Turning South Africa into a Construction Site
#LetsBuildSA

  • SA LOGO
  • Capacity Building Programme

    Stakeholders

  • Public Works Entities
  • Department of Basic Education
  • Department of Higher Education and Training (DHET)
  • Department of Science and Technology – SAASTA
  • Sector Education and Training Authorities (SETAs)
  • Maths and Science Centre
  • Institutes of Higher Education
  • CSIR
  • Financial Service Providers
  • NFSAS
  • Municipalities
  • Municipal Infrastructure Support Agency (MISA)
  • NYDA
  • Provincial Public Works
  • UNISA
  • Entities, government departments and SOEs
  • Private Sector
  • Built Environment Statutory Councils
  • School Programmes

    One of the interventions of this strategy is the Schools Programme which commits to pursue excellence, accountability, impact measurement and delivery evidence of improved results in the fields of Maths and Science. This programme is collaborative and based on a model of co-determination and reciprocal obligation by all stakeholders, partners and associates to add value to 20 000 learners over Five (5) years.

    The schools programme is a whole school intervention programme whose success would be measured by absolute improvement of Matric Maths and Science results, ensuring an increased number of learners qualifying for university entrance with passes of sufficient quality to enable them to pursue built environment studies. Grade 10-12 learners from disadvantaged schools are prioritised in addressing critical skills shortages and for positive impact on such communities

    The Schools Programme provides an intervention that will support systemic change in three areas:

    • Leadership and Management
    • Classroom practice
    • Extra-curricular activities
    • The highlight of the Schools programme is the Annual Winter Schools Camp

    Programme Objectives

    • To increase the throughput of learners with university-entrance maths and physical science pass for BE careers.
    • To strengthen the quality of education through educator effectiveness; and learner accountability.
    • To advance learner interest in maths and science.
    • To promote and de-stigmatize the built environment careers
    • To attract potential “professionals” into the built environment.
    • To ensure increased commitment and excellence among participating school management teams.
    • To support teachers in dealing with on-going changes in education policy and classroom challenges.
    • To increase the number of teachers proficient in teaching maths and science.
    • To provide learners with prospects to excel and reinforce positive performance and behaviour.
    • To provide funding opportunity for disadvantaged students who pursue careers within built and property sectors