Core Programmes

Initial Teacher Education (ITE)

Based on the Extended Student Teacher Internship (ESTI) model, this programme places student teachers in schools full-time while they complete distance education qualifications. They are mentored by experienced teachers and supported by project managers. The model develops classroom-ready graduates with strong digital, academic, and social-emotional skills (JET Education Services, 2021).

Teacher Professional Development (TPD)

KICP partner schools across programmes are offered two professional development workshops annually, tailored to their specific needs. Delivered on-site, these workshops strengthen classroom practice, extending impact to the full staff. Additional workshops are presented in conjunction with the KZN Department of Education (DOE) to whole circuits in response to Circuit Management requests, thereby expanding impact beyond partnership schools.

Leadership

KICP offers Lead Where You Are (LWYA) to School Management Teams (SMTs), building adaptive leadership capacity and data-informed school culture. The updated LWYA course incorporates aspects of PILO's Instructional Leadership course.

Foundational Literacy and Numeracy (FLN)

Schools host Education Assistants (EAs) in Foundation Phase classrooms who receive sustained professional development. Professional Learning Communities (PLCs) are facilitated to embed collaborative practice of EAs and school teachers. The programme draws on KICP’s published FLN guides, which provide practical tools for classroom literacy and numeracy (Mfeka, 2022).

Newly Qualified Teachers (NQT)

Newly Qualified teachers across phases are hosted in schools and provided with continuous professional development in response to their specific instructional practice and contextual needs. School visits provide additional on-site assistance to NQTs and mentor teachers.

Inclusive education

Provided across all programmes, inclusive education practices ensure that improved teaching practices and inclusive learning environments contribute to stronger learner participation, wellbeing and achievement in neurodiverse classrooms.