Learners have individual log ins to access the weekly, curriculum aligned & paced online exercises. Learners & teachers then receive immediate feedback. Real-time, standardised data is provided through termly assessments that benchmark learner progress. Data from the weekly activities and termly assessments are aggregated & online visualisations of learner data is provided to teachers, school managements & education officials.
A key factor of its impact & sustainability is its comprehensive ‘warmware’ development component for stakeholders at all levels of the Education system. Providing the customised learner analytics is often not sufficient to effect a change; a structured programme of support & capacitation ensure this new thinking is understood, embraced & institutionalised.
Learners are able to track their own progress through the immediate feedback. Ongoing data on their learner’s progress is shared via an online report card with parents/guardians.
South Africa is struggling to deliver quality
education to its children and the quality of math performance is particularly
problematic, as South Africa ranked second last of 59 countries in the 2015 Trends
in International Mathematics and Science Study (TIMMS) study. Learners have been shown to have significant difficulties adapting to the increased curriculum demands in Grade 4, with many learners starting to learn in a language other than their mother tongue. .
Weekly, online, curriculum-aligned exercises and standardised, termly assessments provide immediate feedback for learners & dynamic visualisations of learning analytics for schools & District officials. Stakeholders are able to immediately identify learning barriers or systemic issues . A structured development programme supports data fluency & guides the implementation of interventions to impact curriculum delivery and learner support.
|Projected Cumulative Lives Impacted||450,000|
|New Implemented Countries||South Africa|
|New Feature||Multi-stakeholder real-time data visualisations|
Prior to founding Green Shoots, its Directors were working as a District co-coordinator & ICT integration specialist in a Provincial Education ICT Project. Jo Besford is a Maths & Science ICT integration specialist with a focus in designing professional development for all education stakeholders. Mark Swartz designs & implements cost effective ICT integration projects specific to the local contexts of schools & Districts. Green Shoots Team is drawn from education and technical worlds.
EXECUTIVE TEAM INCLUDES WOMEN