Edvision seeks to landscape activity and foster meaningful connections in the Education sector and thus enable co-ordination and collaboration in advancing education possibilities in South Africa.
This special release of Edvision, developed together with National Association of Implementors (NASCEE) seeks to support the education sectors response to the COVID19 pandemic. Edvision’s current aim is to raise awareness of activities in progress and foster connections and collaborations so that the response is co-ordinated and well structured
What is edvision?
Edvision is a unique platform that provides a bird’s-eye view of who’s doing what in education in South Africa. The platform provides the opportunity for organisations that want to support education, and those that implement projects in education, to connect. It’s a space where businesses, NGOs, government entities, foundations and other entities with an interest in education can find each other, see what everyone else is up to and make connections, thus equipping them to make an active, additive difference in education for the ultimate benefit of learners.
By bringing these stakeholders and details of their involvement into one space, Edvision aims to illustrate the full education landscape, so users can identify gaps and highlight opportunities for collaboration, with the goal of achieving improved learner outcomes across the board.
“There are no problems we cannot solve together, and very few that we can solve by ourselves.” – Lyndon B. Johnson
Edvision is passionate about supporting quality learner outcomes for all South Africans. We aim to connect stakeholders in the education sector and promote and enable efficient networking, collaboration and coordination across a wide spectrum of donors, implementers and education practitioners. We do this by providing data on who is doing what, where, through an intuitive user-friendly search capability, in order to enable decision-makers to make more impactful investments of time, resources, energy and funding.
There are problems with literacy tests and what they can tell us. The tests work with greatly limited constructs of both literacy and language and