From the evidence base behind our approach to the voices of the teachers using kolab. every day.
Six Foundation Phase teachers each built a lesson from a kolab. module and taught it to their class. This is what that step looks like, and why a funder should care about it.
Engagement on our app fell in Term 3 of a 2025 pilot. We asked teachers why before changing anything, and the answers pointed away from the content.
Teachers mark most end-of-year scripts, record the totals and move on. The wrong answers hold evidence a school already produces, at no extra cost.
From none in 2022 to six provinces in 2026: what the 2030 Reading Panel's report shows about who paid for Foundation Phase reading at scale.
Why kolab. leaves its active user count out of funder decks, and what it publishes in its place, scoped and checkable.
Four tests that separate an education programme still running in year three from one that stopped without saying so.
Five questions a CSI manager can put to any education partner before committing a budget. Kole Montano wants each one asked of kolab. too.
Teacher development versus learner programmes: Kole Montano lays out the honest comparison, including where her own argument loses.
Education receives 44% of South African CSI spend. Kole Montano on how that money divides once it arrives, and what the divide reveals.
Of 39 teachers asked how they set spelling tests, none reported a creative or differentiated format. Teachers work with what the system places in their hands.
South Africa's 2026 national reading survey found that 30% of learners in Grades 1 to 3 read at grade level in their home language. Kole Montano on why the earliest grades decide the rest.
Why the same number that makes teacher development attractive to funders, a teacher reaches an estimated 1 155 learners over a 35-year career, also raises the bar for what kolab. builds.
Kole Montano on why kolab. was built for Foundation Phase teachers rather than learners - and why teacher development in South Africa is slower than funders expect.