“They will be called oaks of righteousness, a planting of the LORD for the display of his splendor.” – Isaiah 61:3


Our vision is to empower learners to make wise life choices, instilling in them a sense of self-worth and purpose and offering them hope for the future.

Real Stories from Real People

We believe that learners are empowered by the knowledge that they are unique, special and of value to themselves and others. We seek to develop within the individual the realisation that they have a destiny and can rise above their challenging circumstances. To help the children move towards that destiny, we empower them to develop healthy relationships, based on respect, accountability and honour and help them develop a personal vision to plan for a future without HIV/AIDS. We help individuals realise their capacity as future leaders and encourage a team approach.

The programme aims to meet with each learner on a one-on-one basis to identify social problems and seeks ways to fill any gaps in counselling, therapy and wholeness of the learner. We ensure that every child is able to read and write in their home language and English. We look for ways to address the lack of after-school recreational activities by creating a safe place for learners to have fun and to participate in extra-mural activities and create in poorly resourced schools an environment more conducive to learning by improving the physical spaces. The programme supports educators, school management and learners though encouragement, motivation and networking opportunities so that they do not feel alone in their challenging circumstances. We also provide a context for student social workers to gain field experience and we monitor and evaluate all activities to ensure relevance and effectiveness.

To facilitate these objectives, we run

  • the Life Skills Programme: This comprises a four year HIV/AIDS prevention programme which runs at primary schools as part of the Life Orientation lesson. The project goal is to impact the lives of children who are vulnerable and under threat of HIV/AIDS. Work is done with children from 9-13 years assisting with their physical, cognitive, emotional and relational support and development.
  • literacy lessons aimed at educators and learners. Learners aged 6 – 8 years are empowered to master basic concepts of the English language (phonetics, group reading and sentence structuring) in active workshops. The literacy lessons are taught in group context, but special attention is given on a one-to-one basis for learners who battle to grasp concepts.
  • the Boys and Girls Club. As most of the schools we reach are without sports, cultural or other extramural facilities, our Boys and Girls Club intervention addresses the need for afterschool, recreational activity. We provide sports and recreational options at the schools for learners aged 13 -17 years to reduce risky behaviour coming from the children having too much undirected time.
  • leadership development courses. Opportunities are given to learners to participate in leadership development training provided by external companies. These programmes are specifically designed to equip and empower future leaders with effective personal and team skills. This is done by challenging learners through experiential learning exercises that range from physical to cognitive activities.
  • identity documents. We facilitate the acquiring of identity documents vital for tertiary education, employment, access to social grants and life in general.

  • educator support. Educators and management at under-resourced schools can be overwhelmed by the challenges. It is important that they do not feel alone. Our educator support initiatives include teacher workshops, networking with other schools to share best practices, as well as constant encouragement, motivation and problem-solving support.

  • social worker support. We provide a real context for student social workers, both students and graduates, to gain work experience through practical and impactful involvement in school projects. This addresses the social worker’s need for community-related experience and provides our projects with skilled personnel who can run counselling, therapy and wholeness sessions and execute social-values campaigns in the community.

  • learner assessments. It is important to establish a connection with each learner. We achieve this through one-on-one interviews. Each learner is assessed and referred, as necessary, to qualified counsellors, social workers or educators to address areas of concern.

    • research and evaluation. In order to ensure that our programmes remain relevant and effective, it is necessary to evaluate and monitor each activity for consistent impact.

Programme Scope

The Domino Foundation ECD’s Afrisun Bright Start Programme reaches crèche owners, educators and young children up to six years old in communities. There is one registered crèche out of approximately 150 facilities, where to a large extent children are not being prepared for school and are being ‘child minded’.

Opportunities for Involvement

The Domino Foundation ECD’s Afrisun Bright Start Programme is dependent on both corporate and individual financial donors, on non-financial donors and on volunteers.

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