Gqeberha-based NPO receives UNICEF backing for coding readiness programme

A proudly South African innovation is making international waves. Tangible Africa, a coding education initiative born in Gqeberha has officially been accepted into the United Nations Children's Fund (UNICEF) Learning Cabinet, marking a major milestone for accessible tech education worldwide.

The initiative was born out of a partnership between Nelson Mandela University's (NMU) Computer Science Department and the Leva Foundation. What began as an honours research project has grown into one of the world's most influential digital literacy movements.

To date, the initiative has already taught coding to more than 350,000 learners across 15 countries, using simple “unplugged” games that make computational thinking accessible to everyone, everywhere.

At the heart of Tangible Africa’s origin story was the then NMU honours student, Byron Batteson, who conceptualised the first prototype for his postgraduate project.

Working alongside the university's Professor Jean Greyling, Head of Computer Science, the two developed "Tanks" the first tangible game that laid the foundation for the programme’s learning model.

Since then, their range of coding games has expanded to include other popular additions such as Juicy Gems, Boats and Rangers among others.

This unplugged approach not only removes cost barriers but also reinforces computational thinking in a tangible, hands-on way.

Leva Foundation CEO Ryan Le Roux explains that Tangible Africa’s core mission has always been rooted in accessibility: “We do this in a really cool gamified way. How we've made that unplugged is, first, you can download an app onto your device, a basic smartphone.

“Once the app is on the device, you don't need to have connectivity again. So, the game was first built for the real rural parts of South Africa that don't have computers or access to signal or Wi-Fi.”

As Tangible Africa expanded into global markets such as Ireland, where tech access is universally available, the Leva Foundation adapted its tools for classrooms equipped with computers and high-speed internet. But the essence remained the same: coding as problem-solving, not memorisation.

At its core, Tangible Africa is about much more than teaching block coding. It aims to cultivate the computational skills and problem-solving abilities essential for future Science, Technology, Engineering, and Mathematics (STEM) careers.

Le Roux said the approach is deliberately designed to counteract repetition-learning.

“Now even in the developed nations, they've got a problem with fact-based learning where you just remember facts and then you regurgitate them into an exam, whereas what Tangible does is really helps identify talent where learners are problem solvers and have creative thinking and they can solve problems that are critical around them.”

This philosophy resonates with industry experts too.

Jessica Parenzee, a data and analytics specialist, believes initiatives like Tangible Africa are essential in an era where artificial intelligence (AI) is woven into the fabric of everyday life.

“Digital literacy is no longer optional. In data analytics, you’re constantly identifying patterns, structuring information, testing assumptions. Block coding builds those habits early. It’s not about memorising code; it’s about learning how to think systematically in a digital world.”

Parenzee said the UNICEF nod of approval is proof that Tangible Africa is not experimental, but verified as tested for safety, effectiveness and scalable.

“From my perspective as a data professional, what children gain isn't just coding exposure. They gain confidence in navigating digital systems. “

Echoing Leva Foundation’s Ryan LeRoux, Parenzee agrees that Tangible not only teaches the fundamental logic behind block coding but teaches structured learning and thinking, problem-solving and persistence.   

“When a child builds something functional, even a small game or logic sequence, they begin to see themselves not just as users of technology but as creators. That shift in identity is incredibly powerful.”  

At grassroots level, one of Tangible Africa’s priorities is introducing South African children to STEM pathways early enough to influence their academic choices. 
Their coding clubs - targeting learners from Grade 7 to Grade 9 across the country - aim to give the youth insight into the world of technology before they select subjects for Grade 10.
 
Le Roux notes that some schools in the province did not originally offer Grade 10 pure mathematics. Without pure maths, learners are locked out of most STEM degrees and bursaries. 

“Our coding clubs go into Grade 9 classrooms and say: if this is something you want to pursue, you must take maths. You need that foundation to access STEM opportunities.” 

Tangible is not only closing the digital divide but the social divide too: connecting young people across borders, cultures, and circumstances. 

Last year, Tangible Africa hosted its groundbreaking Coding World Cup, bringing together learners from 50 countries on a single Zoom call.