Resolute Education Releases 2026 CSR Coding Funding Options

In Short

Resolute Education has published its 2026 corporate funding programme for coding and robotics in South African schools. It offers three routes, with entry budgets from R60,000 to R135,000.

What Happened

Resolute says the 2026 programme is designed for corporate social investment and CSR teams that want to fund coding and robotics for learners who are often excluded, including differently abled learners, and learners in township and rural schools.

The three options are:

1. Back a School, from R125,000. This funds a “digital academy” inside the formal school timetable.

2. After-School Clubs, from R60,000. Resolute-funded trainers run short courses after school at schools that cannot adopt the full programme.

3. Business in a Box, from R135,000. This backs an entrepreneur to start a coding and robotics business in a township or rural community.

Resolute positions all three as turnkey, meaning the organisation handles the full setup and delivery. That includes hardware, trainers, curriculum, maintenance, and reporting. Turnkey in this context is like paying for a managed service, rather than buying equipment and hiring staff separately.

The programme also includes quarterly impact reports, plus a testimonial video and media assets. Resolute notes that contributions may qualify for Section 18A, a South African tax deduction certificate for eligible donations.

Why It Matters

Many corporate skills programmes focus on high-performing urban schools, because they are easier to reach and support. Resolute is targeting gaps where schools may lack devices, trained educators, and budgets.

The “Business in a Box” route is also notable for tying digital skills to enterprise development. It frames funding as job creation and a local services business, not only a once-off donation.

For operators and donors, the main trade-off is depth versus reach. Back a School is deeper and more permanent, while clubs can scale across more schools faster. Reporting requirements also matter, since impact measurement can be hard to standardise across education projects.