How the Trust works

PMET is a SACE Accredited Provider: PR13042 and works to support the Department of Basic Education and its policies by focusing on building capacity within the education system to enable and support the meaningful implementation of the DBE’s learning-centred, participatory, problem-solving approach to teaching and learning. It does this through ongoing ‘action research’ cycles of on-the-job practical training, modelling, mentoring, coaching, monitoring, support, feedback and reflection. The two main capacity building focus areas are: School Leadership and Curriculum Management and Curriculum Implementation.



It is ‘necessary’ – it has demonstrated how the meaningful implementation of the DBE’s policies can significantly improve school functionality and learner results in under-performing schools.

It is ‘useful’ - it provides a model that demonstrates a way to address the DBE’s key challenge of capacity building at district and school levels.

It is ‘effective’- it has successfully demonstrated how under-performing schools can become achieving schools within 3 years.

It is ‘replicable’ – it is aligned with the DBE’s policies; it actively supports their meaningful implementation; it is enthusiastically embraced by officials and schools because it supports them to do what they are expected to; it has continued to function uninterrupted during teacher union strikes.

It is ‘affordable’ because it:

- is based on existing DBE policy guidelines

- develops the capacity of employees already on the state’s payroll

- optimizes the use of learning and teaching resources that are provided to schools by the state

Main challenges


  • The paralysing impact of entrenched pre-1994 values, attitudes and practices throughout the education system.
  • The ‘disorganising impact’ on schools and district offices of the ad-hoc approach of both provincial and national departments to sending directives that frequently demand immediate action, or call urgent meetings that distract them from their core functions.
  • Resistance to change from some officials, school leaders and teachers.


Key development findings


  • Meaningful change in education is a slow process, but does not have to be nearly as slow as we have become accustomed to in SA. The kinds of changes we have hoped for but not yet seen on a national scale in 20 years, can be achieved within 3 to 5 years.
  • Policy guidelines definitely require mediation. Key to mediating the required changes in education are: trust, mutual respect, site-based practical modelling, mentoring, coaching, training, support and reflection. Performance agreements help to ensure mutual accountability. Quarterly reviews of partner performance are essential.
How the trust works
How the trust works
School in KZN
development areas