South African learners face multiple challenges that require a “comprehensive” response, according to Takalani Netshitenzhe, chairperson of the Vodacom Foundation, who took part in a panel discussion on solutions to education problems at the 2024 Trialogue Business in Society Conference. 

The session formed part of Vodacom’s broader theme ‘From ECD to CEO: Supporting the Learning Journey’.

The Vodacom Foundation has designed its Schools of Excellence programme with just such challenges in mind, aligned with the government’s National Development Plan 2030, which envisages eliminating poverty and reducing inequality by 2030. The schools form part of an education ecosystem in which learners are viewed holistically, with an emphasis on dignity and emotional support as much as academics.

Support begins in early childhood learning centres and extends to schools in which learners can expect upgraded infrastructure, improved sanitation, trained educators, ICT support, and mental health counselling.

The successful model has been rolled out in 25 schools to date and provides an example of what sustained support for learners might look like.

Improved schools, improved results

A snap poll conducted at the start of the session, ‘Which stage of the education life cycle should companies prioritise through their CSI initiatives?’, indicated that delegates believe the full cycle should be supported (51%), followed by early childhood development (33%).

This “vindicates” Vodacom’s position, said Netshitenzhe, who explained that the Foundation initially focused on “verticals” – such as providing connectivity and devices in schools – but quickly realised the shortcomings of this approach.

Many devices disappeared or sat unused in principal’s storerooms because nobody knew how to use them, she explained.

A change in approach saw Vodacom “adopt” under-resourced schools and revolutionise the learning environment, abolishing pit latrines, introducing learners to coding and robotics, and providing on-site psychological counselling to address both learner and educator needs.

This has helped many schools, said panellist Khazamula Chauke, principal at the Dr WF Nkomo Secondary School in Atteridgeville – including those in the broader community, not just those “adopted” by Vodacom, since learnings have been shared. Chauke said two major changes are that educators are no longer playing the role of social worker, and children can explore STEM careers they may not have considered previously.

“Virtual classrooms were a gamechanger for us,” he explained. “If an educator is off due to illness, a virtual teacher in an ICT centre can step in and teach more than one class.”

He added that learners’ results have improved. “With all these advantages, such as being able to connect for free and take a class at home, why not pass?”

Lessons in collaboration

The theme of collaboration was supported by the panellists. Kanyisa Diamond, head of systems capacity support and advisory at the National Education Collaboration Trust, said the first step is to achieve government buy-in.

Netshitenzhe agreed, saying Vodacom has “adopted” schools, “but they belong to the government”, and the company knows its limitations: “We do not have expertise in pedagogy but rather use our expertise in ICT to help deliver quality education.”

Sibongile Khumalo, executive director of The Learning Trust, which focuses on providing quality after-school services in partnership with the Vodacom Foundation, said long-term investment is crucial to bring about change. This is important when it comes to tackling the “wicked problems” in education, which aren’t easily solved and require sustained collaboration, as well as innovative experimentation.

“We speak about ‘working practice’ rather than ‘best practice’ because there is simply no ‘best’ way to go about solving our challenges,” Khumalo explained.

Diamond said a key learning is “to locate responsibility where it must be maintained in order to sustain”, so even if a funder steps aside from a programme someone else can ensure its continuity. This may mean capacitating those bodies that can sustain the work at national, provincial or district level.

For non-profits, working with corporates means tailoring their approach for prospective partners, highlighting mutual benefits, and not “going hat in hand asking for money” without finding out the pain points of the funder, and what skill and expertise they can bring to the association. Both companies and NPOs should focus on long-term partnerships to achieve sustained change, Diamond asserted. Finally, robust monitoring and evaluation (M&E) is essential to take lessons forward.

Maximising impact

The panellists debated the merits of supporting the full life cycle versus a greater emphasis early learning.

Diamond argued that getting early learning right means less remedial work later, with a “slow bake” approach better than “microwaving” – hoping to get the desired results by focusing on one area only.

However, Khumalo pointed out that it does not make sense for funders to “hoard” one area and neglect others. “It doesn’t help to lay a good foundation but have your good work undone in poorly resourced and run primary schools,” she pointed out.

Ultimately, companies need to focus on an area in which they feel they can make the most impact.