OLD MUTUAL EDUCATION FLAGSHIP LEGACY 2013 - 2019 DO GREAT THINGS EVERY DAY
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OLD MUTUAL
EDUCATION FLAGSHIP LEGACY
2013 – 2019
DO GREAT THINGS EVERY DAY
CONTENTS
03 04 06 10
DIRECTOR’S MESSAGE FOREWORD EXECUTIVE SUMMARY OBJECTIVES
By Maserame Mouyeme By Crispin Sonn Summary of achievements Africa’s young people will
against objectives no longer be held back by
low expectations.
16
OVERVIEW
22 26 28
PROGRAMME AT A COLLABORATION & EXPENDITURE
MESSAGE FROM MASER AME MOUYEME
We work across the educational value chain,
specifically thinking about how the resources
The report also looks GLANCE PARTNERSHIPS OMEFP Expenditure
we plough into the sector can have a much
at the service provider Programme Old Mutual is the anchor of 2013 – 2019
assessments implementation the NECT broader impact. For example, it’s a good
idea to invest in learner education through
bursaries and the like. However, if you are not
36 44 48
also thinking about things like infrastructure
and leadership development in that space, the
impact will be limited.
Over the last seven years, the Group has
OUTCOMES EXIT STRATEGY WHAT’S NEXT?
Building strong Flagship legacy Improving the quality of ploughed over R300 million into leadership
governance and education development programmes for teachers and
leadership
principals at schools across South Africa
alongside learner support, in order to raise the
bar significantly around the delivery of quality
education that changes lives. Old Mutual’s
commitment and work continues!
04
04 05
We endeavoured to support a range and to create a platform against which we
of projects, so at first we brought in could measure our impact and success.
experts to help form the policy and Once we understood the system, we were
Former
funding framework internally, which able to adapt quickly and to identify good
Old Mutual the Foundation then undertook to partners and align with them in pursuit of
Foundation execute externally. worthwhile goals.
Chairman
Crispin Sonn:
An executive In the beginning, we also invested in We worked with good NGO’s who
at Old Mutual
for 11 years, and programmes which seemed innovative are subject matter experts and were
chairman of and ground-breaking at face value; committed to exceptional outcomes.
the Old Mutual
Foundation however, we soon found that many We learnt that despite the criticism the
during the NGOs running these programmes were Department of Basic Education endures,
period of the
OMEFP.
innovative but we struggled to assess it has pockets of excellence, sprinkled
or justify the cost versus the potential with people for whom education and
FOREWORD
value of the outcome. Fortunately, when human development is still a calling and
we stopped rushing towards the ‘noise’, not just a job.
and focussed on where we assessed the
need to be, it led us to partnerships with We learnt that where trade unions
NGOs that really made a difference and approach their mandate with
understood the underlying challenges. commitment and professionalism
they improve situations and become
Doing our own assessment and hard work invaluable allies. We learnt that
The seven-year Old Mutual Education Flagship Maths and Science are also crucial in any at the outset, understanding the root universities are a critical part of the chain
Programme (OMEFP) has been a journey of competitive economy. We compared South cause problems, identifying partners with of continuous research, development
learning, adjusting and constantly seeking Africa’s Maths and Science outcomes to peer the appropriate skill and fit, contracting for and improvement. Without access
where the need is as opposed to where the countries, and South Africa didn’t do very outcomes as opposed to inputs only, were to academics, who are committed to
noise is. Although the OMEFP got off to a rocky well. If we don’t do something to improve our some valuable lessons learnt. research and empirical evidence, the
Maths and Science outcomes, the economic journey to a world-class education system
start, Old Mutual Foundation was able to adjust
growth required to secure full employment We also learnt that assumption is the will be much longer and riskier.
quickly to ensure that the programme has had
will be unattainable. mother of most disasters. We thought
a meaningful and measurable impact after
seven years. we understood the system, but when we It is my hope that these lessons will be
When we kicked off the programme, we were dug a little deeper, we discovered our preserved and will serve the Old Mutual
led to believe that the missing ingredient assumptions were frequently wrong or Foundation well when it undertakes
The Old Mutual Foundation decided to launch was funding as the key to improve Maths there was a level of complexity we had similar programmes in future.
the seven-year OMEFP as one of our four and Science outcomes. We soon realised missed.
focus areas, i.e. education, skills development, that it wasn’t only a matter of funding for
enterprise development, and staff volunteerism. interventions at teaching, content and In hindsight, we should have done a Former Old Mutual Foundation Chairman
resource level, but that the education baseline study before we launched Crispin Sonn:
It takes a minimum of three to four years to management system itself was dysfunctional. the programme to gain a better Pinpointing education challenges to
affect any kind of social change, so we wanted We then shifted our focus to teacher and understanding of the education system improve Maths and Science outcomes
the OMEFP to run for at least seven years to leadership development at schools.
create a measurable and meaningful outcome.
We wanted a sustainable, stay-through We visited two schools in the same street in
programme that could be evaluated on an Limpopo Province. The one school was under
annual basis to determine whether we were resourced, lacked the proper support and
reaching the desired outcomes. appeared quite dysfunctional, while the other
school was a model school. Our observation
We focus on education as enlightened self- was that it had a lot to do with the quality of
interest. Old Mutual is dependent on well- the school management and the competency
educated employees with strong Maths skills; of the school principal. Mentoring principals
thus, when we invest in education, we’re and equipping them with sound leadership
also investing in our future employees. Our skills consequently became a top priority for
approach at the Foundation is that of venture the Foundation.
capitalists with the distinct difference that we
measure returns in terms of social outcomes.
07
EXECUTIVE Without education your
children can never really meet
the challenges they face...”
SUMMARY Nelson Mandela
08
08 09
which R224 million went directly to beneficiaries and learners in four provinces. Old Mutual set a
related to the project school, R61 million went target to reach ten districts, 250 schools and 250
towards adhoc education-related donations 000 learners over the seven years. The project
and R30 million to operational costs. The R224 achieved and exceeded those targets.
million, paid for three types of initiatives: Ss\
school level – R189 million, NECT – R27.2 million This report unpacks the project delivery,
and scholarships – R7.2 million. challenges, learnings, and outcomes of the
different programmes. We cannot fully attribute
The rationale for intervening in the three levels the evident success in some of the schools
was to ensure that OMEFP is contributing to directly to the project because of the complexity
education development from several angles, of the schooling and education environment.
using complementary and mutually reinforcing
interventions. Within school level education, the However, while the monitoring and evaluation
OMEFP has intervened in three areas: leadership methodology and strategy employed in the
development, educator development in the programme was inconsistent, that does not
teaching of Mathematics and Physical Sciences suggest that there are no positive gains to
and learner development in Mathematics and report. While there is no direct attribution of the
Physical Sciences. The bulk of the investment success of individual schools and beneficiaries to
paid for leadership development of school the OMEFP programme, the value collected in
SUMMARY OF
management teams (SMTs). lessons is undeniable. There is vital importance
in the growth and progress made by individuals
ACHIEVEMENTS
In practice, Old Mutual’s approach has been to and some of the schools Old Mutual has
support several different projects, implemented supported over the years.
AGAINST
by multiple partners, spread across many schools
OBJECTIVES
EXECUTIVE
OBJECTIVES
OUTCOME
250
250
SUMMARY The 2013 mandate was
to reach 250 schools
in ten circuits over the
seven-year period, with
10
the intention of positively
influencing the lives of 7
The strategic intent of the Old Mutual Education 250 000 learners over
Flagship programme (OMEFP) was to create that period. The project
has exceeded the targets,
a programme with coordinated activities and having worked with 327
partnerships for positive impact in the education schools, and 253 000
learners have benefitted. 327
sector. The plan was launched in 2013 as a seven-
The primary goal of the
year programme and was in its seventh and last project was to increase 11
year in 2019. the number of learners
in the supported schools
who pass matric with
In the seven years from 2013 to the end of 2019, Mathematics and 7
Physical Sciences.
we spent over R316 million on the project. The By 2019, 330 learners
achieved distinctions in
breakdown comprises over R224 million in Mathematics and 406 in
direct expenditure on three types of education Physical Sciences.
DISTRICTS
initiatives: at school level across four provinces,
SCHOOLS
tertiary scholarships (R7.2 million), and national
YEARS
interventions aimed at the education system as a
whole, the National Education Collaboration Trust
(NECT). Old Mutual spent over R316 million, of
10
10 11
SUMMARY OF
ACHIEVEMENTS
AGAINST
OBJECTIVES.
The 2013 mandate was to reach 250 schools, in many students will have graduated by the end
ten circuits, in four provinces over the seven- of 2021, we can conclude that the scholarship
year period, with the intention of positively fund had a 73% throughput rate. Apart from
influencing the lives of at least 250 000 learners. increasing the number of learners who passed
The project exceeded the targets, having worked matric with Mathematics and Physical Sciences,
with 327 schools, and through it’s initiatives the programme also aimed to build the
directly with schools and its support for systemic leadership and management capabilities of
interventations such as NECT and PILO, it has principals and senior management teams to
benefited 253 000 learners. strengthen the governance capacity of school
governing bodies. Linked to the Mathematics
The primary goal of the project was to and Physical Sciences objective, enhancing the
increase the number of learners in the classroom teaching skills of Mathematics and
supported schools who passed matric with Physical Sciences educators was another focus
Mathematics and Physical Sciences. By the area.
end of 2019, 330 learners achieved distinctions
in Mathematics, and 406 achieved distinctions No targets were set at the beginning of the
in Physical Sciences. project, which we might have compared with
the number of people eventually trained. This
From 2016, Old Mutual awarded higher hinders the extent to which we can measure
education scholarships to learners who impact. We have factored this in as a major
matriculated from supported schools. They lesson learned for Phase 2 of the Education
enrolled for various degrees in STEM careers. Flagship. However, in the seven years from 2013
So far, 21 of them have completed their to 2019, Old Mutual funding made it possible for
OBJECTIVES
undergraduate degrees; seven have gone on 3353 teachers to receive training in various skills,
to pursue postgraduate degrees, and one, including computer and data management skills
studying medicine, will graduate at the end through data-driven districts. Over and above the
of 2021. Unfortunately, we financially excluded teachers, 2838 leaders were trained, including
eight of the 30, as they were not academically circuit managers, school management teams
progressing as required. If one looks at how and school governing bodies.
12
12 13
The question is, apart from the
numbers we quoted, can one say the
capabilities of school management
teams have changed?”
We believe so, through programmes such Sciences can be counted, which means 2 067
as the Programme to Improve Learning learners matriculated with an average of 50%
Outcomes (PILO) and the National Education and more. There are also a few schools that
Collaboration Trust (NECT), which were driven stand out, such as Richard Varha, a quintile three
on scale to enhance curriculum management school situated in Dimbaza, in the Eastern Cape:
through instructional leaders. These two The pass rate has consistently been above 80%
programmes had a wider reach and they both with a bachelor pass rate above 60%. Qaqamba
report positive gains. Senior Secondary School had a 16% pass rate in
2016. From this dismal performance, the school
We later made funds available in 2019 to provide progressed from strength to strength, to a
a similar programme in the 100% pass rate in 2019 and a bachelor pass rate
Free State, similar to the one of 58,3%. Both principals attribute their ability
implemented in KZN by PILO. to lead their schools to better outcomes to the
The Free State DoE approached leadership programme funded by Old Mutual
us; given the success of since 2013.
the PILO programme in
KZN, they wanted a similar Another evaluation by the University of the
Another
evaluation done
programme rolled out in the Free State indicates significant improvements
by University Free State province. There is in bachelor pass rates in some of the schools
of the Free also a leadership programme funded by the project in Motheo, Buffalo City,
State indicates
significant by SEED Educational Trust, Nelson Mandela Metro and King Williams Town.
improvements which combines instructional
in bachelor pass
rates in some leadership principles with TABLE 1 - LISTS EXAMPLES BELOW:
of the schools higher-order skills such
funded by the
project as change management, 2012
understanding self, conflict School Name District
Prov- Bach%: 2019
Africa’s young people will no longer be
ince Prior to the Bach%
management and so forth. Included in this is Project
a mentorship programme designed for circuit Richard Varha High Eastern
held back by low expectations. Africa
Buffalo City 15,7% 62,4%
School Cape
managers on how best to manage, coach and Qaqamba Senior
Buffalo City 10,3% 58,3%
support schools. The SEED programme was Secondary
will produce scientists, engineers, made available to 103 circuit managers in the
Eastern Cape, which covered all the districts.
Ndyebo Senior Secondary
Nelson
Mandela
Metro
25,8% 52,7%
entrepreneurs whose names will one day When one looks at the average bachelor passes
Lumko High School
Duncan
Village
22,0% 51,5%
be famous in every corner of the world.
Nelson
achieved by 56 senior secondary schools before Douglas Mbopa Senior Mandela 23,5% 50,3%
Metro
the commencement of the programme, the
And girls will be a huge part of this story.”
Goronvane Senior Free
schools improved from a 17,7% bachelor pass Secondary
Motheo
State
21,7% 57,6%
rate in 2012 to 30,7% by 2019. A total of 2 067 Senakangwedi Senior
Motheo 14,5% 50,8%
Secondary
bachelor passes with Mathematics and Physical
14
14 INSIGHT 15
A PRINCIPAL
and the school lacked discipline. The school says Lugodlo. ‘During meetings or gatherings, I
didn’t function as a unit; there was a lot of would even address the school as “family”. This
conflict and people were against each other. had a huge impact on people’s attitudes and
There were also no consequences for bad behaviour, and soon we were working together
behaviour or work not done.’ rather than against each other.’
WHO LEADS One of the first steps to change this toxic
environment was to change the culture of the
school and to establish values that would guide
everyone’s conduct.
As the school began functioning better and
meeting its goals, Lugodlo kept in mind what he
learnt in the leadership programme. ‘You have to
be better than before. It is necessary to evaluate
HIS SCHOOL TO
and change your behaviour, goals or strategies
Under the watchful eye of SEED Educational in order to improve the outcomes. This is the
Trust, Lugodlo established three core values reason that we went from a 16% matric pass rate
for his school: Accountability, Discipline and to a 100% pass rate in only three years – we would
Professionalism. identify weak areas and work towards improving
them.’
REMARKABLE
Accountability: ‘Without clear goals, everybody
did their own thing. Setting goals for ourselves Lugodlo left Qaqamba Secondary School at the
was the first step to start holding each other beginning of 2020 to take up a principalship at
accountable. There needed to be pressure in the Hector Peterson High School in King William’s
form of deadlines, and consequences if these Town, another OMEF school. Hector Peterson
RESULTS 89%
deadlines weren’t met. Of course, it wasn’t about used to be amongst the best schools in the
punishing people, but rather about motivating region until the former principal retired in about
and encouraging them to meet these goals.’ 2017. In the two and half intervening years it
had deteriorated somewhat, and Lugodlo was
Discipline: ‘Discipline was lacking and learners entrusted with restoring it to its former glory.
would rather smoke weed than go to class. As a
school it was important to implement rules that Lugodlo has many plans for his new school.
LUGODLO HAS MANY PLANS FOR HIS NEW SCHOOL. ‘COVID-19 HAS BROUGHT ON everyone was expected to follow. If the rules were ‘Covid-19 has brought on new challenges, but
NEW CHALLENGES, BUT IT WILL NOT DETER US. WE WANT TO IMPROVE LAST’S YEAR broken, there would be consequences.’ it will not deter us. We want to improve last
PASS RATE OF 81% TO 89% THIS YEAR. years pass rate of 81% to 89% this year. We have
Professionalism: ‘At all times staff members of excellent Physical Sciences teachers and I would
the school were expected to act professionally like to establish this school as a Science school.
QAQAMBA and to treat each other with respect.’ The OMEF programme has taught me to make
changes gradually and always to give a good
With clear core values, the school started reason why a change is necessary. We, as staff,
are already on the same team, working towards
SECONDARY SCHOOL
functioning as a unit that worked together
towards a common goal. ‘We became a family,’ the same outcomes.’
In 2016, Qaqamba Secondary School in the in a more productive, results-driven direction.
Eastern Cape had a 16% matric pass rate. The leadership programme included attending
Three years later, in 2019, they surpassed all courses, presentations and conferences on
expectations and achieved a 100% pass rate. leadership and receiving constant mentorship.
How is such a rapid degree of change possible? The programme also ran a competition
According to Luzuko Lugodlo, their principal, between principals that encouraged them to
until the end of 2019, it was all thanks to the Old make a positive impact in their schools and
Mutual Education Flagship (OMEF) programme, communities, with much-needed cash prizes for
which invested in him as a principal. their schools up for grabs.
From 2016 to 2018, Lugodlo took part in the ‘When I started at Qaqamba school, human
OMEF leadership programme, which helped him relations were really bad,’ says Lugodlo, ‘There
to become a better leader and to steer his school was no respect between learners and teachers,
16
16 17
THE
REPORT
This part of the report focuses on the strategic review of the project by Trialogue in 2019
to highlight reach, spend and strategic weaknesses of the implementation model.
Old Mutual Foundation’s seven years of close At the close of the OMFEP, we also asked all
involvement in education comprised numerous service providers to submit close-out reports
projects, service providers, levels of intervention, about their achievements in each region. From
and degrees of involvement. the collation of those reports, we extrapolated
the challenges, outcomes, recommendations
To ascertain our level of success in the and lessons learned, so that we could improve
programme, we had the achievements of on our long-term strategy for educational
the seven years reviewed by Trialogue, a CSI support. Service providers were also asked to list
consultancy firm with over two decades of the kinds of resources they had left behind in
industry research and experience. In this report, the schools to ensure that gains achieved there
we refer frequently to Trialogue’s review. were not lost, once the project had exited.
Their comments provided tremendous insight The report also looks at the service provider
into the strengths and weaknesses of the assessments that show whether they
programme and will certainly guide all further thought the work they did in the schools
involvement in education in the future. would be sustained.
OVERVIEW
18
18 19
STRATEGIC INTENT OF THE
EDUCATION
FLAGSHIP
PROGRAMME
The strategic intent of the Old Mutual support in other areas if effective leadership is
Education Flagship programme was to create not in place.
a programme with coordinated activities and
partnerships around a primary objective in the Several primary and secondary objectives were
education sector. The plan was launched in identified at the outset of the programme and
2013 as a seven-year programme and was in its throughout the implementation, with slight
seventh year in 2019. The primary purpose at shifts over the years. Common goals running
the time was defined as: throughout the programme are depicted
in Table 2. The objectives were defined at a
Increase the number of Grade 12 learners who high level, with broad targets assigned, not to
pass Mathematics and Physical Sciences in specific goals but rather to the reach of the
under-performing schools. programme
TABLE 2 - OBJECTIVES OF THE PROGRAMME:
The broad theory of change was that Old At the outset, there were no targets elevated
Mutual should take a holistic and whole- against the primary and secondary objectives The Overarching Objective of OMEFP
school development approach to intervening or definitions of success beyond overall reach
at schools. In line with this approach, support i.e. for the programme to benefit 250 000 Increase the number of Grade 12 learners who pass Mathematics and Physical Sciences in underperforming
schools.
for school leadership development was Old learners. Thus, it was difficult to assess the
Mutual’ s starting point and core focus. Thus, extent to which the programme achieved Sub-Objectives
a secondary and precursory objective was other purposes other than reach. Increase bachelor passes with Mathematics and Physical Sciences.
developed: Building the management and
Build strong leadership capability at the district level.
leadership capacity of under-performing
schools. Build strong leadership capability in schools
Capacitate Mathematics and Physical Sciences educators and district officials (Subject advisors).
Support for school leadership and governance
Reinforce and sustain change through Communities of Practices (CoP’s).
became the central aspect of the programme,
and this is reflected in the expenditure break- Secondary Sub-Objectives
down over the years. The teacher development Improve the teaching and learning environment in schools with a focus on Mathematics and Physical Sciences.
and learner development elements of the
Ensure appropriate selection of intervention sites.
whole-school development approach were
brought in as complementary interventions. Foster community involvement in the school.
This is an essential foundation for whole- Build governance capacity in schools.
school development, which recognises that
Collaborate with stakeholders, funders and service partners and build strong relationships at Provincial DBE level
under-resourced schools are unable to absorb20
20 21
DEVELOPING
works in partnership with the Department of
Basic Education and other stakeholders, adopts
a systemic approach, by improving curriculum
management and coverage provincially,
working with District and Provincial officials.
LEADERS,
OMEFP has contributed more than R20.4m to
this initiative since 2015.
EDUCATORS R224M
OVER THE SEVEN-YEAR PROGRAMME,
AND LEARNERS
R224 MILLION HAS BEEN SPENT ON
SCHOOL-LEVEL INTERVENTIONS.
327
EASTERN CAPE
FREE STATE
LIMPOPO
R60.3M
R30.5M
R85.3M
At the start, the Old Mutual Education Flagship If we fail to increase STEM literacy amongst
R48M
programme set out to benefit 250 000 learners disadvantaged communities, we will not only SCHOOLS REACHED WITHIN FOUR
KZN
and 250 schools. By 2019, the programme had thwart their future chances of employment, PROVINCES: THE EASTERN CAPE, FREE
exceeded these targets and reached 253 000 but South Africa’s economy as a whole will STATE, LIMPOPO AND KWAZULU-NATAL
learners and 327 schools in four provinces: also suffer.
The Eastern Cape, Free State, Limpopo and
KwaZulu-Natal. Over the seven-year programme, R224 million
has been spent on school-level interventions.
As technological innovation advances The Eastern Cape received the biggest
exponentially, STEM careers (Science, chunk (R85.3m), Free State received R60.3m,
Technology, Engineering and Maths) are on the Limpopo, R48m and KZN, R30.5m. Most of
rise, demanding a strong STEM workforce for these funds went towards developing the
a thriving economy in the future. STEM school leadership and management capabilities of
subjects are now more important than ever. principals and senior management teams.
The rest of the funds went towards developing
Maths and Science have always been an issue educators and learners.
in South Africa, with the majority of learners
showing weaknesses in these subjects from the On average, schools received three years of
very lowest grades. Numerous attempts have ongoing support from the programme. Some
been made to address these weaknesses: the schools received interventions at all three levels
National Development Plan prioritises Maths – leadership, educator and learner development
and Science, and we now have dedicated – while others received one or a combination of
Maths and Science schools. In addition, many the three interventions.
government and non-government interventions
have been piloted in schools across the country. Supported schools in the Eastern Cape, Free
Some strategies have been successful, but the State and Limpopo received direct support
majority fall short in underprivileged schools, through service providers, while schools in
with limited resources and challenges such as KwaZulu-Natal were supported indirectly
weak leadership, poorly trained teachers and a through the Programme to Improve Learning
lack of infrastructure. Outcomes (PILO). The PILO programme, that22
22 23
PROGRAMME AT A GLANCE24
24 25
LEARNERS
253 000
PROGRAMME
IMPLEMENTATION
HARD FACTS
2013 1 2 3 4 5 6 2020
The direct Around 10%, or R61 In total, around The remainder – close So far, approximately On a provincial level, Free State At the end of
expenditure is 228 200, has been 90% – or R285 to 10%, or R30 725 000 R224 million has the Eastern Cape received 2019, 253 000
around 80% or directed to corporate 612 733 of the – comprises operational been spent on three (R85.3m), received (R60.3m), learners had
R224 384 533 of allocations – donation expenditure costs. levels of education the most significant Limpopo benefitted from
total spending. amounts that are went directly to interventions. - school chunk of the (R48m) and the programme.
not necessarily part beneficiaries. level: R189 931 433; investment, spread KZN (R30.5m).
of the strategy of tertiary scholarships: across all the types
the project, but that R7 253 100; of interventions.
respond to requests systematic
316
related to education interventions:
needs. R27 200 000
SPENT
MILLION26 INSIGHT 27
the education system. ‘We are helping to
implement a district management system
and a web-based school administration
system, together with the Department
of Basic Education. During lockdown we
assisted in establishing the readiness of the
education system to reopen and to beam
lessons to learners who could not attend
school daily.’
3. Improved dialogue among education
experts and key stakeholders. According
to Khosa, the NECT creates transformation
programmes that encourage local and
national stakeholders to work together,
including local businesses, religious leaders,
traditional leaders, government, universities
OMEFP: GOVERNMENT and NGOs.
‘For example, we work together with
INTERVENTIONS
the University of Venda, the University of
Limpopo and Nelson Mandela University,
and we support PhD students to better
understand the education challenges that
Godwin Khoza
NECT CEO: OLD MUTUAL IS
need to be researched.’
CEO of National Education
Collaboration Trust
4. New thinking, approaches and
programmes. ‘We partner with the best
THE ANCHOR OF THE NECT official languages. SLPs for Mathematics,
Languages and Physical Sciences are
available for 80% of all grades.
researchers in the world to drive innovation
in our schools, mostly by piloting new
programmes to improve education
outcomes. For example, at the moment we
‘The main aim of the National Education the rest of its funding, with Old Mutual are partnering with a Japanese expert and
Collaboration Trust (NECT) is to garner being among the NECT’s top five private In addition, the Primary School Reading the Department of Basic Education to find
support from different stakeholders in sector funders. Improvement Programme, an NECT new ways to teach Maths.’
South Africa to improve the quality of initiative, was rolled out in over 5 000 schools,
education,’ says Godwin Khosa, CEO of Besides leveraging more funding, the OMEFP affecting 30 000 teachers. Khosa says many The above programmes are only possible thanks
the NECT. The Trust was formed in 2013 contribution also assisted in the growth of teachers were poorly prepared by colleges to partners who assist the NECT financially, such
with the express purpose of improving the NECT programmes, enabling it to cover and universities to teach reading and had as Old Mutual.
educational quality in South Africa, as a 73.6% of the schooling system, and to train received limited support. He adds that
response to the National Development 93 046 teachers. The following programmes South Africa has an almost non-existent Says Khosa: ‘During lockdown, when resource
Plan’s call for increased collaboration benefited: reading culture, which exacerbates the levels went down and many stakeholders had
among educational stakeholders. poor reading outcomes in primary schools. to cut back on funding, we could count on Old
1. The quality of teaching, learning and However, thanks to the programme, an Mutual, which formed part of our core support
By the end of 2019, the OMEFP had management of schools. ‘We improved external evaluation found that the reading team during the pandemic. Together with the
contributed around R27.2 million to the service delivery to 13 million learners in scores of participating learners were higher Department of Basic Education and Old Mutual,
NECT to help achieve this goal. schools,’ says Khosa. The NECT has played than national benchmarks. There was we were able to ensure that learners continued
a significant change-management also an improvement in letter and sound learning from home. Lessons were broadcast by
According to Khosa, some of the OMEFP role in introducing structured learning recognition among learners from poor DSTV and SABC to help learners stay up to date.
funds have been deployed to leverage programmes (SLPs). Over 60% of schools socio-economic backgrounds. Old Mutual also provides technical expertise and
more funding from stakeholders, including nationwide have adopted SLPs, opportunities to drive innovations that improve
government, which currently contributes which include daily lesson plans for 2. The state’s capacity to deliver quality education outcomes.
over 65% of the NECT funding. The Trust teachers. In primary schools, there are education. Khosa says that during lockdown,
is dependent on the private sector for currently SLPs for eight out of the 11 the NECT played a role in strengthening ‘Old Mutual is the anchor of the NECT.’28
28 29
Education is one
of the core pillars
of our Responsible
Business Philosophy
and improving
education,
particularly
scarce skills like
Mathematics and
Physical Sciences,
has long been
priority focus areas
for Old Mutual
FIKILE KUHLASE,
HEAD OF OLD MUTUAL
FOUNDATION
EXPENDITURE30 31
In terms of the geographic spread of
expenditure, OMEFP’s strategy was to identify
provinces with weak scholar outcomes. Although
the initial intent was to cover seven regions,
upon realising the need to commit to schools
for more extended periods, Old Mutual decided
to target four provinces only: The Eastern Cape,
Free State, Limpopo and KwaZulu-Natal. The
approaches in the Eastern Cape, Free State and
Limpopo were to offer direct support to specific
schools through service providers. The means in
KwaZulu-Natal were different. There the OMEFP
project supported schools indirectly through the
PILO programme.
OVERVIEW
The rationale for intervening on the three levels
was to ensure that OMEFP is contributing to The PILO programme adopts a systemic
education development from several angles, approach by improving curriculum
supporting complementary and mutually management and coverage provincially. Only
reinforcing interventions. The section below in 2018, through Syafunda, did we start a
summarises OMEFP’s high-level approach in project to improve Mathematics and Physical
each of these areas invested in school-level Sciences in 23 schools.
interventions.
In seven years, from 2013 to the end of 2019, providers, such as at conferences. 2.2.1. School-level interventions
approximately R295 014 million has been spent Expenditure on M&E was underprovided at
on the OMEFP. An additional R20 million was 0.5% (R1 213 000) of total spend on beneficiaries. Old Mutual’ s approach was to use service
disbursed in 2020, to close off projects that had a In development, around 8%–10% is typically providers to deliver in three areas of school
project plan which went beyond 2019; therefore, set aside for monitoring and evaluation. The development. These three areas, with estimated
approximately R316 million was spent during the evaluators stated that, in the development expenditure, is depicted in Figure 1:
lifespan of the project. Old Mutual’ s approach sector, programme funders wanting to do
was to concentrate efforts on primary - and meaningful monitoring, evaluation and learning. 1. School leadership development:
secondary school level interventions in four Typically 10%–15% of the programme should be Capacitating school leadership through
provinces and to complement this with tertiary set aside for M&E. communities of practice, leadership forums,
scholarships and systemic types of interventions mentoring and coaching, leadership
training (Principals, Heads of Departments
such as the National Education Collaboration
Trust (NECT). The direct expenditure on these is OMEFP EXPENDITURE (HoDs), teachers, provincial departments
OMEFP SPEND ON SCHOOL
of education government officials, such as
around 80% or R285 million.
2013 – 2019, subject advisors, and circuit managers (CMs) INTERVENTIONS, PER TYPE OF
Around 19%, or R60 228 000, has been directed
to corporate allocations – donation amounts that BY CATEGORY 2. Teacher development:
Mentoring and coaching teachers, in
INTERVENTION, 2013 – 2019
are not necessarily part of the strategy of the
project, but that respond to requests related to teaching Mathematics and Physical
education needs.
SCHOOLING IN 4 PROVINCES 71% Sciences, in the use of technology through
SCHOLARSHIPS 2%
Professional Learning Communities (PLCs)
In total, around 90% – or R284 million of the and formal training, in some instances, to
LEADERSHIP 44%
expenditure went directly to beneficiaries.
NECT 9% improve content knowledge.
The remainder – around 10%, or just over R30
CORP ALLOCATION 10% 3. Learner development:
million – comprises operational costs (10%). Values-based coaching with an emphasis TEACHER
DEVELOPMENT 27%
on personal, social and environmental
INFRASTRUC-
Operational costs include charges for human OPERATIONAL COSTS 8% TURE 3%
resources, programme management and responsibility; Mathematics and Physical
accounting, monitoring and evaluation services, Sciences support, including tablet- LEARNER
marketing and promotion, and knowledge- based and/or ICT-based after-school DEVELOPMENT 23%
sharing, amongst other projects, and for service programmes for high school learners.32 33
OMEFP EXPENDITURE ON SCHOOL
DEVELOPMENT 2013 – 2019, PER PROVINCE AND
INTERVENTION TYPE TABLE 3 NUMBER OF SCHOOLS DIRECTLY SUPPORTED:
No of Schools 2013 2014 2015 2016 2017 2018 2019
2 Eastern Cape 45 81 68 91 42 42 42
3
Limpopo 12 12 12 12 12 12
Free State 30 41 49 47 12 9 9
KZN 53 127 127 127 150 150
1
Schools
Cumulatively 75 187 256 303 304 327
Reached
4
OMEFP set a target to reach ten districts, 250
schools and 250 000 learners over the seven
years from 2013. Defined as such, this target has
been achieved and exceeded. At the end of
2019, 253 000 learners benefitted from the
programme. Old Mutual was active in more
than 11 districts, had reached approximately
THE DISTRIBUTION OF
1 EASTERN CAPER85.3M
253 000 learners and over 327 schools had
2 FREE STATE R60.3M been supported.
FUNDS PER PROVINCE
3 LIMPOPOR48M
Some schools received interventions at all
4 KZNR30.5M three levels – leadership, educator and learner
development – while others received one or a
combination of the three interventions with
Figure 2 shows that school leadership varying levels of each.
interventions took place in all four of
the provinces in line with Old Mutual’ The approach in KZN was different as Old
s strategy to prioritise the leadership R3.9M Mutual does not intervene in schools directly but
capacity of schools. On a provincial N/A
supports the Programme to Improve Learning
level, the Eastern Cape (R85.3m), R3.1M R3M
Outcomes (PILO) initiative. PILO is a multi-
received the most significant chunk stakeholder, district-wide intervention that aims
of the investment, spread across all R24.6M
R4.9M to improve district and school capacity to deliver
the types of interventions. Free State the curriculum and bring about gains in learner
received (R60.3m), Limpopo (R48m) R3.4M outcomes. PILO, with its partners, rolls out the
and KZN (R30.5m). Unfortunately, school
Figure 1
R1M Jika iMfundo Programme in KwaZulu-Natal.
and learner expenditure could not be OMEFP has contributed around R20.4m to this
R10.1M
calculated using detailed tracking of initiative from 2015 to 2019.
the dosage of activities at each of the R25.9M R19M N/A
INFRASTRUCTURE
individual units. N/A
In 2018, a three-year initiative in 23 schools,
R3.5M focusing on Mathematics and Physical Sciences
Table 3 across shows the cumulative SCHOLARSHIP
interventions from Grades 8 to 12 through
number of schools supported in each R9.8M
the Syafunda programme, was launched.
province over the 2013 to 2019 period, R43.5M R14.2M LEARNER INTERVENTIONS
The programme provides a digital solution in
and how these numbers changed from support of teachers and learners from Grades 8
year to year. Schools were generally R26.3M
R14.7M
EDUCATOR INTERVENTIONS
to 12. It concluded in 2020.
supported for three years, although R12.7M
there were some exceptions where it LEADERSHIP INTERVENTIONS
was necessary to support schools for a
EC FS LMP KZN
shorter or longer period.34
34 INSIGHT 35
In 2018, her school
achieved a 96% Maths
pass rate and a 100%
Science pass rate. In 2019,
they had an 86% Maths
pass rate and a 100%
TECHNOLOGY Science pass rate.
HELPS ENSURE The GMMDC also launched a free phone app
in 2019, now called TouchTutor, which provides
achieved a 96% Maths pass rate and a
100% Science pass rate. In 2019, they
BETTER RESULTS
CAPS curriculum content to help Grades 8–12 had a 86% Maths pass rate and a 100%
learners to succeed in Maths and Science. The Science pass rate.
app features practice exam papers, self-tests
and lessons. It was especially handy during the These good results are attracting learners
Covid-19 lockdown, when schools were closed from all over the area. ‘New learners who
and learners had to study on their own. Makuleni normally achieve poor results are joining
Under-developed schools in rural areas face the teaching and learning of Mathematics and says the free tablets also helped teachers and our school and achieving good results for
serious challenges, especially when it comes Physical Sciences in South African schools. A learners to stay in touch, enabling them to the first time in their lives. We have the
to technology. Only eight percent of public beneficiary of this programme, sponsored by discuss work and submit assignments through patience, tools and skill set to mould them
schools in South Africa have functional libraries. the OMEF, was the Grade 12 Maths and Science emails and WhatsApp to ensure that no learner and to help them achieve good results.
More and more learners are now becoming teacher, Fiziwe Makuleni, who teaches at on the programme fell behind.
dependent on technology and the internet to Sinovuyo Secondary School in East London. ‘I just want to thank Old Mutual for helping
complete homework assignments. However, ‘Unfortunately, living in a rural area has its our school. Because of their support, I have
most learners cannot afford the data to stay Before participating in the programme, challenges,’ says Makuleni. ‘Our electricity cables grown and improved as a teacher. The
connected, and need their schools to provide the Makuleni had had very little exposure to get stolen on a regular basis, which means we programme has increased my knowledge,
necessary technology and connectivity. In this computers. She did not know how to operate have no electricity to use the technology. We and having a laptop with various software
area, rural schools are far behind. compared to a laptop or how to send emails. ‘In 2016, Old have to lock all our devices away to ensure they has also helped me to streamline my work,
most of their urban counterparts. Mutual Foundation selected our school as a don’t get stolen. We also experience network thus making my workload easier.’
beneficiary. They made sure that we became issues in our area. Thus, even if a child has a
One of the programmes that the Old Mutual computer literate. They also supplied our school tablet, sometimes they are not able to use it.’
Education Flagship (OMEF) programme chose with much-needed tablets for Maths and
to support was the Govan Mbeki Mathematics Science learners, as well as tablets and laptops But despite these challenges, Makuleni says
Development Centre (GMMDC) tablet-assisted for the teachers.’ that the OMEF and GMMDC programme has
Maths and Science school programme. made a huge difference in their school and to
Makuleni was taught a wide range of skills, the standard of their teaching. There has been
The GMMDC programme was launched in 2002, including how to prepare effective Maths and a significant improvement in their Maths and
specifically to find innovative ways to improve Science lessons using PowerPoint presentations. Science matric pass rates. In 2018, her school36
36 37
Silas Tlaile Moraila
Principal of Ngwanamatlang
Secondary School - Limpopo
Some indicative results and outcomes of the extent to which changes in these averages
programme have been extracted from the can be attributed to the OMEFP programmes
annual independent evaluations conducted has not been determined.
by the Palmer Development Group (PDG) and
matric results tracking done by the OMEFP team Old Mutual has, however, conducted some
for Limpopo, Eastern Cape and the Free State, evaluations in certain districts where
where outcomes are presented alongside the the contributions of the programme to
objectives and sub-objectives of the programme. changes in learner performance have been
They are not the sum total of the outcomes interrogated.
of the programme as these have not all been
tracked, but rather examples of the anecdotal
and qualitative evidence available for each of the
sub-objectives.
The overarching objective of the OMEFP was
to improve Mathematics and Physical Sciences
performance – progress measured by OMEFP
was through the tracking of matric marks as
the primary indicator of programme success.
Even though the project team soon learnt that
tracking matric results only, was not necessarily
OUTCOMES
the correct indicator given the overall strategic
intent of the programme.
OMEFP has nonetheless tracked matric marks
for supported schools, compared to a set of
control schools with a similar profile, regarding
the number of learners, district, teacher–learner
ratios and socio-economic circumstances. The38
38 39
SCHOOL-LEVEL
Primary Indicator:
Secondary Objectives how has this been Result: as measured by primary indicator
measured?
Improve the teaching Self-assessment • Respondents report that the programme
OUTCOMES
and learning by a sample of has shifted them in fundamental ways.
environment in beneficiaries, through
schools with a focus Matric results • While these shifts are not necessarily
on Mathematics and directly linked to an immediate change
Physical Sciences in learning and teaching and to results,
in the long run, they do contribute to an
improved school environment.
In 2012, the year before the OMEFP was rolled out, It is difficult to place a finger on what
the pass rate for Physical Sciences in the first cohort exactly accounts for this difference, but we
of 56 schools was 53%; seven years later, this figure have noted the following: 2. Mathematics continues to be a challenge. WHAT ABOUT THE QUALITY?
had risen to 71.8%, a nearly 20% improvement. This 1. Learners pass Physical Sciences better Prof John Volmink from the office of
result was heartening, and contrasts strikingly with because they can learn the material by Umalusi said, Mathematics has not shown Pass rates, while useful as a general indicator,
the minimal (0.6%) improvement in Maths amongst rote, unlike Maths where, foundational any signs of improvement. He further tell us nothing of the quality of the pass. A
these same schools – from a 48.1% pass rate in 2012 competencies are required before the stated, The fundamental problem with the better indication of this is the percentage of
to a 48.7% pass rate in 2019. next concept can be mastered. learners who achieved a bachelor pass (over
poor performance is the way Mathematics
50%) or who achieved a distinction (over 75%).
is taught at school. Performance in
In 2012, before the programme was rolled out,
Mathematics has not only been sluggish, but
The Primary In- only 17.7% of learners in participating schools
overarch- dicator: how enrolments in the subject are also falling. achieved a bachelor pass; in 2019, this figure
Result: as measured by primary indicator
ing objec- has this been 3. Baseline tests taken by learners enrolled had risen to 30.7%.
tive measured
for Mathematics in the 23 OMEFP KZN
Increase 1. a) In 2019, 48,7% of OMEFP learners passed Mathematics (53,9% in 2018, 49.8% in 2017), with Free State
in the Mathematics achieving the greatest improvement. schools revealed that only 2,1% of the Grade This represents a 13.7% improvement and is
number results at
of Grade school level: b) There were a total of 330 distinctions in Mathematics from 2013 to 2019. Eight schools had more than a
12 learners mastered Mathematics at a a more accurate indicator of the progress
12 learners Tracked rates 75% pass rate in Mathematics, four fewer than in the previous year (12 in 2018, 12 in 2017). Grade 9 level. The bulk of the learners were made by a school, showing that participating
who pass and averages
Mathe- c) In 2012, prior to the project, supported schools achieved a Mathematics pass rate of 48.1%. In 2019, this had functioning at a Grade 6–8 level. This is teachers made a significant difference to
matics increased slightly to 48,7%, a 0,6% point improvement. equivalent to a 6-year backlog for Grade those they taught. One needs to bear in
and
Physical 12 learners. This came as no surprise given mind too, that participating schools started
Sciences
our reporting of the 2018 matric results, from a very low base – lower than the national
in under 2. Physical a) In 2019, 71,8% of learners from OMEFP-funded schools passed Physical Sciences (70,2% in 2018, 61.2% in
Sciences pass 2017). average. Given this reality, the improvements
peforming which alluded to the stagnant progress in
schools rates. are striking; the national average for bachelor
b) There were a total of 406 distinctions in Physical Sciences from 2013 to 2019. Mathematics outcomes over the years.
passes improved by 10.7%.
c) 30 (54%) schools had a greater than 75% pass rate in Physical Sciences, a significant increase from the
previous years (21 in 2018, 20 in 2017).
d) In 2012, the 56 schools funded since 2013 achieved a Physical Sciences pass rate of 53.0%. In 2019, this
increased to 71,8%, an 18,8% improvement. Nationally, the Physical Sciences pass rate improved from 61.3%
to 75,5%, a 14,2% improvement since 2012. The supported schools started from a lower base in comparison to
the national pass rates. However, they have had the most improvement by comparison.
3. Bachelor a) The bachelor pass rate for 2019 in OMEFP-funded schools is 30,7% (28,6% in 2018, 22.2% in 2017), a 2,1%
pass rates improvement from the previous year.
b) In 2012, only 17.7% of learners from supported schools achieved bachelor passes. In 2019 this sat at 30,7%.
This represents a 13,6% improvement from 2012, prior to the start of the project.
c) At the national level, there was a 10,7% improvement from 26.2% to 36,9%. Again, here the supported
schools started at a very low base; however, they have had the most improvement.
d) The top-performing schools in terms of bachelor pass rates, achieved rates above that of the national rate.
They are Richard Varha (KWT) with 62,4%, Qaqamba (DV) with 58,3%, Goronyane (FS) with 57,6%, Ndyebo
(PE) with 52,7%, Lumko (DV) with 51,5%, Senakangwedi (FS) with 50,8%, and Douglas Mbopa (PE) with 50,3%.
An increase from the last year, i.e. four schools to seven schools.
e) The most impressive story to be told is that of Qaqamba, who had a 16% pass rate in 2016, and a bachelor
pass rate of 10.3%. The improvement in the school has been on a positive trajectory since then. In 2019, they
recorded a 100% pass rate with 58,3% of their learners obtaining bachelor pass rates.40
40 41
BUILDING STRONG GOVERNANCE the improvement of their professional practice.
AND LEADERSHIP From the data and from the many positive
reviews received from teachers and learners
Secondary goals of the programme were to alike, we are assured that the programme has
build strong governance structures in schools made the kind of long-term difference that will
and to develop school and district leadership continue to benefit learners in years to come.
capacities. Here results were less quantifiable
and came down to comments made in the
formal evaluations of teachers, principals and
DBE officials in each district.
Participants reported feeling more confident,
skilled and motivated as a result of the
programme, with many maintaining strong
relationships with their mentors beyond the
period of their formal mentorship.
It was good to note, however, that the concept
of a ‘Community of Practice’ really took hold in
SCHOLARSHIPS
some schools, with teachers forming digitally
connected groups to discuss ideas relating to
subject teaching, resources and assessments for
Primary
Primary Indicator: how
Result: as measured by primary indicator
Objectives has this been
measured?
The key outcomes of the OMEFP-funded measurement, monitoring and evaluation tools.
scholarships include: As such, this significant learning is one of the key
Building Self- Evidence from the PDG reports:
strong assessment • 18 of the 30 students awarded scholarships lessons we are applying to our new strategy on
leadership by a a) Principals and deputies who had participated in the SEED and LEED programmes felt that have successfully completed their degrees. Literacy and Numeracy. For the new strategy,
capability at sample of significant professional development had occurred.
the district beneficiaries
The review identified that the scholarship to ensure that we monitor outcomes, progress
level b) They also reported significant upskilling in terms of IT skills. Confidence, resilience and programme has had a good throughput rate, and impact appropriately, the contribution of
motivation.
which is typically low in public universities. Old Mutual to the schools and the extent to
Coaching and mentoring resulted in individual shifts: • Seven of the 30 students, were awarded which that contribution leads to change, we
Building a) One of the strongly observed features of the programme has been the extent to which individual
post-graduate scholarships (Honours/ will be applying the following frameworks and
governance participants in the various coaching and mentoring initiatives have reported strong individual shifts BTech) studies: a total of three BSc Honours, principles:
capacity in as a result of the initiatives.
schools one B. Comm Honours and three BTech
b) As a result of these shifts, many schools and district leadership people report feeling more scholarships. 1. Baselines tests will be part and parcel of our
Building confident in their management roles and better equipped to deal with different personality types, • Four of the 30 students continued with their monitoring and evaluation tools;
strong conflict situations, etc.
studies in 2020, three of whom were due 2. To ensure that we align with several global
leadership
capability in c) Generally speaking, participants maintain powerful relationships with their coaches/mentors, to complete, and one will complete next standards, guidelines and principles to
sometimes well beyond the lifespan of the initiative.
schools year. In total, the scholarships will produce guide the development of the Education
Reinforcing Examples of results measured are: 22 graduates, which translates to a 73% Strategy, its governance, management
and sustaining throughput rate. and measurement processes, we will
change • There are encouraging signs that the teacher development camps have successfully fostered a
Community of Practice (CoP) spirit among the teachers.
• Unfortunately, eight of them had to be follow the IFC Operating Principles
through COPs
financially excluded as they were not for Impact Management, the UNDP
• In 2016 teachers reportedly planned and implemented much of the contents themselves, progressing at the required rate Sustainable Development Standards, the
including introducing topics and organising guests to present on topics that were not on the LEAP
team’s radar, such as the South African Council of Educators (SACE). Impact Management Project for Impact
While Old Mutual tracked these outcomes Management, the OECD DAC Standard for
• In 2016, for example, teachers also developed professional development plans, which seems to have
been well received as a means of giving structure to their own, self-driven further growth. (Duncan presented, we have been careful not to attribute Evaluation and the IRIS+ – Impact Reporting
Village, PDG Report 2016) the success achieved by the schools solely and Indicator Standards. Following these
• The strong focus on mentoring and support, coupled with intense exposure to new learning and to the project. As a developmental project standards will help us to ensure best
content in a group context, has resulted in a number of strong Communities of Practice developing in education, we matured later in terms of practice, comparability, transparency and
as a result of the various projects.
the correct frameworks to use for impact accountability for the project.42 43
STRATEGIC
LESSONS
AVAILABILITY OF EDUCATORS TO DATA ANALYSIS AND
PARTICIPATE IN INTERVENTIONS AND COLLABORATION DIGITAL EDUCATION PARTNERSHIPS
GATHERING
TRAINING:
There is potential to Simply providing The Department of Education Department officials
We learned that there is a need to build the achieve better impact technology to education needs to be the instigating should be trained
right foundational skills in learners in the through partnerships, officials is not sufficient. partner of an intervention, and coached in data
early grades, so that they perform better in especially in a Technology provision and to have a continuous, gathering, analysis and
high school as the curriculum becomes more multifaceted system, needs to be coupled with active presence at both district data management,
complex. Interventions have to begin at which requires training for educators and and provincial level for the all of which must
foundational level. We noticed that the system multiple levels of the school management duration of the intervention. be woven into all
is also more accommodative of inteventions at intervention. team. It is also This raises buy-in and is crucial leadership and
primary school level, where schedules are more important to conduct for sustainability and impact. educator development
flexible and educators more likely to commit an infrastructure audit Therefore, our work needs to programmes.
to regular attendance. In high school, the focus to ascertain suitability be cognisant of the fact that
tends to be too much on Grade 12. One finds before an intervention the responsibility for providing
that high schools can, in fact, be quite crowded starts. education in our government
with stakeholders competing for the same schools remains with the
beneficiaries, both from the private sector and Department of Education.
the Department of Education.You can also read
