Barclays_ABSA CSI Education Initiative - Business Plan (Orignal)

8/13/2019 Barclays_ABSA CSI Education Initiative - Business Plan (Orignal)

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October 2013, Version 2.1


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TABLE OF CONTENTS

1. EXECUTIVE SUMMARY 2

2. INTRODUCTION 4

3. MARKET ANALYSIS SUMMARY 4

4. PRODUCT SUMMARY 5

5. STRATEGY & IMPLEMENTATION 6INTRODUCTION 6

PHASE 1: INCUBATOR STAGE 6

Initial Pilot Target Group andMethodology

6

Pilot Sites 7

Technical Set Up 7

Students 8

Syllabus and Class 8

Measuring Success KPIs 8

Data Management Systems 9

Incentivizing Success 9

Collaborations 9

THE TEAM 10

Core Team 10

Program Managers 10

Coaches 10

Extended Team Barclays/ABSA 11

Operating Logistics of Team 11

EXTENDING THE INCUBATOR (YEAR 2 ONWARDS) 11

Organic Scaling Methodology 11

PHASE 2: SEED & SOW (YEAR 3+) 12

Advisory and JV Projects 12

Scale the Incubator Sustainably(fee model)

12

CRITICAL SUCCESS FACTORS 13

GOVERNANCE 13

6. PROJECT PLANNING 13

7. FINANCE & BUDGETS 15

8. APPENDICES 17MISSION EXPLAINED 17

PROJECT OBJECTIVES MORE DETAIL 17

MARKET ANALYSIS DETAILS AND CONCLUSIONS 17

The State of African Education 17The Core Problem 18

The Education Revolution 18

Understanding the Big Change 18

Strategic Conclusions of MarketAnalysis

19

Other Organizations CSI Initiatives 20

TABLET SECURITY RISKS 22

GOVERNANCE OF INITIATIVE 22

REFERENCES 23


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1. Executive Summary

Why are we doing this? To bring undamental change to education in Arica To improve learning outcomes or Aricans in

dysunctional education

What are we going to do? Invest in disruptive new methods o learning to

improve effectiveness Active sel-paced mastery learning in a supported

environment is the key to change

How are we going to do this? Prime ocus will be on numeracy using the Khan

Academy or content

Develop a model that demonstrates potential o newlearning methods then distribute the IP

New learning methods in our model: studentsengaged in active sel-paced mastery learning, role ocoach more about acilitation/support than teaching,the lipped classroom, technology enabled, dataused or effective intervention, a supported learningenvironment

Project plan:1. Incubator phase - initially pilot and prove

model effectiveness (2014/5)2. Seed & Sow phase - distribute developed IP

into existing systems (2016+) 2014 pilot will involve 400 SA students rom low

income schools selected in collaboration withGrassroots Soccer and ISASA. 2015 onwards, pilotsextended to new regions and countries

2016 seed & sow phase begins emphasis here isassisting existing systems implement our provenmodel (or parts o it) at a price no more expensivethan existing alternatives

Initial costs heavily weighted towards R&D but overtime in the ield costs dominates

~ZAR2.2K per annum per student in incubator phase,

~ZAR150 in seed & sow phase Seed & Sow impact is a conservative estimate, could

be much higher e.g. i a province or an associationo schools adopts model. Our target is to growexponentially year on year

Team: a central core team responsible or overall rollout and support o initiative. Locally sourced coaches(hallmarks: emotionally intelligent, enthusiastic)accredited over time and utilized in recruitmenttraining and support in expansion efforts

Bank involvement: employees, branches,departments and senior management across the

continent will play an active part in this initiative. CEOthe ambassador o project

Collaborations and partnerships important part ostrategy

Critical success actors: effective scalable model,great team, long term commitment, good data,collaborations, utilizing bank resources well, correctincentives, organically scalable

Governance: a separate legal entity (recommended)or bank department

USP: develop a model that encapsulates undamentalchange in out o school pilot programs and onceproven distribute IP into existing systems (indirectapproach to change)

ConclusionThis initiative is about contributing to a undamental shifin how we learn. Existing models are dysunctional and nolonger it or purpose. Huge change is now possible at anaffordable price - Aricas destiny depends on it; Barclayslegacy can derive rom it.

Deliverables 2014 2015 2016 2017 2018

Students impacted 400 1,600 14,900 37,200 101,500Incubator pilot phase 400 1,640 4,900 12,240 26,520

Seed & Sow phase 10,000 25,000 75,000

Countries present in 1 2 5 8 10

Operating Sites 12 48 144 360 780

Coaches and prog managers in the ield 20 82 245 612 1,326

Core/central team headcount 4 6 12 14 16

Costs

In the ield costs (coaches, prog mgrs, tech) 55,000 225,000 826,000 1,911,000 4,101,000

Central team (salaries, R&D, systems) 511,000 559,000 844,000 918,000 998,000

Total costs (GBP) 566,000 784,000 1,670,000 2,829,000 5,099,000


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Core Issue:

Effectiveness

Disruptive methods

Pilot outside system

Scale in system

Dysfunctional

(80% poor)

Active, self paced,

mastery learning in

supported environment

Khan Academy

Implementation

Bank

Students

Coaches Soware/Content

Sites

Hardware

Extended Pilots:New regions, countries, agegroups, include literacy

Seed & Sow

Phase 1: Pilot

Project types:1. Providing clients:Advisory, mgmt, seedcapital, JVs, data manage-ment systems, processes,models, training, imple-mentation2. Scale incubator with feepaying model

Client types:Schools, govts, entrepre-neurs, NGOs, corporations

Why

How

What

Education

Incubator

Phase 1: Pilot

Objectives:

1. Improve effectiveness2. Organic scale model

Initial Pilots:- Numeracy focus (KA)- Specific age group- Out of school progs- Local sourced coaches- Accredited coaches fororganic growth

Objectives:

With know-how, data,proven model, scale up

Executive Summary Strawman


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2. Introduction

Mission:bringing durable and undamental change to Arican Education more

Vision:Changing how we learn active, sel-paced mastery in a supported environment more

Scope:Barclays Arican geographical ootprint (starting initially in South Arica)

Objective: develop a model that encapsulates undamental change in out o school pilot programs and onceproven distribute IP into existing systems more

Project Hallmarks:employees & local communities engaged, sustainable or deined social return on investments,collaborative effort, investing in the uture o education

Messaging:1) breaking boundaries, being irst 2) Barclays values, stewardship

3. Market Analysis SummaryFor Aricas nearly 128 million school-aged children, 37 million (28%) will learn so little they will not be muchbetter off than those who never attend school (13%). In SA student enrollment is high (99%) and expenditureper learner is relatively high yet 34% o children are not really learning anything - this rate is 53% or the poor

population and more pronounced or math.

Problem:Dysunctional education or 80% o population. Strong correlations between education and incomemeans two de-acto education systems exist, enduring poverty cycle more

Core issue:ineffective learning outcomes (despite improved access and expenditure) more

Change agent:Disruptive changes in education present great opportunities or change more

Game changer:now possible and affordable or students to be engaged in active, sel-paced, mastery learning- a well proven and very effective way o learning more

The Challenge: is to deliver this in a structured and supported environment using a growth model that isorganically scalable

Other CSI Education initiatives:Active space in SA. Most targeted at improving or ixing existing system directlyincorporating a mix o technology, leadership and training more. Our approach is different we will developa model that encapsulates undamental change outside o the system and once proven distribute the IP intoexisting systems (indirect approach to change).

Strategic Conclusions:

We will invest in new disruptive ways o learning to drastically improve learning outcomes. The initial ocus willbe on numeracy or the poorly educated poor where there is the greatest need. Our approach to change isindirect i.e. develop and prove model irst then introduce it into education system in scale efforts more

See appendixor much more details on market analysis.

South Africa Percent not learning by:

33.7%of schoolchildren are

not learning

27.2%are not learning

reading


mathematics

Gender Male: 36.8%

Female: 30.7%

Income

Wealthy: 10.5% Poor: 52.9%

Region Urban: 19.3% Rural: 48.2%

Data source: www.brookings.edu


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4. Product Summary

The essence o our product is to enable students to engage in active, sel-paced, mastery learning

in a supported environment. This requires bringing together several components:

Sites be they schools, community centres, churches or other communal points. Initial pilots will be low-eegovernment and independent schools more

Hardwarecomputer labs, tablets, bandwidth, server, headsets, other materials more

Sofware/Content (Khan Academy) in our initial pilots the well renowned Khan Academy(KA) is the mainsofware/content provider with a speciic ocus on numeracy. The Khan Academy uses video (micro lectures)to teach and the student works through exercises and a knowledge map in a un and gamiied way to attainmastery. A data-rich platorm enables coaches to monitor their students and classes and ocus efforts moreeffectively. KA has more than 4000 micro lectures and over 300 million lessons have been delivered to date. TheLos Altos school district in Caliornia has adopted the Khan Academy in their school curriculum and, closer tohome KA is being successully piloted in Cape Town and Gauteng.

Students who are willing to learn and to take responsibility or their learning. In our pilots all students will optin and show motivation as well as adhere to attendance requirement to stay on the program more

Classesthat are un and engaging. The concept o the lipped classroom becomes possible this is when thestudent gains proiciency outside class and the class-time is used to compound knowledge and resolve issuesand difficulties more

Coaches locally sourced coaches whose role is much more about supporting students than impartingknowledge. Accredited coaches are used to source, train and support new coaches thus making modelorganically scalable more

Bank involvement a local bank branch will be ambassador to the site and employees can sponsor speciicchildren on the program more

ClassesFun & engaging

BankInvolved

Employees &branches

CoachesLocal, supportrole

HardwareLabs, tablets,

bandwidth

SitesSchools, Centres

StudentsWilling,

responsible

ProductActive self-paced Mastery Learning

Supported EnvironmentKhan Academy (Numeracy)

SowareKhan Academy
http://www.khanacademy.org/http://www.khanacademy.org/


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5. Strategy & Implementation

IntroductionThe implementation strategy plan can be divided into two phases:

Incubator (phase 1, 2014 onwards):The initial objective would be to develop a robust scalable model that isproven to be effective. This would be developed through a series o pilot programs that will reine the model toa point where it is proven to be effective with conidence that a more scaled effort would be successul. Therewould be investment in research and development and data management systems in this phase.

Seed & Sow (phase 2, 2017 onwards): Equipped with know-how, data, systems and models developed in theincubator phase the model can get scaled up. This done in two ways:1. Providing clients advisory, management, seed capital, JVs, data management systems, processes,

models, training and implementation. Clients could include opt in schools (rom the pilot programs),regional governments, private entrepreneurs, NGOs, institutions and other corporations CSI initiatives

2. Scale the incubator model, targeting a sel-sustaining (ee paying) model

Phase 1: Incubator Stage

Summary: Initial pilot product using Khan Academy (numeracy ocus) in out o school programs

with locally sourced coaches whose role is more to provide structure and support than teach.

Students and schools sourced rom Grassroots Soccer initiative or low-ee independent schoolswho are members o ISASA. Feedback data loops will enhance and improve the model over time.

The model would be designed to grow organically essentially by accrediting proven coaches and

program managers to assist in the support, training and recruitment o new resources. The initial

ocus is on numeracy or a speciic age group (11 to 12 year olds) in South Arica and in time will be

extended to new regions, age groups and countries

Initial Pilot Target Group and Methodology

There will be 20 pilot classes that will be hosted at 12 different sites in South Arica

A class is 20 students having 2 x 1.5 hour sessions o Khan Academy a week. This means that in total 400 studentswill be in the initial year-long pilot. Initial pilot sites and students will be divided into 4 groups to allow orevaluation o effectiveness in different scenarios, as ollows:

Extended Pilots:New regions, countries, agegroups, include literacy

Seed & SowPhase 1: Pilot

Project types:1. Providing clients:Advisory, mgmt, seedcapital, JVs, data manage-

ment systems, processes,models, training, imple-mentation2. Scale incubator with feepaying model

Client types:Schools, govts, entrepre-neurs, NGOs, corporations

IncubatorPhase 1: Pilot

Objectives:1. Improve effectiveness2. Organic scale model

Initial Pilots:- Numeracy focus (KA)- Specific age group- Out of school progs

- Local sourced coaches- Accredited coaches fororganic growth

Objectives:With know-how, data,proven model, scale up


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GrassrootsSchools

IndependentSchools

Flipped classes 5 5Traditional class 5 5

Students 200 200

Grassroots Soccer Schools (GRS) SA: Schools that are used by the GRS initiative will be targeted or hal o thepilot sites. The Grassroots coaches will be used as the Khan Academy coaches or these pilots. GRS is an NGOocused on educating children about HIV using soccer and other games as the teaching medium.

Independent Low-ee Schools SA: working in collaboration with ISASA (Independent School Association o SouthArica), low-ee schools will be identiied or the other hal o the pilot schools. Coaches will be sourced locally.

Flipped and non-lipped classes:hal o the pilots will engage with KA only in class in a computer lab (non-lipped). The other hal o the pilots will also be allowed to access KA outside o the designated class times viathe use o tablets (enabling more sel-paced, mastery learning).

Pilot Sites

Pilot sites will be schools participating in the Grassroots program or low-ee independent school

who are members o ISASA that meet certain criteria

Presentations will be made to the heads o these schools and those interested will opt in or the pilot. Heads willbe required to sign a memorandum o understanding and assign a liaison teacher who will assist and supportthe pilot program. The relationship with the schools is an important actor or the pilot success and later scaleout plans.

Sites would ideally be located close to a local bank branches who can serve as the ambassador or the site, thiswill not only be good or local branding purpose but also or employee support and monitoring o the site.

Technical Set Up

Two types o technical set ups or the pilot sites: a regular computer lab or a tablet lab

20 terminal computer lab: or the non-lipped pilot sites, schools will be chosen where there is existingtechnical inrastructure that only need a small amount o upgrading e.g. routers, monitors, a ew additionalcomputers. In these classes KA videos will be stored on a local server and accessed by an offline videobrowser, the numeracy exercises will be done in an online environment.

20 Tablet lab: or the sites where classes will be lipped, tablets will be required to enable students access toKA outside class times. The student will be able to sign tablets out based on merit conditions. To overcomebandwidth and other technical issues, offline solutions or this group will also be tested. For example KA Liteoffers a totally offline solution but has some limitations that need to be ully tested.

A typical site would require 20 terminals or tablets, connected to a local server with videos stored on a local serverto limit bandwidth requirements (4 mbps serves a class o 20 who are doing the exercises in an online environment).Headsets or each terminal will be required and technical support will need to be available when required.

Note on hardware costs and the future of the tablet:

A 20 tablet lab is about one ifh o the cost o an installing an equivalent traditional computer lab

A tablet lab will cost around US$2.5K in comparison to US$12K required to set up the equivalent traditionallab. Reasonable quality Android tablets cost in the region o US$75 each (and decreasing) and a raspberry piserver to store all videos costs US$35. The tablet solution has a big advantage in that it is portable and can be


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used outside o the classroom. There are security issues to overcome (or the student and the device) but thesecan be mitigated, see appendixor more. All indications are that tablets will be pervasive in the uture.

Students

Target age group is 11 to 13 years old who demonstrate a willingness to learn

The key determinant or student selection is a willingness to learn and to help others do so. Initiatingindividual responsibility is a vital ingredient to this new way o learning

To ensure student buy-in all students will have to apply (with motivation) to participate on the program andpay a small ee, or which they can separately apply or relie i required

The initial target age group is 11 to 13 year olds (grade 7 and 8) this is the sweet spot as at this age the KAknowledge map aligns to what students are learning

These students will continue to grow with the KA and natural leader in the expansion program KA will be marketed to appeal to the whole student base (rom remedial to advanced) Candidates will be interviewed by the coach and program manager and parents will be engaged in the

process. I attendance is less than 75% the student will leave the program A control group o students in the school will also be established or comparison

Syllabus and Classes

The curriculum will essentially be based on the Khan Academy knowledge map

Students will start at the top o the KA knowledge map (at simple addition) and work their way down (withguidance) at their own pace to attain mastery on each topic

A class will be 20 students and they will receive 2 x 1.5 hour sessions o KA per week Classes will be out o school i.e. in afernoons or weekends A class will be a combination o KA videos, exercises, peer to peer teaching and games

Subject matter experts will be engaged to ensure and advise class sessions are as effective as possible including class content, the role o the coach and measuring effectiveness. The South Arican Institute oDistance Education (SAIDE) has been identiied or this piece

The Khan Academy Knowledge Map

Measuring Success KPIsData collection and analysis is instrumental. A series o evaluations prior, during and afer the course would beconducted and this data collated and evaluated. The KA platorm also provides a lot o data which will contributeto the data set. All data will be collated into the ollowing key perormance indicators.

Effectiveness is this way o learning relatively more effective

Cost per student and total

Statistics lessons delivered, modules completed, maths problems done

Other Feedback, survey and evaluation data. Student and coach retention


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Data Management Systems

Systems and processes to manage the large data volumes are essential

Without data you are just another opinion and it is important that the good systems are in place to managethe huge amount o data that will be generated by this project over the years. Systems and processes should beable to capture, track, monitor and analyse all this data effectively.

The data management system development will largely take place in the second year o the project. In theirst year volumes will be lower and can be managed semi-manually. This will allow time and experience tounderstand the speciications or the larger scale project.

Incentivizing Success

The model needs to have appropriate incentives in place to encourage its success

Different incentive schemes and targets will be established (expressed through the KPIs) and would be deinedor the different groups: Core Team, Program Managers, Coaches, Students, Bank employees and bank branches.

During the pilot phase different incentive schemes will be tested schemes would be a combination o recognitionand reward. Incentive schemes can be tailored and trialed or each group. Incentives are an important as theywill support and reinorce success and good work. Examples o incentives might be a student ability to earn atablet, a coachs pay increasing based on their accreditation or a branch manager perormance appraisal includingeducation efforts.

Collaborations

Collaborations are seen as a key actor - we recognize we cannot do this alone

Working with other like-minded organizations and people, both locally and internationally, will not only improvethe product but will also be an effective communication and marketing tool. The ollowing important collaborationsare already in process or being initiated:

Khan Academy or assistance and support in the pilots

Grassroots Soccer utilizing the same coaches and schools in this program

ISASA or accessing low-ee independent schools or pilots

SAIDE or curriculum, class content and effectiveness evaluation

Numeric and Siyakhula Education who are piloting the KA in SA on small scale

With pilot schools good relationships with ISASA and Grassroots schools Within in the bank employee and branch involvement with the program

Examples o uture collaborations could be with the Educational Collaboration Trust (see appendix), theT-systems mobile education initiative (project providing technology, content and delivery in SA) and Columba(a leadership training NGO).

The TeamA great team is another actor essential to success. The team required to deliver the product is split into two theCore Team at HQ and the Delivery Teams in the ield, the program managers and coaches. The diagram belowillustrates:


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Model can develop horizontally and vertically

Core Team

This team would be responsible or all aspects o the initiative

Strategic vision and implementation Model development, R&D Project management o the entire program Providing support or delivery teams Data management systems or managing the large volume o data Finance, HR, legal and administration Collaborations both internally within the bank and externally with other organization

The initial team would compromise o our people:1. Project Lead overall responsible or all aspects o the initiative2. Chie program manager- product design, implementation, research and development, training, mentoring,

acilitating the organic scale model3. IT site technology installation and support, data management systems, research and development, IT

service provider management4. Administrator assist with all inance, HR, administrative and logistical matters

Project lead:It is proposed this initiative will be led by Michael Wray who has extensive experience and expertisein ormulating strategy into a practical, scalable and operational reality. Born and raised in Zimbabwe, Michaelreceived his tertiary education (CA, MBA) in South Arica. He worked in Europe (London and Switzerland) or 15years in the inance industry in development and senior management roles. This initiative is seen essentially asa develop and roll out challenge and he has a wealth o successul experience in this domain.

Program Managers

Each program manager will be responsible or overseeing efforts at approximately 6 sites

The initial program managers will be part o the core team but subsequent program managers will be locallysourced and close to site. Their duties would include coach sourcing, training and support, student enrollment,liaison with related parties such as schools and education centers, coach monitoring and communications withcore team.

Coaches

Need to be enthusiastic, tech savvy, open and emotionally intelligent. Their role is much more about

acilitation and support than it is about teaching i.e. the caring coach

The selection and correct training o coaches is a key determinant o success Ideal proile: students, trainee teachers or GRS coaches with reasonable maths knowledge


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Much o the project success depends upon: Coaches sourced locally; matching culturally and demographically with students as well as providing direct

employment within the community

For the GRS schools in the pilot, the Grassroots coaches will be used. They have the right proile and thisinitiative will good or their own development and income

Coaches or the independent schools will be sourced through networked broadcast o opportunity viatertiary alumni offices, educational NGOs, and community organizations

Training will require immersion into KA and understanding o the culture and values required to create aneffective learning environment

An experienced coach should have the ability to train and support other coaches; this will be critical in laterscaling stages. An accreditation and recognition system will be developed and linked to pay e.g. star ratings,league tables, certiicates, recognition

Coaches will be provided with ongoing support and eedback. Social media and other applications such asObami and Google drive will help acilitate this

Coaches will have a development path to ollow rom coach to program manager.

Extended Team Barclays/ABSA

The bank itsel is very much seen as an important extension to the team

Much o the projects success depends upon the role the bank and employees will play in bringing this project toruition. This project will utilize the ollowing:

Bank branches and employees as ambassadors or sites across Arica Bank employees to sponsor students on the program Marketing, communication and IT departments to assist where necessary Senior management to support and back the initiative

Operating Logistics of TeamThe core team would be based in Johannesburg in the banks head office building in Sandton. It is elt that it isimportant to be close to the key stakeholders and decision makers, particularly in the irst ew years. To reducecosts, the team would utilize the existing technology inrastructure and other amenities in the building availableto other employees.

Extending the Incubator (Year 2 onwards)The irst pilot will operate or a year and then will be extended within South Arica (rom 12 to 36 sites) and apilot will commence in one other country (12 sites), most likely Zambia or Zimbabwe where Grassroots Socceroperates. The projected growth is as ollows:

Each new country will be expanded in the same way starting with 12 sites in the irst pilot year, then 36 in the secondyear with a doubling o sites rom then onwards. Note a site will be used as much as is possible the model assumesprudently 1.7 class groups per site but would hope this will be exceeded.

Organic Scaling Methodology

It is essential that the local community and schools are involved with the projects operationThe organic scaling o the model is a critical success actor and a key challenge. Initially the roll out will be ademand push effort however our objective is to ultimately create demand pull. For the model to be organicallyscalable i.e. to be able to shif both vertically and horizontally locally sourced program managers and coaches

Incubator Phase 2014 2015 2016 2017 2018

Sites 12 48 144 360 780

KA Class Groups 20 82 245 612 1326

Students (20 per class) 400 1,640 4,900 12,240 26,520

Countries 1 2 5 8 10


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at the initial sites can champion and support new sites. Over a period o time a spider web support network isestablished that can be utilised by all users - coaches, program managers and students. The core team providesthe ramework i.e. the model, oversight, support, network tools and administration and the coaches and

program managers operate within the ramework deriving income.

Phase 2: Seed & Sow (Year 3+)

Afer two years o pilots there will be developed know-how, data, systems and models and the second

phase o the initiative, Seed & Sow will be commissioned. The objective o this phase is to distribute

the proven methods and model to reach a much wider audience at an affordable price

Cost priority: In the initial phase o the project the ocus was on developing and proving an effective learningmodel, the cost per student was less important. In the second phase cost becomes the priority the objectivein a scaled environment is or the price point to be at least equal, i not lower, to the existing spend or the

demographic we are catering ori.e. using the same resources we are able to increase learning effectiveness.

The scaling will be achieved in two ways:

1. Advisory and JV ProjectsWith the wealth o knowledge, experience and systems available a new team will be established to provideclients with advisory, which could also take the orm o joint venture projects.Initial target markets or clients will be: Implementing KA in ull time curriculum in pilot Schools (market size:17000) ISASA and other independent schools (market size 500K) SAIDE clients (extensive coverage in SA) Governmental or provincial education departments (Gauteng has 2.3 million students) Other NGOs like Harambee, Grassroots Soccer, Education Collaboration Trust

These projects could take many orms, examples might be providing: Advisory services including management, data management systems, processes, models, training,

implementation to clients Joint ventures seed and implement projects with like minded organizations, communities, schools that

we consider deliver effective learning

Target Impact

Provided the incubator results are compelling there will be a lot o opportunities and large de-

mand or our developed methods and know how.

For example, i hal the pilot schools in the incubator decided to adopt the KA model into their ull time curriculum

this would mean 9000 students would be directly affected in year 3 alone. More ambitiously, the Gauteng ProvincialEducation Department could be approached to explore the possibility o a wider implementation, initially on a pilotbasis. We could approach NGOs, corporations and school associations such as ISASA, SAIDE and the EducationCollaboration Trust. The key is to have a model that is effective and that can be delivered at an affordable price.It is difficult to orecast overall impact at this point but we are conident that at least the ollowing targets will be metbut would certainly hope or more:

2. Scale the Incubator Sustainably (fee model)As an alternative, we will also consider the possibility or local coaches and program managers to run theirown programs/courses and collect a ee rom students, thus making it a sel sustaining model. The bank will

support this by providing seed capital, ee subsidy (i necessary initially), management assistance, data systemsand technology, advisory and monitoring. Each joint venture will be structured according to the speciic needs.Oversight and monitoring o these will be essential but made possible by technology and the abundance o datathat will exist.

Seed & Sow Phase 2014 2015 2016 2017 2018

Students Impacted 10,000 25,000 75,000


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Critical Success FactorsThere are several critical success actors to this initiatives success, these are:

An excellent team that is capable o executing the plan Creating an organically scalable product with the right incentives A long term commitment by the bank with senior management support Engaging resources o the bank effectively e.g. bank branches, employees, geographical ootprint, various

departments (marketing & communications, IT) Effective collaborations to minimize risks and enhance effectiveness Excellent data management systems (KPIs, product enhancement, proo) Effective models, processes and systems to manage the scale up Patience and a pioneering mindset.

Governance

There are two ways this initiative could be governed:1. As a separate (non-proit) legal entity or which the bank is the prime sponsor with potentialrepresentation on the board o trustees (recommended)

2. As a department within the bankThere are relative merits to both but it is elt in the longer term having a separate legal entity makes the mostsense rom a Barclays perspective. See appendix or urther details and analysis.

Five Year Project Plan MonthsPhase Description 6 12 18 24 30 36 42 48 54 60

1 Pilot Preparation

- business plan sign off

- sites, class, students, coaches, tech, collaborations

- pre-pilot (4 sites)

2 Incubator Phase

- initial pilots (20 sites, 12 months)

- team established

- pilots extended to new regions

- data management systems built

- monitoring, evaluations, support (ongoing)

- processes & technology solutions enhanced

- literacy introduced to programme

3 Seed & Sow Phase

- potential clients identiied (schools, provinces, NGO's)

- Enter projects to implement model or clients

- scale incubator sustainably (ee scheme)

6. Project PlanningThe ive year plan and more detailed initial 12 month plan are as ollows:


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First 12 Months Project Plan

Phase Description Mths 1 2 3 4 5 6 7 8 9 10 12

1 Business Plan Approval 1

2 Pilot Preparation 3

- sites located

- consultants appointed

- class content/curriculum established

- students sourced

- coaches sourced & trained

- evaluation methods established

- technology solutions

- bandwidth/offline options

- hardware (tablets/PC labs)

- sofware e.g. OVB

- installation, training, security

- collaborations

- ISASA, Grassroots

- SAIDE, Numeric, other NGOs - Internal within Bank

- Khan Academy, schools, parents

- core team established

- governance, legal, admin inalised

3 Pre-pilot (4 sites) 1

- troubleshooting, problem resolution

- monitoring, evaluation, support

4 Full Initial Pilot (20 sites) 12

Monitoring & evaluation (data, KPIs)

Support & acilitation

Model improvement & enhancement


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The human resources required to deliver this are as ollows:

Human Resources Requirements 2014 2015 2016 2017 2018In the Field

Coaches (1 per class group) 20 82 245 612 1,326

Program managers (handles 6 sites each) 2 8 24 60 130

In the Field Headcount 22 90 269 672 1,456

Core Team at HQ

Management & Product design 2 2 3 3 3

Project roll out & oversight 1 2 3 4

Tech & ino systems 1 2 3 3 3

Advisory & JV Projects (Phase 2) 2 4

Admin & support 1 1 2 2 2

Core (HQ) Team Headcount 4 6 12 14 16

The indicative running costs or a typical site or a month are as ollows (will vary by site):

Totals if Site Runs

Typical Site Running Costs per month Qty Unit ZAR 1 Class 2 Classes 3 Classes %

Coaches 12 hours 80 960 1,920 2,880 25%

Program manager (pro rate) 20 student 100 2,000 3,000 3,500 38%

Bandwidth 1 4 mbps 750 750 900 1,000 12%

Tech support 4 hours 125 500 625 750 9%

Stationery + printing 20 student 15 300 600 900 8%

Transport (coaches) 16 trips 20 320 640 960 8%

Monthly cost 4,830 7,685 9,990 100%

Yearly Running Cost (10 months) 45,885 76,850 99,900

Running cost per student pa 2,294 1,921 1,665

Costs for Preparing for the Initial Pilot

A 3 month effort will be required to prepare or the initial pilots locating sites, engaging schools, sourcing andtraining coaches, attracting students and parents, preparing class content/curriculum, establishing evaluationmethods and data analytics, establishing collaborations, technical research, testing and installation. This willrequire the engagement o external consultants with subject matter expertise, most have already been sourced.This upront effort on model development is essential given the intention to scale the model.

The estimate or this initial 3 month effort is valued at ZAR1.6M and requiring 220 man days effort rom variousconsultants and experts.


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8. Appendices

Mission ExplainedThe mission o this initiative is to bring a durable change to Arican education. We believe this change is aboutmaking the process o learning much more effective and efficient or the poorly educated poor in Arica. Thekey to this effectiveness is enabling students to engage in active, sel-paced mastery learning in a supportedenvironment.

This way o learning has been made possible by advancements in technology and content but these are just theenablers - the heart o the challenge is getting the content delivered effectively with a model that is scalable atan affordable price utilizing local resources within communities.

Project Objectives more detailThis education initiative aims to be: Closely aligned to the banks corporate values, in particular stewardship; Part o the lagship CSI project or the Barclays Arica Group;

The objectives o this education initiative are to: Initiate change to how learning is done and knowledge is accessed; Develop models that are effective, affordable and organically scalable; Prove and enhance new learning methods/techniques enabled by technology; Initially bring the Khan Academy to Arica to improve numeracy; Once proven extend model to wider disciplines, geographies and audiences; A pan Arican effort that engages employees, branches and local communities; Collaborate and share our knowledge to inluence education policy.

Market Analysis Details and Conclusions

The State of African EducationFor the large majority o Aricans education is in a dire state. South Arica, the regional economic power house, isno exception. Worryingly, it rates slightly below average versus other Sothern Arican countries despite spendingconsiderably more per learner. In an international context the South Arican education system was rated 140thout o 144 countries in a World Economic Forum report.

Issues and challenges per country and region vary, but generally they are characterized by the same elementsthat prevail in South Arica:

1. Strong links between education and income: To understand income inequality one needs to

understand educational inequality. Arican countries typically have a very skewed distribution o wealth,and because o this, one generally inds two de acto educational systems; a unctional one or the minoritywell off group (20% o schools in SA) and another, generally dysunctional one or the much larger majority(80% o schools in SA);

2. At these dysunctional/ineffective schools there is a combination o weak accountability, incompetentschool management, lack o learning culture and discipline, inadequate learning materials, weak teachercontent knowledge, high teacher absenteeism (greater than 1 month/year), slow curriculum coverage, littleor no homework or testing, high repetition and drop-out rates and a system that is highly unionized andadministratively burdensome. The end result is poorly educated students, the majority o whom will ailstandard tests.

Statistic: In South Arica student enrollment is high (99%) and expenditure per learner is relatively high yet 34%o children are not really learning anything - this rate is 53% or the poor population and more pronounced inrural areas.


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South Africa Percent not learning by:

33.7%of schoolchildren are

not learning


reading


mathematics

Gender Male: 36.8%

Female: 30.7%

Income Wealthy: 10.5%

Poor: 52.9%

Region Urban: 19.3%

Rural: 48.2%

Data source: www.brookings.edu

For Aricas nearly 128 million school-aged children, 37 million (28%) will learn so little they will notbe much better off than those who never attend school [another group o 17 million children (13%)]

The Core ProblemMost Arican governments recognize the importance o education and there generally have been improvementsover the last decade in:

Access enrollments o children entering ormal schooling has been increasing; or Arica itis 87% or South Arica it is 99.7%;

Expenditure- an increase per learner and a greater percentage o GDP has been allocatedand resources are much more equalised;

BUT Effectivenessis the core issue: despite improvements in access and expenditure the quality o outcomes is

ailing or the large majority.

The Education RevolutionMeanwhile a worldwide education revolution is in process and we are now at an inlection point in educationhistory. Arica is well poised to leaprog into this just as it did with mobile telephony. The traditional educationsystem, largely unchanged or the past century, is being seen as antiquated and inefficient. There are now betterways or students to learn than sitting passively in a broadcast lecture, all walking in lock step together, whereone size and one pace sits all.

Understanding the Big ChangeWith recent advances in technology, content and ways o learning it is airly obvious to see the huge potentialand opportunity. What is less obvious, but is as essential to understand, is what the big change really is. Manyeducation initiatives have ailed to grasp this and have thereore been less effective or an outright ailure. Webelieve the big change in education is this:

It is now possible and affordable or students to be engaged in active, sel-paced, mastery learn-ing. The real challenge is to deliver this in a structured and supported environment using agrowth model that is organically scalable


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To explain each o these pillars more ully:

Active or learning to happen certain physical physiological changes happen at the neuron level; thereore a

student needs to be actively engaged with material to learn.

Sel-paced each student learns at different speeds and acquires proiciency at different rates. Sel-pacedlearning also introduces responsibility or ones own learning.

Mastery a student needs to master simpler concepts beore being able to tackle the more difficult. Without amastery o earlier concepts the more complex becomes difficult or impossible to comprehend and digest.

Supported environment every student needs support. A coach to acilitate, motivate and guide them throughtheir learning process; peers to interact with in an environment that is un, sae and engaging.

A departure rom traditional education: This way o learning, now made possible by advances in technology and

content, is quite different to the traditional education model. In the traditional classroom students sit passivelyin broadcast lectures moving in lock step together with the syllabus moving on regardless o the level o masteryattained. It has long been established that active, sel-paced, mastery learning is a ar superior and efficientway to learn; the change is this has only recently become affordable and possible to deliver to populations thatcurrently have no hope o a decent education.

Strategic Conclusions of Market AnalysisThe summary o this market research is: The Arican educational system is dysunctional or the large majority; Although governments have improved access to education and increased expenditures the educational

outcomes or this majority group remain poor; The core issue is one o effectiveness; Education is at an inlection point, the big change is it is now possible and affordable or students to engage

in active, sel-pace mastery learning; Numeracy is the most important o the core skills; Many CSI initiatives have education as subject but most are ocused on improving/ixing the existing system

directly.

The strategic conclusions drawn rom this that will direct the products we deliver are:1. The target market or this initiative is the poorly educated poor;2. The ocus o the initiative will be on making education more effective in Arica;3. Our approach is to initially develop and prove new learning models and techniques that can then be

introduced into existing education systems (indirect approach to change);4. Our products will allow students to engage in active, sel-paced, mastery learning in a supported environment

(enabled by technology);

5. The initial ocus will be on numeracy.


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Other Organizations CSI Initiatives

Many initiatives are targeted at trying to improve or ix the existing system directly

Education as a CSI ocus area is popular in South Arica with major inancial institutions and other blue chipplayers contributing (see table below). Many have recognized that education is critical to Aricas uture and thatadvances in technology and content have created a huge potential or change. Most initiatives are targeted attrying to improve or ix the existing system directly and normally incorporate a mix o technology, leadership andtraining in their strategy. Quite ofen the management o these CSI initiatives is outsourced to specialist irmssuch as Tshikululu.

Our approach is different we want to develop and prove new and effective ways o learning that we can thenintroduce into the existing system. This is an indirect route to change and requires initially departing rom theexisting system, investing in new and disruptive new methods and then proving that they work in the lab. Withproven techniques and methods we can distribute our developed IP into the larger system. Our initiative alsodiffers rom most in that it is a Pan Arican effort.

We recognize any CSI initiative can only be a small part o the whole change. Collaborationwith like-mindedorganizations, NGOs and governments is essential (see collaborations section or more detail).

Organization Description

FNB FNB have several Education Focus areas: Tertiary bursary programme increase access to tertiary education. Partnered

with bursary service providers to offer access to education, as well as providingmentorship and support to students. No pay back, straight investment

Maths and Science: not speciic how they support this with initiatives Early Childhood Development partnering with reputable non-governmental

ECD organisations to train teachers Primary Education Programme 3 strategic ocus areas, school leadership

(headmaster training), barriers to teaching and teacher support. Have identiied40 primary schools in 4 districts or teacher development. Not clear what theyactually doing schools need to apply or unding

Project example: Extra lessons given to previously disadvantaged children at StJohns College

Training and Resources in Early Education (TREE) trains approximately 3000people annually, impacting the educational potential o up to 80K people

Standard

Chartered

Dinaledi Schools Project

Dept o basic education is aiming at doubling the pass rate o pupils in its Dinaledischools

Done by giving extra resources to boost perormance in maths & science Focused on 102 schools and support given in 3 areas: pupils, teacher training,

learning environment Each pupil gets textbooks, maths kits and schools receives labs and projectors,

teachers get training Despite starting in 2002 only 7% above national average(target was 20%)

Funded by government and private sector apparently beset with the mgmt. &admin issues

Government spent ZAR105M in year up to March, sizeable Standard Bank has supported the project since 2008. They are uncertain o the

programmes effectiveness. While there has been some improvement in thegrade 12 maths and science pass rate between 2011 and 2012, there has beenchallenges in perorming in-depth comparisons given the inadequate baselinedata.


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MetropolitanLie

Actuaries on the Move Project Project entails intensive tuition in Mathematics, Science, English, study skills,

computer skills Project uses data extensively to evaluate effectiveness Launched in Soweto in January 2002, with a group o 40 Grade 11 learners rom

12 schools Extra tuition every Saturday or the duration o the year Notable improvements in the academic perormance and results o learners as a

result o the project Several learners going on to study mathematics and science related ield at a

tertiary level

RandMerchant

Bank

Programme uses research & engagement to increase number o school-leaverswith metric maths

Grown out o a recognition that mathematics is critical or the countrys economicdevelopment The programme speciically invests the ollowing activities:

- Supporting centres o excellence in maths leadership and literacy - Upgrading teacher content and pedagogical knowledge and skills - Supporting independent schools outreach maths programmes - Supporting quality projects and research at universities

Old Mutual Have established ZAR1.2 billion Educational Impact Fund. Govt pension und haveinvested in und via PIC. The und has invested 400M to Curro and 80M to BASA

FirstRand National Education Collaboration Trust (FirstRand CEO is Chairman) - just beeninaugurated in Sept 2013. Aligned to the NDP education goals. Trying to bring keystakeholders together government, private, unions and making them work together

using their relative strengths. Recognises the private sector can turn things aroundmore easily, be more innovative etc and can assist in achieving the NDP goals.ECD programme Home and community-based ECD activities (e.g. playgroups, toy libraries) Formal, accredited ECD practitioner training NGOs providing capacity-building support to individual ECD centres Inception o a Primary Education Programme, launching in 2013.Primary Education ProgrammeThe objectives o this programme are as ollows: To provide a solid educational oundation or learners To improve the learning outcomes o students in selected schools To engage community members in the lie o the schools and the learners therein To equip principals and school teams with the tools necessary to effectively

manage curriculum 10 primary schools in KwaZulu-Natal Education Districts identiied as partner

schools In 1st year o programme (2013/2014) leadership and barriers to education

addressed

More inormation or other CSI initiatives in South Arica available in the CSI Handbook 2012 - see link. Anothergood source o inormation is rom Tshikululuwebsite.
http://www.trialogue.co.za/product/the-csi-handbook-2012-15th-edition/%3Fadded-to-cart%3D4144http://www.tshikululu.org.za/http://www.tshikululu.org.za/http://www.trialogue.co.za/product/the-csi-handbook-2012-15th-edition/%3Fadded-to-cart%3D4144


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Tablet Security RisksMost o the current projects implementing tablets in schools in South Arica do so only at school and lock themin cases/trolleys on the premises. However there are ways to limit the risk i learners borrow devices, throughsecurity measures, such as responsible usage guidelines, usage on merit and rendering the device useless i itis stolen.

Some tablet projects currently in place or to be launched in South Arica:

Gauteng Online Programme rolling out 88 000 Huawei tablets to 2200 public schools in 2014 CSIR Meraka Institute ICT4RED Project in 11 rural schools in the Eastern Cape although ocused on

providing tablets to 160 teachers in a learn to earn model. They have rolled out to one matric class o 40learners and so ar none have gone missing

Sunward Park High School in Benoni has provided tablets to all their high school learners last year. Therewas some initial thef in the beginning, but they did not have problems in the 3 months afer that

The Opening Learning Exchange project in Ghana has been allowing students to take tablets home or the

last ew years with no signiicant problems

Conclusion: at this point it is air to say there is some risk involved in allowing tablets be taken away rom theschool premises but the uture o the tablet as an enabling device seems inevitable. We thereore decided toprovide a tablet solution to hal the pilot schools and will mitigate the risks.

Governance of InitiativeThere are two ways this initiative could be governed:

1. As a separate (non proit) legal entity or which the bank is the prime sponsor with representation on theboard o trustees (recommended)

2. As a department within the bank

There are relative merits to both but it is elt in the longer term having a separate legal entity makes the mostsense rom a Barclays perspective or the ollowing reasons: Education is not the banks core competency and having a separate accountable entity at arms-length to

deliver a service with agreed KPIs makes logical sense A separate legal structure reduces legal risk or the bank Collaborations with external parties (sponsors, institutions, oundations, service providers in a host o

different countries) would be more difficult i done in the banks name The overall management o initiative, as well as the day to day operations, would not be the responsibility

o the bank Simple to exit: i or any reason unwinding a contract is ar simpler than unwinding a bank department

Should the bank change its priorities in the uture the organization and the idea can continue (legacy)

I it is agreed this is the ultimate preerred structure, the rights and responsibilities o both parties would beclearly laid out in contracts as well as the ounding documents o the separate legal structure. These wouldinclude matters such as:

Branding and publicity to be accredited to the bank Full transparency o data and (audited) inancial inormation Service level agreements with agreed KPIs Guidelines or collaborations with other parties Access to all necessary people, departments and branches within the bank Bank representation on the board o trustees Support and buy in o senior management

The IP developed would belong to the separate organization Lease agreement or using offices, technology inrastructure, amenities


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References

Data and Statistics http://www.sacmeq.org/downloads/sacmeqIII/WD01_SACMEQ_III_Results_Pupil_Achieve-

ment.pdf http://nicspaull.com/research/ (Stellenbosh University) Nic Spaull presentation http://t.co/IRV0zOKZL1 http://data.worldbank.org/indicator / http://www.brookings.edu/research/interactives/africa -learning-barometer http://data.worldbank.org/topic/education http://web.worldbank.org/WBSITE/EXTERNAL/TOPICS/EXTEDUCATION/EX-

TDATASTATISTICS/EXTEDSTATS/0,,menuPK:3232818~pagePK:64168427~piP-

K:64168435~theSitePK:3232764,00.html http://www.trialogue.co.za/product/the -csi-handbook-2012-15th-edition/?added-to-cart=4144

Videos that have helped inspire thinking http://www.ted.com/talks/salman_khan_let_s_use_video_to_reinvent_education.html https://www.youtube.com/watch?v=DLt6mMQH1OY(Khan Academy reports overview) http://www.youtube.com/watch?v=RoGgxrCsCEQ(Khan teachers in Los Altos) http://www.ted.com/talks/daphne_koller_what_we_re_learning_from_online_education.html

(Coursera is another example of a fine resource that could be tapped in the future) http://www.ted.com/talks/charles_leadbeater_on_education.html http://www.ted.com/talks/sugata_mitra_the_child_driven_education.html http://www.ted.com/talks/bill_gates_unplugged.html http://www.ted.com/talks/ken_robinson_how_to_escape_education_s_death_valley.html http://www.ted.com/talks/andreas_schleicher_use_data_to_build_better_schools.html http://www.ted.com/talks/ernesto_sirolli_want_to_help_someone_shut_up_and_listen.html RSAnimate on Education: http://www.youtube.com/watch?v=zDZFcDGpL4U RSAnimate on Motivation: http://www.youtube.com/watch?v=u6XAPnuFjJc http://www.ted.com/talks/ken_robinson_how_to_escape_education_s_death_valley.html Waiting for superman http://vimeo.com/20095459 http://www.ted.com/talks/bill_gates_teachers_need_real_feedback.html http://www.ted.com/talks/rita_pierson_every_kid_needs_a_champion.html

Useful links www.khanacademy.org www.lumosity.com www.numeric.org www.wearegrowing.org www.grassrootsoccer.org www.saide.org.za www.tshikululu.org.za www.columba.org.za
http://www.sacmeq.org/downloads/sacmeqIII/WD01_SACMEQ_III_Results_Pupil_Achievement.pdfhttp://www.sacmeq.org/downloads/sacmeqIII/WD01_SACMEQ_III_Results_Pupil_Achievement.pdfhttp://nicspaull.com/researchhttp://t.co/IRV0zOKZL1http://data.worldbank.org/indicatorhttp://www.brookings.edu/research/interactives/africahttp://data.worldbank.org/topic/educationhttp://web.worldbank.org/WBSITE/EXTERNAL/TOPICS/EXTEDUCATION/EXTDATASTATISTICS/EXTEDSTATShttp://web.worldbank.org/WBSITE/EXTERNAL/TOPICS/EXTEDUCATION/EXTDATASTATISTICS/EXTEDSTATShttp://localhost/var/www/apps/conversion/tmp/scratch_3/00.htmlhttp://www.trialogue.co.za/product/thehttp://www.ted.com/talks/salman_khan_let_s_use_video_to_reinvent_education.htmlhttps://www.youtube.com/watch?v=DLt6mMQH1OYhttp://www.youtube.com/watch?v=RoGgxrCsCEQhttp://www.ted.com/talks/daphne_koller_what_we_re_learning_from_online_education.htmlhttp://www.ted.com/talks/charles_leadbeater_on_education.htmlhttp://www.ted.com/talks/sugata_mitra_the_child_driven_education.htmlhttp://www.ted.com/talks/bill_gates_unplugged.htmlhttp://www.ted.com/talks/ken_robinson_how_to_escape_education_s_death_valley.htmlhttp://www.ted.com/talks/andreas_schleicher_use_data_to_build_better_schools.htmlhttp://www.ted.com/talks/ernesto_sirolli_want_to_help_someone_shut_up_and_listen.htmlhttp://www.youtube.com/watch?v=zDZFcDGpL4Uhttp://www.youtube.com/watch?v=u6XAPnuFjJchttp://www.ted.com/talks/ken_robinson_how_to_escape_education_s_death_valley.htmlhttp://vimeo.com/20095459http://www.ted.com/talks/bill_gates_teachers_need_real_feedback.htmlhttp://www.ted.com/talks/rita_pierson_every_kid_needs_a_champion.htmlhttp://www.khanacademy.org/http://www.lumosity.com/http://www.numeric.org/http://www.wearegrowing.org/http://www.grassrootsoccer.org/http://www.saide.org.za/http://www.tshikululu.org.za/http://www.columba.org.za/http://www.columba.org.za/http://www.tshikululu.org.za/http://www.saide.org.za/http://www.grassrootsoccer.org/http://www.wearegrowing.org/http://www.numeric.org/http://www.lumosity.com/http://www.khanacademy.org/http://www.ted.com/talks/rita_pierson_every_kid_needs_a_champion.htmlhttp://www.ted.com/talks/bill_gates_teachers_need_real_feedback.htmlhttp://vimeo.com/20095459http://www.ted.com/talks/ken_robinson_how_to_escape_education_s_death_valley.htmlhttp://www.youtube.com/watch?v=u6XAPnuFjJchttp://www.youtube.com/watch?v=zDZFcDGpL4Uhttp://www.ted.com/talks/ernesto_sirolli_want_to_help_someone_shut_up_and_listen.htmlhttp://www.ted.com/talks/andreas_schleicher_use_data_to_build_better_schools.htmlhttp://www.ted.com/talks/ken_robinson_how_to_escape_education_s_death_valley.htmlhttp://www.ted.com/talks/bill_gates_unplugged.htmlhttp://www.ted.com/talks/sugata_mitra_the_child_driven_education.htmlhttp://www.ted.com/talks/charles_leadbeater_on_education.htmlhttp://www.ted.com/talks/daphne_koller_what_we_re_learning_from_online_education.htmlhttp://www.youtube.com/watch?v=RoGgxrCsCEQhttps://www.youtube.com/watch?v=DLt6mMQH1OYhttp://www.ted.com/talks/salman_khan_let_s_use_video_to_reinvent_education.htmlhttp://www.trialogue.co.za/product/thehttp://localhost/var/www/apps/conversion/tmp/scratch_3/00.htmlhttp://web.worldbank.org/WBSITE/EXTERNAL/TOPICS/EXTEDUCATION/EXTDATASTATISTICS/EXTEDSTATShttp://web.worldbank.org/WBSITE/EXTERNAL/TOPICS/EXTEDUCATION/EXTDATASTATISTICS/EXTEDSTATShttp://data.worldbank.org/topic/educationhttp://www.brookings.edu/research/interactives/africahttp://data.worldbank.org/indicatorhttp://t.co/IRV0zOKZL1http://nicspaull.com/researchhttp://www.sacmeq.org/downloads/sacmeqIII/WD01_SACMEQ_III_Results_Pupil_Achievement.pdfhttp://www.sacmeq.org/downloads/sacmeqIII/WD01_SACMEQ_III_Results_Pupil_Achievement.pdf

Documents

Barclays_ABSA CSI Education Initiative - Business Plan (Orignal)