The project is being implemented in all schools in Fezile Dabi district and selected schools in the Botshabelo and Thaba N’chu municipalities of Motheo district. These schools include primary, secondary, combined, intermediate, high schools and farm schools.


Although they share the same challenges as ordinary schools, farm schools also face challenges such as poor relationships with farmers and multi-grade teaching. The majority of the learners live in dire poverty and due to lack of transport have long distances to walk to school each day. The Trust is unable to invest in infrastructure development at these schools as they are on private land.




Transformation and empowerment workshops
Infrastructure development
Curriculum and social development
Leadership development


All schools are introduced to the KST project through an Empowerment and
Transformation Workshop, commonly known as a “retreat”. A retreat is a weekend
workshop where the educators, school management and leadership and together with the leadership of the learner organisations get together for open and honest discussions on the factors affecting school performance. The process aims to create unity within the school through the development of a cohesive vision and a strategic plan to ensure long-term success and sustainability.

“The enthusiasm and commitment displayed [at the retreat] indicated a shattering of old attitudes and an ushering of a new work ethic, rooted in transformation. The participants displayed enthusiasm throughout, even during times when sensitive matters were discussed during personal reflections.”


“It was interesting to hear about the things my colleagues are and aren’t doing, as well as having to state my own two flaws that affect my work as an educator. As an HoD, I never expected to hear some of the things I heard during the sessions. I started seeing a change in us, especially in terms of attitude. I saw that my team was eager to get back and start working. Everyone was aware of their mistakes and their flaws.”


“My most memorable moment was being able to speak about certain issues that had been on my mind for a while. It was sad and emotional, but left me feeling relieved. We don’t always get a chance to work with each other, so the activities gave us a chance to interact. The introductions at the start of the workshop gave me a better perspective on my colleagues. It was interesting to hear about other people’s unfulfilled wishes.”






English Literacy and Mathematics Grade 1-3

English and Mathematics Grade 4-7

Mathematics, Natural Science and English Grade 8-9

Physical Science, Geography, Economics and Accounting Grades 10-12

Visual Support Programme

Leadership Development




English Literacy Grades 1-3

English and Mathematics literacy Grades R-7.

Mathematics, Physical Science and Accounting Grades 10-12.

Visual Support Programme

Leadership development



Basic Infrastructure

This refers to the building or renovation of ablution blocks and classrooms, perimeter fencing and the provision of desks and chairs. All schools will receive basic infrastructure where it is required and where it is not already being provided by government.

Incentive infrastructure

This refers to facilities such as science laboratories, libraries, computer centres, maths centres, multi-media centres and sports facilities. Schools that perform above the target that has been set by the Free State Department of Education, qualify for incentive infrastructure projects.


Interventions and programmes are under development.

Kagiso Shanduka Trust envisions that the outcomes and lessons from this project will ultimately form the basis of a comprehensive model that supports educational delivery in other provinces throughout the country.

The model is developing best practice strategies for effective engagement with all stakeholders, including government, service providers, schools, communities and the private sector. It is also developing working strategies for effective costing and financial management.

Monitoring and evaluation is being conducted throughout the implementation process and is a key component of the project. Independent specialists are conducting on-going evaluations and recording the lessons learnt which will assist with the further development of the model.



Needs Analyses

308 Schools

Empowerment and Transformation Workshops

37 Schools


Needs Analyses

54 Schools

Empowerment and Transformation Workshops

178 Schools

Infrastructure Development

66 Schools

Curriculum Development Programmes

97 Schools

Visual Support Programmes

40 Schools


Empowerment and Transformation Workshops

6 Schools

Infrastructure Development

29 Schools

Curriculum Development Programme

99 Schools

Leadership and Youth Development

41 Schools


Infrastructure Development

9 Schools

Curriculum Development Programme

115 Schools

Leadership and Youth Development

41 Schools

Visual Support Programme

20 Schools


The KST Theory of Change states that:
If the educator is capacitated through professional development and training AND
The school environment is improved through investing in infrastructure, curriculum development and leadership support AND
The district office is strengthened to better support the schooling system
THEN we expect to see a significant improvement in learner performance that is sustainable.


Learners are able to demonstrate age-appropriate cognitive capabilities, confidence and life skills that allow them to realise their full potential.


Educators have the required skills, knowledge, resources and motivation and are dedicated to learner success.





Empowerment and Transformation Workshops

Conducive environment for teaching and learning
  • SMT and teachers establish and sustain a learning, teaching and learner-centered approach within the school community
  • School leadership facilitates the creation of a safe environment for teachers and staff to work as a learning community
  • School leadership and staff demonstrate an understanding of and accept joint responsibility for improving learner outcomes
Trust and respect
  • The school demonstrates an inclusive culture of mutual trust, respect and positive attitude that supports the personal growth of school community
Staff relations
  • Relationships between members of the staff are collegial, allowing for effective collaboration and teamwork

School leadership and governance development program

Instructional leadership
  • School leadership focuses and demonstrates skills and knowledge on improving and supporting effective teaching, learning and organizational effectiveness
  • School administrators develop and align systems, processes and resources to establish and sustain an effective teaching and learning environment
  • The SMT regularly observes classroom teaching and has a strategy for improving the quality of teaching and assessment
System leadership
  • The SMT develops and monitors the school’s vision, goals and improvement plan and strategies
  • The SMT facilitates ongoing opportunities for communication among teachers and staff and provides opportunities for teachers to work together
  • The SMT analyses, interprets and used data to inform strategy and future intervention
  • SMT support the teachers to ensure utilization of the provided resources to promote teaching and learning
Responsive district leadership
  • District and provincial leadership and administrators priorities school improvement in their strategies and plans
  • District uses data captured to inform future strategy and intervention
  • District recognizes the lead teachers trained and utilise them to strengthen the district capacity
Effective Governance
  • The SGB has improved parent and community participation and the capacity to offer effective oversight of school finances, policies and strategy plans

Curriculum and Social Support

Curriculum coverage
  • Teachers use resources effectively to involve learners in all learning activities, integrating all learning areas
  • Educators are able to cover the pace setters as per schedule
  • Quality, quantity and frequency of assessment task is done as set out in the CAPS policy
  • Improve subject knowledge and computer literacy of teachers to cover curriculum
  • Teachers plan instruction based on the DBE curriculum aligned with the CAPS policy statement and grade-level expectations
  • Instructional planning is collaborative, coherent and focused on the learner learning
  • Teachers demonstrate competence in planning preparation, presentation and management of learning programs
Content knowledge
  • Teachers are skilled at using a variety of methods to teach in a way that addresses the needs and expectations of learners
  • Teachers use resources effectively, including technology, to enhance student learning
  • Teachers demonstrate deep knowledge and understanding of the subjects they teach. They effectively maximize use of lesson time and coordinate lesson resources well
  • Teachers utilise the provided resources to improve teaching and learning
  • Number of accolades received by individual teachers in specific subjects
Learner assessments
  • SMT and teachers engage in ongoing and professional learning opportunities to enhance and refine their assessment practices
  • Formal and informal assessment data are analyzed during the learning process to modify instructional strategies or content to meet the needs of learners
  • Learners receive constructive and immediate feedback as a consequence of continuous and varied assessment practices
  • Learners are engaged in developing their critical, logical, cognitive skills outside of the classroom environment
Instructional practices
  • Teachers engage in classroom practices aligned to the CAPS curriculum and consistent with standards-based teaching
  • Instructional practices and resources are in place to facilitate and support effective teaching and learning
Learner support
  • Learners participate actively and are engaged in individual and cooperative learning
  • Learners are able to access extra help and support when needed both in class and out of the class
  • SBST provides a vehicle for supporting learners with learning barriers
  • Learners take part in different competitions
Learner wellbeing
  • Learners have access to support programs and interventions that prioritise their wellbeing
  • Learners benefit from health programs that include eye and audio testing
  • Forums of different stakeholders share resources, experience and knowledge dedicated to learner wellbeing and safety