Three-year collaboration comes to a successful close

Demystifying tangible coding was one of the lasting impacts a three-year pilot project had on teachers in schools across South Africa.

The partnership between the Department of Basic Education and teacher unions SADTU, NAPTOSA, SAOU, NATU and PEU, involved organisations like Tangible Africa who upskilled and trained teachers in “Skills for a Changing World”.

The Teacher Union Collaboration (TUC), in support and anticipation of the new Coding and Robotics curricula, lasted three years and was rolled out across all the provinces in South Africa. More than 40,000 teachers received training from Tangible Africa in – amongst other things - the BOATS and TANKS Apps between 2022 and 2024.

“The partnership with unions as part of the TUC project has been a watershed experience for Tangible Africa. We got to be involved in the training of over 40,000 teachers, showing how relevant and valuable unplugged and tangible coding is for South Africa. I believe this has had a huge impact in preparing teachers for the new Coding and Robotics curricula,” said Tangible Africa Founder and Nelson Mandela University Associate Professor Prof Jean Greyling.

Positive impact on teachers

SAOU Master Trainer and Former Principal at Rustenburg Noord Primary School, Koos van der Walt, had been involved in all three years of the TUC project and said from the very first workshops, teachers showed great interest and a positive attitude towards this new field.

“As the 2025 implementation of the curriculum approached, schools increasingly requested training for their educators. In 2024 alone, I trained over 500 teachers across the country. Looking back over the past three years, I believe we have achieved several important milestones, including demystifying coding concepts for educators and improving teachers' confidence in teaching Coding and Robotics,” said Van der Walt.

He said other milestones included the establishment of more coding clubs at schools, more engagement in competitions such as Coding4Mandela, and ensuring accessibility by enabling schools with limited resources to teach unplugged Coding and Robotics effectively.

Training leads to new school clubs

Voorpos Primary School Head of Coding and Robotics, Tilana Fourie, was introduced to tangible coding in Phase 2 of the TUC project, in 2023.

“During Phase 3 of the implementation, coding with Tangible Africa really took off with zeal and enthusiasm in East London, when we generously received our box with tokens. After some amazing sponsors and fundraising, we were able to acquire ten phones for my school, on which we now code. Later this year [2025], our growing team will be going on a coding tour. The training and social partners truly impacted and enhanced our education,” said Fourie.

Lwando Tshiseka, a teacher from Emfundweni Primary School in Zwide, Gqeberha, attended the training last year and received a kit to start a coding club at his school.

“I write this letter to thank you for the opportunity that you have given us as Emfundweni Primary School. It will help our learners a lot to be exposed to digital skills and prepare them for a technology-driven future. I appreciate what you have done for us,” Tshiseka said in correspondence to Tangible Africa.

Coding is for everyone

Deputy Chief Education Specialist (DCES): Grade R (ECD) at the West Coast Education District in Paarl, Sally Meyer, worked as a master trainer for SADTU for all three years of the TUC project.

“After the 2022 training, I realised that Coding and Robotics are accessible to everyone, despite the assumption that only bright minds excel in these fields. The training emphasised the importance of teaching computational skills for the 21st century and problem-solving skills for the future. I have turned my training sessions into real-life class experiences. Unplugged coding has enabled every learner in schools and classrooms to access new abilities,” said Meyer.

She said the training helped teachers realise that they were already using algorithm, abstraction, decomposition, and pattern recognition tasks. Most of the resources used during the training were also handmade from recycled material.

“The TUC training was crucial in preparing teachers for a technology-driven future. It equipped teachers with the right tactics, tools, and mindset to thrive in this new educational environment. I know teachers are eager to include Coding and Robotics into the CAPS curriculum,” said Meyer.

More engaged classrooms

Meyer said where teachers received training and implemented it in their classrooms, learners were more disciplined, communicated and collaborated with one another better, and students were more involved in the teaching process: “learners were more communicative, and teachers listened more.”

Departmental Head at Pitlochry Primary School and Pinetown Zone co-ordinator for Unplugged Coding, Le Ann Chinsamy, said teachers also trained other educators beyond the TUC project.

“Better-equipped educators produce higher learner engagement and learner performance. The TUC project allowed me to empower educators, enhance education quality, and prepare both educators and learners for an ever-changing society,” said Chinsamy.