outside it.
Changing the Face of Research
Beyond skills and experience, the programme is fundamentally about shifting the narrative of who holds knowledge and who defines the research agenda. Representation matters – not only for fairness, but because diverse perspectives lead to better, more relevant insights.
“When we talk about transformation,” Lunga reflects, “it’s not just about inclusion for its own sake. It’s about changing what gets researched and how. Different lived experiences shape different questions, and those questions ultimately drive better, more just education policy.”
This intentional diversification of thought is at the core of Zenex’s mission to make South African education more equitable and effective. By developing researchers who understand the communities they study and who carry those communities’ stories and struggles into the policy space, Zenex helps to ensure that education research reflects all of South Africa.
It All Adds Up: Building for the Next Generation
As the Zenex Foundation marks 30 years of impact, the voices of these young professionals echo a shared message of gratitude and pride.
“Congratulations to Zenex for 30 years of transformative investment in education,” says Zamangwe. “Your commitment to improving outcomes, especially in underserved communities, has changed lives – mine included. I hope the next 30 years continue to empower young people like us to make a lasting difference.”
Asanda adds:
“What I’ve always admired about Zenex is their commitment to co-creation. They’re not just a funder; they’re a partner in thinking, doing, and shaping the future. I hope they continue to lead in this way – grounded, collaborative, and deeply invested in quality.”
As we look ahead, one thing is clear: the future of education research in South Africa is brighter, more diverse, and more representative because of partnerships like this one.
