SETTING UP A BASIC SOCIAL DEVELOPMENT NETWORK
SETTING UP A BASIC SOCIAL DEVELOPMENT NETWORK
CENTRE IN MPUMALANGA (SOUTH AFRICA)
Evaluation and Promotion of the Themba Trust Projects, Dirkiesdorp
Dr. Klaus Hoffmann, M.Ed.
Hirschgasse 5
D-69120 Heidelberg
e-mail: drkdphoffmann@yahoo.de
January 2003
CONTENTS
1. PREFACE..............................................................................................…. 5
2. TERMS OF REFERENCE.....................................................................…. 7
2.1 Basic Conditions and Target Areas in the Systemic Context ............. 7
2.2 The Project’s Significance and Special Effectiveness
Issues of the Model-Type ...............................................................… 8
2.3 Fundamentals of the Network-Project Study .................................... 8
3. CONCEPTUAL FRAMEWORK:
METHODOLOGY AND PROJECT STRATEGIES.................................. 10
4. THE ROLE OF OPEN BASIC EDUCATION FOR ALL
IN THE NETWORK CENTRE MODEL ................................................... 12
4.1 Preconditions and Structure ............................................................…. 12
4.2 The Innovative Role of Open (Workshop) Learning ........................... 12
4.3 Compensatory Overall Core Programmes ......................................…. 13
5. HISTORY AND DEVELOPMENT OF THE THEMBA TRUST............... 14
5.1 Themba’s Vision ..............................................................................… 14
5.2 The Themba-Project Centre’s Background ......................................... 14
(in the Systemic Context of Mission, Vision and Profile-Analysis)
5.3 The Themba Trust on the Crossroad
(from Financial Crisis to Change Resource Analysis)............................ 16
6. SHORTCOMINGS AND UPCURRENTS
(The Case of the Rehabilitation Centre)....................................................... 18
7. DEVELOPMENT AND CHANGE IN THE
CONTEXT OF GENERAL EVALUATION ISSUES ............................... 20
7.1 Process-Oriented Change in Attitudes and
in a more Systemic Outcomes-Based Way .......................................... 20
7.2 The Major Reasons for Project Failure and Project Inefficiencies ........ 20
8. THE SOUTH AFRICAN NATIONAL QUALIFICATIONS
FRAMEWORK (NQF) AND AIMING FOR NEW OUTCOMES
(in the Evaluative Context of an Innovative School-Based Network) ............ 22
8.1 Fundamentals ...................................................................................... 22
8.2 The Transition to a New GET and FET Curriculum
in the Evaluative Framework............................................................... 23
8.2.1 Special Preconditions ................................................................ 23
8.2.2 Implementing and Assessing the FET Programmes
in the Classroom Context ........................................................... 23
8.2.3 Implementing Crucial Integrated Teaching-Learning Concepts
in the Context of SAQA’s Critical Learning Outcomes-Based
System (in the Context of School Work)..................................... 24
8.2.4 The Language of Innovation and Evaluative Network
Requirements (Stock-Taking Exercise)........................................ 25
9. THE SKILLS DEVELOPMENT AND ABET POLICY
FRAMEWORK IN THEIR RELEVANCE FOR THE RENEWED
CULTURE OF HIGH QUALITY LIFE-LONG LEARNING
AT THE THEMBA NETWORK CENTRE.................................................. 28
10.THE THEMBA HIGH SCHOOL SYSTEM -ANALYSIS,
TRANSFORMATION PROCESSES AND REQUIREMENTS
FOR AN INNOVATIVE OVERALL FRAMEWORK ................................ 30
10.1 Preconditions and the Actuals (from Profile to Participation) ................. 30
10.1.1 The Themba Trust Structure and Profile Relevances ................... 30
10.1.2 General Target Analysis and Secondary Education Availability .. 30
10.2 Improving the Quality of Teacher and Learner Development ................ 32
10.2.1 Participatory Staff Development Related to Holistic Challenges 32
10.2.2 Teaching Skills and Classroom-Practice ..................................... 33
10.3 Implementing Alternative Modules and Key-Principles ........................ 34
10.3.1 Boys High School (Sinethemba) ............................................... 34
10.3.2 Girls High School (Siyathemba) ................................................ 36
10.3.3 Distinctive Special Recommendations for the Two Schools
(incl. Related to Questionnaire-Utilization) ............................... 38
11.EDNAT - THE ELEMENTARY DEVELOPMENT
NETWORK ALTERNATIVE TRAINING CENTRE ...............................… 40
11.1 Preconditions and Strengths of the Existing Programmes ..................... 40
11.2 Special Recommendations to Continue
the Reformatory Integrative Network Impetus ...................................... 41
12. THE PILOT PRIMARY SCHOOL PROGRAMMES.................................. 43
12.1 General Preconditions and Problem Areas ............................................ 43
12.2 Special Problem Positions and Needs Analyses ..................................... 43
12.3 Special Recommendations and Innovative Strategies
for the Core Problems .......................................................................... 44
13. FROM A PLACE OF HOPE TO AN ACTION NETWORK CENTRE.
THE KEY POSITION OF THE INNOVATIVE BASIC SOCIAL
DEVELOPMENT NETWORK CENTRE (BSDNC) .................................. 46
13.1 General Preconditions and Analytical Positions .................................... 46
13.2 Special Starting Positions (in the Managerial Context)......................... 47
13.3 Special Recommendations. Operational Benchmarks at the Outset
(Positives in the Course of Evaluative Coaching Exercises) ..................48
14. THE INTEGRATIVE NETWORK POSITION OF THE
YOUTH CENTRE (THEMBA LETHU YOUTH CAMP)............................ 50
14.1 Framework Conditions, Status and Significance .................................. 50
14.2 Special Recommendations to Continue the Innovative Sectoral
and Transsectoral Youth Centre Projects - Network Agency ................ 51
15. THE FARMING MODEL TYPE - THE LAST MILESTONE ON THE
WAY TO THE TRANSFORMATION OF THE COMMUNITY
DEVELOPMENT NETWORK SERVICES OF THEMBA TRUST-
INTEGRATIVE (RURAL) TRAINING CENTRE ...................................... 53
15.1 Starting Points and Initial Questions ...................................................... 53
15.2 Special Recommendations to Strengthen the Community
Farming Communication and (Deep) Rural Training Centre ..........53
16. SUMMARIZED AND GUIDELING OVERALL RECOMMENDATIONS..55
SELECTED BIBLIOGRAPHY........................................................................... 57
ANNEX: Tables 1 - 10 ........................................................................................
1. PREFACE
The German Themba promotion agency (esp. for those in need in South Africa)[1] has requested the Protestant Development Service (EED) to conduct an evaluation study on the further development and reorientation of the social and educational projects of the Themba Trust in Dirkiesdorp, Mpumalanga (South Africa).
On the basis of these preconditions (related to a Consultancy Contract) it is primarily the purpose and assignment of this multi-dimensional built-in and development-orientated project preparatory study to focus the actual situation-analysis and the elaboration of innovative programmes on the setting up of a Network Centre (Basic Social Development Network - BSDN) in special conjunction with Christian-based community principles (Lutheran Church).
The evaluation actions and ensuing project-progress operations took place from October 30th up to December 12th, 2002.
Regarding the point of departure and indicated objective of mission geared to the 7 relevant ongoing resp. process-developing projects, the fact-finding evaluation process was interfered from the onset with the closing of the Health Centre and with substantial concrete coordination and discrepancy problems (Welfare Centre, Vocational Centre and Adult Education Project?)[2](Comp. Table 10, brochure-listings). Although these unexpected (esp. methodological) significances and unstructured shortfalls made work process all but smoothly the existent and ongoing project-types could be thoroughly evaluated, critically analysed and reoriented to future resp. innovative community based policies and promotion programmes in the special context of the setting up of a Christian-based Network Centre.
Focusing on this networking key position the present (project-preparatory) evaluation study is additionally paving the way for the renewed integration of primary school pilot programmes.
With reference to the comprehensive multifaceted evaluation exercises, it shall be particularly pointed out that the untiring, motivating assistance of the Acting Director and Rector, and the all-embracing supports of the Financial Secretary, have been making a substantial contribution in order to implement and conclude all the evaluative commitments adequately and successfully. In this respect it is characteristic and meaningful enough that this tandem (used to working together) signified the staying power of the deficient Themba Centre.[3]
Consequently and in consistency with the (progress report) assessment outcomes - however mostly not in tune with essential managerial Themba Trust key members - the Operational Proposals shall take due account of the involvements, idealistic willingness and particular (network) creativeness of these integrative leadership qualities.
When working with and within the network it is not the organisations as such that matter but the involvements and initiatives of the individuals who represent these organisations. Related to this context and in accordance with the evaluator’s major target options, self-evaluation assumed a great deal of importance as the needs-oriented discussions and process-oriented explorations (resp. self-explorations) proceeded. Inasmuch as self-evaluation and serious (self)-reflections about certain project failures gained ground the impact monitoring and assessment exercises took on an essential different character.
This change of critical quality assurance at Themba Trust virtually aroused the discernibility that all concerned key members should first of all with all their strengths organize Strategic and Operational follow-up workshops (on behalf of all concerned cooperating bodies) before implementing any of the scheduled recommendations.
For the very time being it is not so much the over-documentation of the appointment of a new Themba Trust Director or the overratings of fundraising needs as such that matter, but even more to strengthen working group- (dynamics) and „persons in relation“ workshop-planning actions in order to immediately utilize these self-directed outcomes of (self)evaluation activities to tackle reform-oriented Restructuring Network Programmes.
2. TERMS OF REFERENCE
Evaluation based upon the coordination, the further development and the Networking of the social and educational projects at the Themba Trust Centre (Basic Social Development
Network - BSDN)[4].
2.1 Basic Conditions and Target Areas in the Systemic Context
The major purpose of the present sector-specific evaluation study on all relevant project programmes is to explore and to provide substantial information, documentation contents and problem-solving pools related to multisectoral (Christian) community-based activities. The studies primarily involve the major task of examining all the social and educational programmes in a Networking Context.
The overall fact-finding evaluation process - additionally based upon self-evaluation - and the elaboration of ensuing promotion programmes shall equally be identified as recommendations for aiding the concerned management system in future planning, programming and decision-making. The thus established concept development tries to focus mainly on the innovative setting-up of an integrated and Christian-based, Church-oriented Networking Centre of social, basic, education and all concerning training pilot-project-measures (BSDN).
By taking modern development approaches, poverty-reducing target areas and certain differentiated effects of development policies (e.g. gender and basic education) into an analytical special account, another aim of this investigation is to discuss and assess the efficiency of the whole Themba projects (ongoing and future concepts) in the special context of national and international development processes.
The study therefore tries to base its findings and conclusions on a newly created social-integrative Network Model Project that shall be in line with the future development and governmental policies of South Africa.
Related to the specific issues of sustainability one of the central aspects is to scrutinize the role of BSDN as initiator and catalysator for future Network pilot programmes in South Africa.
Furthermore, the evaluative target strategies shall focus special attention on the following questions:[5]
- Which specific role do the Themba educational institutions take up related to the Innovative
Educational laws, regulations (e.g. National Qualifications Framework, Curriculum 2005)?
- How and on which range is the cooperation carried out with the concerning state agencies?
- How are the Themba institutions best be integrated into the plannings of the educational
departments?
- What kind of training or learning support programmes can be identified in the context of
ongoing projects with special relation e.g. to the Labour Market Skills Development?
- Related to managing educational innovations what training promotion programmes for
learners, participants etc. are rated necessary?
- Are there any basic educational programmes that are more in tune with other institutions?
The evaluation exercises need to contribute to multidimensional synergy effects, not only in concordance with innovative African initiatives (e.g. UNECA, NEPAD) or in view of the change of hindering project mechanisms. Furthermore, the project studies shall make available a reliable substantial documenation basis especially with regard to the participation of relevant target groups.
2.2 The Project’s Significance and Special Effectiveness Issues of the Model-Type
In order to focus the rural development programmes on target-oriented social-integrative activities in the Mpumalanga District (Dirkiesdorp/Piet Retief), the Themba Trust has managed (up to the present) to set about and to develop in initial stages the following project model types:
- qualified Adult Education (Study Centre), secondary and vocational education (esp.
agricultural-technical, home science and office management)
- multisectoral rehabilitation- and health-programmes as well as social integration programmes
for unemployed and disadvantaged women
- pilot project programmes for drug- and AIDS-prevention.
However, one of the major concerns about the expansion and sustainability of health- and
social programmes is to scrutinize and assess the relevant innovative project approaches (e.g. further development of a Welfare- and Health Centre) on the basis of an overall coordinative evaluation context primarily interrelated with a sector-specific multidimensional networking (e.g. among numerous regional target groups and aid agencies).
Moreover it is recommended to integrate the multisectoral project activities (in the different preparatory stages) into coherent national and international/German development aid programmes (e.g. GTZ , USAID, EED).
However, especially in the multidimensional network model context at issue, the difficulties in the cooperative set up of health-, family planning - or basic education programmes and the deficiencies accruing from management-, organisation- and specialist-qualifications should be more clearly identified and adequately discussed in their relevant complexity.
With reference to these interfering development patterns, it is equally important to analyze the factors that prevent isolated local, rural resources from transposing into Rural Development Community Service Network Programmes. There is urgent need to gear e.g. basic health or literacy projects much more to the relevant social integration programmes (comp. e.g. insufficient networking with cultural heritage practices).
2.3 Fundamentals of the Network-Project Study
Setting up a Network-Project-Model means promoting a key position for development-oriented, efficient alternative and social preparatory measures for basis-oriented self-help-programmes and basic education support programmes.
The thus recommended network programmes shall motivate the different projects (e.g. drug prevention, reproductive health) to apply consequently participatory methods in the planning and implementation of pilot projects. The fact-finding analyses and conclusive strategies to be implemented should emphasize that the mobilization of self-help-potentials of the concerned marginalized deep rural communities will make much more progress, whenever simultaneous interventions are coordinated with several sector areas, and network programmes are linked with many instruments.
Concerning the setting up of an alternative network model of integrative and sustainable rural development programmes, the innovative and restructuring programmes shall include rural community work and welfare, lobby and advocacy work, Church district/regional development programmes, integration programmes for neglegted population groups (e.g. young and old people’s welfare), holistic informing and education programmes related to local empowerment, shaping of political ideas and allround participation.
3. CONCEPTUAL FRAMEWORK: METHODOLOGY AND PROJECT STRATEGIES
The major purpose of the present sector-specific evaluation study on all Themba Trust development programme projects is to explore and provide substantial problem-solving pools, concepts for improving training and educational activities and for aiding the concerned management system in future decision-making.
In order to evaluate the sustainability of the project’s community management strategy appropriately (person-oriented, structured or participatory management style?) or to propose model types to meet the prevalent challenges of National Standard Bodies (e.g.SAQA) the methodological process- and solution-oriented concept development is based upon the framework of determining systematically, multidimensionally and objectively new initiatives and optional outcomes in a broader and open integrated context.
By examining some hypotheses related to the evolution of human resource development and recent structural, socio-economic changes (in the connection of multidimensional guidelines) the arising difficulties of a project-failure or need-oriented Basic Skills Training Centre programmes can be more appropriately discussed in their functional complexity.
The thus established fact-finding analyses and process monitoring methodology[6] concepts are primarily in line with the context input-process product model and especially with the discrepancy model. The discrepancies identified serve as feedback for either improving the Youth Centre (e.g. life skills) programmes, for planning ABET facilitator’s intervention measures or proposing other desirable policy decisions (non-governmental position!).
In order to develop the reactivated projects in the design and enhancement of basic network organisation (and modelling), the evaluation concepts are additionally related to the following substantial target strategies:
- to lead to concrete participatory actions so that ongoing and future measures will be based
upon an intensified mutual exchange of in-depth experiences, holistic community based
communications and upon target-group oriented open consensus building (shift away from
control towards communication)
- with reference to Participatory Bottom-Up development to especially counteract misdirected
dialogues, biased coordination (!) and ensuing malfunction
- to pave the way for more efficient up-to-date counselling, advisory services and check lists
to be used for managerial process monitoring, for backstopping of ongoing projects, for
assistance in identification of resource persons and for (internal) participatory evaluation
exercises
- to establish and maintain the participation of all Themba Trust key members in the process of
self-evaluation (the ability of staff to take responsibility for self- reflection, introspection etc.
requires a certain level of collective, holistic self directed maturity)
- to organise workshops/seminars/follow-ups on a regular basis.[7]
The fact that participatory self-evaluation cannot be explained but must be experienced motivated the evaluator to involve pre-field simulations (of the implementation experience), to take over role plays (to identify indicators of self-appraisal, self determination etc.) and to initiate group dynamics processes with the help of different hypno-coaching intervention strategies.
If necessary, start-up workshops with project teams and representatives of the implementing organizations were started or introduced (in the contextual procedure of workshop meeting specially focussed on targetted beneficiaries).
To set going a new understanding of management and leadership the way was pathed to Inventory Workshops.
The evaluation exercises, including different methods of quantitative and qualitative information and data collection (e.g. ranging from individual interviews, unstructured discussions up to action-oriented group discussions, more semi-structured interviews with learners ,e.g. impactments on boarders’ personal lives, and questionnaires)[8], were related to key individuals and groups (at the institutional and community level), to key informants, to special target participants and beneficiaries, to the divergent expectations of different stakeholders and to relevant political executing agencies/international organisations.
In order to enhance the impact assessment methods of evaluation and to widen the process of collaborative problem solving, further authorities, e.g. representatives of the Department of Education (Nelspruit), consultancy visits to GTZ Office (Pretoria), meetings with other international development agencies (e.g. DED) or visits to project areas (e.g. water supply problems) were included.
Furthermore ,in promoting an integrative solution-oriented methodology it is to be emphasized that the evaluation exercises have been attempting to sensitize all the target groups on the basis of their own experience and not merely setting up a Network organization because the project (and the evaluator) suggests it.
In order to better adapt the distribution of tasks, to come to benchmarking issues and to improve cooperation between stakeholders, counterparts etc. one of the most central aspects of the guidelining methodology consisted (for all participants, donors included) in learning from their particular roles in the development intervention exercises.
By involving evaluation as a partnership and responsibility sharing process the studies’ results are becoming in effect more tools for change rather than „historical“ reports.
Finally - in order not to become blind to the shortcomings of one’s own business - the evaluator gradually and readily transformed from an investigator to a promoter, from a supervisor to a facilitator, from an evaluator to a self-evaluator and from a professional persecutor to a networking participant.
4. THE ROLE OF OPEN BASIC EDUCATION FOR ALL IN THE NETWORK CENTRE
MODEL[9]
4.1 Preconditions and Structure
Open Basic Education for All shall occupy a key position in the innovative integrative Network Pilot Project Centre in the Mpumalanga District (Dirkiesdorp). The planned Alternative Community Recource Project will be linked will all the concerning social and health-programmes ( in- and outside of local levels), and is grounded on the coordination with the entire field of education (ranging from nursery education for orphans, curriculum scope up to workforce education and labour absorption rates).
Open Basic Education for all children and adults in the non-formal sectors focusses on the universability of open integrated learning (e.g. to learn to learn, solving more basic problems) and seeks to reach disadvantaged, needy people of all ages throughout their lives.
One of the major concerns about the promotion of multifunctional alternative networking strategies is to identify and support training programmes for out-of-school children, employment-oriented out-of-school measures (e.g. to impart pre-vocational qualifications in coordination with Skills Development Sectors of Themba Trust), never-schooled youths/adults (e.g. subsistency-oriented adult education measures), illiterate girls and women, socio-pedagogic-oriented out-of-school measures (e.g. homeless children with psycho-social deficits) and especially handicapped/disabled youths and children.
4.2 The Innovative Role of Open (Workshop) Learning
The Resource and Workshop Centre - a centre where international (e.g. German aid programmes), national and local networking will be set up for accessing/exchanging information - conducts e.g. surveys for assessing open basic education programmes (as required by pre-primary EDNAT), initiates Youth Employment Programmes (e.g. in cooperation with the Youth Centre) or coordinates overall community self-help programmes (e.g. community health communication: restructured Rehabilitation Project).
The supervising team (under the appointed network coordinator) will also advise on the preparation of support-programmes for parents and community (e.g. community-oriented adult education measures in linkage with the ABET-project at Boys’ High School) to be diffused through media so as to keep them involved in and committed to Basic Eduction (deep) rural development.
Learning should take place in a variety of social contexts, in a multiplicity of community sites, through a variety of mechanisms and in connection with the learners’ self-activity and self-dependence. Learning to know, learning to do, learning to live together, to live with others - means also open-mindedness, openness in terms of attitudes, and in terms of alternative action-oriented open learning principles (e.g. Freinet, Freire).
Action-oriented Open Workshop Learning is this form of activity children and youngsters holistically, sensorially experience, and is the most promising way of responding to their often lamented lack of motivation.
Open School Action Workshops include Teacher Support Strategies, Family Literacy and Education Governance Programmes, age-appropriate Literacy Courses for Adult School Drop-
outs and an Open Learning Adult Education Curriculum (as an additional parent support strategy).
It is the accreditation and acceptance of Open Learning by all sections of the Themba Trust education system which is important.
Furthermore this Open Learning and Teaching Model will be acting as a basis for the network of collaborative In-Service teacher programmes (e.g. workshop-based model-teaching at Girls’ High School) and as support base for action-oriented classroom-based workshop Basis teacher training modules (e.g. OBE-schedules).
The teachers also being grouped in open learning workshop settings thereby promote their abilities to analyse more critically their own teaching practice so as to facilitate their development of more participatory, collaborative team work (e.g. on behalf of out-of-school youths). Open-minded learning transforms the teachers’ teaching into learning and back again to teaching.
4.3 Compensatory Overall Core Programmes
- Endorsement and advocacy of putting the BE concepts ABET, OBE etc. into practice
- Setting up of Open Learning Adult Curricula (additional parent support strategy)
- Making use of practical subjects and prevocational studies in the context of Primary
and Secondary Schools (alternative formal strategies)
- Providing recommendations for age-appropriate Open Primary School Multi-Sector
Programmes/Open Compensatory Specific Learning Approaches(Secondary School)
- Teacher In-Service Courses to face the multi-age and multi-ability Open Teaching
- Long-term networking programmes of the relevant Open Schools Partnership
Projects
- Monitoring the process of basic education programmes in the context of Alternative
Teaching and Open Learning
- Establishment of Workshops School Learning Action Research (e.g. alternative didactic
materials)
5. HISTORY AND DEVELOPMENT OF THE THEMBA TRUST
5.1 Themba’s Vision
„to provide Opportunities for the Developing, Rural, Deprived People
Themba’s Mission
- We are based on a Christian Foundation
- We provide Quality Education
- Alcohol Drug Prevention and Rehab-Programmes are offered
- Youth Developmental Programs are in Place
- We provide Community Development Services
- We render Adult Educational Opportunities
- We create Jobs
- Cross-cultural Relationships are a priority at Themba
- We provide Administrative and Financial Assistance
„Transparency is a fundamental policy of the Themba Trust“ (proclaimed, advertized or placarded)
5.2 The Themba-Project Centre’s Background (in the Systemic Context of Mission,
Vision and Profile-Analysis)
The Themba (Zulu word for hope) Trust was established in 1983 as non-governmental organisation by the missionary S.H. Niebuhr in Dirkiesdorp in the South Eastern Highveld of the Province Mpumalanga. (This former South Eastern Transvaal and Northern Natal area - 300 km from the Johannesburg metropolitan and 450 km from the Greater Durban area - could be classified as a deep rural community area).[10]
As regards the pioneering role of Niebuhr in identifiying and promoting Christian-based social and health support-programmes for the underprivileged, disadvantaged black communities it should be pointed out that already in the sixties his targeted strategies addressed especially basic primary schooling. As a result of his project practice initiative nearly 30 additional Mission Farm and Primary Schools were providing basic educational opportunities in an isolated, poor rural district.
Against this background it is significant to note that the present Themba trust does not develop and promote community-oriented primary school programmes at all.[11]
With reference to Niebuhr’s early community-oriented basic adult education and health measures it is furthermore of actual interest that he implemented comprehensive pilot project programmes to promote medical and health care for the black alcoholics, especially the alcohol-addicted teachers (alongside the first health clinic in Dirkiesdorp in 1964). As regards the development of the Themba Trust it is now crucial that Niebuhr and his family founded and started with the Themba Rehabilitation Centre (1984) the first project-centre for the black alcoholics in South Africa. It is nowadays widely recognized that the Rehabilitation Centre in
the eighties and nineties not only achieved excellent results of up to 50% healing [12]but also
functioned as a model-type for other regions in South Africa in order to face the new phenomenon of the increasing alcoholic problems of the underprivileged.
Throughout the life of this sector project there had been many tangible and visible outcomes whithin the reach and network-impetus of the original community health promotion measures:
- basic education and health prerequisites for a successful promotion in the field of employment
promotion
- primary target group for the schools effectively to promote alcohol and drug free
environment[13]
- primary target group for the centre and all the other embedded Themba Projects (esp.
community-development, youth centre)
- secondary target group for the centre (esp. adults, parents, teachers, surrounding schools in
the local community).
Related to Niebuhr’s new „deep rural“ development goals and targeted educational strategies the SINETHEMBA Agricultural and Technical Boys High School was founded in 1986.[14]
Consequently the Trust negotiated with the Department of Education and not until 1995 the newly founded SIYATHEMBA Girls High School started with two Std. 6 classes and one Std. 7 class.
At the moment both High Schools being subsidised by the Department of Education and Training make provision for hostel boarding accommodation for 230 resp. 239 learners.[15]
According to the latest statistical data 67% (Sinethemba boys) and only 29.3% (Siyathemba girls) are from deep rural areas; whereas the involvement and integration of rural people in the Themba projects is by either employment in active workforce 20 out of 24 or in teaching portions 19 out of 31.[16]
As regards the experience and impactments on boarders’/learners’ personal lives the evaluator held informal discussions and interviews with a number of students what changes should be implemented. Although other project failures like overcrowding the dining hall or water shortages were brought forward, the most significant fact that emerged from these interviews was that the boarders are provided with guidance and other social services in a relatively and highly secure place especially against the background of very long distances to travel, housing shortages, or widespread sexual offences. Unfortunately the present government has stopped all fundings to hostels (throughout the whole province).
A review of the Themba Trust developments that had taken place over nearly 20 years also has to raise issues about the management of the new Lethu Youth Centre (1998), the pre-primary
project (1996), the role of women’s projects for community social and self-development and about the challenges of integrative agricultural projects.
5.3 The Themba Trust on the Crossroad
(from Financial Crisis to Change Resource Analysis)
After all the buildings were completed the Department of Education - because of the transition stage heavily involved in fundamental changes of challenging educational policies - did not budget for these projects.
Faced with this comprehensive financial crisis, the negative effects on human resources (e.g. reduced number of educators, frustration of the parents) and the fund-raising dilemma, new complexities, resulting failures and assessment needs arose and surfaced concerning the following issues:
- a shift to more and to larger organized financial independent activities (needs for
privatization?)
- to generate more income and profit (presently approx. two thirds of Themba’s income from
school-fees)
- to increase their ability to take on leadership and decision-making roles - a gradual shift
from centralised decision to more participatory „Bottom-Up“ development resp. networking
community development programmes
- new challenges esp. in areas of management (new directorship), accountability and balancing
economic social benefits within the context of Themba community development programmes
and projects.
To deal with all these still ongoing complex issues and questions (who benefits and how from these activities, and about the extent to which benefits were equitable) the following historic facts and shifts on the crossroad from 1995 up to the present times should be drawn to attentiveness.
Funding Availability Problem
All the interviewed persons indicated that the available funds were barely sufficient to run the training and education courses and leaving hardly anything for the necessary improvements. Themba Trust Centre and Schools generate approx. two thirds of their income but also have to support the Rehabilitation Centre, the Youth Camps etc. with substantial funds (comp. Table 1-2). Most of the financial assistance for the Themba projects comes/came from the following resources:
a) Funds generated by self-building all the structures resulting in savings of provided funds
b) Other income: administration-fee schools (R 50.00), rent received, farming income and all
possible projects (e.g. milling, dairy, chickenry etc.)
c) Funds received from evangelically oriented churches in Germany (EMW), Bread for the
World, Otto-Hahn-Secondary School (FRG), and various Christian sponsorships (non-
appropriated and appropriated sponsorships)
d) Donations received from USA: Lutheran Church of Missouri Synod (LCMC), other
Lutheran churches and schools
e) Donations and foster parent contributions received directly or through the German
Sponsor - (Deutscher Förderverein) Promoting Agency, e.g. women’s project Baumgarten, Blaukreuz Aftercare Clinic (comp. Table 3
Allocations and Donations 2002)
f) Hostel and school fee charges to parents.
Allocated Functions of Governing Bodies (resp. National Education Policy Act 27 of 1996
Section 21)
The two High Schools are by definition seen as State Schools on private property controlled by the SGB (School Governmental Body) and sponsored by the German Promoting Agency within the Section 21.
Subject to this Act the following functions will be conferred and allocated on such a Section 21 school: „improve school’s property, choice of subject options in terms of provincial curriculum policy, supply textbooks, to pay for services to the school, to provide an adult basic education...“[17]
Discussions on these complex issues did not only raise questions about the clarification of the current status and the increase of State control but the interviewed also pointed to the necessary change of attitudes towards the approach as far as the Department of Education is concerned. They mainly addressed the insufficient resource base to provide the required FET-Act (Further Education and Training) technical high schools skills courses. They will have to source parts of their funds themselves - additionally to be financially more self-reliant - and can only ensure Government funding if their training is in line with Government approaches.
(„To incorporate the new action plans into the school project work plans at all levels and to aim at both modifying existing activities and identifying new or additional open integrated activities“).[18]
Apart from these and several other changes identified the new transformation process as required by the FET-Act not only necessitates appropriate planning but also a transformation in managerial approach and attitude of the executive as well as of the teaching staff (Objectively Verifiable Indicators and Means of Verification!). (Comp. Tab. 4 „Schools Line Function“).
6. SHORTCOMINGS AND UPCURRENTS
(The Case of the Rehabilitation Centre)
A review of the developments that had taken place in the Rehabilitation Centre from 1995
onwards is raising issues about
- the negative and positive stakeholders
- about poor personnel and professional project management
- insufficient absorptive, participatory capacity
- not being able to integrate this model project into new challenges
(e.g. greater community spirit)
- the ineffectual competence to steer towards a common goal
- the inability to carry out the change in community-togetherness
instead of pursuing personal goals.
It is therefore important to indicate that related to these inappropriate systemic outputs the Department of Health and Welfare got prepared to stop the rehabilitation programmes of Themba Trust and consequently the Centre had to close down (during December 1999).[19]
Concerning the evaluation the following changes and developments on the crossroad to renewal and empowerment of the Themba Trust (resp. to the need to prepare „a new generation of leaders“) should be brought to attention:
1) Mr. D. Bosman was appointed a new Rector (Project Leader Schools) for the two High Schools, to give guidance to the two principals and to ensure „that there is a sound relationship, cooperation and harmony between all projects and the Trust.“[20]
2) All the comprehensive efforts to get the Rehabilitation Centre back to Themba (esp. by the
Trust Management and the Chairman of the Management Board Niebuhr) did not succeed at all.
3) Minutes of Trustee Meeting ( 7th Sept. 2002): The Board of Trustees decided to release Rev. Niebuhr - being the Director over the last two decades - from his duties officially as from this day.
4) The Trustees are in the process of appointing a new Director for the Themba Trust.
5) For the time being the Acting Deputy Director Mr. Bosman shall be responsible for the over-all supervision of all projects, schools etc.
With reference to the current position of the Acting Director it is significant to note that more in-depth interviews, dicussions with key members of the relevant projects and raising questions of participatory leadership and the greater community spirit (incl. community self-reliance, woman-gender-development at community level) brought to the surface that there was and still is a significant amount of change at the managerial, participatory, individual and community level. Because the Acting Director is equipped with this leadership, consulting and holistic charisma as to enable them to manage the Themba-Trust-Project process more efficiently and effectively.
On the other side this prospective new leadership would not have been achieved without the core and the heart of the Themba Trust Secretary Mrs. A. Niebuhr (Secretary Finances). Sustainability of outcomes, necessary support from beneficiaries, management capacity of targeted institutions, performance against objectives, appropriateness of project objectives and design are but a few of those tangible and visible outcomes/benefits of her Participatory „Bottom up“ Managerial Skills.
6) Mrs. F. Böhmer has been requested to take over as Superintendent at the Rehabilitation Centre, which in future will be called „Themba: Place of Hope“. „The Trustees decide that Mrs. Böhmer should carry on with her vision (traumatized children ministry), but priority should be the rehabilitation of alcoholics.“[21]
7) Proposed Amendment of Constitution: The Themba Trust Option 2
The Board of Trustees shall appoint an Executive Committee from its members, consisting of three persons, to manage the projects of the Trust with the assistance of the Head of Departments (Projects); The Director as Chaírperson - The Deputy Director - The Spiritual Leader.
7. DEVELOPMENT AND CHANGE IN THE CONTEXT OF GENERAL
EVALUATION ISSUES
7.1 Process-Oriented Change in Attitudes and in a more Systemic Outcomes-Based
Way
Both the purpose and the expected outcome of development is change. There can be no doubt that throughout the period of evaluation within the Themba Project Centre there was a significant amount of change analysis, of decision making, problem solving and constructing new plans for the future development.
More in-depth interviews and discussions with key members identified a number of questions to which workshop-meetings and project committee meetings, staff meetings, workshop.-
follow-ups could give useful answers and also generated critical insights. Concerns were also expressed about relations among group/staff members (mental blockades!), and about the level of commitment of some members („benefited directly from the project“, „more respect for each other“, „sense of pride among community members“).
One other issue that assumed a great deal of importance as the evaluation proceeded was that during these workshops (e.g. follow-ups of staff meetings) the working group was eventually able to take time
- to engage in serious reflection about the project failure as a whole
- to analyze various positive aspects of an open basic development network centre
managed by a leadership-team
- to immediately use some of the workshop outcomes of evaluation activities
to reorient existing network projects.
In keeping with a series of evaluating activities consultations and concerning the wishes of different project committee members more extended workshops shall and will form the basis of a new development thrust in Themba Trust.
In the Acting Director’s Report (16-11-2002) the evaluation framework was used to develop a draft plan including at least two three-day workshops in order to focus on the renewals of the Themba Trust Network in connection with a new process-oriented, outcome-based directorship team („ ... it is time to restructure the Trust into different components ... How all these projects will be divided into must be worked out at workshops“.)
Some of the major general changes identified during the evaluation exercises related to workshop meetings were:
- the increasing complexity of the Themba Projects process necessitates at least one network
project coordinator as well as a social community project facilitator
- there should be more workshop meetings not only to identify the problems but also to air
one’s views, to uncover sensitive emotions and to gain more deep insights into the life of
the project leaders and into the community as a whole
- what is the standard including timeliness of project monitoring and communications?
- do the objectives and design take account of activities by other NGO’s or donors in the
different Themba Projects?
- has the management capacity of targeted situations, including local counterpart NGO’s
(e.g. Youth Camp, Place of Hope) been strengthened in a sustainable way?
- greater, effective use of community structures for implementing community projects ...
(e.g. preschool and adult education projects)
7.2 The Major Reasons for Project Failure and Project Inefficiencies
1. Insufficient Planning for Institution Building
- To be successful, a project must be well managed
- To involve foreign contractors in the
short term
- Organisations responsible for all functions related to the project should be better
planned (evaluation/monitoring)
2.Awareness of Emphasis of Project sustainability
- Project outputs insufficiently benefit other development activities
3. Insufficient Participation of Project Beneficiaries
- The participation aspect (people are both agents and recipients of the projects) should
be analysed from the identification stage (incl. the most disadvantaged groups of a comm-
unity)
- Project planners often forget to include network health programmes or project implement-
ation for handicapped children
4. Faulty Appraisal and Selection
- Too optimistic targets leading to over-investment
- Inappropriate influence by individuals or funding agencies
- Promotion of projects based on political or group pressure
- Project appraisal was not often based on accurate information
5. Inadequate or Ineffective Project Coordination
- Coordination depends on persons and institutions which are often beyond the project’s
confines. These include also funding agencies and government departments (exogenous
characteristic of project-coordination!)
6. Poor Project Management
- Cost over-runs, lack of management information system, high personnel turn-over, no
appropriate monitoring system, inappropriate capacity building in planning and manage-
ment techniques for project staff, potentials of the staff were not fully exploited, lack of
inventory workshops for the grassroots.
Some of these managerial bottlenecks have been corrected in a rough-and-ready interim
solution by the skilled, experienced and committed acting director; a varied experienced
educationist who himself has know-how in the major project operation, as well as classical
management skills.
7. Insufficient Government Participation
- Inadequate financial assistance, absence of promised measures, delay of policies conducive
to smooth project execution, inefficient issuance of directives, sundry constraints capable of
influencing failure (e.g. over-bureaucracy)
8. THE SOUTH AFRICAN NATIONAL QUALIFICATIONS FRAMEWORK (NQF)
AND AIMING FOR NEW OUTCOMES (in the Evaluative Context of an Innovative
School-Based Network)
As argumented before and correlated to the structural-analytical, factual practising Themba-Trust-Project context - only EDNAT, the Youth Centre and the two High Schools were met as ongoing educational project models - the following elaborations primarily involve the major task of examining the secondary education programmes in a broader context resp. in the systemic problem approach of the National Qualifications Framework in South Africa.(Comp.Table 5)
8.1 Fundamentals
The design and construction of National Qualifications which conform to the regulations and policy of the South African Qualifications Authority (SAQA) - published in March 1998 - has proved to be challenging and difficult. In dealing with the new qualifications structure - the earlier terminology was specified into fundamental, core and elective learning categories[22] -
the requirements are defined in outcome terms through unit standards[23], and 8 different NQF main levels meet the needs of industries, enterprises, institutions, society etc..
This integrated national approach „involves the most radical form of an integrated curriculum ... This ....implies that not only are we integrating across disciplines into Learning Areas but we are integrating across all 8 Learning Areas in all Educational activities ... The outcome of this form of integration will be a profound transferability of knowledge in real life“.[24] According to the 7 critical cross-field outcomes (e.g. communicating, problem-solving, using science and technology) which are to underpin all curricula and in conjunction with a set of 66 specific outcomes across all 8 learning areas (e.g. Intermediate Phase: 5. Arts and Culture and Life Orientation) the new curriculum[25] is directed towards achieving:
- that learners from different places of learning will be able to move across, for example, from
education to training or vice versa
- that all learning is recognised, whether it occurs in a formal or informal setting
- that areas of learning are connected to enable learners to move from one learning situation to another (qualifications and credits are easily transferable), regardless of prior levels of education and training
- Level 1 of the GET Band culminates in the General Education and Training Certificate (compulsory schooling up to Grade 9, Standard 7) that can also be reached through Adult Basic Education and Training (4 levels) for adults and out-of-school youth.
- ABET and Further Education and Training (FET) are also regarded as integral to the overall human resource development, being presently re-organised in an attempt to provide a co-ordinated, coherent and comprehensive service
- In targeting high-level student learning, participatory governance and management process and providing at the same time training in vocational, technical fields (effective links between ABET and FET are economically very striking) makes it quite difficult for the new government to identify discrete skills development strategies and, therefore, outcomes and unit standards.
8.2 The Transition to a New GET and FET Curriculum in the Evaluative Framework
8.2.1 Special Preconditions
Learning programmes are to be the practical tools teachers use to guide their daily classroom activities. With reference to the current conditions in both High Schools structured interviews, staff meetings, workshop follow-ups and questionnaires not only raised questions about the ongoing difficulties of transforming the enormously complex scheme[26] into an effective classroom practice.
Above all the majority of the teachers - although most of the teaching staff is qualified above average - are in need of more practice-oriented INSET Support Programmes,. facilitating training sessions, monitoring and mentoring, in order to change the capacities of their two schools to help students attain better the transistion into the new FET learning outcomes, qualification and credits, and to effectively mobilise student-centred learning. Avoiding the blind following of procedures and not being disposed to offer the same set of courses as before - even though they themselves have drafted new FET instruction design plans - it may be advisable, each learning programme has a programme organizer, which is consonant with the chosen phase organiser (e.g. Myself would fit with Personal Development).
It will be crucial to initiate workshop-self-support - Network-Programmes (guided by the most dedicated and suited teachers) commencing with basic priorities such as the achievement of fundamental levels, e.g. in phasing the OBE (Outcome-Based-Education) into both the GET (Grade 8 and 9) and FET bands.
The first priority of translating the very complex logic underlying Curriculum 2005 - the various levels relate to the increasing complexity of skills required to achieve the various outcomes - is that teachers are clear about the levels of conceptual knowledge appropriate to their pupils.
8.2.2 Implementing and Assessing the FET Programmes in the Classroom Context
„The FET band is a complex construct of current secondary schools, technical colleges, training centres, community-based organisations and private sector training that is now conceived as part of a single focus of purpose and mission “. In other words FET includes learning programmes that will be registered on the NQF from levels 2 to 4 (in the past Standards 8 to 10 provided also by technical schools) , and that will correspond with the present grades 10 to 12 in the school system and N1 to N3 (National Technical Certificates).[27]
When fully developed the new FET system will provide
- access to high quality education and training
- professionalisation of youth work
- creative strategies to finance studies
- diversified programmes offering knowledge, skills, attitudes, values as lifelong learners.
However, the overwhelming bulk (not including a range of policy documents)[28] in the context of multi-ranged theoretical cross-field outcomes for education and training assumes that teachers will bring to bear high levels of subject knowledge, revitalized reform initiatives, learner-centred classroom-strategies and pedagogical expertise in translating the compre-hensive statements of Curriculum 2005 into meanigful learning activities.
In investigating and evaluating some of these major issues the concerned teachers highlighted the following problems and difficulties:
- How do we understand better the intentions of the new integrated curriculum? Contrary to the blind following of procedures we must go beyond merely looking at the forms of classroom activities.
- It is sometimes quite difficult to decide at which level a particular piece of learning should be placed (complex or familiar - ordinary or original - responsibility - formal learning pathway). What other resources, methods, assessment criteria, support curricular programmes could be used? If so, how are they used in foreign Curriculum Development Strategies?
- The ultimate measure of teaching and learning lies in the quality of the knowledge, skills and attitudes displayed by the learners. Confronted with a reality-check we are aware of not improving our teaching and learning conditions appropriately and effectively (passive learners, examinations-driven, rote learning, content broken into subjects, non-negotiable, rigid time frames, not open to public comment).
- We not only need support strategies to translate the vaguely stated outcomes into appropriate learning, but we also require a deeper understanding of conceptual knowledge, more positive attitudes and increased teacher self-confidence.
To summarize the evaluative implications, challenges and conclusions:
INSET Support Programmes and Short-Term Monitoring Strategies should be introduced and integrated for Themba-teachers:
- to provide them with more detailed explication of the specific outcomes, a set of exemplars of standards required by the new curriculum
- to enable them to assess their own progress and that of their pupils.
Multilevel Teaching- /Learning Support Programmes and Short-Term Monitoring Strategies (process-outcome- and impact-oriented) are necessary to promote better teaching in a short time and to limit or reduce the feasible risks, to identify and solve problems before they cause more damage.
8.2.3 Implementing Crucial Integrated Teaching-Learning Concepts in the Context of SAQA’s
Critical Learning Outcomes-Based System (in the Context of Schoolwork)
The implementation of Curriculum 2005 is a significant step in phasing Outcomes-based Education into both the GET and FET bands (CEM 1997).[29] The concept behind the emerging mode of qualification design is in essence a learning objectives and assessment system by first clarifying the intended outcomes and by planning a range of integrated formative and summative assessment methods and processes to ensure that the purpose of the qualification would be met across the content knowledge, the student’s competence and the setting.
The drafting of the language of innovation associated with OBE, C2005 and NQF requires enormous time, care, high levels of subject knowledge and especially pedagogical expertise in translating the complex, confusing patchwork and (at times contradictory) statements of the new curriculum programmes into agreed upon student outcomes and into meaningful learning activities.
The classroom analysis and the evaluation programmes focussed on the reality of Themba-school work indicated that many of the teachers claiming to practice OBE appear to offer the same set of courses as before, even though they have drafted new outcomes.
The new curriculum has overbalanced in the direction of context and attitude at the expense of quality skills, of improved accountability through well-defined, clearly articulated criteria, and above all of learner-centred framework-practices (life-long learning or job market training).
Referring to the GET subjects transition link (Grade 9 learning outcomes)[30] and to the progression from exit level outcomes (Compulsory Schooling) to higher grades resp. FET subjects, the major issues facing the educators and the learners are how to manage these content-based interim syllabi, in both grade 10 and N1. How to facilitate the transition of learners and how to identify the strategies/resources that will make the transition successful!
All FET educators at both the High Schools require more or less guidance, ongoing monitoring[31], multilevel In-Service training - the workshop-centres should be part of this ensuring continuous professional development (see Chapter 4) - and targeted support training session programmes (i.e. workshop teaching centres) to comply with the OBE stipulations appropriately.
OBE as an innovative curriculum development approach has integrated outcomes predetermined, what this exactly means still has to be determined and implemented in a phased manner, commencing with basic priorities and a clear, coordinated language pattern before more ambitious goals (e.g. Recognition of Prior Learning, selection of learners for learnership) are targeted.
8.2.4 The Language of Innovation and Evaluative Network Requirements
(Stock-Taking Exercise)
The design and construction of qualifications, e.g. the most promising terrain for innovations in terms of schoolwork interface and institution-context challenges which conform to the regulations of the SAQA and which should meet the needs of individual learners in specific contexts has proved to be challenging and difficult. Without a significant increase in the ability of the system to maintain routine functions, no ambitious - e.g. targeting high-level student learning, participatory governance - innovation is possible.
The complex and at times contradictory process approaches[32] - quality does not happen incidentally and cannot be assessed - make it difficult to create qualifications (quality originates from process!) which are generic enough to meet challenges of portability (transfer of credits), articulation into other fields of learning, and progression with a coherent framework.
In identifying common and specialised learning areas more clearly and coherently and in dealing more effectively with the „impractical“ new approaches in the world of work (applied competence) the alternative „Contextual Qualification Model“ (favoured by a GTZ-working group)[33] addresses the conflicting concepts in a more systemic and systematic approach. In trying to construct more contextual, systemic process- and solution-oriented Educational Social Development Strategies, in setting realistic targets for all the actors and in launching (basic priority) up-to-date counselling, advisory services, pilot approaches urgent attention must be given to the Recognition of Prior Learning (RPL) and the learnership training systems.
RPL is the process of formally recognising people’s existing skills and knowledge, regardless of where or how they learned them. The RPL system - strongly supported by the Congress of South African Trade Unions (COSATU) - should result in access to career paths and broader job opportunities, both in people’s current organisations as well as in other workplaces and should provide a skills basis for self-employment. As part of a system of life long learning, as a way of ensuring employment equity and as a strategy of restructuring the worker’s mobility RPL is to be used to identify what else workers need to learn and can help with the planning of education and training.
Concerning concepts and models for the development and implementation of learnership and skills programmes in the different sections of the Themba Trust resource centre there is a dire need to initiate and develop suitable approaches (e.g. farming project). This stock-taking exercise will cast the spotlight specifically to the situation of the First Basic Social Development Network Training Centre.
In this regard the EDNAT-Project is pioneering new approaches to the training of basic employment skills in the development sector (e.g. trainer of trainers, crèche-staff programmes, small-scale business). It needs to be asked whether new structured models are available to assist them.
This is all the more important due to the steady decline of the formal sector employment opportunities and with special regard to the growing uncertainties and incompetencies how to cope with Skills Support Programmes in the Informal Sector. The overall institutional set up of learnership development projects at the Themba Network Centre needs to comply with cross-cutting requirements of especially innovative models (learnership) integrating work experience[34] and trade specific theory with general education.
On the other side at the model development (meso-)level (phase 1: stock taking on an operational level) training providers (e.g. trainers at the High School Technical Section) urgently need to be capacitated to deliver dual oriented learnership schemes.
With regard to this overall network set-up of learnership training systems (from Basis EDNAT and Adult Basic Education Centre ABET-SINETHEMBA to the FET-workshop-cell-centres) the newly structured and reactivated project models will take into account both the formal and informal labour market segments as well as the differentiated economic needs of individuals.
The learnerships systems - primarily intended to overcome the split between theoretical education and skills training - should include learners in formal employment, in pre-employment as well as specific target groups e.g. unemployed persons, school leavers, disabled persons, women, drop-outs etc. Here again - in concordance with the other recommendations - these newly to be established projects need to be embedded into the leading new open basic integrated direction of the (previous inefficient institutional) landscape of education for all.
Without new operational measures, e.g. consultancy services (facilitation of planning workshops, concepts for curriculum design), procurement of training, capacity building for staff, institutional capacity building, improvement of organisational infrastructure all these challenging community-based target strategies will scarcely lead to concrete, effective holistic actions at Themba.
9. THE SKILLS DEVELOPMENT AND ABET POLICY FRAMEWORK IN THEIR
RELEVANCE FOR THE RENEWED CULTURE OF HIGH QUALITY LIFE-LONG
LEARNING AT THE THEMBA NETWORK CENTRE
A new orientation more in line with community learning, with project-based lifelong learning in community development sectors and with participatory open self-help programmes is at issue. In order to contribute to the discussion and social development initiatives about ongoing and future concepts of Adult Basic Education throughout life at Themba, the following major target strategies should be set:
- the creation of precondition for adult learning through awareness-raising and empowerment
- the provision of learning opportunities for all, including above all the unreached and the excluded, as the most urgent concern
- priority to expanding educational opportunities for all women, while respecting their diversity and eliminating prejudices and stereotypes
- laying a solid basic foundation, consisting of early childhood development (EDNAT), general education at school (to develop Primary Education!) and adult education and training in the workplace
- the implementation of new methods of training for skills development must cover all segments of the labour market from the formal sector, including the small sized enterprises to the micro- and survivalist businesses
- to raise the level of knowledge of ABET programmes among educators and stakeholders
- to implement regulations in line with the Act.
One of the most essential sub-systems of any such ABET system is that of network effective learning sites for provision and delivery at existing schools (library at Boys’ High School), and other facilities (e.g. Youth Camp, former Rehabilitation Centre).
When steered by reactivated, innovative forces highly committed to social development initiatives and transformation the new forms of professional and vocational education and training (ABET) will clearly play a significant role to halt the phasing out of the Themba-Projects and to bring about the first fundamental steps of a community-based Education Network Centre.
The promotion of ABET as a crucial focus point - adult education should emerge as the most important component of the Themba Education Centre - could advance innovative models of best practices in adult literacy, basic education and on the other side combatting unemployment, crime and vandalism, poverty and HIV/Aids pandemic etc. in the Mpumalanga District.
ABET which leads to the first qualification in the NQF (level 4)[35] is not only regarded as integral to the overall human resource development, but is also being reorganized in an attempt to provide a co-ordinated, coherent and comprehensive service. ABET and FET - effective links between the two bands and the economy are very striking - are considered as co-
ordinated tools that address the deep and structural inequalities.
Related to managing educational innovations at the formal and non-formal Themba-sectors, and in order to implement the scheduled recommendations for the primary school projects it is
significant that the learnerships provide a mechanism for the dual combination of structured learning in schools, centres and learning experiences at workplaces.
Against this background of the Themba problems depicted above it becomes obvious that skills development clearly is one of the proposed focal areas in which support programmes are urgently needed. Therefore, in future the Department of Labour (National Skills Authority) and the assistance of the German Technical Cooperation (GTZ) should be involved in order to develop new training modes as well as adult basic education strategies.
At present the German Skills Development Strategy Initiative Support Programme assists South Africa in developing a new Skills Development Strategy of lifelong learning (e.g. integration between education and training, portability of qualifications) and promotes basic and further education programmes in the context of pilot training schemes catering for the needs of learners and the labour market.
The recommended reform-oriented measures to be hopefully taken by the German Technical Cooperation should be focussed primarily on:
- laying a solid basic foundation, consisting of adult education and training in the context of an improved basic social infrastructure
- securing of a supply of specific skills (responding to societal and economic deep rural areas)
within the Further Education training bands and with regard to open primary schooling pathways (different from the usual classroom teaching)
- disposing, facilitating an articulated demand for skills planning micro-enterprise programmes
- stimulating and supporting skills development in concordance with networking regional and sector levels
- promoting learnerships, skills and open basic education (for all) programmes for employability and sustainable livelihoods through social development initiatives.
10. THE THEMBA HIGH SCHOOL SYSTEM - ANALYSIS, TRANSFORMATION
PROCESSES AND REQUIREMENTS FOR AN INNOVATIVE OVERALL
FRAMEWORK
10.1 Preconditions and the Actuals (From Profile to Participation)
10.1.1 The Themba Trust Structure and Profile Relevances
The Themba Trust - as the founder and initiator of the Sinethemba Boys High School (1989)[36] and of the Siyathemba Girls High School (1995) -“ owns the premises and buildings such as offices, classrooms, the dairy, dormitories (7 resp. 6 bungalows), transport ... The Girls’ School building is the property of the Themba Trust but is subject to a Government subsidy clause stating that the school must be available to education for a 20 year period (until 2015) due to the 100% subsidy received“.[37] According to the constitutions and policies the Themba Trust management and the School Governing Body[38] must draw up a working relationship to ensure proper governance and to guarantee that the schools are run effectively.
To provide for sound leadership and management as well as the quality of secondary education the Trust has appointed a Rector whose involvements reach from assisting the two principals with all Hostel matters up to maintenance and controlling, managing the finances, all donations in accordance with the Trustees, South African Schools Act, fundraisers etc. (job description ). As current acting director and project leader of the two High Schools the Rector’s comprehensive commitments to the overall supervision of all Themba projects are to be assessed on a very high managerial and charge-educational level (comp. also Tab. 4 Themba Trust Schools Line Function).
The director’s holistic involvements even took this critical direction as to question the profile and place value of the Board of Trustees as regards their core aims (to investigate possible money generating business, to rebuild trust in Themba Trust or to try the utmost for the survival of the projects).[39]
Concerning the participation analysis there is an urgent need to identify those relevant supportive stakeholders for both the schools and the Trust having either a positive impact (e.g. donors, providers of equipment, American pastors, ex-students, parents, administrative bodies connected with Themba Trust), or more a double-track and negative influence (e.g. local community, surrounding schools, Department of Education, Dirkiesdorp TLC, Farmer Forum, Department of Health and Welfare, international donor agencies).
Against this background high priority should be given to the need for a detailed socioeconomic study of the region in order to
- identify job and income generating possibilities
- enable the schools and the centre to offer relevant courses to their target groups which would
enhance the overall standing and attractiveness of the training and education institution
- increase the marketing potential of Themba Trust as regards potential donors.
10.1.2 General Target Analysis and Secondary Education Availability
To analyse the wider implications both for the specific school projects and for the broader educationally oriented network of promoters and beneficiaries, priority questions should be asked about the principal target groups for the schools.
According to the School Policy (1.2.200) both projects are committed to the facilitation and implementation of the mission and vision of the Mpumalanga Department of Education (in accordance with the Education Acts and governmental constitutions).
Under the new Further Education and Training Act technical high schools have to transform into institutions which are more market-oriented in their training provision approaches and which link career guidance to local market reseach. Furthermore it was proposed by the Department to focus in the beginning at agricultural and technical skills training as well as business skills courses for rural youth as the resources required for such training courses are already available at the schools.
One other issue that assumed a great deal of importance as the evaluation proceeded was that questions in clarification were raised by the Department about the future involvements of the local community people („fear for higher fees“), about the deep rural youth as primary target groups („will we only accept the elite“) and about adults with minimal education or people with aspiration for further training (basic skills in combination with technical training, gardening and general motivation courses).[40]
Concerning the integration of the rural people it is significant to draw the affirmative attention to the fact (comp. Principals’ Report Nov. 2002) that the learner population of both High Schools is composed of approx. 50% from deep rural areas and 35% from rural areas.[41]
It is important to note that - according to different school policies - learners („with a valid grade 7 report „) to be accepted at both schools („irrespective of colour, race, sex, creed and culture“)[42] will receive preference in receiving financial aid (by agreement or to receive a bursary) from Themba Trust[43].
It is therefore important to carefully examine and analyse if the Department of Education is to participate actively in these potential rural problem areas, and how the Departmental policy is going to address the insufficient resource base to provide the market-oriented training provision programmes required skills courses etc. The Department identified these new areas of need („the very poor will receive 35 c out of every R 1,00 ... and the less poor will receive 5 c per Rand“), and they recognized the importance of payment according to the learner: educator ratio (5 resp. 6 out of 11 educators paid).[44] But on the other side it is at present widely accepted that the governmental bodies should give more financial assistance because the available funds are barely sufficient for the necessary improvements.
Related to this question are the evaluated facts that it will be highly necessary for the Centre and the schools to become registered as an adult training institution. Especially for the other two target groups (adults with minimal or no education and people with aspiration for further training) the Centre should offer basic life skills (incl. literacy classes), basic technical skills, career guidance etc.
As another result of this evaluation, initial steps should be taken to start with career guidance at primary school level, and especially the Centre has a high demand for basic self-employment skills.
The transformation process as required by the FET-Act not only necessitates appropriate open basic networking planning, targeted assistance for agricultural skills, domestic science, catering skills etc. but also a transformation in educational approaches and attitudes from the bottom starting with nursery and basic learning programmes.
The schools will have to source parts of their funds themselves and „can only ensure Government funding if their training is in line with the guidelines of the Act, regulations“ ... and as long as they are „accredited FET-institutions“. Discussions on these issues gained the impression that it is often the voice of the beneficiary or the target participant that gets lost.
In the rush to gather report-oriented persuading and planning across squabbling to over-document the needs of new programmes, to discuss the fundraising needs...[45] those basic life needs of the actual community-based participants and other very important action-oriented instructions for action (e.g. 2001 Workshop organised by the Department of Education) are swept under the red carpet.
Finally, it is important to recognize that the financial problem is to be over-emphasized to conceal the other tantamount shortcomings mentioned above (comp. for all financial matters Tab. 1-3)
10.2 Improving the Quality of Teacher and Learner Development
10.2.1 Participatory Staff Development Related to Holistic Challenges
In order to become a rural FET-institute which develops holistic persons, to provide for community and career guidance and to improve the overall community-oriented school results resp. to facilitate the required transformation process it is significant to assess and value the self-evaluation of the teaching staff employed.[46] The evaluator pointed out that to complete the macro-planning process the staff team would have to develop Objectively Verifyable Indicators (what should be achieved, how and to what extent will the results have to be achieved, time frame, location detailing), and that they should provide the change agents and the new management with the necessary tools and resource requirements.
Other assessment issues and leading questions were e.g.: Which problems might the school face when transforming? What would be the major objective of the school? Where does the technical school want to go (vision)?
Because the funding/resource availability problem - one of the envisaged major problems (?) - has been potrayed in full before, initital steps were taken to develop an operational plan of how to implement the changes identified as being necessary. The interviewed educators pointed mainly to the following major potential problem and need areas:
- need for more cooperation between parents, teachers, learners
- the learners need more motivation especially from their parents
- learners need more advice about their subject choices (incl. support-programmes for
graduates; only approx. 20% find employment)
- improvement in general skills: holistic skills, communication, life skills, computer
literacy, goal-oriented achieving attitudes
- equip learners with useful job skills, technical skills (e.g. motor mechanic, domestic
science, animal production), business skills (e.g. accountancy, bookkeeping, entrepreneurial
skills)
- overcoming the mental block of local communities as far as the schools (in the special
problem context of Themba Centre) are concerned.
In order to develop an operational plan for the major objectives of the schools (career-based institution, centre for open education, leading rural FET institute in Mpumalanga) the key members of the teaching staff identified the following ititiating steps and target areas:
- establish educational links with outside relevant organisations
- draft exact statement of services, programmes, and disseminate through radio, church
gatherings, local chiefs, pamphlets and press
- insufficient staff development and extension
- economically utilise existing skills of staff and promote teachers with the best competencies
- provide better and more comprehensive career guidance to the district.
As it is already indicated most of the interviewed educators and key members of the Trust management strongly articulated that there should be a shift to a network base moving towards community development, community values and primary school-focussed community learning.
Another remarkable issue that surfaced concerned the future High Schools’ involvements
and commitments to adult training (incl. esp. counselling programmes for the marginalized local communities!) and adults with minimal education (e.g. workshops in primary schools). It was further proposed that in this new context the Centre should offer on the basis of available network courses a more flexible range of agricultural and basic life skills.
After all it is worth mentioning that some of the teachers had been given the opportunity to obtain necessary teaching qualifications while they were volunteer teachers at the schools.
Looking toward future alternative approaches (e.g. workshop-guided IN-SET training in cooperative teaching, reflective self-instruction, teacher as researcher) approx. 30% teachers’ new challenges even resulted in the statements to become rather an agent than an object of change.
10.2.2 Teaching-Skills and Classroom-Practice
In order to look beyond the outer forms of classroom practices and to understand the quality of what teachers and learners are doing, the evaluator embedded his assessments into classroom observations supported by teacher questionnaires.[47]
As already indicated in previous sections of this study most of the teachers are making a creative, fruitful start to translate the very complex logic underlying Curriculum 2005, and to make use of learner-centred methods resp. to abdicate rote learning to the favour of curiosity and an inquiring mind.
In other words only the most dedicated, knowledgeable and idealistic educators are able to get to grips with the new overbalanced curriculum; and at the same time to promote more positive classroom strategies, the adoption of active learning methods, the development of higher order knowledge skills and attitudes on the part of pupils.
The interviews and practice-oriented investigations as to improve the teaching and learning conditions identified e.g. the following positive issues according to Mastery:
- teaching in a pleasant atmosphere
- enthusiastic
- time was used according to the plan
- giving positive reinforcement
- guiding the students making the conclusion based on the data
- exploring the pre-knowledge of the students.
On the other side the questionnaire focussing on teacher activity, student behaviour, pedagogic discussions and pedagogic theory revealed the following negative major topics and need assessments (comp. Questionnaire Table 6, 17 teachers involved with an average teaching experience of 4,5 years):
- the lesson plans don’t often include topics on environmental protection
- students are rarely required to do experiments during lessons
- learners rarely formulate their own experiments
- learners rarely write their own notes as I teach
- learners write rarely on the blackboard
- teaching aids are rarely produced
- the In-Service Adviser’s visits are scarce and when not useful.
Two further major conclusions are that core pedagogical skills are needed in learner-centred methods (teacher as facilitator and use groupwork), and that the main areas of INSET Support Programmes should target the appropriate use of active teaching methods and of designing learner-oriented sequences.
Most of the teachers expect initiatives required for new reasoning, reflection and action from In-Service training workshops and INSET programmes to better implement the challenging learning tasks for the new curriculum. Above all, improving the conceptual knowledge of teachers alone gives them the resources to engage children at more challenging levels.
10.3 Implementing Alternative Modules and Key-Principles[48]
10.3.1 Boys High School (Sinethemba)
Notwithstanding the fait accompli that both High Schools are „one of the leading educational institutions in the Mpumalanga District“ (having passed 100% Matric pass rate since 1991), in order to reactivate Themba Trust, and to lead the networking way Sinethemba must be freed from the double-bind situation - improving the integrative financial, personell and content-curricular defects not only by analysing problems resp. to feast the transfigured educational eyes on the past but more to construct innovative developmental-adapted solutions.
Against this background the Principal not only praised the Sinethemba Agricultural Secondary School as a unique rural model or the good reputation (e.g. related to creative teachers and the racially mixed staff) but he also submitted in accordance with his staff a critical catalogue of propositions and set targets (e.g. against poor parental involvements, no common visions, no transparency within the management system):
- chances to fundraise through applied agriculture and technical work
- better partnership with local businesses
- greater opportunities for self-employment due to the improvements of the practical
nature of curricula
- several companies could be willing to support technical and career-oriented training
- urgent need of experts to help us „upgrade our skills“.
Additionally - more in an evaluative workshop-oriented framework - the following three targeted items (Sinethemba tomorrow!) were presented:
- apart from a strong FET centre the school wishes to resume ABET classes
- to develop as a „skills development“ centre for the greater Lower East-Vaal Region
- skills training to cover animal husbandry, food production, electro-mechanics, electro-
installation, mechanical fitting etc..[49]
It is significant to note that in 1999 the influx of people to the area of Dirkiesdorp from surrounding farms necessitated that Sinethemba revised the thought of opening the adult training center as a social contribution ... offering classes Level 1 and 2“.[50]
Concerning the promotion of Adult Education Sinethemba has not only two highly qualified staff members but also the library facilities, other available premises (from Youth Centre to Rehab) to get an open integrated Basic Adult Education Project for literacy classes under way (phases 1 and 2):
- to consult with stakeholders
- to identify champions in senior executive positions who will drive the mainstreaming in all
areas of strategy
- to mobilize voluntary services in support of a district-wide literacy initiative
- to design, develop and procure reading and resource materials
- to set up local literacy units with responsibility for running the initiative at local and
district levels.
This project shall be supervised by the new Themba Trust Network coordinator but the School Governing Body members shall also be involved.
As regards the Skills Development Strategy Initiative Programmes - to be institutionalized hopefully in future with the support of the German-South-African Development Programmes - substantial substrategies (e.g. integrated sustainable rural development, small business, meso-level elements for community development) have been discussed in afore drawn up contexts.
With its own project like the Basic Employment Skills Education Model, Sinethemba will create new crucial approaches to skills development in special segments and is to support training providers with Basic Educational Training Capacity Building. Measures must be taken therefore to implement these pilot training schemes (comp. also Chapter 9):
- to develop a learning framework common to more than one standard (NQF level 2-4)
- to include critical cross-field outcomes throughout the learning programmes
- to provide for portability of qualifications between employers and recognition
of prior learning
- to improve the supply of high quality skills which are more responsive to societal and
economic need
- to develop a culture of life-long learning.
Each of these objectives will need specific intervention programmes and ongoing monitoring supervised by the commissioned Network Coordinator in coordination with the the Principal and the School Governing Bodies. Considerable time must be spent ensuring that the learner-centred nature of OBET is maintained within the learning programmes.
Therefore, three additional workshop-based teaching and resource centres (within the In-Service Teacher Programmes) shall be institutionalized:
- Support Programmes for Phasing OBE into FET
- Facilitator for Assessment Tests (Learnership Coordinator)
- Learner Support Services Agent (e.g. counselling, student advising, health services,
learners’ aptitude and potential, openness).
It is significant to note that these workshop-centre leaders (trainers) will also be integrated into the Girls’ High Schools’ alternative learnership coordination programmes.
To facilitate a holistic approach (based on a pilot process) the joint Sinethemba model also is in need of an effective school principal who demonstrates more professional competence (ability to initiate, direct, communicate and delegate), of an adequate concern for teamwork and of the required leadership qualities related to take difficult decisions, to inspire others and to create confidence (management in the field of discipline)!
Concerning the evaluative Hostel Report (18-11-2002)[51] it is indicative that insufficient facilities like intermittent supplies of water and electricity, over-crowding in the dining hall and accessible transport for outings interfere with the efficiencies of the hostel programmes and challenges.
In addition, informal interviews (e.g. groups) with students surfaced that boarders complained about missing recreational rooms especially about the poorness of indoor sports (generally 60% more sports). However, pointing to a graduation-scale (0-10, maximum value) the students assessed the teaching qualities of Sinethemba staff with 7; the students’ evaluations at the Girls’ High School even came to 80%.[52]
10.3.2 Girls High School (Siyathemba)
Here it is to indicate that an effective head demonstrates professional competence (up-to-date knowledge, including the ability to direct and communicate), a concern for teamwork and efficient organising aptitudes.[53] However, for such a young principal and especially owing to her lack of experience it is extremely difficult to translate the identified school mission, to decide on an appropriate strategy and to get maximum results as a chief executive and Lead Professional for a future Network Institution also acting as a base workshop and resource centre for In-Service Teacher-Programmes in the Mpumalanga District.
According to the Principal’s Report 2002[54] - in 2000 Siyathemba was the only school in the Wakkerstrom Distrikt to achieve 100% Pass - the Secondary Girls’ School stands out this year with 33 matrics and „some of them are writing seven subjects for the first time in the history of the school.“ (Comp. Table 7. Time Table Grade 12).
Due to sponsorships from Germany (30 computers) it is the principal’s main set target to specialize commercially in subjects like Accountancy, Business Economics and Computer Typing.
Furthermore, the language teachers indicated - and this inferior assessment was also in accordance with the evaluator’s empirical knowledge - that equivalent priority must be given to the English language teaching, especially to school starters from poor feeding schools (failure rates up to 40%!). Those syllabi are not flexible enough, too formal and less modular, and there is an absence of curricular extra classes training specialities.
As mentioned earlier and in view of the transformative Integrated FET-Centre, the whole teaching and learning situation at Siyathemba (even more at Sinethemba) calls for screening, reconstruction and elaboration (incl. validitation) of modified educating strategies with regard to outcomes-based education. Here it is of crucial importance to solve the learner-centred problems in the context of observation-, task- and group assessment as well as to discern the learner’s progress in the systemic linkage of real life contexts and the philosophy of learning information.
The results of the different interviews with educators and related to workshop-oriented discussions (incl. the principals) made it clear that the drafting of common outcomes for an OBE system requires enormous time and care; and that to make the changes necessary for students to master the required outcomes, the school’s curriculum would be re-organized.
The findings in correlation with the two submitted teachers’ work samples indicated the foll- owever, for such a young principal and especially
owing difficulties and problems:
- to attend to a patchwork of diffuse and contradictory OBE-signals
- OBE-GR9: „Next year these learners are doing the old curriculum; the
new curiculum actually gives no space to fail a learner“[55]
- teachers need to focus on concepts such as „similarities“, „identify“, „substantiate“,
or „orthophoto“(?)
- the educators are required to give learners more work, which some learners
cannot cope with
- learners are concerned about the umbrella approach mostly used for assessment
in groups.[56]
Here it is extremely important to indicate that generally the regular teachers managed their group work by physically arranging the learners into small groups, but then continuing to teach in a traditional teacher fronted manner. However, on the other side, some skillful and highly competent teachers made positive asessments very much matching the evaluator’s message:
- very creative teachers are encouraged to apply their own personal talents,
„this creates room for discovering own creativity“
- „leadership qualities are developed“
- „a good system that makes learning fun and exiting“[57]
Concerning the new OBE-model it will be crucial that exactly these motivated educators should be in charge of the workshop-, network-centre for planning In-Service support-programmes for both schools (Phasing OBE into FET).
Looking toward the future of Siyathemba the fact-finding process - in timing with the principal and staff key members - filtered out the following additional challenges and solution problems to especially overcome problems of transformation:
- to establish partnerships with all concerned cooperation bodies and to organize educational
links with outside appropriate institutions
- to conduct motivational workshops and counselling programmes for life skills and HIV/AIDS
education across the curriculum at all levels (to facilitate cascading and sustainability)
- to document more comprehensively and differentiated the School Effectiveness Programme
and its impact on an annual basis, to aid planning of the programme and of future large-
scale interventions (by the Department of Education)
- to set up alternative self-directed and self-taught (persons-in-relation-model) workshop-
based In-Service training programmes to solve the core-problems of insufficient learner-
centred modules
- to build up learnership coordinators and promoting skills development programmes
- to overcome the lack of trust, the mental blockades and the parochial, insular community-
related attitudes among the staff personnel with the help of more self-awareness and self-
introspection (with the assistance of a permanent coordinator).
As regards the submitted Hostel Report (11-11-02) the hostel staff managed to handle most of the issues well apart from the shortage of premises (need for another bungalow) and other facilities (56 girls share one geyser)
10.3.3 Distinctive Special Recommendations for the Two Schools
(incl. Related to Questionnaire-Utilization)
- Alternative participatory self-directed workshop-based forms of in- and on-service teacher
training programmes (teachers collectively examine and analyse their experiences assisted
by trainers working as facilitators and resource persons).
- Education for environmental sustainability and current adult environmental development
paradigms should be more consciously and effectively integrated into the classroom practice.
- The improvement of good group work: it can be achieved by training learners in specific
group work skills, such as turn-taking and peer-tutoring. A change from teacher-fronted
clusterwork to teacher-facilitated cooperative work is required.
- It is imperative for an educational institution (in order to act in future at an exemplary In-
Service training level) to bring about whole school development; e.g. to critically review
their existing educational policies and implementation strategies, to overcome school
development constraints like curriculum decision-making, learning obstacles, community
involvement (workshops on community-learning), intensive courses on the use of English
and to initiate a profound monitoring of standards.
- Learning with and from each other by working on real life problems means encouraging the
students to also have faith into their own creative powers.
- To meet best the educational needs of marginalized groups in deep rural areas, the
development of new appropriate open teaching practices (e.g. open learning, action-oriented
and discovery learning, Freinet’s or Freire’s teacher-learning principle) should be pro-
moted consequently.
11. EDNAT - THE ELEMENTARY DEVELOPMENT NETWORK ALTERNATIVE
TRAINING CENTRE
11.1 Preconditions and Strengths of the Existing Programmes
It is extremely important to indicate just from the evaluative outset that this Basic Social and Educational Development Project does not receive the appropriate attention among the most part of the stakeholders (from public relations issues up to managerial assessments) - e.g. the project leader is generally not considered in management meetings, or the German promotion agency does hardly refer to this multi-purpose project centre.
However, in the course of the analyzing process the evaluator’s comparing findings and conclusions concerning the leading role of Mrs. Edna Engelbrecht helped to create more awareness, open constructive challenges for new orientations and reform-oriented practice (as regards the biased assessments on the side of the management staff).
The uniqueness of this distinctive community-based Training and Education Centre will be demonstrated by naming it EDNAT. First of all it is noteworthy that the EDNAT Basic Centre is the foundation stone on which the planned open network resource pilot concepts are built. As when constructing a house - according to the pathbreaking role of this entire multipurpose building - it is significant to construct a community capacity building (the basic framework centre) at various levels and with different methods which are appropriate for the participants in each case (including e.g. the reduction of impoverishment, environmental promotion measures, participatory rural appraisals).
The foundation base for EDNAT has been laid in 1996 mainly attached to women’s rural work and self-help projects (e.g. crochet, knitting, embroidering skills) incl. sub-groups resp. various basic workshop centres at the nursery premises and netted with the comprehensive nursery education and training programmes (Siyathemba Educare).
Concerning the multiple purposes of these innovative community employment generating and self-efficiency women’s programmes („train- the trainer sewing groups, train- the trainer fabric printing, counselling women“[58]) the outcomes and contributions of EDNAT are including the promotion of small businesses, the enhancement of basic education levels, the increase and provision of quality printed products and new alternative training projects.
Under the dynamic, competent guidance of the project leader the „Adult Basic Education and Skills Development Centre“ foremost contributes towards training trainers (incl. nursery school teachers)[59] for Mpumalanga and Kwa-Zulu Natal, and towards multiplicator support programmes offering business advisory services, health care, informal sector counselling programmes and specialist advice on alternative HIV/AIDS (esp. stigma and discrimination)-
pilot-prevention programmes .
Here it is noteworthy that the pilot training project Craft-AID - - (craft training in connection with AIDS care counselling) - does not only provide a more comprehensive basis for self-help activities and home based services but also renders home based care and community-oriented support for people living with the pandemic.[60]
The most important fact that emerged from the informal interviews[61] and three different structured visits to the women’s project[62] was that the involved women not only recognized that they are participating actively in their own development buth they also felt that they had positive roles to play in their community’s development.
It is not automatic to take an active part in the preparation, planning and implementing of
projects, there has to be the unbending will to involve the participants, the process must be
sustainably organized and finally the project concepts - especially the nursery teaching and
training centre - benefit strongly from an integrative, experienced supervisor who always
breathes life into the innovative pilot training programmes.[63](Comp.Table 8)
It is characteristic of the Centre’s effectiveness that the training should be integrated into the community development activities, into the key concept: orientation towards specific action development arena and towards the trainee’s existing social contacts.
The Day Care and Nursery Centre resp. Crèche caters for children between 2 and 7 years of age, and at present about 30 boys and girls are enrolled of which approx. 70% were present during the 3 visits. It was brought forward to the evaluator’s attention that unfortunately the only and highly qualified employed nursery teacher will finish off after 4 years. Her comments, stories, and testimonies were concrete proof of the positive effects and impacts of the pre-school project on the community of Dirkiesdorp.
Furthermore it is crucial to recognize that the project leader of EDNAT (a graduated teacher for primary and secondary schools) is additionally involved in 4 „outreaching network projects and new alternative nursery teaching training programmes“.[64] She did not only took charge of the training of nursery teachers („7 at Siyathemba Educare“, another 15 examinees in Enthombe related to Tree Programme) but also facilitated meetings addressing women, parents of nursery school children to empower them for development and attempted to integrate handicapped, mentally retarded children into her Centre approach.
However, it should be the declared goal of the future project Centre EDNAT to involve more disadvantaged children (e.g. AIDS orphans, children with disabilities ..) and to initiate in cooperation with concerned cooperating Themba Trust Network Centre bodies (e.g. Youth Centre, the former Rehabilitation Centre) reception classes for these neglected groups.
As regards innovation strategies it should be brought to special attention that the EDNAT-Basic Centre should be geared towards the existing primary school programmes in Dirkiesdorp, that is to say, the planned open integrated project centre may be extended to promote an orientation phase for coordinating nursery and primary school programmes (incl. the existing and the future pilot project primary schools).
11.2 Special Recommendations to Continue the Reformatory Integrative Network Impetus
That the submitted working outs and explanations of this One-Woman Project Model are related in such a detailed context is particulary focussed on those serious intentions to create awareness and open constructive challenges for new ongoing orientations and reform-oriented practice in the relevant project programmes on the side of the Trust management staff.
By identifying general shortcomings (e.g. to develop Self-Help Cooperatives, to organize Basic Education for all programmes) and by taking those difficulties the topical attention is to be
focussed on the fact that target groups for the most part must want to set up their own organisations on the basis of their own experience, and not merely do this because the project suggests it.
Consequently - with regard to the strengths and pedagogically,didactically developmental-oriented appropriate integrative strategies of EDNAT - this Centre should play a core- and lead-agency role, but improving working relations with all concerned cooperating bodies outside and inside the Themba Trust Network Centre.
During comprehensive discussions with Themba Trust figures and the project leader it was particularly emphasized that EDNAT is in need for an adequate (expatriate) network project coordinator (also acting as training adviser and professional trainer of trainers in the planned open integrated Network Centre) and an energetic social worker to assist the supervisor in extending the self-help programmes and to promote the cooperation with Dirkiesdorp community.[65]
12 THE PILOT PRIMARY SCHOOL PROGRAMMES
12.1 General Preconditions and Problem Areas
As already mentioned in different contexts and in view of the innovative, transformative Integrated Network Centre it will be crucial to build up the Themba Primary Schools Project; in the orientation phase consisting of 3 primary schools (within a radius of approx. 50 kms from the Themba Trust Centre) working close together with the nursery (EDNAT) and primary school projects in Dirkiesdorp and all concerned bodies.
The Themba Trust Management under the dynamic leadership of the Head of Religion (Pastor Biyela), a commissioned short-term (expatriate) expert for Basic Education and the Wakkerstroom Circuit Manager[66] should be the master builders for the innovative integrative school and curricula programmes to set the three phased integrated approach in motion and to keep it running properly.
For the specific coordination and the information measures (which address the general public) the newly appointed project preparatory commission seconded by the EDNAT-Director, the Dirkiesdorp Primary School Principal and the two High School Principals (monitored/
consulted by the short-term expert) will assume responsibilities.
Each school has an elected committee including inter alia the local chief, a village elder etc. Furthermore, the project management team will offer mobile health clinics to the community resp. project places where the schools are. School children are to be checked once in a term and referred to Dirkiesdorp Health Clinic if treatment cannot be given. Health education is going beyond the school syllabus features priority in the schools’ timetable.
The targeted school projects resp. school areas were identified and assessed. Additionally, the
staff was provided with the elementary project background and other collaborative problem solving issues under the competent guidance of Pastor Biyela.
As regards the „evaluation“ programmes at the relevant school project areas (incl. data collection) the findings indicate that it is important to establish priorities in the provision of learning materials and in the availability of sufficient text books (worksheets, activity manuals)and stationery.
As regards classroom observations in most cases questions posed by teachers involved simple data recall, or were merely used to test whether the pupils were listening. It was clear that the pupils often did not understand the question and were unable to express themselves in English.[67] In many classes teacher expectations of their learners (multi-grade teaching and multi-age classes!) were very low; usually teachers confined the contents of their presentation to simple information often far below the level required.
12.2 Special Problem Positions and Needs Analyses
According to interviews, discussions and presented summarized reflections, projections, renewals etc. the three priority target innovative programmes should be based primarily on the following Survival and Educational Needs Activities.
Although many problems with regard to physical facilities (e.g. no store-room, no office or staff-room, toilets, sanitation in bad condition etc.) are remarkably conspicuous, the envisaged projects should first charge themselves - apart from solving the gravest water problems - mainly
- to structure up teacher upgrading programmes
- to equip the learners and educators with appropriate teaching materials
- to bring about the necessary technical and educational assistance of international development
agencies (for phase 2)
The following particulars are worth mentioning:
BHEKITHEMBA PRIMARY: 93 learners in 3 crowded multi-grade classrooms, (3 teachers and one volunteer), 7 learning areas offered (incl. Life Orientation and Social Sciences), serious water problems (!), strong motivation on the parents’ side.
EKUPHILENI L/H PRIMARY:289 learners from Grade 1-7 (only Grade 5-6 multi-grade)
no staff-room (7 members), „we are drinking water that come from the stagnant water“...
„we are very scared of cholera ...“, no fencing, in need of a tuck shop.
MABOLA PRIMARY (comp. Table 9 Learner Statistics), 4 classrooms for Grade 1-7,
severe shortage of textbooks and stationery, massive school transport problems because e.g. 9 learners must cover a daily distance of 32 kms to school, 16 learners 20 kms (total no. of learners 51, total kms 60 single)
12.3 Special Recommendations and Innovative Strategies for the Core Problems
- Technical assistance from German development agencies (phase 2) will include (apart
from sanitation, water repair works) the assignment of a project team leader in close co-
operation with the network coordinator,
- Secondment of regionally recruited expert for special tasks (e.g. baseline survey, training
materials)
- Subsidies for teacher In-Service training, provision of tools, equipment and consumables
for the training components
- Establish the appropriate leadership and management competence that is peculiar
to deep rural and farm school principals
- Provide opportunities for the relevant upgrading of unqualified and underqualified
school-based educators in the multi-grade teaching
- In-Service Training Teacher workshops (in collaboration with EDNAT social worker and
Youth Centre personell): direct instruction through trainer teams, curriculum experts etc.
It should be incorporated into the In-Service training that teachers are guided to refer to
all community links and resources as far as possible
- Provision of comprehensive teacher guides for the practical, technical subject (incl. life
skills with practical orientation :affordable tools and instructional materials are made
available)
- Considering the starting problems of how to reach the children at risk and how to keep
them in school another task is to assist and motivate parents in marginalized, deep rural
areas to enrol their children in school (collaboration with EDNAT).
The Primary School Project (in cooperation with EDNAT, Youth Centre, and the former Rehab Centre) should be prepared to design a system merging the informal school with
the formal.
Additionally the target groups shall comprise children at risk between 6 and 14 to 15 years old. These are out-of-school children, children from the poorest families, from broken-up families etc. Incoming children go at first to informal classes, the so-called reception classes, where they stay 3 - 6 months and learn, or re-learn, how to read and write (comp. Chapter 13).
The teaching rooms shall be set up (in the first phase) at the Themba Trust facilities. It is noteworthy that various inoccupied facilities at the former Rehab- and Youth Centre are virtually calling for revival and new workforce (!!)
13. FROM A PLACE OF HOPE TO AN ACTION NETWORK CENTRE.
THE KEY POSITION OF THE INNOVATIVE BASIC SOCIAL DEVELOPMENT
NETWORK CENTRE (BSDNC)
13.1 General Preconditions and Analytical Positions
As explicitly identified and in great detail elaborated in the preceeding analysing contexts, future plans of operation and alternative solution programmes of this transformative Multi-Purpose Social and Educational Centre shall be designed to solve the pressing difficulties and to meet present needs-oriented requirements of the relevant target groups of the Themba Trust. However, foremost, the BSDNC could play a core- and lead-agency role by initiating new health, -education - and youth programmes and by focussing their comprehensive outreach programmes e.g. on marginalized youths or disadvantaged rural women.
It is extremely important that innovative training programmes, social project renovations (e.g. Health Service - HIV) and employment-oriented centre activities should fit in with the existing resp. planned Themba projects (e.g. EDNAT, Dirkiesdorp Health Clinic). On the other hand it is equally significant that this planned open integrated project centre - in collaboration with all concerned cooperating governmental-, community-, district- and non-governmental bodies - improves the delivery of basic social services of nursery-, primary-education, primary health care etc. and by that acting as a training-, consulting-, monitoring- and supplying servicing base for all the necessary inefficient and needs-oriented project programmes in - and outside the Themba Trust.
As regards the ongoing project dilemma, various observed weak points in overall operational objectives, assessed difficulties accruing from uncoordinated, unbalanced managerial, administrative procedures or other basic educational problems surfacing during the evaluating exercises, the planned BSDNC shall promote and implement the following target areas and alternative project activities primarily:
- to eradicate illiteracy among the Dirkiesdorp community and to organize e.g. in collaboration
with the Adult Literacy Centre at the Boys’ High School workshop centres (e.g. for
community learning)
- to initiate training support schemes and Nonformal Basic Education Programmes for
disadvantaged youths and to set up a project concept for unemployed, out-of-school youths
in close cooperation with the Youth Centre
- to create new allocation resources of youth employability that are more accessible to the
Informal Sector (in coordination with EDNAT); reorienting the direction of training activities
to the IS
- to prepare rehabilitation modules for children, youths at risk (including curative measures like
rescue centres) apart from the conventional alcohol and drug abuse intervention projects (in
a multifacetted programme)
- to cater to reception centres for children at risk and rescue centres for homeless, orphans etc.
offering food, counselling, shelter, health care and medical services
- to improve cooperative relationships with other network centres, health care organisations,
basic education projects etc. in South Africa
- to initiate and promote open social work approaches and social- and learning-therapeutic
programmes esp. for handicapped (in cooperation with EDNAT and all the concerning
school-projects).
To frame and prop up these recommendations and future action-oriented strategies it is the evaluator’s signalling message to utilize conclusively and definitely these comprehensive building Trust complexes (empty and not being used since July 2002) that are the ideal site and the best conducive prerequisites for the implementation of such far-reaching deep rurally community-based social and education training programmes.
Finally it shall not be unmentioned that Strengthening Network Programmes for Open Basic Education (comp. Chapter 4) - for the implied reasons the observing, assessing exercises were mostly involved „in project preparatory commissioned“ interviews and conclusions with the leadership team - are those development-oriented destinations and target resource programmes the evaluator has always been assisting, favouring and holistically advancing.
13.2 Special Starting Positions (in the Managerial Contexts)
The judicious, capable manager who is perfectly aware of the whole range of pressing problems provided the evaluator with documentation of key results, various Reports, compilation of documents needed for community involvements and partnerships as well as her commitments to various Social Service Providers in South Africa (e.g. Mkhondo District Year plan with Network Progammes for street children and people with disability).[68]
As regards the newly appointed manager, coordinator and supervisor of the Themba Place of Hope (May 2002) - „Mrs Böhmer is desperately looking at ways and means to utilise the place effectively“[69]- it is noteworthy that this motivated, unceasing project leader is additionally integrated and affiliated with other Social Service and Community Counselling Organisations of which the projects range from baby sanctuary, hospice for Aids up to crime stop programmes or Life Line (East Rand), a Centre which is mainly focussing on rape crisis, trauma debriefing and depression.[70]
This issue of coordinating assignments and other networking operating conditions assumes a great deal of importance as the appointed Manager will be more competent to supervise future counselling and crisis intervention service programmes for community members, to promote active support systems in deeper community areas or to train volunteer consellors(e.g. victim empowerment, communication and listening). (Comp. Good News Club and Petra College).[71]
Based on the outcomes of 4 different interviews (plus wrap-up visits), various ongoing internal discussions, the procurement of concluding analyses in the context of meetings and workshops the manager’s needs assessment, target plans and training project descriptions are generally in accordance with the evaluator’s re-orientation and reactivating network support-programmes.
However, it was found that Basic Education for All projects (e.g. out-of-school youths, minority groups etc. ) should be integrated into a more basic and open quantitative and qualitative extent (comp. Special Recommendations).[72]
Concerning the special starting position from the side of the Themba Trust Management on the other hand further top-down developments have been turning into a kind of deadlock (double-bind situation!) since the final closure of the Rehab. „There are 5 people working there... For how long we do not know ... There are no patients ... The Trustees must now decide on the future of the Rehab“, thus far the labelling signals of the Acting Director (Report, Aug. 2002).
Related to these observed weak points (Themba Trustees, one-balanced indications etc.) it shall be criticized and strongly emphasized that the following hindrances and blockades shall be cleared away to develop action-oriented solutions and to set such an enormous multifold development project in motion:
- the project planning matrix and the plan of operations have not been updated (with a
complete and quantified list of indicators)
- the management team have not been given sufficient time to the project leader’s proposals
(e.g. outweighing pressing disadvantages) in order to develop concrete ideas for her concepts
and its contents (comp. Needs of a New Service).[73]
- stakeholders, participants from other Themba institutions probably related with the future
projects, are rarely informed on what is expected of them
- too much time and effort is invested in formulating difficulties and establishing a hierarchy
of problems, often resulting in a complicated and confusing structure than leading to new
insights
- objectives, results and indicators are often worded in the concealed context of pirating ideas,
conflicts of personality, power to act etc.
13.3 Special Recommendations
Operational Benchmarks at the Outset (Positives in the Course of Evaluative
Coaching Exercises)
During committee meetings, staff meetings, workshop follow-ups the working groups (as such) were eventually able to take time
- to engage in serious reflections about some mistakes in the new project design
- to present any criticism constructively
- to immediately use some of the future workshop outcomes (of their self-evaluation
activities) to reorientation.
Related to managing socio-educational innovation at the BSDNC multi-purpose Project Centre it is rated necessary
- to build up a project preparatory commission (all concerned cooperating bodies and any
other international project conducive agencies)
- the assignment of an international short-term expert for Basic Education
- to work in close cooperation with the Overall Project Network Coordinator (monitoring,
counselling services)
- social workers should be involved in multifacetted feeding programmes (e.g. for destitute
families, councelling of disadvantaged children, referral to training institutions)
- monitoring and evaluation in the context of outreach activities and needs-oriented Basic
Skills Training Courses (networking base).
After all it shall be accentuated again that one of the major concerns about the promotion of the alternative networking strategies of BSDNC will be to support training programmes for never-schooled youths/ adults, illiterate girls and women and especially handicapped/disabled
youths (in cooperation with EDNAT).
An additional major target strategy should take due account of improving, monitoring and evaluating of programmes to guide continued response to HIV/AIDS and its impact, and of facilitating a series of workshops for educators, learners (health care services) in cooperation with the Youth Centre (e.g. development of a Peer Education Strategy for HIV/AIDS education).
14. THE INTEGRATIVE NETWORK POSITION OF THE YOUTH CENTRE
(THEMBA LETHU YOUTH CAMP)
14.1 Framework Conditions, Status and Significance
The Themba Youth Centre (inauguration Nov. 1998) focussed its transsectoral key activities in the open orientation phase on specific (Teenagers-Against-Drug-Abuse) TADA-programmes related to various social and life skill modules (e.g. Aids awareness, avoidance of at risk behaviours, career guidance, communicative/participatory assertiveness, leadership skills etc.). To these were added youth specific „academic“ promotion learning and work principles (e.g. time management, resilience, group working, subject choices ...), to create a positive school community and environment using developmental strengths and „by seeking the causes of problems that lead to improper learning behaviour in the past“.
Ensuing the Director’s scoring conclusions it is significant to filter out that the Youth Centre is utilized as a model base for pilot programmes for secondary school students (Grade 9 to Grade 11 learners of Sinethemba and Siyathemba were even themselves involved in a three-day course!)[74]
It is extremely important and clearly in tune with the evaluative findings that these innovative sector programmes also especially in the educational and socio-therapeutic contexts aim at a comprehensive basis for practical self-help activities or at support programmes to development in schools (education as a means toward coping with life, classroom group work and community group work).
However, facing certain inadaptabilities of the school curriculum to the socio-economic realities and leading to a more efficient transition from school to work practice-oriented key activitiy resp. self-employment-based programmes shall be more comprehensively and intensively incorporated into the future network programmes.
Similarly the training of youths in agricultural techniques should be integrated with special consideration of external work(-shop) seminars and follow-up programmes.
In the case of the outdoor classroom and recreation project approaches (ranging from hiking up the mountain up to animal life and culturally specific activities e.g. dancing) it is equally important to recognize that offering leisure and integration activities for young people means generating and triggering off a holistic scope of active methods and creative exercises (ranging from role play to encounter initiatives up to community theatre for Aids education).
With reference to the comprehensive building facilities (well equipped 12 Rondavels, dining hall, communication centre, administration rooms, capacity of approx. 44-48 persons)[75]it shall be strongly emphasized that the Lethu Youth Camp is just the suitable basis for workshops, seminars, short- and long-term courses, evening and Sunday classes, refresher courses etc.
However, the message is not only more collaboration and linkages with similar organizations (e.g. Youth Development Centre Kwa Zulu-Natal or Siyithemba Healthy Youth) but also more intensified coordination with rural youth, transsector specific-, health- or refugee and emergency aid youth-related organizations (even international engagements) as well as to extend the circles of non-governmental and governmental providing stakeholders.
At present (Octover to December 2002) e.g. church groups, WHO target groups, adult women- or combined school camp projects have been involved (an orphans camp will take place Dec. 20-22)[76]
Furthermore, it should also be brought to special attention - concerning the future developments - that there are good prospects of additional income-generating sources as regards the Themba Trust’s efficiency.[77]
14.2 Special Recommendations to Continue the Innovative Sectoral and Transsectoral
Youth Centre Projects - Network Agency
The significant re-orientation of the leading Network’s agency role entails the secondment, supervision and assignment of the Overall Network Project Coordinator who on the other side as an expert in vocational and basic education shall be responsible for the supervision of further training programmes (e.g. establishing the necessary in-depth basic training projects:learning by doing and learning while producing).
It is particularly emphasized that the recruitment of a project leader resp. coordinator (acting as training adviser, youth promotor, consultancy and training concepts for homeless children and orphans) is necessary; a competent youth development (graduated) and community life skills expert standing out with youth-related leadership qualities from the calibre like Mr. Ray Achillah[78]would be just the necessary project leader in order to restructure, reactivate the support programmes to their full extent and to breathe new life into the innovative Network Centre.
Consequently, as regards the recommended triple leadership team, the present manager endowed with all the qualified technical and organizational competencies will be able to keep the comprehensive projects running (as tried and tested up to now)[79]to promote and implement the maintenance of working and social relations with all concerned cooperating bodies.
As regards the crucial networking role of this Youth Centre (esp. for out-of school youths, homeless, pre-vocational training courses, follow-up measures for school-leavers and ex-trainees) the following intervention and innovative project strategies should be added:
- to organize BE programmes for coordinating out-of-school projects
in special cooperation with the BSDNC-Centre
- to create a learning environment in the form of production units typical of the
Informal Sector
- to target higher levels of group action and higher degrees of organization
- to respond much more to the trainees’ background, self-employment prospects
- to organise an upgrading programme for youth promoters
- to support active leisure time and cultural work with young people from poorer areas
(key aspects: group dynamics, conflict management)
- to promote within the scope of conflict-preventive and peace-building work
the participatory method of peer-group education (help for self-help)
- to initiate and develop community theatre for Aids education (performing arts for
educational purposes have a long tradition in Africa).
15. THE FARMING MODEL TYPE - THE LAST MILESTONE ON THE WAY TO THE
TRANSFORMATION OF THE COMMUNITY DEVELOPMENT NETWORK
SERVICES OF THEMBA TRUST-INTEGRATIVE (RURAL) TRAINING CENTRE
15.1 Starting Points and Initial Questions
To follow up the notion of innovative modes of intervention for the integrative Farming Model it is crucial to recognize that the existing, arranged projects (ranging from cattle and dairy farming up to further education resp. training programmes for Technicon Students)[80]do not adequately or even inefficiently meet present needs-oriented requirements of the target groups.
As regards the Women’s Garden Project („split amongst the women, unhealthy situation still prevalent“)[81]and the Agricultural Project (closed October 2002) the evaluator has identified - apart from the urgent need of a sound management of these two underutilized/uncoordinated Network programmes - exemplarily the following needs:
- higher levels of group action, organization in the context of production units typical of the
Informal Sector (economic solidarity)
- to respond much more to participative and self-employment aspects (management of self-help
organizations)
- experience-related learning and promoting the acquisition of farming-related skills in linkage
with small business development programmes
- to ensure that women’s cooperatives (SEHO - Self Help Cooperative) promote self-
management of economizing on time, energy and expenditure and are also involved in the
coordination and quality control of production or in marketing, shopping and store keeping.[82]
In view of all the relevant requirements in question these basic modules and every other single Themba Farm Development Project - based on the set of activities that has been prioritised (comp. Farming Project Report) - should be embedded into comprehensive Basic Social Service for All-Programmes in close connection with the planned Social Development Network Themba Centre.
Farming model projects are much more than just the complementation of measures in a manageable local context! In the long term the multidimensional action plans should not only be incorporated into the networking framework implementations, monitorings and integrative upgradings, but they also should cooperate with other existing networks and improve access to those model programmes where the focus is on generating a sound social basis for resolving conflicts, promoting experience-related learning and improving participatory decision-making processes.
15.2 Special Recommendations to Strengthen the Community Farming Communication
and (Deep) Rural Training Centre
The comparing network-oriented findings and conclusions concerning the multipurpose outcomes-based action-oriented, needs-satisfying beneficiaries’ targets
- improve living conditions on site in deep rural communities
- design structural change at regional farm level
- shape structural hands-on policy
are to be based on innovative Informal Sector Support Schemes and IS training concepts.
For the training centres (incl. practical year courses for Technicon students) the following strategies are recommended:
- to increase the admission of youths and other participators from poorer backgrounds
- to extend the training capacities by close cooperation with the Youth Centre
- in special cooperation with the Youth Centre and specialized IS-trainers of farm management
to organize workshops, seminars to upgrade farming skills (internal and external courses)
- the integration of strong employment-generating pre- and vocational training and the
required self-help fostering potential in the context of production promotion activities
- the monitoring and evaluation of operational implementation plans (supervision by
Network Project Coordinator).
As top priority the management’s needs assessments (in accordance with the evaluator) are targetting at the urgent appointment of a project leader; an assistant manager is already in the process of being recruited.
Regarding the new Farming Model Project it will be crucial to establish collaboration relations with the Pilot Primary School Project Programmes (Practical Subjects resp. Agriculture) and to especially charge itself to be incorporated into the restructuring setting of the Boys’ High School Skills Development Section resp. the reactivating of the Secondary Agriculture Education learnerships.
The learnership focussing on farm management will take into account the need
- to develop new entrant farmers
- to expose selected farm workers
- to include electives that are sensitive to different types of farming,
such e.g. animal husbandry, poultry and egg
(broilers, breeding, production and processes, egg production etc.)
Regarding the new farming project type it will be important that Secondary Agriculture makes use of a very wide range of education and training providers at different levels and for different functional fields (a total of 16 learnerships are recommended).
As regards the main targetting innovative strategies it is extremely important not to leave out the redistributive and participative aspects, and that specific disadvantaged groups should be transferred to productive activities by means of improved training and support programmes.
16. SUMMARIZED AND GUIDELINING OVERALL RECOMMENDATIONS
1) Related to managing socio-political, educational innovations the increasing complexity of
the Themba Projects necessitates
- the assignment of an (international) Overall Project Network Coordinator in order
to execute and supervise all the necessary restructuring and coordinating support-
and training-programmes to their full extent. As an expert in basic and vocational
education he shall set up the transformative Multi-Purpose Social and Educational
Centre (BSDCN) and strengthen all other concerned core project programmes at a
regional, national and international networking level (incl. monitoring, counselling
services)
- the recruited appointment of a short-term (international) expert/project adviser/con-
sultant who shall build up the project preparatory commission (esp. innovative model-
types) and on the other side act as social community project facilitator
- the assignment of social workers (min. 2!) and the recruitment of 3 project leaders
for the youth centre, primary school pilot programmes and rural farming project
(comp. 12.3, 14.2, 15.2 in detail).
2) Concerning the pressing Themba Trust managerial bottlenecks there is currently no need for
the appointment of a new director. From here it is strongly recommended to keep to the
attuned tandem leadership team (as first and ready interim solution); however extended by
the assignment of the dynamic experienced Head of Religion to transform into a triple
leadership team (community-driven and more transparency!).
3) In order to implement successfully any of the scheduled recommendations in detail and to
combat ensuing project-personnel and fund-related community-based inefficiencies it is
recommended that the collaboration, linkages, working relations and partnerships with all
appropriate organisations or agencies, esp. with other German Development Institutions
(GTZ, DED, EED), be systematically promoted and enhanced. Most of these organisations
included in the evaluation would like to have closer cooperation and even would become
more actively engaged ( e.g. personnel and financial aid-support) if the Themba Trust
Management would restructure their project programmes in absolute accordance with the
presented major evaluative outcomes and targetted conclusions.
4) To solve the financial core problems it is urgently recommended to strengthen the support
measures for fund-raising and to increase the sector dialogue/donor coordination etc. (esp.
the role of the German side) in a more specialized, authentic and integrative development-
oriented manner (this recommendation is addressed to the German Promotion Agency). Co-
financers should be sought to keep the ongoing project programmes running continuously.
5) Related to the networking promotion (outreach) programmes especially linked with rural
needs-oriented requirements multi-functional efforts should be made to set up the running
of campaigns and other awareness or information measures which address the general public
in the Mpumalanga District, with surrounding communities etc. (e.g. build up better
relationships esp. with the Dirkiesdorp community!).
6) Concerning the project personnel and the elaboration of extension, training and other
reorienting staff projects it will be necessary to strengthen further training programmes (e.g.
the Basic Employment Skills Educational Model), to involve them in suitable motivation and
decision-making methods (by making use of outside expertise) and to recruit competent
project staff (e.g. learnership coordinators).
7) In keeping with the evaluative outcomes, consultations, assessing networking activities and
in tune with most key members workshops, follow-up seminars, (persons-in-relation) group
sessions etc. should form the basis of a new development thrust at Themba Trust (e.g. to
set up a project concept for follow-up services to job-place and self-employment graduates).
8) In order to implement the newly structured and reactivated basic community development
models successfully it will be highly necessary for the New Network Centre (BSDN) to
become registered as a Basic Adult and Training Institution. The promotion of ABET as a
crucial focus point could advance innovative models and best practices in adult literacy, basic
education for all and on the other side combatting unemployment, crime and vandalism,
poverty and HIV/AIDS pandemic.
9) Multilevel Teaching and INSET-Support Programmes as well as Short-Term Monitoring
Strategies should be integrated and advanced (incl. INSET-Model as exemplary stage for
the Mpumalanga District!).
10) All education and training projects shall take due account of the disadvantaged,
handicapped target groups, out-of-school children/youths, marginalized female groups,
girls’ primary schooling, and should give priority to these deep rural community target
groups’ (re)integration into self-help programmes and into relevant self-employment
informal sectors.
SELECTED BIBLIOGRAPHY
Acts of Parliament:
National Education Policy Act. (Act No. 27 of 1996)
Skills Developments Act. (Act No. 57 of 1998)
Further Education and Training Act. (Act. No. 98 of 1998)
Skills Development Levies Act.(Act No. 9 of 1999)
Adult Basic Education and Training Act. (Act No. 52 of 2000).
Aitchinson, J.J.W.: A concise map of the present situation in ABET. Paper presented
at the Project Literacy/European Union Special Project National Conference „ABET“ at
Midrand 28-29 November 2000
Department of Education: Education White Paper 4: A programme for the transformation
of further education and training: preparing for the twenty-first century through education
training and work. Pretoria 1998
Department of Education: Norms and Standards for Educators. Pretoria 1998
Department of Education: Status report for the Minister of Education. Pretoria 1999
Department of Education: Unit Standards in ABET 1-3, Communications and
Numeracy; NQF 1 (Eight Learning Areas). Pretoria 1999
Department of Education: Educator Guide to Phase OBE into FET 2002-2005.
Pretoria 2002
Department of Labour: Human Resource Development Strategy for South Africa:
A Nation at work for a better life for all. Pretoria 2001
Department of Labour: The National Skills Development Strategy: Skills for
productive citizenship for all. Pretoria 2001
Education Information Centre/Independent Education Board: Understanding the
National Qualifications Framework. A Guide to Lifelong Learning. Johannesburg 1996
Hattingh, S. (ed./compiled): Lessons learned on Recruitment Selection of Learners
for Learnerships. GTZ Sept. 2002
Interim ABET Advisory Body: Abet sectoral report. Pretoria 2000
Kraak, A./Hall, G.: Transforming further education and training in South Africa:
A case study in KwaZulu-Natal. Pretoria 1999
The Learnership Development Series: Book 1: How to establish a learnership. 2nd. ed.,
GTZ Dec. 2001
Lenhart, V.: Bildung für alle. Zur Bildungskrise in der Dritten Welt. Darmstadt 1993
LGWSETA/DANIDA Eastern Cape Pilot Project: Final Report on the Learnership, Skills
Planning and Capacity Building Project. Prepared by S.Hattingh et al. May 2002
Makhene, M. et al (ed.): Implementing Further Education and Training. A training manual
for FET practitioners. National Institute for Community Education Trust. Landsdowne 2000
Pendlebury, S.: Education and Transformation. Univ. of Witwatersrand. Johannesburg 1998
Skills Pilot Project KwaZulu-Natal: Review report on the Recruitment and Selection of
learners. Prepared by S. Bobat/S.Tandrup. November 1999
South African Qualifications Authority: Summary of the comments received on GETC Discussion document. Pretoria 2001
Taylor, N./Vinjevold, P. (eds.):Getting Learning Right. Report of the President’s Education Initiative Research Project. The Joint Education Trust 1999
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[1] Direktor des Themba Fördervereins Albert Rappen (Gesellschaft zur Förderung Bedürftiger)
[2] Comp. an additional leaflet (e.g. Erwachsenenbildungsprojekt)
[3] Acting Director Mr. Danie Bosman and the Financial Secretary Mrs. A.N. Niebuhr
[4] This chapter is the translation of TOR (EED, related to consultancy contract)
[5] These 6 commissioned questions were equally set by the EED-representative
[6] Process monitoring as an approach to quality-assurance (in a cascade)
[7] Here special attempts should be made to focus on disadvantaged youths and female target groups
[8] In the short run the outcomes of the questionnaire could not be discussed adequately. There appeared also to be a need for outcomes-based round table discussions, seminars etc., so as to enhance the questionnaire’s spilt-over effects on teachers and learners Approx. 25 documents and 20 school reports were worked through.
[9] incl. TOR (4)
[10] The need for a detailed socio-economic study in the context of Basic Education and Social Development in deep rural areas has been pointed out again and again.
[11] In so far one of the main objectives of the evaluator’s educational development change analysis and operational plan strategies will be to integrate 3-5 selected needy community-based primary schools (incl. farm schools) into the Innovative Themba Trust’s Network Programmes
[12] Since 1984 the intake of patients increased constantly from year to year by 50%. Between 1991-1992 all available beds were totally occupied with the maximum of 32 Rehab clients with a waiting period of up to 7 weeks.
[13] TADA= Teenagers Against Drug Abuse
[14] In 1989 the school enrolled its first secondary school learners. Notable in the expansion
has been the introduction of technical subjects, leading to N3 certificates, while still retaining the practical agricultural training as well.
[15] Hostel Report 18-11-02: „the overall capacity is 196 boarders“.
[16] Compare Reports 15-11-02.
[17] See „Education Law and Policy Handbook“ Service 2000,pp. 20-21
comp. Meeting with Board of Trustees. Dept. of Education 4th May 2001, Nelspruit
[18] The Department will pay the educators according to the learner: educator ratio. „Our student numbers of 248 has enabled us to qualify for the appointment of 8 educators that will be paid by the Department. Report from Acting Director, 7th Sept. 2002. Comp. Policies, proposals by the new Acting Director.
[19] Since January 2000 the intake is only 8-10 a month and the bed occupancy is mostly not more than 50%. The Trust could only employ a minimum number of staff.
[20] Job Description (Danie Bosman)
[21] Staff Meeting at Head Office (5-8-2002), Minutes 7th Sept. 2002
Acting Director’s Report (16-11-2002)
Themba Trust Management (5-11-2002)
[22] The earlier terminology was simply substituted by the new, with common becoming core and specialised becoming elective
[23] Unit Standards are the smallest building blocks of the NQF in that they describe significant milestones of learning that are worth recognising at an individual level
[24] Department of Education 1997, p. 29 SAQA 1997
[25] In addition this clustering is grouped within one of six phase organisers (e.g. Personal Development, Health and Safety). Furthermore there are 12 National standards bodies resp. 12 learning areas starting with NSB01 Agriculture/Nature Conservation and ending with NSB12 Physical Planning and Construction.
[26] Each learning programme has a programme organiser, which is consonant with the chosen phase organiser (e.g. Myself would fit with Personal Development). Teachers have wide latitude in constructing learning programmes - as long as each contains an organised cluster of specific outcomes across all learning ares
[27] The Further Education and Training Implementation Handbook. Cape Town 2000, p. 19 ff.
[28] COSATU POLICY aims at an integrated education and training system responding to workers’ needs and to the needs of the community
[29] Council of Education Ministers
[30] The same learning outcome may be applicable in a learning area from Grade R to Grade 9 with the progression evident in the Assessment Standards only, or the learning outcome might vary from grade to grade or phase to phase to indicate progression
[31] Monitoring is in itself a process with a number of steps such as developing a monitoring design, data collection and analysis, drawing conclusions, and taking corrective action where appropriate.
[32] Applying the principle of process approach leads to define the activities necessary in correlation with desired results, or establish accountability for managing activities, to monitor key activities and to evaluate risks and consequences
[33] Vorwerk, Christoph: Contextual Qualifications Model, Skills Development Research Series, GTZ 2002
[34] i.e. experience must be obtained under conditions that are subject to normal workplace production or service delivery systems
[35] ABET consists of three sub-levels (ABET 1-3) with a fourth level set at NGF level one. ABET level four is equivalent to nine years of schooling and leads to the first qualification in the NQF (comp. Table 5)
[36] The school was actually founded in 1986, but as Mandlangampisi Primary Farm School it mainly catered for learners from Std. 1-5
[37] comp. School Governing Body Meeting 15th July 2001
[38] To co-operate with the SGB with regard to all aspects as specified in the SA Schools Act 1996. The following members of the Trust are co-opted onto the SGB: Director of the Trust, Rector, Lutheran Pastor, other members from the Trust with expertise. The SGB consists of the principal, seven parents, two educators, one non-educator, two learners of the school and up to five co-opted members of the community
[39] Comp. Report on Meeting organised by Dr. Klaus Hoffmann on Dec. 2, 2002: How do we address the Trustee problem?
[40] Comp. Meeting with Board of Trustees (Dept. of Ed. May 2001) and another meeting organized by the evaluator in Nelspruit (Nov. 2002)
[41] Consequently another report is indicating that 19 of 31 educators derive from rural areas
[42] See loc. cit.
[43] Meeting with Board of Trustees May 2001, SGB Meeting July 2001
[44] Comp. Meeting with Board of Trustees (May 2001)
According to a Section 21 school it was stated that „we might qualify for R. 20,000.00
per school“
[45] The evaluator worked through approx. 20 reports, documents etc. concerning solely the period from 2000 onwards
[46] Private technical high schools will continue to receive funds (comp. 2/3 school fees,1/3 donation educational funding) from government for each pupil as long as the educators provide the appropriate training
[47] one of the problems with classroom observation is that expert judgement is indispensable in the assessment of the quality of classroom interaction. As such, the evaluator has comprehensive experience as an educational researcher
[48] As mentioned before nearly 20 school documents were presented to the evaluator
from Class Visits Reports, Educators Dress Code up to Incident Report and School
Policy
[49] According to the evaluative outcomes, the following courses were mainly offered in
the last school terms: Zulu, English,Phys. Science, Agriculture, Applied Agriculture,
Biology, Mathematics, Motor Trade N1-3, Technical Drawing N1-3, Engineering Maths
N1-3, Farm Mechanics Grade 8-9, Religious Education, Guidance.
[50] Compiled by V.W. Simelane (Teacher at Sinethemba)
[51] Compiled by C.E. Dlangolo. The hostel has 7 bungalows, each taking 28 boarders; the
overall capacity is 196, but presently it is seated with 220 boarders.
[52] Here it is of high importance that especially girls identify the hostel as a secure and safe
place.
[53] Job description (2002): Co-operation with the school governing body is worth mentioning, as well as the School Journal
[54] Comp. Siyathemba Girls School (Policies) from 1-1-2002
[55] esp. that compiled by R.M. Mavuso
[56] OBE-GR9 (by S.v.d.Merwe)
[57] Loc.cit.
[58] Job description for the Pilot programmes (E. Engelbrecht)
[59] Embo Craft Sewing Course: „Each trainee instructor is required to teach exactly what they
have learned in each week’s lesson to five other learners in their home community“
(Engelbrecht 3-12-02)
[60] The real battle against Aids in this district is being played out in the families and villages.
The project leader mentioned to the evaluator several cases where this sort of
discrimination and stigmatisation lead to total isolation, violation of human rights etc.
[61] Partly the project leader acted as translator form English into Zulu
[62] Presently five women are integrated into the project; but generally up to 10 are
permanently involved
[63] Table 9 illustrates her multifold Basic Centre programmes with all the present and
envisaged sub-group programmes
[64] Embocraft (Paulpietersburg) , Settlement Enthombe, Training Centre Ekhombela
and Ntitane
[65] Concerning „personal needs“ the project leader indicated that her committments generally
are „emotionally very demanding situations, really hard to work through alone (children
and women are often raped ...)“
[66] However the Circuit manager Mr. D.E. Mauku - visited by the evaluator - is committed to
approx. 40(!) educational institutions
[67] Even one principal had difficulties in communicating with the evaluator in proper English
[68] Comp. e.g. Piet Retief Welfare Forum Annual Report 2001-2002 (incl. Thuthukoni Daycare Centre)Report on the Themba Rehabilitation Centre (6-9-2000)
[69] Director’s Report August 2002
[70] Comp. Life Line Mission Statement
[71] Comp. Job Description Mrs. F. Böhmer
[72] Comp. Report Themba Place of Hope Sept. 2002
[73] Report Place of Hope Oct. 2002: Management Board is in the process of developing(?) a constitution to be drafted, issue of a non-profit organisation ...
[74] Comp. Themba News April 1999, Director’s Reports 200-2001, Report presented by Jack Bester (Dec. 2002)
[75] Comp. Jack Bester’s Report and Director’s Report 200-2001: „Our capacity of the Youth Camp is 32 learners plus 16 educators/parents that will attend per course per week with a total of 48 weeks per year“.
[76] Report Jack Bester (3-12-2002)
[77] Incompe Report 20-9 to 18-12-2002: Profit R 53,544.20
„Actual costs amount to R. 50,00 per child attending per day if the camp is annually 80 - 90% occupied...“
[78] The evaluator met Mr. Achillah during a 5 days’ youth development camp session (key activity area: Positive Minds for youths from 14 to 19) in the context of Department of Social Services
[79] Concerning his job description he indicated 17 community Lifeskills
[80] Comp. Farming Project Report, it includes the description of 9 projects (noteworthy the Herbal Project)
[81] Comp. Director’s Report 2002
[82] Here the Business Plan presented by Mrs. Tshabalala (20-11-02) should be incorporated supporting the participation of groups in political decision making by increasing the negotiating and bargaining positions of disadvantaged women’s group sections and additionally strengthening existing group orientation
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