Teachers CAN is a Teachers college establishment in Cape Town, Western Cape, South Africa
Cape Town
Western Cape
Claremont, Cape Town
South Africa
Curriculum
Teachers CAN sustains a distinctive, teacher-led curriculum designed to cultivate leadership, collaboration and systemic thinking among South Africa’s classroom practitioners. Rather than a conventional roster of courses, the programme offers a year-long, merit-based pathway that centres on developing a shared professional vision and practical change-making capacity for young teachers and their allies.
At the heart of the curriculum is the Teachers CAN Manifesto, a five‑value framework that informs both individual practice and collective action. The values emphasise supporting learners to realise their potential, engaging as equals for equality in schools, innovating and owning school-wide teaching practices, playing an active role in school structures, and connecting to a broader world of social change. This manifesto acts as a compass for all learning activities, ensuring that professional growth is aligned with broader educational reform and community impact.
The primary curricular offerings are two interconnected pathways: the Fellowship and the Multiplier Programme. The Fellowship is a yearlong programme that brings together up to 25 young teachers each year. It is designed to build a common professional identity rooted in professionalism, creativity and disruption of the status quo. The curriculum unfolds across three one‑week immersions held during March, June and September public school holidays, complemented by ongoing engagement within a vibrant alumni and broader network. The immersions focus on three core strands: building a change agent identity, building generative communities, and developing a clear vision and influence. These components enable Fellows to live out the manifesto’s aims while developing practical leadership capabilities within schools and their wider contexts.
Complementing this, the Multiplier Programme represents a scalable leadership journey aimed at extending the network’s reach. A Lead Multiplier engages in a one‑year leadership pathway to establish Local Connect Zones—professional learning communities where groups of teachers can learn, reflect and problem‑solve together. Monthly in‑person or virtual sessions structure the PLC activity, with the Teachers CAN Manifesto guiding discussions and initiatives tailored to specific school environments. The Local Connect Zones serve as engines for classroom improvement, school interventions and broader advocacy work within communities, growing both individual leadership and collective capacity.
Online and blended elements are integrated into the curriculum to support ongoing development. Lead Multipliers participate in monthly virtual reflective sessions, ensuring continuous collaboration and knowledge exchange across provinces. In addition, the network’s digital resources underpin the fellowship and multiplier activities, fostering a cohesive approach to teacher agency and impact across disparate locations.
Beyond formal programmes, the curriculum encompasses short courses and professional training opportunities embedded within the network’s activities. These are designed to strengthen practice, share evidence from the field and connect teachers to a wider ecosystem of education reform. The intent is to equip practitioners with tools, networks and confidence to enact change from within their classrooms and schools.
Distinctive learning resources emphasised by the curriculum include the widespread Teachers CAN Manifesto, which unites participants around shared principles and aims. The network also emphasises the role of the Fellowship as a long‑term alumni community, where former Fellows continue to contribute as peers and mentors, amplifying learning through real‑world classroom experience. The presence of a national network with regional Local Connect Zones provides ongoing access to peer support, reflective practice and collaborative problem‑solving that extends beyond the duration of individual programmes.
In addition to leadership development, the curriculum explicitly recognises the importance of connecting to the broader education ecosystem. The annual Teachers CAN Exchange conference is highlighted as a platform for interface with unions, professional organisations and other stakeholders, helping to shape a pipeline of support and to align teacher leadership with sector-wide priorities. This ecosystem approach reinforces the curriculum’s aim: to empower teachers not only as classroom practitioners but as active agents of systemic change.
For potential applicants and schools seeking alignment with the network, further details about the Multiplier Programme, the Fellowship and related activities are available on the Teachers CAN website. The curriculum is intentionally adaptive, aimed at expanding reach while maintaining a strong focus on teacher agency, collaboration and sustained impact in South African education.
- Explore the Multiplier Programme: https://teacherscan.org.za/the-multipliers-programme/
- Learn about the Fellowship: https://teacherscan.org.za/fellowship
- Discover the broader network and values: https://teacherscan.org.za/who-we-are
Faculties and Branches
Teachers CAN operates as a national, teacher-led network based in Cape Town, Western Cape, South Africa, with activities and leadership extending across the country. Rather than presenting a traditional university-style faculty structure, the organisation emphasises a modular framework of programmes, fellowships and community-led groups that connect teachers and allies to drive educational change. The content below outlines the primary strands through which the network engages, supports, and develops its members.
The core operational units comprise three interconnected programmes:
- The Fellowship: A year-long capacity-building programme designed for 25 early-career teachers each year. It centres on developing a shared professional identity rooted in five core values drawn from the Teachers CAN Manifesto, and it includes three immersive weeks during school holiday periods. Fellows participate in an alumni network and continue engagement within a broader professional community after completion. The Fellowship emphasises professionalism, creativity and disruption of the status quo to enable teachers to lead change from within their schools and communities.
- The Multiplier Programme: A scalable leadership journey aimed at extending the network’s reach. Lead Multipliers establish Local Connect Zones—professional learning communities that meet regularly to reflect, learn and collaborate. The programme supports teachers to organise school-based interventions, community projects and advocacy initiatives, guided by the Teachers CAN Manifesto and supported through ongoing reflective sessions.
- The Teachers CAN Exchange: An annual conference that unites the education ecosystem. The Exchange provides a space for the network’s change-agent teachers to share experiences and discuss how to strengthen a pipeline of support for teachers, with a focus on realising greater access to quality education for all learners.
Beyond these programme streams, the network operates through collaborative structures such as the Fellowship’s alumni community, the leadership and mobilisation teams responsible for events and operations, and a digital strategy and communications function. The Meet the Team page highlights a diverse group of project leads, facilitators, and strategists responsible for sustaining momentum, coordinating activities and linking teachers with broader education sector partners. These roles collectively form the “faculties and branches” of the network in practice, providing specialised focus areas while remaining purposefully integrated around a shared mission.
Location and reach are described in overarching terms rather than fixed campus placements. The network explicitly notes that Lead Multipliers can be based anywhere in South Africa, and the local connect zones function as geographically distributed, teacher-led communities. This model ensures that services and programmes are accessible across provinces, including the Western Cape, while retaining a cohesive national vision through the Manifesto and related guiding documents. For prospective participants in Cape Town or the Western Cape, participation typically involves engaging with the Multiplier Programme, joining the Fellowship as opportunities arise, and attending the annual Exchange to connect with peers and sector partners.
Access to programme information and registration pages is provided through the organisation’s website. While specific departmental names or campus addresses are not listed in the available materials, the structure remains clear: a central mission supported by distinct, mission-aligned programmes and outreach activities that collectively enable teacher leadership and systemic change. Interested readers can explore details about the Multiplier Programme, The Fellowship, The Exchange, and related team members via the site links to gain a fuller understanding of how the network operates in and beyond Cape Town.
Further information and updates are available through the organisation’s pages:
- The Multiplier Programme: https://teacherscan.org.za/the-multipliers-programme/
- The Fellowship: https://teacherscan.org.za/fellowship
- The Exchange: https://teacherscan.org.za/teachers-can-exchange
- Who we are: https://teacherscan.org.za/who-we-are
Registration Details
Registration for Teachers CAN initiatives in Cape Town, Western Cape, South Africa, centres on two primary pathways: the Multiplier Programme and the ongoing fellowship body that feeds the network’s growth. The organisation presents these opportunities to equip and connect teachers who aspire to lead change beyond individual classrooms, with the aim of realising quality education for every learner.
The Multiplier Programme is described as a one-year leadership journey designed to empower and connect teachers who wish to extend their influence into schools and communities. Lead Multipliers establish Local Connect Zones, which function as professional learning communities grounded in the Teachers CAN Manifesto. These zones enable regular collaboration, reflection and shared problem‑solving, helping participating teachers grow their leadership capabilities while fostering a broader network of support. The programme emphasises the development of a change-agent identity and the cultivation of collaborative, community-based learning spaces.
Registration for the Multiplier Programme is currently managed through a formal application process. The programme operates with a defined application window, allowing interested teachers to submit their materials for consideration. For 2025, the application period opens on 12 November and closes on 19 December. Prospective applicants should prepare to present evidence of their readiness to contribute to local learning communities and to lead peer‑based initiatives in their contexts.
Eligibility for the Multiplier Programme is described as open to teachers based anywhere in South Africa who are committed to building local professional learning communities. Lead Multipliers are described as being aged between 23 and 40, and they are expected to act as change agents within their regions, establishing and facilitating a Local Connect Zone that meets regularly and aligns with the programme’s aims.
Those interested in applying should consult the programme’s dedicated page for further information and opportunities to engage. The registration process is supported by a roster of Lead Multipliers who have been showcased with individual profiles and links illustrating their regional work and leadership trajectories. Access to the application path is provided via the Programme page, and potential applicants may review the personal journeys of current Lead Multipliers to gain a sense of the network’s expectations and culture.
- Overview of the Multiplier Programme and its aims
- Lead Multiplier eligibility (ages 23–40; change-agent focus)
- Formation and operation of Local Connect Zones (professional learning communities)
- Application timeline and submission portal
In addition to the Multiplier Programme, Teachers CAN maintains a Fellowship, designed as a year-long experience for a cohort of young teachers who exhibit a commitment to driving systemic improvement. Fellows participate in immersive experiences across three week-long immersions and become part of an active alumni network upon completion. The Fellowship emphasises building a professional identity rooted in the Teachers CAN Manifesto, which encompasses values such as supporting learners’ potential, promoting equality, innovating teaching practices, playing an active role in school structures, and connecting to broader social change.
Application pathways, timelines and specific entry criteria for the Fellowship are described in general terms within the Fellowship materials. Interested individuals are encouraged to explore the dedicated fellowship pages for detailed information and to understand how fellow cohorts are selected and developed. Links to the relevant programme pages are provided below.
Where to apply or learn more:
Contacts and support are typically routed through the programme pages, which present the official pathways for registration, eligibility confirmation, and supplementary information. Prospective applicants should refer to these pages for the most current guidance, dates and submission details.
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Education in Cape Town: Resources for Learners and Families
Cape Town, located in the Western Cape of South Africa, presents a diverse educational landscape that caters to a wide range of interests and ambitions. From primary and secondary schools to further education colleges and world‑renowned universities nearby, the city offers routes for academic study, vocational training, and lifelong learning within a supported environment.
Types of institutions in the area include public and independent schools at the primary and secondary level, as well as technical and vocational education and training (TVET) centres. Higher education is served by universities that specialise in broad undergraduate programmes, professional degrees, and postgraduate study. In addition, a number of private training providers operate in Cape Town, offering shorter courses and focused certifications aligned with industry needs. This mix creates a broad spectrum of options for learners at different stages of their educational journey.
Common programmes typically available to learners include language and humanities courses, sciences, mathematics and technology, as well as vocational and career-oriented qualifications. At the tertiary level, options range from general bachelor’s degrees to professional programmes in fields such as engineering, health sciences, education, business, and information technology. Short courses and accredited certificates are often available for those seeking practical skills, career advancement, or transition into new fields.
Learning support and student services are emphasised across many institutions. Learners can expect access to academic advising, tutoring, and study skills programmes designed to strengthen core competencies. Additional services frequently include counselling, financial guidance, disability support, and language development assistance. Orientation programmes and peer mentoring frequently help new students settle into campus life and navigate academic requirements.
Facilities and resources commonly encountered in Cape Town's educational settings include well-stocked libraries with digital access and study spaces, science laboratories equipped for experiments, engineering workshops, computer labs, and media or design studios. Sports facilities—ranging from gymnasia to outdoor fields and courts—support physical education and varsity or club-level activities. Some campuses offer student residences or partner housing to assist with accommodation for those relocating to the city, alongside accommodation support services to help manage living arrangements and safety considerations.
In addition to formal classrooms, the environment often features career guidance centres, employability programmes, and industry partnerships that expose learners to real‑world applications. Campus and community facilities frequently host talks, workshops, and cultural events that broaden perspectives and provide networking opportunities with peers, mentors, and potential employers.
Typical pathways for progression generally follow a sequence from enrolment or registration to ongoing assessment and progression through programme stages. Prospective students are usually advised to consult indicative entry requirements, application timelines, and available funding or bursary options at the chosen institution. Admissions processes may involve submission of academic records, selection assessments, and, where applicable, interviews or auditions. Where programmes are highly competitive, there may be quota considerations or bridging courses designed to prepare applicants for further study.
Overall, Cape Town combines established educational infrastructure with a dynamic array of modern resources. For families and learners, the city presents accessible opportunities across a spectrum of learning styles, from traditional classroom settings to practical, hands‑on training and flexible continuing education. The result is a supportive environment that aims to help individuals pursue personal growth, professional development, and lifelong learning within the Western Cape context.
Further information about prospective programmes, campus facilities, and admissions processes can often be found on official institutional websites or regional education portals, which provide guidance tailored to different levels of study and learner needs.