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Introduction The youth of the Northern Cape and Limpopo face significant socio-economic challenges, including high unemployment rates, limited educational opportunities, and inadequate access to essential support services. Many young people lack the resources and...
Introduction People with disabilities in the Thabazimbi Sub-District and Northern Cape communities face significant challenges, including limited access to employment opportunities, insufficient support systems, and skill gaps that hinder their participation in...
Introduction Substance use disorder intervention (SUDI) has become a critical concern for communities in the Northern Cape and Limpopo, with rising rates of drug and alcohol abuse impacting vulnerable groups, particularly the youth. Substance abuse contributes to a...
Introduction Many rural schools in SIOC-CDT’s beneficiary communities, particularly in Ga-Segonyana, Gamagara, and Thabazimbi, face limited or non-existent internet connectivity. This lack of reliable internet access prevents students and teachers from fully...
Introduction Many local entrepreneurs and small- to medium-sized enterprises (SMMEs) within the Thabazimbi area face significant challenges, including limited access to essential business resources, market linkages, and comprehensive support services. Many businesses...
Introduction Youth unemployment and limited economic opportunities in underserved communities, particularly in Thabazimbi and Northam, present significant challenges to local development. Many young people lack access to resources, market opportunities, and...
Introduction Learners from disadvantaged, under-resourced schools in both rural and urban areas are most affected by the challenges in the South African education system. For these learners, the transition from secondary to tertiary education has over the years proven...
Introduction South Africa is a country that has schools serving the wealthiest and those that are meant to serve the other sector of population. Researchers refer to the system as a bimodal education system or a ‘tale of two systems’ (SAQMEC, 2007; Spaull, 2012)....
Introduction In terms of the International Telecommunications Union (ITU), which is responsible for the measurement of digital skills in terms of SDG 4.4, less than 20% of South Africans have standard digital skills. The Department of Basic Education (DBE), in its...
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