Capitec foundaton: Implementation evaluation
Date of work: 2024
“Our team is very hands on, we evaluate and tweak constantly, so the implementation evaluation was a process to verify if we are on the right track and to show what our stakeholders are thinking. The Trialogue report in 2024 was an excellent report, our collective best one yet!”
Leela Moodley, Head of the Capitec Foundation
The Capitec Foundation aims to improve maths results and increase the proportion of learners who choose pure maths over maths literacy in Grade 10 in its partner schools. While its core focus is on improving maths education, provided through various maths programmes, the Capitec Foundation takes a ‘whole school development’ approach by developing teachers and leaders while considering other contextual challenges that may inhibit learning. In 2024, the foundation supported 25 schools, impacting almost 20 000 learners.
Since 2021, Trialogue has supported the Capitec Foundation with monitoring and evaluation of the Capitec Foundation Whole School Approach. In 2024, the foundation appointed Trialogue to conduct an implementation evaluation of the Whole School Approach. The evaluation covered the following programme components, which constitute a systemic approach to transforming the whole school and improving maths performance.
- Leadership development for the principals and school management teams
- Professional development for in-service maths teachers
- The provision of technology hubs including infrastructure, chrome books, and access to online programmes such as Siyavula
- Hub facilitators to teach maths in the technology hubs
- Personal wellbeing to assist life skills to produce motivated and competent learners and teachers
- Future teachers training through Saturday maths tutorial sessions at eight schools
The implementation evaluation concluded that the Capitec Foundation’s whole school approach has assisted with measurable improvements in maths outcomes, strengthened leadership capacities, and enhanced the overall school ecosystem. These results provide compelling evidence of the potential for comprehensive and integrated interventions to address systemic challenges in education.
