In the remote village of Tshipise Tshia Sagole, a modest classroom now glows under solar-powered lights while students click through lessons on a satellite internet connection. The transformation began when the University of Johannesburg (UJ) and the South African Jewish Board set up the Tshumisano Learning Centre on the school grounds in 2023.
According to UJ, Hanyani Secondary School’s matric pass rate, the proportion of learners who obtain the National Senior Certificate, rose from 57% in 2023 to 94.7% in 2026, an increase of 37.7 percentage points. The school, which serves 550 learners with just 14 teachers, recorded a 100% pass rate in Science and an 84.6% pass rate in Mathematics in 2025, the year after the centre opened.
Why the matric pass rate matters
The matric pass rate is the official metric used by the Department of Basic Education to gauge secondary-school performance. A pass means a learner has met the minimum standards across all subjects required for the National Senior Certificate. This qualification is the gateway to tertiary education, professional training and many entry-level jobs in the formal economy. For business owners, a higher pass rate signals a larger pool of potential employees who possess the basic literacy and numeracy skills needed for productive work.
Context of education challenges in South Africa
South Africa’s education system faces a range of structural constraints, especially in rural provinces where schools often lack reliable electricity, clean water, and high-speed internet. The Department of Basic Education has identified infrastructure deficits as a key barrier to improving learning outcomes. Nationally, the overall matric pass rate hovered around 78% in 2023, meaning many learners still fall short of the benchmark needed for further study or skilled employment. These systemic issues have prompted a growing emphasis on partnerships that can bring resources and expertise from higher education institutions to under-served schools.
University-community collaborations have been encouraged by national policy frameworks that promote social responsibility and knowledge transfer. Such initiatives are designed to complement government spending by leveraging university research capacity, technical facilities and student volunteers. The “UJ for Societal Impact” project, launched in 2014, adopts a whole-of-institution approach that aligns with these policy objectives.
How the partnership was structured
In 2024 the university expanded its involvement: the Faculty of Engineering and the Built Environment (FEBE) supplied solar lighting, the Faculty of Science provided laboratory equipment, the College of Business and Economics and the Faculty of Education delivered teacher-training workshops, the Faculty of Health Sciences ran First Aid sessions, the Faculty of Humanities organised a clothing drive, and the Faculty of Law secured a bursary for a deserving student. The university says these combined efforts addressed long-standing infrastructure gaps in energy, water, connectivity and learning resources.
The multi-faculty model illustrates how a university can mobilise diverse expertise to meet the holistic needs of a school. Solar lighting eliminated reliance on diesel generators, reducing operating costs and environmental impact. Satellite internet opened access to digital curricula, online assessments and professional development webinars for teachers. Laboratory equipment enabled practical science experiments that align with national curriculum standards, while teacher-training workshops reinforced pedagogical skills and assessment strategies.
Impact on learners and teachers
Principal Thifhelimbilu Ndou, who previously warned of high dropout rates linked to child-headed households, credits the partnership for changing the school’s trajectory. “We are grateful to UJ for the interventions and assistance they have given to the school; the impact is evident in results,” Ndou said. The improved pass rates in Science and Mathematics reflect both better instructional resources and increased teacher confidence. Learners now report higher engagement, as the availability of digital content and functional laboratories makes lessons more interactive and relevant.
For teachers, the professional development sessions provided exposure to contemporary teaching methods, assessment design and classroom management techniques. This ongoing support helped bridge the gap between theory taught at university and practice in a rural classroom, fostering a culture of continuous improvement.
Relevance to the South African business community
Business owners in South Africa rely on a steady supply of skilled workers to maintain competitiveness in sectors ranging from manufacturing to services. When schools in remote areas achieve higher matric outcomes, the talent pipeline expands beyond urban centres. Companies that source labour locally can benefit from reduced recruitment costs, lower turnover and stronger community relations. Moreover, the presence of reliable electricity and internet at a school often spills over into the surrounding area, creating a more attractive environment for small enterprises and entrepreneurship.
The Tshumisano Learning Centre also demonstrates a model for corporate social investment that aligns social impact with business interests. By supporting education infrastructure, companies can help create a more educated consumer base, while also enhancing their brand reputation among stakeholders who value community development.
Policy implications and future outlook
As the Department of Basic Education continues to seek ways to improve outcomes in disadvantaged schools, Hanyani’s experience may inform future funding decisions and partnership frameworks. The success story underscores the importance of reliable infrastructure and sustained academic support as levers for change. Policymakers could consider scaling similar university-led models by providing matching grants, streamlining procurement processes for solar and internet solutions, and encouraging cross-faculty collaboration within higher education institutions.
While the school’s small size makes direct replication challenging, the principles behind the intervention, targeted resource allocation, multi-disciplinary expertise and community engagement, are adaptable to larger contexts. The hope expressed by FEBE Executive Dean Professor Mashao, that the school becomes a “beacon of hope”, underscores a broader ambition: to spark similar initiatives across remote districts of Limpopo and beyond.
For other schools facing similar challenges, the lesson is clear: reliable infrastructure and sustained academic support can translate into dramatically better results. As more institutions adopt this collaborative approach, the cumulative effect could raise national matric performance, strengthen the future workforce and create new opportunities for businesses that depend on a well-educated population.
Read more about education initiatives in South Africa in our Retail & Consumer section.
