Abstract

This paper discusses the Khanyisa Programme, an initiative in KwaZulu-Natal, South Africa, where learners from under-resourced schools are supported by teachers and high achievers in Grade 11 and 12 from a previously advantaged state school under apartheid. A qualitative, evaluative study was undertaken to identify key elements in the ongoing success of the programme and collect participant suggestions for improvement. The findings, discussed within the framework of self-efficacy theory, identified enormous gains by Khanyisa learners, leading to vastly improved career prospects.

Keywords

self-efficacy, collective efficacy, intercultural programme, poverty in education, KwaZulu-Natal education

Link to Publisher Version (URL)

http://dx.doi.org/10.1080/14675986.2016.1144329

Available for download on Friday, September 29, 2017

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