Case Study: Maths Centre Incorporating Sciences

Maths Centre

Projects are all initiated by either corporates or departments. The starting point is always an elaborate base line assessment. The following is a summary of some results achieved by some of the Maths Centre implemented projects. 

Individuals are too many to name. We will send you our alumni booklet 2011 as and when it is ready. You can have 2010 now.

  1. Transnet Foundation top 400 learners project,  the learners achieved a 92% pass rate at Levels 4 and above. 103 obtained distinctions.  This project was run in the North West, Limpopo, KZN and Free State. 
  2. Cell C Matric support project, simultaneously implemented in 6 provinces – 107 learners obtained distinctions. Out of a total of 2708 learners, 86% passed on level 4 and above.
  3. Western Cape Department of Education primary project in 250 schools. 4.5% average gain was noted in the first two years.
  4. Teacher Development project for MEC Gauteng strategy. All 400 teachers moved from baseline of below 50% to baseline of 80% in a 15 day 8-hour training in Mathematics and Science
  5. Business trust project with 500 high schools in Maths and Language in all 9 provinces. HSRC evaluation showed that a total 94% points on average were gained by schools. Maths Centre learners increased 26% on average whereas National was only 9% in that year. This means that 94% schools improved in the 4 year project
  6. 765 teachers were enrolled in a 3 year diploma course for Mathematical Literacy over a period of 4 years. 92% passed first time.
  7. 240 teachers have gained a B.Ed degree over a period of 4 years – Maths Centre was the service provider.



Lessons Learnt

One very crucial lesson is to do with how many times schools violate the memorandum of agreement that they sign with us. We have devised a critical success indicators entry requirement. It is highly confidential. Broadly speaking, Maths Centre strategy, regards the PRINCIPAL AND TEACHER as key and vehicle to bringing about high quality curriculum delivery when given the necessary support. By working on and with the principal and teacher, the whole school can be mobilsed to create conducive environment for Transfer of Learning to take place. Around the teacher and learners are several role players, namely: The School, Unions and SGB’s, Parents and the Community, The DoE, Development Organizations (INSET providers). Factors that influence the learners’ received experience of learning, unique capacity to construct knowledge and the effectiveness of such experiences are located within: • The classroom (learners’ daily contact environment), and • The school as an organization (its functions and mechanisms)

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