Primary targets were FET teachers and Heads of Departments, and secondary targets were the FET learners and school managers in three identified schools.

The key input in this project was the additional human resources. Each participating school was allocated two additional Maths and Science teachers for Grades 8 and 9, selected from a pool of extra teaching resources working with Sci-Bono. Mentoring processes and monthly reflection sessions in regard to Maths and Science were also agreed to by the schools, as a means of improving the community of practice.

A further component envisaged setting up and equipping dedicated science laboratories at the schools, providing trained part-time lab assistants, and training teachers on the management and control of lab equipment. However, due to difficulties with procurement of the physical resources this component did not materialise beyond the provision of mobile classrooms, intended to be used as science labs, to two of the schools. (Dinoto, as a technical secondary school, already had science labs in place.) The focus then shifted fully to teaching support, primarily in Maths.

While the impact of the programme has been varied in the different schools, in general positive results were noted. This was seen especially in the context of alternative teaching strategies, such as team teaching and collegial support. The modelling of good practice by the additional teachers appeared to have a good influence on teacher morale. The project also seemed to be successful in creating excitement about Maths in the schools, which led to an increase in the number of children who have taken Maths (as opposed to Maths Literacy) in Grade 10, and (in one school) increased enrolments in Science. In the two years of delivery the model presented potential for growth in learner mathematical ability as well as the strengthening of the relevant skills and capacity of all the Maths teachers involved, but clearly a longer implementation time is required to confirm this.