Programmes & Activities
The PROTEC Learner Excellence Programme spans 10-years with the initial focus being three years of school phase (FET); the post-school phase of four years of tertiary and a further three years on entry into the work environment. Throughout these various phases, PROTEC has designed programmes to assist the learners to succeed.
Learner Selection Process:
Saturday School Classes:
Vacation School Classes:
Work Experience (three days per annum):
Entry into the world of work
Our Project Model uses a Centre-based and Classroom Support Approach as this has proven, over the past 13 years, to be the most effective and efficient approach that impacts positively on the professional practices of teachers, as well as learner achievement.
PROTEC undertakes to deliver a programme that offers the following main interventions:
Three centre-based teacher training workshops during 12 days per year per subject (36 days total) will be conducted. The workshops will focus on relevant topics relating to curriculum content in Mathematics, Science and English (Grade 10-12). The workshops prepare teachers to deliver these topics in class and supply materials for these and other topics. The workshops run during school holidays and on selected days throughout the school year.
A programme of three classroom-based support visits per teacher per year will be provided including school-based quality assurance and regular monitoring. The programme of school visits is broken down into pre-lesson discussions on planning and preparation and post-lesson feedback discussions to ensure development for the teacher. Further training and support on the use of science equipment and mathematics kits are provided as an integral part of the school support visits.
Facilitation of the use of pace setters and learning programmes, work schedules and lesson plans within the teaching of Mathematics, Science and English in the project schools is encouraged. Examples of forms of assessment as required by each subject policy guideline are developed with teachers. This ensures that they implement a continuous assessment (CASS) process in accordance with the schools’ assessment policy.