Self-efficacy enhanced in a cross-cultural context through an initiative in under-resourced schools in KwaZulu-Natal, South Africa

Abstract

Biographical note: Marguerite MaherMarguerite Maher is Dean of Education at the University of Notre Dame Australia. Most of her research is undertaken in partnership with Indigenous leaders in communities and in education, focussing on factors in cross-cultural and intercultural settings that enhance the learning outcomes of school students. She also teaches into mathematics papers in the undergraduate programs at her university and she supervises post graduate students undertaking Master's and Doctoral study. AbstractThis 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 that identified key elements important in the ongoing success of the programme and participant suggestions for improvement. Findings, discussed 2 within the framework of self-efficacy theory, included enormous gains by Khanyisa learners leading to vastly improved career prospects.