Robert Mattes (2011), in his paper entitled ‘The born frees: The prospects for generational change in post-apartheid South Africa’, writes that ‘the future wellbeing of South Africa’s democracy and economy lies in the hands of youth. This generation’s level of education, engagement with democratic processes, and cultural values and principles will determine the quality of leadership in the institutions, companies, organisations and government of the not- too-distant future’.

So far, in the ‘Cape Flats’ communities, the bar has been set too low at school, at home and in the wider community. This leads to learners that could be doing much better to follow the social norm of under-achievement. If we want to resolve inequality and address South Africa’s skills shortage, this social norm needs to be challenged and youth need to be encouraged to excel.

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our model

The intervention combines classroom theoretical and experiential learning with opportunities to practice the learning into real life situations (learning by doing). Through these activities participants enter a journey of reflective learning.

The following are the experiential activities

Each year, youth takes part in 70 hours of leadership training. The training exposes participants to six modules (self-awareness, self-management, motivation, empathy [social awareness], social skills [relationship management] and innovative thinking).   Youth apply what they learn through further experiential activities:

Diversity exchange experience (one-on-one)

Job shadowing and professional mentorship in a field of their choice

Volunteer work for a cause they are passionate about

Designing and leading innovative outreach projects in schools and communities

Serving on a leadership committee

TUTORING

First and second year top university students tutor groups of 10 learners over a year. The tutoring happens on Saturday mornings and over school holidays and covers multiple subjects according to the needs of the group. Tutors receive stipends in order to assist in their university life.  On average students receive 100 hours of tutoring during the year.

ONE ON ONE THERAPEUTICAL SUPPORT

Participants have the opportunity to be seen by a therapist that assists them in dealing with their deepest issues. 

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results 2014

160   learners reached with 66 hours of leadership training;
60     hours of tutoring provided;
160    learners spent 24 hours with a peer from a diverse background;
32        photography exhibition projects;
26          innovative community projects;
149  learners participated in two days of job shadowing;
122  learners volunteered eight hours to a social cause;
118  learners were matched with a professional mentor for the next 18 months;
50     learners received one-on-one psychosocial support provided by a therapist.    

Learners at an orphanage on their service day

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our impact

During the first year, Leaders’ Quest attendance and dropout rates outcomes positively exceeded provincial average.


Averages of other Youth interventions were calculated through a survey conducted among youth organizations in the Western Cape.

With the tutoring component we started moving slowly but surely. Tutoring was provided on Saturdays and school holidays on a volunteer basis. Learners that felt they needed support were offered tutoring throughout the year. The results in the first year were:

Average passing rate and Bachelor Pass calculated based on feeding schools data results

Mathematics and Physics results 2013

Life Science and Accounting results 2013

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quotes   from   the 
outcome    evaluation    report

Learners on the diversity exchange activity

‘I’ll tell you how excited I’d get when I have to go for a training on Saturdays because I know I’ll learn something new that will invest in my leadership career. I’d go home with a full fed mind and heart.’

‘The best thing about Leaders’ Quest were the Saturday and holiday leadership training sessions. They are really informative, interactive, and reflective. The people they bring in to host the sessions are literally life-changing people. You don’t know them and they don’t know you but immediately you have the sense that they understand you. They challenge you to see things differently.’

Learner on leadership training

‘The exchange activity has changed the way I see others, I now value all people equally. Through the exchange I had the pleasure of meeting a tight family, whereas my family is more spread apart.’


‘The job shadowing taught me about the real world out there and how hard people work to get a better life for themselves. It has also helped us zoom in, on our future.’

‘My experience at Leaders Quest the first year was fantastic, awesome. What I really liked was the photo project where you had to take photos and explain what does it mean to you and also have an exhibition at your school.’

‘The social innovation project was also a spectacular activity. I felt that to showcase your idea to many people was fantastic, and to implement it as well – this was just great. Not many people get this opportunity.’


‘I enjoyed the exchange programme. It gave me the opportunity to get to know other people, experience a different community, a different culture, and how we are not so different. We don’t often get to experience these things.’

A learner showing her vision board for the 'Me as a Brand' mini course

“If your actions inspire others to dream more, learn more, do more and become more, you are a leader.”  – John Quincy Adams