A New Dawn has arrived in South Africa. Hope has returned to all for a new South Africa of which we all can be proud. Yet we are faced with many challenges. One of the critical challenges highlighted and prioritised by Government is Education - our youth - where the urgent need for improved academic results and lower drop-out rates are some of the prominent issues.


THE ETC Frameworks GUIDE - a Cost-effective solution that will not only improve academic results, (improved results are guaranteed) but will positively change the lives of millions of students in our country. It will change perceptions about own ability and restore hope. Hope brings higher aspirations and ambition, self-believe, confidence, discipline, perseverance, a positive attitude and the will to learn and achieve. And success breeds success!


The education playing field in South Africa is not equal for all learners. The socio-economic realities vary greatly with the vast majority of parents lacking the knowledge and financial means to adequately support the academic efforts of their children. Still expectations exceed achievement. Peer and group pressure to “achieve” and thereby “fit” into the socially expected norms set by modern day society see our youth trying to escape these pressures through natural association into groups which share similar “fates”, attitudes and values - where they are socially more easily accepted and feel they are “supported” and “understood”. In certain of these groups learners are exposed to many other/new pressures and in many instances experiment with substances like drugs and may even get involved in criminal activities.

The lack of effective basic learning skills is a major contributing factor in student under-achievement, poor academic performance, which contributes to low self-esteem, poor self-confidence, rebelliousness, a lack of “purpose” and a negative attitude prevalent in many learners today. Learners (especially those under-performing) suffer from anxiety, restlessness, avoidance reactions, procrastination and generally lose interest in their studies. The “will” to learn is eroded completely in a relative short period of time which is evident when looking at enrolment and drop-out statistics.

In finding solutions to South Africa’s education and socio-economic woes, ignoring the importance and benefits of effective basic learning skills, is a critical mistake. It limits the results that could be achieved by students and undermines the enormous efforts made by schools and teachers despite the limited resources available to them.


It is an undeniable fact that proper knowledge and understanding of basic learning skills and the benefits thereof are sadly lacking in the majority students, parents and teachers alike. No one program addresses the needs of ALL the role-players in the learning process. Skills programs are mostly confined to more affluent schools (in urban areas) where the need to support learners in this regard has been identified and such programs implemented to aid learners in their study efforts. Programs like these are also pursued by parents outside of the schools-framework on an independent basis, in their effort to assist their own children in better coping with their studies and the academic challenges they may be facing. Despite the high cost of most of these programs, limited success is achieved as there is no success in theory alone. The ongoing application by students of the skills learned to their studies are not monitored or ensured, resulting in students returning to their “old study habits” shortly after completing such courses/programs.


The ETC Frameworks Project is an ongoing effort to improve basic student learning skills and to ensure they receive effective long-term support in this regard from teachers and parents. Educating all role players in effective basic learning skills result in a more coherent TEAM effort in improving a learner’s academic performance. This could have an enormous impact on the level of success achieved by those students writing the NSC, going to tertiary institutions or entering into the South African labour market.


  1. To ensure that all learners (grade 3 – 12) in all South African schools are taught the minimum basic learning skills needed to ensure improved academic results.
  2. To ensure effective ongoing student support by teachers and parents in the application of basic learning skills to their studies.
  3. To ensure that results are monitored, problem areas identified and timeously remedied.


Instruction in effective basic learning skills gives learners the opportunity and required skills to better cope with their studies – especially the ever increasing and intimidating workload which they need to cope with.

Teachers should continuously evaluate the level of skills competence and ensure the correct application of learning skills to study material. Student academic progress must be monitored and specific learning skills problem areas identified. Action must be taken (by the parent, student and teacher) to remedy and resolve any problems experienced timeously.

The School Program equip parents with basic knowledge and skills which enable them to support their children with their studies – regardless of their own level of education – leaving them to feel more equipped and empowered.

Parents attend work/information sessions (normal parent evenings) during the year. During these meetings parents are be given feedback and are made aware of their role in supporting their children’s academic efforts. They are informed of the overall objectives teachers are trying to achieve and that they are an important part of the learner’s support team.

Teachers are the key role players in this project. They can be trained to effectively teach (and support) the Basic Learning Skills to students, parents and fellow teachers.


Improved Results are Guaranteed

The ETC Frameworks Basic Learning Skills have been proven successful since 1993 by thousands of learners. The ETC Frameworks Project is our effort to make this valuable information available to all learners (grade 3 - grade 12).

What can be expected?