Many Dress for Success clients have been negatively affected by today’s job market and face circumstantial challenges in finding a new position. The Going Places Network offers a 10-week support to women who have participated in our Suiting Program but have not yet secured a job. Clients meet for three hours each week, attend a workshop series on relevant job search topics, network with fellow participants, and receive additional one-on-one job search support in the Career Centre   more >

A group of performers and theater makers that educate students with plays, songs, dances and creative arts focusing on the social issues. We will also allow students to try out and learn these types of arts we portrayed by providing workshops and classes after schools. The program also hire local artist to facilitate the programs and design them, before that they also receive a professional training/workshop on the certain art/program. The training are provided by various NGO's we working with in our community . By that we not only empowering students by giving them after school programs but also empowering the out of school youth by giving them a role of being a leader and mentor to kids. We growing these facilitators skills and talents as he grows the students skills and talents so we heating two birds with one stone. The project does not only impact schools but communities by opening a community theater group that focuses on equipping and empowering out of school youth enabling them to equip, empower and influence students at schools.   more >

Tekioo integrates maths, science, art, design and technology, and presents lessons to learners in the form of hands-on projects and modules. These lessons are presented in the form of Woodwork, Metalwork, Electronics, Hydraulics or Mechanics. As an AFTER-SCHOOL programme, learners are taught to plan and design a wide range of projects. They are taught how to construct these projects using safe hand tools and recycled materials. This tactile approach provides a whole-brain learning experience and creates the opportunity for learners to better understand how maths and science works and how it ties in with design and technology. It also provides opportunuties for learners towork with a wide range of tools and materials whilst developing much needed practical skills.   more >

Legacy’s flagship is currently the Khulani Kayamandi Enrichment Centre – during the afternoons the Legacy Centre is transformed into an afterschool centre for more than 180 learners between Grade 1 and 12. This programme is based on the premise that the building of an accountable generation, that will take responsibility for their own future, is the best way to bring real change and hope to the community. Quality is rated higher than quantity and the concept of ‘one life at a time’ motivates us. The same kids come back every year and the success of the programme can therefore be measured by the calibre of child that grows up and are looked after at Legacy. We believe that the kids of Kayamandi can change the face and future of this deprived part of Stellenbosch in their lifetime. The Khulani Kayamandi Enrichment Centre is not school; apart from the fact that is a safe space in the afternoons, it is also fun, and the focus is on the building of self-confidence, leadership skills and to allow all the children to grow to their full potential.   more >

Legacy’s flagship is currently the Khulani Kayamandi Enrichment Centre – during the afternoons the Legacy Centre is transformed into an afterschool centre for more than 180 learners between Grade 1 and 12. This programme is based on the premise that the building of an accountable generation, that will take responsibility for their own future, is the best way to bring real change and hope to the community. Quality is rated higher than quantity and the concept of ‘one life at a time’ motivates us. The same kids come back every year and the success of the programme can therefore be measured by the calibre of child that grows up and are looked after at Legacy. We believe that the kids of Kayamandi can change the face and future of this deprived part of Stellenbosch in their lifetime. The Khulani Kayamandi Enrichment Centre is not school; apart from the fact that is a safe space in the afternoons, it is also fun, and the focus is on the building of self-confidence, leadership skills and to allow all the children to grow to their full potential.   more >

Learner support is provided to children in the Foundation Phase of each school, working within the remit of any existing learner support school department which is currently overwhelmed by the numbers of children needing extra attention.   more >

Children are generally selected by SOS during the Foundation Phase of their schooling (Grade R/Grade 1) and are sponsored throughout their school career. SOS currently sponsor 33 children from three schools in the Helderberg area and surrounds: • 12 year sponsorship commitment (Grade 1-12). • Payment of school fees, transport, stationery and uniform. • Daily after care provided Monday through Friday. • Holiday programmes. • Extra support if required (for example, therapy, counselling and so on).   more >

We provide help with homework. We offer assistance with reading, maths and other remedial areas that are needed. We provide a cooked meal so that the learners can focus on their learning. We provide life skills training to help learners empower themselves in various areas. Once a year we take Grade 4s on an education tour outside of our communities, so that they can physically see what they learn in their handbooks. We supply them with stationery at the start of the year, so that they are fully equipped to make a success of their school year. Where the senior learners need help with research, we let them spend time with us, researching on our laptop, and printing it out for them. We provide career guidance for those that do not know what subjects are needed to reach their preferred career. We also make them aware of other opportunities to enhance their future.   more >

“This is me” will be an after school six week project, where up to thirty learners will be chosen through a selection process, Group One will consist of learners who will have submitted “Selfie” videos of dance, rap, singing or poetry. The selected learners will be placed into specific workshops run by subject matter experts. This is to assist these learners to develop their natural talent and create a unique product. Workshops will include choreography & dance, vocal training, beat making, stage performance, poetry and life skills will be a strong focus through all these sessions. Group Two is aimed at learners who have a different talent. For them we will host an exciting MOJO workshop, where we skill them to film using their mobile phones. These learners will become the digital story tellers of the project and will be assigned to an artist to film “In-the-life-of” style video clips. Once all the training and production has been completed, the project will be concluded in a “Showcase” where the videos filmed by learners will be screened and the artists will take to the stage. This showcase will be professionally filmed, a copy will be delivered to Cape Town TV for broadcast and DVD copies will be available through the schools as a keepsake.   more >

Our strategy for 2018-2020 takes student perspective seriously and is based on the critical assumption that students have the agency and capacity to effect social change in their schools. Our strategy is a pedagogical one that has its foundations in youth participatory action research methodology (YPAR). Adopting a strategy which does not discount the relationship between private troubles and broader social issues and patterns also implies a shift away from traditional explanations of student disengagement which focus solely on the individual. We should go “beyond the traditional pathological or patronising view by asserting that young people have the capacity and agency to analyse their social context, to engage in critical research collectively, and to challenge and resist forces impeding their possibilities for liberation.” (Cammarota & Fine, 2008) All the pedagogical tools which we aim to utilise will contribute to building space for critical inquiry and praxis. The ultimate aim is to equip students to analyse the problem within context, to develop and implement solutions, to critically evaluate solutions and then to continue the praxis cycle. Though the process begins as an action group exercise, it ultimately leads into a school-wide campaign that benefits all stakeholders. They will have learned how to exercise collective imagination to envision futures that are better for their school, believing that they can contribute to making the world a better place.   more >

Our Early Childhood Development (ECD) programme assists in developing under resourced township educare centres.   more >

Mathletics is a captivating online learning space providing students with all the tools they need to be successful learners, both in the classroom and beyond. Powerful courses aligned to the South African mathematics curriculum across Foundation, Intermediate and Senior Phase, matched with dynamic tools and reporting for teachers. Mathletics supports and caters to each teacher’s unique blend of student-driven learning and teacher-led instruction.   more >

Reading Eggs supports learners’ reading skills with carefully designed online reading games and activities which are easy to follow, student-driven, progressional and highly engaging. Reading is just part of the adventure! Programme has an online library of over 2500 aged readers, all with online quiz driving reading with meaning.   more >

Enter the exciting world of Spellodrome. An engaging array of activities, games and challenges – all powered by your own word lists. Designed by educators, Spellodrome encourages independent learning and the development of critical spelling awareness. Visual, Phonological, Morphemic and Etymological – we’ve got you covered.   more >

The objective of the project is to provide care and developmental activities for 100 vulnerable children in 5 care facilities by March 2019. The escalating increase in the number of vulnerable children due to emotional, physical and substance abuse makes the contribution to their human development a priority. Children are subject to warzone, public, domestic and gender based violence. Children are exposed to HIV/AIDS through rape, sexual abuse and sexual exploitation in the form of prostitution and pornography production. Vulnerable children lack the guidance and support required to become adults who are mentally and emotionally competent and confident. Vulnerable children revert to living as street children residing in city centres begging for money, prostituting themselves, crime and are victims of human trafficking. The absence of proper programmes and interventions will result in them becoming victims and victimizers later in life. We have a responsibility to restore the moral fibre of our society and communities, thereby ensuring sustainable living. Spiritual poverty needs to be addressed alongside material poverty, specifically with the children who is our future leaders.. Poor academic performance in schools by these children is due to issues outside of school. Lack of parent involvement, disability, nutrition, access to School required resources are barriers for learning and development. We will provide alternative means of education for the vulnerable children   more >

Siyakhathala (‘We Care’) is aimed at nurturing learners who can engage with the education system with confidence and assists caregivers who are involved in their children’s school careers. Siyakhathala runs as an after-school ‘learning gym’ for the large number of at risk children in the school. Each cohort is chosen across four grade three classes at Siyazakha Primary School. By conducting the Learning Gym in this year group, the year prior to the transition to English as the language of learning, SAEP aims to raise literacy levels in home language (in this case, isiXhosa), as research shows that taking on a second language is then boosted. In its programme, Siyakhathala: • Concentrates on literacy by holding Reading Groups within each session as well as some Free Choice Reading. A vibrant story-time is included each week, because there is little better than being read to! • Develops learning habits in the learners that will equip them to succeed as resourceful, reflective and resilient learners. • Uses circle time activities as an opportunity to develop the learners’ emotional vocabulary and give them useful ways to deal with social and emotional aspects of their lives in a positive way.   more >

The Hope Scholars programme seeks to address unsatisfactory achievement in mathematics, science and English literacy in under-resourced South African schools. SAEP takes grade eight and nine learners through a two-year process of academic and personal development to prepare them for high school success and assists them to excel in later grades by focusing on maths, science and English literacy. The project provides: • Mathematics, science and English after-school tutoring, which is delivered by full-time staff, volunteers and professional tutors. • Specialised English literacy and reading sessions that are designed to foster critical thinking and analytical skills, which are essential for learners' success in other subjects. • Life skills and career guidance: along with personal development sessions, these are crucial to the children’s progress and help to reduce dropout rates later on. • Academic and enrichment camps and outings allow learners to spend time outdoors and engage in activities that stimulate an interest in maths and science. • Psycho-social support is offered to address non-academic barriers to learning through home visits, parent meetings and access to a social worker. The project aims to equip learners with the academic and life skills needed to thrive in Grades 10 to 12 and achieve strong academic results.   more >

The Bridging Year (BY) programme aims to equip recent matriculants who have the potential to succeed in tertiary with university preparedness and academic literacy skills as they work on improving their matric marks. SAEP aims to bring about the following outcomes through the BY programme: • BY alumni are accepted into their first choice of study after careful research and preparation. • They achieve strong academic results and graduate from their tertiary studies in minimum time plus one year. • They express enthusiasm for their chosen courses, are able to achieve strong academic results and thrive socially at their institutions. • Alumni develop a strong professional network and are able to engage confidently and successfully with future employers. • BY alumni are active citizens in their communities. • BYs have positive relationships with authority figures at university and in the workplace. SAEP aims to work with 80 regular beneficiaries annually, all of whom are from low socio-economic backgrounds.   more >

The Tertiary Support (TS) programme provides the following four categories of holistic support to tertiary students : 1. Administrative support: Students from lower-income backgrounds must complete more administrative procedures than their better-resourced peers, particularly when they require financial aid and closer accommodation to their studies. These students typically have little to no support from their home environments for navigating these processes. 2. Targeted student support: These student-centred support services ensure that students don’t fall through the cracks in the higher education system due to both academic and non-academic challenges. Each student’s progress is monitored, individual meetings are scheduled, and students are referred to specialist support services where needed. 3. Personal and professional development: This intervention helps students to integrate into the academic and social community and includes a programme orientation and end of year social, a graduation lunch and quarterly campus visits. Regular hikes are arranged for all students, so that they can experience the natural environment away from the stresses of home and studies. 4. Mentorship: Students are matched with appropriate mentors based on a mentee assessment and a mentor screening process. SAEP matches students with professional individuals who are willing to offer academic support, share their knowledge of success and possibly assist in creating job shadowing opportunities.   more >

YearBeyond (Yebo) was initiated to complement the MOD programme and introduces the required homework and academic support programme elements to enable a well rounded learner who is able to excel in the school environment. This programme is offered after school. AVA is responsible for the recruitment and training of volunteers who offer the programme in the after-school space, as well as managing the programme in 11 schools.   more >