There is growing acknowledgement, and a body of evidence to suggest that education systems around the world are not adequately equipping young people with the knowledge, skills, attitudes, and values needed to succeed in a fast-changing world (World Economic Forum, 2022). As such, many education systems are becoming more deliberate about developing a broad range … Continue reading A South African Competency framework: Research Insights from the DBE Consultative Workshops (August to October 2022)

A consensus is emerging among education stakeholders that educational systems should support children to develop emotional and social skills to nurture meaningful relationships so that they become emotionally and socially responsible, fulfilled individuals. Education systems that cultivate social-emotional competencies and mindful presence in learners through mindfulness practices may be what the world needs to prepare … Continue reading Exploring a Culture of Mindfulness in South African Public-School Classrooms

The world is changing fast, and there is increasing consensus that education systems globally need to prepare young people to thrive in contexts of complexity, uncertainty, and rapid change. Research evidence suggests that the majority of formal education systems are not adequately preparing young people for life after school (Fadel et al., 2015), and that … Continue reading The Competency-based Learning Programme: Prototyping the infusion of competencies for a fast-changing world in the taught curriculum

There is increasing acknowledgement, due to growing inequality and increased uncertainty in the fast-changing world, that there is a  need for children to develop a more holistic set of skills and competencies for them to thrive in the present and future. For children to thrive in this fast-changing world and be equipped to create a … Continue reading Exploring tinkering as a tool for teaching & learning in the classrooms

The Sandbox School Culture intervention aims to support school leadership in establishing a culture that improves teaching and learning, and equips learners with the competencies they need to thrive in a fast-changing world. The intervention is designed to explore strategies for collaboration between the Principal, School Management Team (SMT) and School Governing Body (SGB), as … Continue reading Education for Sustainable Futures: Insights from the 2nd  School Leadership Conference

In recent years, the Department of Basic Education has actively explored incorporating robotics and coding into the national curriculum. In parallel to this process, with the hope of enhancing our collective understanding of integrating robotics and coding into teaching and learning practices, the NECT Edhub has collaborated with the University of Johannesburg in conducting 4 … Continue reading Exploring Robotics and Coding in South African Classrooms: A Research Compendium 

Competencies for a fast-changing world not only contribute to a well-prepared workforce of the future but also give learners life skills that will help them thrive in our complex world. There is a growing consensus among education stakeholders that there is need to ground competencies for a fast-changing world in core content, and especially in … Continue reading Integrating Creativity into Teaching and Learning

This is an executive summary of key research findings and insights from all the interventions conducted in 2021 as part of the Sandbox Schools Project. The Sandbox is a multi-year research project that seeks to explore what “education for a fast-changing world” can look like in South African public schools. We have published a full … Continue reading Sandbox Schools Project: Emerging research insights from 2021

There is broad agreement among different education stakeholders that educational systems should support children to develop emotional and social skills in order to nurture meaningful relationships and become emotionally and socially responsible individuals. The Competency Based-Learning Programme (CLP) is a structured learning programme that seeks to support teachers in deliberately developing in learners both foundational … Continue reading Enhancing Learners’ Emotional Regulation and Well-being