Our success
Hear from those using our programs
Living through Learning makes use of quantitative and qualitative outcomes to measure the impact of programmes. Regular testing is critical in assessing learner development.
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Principal testimonial
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Teachers testimonials
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- Learners are able to form letters correctly.
- Learners can write in lines and are more prepared to go to grade 2.
- Learners who couldn’t speak a word of English can now say names of objects, thus enabling them to identify sound – word relationship.
- The TV has been a great help for me because previously, I would teach Jolly phonics (WCED phonics program) using my phone. The TV enables us to do all the interactive activities offered in Jolly Phonics as well as other YouTube videos to enhance understanding and learning of concepts.
- Having a facilitator also helps. Some children open up more to her.
There is definitely a positive impact in our results. Learners experience more success, which in turn plays a big role in their self-esteem.
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Learning Facilitator testimonials
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Teachers testimonials
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What students say about Reading Rooms
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Reading Adventure Room
The CRAR programme uses internal termly CRAR assessments (including baseline assessments) to track learner progress. We also track the CAPS results in the foundation phase in participating schools to gauge the impact.
In 2015, the CAPS results in our CRAR schools have increased by 9% from the 1st term to the 2nd term. An overall average increase of 18% from the CRAR baseline to Term 2 assessments this year, provide further indicators of the success of the programme.
See below example of Mkhanyiseli Primary School where the CRAR class is used daily, the educator applies the CRAR pedagogy and uses initiative, and the learners are actively engaged in learning.
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