Dr Boitumelo Moreeng's Presentation for Kagiso Trust 8th Education Conversations
Donne Nicol & Kgotso Schoeman - Kagiso Shanduka Trust
-
Upload
trialogue -
Category
Presentations & Public Speaking
-
view
498 -
download
0
description
Transcript of Donne Nicol & Kgotso Schoeman - Kagiso Shanduka Trust
Kagiso Shanduka Trust Partnering for excellence in education
Donné Nicol and Kgotso Schoeman
2
Kagiso Trust and Shanduka Foundation
programmes with similar approaches and goals
3
• Two major black led entities have decided to take the lead in the
transformation of public education.
• Both organisations have come full circle after starting at different points.
• A natural progression to ensure a significant impact is collaboration and
integration of programme methodologies for greater impact on education
transformation.
• The collaboration emerged from the experience of both entities in the
implementation of their respective whole school development programmes
that address curriculum, infrastructure, extra curricula and socio-economic
factors impacting schools.
4
• Officially launched in 2004.
• Shanduka Foundation provides a portfolio of innovative solutions that address
critical moments in the development of human potential and entrepreneurial capabilities.
• Shanduka Foundation aims to promote collaboration, optimise resource use, and share capabilities.
Uplift, empower and
create opportunities
Early Childhood Development
CRET & BURSARIES PROGRAMME
School Development
Further Education
Work Experience
Entrepreneur Development
ADOPT-A-SCHOOL
KAGISO SHANDUKA TRUST
EXPERIENTIAL WORK PROGRAMME
SHANDUKA BLACK UMBRELLAS
Shanduka Foundation
5
Adopt-a-School Foundation
• Registered as a Section 21 company in 2002.
• The Adopt a School Foundation was started by a group of concerned individuals,
including Cyril Ramaphosa and Dr. James Motlatsi.
• Independent Board of Directors
• Works with District, Provincial and National Department of Basic Education
• Key aim of AAS – implement WHOLE SCHOOL DEVELOPMENT.
• 595 schools under adoption programme.
• Over 60 corporate adopters and partners.
• Over 40 NGOs supported.
• In all nine provinces in South Africa. One school in Mozambique and three
schools in Lesotho.
Whole School Development
Focus
Leadership and
management/
strategic planning
Governance
Promoting social
welfare of learners
and OVC support
Teacher
development
and learner
support Teambuilding
and motivation
School safety,
security and
discipline
Extra and
co-curricular
activities
Infrastructure
Adopt-a-School Foundation’s
WHOLE SCHOOL DEVELOPMENT model
Adopt-a-School Foundation achievements
340+ school facilities have been built
5000+ temporary jobs have been created
455 small to medium sized businesses benefited
80+ strategic planning, leadership development, teambuilding and
governance workshops have been conducted at our schools
82% average pass rate in adopted schools, a 6.2% increase from the
75.8% average in 2012. 69% of schools registered an improvement in
results and 62% of our adopted schools achieved an above 80% matric
pass rate.
9 000+ learners have had eye sight testing and 1167 learners
received spectacles
Kagiso Trust
• Established in 1985 by Archbishop Desmond Tutu, the late Dr Beyers Naude and
other clergy from the South African Council of Churches and registered as a not
for profit development agency.
• KT has managed and disbursed over R1 billion to a variety (over 5000) of
grassroots community development programmes across the country.
Education
EMSP
Rural enterprise
Beyers Naudé Schools Development Programme (BNSDP)
9
• The BNSDP was conceptualised and piloted in 2004 in 1 school (Limpopo,
Vhembe district) to foster and create functional, vibrant and accountable school
communities that impact positively on rural communities.
• The BNSDP supports schools by enhancing the capacity of leadership, quality of
curriculum delivery, school governing body involvement, learner accountability and
school infrastructure as an incentive for improved learner performance.
• The programme was conceptualised to be delivered over a three-five year period,
based on a delivery model that sought holistic and participatory development.
• Since implementation in the Vhembe, Mount Fletcher, Kwaggafontein, Mzinyathi,
Sekhukhune and Thabo Mofutsanyana districts, the BNSDP has reported positive
impact in 216 schools that have been a part of the programme.
• There are 167 schools currently under BNSDP, with an addition 410 schools in the
Free State under Kagiso Shanduka Trust.
Plan
Review Do
5 Year Plan
Formalisation Schools/District selection Capacity development Infrastructure development as an Incentive Monitoring and Evaluation process and Consolidation and exit
School retreats/teambuilding
Baseline Study, Curriculum Delivery and
Management, School Governance and
Management
Infrastructure Development as
an incentive
Monitoring and evaluation process, Consolidation and
exit
Extra-Mural Activities (Soccer, Netball
tournaments and Debates competitions)
Formalisation School/district
selection
BNSDP Programme Delivery model for
Learner Performance Improvement
BNSDP achievements
11
150+ school facilities have been built
25+ small to medium sized businesses benefited
216 school retreats have been conducted
88.1% average pass rate in BNSDP, a 26.2% increase from the 62%
average in 2010 when the programme was first implemented in the
Free State. Over 80% of the BNSDP achieved an 80% matric pass
rate.
102 students from the BNSDP schools have received the Eric
Molobi Scholarship Programme.
12
R100 million
R200 million
R100 million
The partnership
13
Vision To collaborate with public and private institutions to make education
an empowering experience that equips learners with the skills and knowledge to thrive and contribute to the development of our society.
Mission
Over the next 5 years, the Kagiso Shanduka Trust model has transformed schools to reach levels of complete functionality and
performance – the intervention has a significant systematic influence on the delivery and management (monitoring and support) of
education in the Free State.
KST vision and mission
14
Fezile Dabi District and Motheo District
Fezile
Dabi
Motheo
254 schools
156 schools
KST =
410 schools
15
Whole School Development Focus
Areas
Needs Analysis
Team Building Retreats
Educator and Learner
Development
Capacity Building
Management and Delivery
of Curriculum
Basic and Incentive-Based Infrastructure
Extra Curricular Activities
Governance and Stakeholder Engagement
School Governance, Management and Leadership (Principals, SMTs,
SGB and Learners)
Provincial and District Management Support
Parental and Community Involvement
Health e.g. hearing and eyesight testing
Social Welfare Access Assistance
Key Socio-Economic Issues
School Safety, Security and Discipline
Poverty Reduction Initiatives
Management of Curriculum Delivery
Shanduka Foundation
Private Sector Partnerships
Government Kagiso Trust
Suppliers
Implementation model
Formalisation Needs
Assessment School Retreat
Capacity Development Incentive
infrastructure
Consolidation
• Political and administrative support of the programme
• Match funding with the Department of Education
• Ensure there is alignment with the department’s comprehensive strategy to improve schooling by 2025.
• The assessment will consider successes, challenges in infrastructure, leadership and governance, learner performance, educator knowledge of curriculum, welfare of learners and school surrounding.
• The report will also contain the proposed interventions and estimated costs.
• Teambuilding workshops
• Agree how stakeholders will be held accountable.
• Affirm stakeholder commitment and reinforce the capacity to improve conditions in their schools and the district.
Programme Delivery Model
• Advocacy • Educator skills
development • Classroom
support.
Monitoring and Evaluation at each step in the model
• Project close out
• Report development
Curriculum
and social
development
Leadership
and
governance
• Provide incentive driven infrastructure that will be given to schools when they achieve an agreed upon performance benchmark
• Advocacy • School
management team and educators training.
• Provision of basic infrastructure for schools to be functional e.g. water, ablution facilities, classrooms where children are still learning under trees and unsafe buildings.
Provision of
basic
infrastructure
16
The DBE SMGDs and subject advisors will actively be
involved in the planning,
implementation and monitoring of the programmes
to ensure sustainability of
the project.
• The Kagiso-Shanduka Foundation Trust will adopt a three year intake out approach:
• All schools regardless of state of functionality will be engaged up to the end of the programme but the level of intensity will vary
17
Intake Plan for Initiative
Kagiso Shanduka Trust 3-year intake plan
Educators:
6135 Learners:
166 608
Programme beneficiaries
Year 1 10% Year 2 50% Year 3 40%
Government’s full
participation
Hold all stakeholders accountable
Whole school improvement
Invest in education
Development of Basic and Incentivised
infrastructure
Broad implemen-
tation framework
improvement of the whole
system
Reward and incentivise
Sharing of skills
Partnership principles
Systematic
change
Learner Performance
KST Monitoring and Evaluation focus areas
19
District
Offices
M&E focus
areas School
Stakeholders
Systems
change
Improvement: infrastructure,
leadership, learning and
teaching
Joint programming
and resourcing
Tangible success indicators
20
Influence the province and the districts in how resources are deployed Develop committed and accountable leadership within the schools
• Enhance SMT’s Ensure that the SGB members actively participate in enhancing the schools
Effective Leadership
Every school will have the minimum required basic infrastructure Incentive-based infrastructure granted to all high performing schools (as per agreed performance
targets)
Upgraded Infrastructure
Programme schools perform above the national and provincial average • 95% of the FET-band schools will perform at 75% and above (Matric) • 80% of the GET-band schools will perform at 75% and above (ANA)
Measure progression of learners during the intervention of the programme Enable learners to reach their full potential
• All the learners within the selected district and schools covered by the programme will be impacted
Capacitate teachers in each phase to manage the rotation of teachers, as well as ‘master’ teachers to manage the high attrition
Address key socio-economic issues affecting the schools, as is possible Ensure continuity and sustainability within the schools, upon exit from the district
Improved Performance
Parent involvement and participation Temporary jobs created for the residents in each of the districts during the provision of
infrastructure to schools Involvement and ownership by communities and schools
Involved Parents and Community
Members
Targets will be broken down into yearly milestones.
Key Programme Success Measures (A Window into the Future)
Management structures
• Provincial Advisory Board
• Internal Advisory Board
• Board of Trustees
• Executive Committee
• Provincial Management Committee
• Finance and Risk Management
• Management Steering Committee
• District Management Committees
• Circuit Management Committee
• Schools
• Operational Committee
Large scale
intervention needs to create functional
structures
Signing of anti-corruption policy
22
Achievements to date and 2014 future roll-out
145 schools will have received infrastructure in 2014, of these 38 schools
have started.
1000+ temporary jobs have been created so far.
168 school retreats are scheduled for 2014. 90+ school retreats have
taken place so far.
Of the 38 schools phased into the programme in 2013, 30 of these
schools achieved a matric pass rate of 75% and above. Of these, 20
schools achieved an 85% matric pass rate.
95 schools will participate in curriculum development in 2014,
focusing on Literacy, Mathematics and Science and Accounting.
40 schools will receive eyesight testing in 2014, of these 7 schools have
started.
410 schools underwent the needs analysis.
Challenges faced so far
23
• Long consultative process.
• Although there were many months of planning, the sheer number of schools and their
needs in implementation has been enormous.
• Needs analyses.
• Attendance at retreats.
• Service providers.
BUT – we are a learning organisation and solutions to our challenges have been
developed and have been thoroughly documented.
Plan
Imple-mentation
Review
Lessons learnt in this partnership
Systematic Change Process
2. Bigger picture: Vision/Mission
3. Broad Implementation
Principles
1. Connectivity/Human Relations • Building trust • Developing basic rules of
partnership and engagement – transparency and equal partnerships
4. Broad Risk Issues
5. Intensity of Documenting
Activities
6. Regularising Corporate Processes
Whole School
Development Stakeholders and partners
Public Sector
• Department of Basic Education at District, Provincial and National level
• Other Governmental departments
Private Sector
• Donors
• CSI Partners
School Community
• School Governing Body
• School Management Team
• Educators
• Parents
• Learners
NGO Sector
• Best practice NGOs
Broader community
• Community leaders
• Tribal authorities
• Church leaders
• Small to medium size businesses
Stakeholder matrix
Importance of partnerships
Effective partnerships mean that the whole is often far greater
than the sum of its parts.
PARTNERSHIPS:
1. Increase sustainability
2. Reach more beneficiaries.
3. Reduce the possibility of duplication.
4. Share skills, knowledge and best practices.
5. Think bigger – working in consortium enables greater
reach of geography. Also benefit from economies of scale
for management and administration.
The added value of PPPs in the
implementation of social development
• Benchmark solutions.
• Mitigate risks through joint knowledge and management.
• Encourage innovation.
• Active participation of ALL stakeholders.
• Reduce repetition of interventions.
• Creates dialogue of key issues.
• Effective utilisation of key resources.
Opportunities for collaboration
We are currently looking for further like-minded partners
to ensure greater
scope leading to great results and value for money.