DGMT is a South African public innovator through strategic investment. Our goal for South Africa is a flourishing people, economy and society. Towards this end DGMT currently distributes about R200 million per year and leverages and manages a similar amount of funding through joint ventures with other investors.
Through the newly rebranded edition of our Hands-on Learning publication, we hope to play a helpful role in synthesising information from innovators and implementers in civil society, supporting them to share what they have learnt so that others are able to draw from and build on their experiences.
IN THIS ISSUE WE FEATURE
LEARNING BRIEF 1
Data-informed arguments for investment in children
In 2024, analysis of routine data revealed that some of South Africa’s gains in child development and wellbeing are stalling, and may be starting to reverse. Young children are now more likely to live in poverty, suffer from food insecurity and malnutrition, and die before their fifth birthday than they were before the Covid-19 pandemic. This learning brief examines existing data on child development and wellbeing and what it signifies, and why we need accelerated action for children to turn the tide. It draws from two consolidated pieces of research released in 2024 by key partners, namely the South African Early Childhood Review and the Child Gauge.
LEARNING BRIEF 2
Learning to lead in fellowship: Approaches to leadership development for civil society
This learning brief reflects on approaches to leadership development and is authored by one of the facilitators involved in DGMT’s Innovation Fellowship for young leaders in civil society. It’s a glimpse into the evolution of the facilitation team’s thinking about the programme’s design, in their efforts to cultivate the leadership qualities needed to address the unique challenges and opportunities for those working in civil society. Through this brief, the facilitators hope to inspire people to think differently about leadership development and adapt innovative methods for building leadership in their own contexts. 18
LEARNING BRIEF 3
Setting up Public School Partnerships in the Northern Cape
The Lesedi Solar Park Trust in the Northern Cape has a mandate to invest in communities within a 50-kilometre radius of the Lesedi Power Project over an extended period of time. DGMT’s place-based synergies (PBS) team is responsible for managing community development funds for the trust and facilitates supportive developmental pathways for people in the communities of Postmasburg, Skeyfontein, Marimane, Jenn-Haven, Danielskuil, Groenwater and Lime Acres. Public School Partnerships (PSP), a programme co-funded by DGMT, is starting work with three schools in the Lesedi catchment area after 18 months of consultation, co-creation and cooperation. The programme aims to change the trajectory of school-going children. This learning brief looks at the steps taken to meet the needs of school communities by setting up an effective public school partnership in the Lesedi catchment area.
IN CHILDREN
In 2024, analysis of routine data revealed that some of South Africa’s gains in child development and wellbeing are stalling, and may be starting to reverse. Young children are now more likely to live in poverty, suffer from food insecurity and malnutrition, and die before their fifth birthday than they were before the Covid-19 pandemic. In addition, the Thrive by Five Index found that fewer than half of 4-5-year-olds are developmentally on track.
This learning brief examines existing data on child development and wellbeing and what it signifies, and why we need accelerated action for children to turn the tide. It draws from two consolidated pieces of research released in 2024 by key partners, namely the South African Early Childhood Review and the Child Gauge.
South Africa’s National Development Plan (NDP) endorses two years of mandatory preschool education (Grade R and pre-Grade R), recognising early childhood development (ECD) as a critical driver of socio-economic transformation.1 The 2015 National Integrated Early Childhood Development Policy (NIECDP) outlines the government's commitment to guaranteeing equitable access to a full range of ECD services by 2030, and recognises that ECD is a universal right.2
Government has also made significant investments in the wellbeing of mothers and young children, including the provision of free healthcare for pregnant women and children under six years, the expansion of the Child Support Grant (CSG), and almost universal access to Grade R, providing a stable base on which families can build future health and prosperity.3
However, in the years following the Covid-19 pandemic, families and government departments have come under increasing pressure as rising poverty and poor economic prospects threaten young children’s health, survival and development.
“The Covid-19 pandemic erased gains made for young children in South Africa, presenting a massive setback we have not fully recovered from.”
– Dr Katharine Hall, Senior Researcher
at the Children’s Institute, University of Cape Town (UCT)4
CHILD DEVELOPMENT AFFECTS NATIONAL DEVELOPMENT
The early years of a child’s life form the foundation for future success. Without the necessary support during this critical period, children are less likely to secure employment as adults and contribute meaningfully to the economy. According to the Nelson Mandela Children’s Fund Child Poverty Study: “Although the direct cost of child poverty is significant,
around 10% of GDP, the loss of economic potential is an even greater cost. It is estimated that foregone earnings are around R1.3 trillion – or 18% of South Africa’s GDP.”5
WHAT IS NEW RESEARCH TELLING US?
In this brief, we synthesise findings contained in the South African Child Gauge 2024 and the South African Early Childhood Review (SAECR) 2024 – two important contributions to our understanding of child development in this country. The data, findings and much of the analysis are based on the work of the researchers, academics, experts and civil society partners who have contributed to these two reports. Both documents emphasise the need to strengthen our commitment to young children if we want to change our future. As the World Bank points out, strategic investments in early childhood development (ECD) yield the greatest returns in terms of reducing poverty, increasing prosperity, and creating “the human capital needed for economies to diversify and grow”.6
The SAECR 2024 consolidates data sources for the ‘Essential Package’ of ECD services and tracks the country’s progress toward established goals across various programmes and policy documents. The Essential Package supports children from conception to the age of six and includes five crucial interrelated components essential for all children:
Maternal and child health services;
Nutritional support;
Stimulation for early learning;
Support for primary caregivers; and Social services and protection.
1 Republic of South Africa. 2012. National Development Plan 2030: Our Future – make it work. Sherino Printers
2 Republic of South Africa. 2015. National Integrated Early Childhood Development Policy. Government Printers.
3 Slemming W, Biersteker L, Lake L. 2024. Invest early to drive national development. [Policy brief] Children’s Institute, University of Cape Town.
4 Ilifa Labantwana 2024. The South African Early Childhood Review 2024 shows that the situation of young children has worsened. There is now an important window to change course Accessed here: https://ilifalabantwana.co.za/sa-early-childhood-review-2024-press-release-2/
6 World Bank. 2024 Early Childhood Development. Accessed here: https://tinyurl.com/3aybpk2r
THE SOCIO-ECONOMIC LANDSCAPE
South Africa has approximately seven million children under six years of age, and over a quarter of the country’s households include children in this demographic.7 Most of these children live in poor households, below the official “upper-bound” poverty line, and nearly 40% live in homes that do not have enough income to provide for basic nutritional needs.8 High household poverty rates make it essential for young children to have access to the Essential Package.
South Africa’s population is becoming increasingly urban, as a result of increasing urban births and migration.9 However, the country’s child population remains less urban than the adult population, partly because some urban settings such as informal settlements are not suitable environments in which to raise children, being under-serviced and often unsafe.10 The lack of available and affordable early learning programmes in urban areas also makes raising young children difficult, leading some parents to decide that their children should instead be cared for by family in rural areas.11
The pandemic and the associated lockdowns exacerbated unemployment rates and led to rising rates of child poverty. In an economy marked by slow development and a labour market that does not offer enough jobs for the country’s roughly 32 million working-age adults, unemployment remains high.12
DEMOGRAPHIC AND SOCIO-ECONOMIC STATUS OF CHILDREN IN
SOUTH AFRICA
8 Ibid.
9 Ibid.
10 Ibid.
11 Ibid.
12 Ibid.
of children under six live in households below the upper-bound poverty line.
POPULATION:
Nearly seven million children under six years of age.
POVERTY:
56% of children under the age of six lived in households below the upper-bound poverty line in 2019, now this has increased to seven out of 10 children.
39% live in households below the food poverty line (i.e. unable to meet basic nutritional needs).
WATER AND SANITATION:
29% of children under six live without piped water on site.
22% do not have access to a flush toilet or ventilated pit latrine.
URBAN AND RURAL DISTRIBUTION:
Nationally, 40% of young children live in rural areas; in Limpopo over 80% of young children live in rural households.
Simultaneously, there is a rise in the young urban population, and urban poverty and food insecurity are a growing concern.
COVID-19 IMPACT:
In Q4 2022, unemployment was at 33% (official) and 43% (broad).
57% of infants under one were in poverty in 2019, increasing to 72% in 2022
Source: SAECR 2024
7 Hall K, Almeleh C, Giese S, Mphaphuli E, Slemming W, Mathys R, Droomer L, Proudlock P, Kotze J, and Sadan M. South African Early Childhood Review 2024 Cape Town: Children’s Institute University of Cape Town and Ilifa Labantwana.
MATERNAL AND CHILD HEALTH SERVICES
Nearly 90% of children under the age of six in South Africa rely on the public health system. Key indicators of the quality of health service coverage and health outcomes for children include the neonatal, infant, and under-five mortality rates.13 Preliminary estimates for 2022 reveal that 30 out of every 1 000 live-born infants did not survive to their first birthday. The under-five mortality rate also rose sharply, from 29 per 1 000 live births in 2020 to 40 in 2022. This marks a troubling reversal of the steady decline in infant and under-five mortality rates observed in the decade preceding the pandemic.14
Antenatal care (ANC) provides a comprehensive range of health services for pregnant women, aiming to ensure safe pregnancies and births, improve nutrition for both mother and child, and offer counselling and support to help women have positive pregnancy experiences and prepare for childbirth.15 ANC access improved between 2016 and 2019, but Covid-19 led to a decline in early bookings for services across most provinces.
Vaccination coverage is a critical indicator of the health system's performance, and serves as a gateway to primary healthcare services, including growth monitoring, deworming, vitamin A supplementation, and appropriate care for ill children, as outlined in the Essential Package. While vaccination rates declined during the pandemic, they rebounded to 86% in 2021/22, nearing the Global Vaccine Action Plan target of 90%.16
“Antenatal attendance, postnatal follow up and immunisation rates all dropped during the pandemic. These health services had mostly recovered or even improved by 2022, but we need to ensure that there is continuity in maternal and child health services even in times of crisis.”
MATERNAL AND CHILD HEALTH SERVICES
16
of children under six rely on public health services, with significant disparities in access and outcomes across provinces.
BUDGET AND HEALTH EXPENDITURE:
Health budget increased from R216 billion in 2019/20 to R237 billion in 2020/21.
IMMUNISATION:
Coverage rate recovered to 86% in 2021/22, nearing the target of 90%.
MATERNAL AND CHILD HEALTH INDICATORS:
Early antenatal care booking rates varied significantly across provinces post-pandemic.
79% of mothers attended postnatal visits within six days of giving birth in 2021/22.
MORTALITY RATES:
Infant Mortality Rate (IMR): Increased to 30 deaths per 1 000 live births in 2022, the highest since 2010.
Under-five Mortality Rate (U5MR): Increased from 29 per 1 000 live births in 2020 to 40 in 2022.
Neonatal Mortality Rate (NMR): Slightly increased during the pandemic, highlighting the need for improved neonatal care.
Source: SAECR 2024
– Dr Colin Almeleh, Director at Ilifa Labantwana17
NUTRITION SUPPORT
Good nutrition, especially in the first 1 000 days of life, is vital for physical and cognitive development. Proper nutrition can help break intergenerational cycles of poverty and increase South Africa's GDP per capita by approximately 9%, highlighting its importance not only for children's wellbeing but also for national interests.18
Early in 2023, food inflation surpassed 14%, the greatest level since the global recession of 2008, and more than double the top inflation target limit.19 A rise in food poverty rates and food insecurity means children are more at risk of severe acute malnutrition.20 Stunting is the most common form of child malnutrition in South Africa.21 Results from the recent National Food and Nutrition Security Survey (NFNSS) conducted by the Human Sciences Research Council (HSRC) suggest that the under-five stunting rate has not shown any significant decline over the past eight years.22
Children are stunted if they are too short for their age – more than two standard deviations below the median, as defined by the World Health Organisation (WHO). Stunting usually occurs because of chronic undernutrition during pregnancy and in the first 1 000 days of life. It is influenced by the quantity, quality, and diversity of food; hygiene, water, and sanitation; recurrent infections and access to quality primary care; and other elements such as poverty and low maternal education.23
Stunting affects both physical and cognitive development. Stunted children are more likely to start school with developmental delays, perform poorly at school, be unemployed when they grow up, and suffer from chronic conditions such as obesity, hypertension, and diabetes in adulthood.24
MATERNAL AND CHILD NUTRITION
of children under the age of five are stunted (over 1.5 million children).
SEVERE ACUTE MALNUTRITION (SAM):
Incidence increased by 33% between 2020/21 and 2021/22.
15 000 children hospitalised due to SAM in 2022/23.
FOOD INSECURITY:
In 2022, 20% of children under six lived in households that ran out of food during the month due to lack of money.
26% of children under six lived in households that had to reduce their food range due to lack of money.
BREASTFEEDING:
44% of infants exclusively breastfed at 14 weeks in 2021/22, down from 49% in 2019/20.
Source: SAECR 2024
17 Ibid.
18 Galasso E, Wagstaff A. 2019. The aggregate income losses from childhood stunting and the returns to a nutrition intervention aimed at reducing stunting. Economics & Human Biology. 34, 225-38.
19 Hall K, et al. SAECR 2024.
20 According to the World Health Organization, severe acute malnutrition in children aged 6–59 months is defined by extremely low weight-for-height/weight-for-length, the presence of bilateral pitting oedema, or a very low mid-upper arm circumference. Globally, severe acute malnutrition affects an estimated 19 million children under the age of five and is responsible for approximately 400 000 child deaths annually. https://www.who.int/tools/elena/interventions/sam-identification-inpatient
21 National Department of Health (NDoH), Statistics South Africa (Stats SA), South African Medical Research Council (SAMRC), and ICF. 2019. South Africa Demographic and Health Survey 2016 [Edited by Stats SA].
22 Simelane T, Mutanga SS, Hongoro C, Parker W, Mjimba V, Zuma K, Kajombo R, Ngidi M, Masamha B, Mokhele T, Managa R, Ngungu M, Sinyolo S, Tshililo F, Ubisi N, Skhosana, Ndinda C, Sithole M, Muthige M, Lunga W, Tshitangano F, Dukhi NF, Sewpaul R, Mkhongi A, Marinda E. 2023. National Food and Nutrition Security Survey: National Report HSRC: Pretoria.
23 Black RE, Victora CG, Walker SP, et al. 2013. Maternal and child undernutrition and overweight in low-income and middle-income countries. Lancet. 382, 427–451
24 Caulfield LE, de Onis M, Blössner M, Black RE. 2004. Undernutrition as an underlying cause of child deaths associated with diarrhea, pneumonia, malaria, and measles. American Journal of Clinical Nutrition. 80, 193–198.
STIMULATION FOR EARLY LEARNING
Early learning, especially during the first two years of life, is greatly influenced by the home environment. It's crucial to provide support for parents and other caregivers during these early years to improve care and education in the home, particularly in households with vulnerable members.25 Working parents also need access to safe and nurturing childcare services.26
Participation in early learning programs (ELPs), such as preschools or ECD centres, is highly recommended to provide children aged three and older with structured learning opportunities that support their development.27 In 2024, amid rising living costs, the ECD subsidy remained fixed at R17 per child per day for the sixth consecutive year. This placed significant strain on approximately 11 500 ECD programmes that depend on these subsidies as their primary income.28 The decision not to increase the ECD subsidy reduces its real value to R13 (compared to its original value of R17 in 2019) and may exacerbate the exclusion of the poorest children from quality ECD services.
The Thrive by Five Index found that only 46% of four-yearolds attending an ELP were developmentally on track for their age.29 Children who attend at least two years of highquality early learning programmes (ELPs) are more likely to develop the cognitive, social, and emotional skills needed to successfully navigate the demands of the Foundation Phase curriculum and transition to formal schooling.30
A three-year-old child in the wealthiest quintile is 1.6 times more likely to attend an ELP than their peer in the poorest quintile.31 The quality of early learning at some sites is also of concern because many ELPs lack the necessary resources to deliver effective programmes.
30 Yoshikawa, H, Weiland, C, Brooks-Gunn, J, Burchinal, MR, Espinosa, LM, et al. 2013. Investing in our future: The evidence base on preschool education. Society for Research in Child Development. Accessed here: https://www.fcd-us.org/ assets/2016/04/Evidence-Base-on-Preschool-Education-FINAL. pdf.
31 Hall K, et al. SAECR 2024.
EARLY LEARNING FIGURES
of children attended a group learning programme.
REPORTED ATTENDANCE RATES FOR CHILDREN AGED 3-5:
45% attended ECD centres, crèches, and playgroups. 23% attended primary school (typically Grade R).
ENROLMENT RATES 2021/2022:
Enrolment rates of 34% for children aged 3-5 (excluding Grade R).
PERCENTAGE OF CHILDREN ON TRACK IN 2021:
46% of children aged four years could perform ageappropriate learning tasks.
Only 30% were on track for fine motor coordination and visual motor integration.
Over 50% were on track for emergent literacy and language.
ECONOMIC DISPARITIES:
84% of parents whose children attend an ELP say they pay fees.
Only one-third of ELPs receive a government subsidy.
Source: SAECR 2024
SUPPORT FOR PRIMARY CAREGIVERS
Young children need nurturing care to flourish and reach their full potential. Nurturing care is responsive, encourages early learning, and is emotionally supportive.32 The World Health Organisation’s Nurturing Care Framework for ECD is mirrored in South Africa’s National Integrated ECD Policy. These and other relevant frameworks and policies tend to position the child as the main focus of service delivery, perhaps overlooking the crucial role of parents and caregivers.33
A purely child-centred approach ignores the fact that children experience and engage with their environment primarily through their caregivers. Parents and caregivers need an enabling atmosphere of support that prioritises their needs to build a nurturing home environment.34
Perinatal depression and anxiety can have intergenerational effects associated with pre-term birth, low birth weight, malnutrition and suicide. In South Africa, the rate of perinatal depression is approximately 40%, jeopardising the health and wellbeing of the mother, infant and family.35
Women continue to shoulder a significant portion of caregiving responsibilities and the related financial burdens for children. According to the General Household Survey (GHS) 2022, 84% of children under six lived with their biological mothers, while only 38% resided with their biological fathers. Additionally, over 90% of adult recipients of the Child Support Grant were women.36 Despite advancements in women's workforce participation over recent decades, the Covid-19 pandemic reversed many of these gains, resulting in higher unemployment rates and increased childcare responsibilities for women, who have experienced a slower recovery compared to men.37
INFORMATION ON CAREGIVERS
of children under six lived with their biological mothers.
PERINATAL DEPRESSION:
An estimated 40% of women in South Africa experience perinatal depression.
CHILD SUPPORT GRANT:
The CSG is R530 per month in 2024, substantially below the food poverty line
The share of children under six living in food-poor households increased from 33% in 2018 to 39% in 2022.
EMPLOYMENT:
The share of children under six living in a home where no adults are employed increased from 29% in 2018 to 32% in 2022.
CO-RESIDENCE WITH PARENTS:
32 World Health Organisation, United Nations Children’s Fund, World Bank Group. 2018. Nurturing care for early childhood development: A framework for helping children survive and thrive to transform health and human potential. Geneva: World Health Organisation. Licence: CC BY-NC-SA 3.0 IGO.
33 Hall K, et al. SAECR 2024. Page 39
34 Ibid.
35 Marsay C, Manderson L, Subramaney U. 2017. Validation of the Whooley questions for antenatal depression and anxiety among low-income women in urban South Africa. South African Journal of Psychiatry. 2017;23(0), a1013. Accessed here: https://sajp.org.za/index. php/sajp/article/view/1013
36 South Africa Social Security Agency. 2023. Twelfth SASSA statistical report: Social Assistance, March 2023
37 Casale D & Shepherd D. 2021. The gendered effects of the COVID-19 crisis and ongoing lockdown in South Africa: Evidence from NIDS-CRAM Waves 1-5.
INCOME SUPPORT AND SOCIAL SERVICES
Social grants are widely regarded as South Africa’s most successful poverty mitigation strategy. The child support grant is effectively targeted at low-income families, and extensive evidence highlights its positive impacts on children, even though its value remains modest.
Although the CSG uptake among infants has remained stubbornly low compared to children over the age of one, there was some improvement in early uptake during the decade leading up to the Covid-19 pandemic and resultant lockdowns.
A study commissioned by UNICEF estimated that around 2.2 million eligible children were not receiving the grant, with those in the 0-1 and 15-17 age groups disproportionately impacted. Many infants are excluded because of birth registration delays and late enrolment onto the grant.38 For instance, the number of unregistered infants increased from 190 000 in 2019/20 to 255 000 in 2020/2021.39
INCOME SUPPORT AND SOCIAL SERVICES
“The Child Support Grant has received annual increases that have not kept pace with food inflation and [it] is no longer able to cover the minimum cost of feeding and clothing a child … Worryingly, we have seen a real decrease in the grant take-up among infants.”
– Dr Katharine Hall, Children’s Institute at UCT40
statement-sa-early-childhood-review-2024.pdf
were not registered within their first year in 2020/2021.
CHILD SUPPORT GRANT:
Reaches over 13 million children monthly, including 4.2 million under six.
Since 2020, the number of infants receiving the CSG has declined.
BIRTH REGISTRATION:
For the past decade, around 200 000 of the approximately 1.1 million children born each year were not registered within a year of their birth. 54 800 children without birth certificates and 10 600 caregivers without identity documents were accessing social grants in 2023. (This is possible in terms of Regulation 13(1) of the Social Assistance Act, but few
KEY INTERVENTIONS TO AVOID AN ECD CRISIS
“Harnessing the potential of ECD interventions to ameliorate poverty and inequality, and curb complex societal challenges such as violence, gender discrimination, and child maltreatment is critical for pursuing a just, equal and sustainable society,” explains Associate Professor Wiedaad Slemming, lead editor of the South African Child Gauge 2024, and Director of the Children’s Institute at the University of Cape Town.41
Investing in early childhood is essential to maximise lifelong health and development. The following interventions are recommended by the Child Gauge and SAECR for each component of the Essential Package.
MATERNAL AND CHILD HEALTH SERVICES
Protecting and nurturing maternal and child health forms the foundation for many critical child development milestones and long-term gains. The SAECR highlights that South Africa has improved child health service coverage, but more efforts are needed for children to thrive. To improve outcomes, we need:
Coordinated service delivery: The primary healthcare system arguably provides the best infrastructure to deliver the majority of the Essential Package components, thanks to its extensive network of clinics and community health workers.42 But doing so calls for both coordinated care delivery and a shift in the system's focus from "survive" to "survive and thrive."
Improved data collection: The District Health Information System (DHIS) tracks numerous health indicators but lacks individual-level data, impacting the ability to assess the quality of care. Improved data collection and monitoring systems are needed for better health outcomes.
NUTRITION SUPPORT
Child nutrition in South Africa is in a critical state with food poverty, household food insecurity and an increase in stunting. The CSG alone does not provide sufficient income support for caregivers to meet all their children's needs, address the risks of stunting, and enable them to thrive. The value of the CSG is very low (R530 per month in 2024), and its value has decreased in real terms over time, as annual increases in the grant amount have failed to keep pace with food inflation.
There is an urgent need for comprehensive and multi-sectoral intervention to address malnutrition effectively. We need to:
Increase the CSG: The CSG is considerably below the food poverty line (R760 per month in 2023). This means that it is not enough to feed a child. Restoring the CSG to the food poverty line would be an effective way of improving nutrition for young children because it places money directly in the hands of their caregivers.43
Strengthen nutrition programmes: Now that the Department of Basic Education is responsible for coordinating early childhood development, there is a chance to reduce malnutrition in young children by strengthening the nutrition programmes offered in ELPs. There is no comparable nationally coordinated nutrition programme in ELPs, but the ECD subsidy is intended to facilitate the provision of nutrition to young children who attend these programmes.44
Expand home-based community health services: Monitoring children’s growth can be expanded through community health workers (CHWs) by conducting assessments in children’s homes, reducing the burden on primary healthcare facilities.
Income support for pregnant women: Women of reproductive age need access to good nutrition for a healthy pregnancy and to be able to breastfeed. A maternity support grant (MSG) for pregnant women has been put forward as a feasible and effective intervention that could be implemented within existing social support programmes, to support the nutrition of pregnant women.45 46 The MSG would increase food and income
45 Chersich MF, Luchters S, Blaauw D, Scorgie F, Van den Heever A, Rees H, Peach E, Kharadi S & Fonn S. 2016. Safeguarding maternal and child health in South Africa by starting the Child Support Grant before birth: Design lessons from pregnancy support programmes in 27 countries. South African Medical Journal Vol. 106, No. 12
46 Moolla A, Mdewa W, Erzse A, Hofman K, Thsehla E, Goldstein S, Kohli-Lynch C. 2024. A cost-effectiveness analysis of a South African pregnancy support grant PLOS Glob Public Health. 2024 Feb 8;4(2) .
security during pregnancy and immediately following birth; both of these are critical times for safeguarding maternal nutrition and mental health. Many infants struggle to access the CSG because of birth registration delays and late enrolment onto the grant. This has a significant impact because the most crucial time to address stunting is very early in a child’s life. The delays could be resolved by extending the grant into the prenatal period.47
Make nutritious food affordable: The food affordability crisis is not solely the government’s responsibility. It is a societal challenge that demands immediate collective action from the public, civil society, government, and business. The DG Murray Trust and Grow Great are advocating for the double-discounting of 10 protein-rich foods. The proposal requires government, business and civil society to work together to reduce the price of these nutritious foods.48
STIMULATION FOR EARLY LEARNING
Babies are ready to learn from the moment they are born, and parents and caregivers are – and remain – a child’s first and most important teachers. South Africa has made significant strides toward achieving two years of pre-primary education by 2030, with near-universal attendance in Grade R. However, ELPs are not state-run and lack sufficient government support. This inadequate investment in ELPs compromises both access and quality, particularly for children from low-income households.
The SAECR points out that poor outcomes for poor children are not inevitable.49 High-quality programmes can and do significantly improve early learning outcomes for poor children in South Africa.50
Achieving access to quality at scale will require greater investment in material and human resources. Only 23% of all teaching staff at ELPs have completed education beyond secondary school.51 Nine out of 10 practitioners report earnings below the minimum wage, with more than half receiving less than R1 000 monthly.52
47 Hall K. et al. SAECR 2024.
48 DGMT. 2024. Double-discounted list of 10 budget-friendly food items. DG Murray Trust website. Accessed here: https://dgmt.co.za/double-discounted-list-of-10budget-friendly-food-items/
49 Henry J, & Giese S. 2023. The Early Learning Positive Deviance Initiative - Summary report of quantitative and qualitative findings. Cape Town, DataDrive2030. Accessed here: https://datadrive2030.co.za/resources/the-early-learning-positive- devianceinitiative
50 Dawes A, Biersteker L, Girdwood L, Snelling M & Horler J. (2020). The Early Learning Programme Outcomes Study. Technical Report. Claremont, Cape Town: Innovation Edge and Ilifa Labantwana. Accessed here: https://datadrive2030.co.za/resources/ the-early-learning-programme-outcomes-elpo-study/
51 Hall K. et al. SAECR 2024.
52 Department of Basic Education. 2022. Baseline Assessment: Technical Report Department of Basic Education. Pretoria.
To improve early learning outcomes, it is essential to:
First ensure that children are living in a safe environment;
Provide information to develop caregivers’ understanding of how to stimulate early learning at each stage of their child’s development;
Increase the value of the ECD subsidy to improve quality and learning outcomes (an estimated R34 per child per day);
Simplify and speed up the registration process to help more ELPs and children to benefit from the ECD subsidy;
Support the education, training and professionalisation of ECD practitioners and centre managers (including their conditions of service and career paths); and
Monitor and support ELPs to improve quality and child outcomes.53
SUPPORT FOR PRIMARY CAREGIVERS
All children require nurturing care, but parents and caregivers often face challenges beyond their control that hinder their ability to support healthy child development. These challenges include the impact of insufficient resources and support on caregivers' physical and mental health, as well as the disproportionate caregiving burden placed on women.
It is therefore critical to extend our efforts beyond parenting programmes to address the social and structural barriers to nurturing care, by:
Encouraging and supporting men to play an active role in the care of young children;
Providing maternity and parental leave and affordable childcare to allow women to return to work;
Providing income support to lessen stress and meet the costs of raising a child; and
Leveraging community networks and faith-based organisations to help strengthen natural support systems, enabling parents to share experiences and support one another in addressing common challenges.54
53 Slemming W, Biersteker L, Lake L. Invest early to drive national development [Policy brief] Cape Town: Children’s Institute, University of Cape Town. 2024. 54 Ibid.
INCOME SUPPORT AND SOCIAL SERVICES
“To maximise the developmental impacts of the CSG, it is critical to ensure early uptake among infants and continuous access to the grant, especially in the early years.”
To fully maximise the developmental benefits of the CSG, such as improved nutrition and health outcomes, eligible children must receive it from birth. Achieving this will require stronger linkages between health facilities (where 83% of births occur), the Department of Home Affairs, and the South African Social Security Agency.
WHAT’S NEXT?
Government alone cannot address the full scope of the challenges children face, as many of their vulnerabilities stem from conditions within their communities and households. The various places where child development happens – in the home, communities, and health and educational facilities – require a whole-of-society approach. This is why we need to get behind a set of national priorities that will, if fully implemented, fundamentally change the lives of our children and the future of our country. Presently, these priorities are contained in government’s National Strategy to Accelerate Action for Children (NSAAC), a culmination of a year’s worth of work by technical teams and civil society that was coordinated by the Presidency. In his 2025 State of the Nation Address, President Cyril Ramaphosa said that government would adopt the NSAAC to protect the gains that the country has made over the past 30 years in advancing children's rights. We need a high degree of collaboration between government, civil society and the private sector to support the implementation of these national priorities, particularly those that do not fit neatly into a single department’s mandate.
This learning brief drew on the South African Child Gauge 2024 (published by the Children’s Institute UCT), and the Early Childhood Review 2024 (published by the Children’s Institute and Ilifa Labantwana). It was written by Daniella Horwitz and
This is the learning experience of:
LEARNING TO LEAD IN FELLOWSHIP: APPROACHES TO LEADERSHIP DEVELOPMENT FOR CIVIL SOCIETY
This learning brief reflects on approaches to leadership development, and is authored by one of the facilitators involved in DGMT’s Innovation Fellowship for young leaders in civil society. It’s a glimpse into the evolution of the facilitation team’s thinking about the programme’s design, in their efforts to cultivate the leadership qualities needed to address the unique challenges and opportunities for those working in civil society. Through this brief, the facilitators hope to inspire people to think differently about leadership development and adapt innovative methods for building leadership in their own contexts.
Cultivate and connect imaginative leaders
INTRODUCTION:
WHAT IS THE DGMT INNOVATION FELLOWSHIP?
DGMT has set three goals to help South Africa escape the inequality trap, and has identified 10 powerful opportunities to realise each goal. This forms the guiding framework for everything the organisation does. The first goal is an innovative and inclusive society, which can build the scaffolding for human and knowledge capital to thrive and drive public innovation. One of the key drivers of public innovation is the capacitation of leadership. DGMT has long held the view that civil society should take its equal place alongside government and business in shaping the social and economic future of South Africa. This requires a pipeline of skilled, confident leaders with a strong sense of identity as public innovators.
Leadership for public innovation is not limited to the organisational realm, but also includes community leaders and mobilisers who drive collective action for change in their communities. DGMT believes that community ownership and participation are fundamental tenets in building a sense of pride and aspiration.
Enter the DGMT Innovation Fellowship: a project that develops young leaders across South Africa who are working in the civil society sector. Over the course of a year, and through a series of immersive workshops, coaching sessions and field assignments, a team of facilitators and coaches support two fellows from each participating organisation to become innovative change agents within their organisations and in the wider sector.
The fellowship has sought primarily to contribute to the leadership capabilities of young and emerging leaders, who do not (yet) occupy positions of organisational leadership, but have shown the potential for and an interest in taking on leadership roles. In some cases, the idea of themselves as leaders of and within organisations is still taking shape, and the opportunities for personal and professional development are limited.
The project encourages connections and collegial bonds between fellows and supports them as they graduate into the Fellowship Alumni network. By nurturing new leadership and connecting young leaders, the fellowship also fosters a culture of innovation that helps to drive solutions to the complex social problems that we face as a country. The ultimate goal of the project is improved social and economic outcomes for the most vulnerable in South African society, rooted in the values of care, inclusivity and social justice.
The Innovation Fellowship has successfully graduated 116 fellows from 68 organisations since its inception in 2018. Most fellows who start the 12-month programme complete it, with an average completion rate of 92%. Since May 2022 when we launched the alumni network, fellows have graduated into this extended community, where they continue to associate with one another and the fellowship. To date, nine events have been hosted with 115 participants, with an average of 15 participants per event. We are in the process of cultivating a governance and leadership structure for this network with the aim of it becoming alumni-led over time.
THE CONTINENTAL PICTURE:
OTHER LEADERSHIP DEVELOPMENT PROGRAMMES IN AFRICA
Leadership development programmes, including fellowships, have steadily increased in recent years, particularly in Africa. These programmes are designed to build leadership capacity among young professionals, often focusing on areas like sustainable development, social entrepreneurship, and governance. Statistics indicate a growing emphasis on youth leadership initiatives as part of global efforts to address pressing socioeconomic challenges, while providing opportunities for young leaders to engage in cross-cultural exchange and practical training.
We spoke to two African fellowships and found that many things resonated with the Innovation fellowship. The most significant were:
1 The emphasis on inner leadership, or leading with the self, as the vital first step in one’s leadership journey.
2 Having a challenge to overcome can be a gateway to discovering one’s own sense of leadership.
3 Working in a group with collegiality supports the process of learning to lead.
4 The process requires a responsive faculty willing to learn alongside the fellows.
THE INNOVATION FELLOWSHIP’S APPROACH TO LEADERSHIP DEVELOPMENT
In a time of climate crisis and global leadership, economic and political chaos, business as usual is no longer an option for civil society. Leaders need to be able to respond rapidly and creatively to unprecedented situations. Civil society is passionate and energetic in many ways, but the scale and speed of change can be overwhelming to older generations of leadership in all sectors. Leaders who can continuously innovate, adapt and respond to problems are the leaders of the future. These qualities, more than ever, are essential to effective leadership in our times.
Many civil society organisations lack the time, capacity, expertise and resources to develop, grow and mentor this next generation of leaders. The plethora of different leadership models does not help them and at the same time, too few models speak to the context and demands of leading and innovating in NGOs in South Africa today. They are not afforded the same opportunities as young leaders in business, government and academia, yet the need for leadership in civil society is no less urgent.
The fellowship team sees its curriculum as a living framework that should be shaped by the fields of innovation and leadership, by the evolving context of NGOs in the country, and by the needs and interests of each cohort – including their organisations and organisational leaders. The current curriculum has many strengths but there are some areas that need to be developed further.
Between January and June 2024, the fellowship convened a series of discussion groups with fellows and organisational leaders from the 2023 cohort, with alumni across previous cohorts, with faculty, and with colleagues from other similar leadership development programmes. We did this during a period of reflection between 12-month programmes in which we rethought our strategy, navigated a leadership transition, and strengthened our approach to monitoring, evaluation, reflection and learning (MERL). During this time, we did no recruitment or intensive programming, instead focusing on our own learning to strengthen our offering to the fellows and the fellowship outcomes.
NEW STRATEGY AND REVISED APPROACH
There are four main elements of the fellowship’s approach to leadership development:
LEARNING THROUGH APPLICATION AND FEEDBACK
As part of the application process for the fellowship, organisational leaders start a conversation with their nominated candidates about a challenge facing the organisation. Selected fellows take this challenge and pose it as an innovation question that they explore, puzzle over and grapple with for the duration of the fellowship. It is a kind of living case study, and fellows lead a process of investigating, problem framing, vision building and storytelling that culminates in a proposal to their organisations on how to address the challenge. They work in pairs through a series of field assignments to facilitate and include the people most affected by the challenge in the process of developing a response. This requires fellows to practice innovation and leadership in response to a unique, real-life problem.
USING THE PRACTICE OF INNOVATION AS A WAY TO BUILD LEADERSHIP CAPABILITIES
Seeing innovation as a series of practices, each with a set of concepts, attitudes and skills, means fellows learn both the science and the art of leadership without directly focusing on any particular model of leadership development. Each fellow has the opportunity to embark on a unique journey of selfdiscovery, experiencing leadership in a way that is personal and transformative. Their own leadership style emerges and they discover for themselves what comes easily and what doesn’t, rather than the faculty revealing, demonstrating or teaching it to them. Instead, we provide a learning environment that enables leadership to emerge in response to the demands of innovation.
of facilitators and coaches observes and accompanies them, we learn alongside them and offer support on various levels. We offer some theory, provoking reflection, and practical assignments, provoking feeling. The facilitators are partners in this journey, witnessing the participants’ struggles (and joy) and responding with practical tools. Organisational leaders in this learning community are role models, guides, champions and detractors, providing live feedback from a real-world perspective to the innovative and visionary ideas of their fellows.
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FACILITATING LEARNING IN COMMUNITY
As fellows uncover new insights about themselves and begin to see themselves as leaders and innovators, they benefit from sharing this transformative journey with their fellow participants, fostering mutual growth and support. They see how others are similar and different from them, they experience solidarity and companionship, and they share differing perspectives and illuminating insights. As the faculty
REMAINING AGILE AND RESPONSIVE AS A FACULTY, AND AS THE DESIGNERS AND FACILITATORS OF THE PROGRAMME
Facilitators actively learn from each cohort, gathering feedback on what worked well and suggestions for improvement. This ongoing input allows us to continuously refine and adapt the 12-month program, including the curriculum, experiential exercises, and session design, ensuring it remains responsive and effective. We include moments of deep reflection in each facilitated process, gather the lessons that emerge and use them to revise or refine our planning. Thus, the fellows and their particular learning needs guide our curriculum, how we design our learning sessions and experiential exercises, and how we select the theory we share. So, as we listen, we learn about how the sector is changing and what it requires of young leaders instead of offering a curriculum that draws only on general leadership theory.
HOW FELLOWS EXPERIENCE OUR APPROACH TO LEADERSHIP DEVELOPMENT
The curriculum initially does not present leadership as a clear aspect of innovation. Instead, it gradually emerges during the coaching sessions following the first immersion, where coaches introduce it as one of several facets of selfdevelopment. Fellows were aware they had been selected to take part in the project because they had leadership potential; some had already participated in other leadership development programmes while others had just stepped into leadership roles, or were about to do so. It was evident that the fellows had demonstrated leadership acumen in the eyes
of their organisations. However, at the start of the fellowship, while all topics could be viewed and used as leadership tools, leadership as a practice of innovation was treated more as an add-on rather than being positioned as a central theme.
After the first immersion, fellows faced the challenge of creating a space within their organisations where they could lead – a space strong and safe enough to break down barriers imposed by internal hierarchies and their own positions within them. This required facilitating conversations among stakeholders with diverse interests and motivations, all within a community committed to driving change.
Facilitation, in turn, brought fellows back to themselves: how they show up, their awareness of their own power, and the impact they have on a group. It required reflection on how they embody power in their interactions. For many, this also meant thinking politically – often for the first time – considering the dynamics of influence, relationships, and strategy within their organisations and communities.
In the context of this fellowship, thinking politically takes on a specific meaning. It involves fellows positioning themselves as leaders of change within a political space, enabling them to develop ideas and influence the allocation of power and resources. This often begins with fellows viewing their organisation or the community they are working with as a political space, recognising the dynamics at play.
From there, fellows focus on managing and directing the attention of their organisational leadership or community leaders. Time and attention come to be understood as critical resources, and fellows often work to influence how these are allocated. This process is largely driven through facilitated conversations, where fellows navigate competing priorities and foster alignment toward shared goals.
During the second immersion, being explicitly asked about their leadership made the concept suddenly conscious for the fellows. What had been nascent and unspoken now felt tangible and real, as if it had been quietly waiting to emerge and was finally ready to be expressed. This sense of freshness and discovery was a profoundly valued experience for many fellows.
By the third immersion, fellows had begun to grow more confident in their leadership abilities. They felt increasingly empowered to experiment with practices such as delegation and facilitation, further developing their capacity to lead effectively within their organisations and communities.
Every fellow has a different relationship with leadership. Allowing this to naturally unfold and emerge before addressing it directly in the curriculum created space for leadership to surface as a deeply personal journey for each individual. This approach enabled fellows to explore and nurture their leadership skills at their own pace and in their own way, leading to a more meaningful and internalised understanding of their leadership potential.
HOW ALUMNI EXPERIENCE THE APPROACH TO LEADERSHIP DEVELOPMENT
Reflecting on the 12-month programme, many alumni realise in hindsight how lessons learned gradually unfold and take shape. This slow release of understanding often continues as they step into more formal leadership roles, which many do after the fellowship – a testament to their nominations in the first place.
Fellows find themselves leading transformational processes, igniting change, fostering collaboration, mentoring others, and simultaneously managing leadership responsibilities within their families. This holistic perspective reveals that leadership is not confined to professional spaces but is integral to all areas of life. Success brings profound satisfaction, while failure offers valuable opportunities to confront and learn from the shadow side of leadership.
When you are young, trusting your intuition and instincts can be challenging. The pressure to act quickly in response to demands often leads to self-doubt and second-guessing. It can be a struggle to come to terms with the social identity of being a leader, of seeing yourself as a leader and being seen as one. Internal self-regulation can be difficult to develop, and when it falters, it can significantly impact your ability to lead effectively in relational contexts. This problem can become acute in a rapidly changing context, with a disrupted team and a high volume of information flowing from a variety of different sources. The pressure to accomplish a great deal in a short amount of time while maintaining high-quality work is intense, making it challenging to balance competing priorities effectively.
It’s not just about time – it’s also about energy. It’s about finding a space where you can recharge and restore both the emotional and physical energy you’ve expended. A space that’s not tied to work or family, but one that allows you to replenish yourself fully: a third space1, a space where you can engage with your peers and self-reflect. This can be a space in which other people fuel you without effort, without the interaction being draining for anyone. The energy you
1 The concept of “the third space" as a social environment distinct from home (first space) and work (second space) was introduced by sociologist Ray Oldenburg in his 1989 book, The Great Good Place. Oldenburg describes third space as places where people gather informally, like coffee shops, parks, or community centres. These spaces are essential for building community, fostering a sense of belonging, and providing social support and stimulation from like-minded peers. Oldenburg's idea emphasises that third spaces offer a unique form of social interaction, allowing individuals to connect and relax outside the structures of family and work environments.
receive doesn’t need to directly match the energy you expend. There’s a kind of circuitry that conducts energy flows, creating balance. For this to work, the experience must be easy to engage with, enjoyable, interesting, intentional, and enriched with wisdom that you can carry forward. It must also allow for some detachment, while at the same time facilitating the creation of strong social bonds. These bonds become energy highways; in other words, they flow. They form a network of conducting wires where connecting with each other creates energy. Alumni may not see each other for long periods of time, but then when they do, they pick up right where they left off – with a feeling of fellowship.
HOW ORGANISATIONAL LEADERS EXPERIENCE THE APPROACH TO LEADERSHIP DEVELOPMENT
In the current cohort, there is a leader who was interested in the fellowship specifically because she was embarking on succession planning, and saw a good fit between her journey and the need to develop young leaders within her organisation.
As mentioned, some benefits of the fellowship have emerged gradually, revealing themselves over time rather than being immediately apparent during or right after the programme. The fellowship gives young people an opportunity to explore themselves as leaders. They begin to see themselves as leaders in their organisations and thus begin to think organisationally, and to observe themselves in relation to their organisational leaders. As they come to understand what their director or CEO is doing as a leader, certain aspects of leadership begin to make sense. This kind of reflection fosters deeper learning that can strengthen the individual and the organisation. Fellows begin to take initiative and to find their voice. Some alumni have been able to offer feedback on their organisational leader’s own leadership energy, voicing their own needs in a confident, unselfconscious way despite difference in power between them. This was not evident before the fellowship experience.
Some fellows have demonstrated the ability to take full ownership of planning and organising, showing that they can pursue their objectives with focus and determination. Rather than being derailed by obstacles, they persist and succeed. This resilience directly reflects the lessons they learned during the 12-month programme around overcoming barriers to innovation. Fellows have also demonstrated the ability to weave together the social and political aspects of a situation in a way that allowed something fresh and authentic to emerge. The process of recognising those most affected by a problem as key influencers in finding its solution is central to the fellowship’s approach to innovation.
Coaching during the programme allowed what fellows learned to filter down to their organisations and broader teams. Additionally, the peer relationship between fellows proved empowering, with organisations reporting how this partnership had strengthened their programming and overall impact.
WHAT’S NEXT?
As a faculty, we still have many unanswered questions. Our hope in creating this learning brief is to spark curiosity among other leadership development practitioners and inspire further questions and dialogue.
As we venture further into the era of complexity, our faculty team plans to potentially explore a form of systems leadership that supports the collective journey of systems change. We aim to explore how to cultivate the innovation, insight, trust, and collaboration that drive the transformation of individual system components while also shifting systemwide dynamics, placing less emphasis on individual leadership.
We will wrestle with three key questions:
• How might we cultivate a systems change approach to leadership in the NGO sector?
• How might we find an approach that recognises the interconnectedness of various aspects of a system and brings about sustainable, transformative change at a systemic level? and
• How might we encourage young leaders to learn the art of collaboration and co-creation that systems change work demands?
As civil society takes its equal place alongside government and business in shaping South Africa’s social and economic future, its leaders must rely on one another. Building close ties and bonds of fellowship, forged through the shared challenge of addressing the sector’s evolving complexities, will be invaluable to their efforts to drive public innovation and meaningful change.
This is the learning experience of:
This learning brief was authored by Kathleen Dey, Innovation Fellowship Learning Programme Facilitator, and edited by Rahima Essop, with contributions from the Innovation Fellowship facilitation team.
OPPORTUNITY
SYNERGIES
Stop nutritional stunting of young children.
Place-based interventions unlock the true power of DGMT's 10 opportunities to escape the inequality gap.
OPPORTUNITY
SETTING UP PUBLIC SCHOOL
PARTNERSHIPS IN THE NORTHERN CAPE
Accelerate learning for learners failed by the system
The Lesedi Solar Park Trust in the Northern Cape has a mandate to invest in communities within a 50-kilometre radius of the Lesedi Power Project over an extended period of time. DGMT’s place-based synergies (PBS) team is responsible for managing community development funds for the trust and facilitates supportive developmental pathways for people in the communities of Postmasburg, Skeyfontein, Marimane, Jenn-Haven, Danielskuil, Groenwater and Lime Acres. Public School Partnerships (PSP), a programme co-funded by DGMT, is starting work with three schools in the Lesedi catchment area after 18 months of consultation, co-creation and cooperation. The programme aims to change the trajectory of school-going children.
This learning brief looks at the steps taken to meet the needs of school communities by setting up an effective public school partnership in the Lesedi catchment area.
SCHOOLS IN THE LESEDI CATCHMENT AREA
The proliferation of mining activity in the Lesedi area (there are 13 mines and three power companies) has led to substantial population growth and urbanisation. This has intensified pressure on municipal services and caused issues such as the overcrowding of schools.1 Despite significant economic activity in and around these communities, unemployment remains high, and people continue to face overlapping challenges.
DGMT’s place-based synergies (PBS) team adopts collaborative and innovative approaches to drive meaningful change in vulnerable communities. Sinazo Nkwelo, the PBS team’s director, explains the strategic approach to human development it has taken in the Lesedi communities: “We have 20-plus years here and we see that as a wonderful opportunity to really try and close gaps, from pregnancy to employment, and shift outcomes so that children born today will have better outcomes than their parents in 20 to 30 years’ time.”
There are 17 schools within the catchment area of the Trust. Many are “underperforming”2 in terms of pass rates, and also face leadership challenges and cultural issues while trying to support learners in difficult home environments. The community was growing increasingly concerned about the quality of education and persistently low learner outcomes. “We came to understand that a different model and approach needed to be taken,” says Nkwelo.
KEY FEATURES OF THE PUBLIC SCHOOL PARTNERSHIP
MODEL
A core partnership between:
Levers of capacity, accountability and flexibility that: BUILD CAPACITY to deliver new skills, ideas and inputs, ENSURE ACCOUNTABILITY of implementation and excellence, and ENCOURAGE FLEXIBILITY in education and operational approaches in service of learners' needs. 1 2 3
A PUBLIC SCHOOL, as an organisation that includes staff, parents and the local community, and THE PROVINCIAL EDUCATION DEPARTMENT that gives contractual responsibility and accountability to
A NON-PROFIT CIVIL SOCIETY ORGANISATION that specialises in education management, known as a School Operating Partner (SOP).
Cohesive, accountable, and excellent management structures in public schools between: A PRINCIPAL who leads the school and reports to A SCHOOL OPERATING PARTNER (SOP) who shares responsibility for professional management and whole-school improvement, and A SCHOOL TEAM of teachers and support staff who are at the forefront of education delivery.
While exploring models that have enabled effective learning and teaching to take place in “underperforming” schools, the PBS team identified Public School Partnerships (PSP) as a framework for whole-school-improvement worth pursuing. PSP’s collaborative approach to supporting schools matched the place-based synergies ethos of working with communities. PSP is designed to support no-fee public schools, often struggling with low learner achievement, to access highquality education. The partnership is formed between a no-fee public school, a provincial education department and a non-profit civil society organisation which specialises in whole-school support. The non-profit partners with the school to increase its capacity, accountability and flexibility. The core focus is to create and sustain excellent management structures in schools, which includes supporting governance, instructional leadership, teaching, learning and operations. 1 "Escaping the inequality trap - DGMT’S
“It was clear to us in interacting with the model that it required a lot more from the school and the department in terms of partnership. There was a give and take. It was wanting something more of a school and its leadership, to take ownership of certain things, and to behave in different ways. We saw that the way we would need to approach this was going to be different.”
— Sinazo Nkwelo, Director of
To establish which schools would be best suited to the PSP model, DGMT invited several school principals, a circuit manager and department representatives from the relevant education district in the Northern Cape Department of Education to a meeting in Cape Town in November 2022. They were introduced to the PSP model through presentations and by visiting Collaboration Schools3 in the Western Cape to observe how different non-profit partners implemented contextually relevant versions of the PSP model at different schools.
Following this visit, there was significant interest in developing a similar model, suited to the needs of the contexts in Danielskuil and Postmasburg. An independent consultant specialising in education partnerships4 was asked to facilitate a series of workshops to explore the feasibility of a partnership between a group of non-profit partners, the Lesedi Solar Park Trust and several public schools. These workshops became the building blocks of the months-long process that followed, eventually resulting in a service-level agreement (SLA) being signed and the implementation of the PSP model. This Learning Brief looks at how the parties involved arrived at this agreement.
WORKSHOP APPROACHES
EXPLORATION
In July 2023, several months after the introductory meeting in Cape Town, stakeholders began exploring what a prospective partnership in the Northern Cape might look like. The process consisted of a series of workshops with focus groups to identify their interests and objectives, as well as
Place-based Synergies
the conditions necessary for a successful partnership. The focus groups comprised of nominated members from school management teams, school governing bodies, representatives from the Northern Cape Department of Education and nonprofit partners.
Insights and opinions were drawn from the groups through targeted questioning and facilitation, using the three key levers for effective public school partnership models (capacity, flexibility and accountability) as a focal point for discussions.
It became apparent that schools in the Northern Cape were facing similar challenges to those in other parts of the country. There were concerns about the quality of teaching and learning, resource constraints, learners dropping out of high school, and low learner outcomes in both primary and high school that led to low levels of employability and employment after school.
The workshops outlined why public school partnership models were a possible solution, namely that such partnerships offer the means to provide increased capacity and accountability, leading to improved teaching and learning, lower dropout rates, improved results – and hopefully – more work opportunities for young people. The workshops allowed for a process of “reiterative ideation” in which ideas and needs could be tested and adjusted.
ALIGNMENT
The Public School Partnerships team knew from their experience implementing the model in the Western Cape and Eastern Cape that all stakeholders must be aligned with the programme’s purpose and outcomes from the onset for it to be successful. Thus, it was crucial to establish what kind of support the schools needed and if the non-profit partners could deliver it. For example, if a school needed new
infrastructure, the non-profit partners would not be able to provide it because infrastructure was not their core focus. Instead, the non-profit partners would be poised to provide operational support, instructional leadership coaching for management and help with developing school culture and policies, and work with school leaders to develop core instructional practices for teaching staff to shift learner outcomes.
DEFINITION
The consultation process then moved on to defining the functions of the partnership, and precisely what the roles and responsibilities of each stakeholder would be with regards to each of the school improvement functions (learner achievement, teaching and learning, behaviour and safety, leadership and management, governance, and parents and community).5 Once these functions were agreed upon, a preferred partnership model was discussed. This was determined not only by the agreed objectives and outcomes, but also by current legislative frameworks.
Once the school’s requirements were finalised, they were shared with potential non-profit partners to see if there was the opportunity for a partnership. Some of the key questions put to potential partners included:
What are your objectives in a partnership with schools in the Northern Cape?
What are you able to offer in terms of technical capacity and expertise?
What levels of autonomy would you need to be able to operate optimally in a partnership framework?
SYNTHESIS
The outcomes of the workshops were then synthesised by the respective teams working on the project before another meeting was called with all parties in Postmasburg in the Northern Cape. This meeting clarified areas of full alignment, points of dissonance or disagreement, potential compromises and the feasibility of a partnership framework.
MODEL SELECTION
Partners agreed that the desired outcomes could be achieved while operating within the existing legislative framework. Schools selected a partnership model in which non-profit partners were co-opted as School Governing Body (SGB) members, meaning they were not elected members by voting but appointed by the SGB for their knowledge or expertise in a specific area. This is the same model used in the Eastern Cape.
The Common Good Foundation was the preferred nonprofit partner for these Northern Cape schools. A service level agreement (SLA) was drawn up to reflect clearly defined objectives, levels of autonomy, roles, responsibilities and key performance indicators. The SLA established a partnership between the non-profit partner, the provincial education department and the schools.
In 2024, Common Good began implementing the cocreated vision with tailor-made packages for each of the schools: Ratang Thuto, HTT Bidi Memorial and Danielskuil Intermediate. Matthew Draper, head of instructional learning at Common Good explains: “There is differentiation between the various schools, but we work from a foundational offering built on what we see as the instructional practices that need to be developed. We express this in terms of curriculum, assessment and lesson delivery. The differentiation follows from how each school best takes on these principles and puts them into practice.”
LESSONS ON BUILDING EFFECTIVE PUBLIC SCHOOL PARTNERSHIPS
RECOGNISE THAT A PARTNERSHIP IS DIFFERENT FROM SERVICE PROVISION
The PSP model differs from a traditional service provision model. In service provision, the responsibility for success lies primarily with the service provider, with minimal involvement from the school itself. In contrast, the PSP model requires
mutual responsibility for core school functions, with shared accountability for improvement in outcomes. The model's success hinges on the willingness of SGBs, principals and teachers to be accountable and adopt new approaches. It's crucial for all stakeholders to acknowledge this, and the process should be designed to support this understanding.
Representatives from Lesedi schools and the provincial education department were invited to attend presentations on the PSP model and witness the Collaboration Schools model in action. To ensure a thorough understanding, the PSP team actively sought feedback from both the schools and the department. This feedback revealed a mix of apprehension, particularly regarding potential impacts on jobs, and excitement about the model’s potential. The prospect of seeing functional, no-fee schools making optimal use of existing departmental mechanisms, such as School Improvement Plans, was especially promising.
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GET BUY-IN FROM KEY CHAMPIONS
It’s important to secure buy-in from those who will champion the PSP model within a district. The initial immersive visit was conducted with key stakeholders, such as the circuit manager, district officials, and importantly, principals. Having principals involved from the start was invaluable; they could advocate for the model among their peers, a more effective strategy than top-down directives.
Nkwelo highlighted the impact of principals hearing directly from their Collaboration Schools peers about their experiences. Potential partners realised that a PSP project is not a one-time initiative but an ongoing journey that schools undertake with their non-profit partners.
After the trips, the PBS team consulted the circuit manager and the department to identify schools that could benefit from the model. Once candidates were selected, the department briefed them on the model and invited school principals and SGB representatives to a detailed planning session in Kimberley, Northern Cape, ahead of the workshop series. This approach, backed by departmental endorsement, reassured principals and gave them the confidence to adopt the model.
Instead of imposing solutions on the schools, the Lesedi Solar Park Trust put the decision-making power in the hands of school representatives. This approach emphasised collaboration, allowing the schools to ask questions, seek clarification, and make informed decisions about which partner was best suited to meet their specific requirements.
AN INDEPENDENT, KNOWLEDGEABLE FACILITATOR IS VALUABLE
When establishing the parameters and objectives of a partnership, involving an external, independent party ensures that all agendas, objectives, and non-negotiables are clearly defined. This also helps facilitate and mediate the process effectively. Engaging an organisation like Proteus Advisory proved invaluable due to the consultants' expertise and extensive experience across all levels of the South African education sector.
“We’re not just facilitating the process – we know the right questions to ask schools, how they operate, and what’s needed to make a partnership like this work,” explains Jonathan Molver, director of Proteus Advisory.
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CO-CREATION AND ADAPTABILITY ARE NECESSARY FOR GREATER ACCOUNTABILITY
Greater flexibility, accountability and capacity are key to the partnership model, but they cannot be achieved without cocreation and negotiation with those directly affected by the partnership implementation. At the Postmasburg session, the school representatives and the PSP team co-created a vision for change; they identified the areas where schools needed help, defining key goals, and identifying the levers of change necessary to attain them. They adapted the model to the needs of each school and negotiated in terms of where the schools were prepared to be flexible.
Authentic co-creation requires a willingness to adapt the model based on emerging needs and feedback. At the same time, it’s essential to clearly define which aspects of the model are non-negotiable. School requirements were shared with non-profit school partners experienced in working with Public School Partnerships. These partners identified the elements they could support, while schools – through their teachers, SGB members, and principals – ultimately chose their preferred partner and model.
This process ensured that potential partners understood the school’s vision and identified areas of alignment. The PSP team acted as matchmakers and facilitators, helping schools connect with the most suitable non-profit partner.
LAY THE FOUNDATION FOR CHANGE
Introducing change requires a participatory process that invites those affected to have a voice in shaping the outcome. As Nkwelo highlights: “This is not just about preparation; it’s a vital step in making development processes fair and just.” Engaging SGBs and teachers was a key part of managing this change effectively.
For example, the involvement of the non-profit partner in decisions traditionally made by the SGB, like appointing SGB teachers, was initially debated. A consensus was ultimately reached to include the non-profit partner as a non-voting, coopted member of the SGB. This collaborative approach helped secure buy-in from staff who would later work closely with the non-profit partner for coaching and support.
GIVE THE SET-UP PHASE SUFFICIENT TIME
It took 16 months to finalise and sign an SLA with the department, a period that included identifying suitable schools for implementation. This timeline was essential to properly align the programme, gain stakeholder buy-in, and co-create a context-specific implementation strategy. Rushing this process could have resulted in a top-down approach that might not have been well received.
WORK WITHIN THE DEPARTMENTAL SYSTEM, NOT AGAINST IT
Common Good’s approach to development recognises the fundamental identity of their schools as public institutions, subject to the same policy expectations as all government schools. The purpose of development is not to create parallel systems for improvement, but to help schools meet and exceed
what is required of them. Common Good supports schools to carry out mandated processes including school self-evaluation (SSE6) and performance management (QMS7) so that they contribute to meaningful and appropriate changes in practice.
WHAT’S NEXT?
In the first phase of the project, Common Good (which is based in the Western Cape) visited all the schools at least once in the first term, and then twice in the subsequent three terms. The Common Good team also held regular virtual meetings with the school and district representatives to inform School Improvement Plans. In term three, Common Good brought all the school leaders to Cape Town to attend a Collaboration Schools Conference and visit their schools in the Western Cape.
Given the relative size and remote location of the Lesedi schools, recruitment of high-quality support may prove challenging. Non-profit partners will need to provide compelling and attractive opportunities that will either attract local talent or draw talent from outlying areas.
In an era where partnerships between public institutions and private entities are increasingly vital for sustainable progress, Public School Partnerships in the Lesedi catchment area serve as a good example of how organisations can work together to create a brighter future for learners in no-fee schools. Through open dialogue, collaboration and a shared vision, the Lesedi Solar Park Trust is helping to ensure that students in these schools have access to the resources and support they need to thrive. 5 6 7
6 School Self-Evaluation (SSE) is a process that allows schools to assess themselves and improve their performance and quality of provision.
7 The Quality Management System (QMS), provides for the evaluation of school-based educators.
This Learning Brief was drafted by Daniella Horwitz and edited by Rahima Essop, with contributions from Public School Partnerships and DGMT’s Place-based Synergies team.
This is the learning experience of:
THE LEGACY OF DOUGLAS AND ELEANOR MURRAY
DGMT is a South African foundation built on endowments from Douglas and Eleanor Murray to promote charitable, educational, philanthropic and artistic purposes within South Africa. Douglas Murray was the son of, and successor to, John Murray, the founder of the Cape-based construction company, Murray and Stewart, which was established in 1902. This company merged in 1967 with Roberts Construction to become Murray & Roberts, with the parent Trusts as the main shareholders. In 1979, the Trusts combined to form the DG Murray Trust as the main shareholder before the company was publicly listed. Subsequently, the Trust relinquished its ownership to a major finance house. Eleanor Murray remained actively engaged in the work of the Trust until her death in 1993.
The Foundation is now the holder of a portfolio of widely diversified assets, which reduces the risks in funding the achievement of its strategic objectives. DGMT currently distributes about R200 million per year and leverages and manages a similar amount of funding through joint ventures with other investors. DGMT’s ultimate goal is to create an ethical and enabling environment where human needs and aspirations are met; where every person is given the opportunity to fulfil their potential, for both personal benefit and for that of the wider community.
By investing in South Africa’s potential we aim to:
› Create opportunity for personal growth and development that will encourage people to achieve their potential.
› Help reduce the gradients that people face in trying to seize those opportunities.
› Affirm the value and dignity of those who feel most marginalised and devalued by society.
The DGMT Board
TRUSTEES Mvuyo Tom (Chairperson) - John Volmink - Ameen Amod - Shirley Mabusela Murphy Morobe - Hugo Nelson - Diane Radley
