+27 82 788 2033 [email protected]



Our model provides an all-inclusive solution for application in a learning environment.

Once learners have been through our program, they will:

·       Utilise their newfound skills for personal effectiveness

·       Learn strategies to retrain themselves past “stuck” behaviours

·       Be more equipped with study skills, subject choice, carrier guidance and personal development skills. 

·       Increase skills, confidence, potential and productivity in all spheres of life

·       Learn conflict management strategies 

Our comprehensive approach covers five key areas:

1.     Disposition: which entails five core personality types

2.     Modalities: the identification of one’s personal processing of incoming information  (Auditory, Visual,                  Tactile / Kinaesthetic)

3.     Talents: the identification of natural skills and abilities

4.     Interests: the identification of one’s greatest motivators and/or influencers

5.     Environmental needs: the identification of one’s preferred learning environment 




Our Self Portrait™ assessments assist children discover who they are and their strengths. We offer classroom management and study advice, subject choice and career guidance assistance, as well as support for children diagnosed with ADD and ADHD. 


Tools to increase productivity in class which ultimately saves teachers time! The Self Portrait™ assessment is the starting point for educators, followed by staff team development through workshops and personal coaching. Educators will also be given an opportunity to discover their Power Traits for Life™ and recognize the different learning techniques of their students for increased productivity and results. 


All of the above services, including personal coaching, learning styles assessments and team building where necessary.



The SASA, 1996 requires parents to ensure that their children attend school from the first school day of the year in which they turn 7, until the last school day of the year in which they turn 15, or the end of Grade 9, whichever comes first. In 2014, the Stats SA General Household Survey findings show that 99% of 7- to 15-year-old children were attending educational institutions.

In 2014, approximately 530 589 children aged 7 to 18 were not attending any education institution, of which the majority (4 in 5) were in the 16 to 18 age group; and 1 in 5 were disabled. While there has been improvement in access, there is a small gap (1,2%) that still needs to be bridged to ensure that all children have access to compulsory basic education. The greatest current challenge is to ensure that the approximately 15% of South African children who do not complete Grade 9 do so, and improving retention rates for learners, especially in the FET band (Grades 10 to 12).

Kutitiva’s approach is structured in way that learners who feel intimidated by the education system are coached to overcome this fear and thus guided to complete their learning career as stipulated above.

We are aware that access to education is as a result of many contributing factors such as infrastructure, social and economic limitations – but our focus is on the psychology of a learner willing to navigate through these challenges so that they can come out of the system educated and prepared for the real world.

* Taken from the Department of Basic Education Strategic Plan 2015-2020