If you listened to the report by Trevor Manuel on Education you will understand how crucial our role is in our society. Below are some facts 

  • 1.4 million students enrolled for school in January 1999
  • Less than 600 000 wrote exams
  • With a 68.75% pass rate
  • Of the group 13% got an university exemption
  • And a further 12% got sufficient pss rate's to register for a diploma
  • 13% includes all schools - Private & Government
  • Out of the group that started there is a 13% chance of university acceptance. If independent schools are taken out of that percentage there is a 4% chance that the average South African girl will get into university. (4%! Think about that for a moment) 
  • If a student does pass Matric, but does not get into university for many reasons the prospects of her getting a job in the first year out of school are 13%. There is an 87% chance of not getting a job.
  • The chances of such a student getting a job in the first 5 years out of school are one in four.
  • If she does get a job , the chances of her earning more than R4 000.00 a month are two percent.
  • If she did not get a job or earn less than R4 000.00 in a job, the first time she breaks through the poverty line is when she gets a pension at the age of 60.


  • Partnerships


    The vision of STEPP is to make excellent education accessible to all South Africans


    Umusa Wenkosi Pre-School, God's Little Lambs and Nkululeko Crèche partner with STEPP. The focus of these three Partnerships is to prepare the children for Grade One in:

    • Number and colour recognition
    • Puzzling and conceptual matching of colours, numbers or shapes
    • pencil control
    • Fine and gross motor skills
    • English literacy

    The ECD partnerships meet every week of the school term. The number of volunteers on the weekly visits allows for Small learning groups and greater attention to detail for each of the pre-school learners.

    The remarkable bond that forms between volunteer and learner enables learning, socialisation, citizenship and role Modelling to take place in a reciprocal relationship. You can see in the pictures that much concentration is required at This age to complete the tasks and that the expectation of the learner is that they master the skills.

    The volunteers are trained for their role through the following workshops:

    • Pre-school observation in local schools
    • Psychomotor
    • Planning and administration
    • Reading and literacy

    ECD Monitoring and Evaluation:

    In the partnerships, pre- and post-tests, observation and motor skill assessments are used to assess the children's School readiness. The following developments were noted in the partnerships with Nkululeko Crèche, God's Little Lambs And Umusa Wenkosi Pre-School:

    English Literacy

    Identification and verbalisation

    Identify pictures and name them in isiZulu and English



    Increased vocabulary and better contextual use of words



    Spelling out the alphabet and words in relation to pictures



    Spelling out words from their knowledge of the alphabet



    All of the children’s colouring-in skills have improved and
    Consequently their pencil control. Most of the Grade R children
    are now able to colour in the lines



    The children are now able to use the correct colours that the
    worksheet has instructed them to use without help from the
    girls and are not hesitant as they work


    Shape recognition

    Recognised very few in the beginning of the year. The Grade
    R children learnt all the shapes and colours by the end of the
    Year. (The most difficult to learn was the triangle)

    Readiness Skills

    Pictures from the first and third
    term are compared

    Pencil control and muscle strength have improved
    considerably over the year


    They had to draw in the parts
    of the face, and tell us what
    each part was

    Learning different parts of the face. At the beginning of the
    year we did a similar exercise on parts of the face, and the
    Children got very confused between the nose and the ears. At
    The end of the year they got them right.


    After drawing we sang ‘Heads,
    shoulders, knees and toes’
    in the English and the isiZulu

    Demonstrated their understanding of the words in practice,
    This was also fun.


    Mathematical skills

    Number recognition was easy with much less hesitation



    Greater numbers recognised and verbalised than in January



    Ability to count further without aid



    Add and subtract



    Volunteers understand greater number of isiZulu words

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