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Monitoring & E v a l u a t i o n Re p o r t
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Background Monitoring, Evaluation and Learning Strategy Impact (2012 – 2015) • • • •
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Attendance monitoring (2012 – 2015) • •
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Violence prevention Employment, education & training ACADEMIC TUTORING Individual and community change
Average participation Accumulative participation
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A M ANDLA E d u F o o t ba l l BACKGROUND
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OUR STORY AMANDLA was established in Khayelitsha, the largest township in South Africa, in 2007. Florian Zech founded the organisation with support from a team of local and international volunteers. He had been working and living in a Khayelitsha orphanage for a year as part of his civil service. During this time Florian experienced local youths’ desperate need for education and alternatives to the crime, violence and substance abuse that surround them. Together with young people from Khayelitsha, he developed the AMANDLA idea. What began as a response to young people’s needs in Khayelitsha has become a globally recognized platform to catalyze social change. Our evidence-based approach to youth development is designed to disrupt the intergenerational cycles of poverty, unemployment and inequality that trap young people growing up in urban slums.
OUR MISSION is to create safe spaces that bring together the power of football and learning to empower youth and change lives.
OUR VISION is a world where all young people access equal opportunities, strive to realise their full potential and dare to dream…
OUR VALUES We are a global team of driven, creative and enthusiastic individuals. We have backgrounds in business, international development, education and sport. A set of core values unites us. They define our priorities and guide our behavior. These values are our DNA. They are what makes us AMANDLA.
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TOGETHER, WE STRIVE FOR EXCELLENCE.
WE ARE ONE TEAM.
WE ACT WITH INTEGRITY.
WE PROVIDE THE CHANCE TO LEARN.
WE SUPPORT A HEALTHY LIFESTYLE.
WE LOOK FORWARD WITH AMBITION.
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M o n i to r i n g , E va luat i o n & Le a r n i n g STRATEGY
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MONITORING, EVALUATION & LEARNING STRATEGY AMANDLA continues to invest in strengthening our Monitoring and Evaluation System. We use a Theory of Change to guide how our daily activities b u i l d towards short, medium and long-term outcomes. Our biometric attendance monitoring system is fully functional at both sites and provides a wealth of data that we use to better understand key questions around programme ‘dosage’. AMANDLA’s Theory of Change provides the theoretical framework for how AMANDLA contributes to addressing the persistent challenges faced by young people. Accurate and reliable attendance data is the foundation of evaluating results. AMANDLA’s biometric finger print attendance monitoring system allows real-time accurate tracking of daily attendance across all programmes. Regular and consistent attendance (75 % of possible attendance), over a period of at least 3 – 5 years, is what it takes to achieve the outcomes and impact communicated in AMANDLA’s Theory of Change. Monitoring young peoples’ attendance over a multi programme-cycle is fundamental to understanding the development path of each individual. Regularly gathering the thoughts and feelings of participants enables AMANDLA to evaluate whether the programmes are having the intended impact on young people’s lives. AMANDLA has refined the processes, methods and tools it uses to gather qualitative and quantitative data. This has resulted in a simple and effective set of activities, including; surveys, focus group discussions, and competence assessments that are administered over the 10 month programme cycle. AMANDLA’s monitoring, evaluating and learning cycle is based on the following seven activities:
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Capturing ex ante data before the start of each 10 month programme cycle
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On-going monitoring of individual attendance during the 10 month programme cycle
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On-going monitoring of individual attitudes and behaviour
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Capturing ex post data at the end of each 10 month programme cycle
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Presentation of results, internally and externally, in Quarterly and Annual Operational Reports (outputs and outcomes)
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Evaluation of results in an Annual Evaluation Report (outputs and outcomes)
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Annual review of monitoring and evaluation system effectiveness
EXTERNAL IMPACT EVALUATION With the objective of gaining deeper insight into the impact of the Safe-Hub model, AMANDLA has established research partnerships with private institutes, universities, inter-governmental agencies, and government. In July 2016 the University of Cape Town’s Safety and Violence Initiative (SaVI) was established. SaVI will lead the administration of the baseline for a 10 year longitudinal study. SaVI have committed to providing the technical support in the design of research strategy, methodology and control, and has committed to mobilizing the financial resources required to avail this support. SaVI was established at UCT in April 2011 with funds from the Vice-Chancellor‘s Strategic Fund. It is governed by a Steering Committee, and has a fulltime director who was appointed in October 2012. SaVI is one of UCT’s Strategic Initiatives and seeks to facilitate debate, research and interventions across the university on understanding and responding to violence as well as promoting safety. A partnership between AMANDLA and the International Committee of the Red Cross (ICRC) was established in 2011 with the aim of better understanding and responding more effectively to acute urban violence in afflicted South African communities. This lead to the development of a community based violence research model. Preliminary findings of the ICRC independent research have shown that AMANDLA’s Safe-Hub in Khayelitsha has contributed to the prevention of youth violence, and other risky behaviour, through fostering positive school attachment, and other resilience related protective factors. In summary the study methodology was a 400 subject, 3-year panel (concluded in 2014) of young men living within a 1 kilometre radius of the Safe-Hub in Khayelithsa. See Appendix 1 for more detail on the project. See Appendix 2 for more detail on the longitudinal study carried out in Khayeltisha
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Im pac t 2012 – 2015
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VIOLENCE PREVENTION A symptom of at-risk young people is high levels of youth driven violence and crime. Recent research draws attention to the extraordinarily violent nature of crime in South Africa, and the fact that young people are most likely to be the victims and perpetrators of this violence. This can be seen in the homicide rate for South African males aged nineteen to twenty-five. In 2014 this was 184 per 100,000, more than 9 times the global average. Amoung girls and women the homicide rate was more than 60 % higher than the 14 per 100,000 recorded in the African region. In 2004, 41 % of the convicted people in the South African Criminal Justice System were under twenty five. It is clear that South Africa faces a serious challenge in relation to young peoples’ involvement in violence. One of the long-term outcomes we work towards is the reduction of anti-social behavior (like violence and crime) in our S a f e - H u b c a t c h m e n t a r e a s . T h e diagram b e l o w provides a summarized overview of detailed crime statistics.
CRIME IN KHAYELITSHA
200 m radius 600 m radius 1000 m radius
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All contact crimes except murder 200 - 1000m radius around safe-hub / percentage of total for khayelitsha Total contact crimes except murder - rest of khayelitsha
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The graphs below contain localized crime statistics from the South African Police Service, accessed up until the end of 2014. In the most recent data accessed we continue to see a significant reduction in contact crime in the Safe-Hub catchment area. This is in stark contrast to the trend in the rest of Khayelitsha. The graph shows the trend between 2006 and 2014, in a 200m, 600m and 1000m radius around the Safe-Hub in Site B, Khayelitsha and the percentage of total crime in Khayelitsha in these radii. The interesting finding is that the most significant impact can be seen closest to the Safe-Hub. As the distance from the Safe-Hub increases, the impact decreases.
for more detail please see Appendix 2
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EMPLOYMENT, EDUCATION AND TRAINING Over 50 % of young South Africans, between the ages of 18 and 25, are unemployed. As such, one of our long-term outcomes is the reduction in the number of young people who are unemployed and not in education or training in the catchment area of our Safe-Hubs. Between 2013 and 2016, 60 young people not in employment, education or training have had the opportunity to complete a national certificate at NQF4 level in sports administration. The results were as follows:
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84% graduated
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77 % of the graduates have already
moved into employment and further
education or training
The following graph shows what PlayMaker graduands are engaged with today.
employed 18 % education & training 73 % other 9 %
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Siphokazi ‘Afrolicious’ Ndlangalavu, 24, has been a part of AMANDLA’s Leadership programme since 2012. A young mother of two, ‘Afro’ exudes positivity, ambition anddetermination. She expected to receive academic courses and feels that her expectations were 100 % met. The Practical Work Experience component provided her the platform to apply the eta course work as well as the other training courses which she feels developed her communication skills and her ability to work with children overall.
Asive Kakaza, 23, has participated with AMANDLA for just more than a year. A very ambitious young man, Asive expected to increase his knowledge, be a better coach and increase his football coaching skills. He found the personal development component very valuableas he could practically apply his knowledge and skills.
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ACADEMIC TUTORING The AMANDLA after school tutoring project was implemented during 2012 as a pilot initiative. The project was designed to use football to address the poor standard of education for young people living in South African townships. Through a partnership with the University of the Western Cape, 15 tutors were selected to participate in the pilot study. 120 girls and boys enrolled at Ikhusi Primary School were recruited as participants. 60 of the learners were in Grade 3 and 60 were in Grade 6. Beneficiaries were selected, with assistance from the teachers, to represent a range of competency levels within each grade. A control group of approximately 15 Grade 3’s and 15 Grade 6’s were also identified. The control group did not participate in AMANDLA programming or tutoring. The four groups were constituted as follows: Group Group Group Group
1 2 3 4
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AEF Programming and tutoring support AEF Programming only Tutoring support only Control group
As a result of this initiative the pass rate of students from Ikhusi Primary School participating in AMANDLA programmes has improved by an average of 49.2 % in Mathematics and English.
with Tutoring
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without Tutoring
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IKHUSI PRIMARY SCHOOL - OFFICIAL EDUCATION RESULTS Through a strong partnership with Ikhusi Primary School, AEF was able to access Ikhusi’s Systemic School Results for the period between 2010 and 2012. The school results provide a clear overview of the school’s academic achievements against criteria set by the Department of Education. The following graphs show the improvements in results at Ikhusi Primary School. This can not necessarily be attributed directly to participation in AMANDLA programmes. It does, however give an indication of the impact a Safe-Hub collaboration with a school could have.
Pass in percent
Average in percent
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Grade 3 Mathematics Results 2006 – 2012
Grade 6 Mathematics Results 2007 – 2012
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Figure 4.2.7
Grade 3 English Results 2011 – 2012
Gade 6 English Results 2011 – 2012
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INDIVIDUAL AND COMMUNITY CHANGE The family, peer group, school, and community environments that children living around AMANDLA’s Safe-Hub grow up in are often chaotic and destructive. As a result children are highly vulnerable. One of our medium-term outcomes is to increase our participant’s resilience and decision-making ability. We achieve this through providing children with a place of safety, a positive adult role model, and access to life-skills workshops. The results over the last two years show the percentage of participants that:
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100 %
Feel physically and emotionally safe at AMANDLA
98 %
Agree coach mentorship has a positive influence
96 %
Have stronger support structures
88 %
Show more resilience against peer pressure
94 %
Are better equipped to face everyday challenges
96 %
Have set goals and are motivated to achieve them
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QUALITATIVE STUDY MOST SIGNIFICANT CHANGE In 2013 and 2014, external research was conducted at Amandla, which analyzed the value of Amandla for generating or inhibiting individual and wider social change. In the research, in-depth data was gathered in and around the Safe Hub in Khayelitsha in South Africa over two six-month visits. In line with the need for a culture-sensitive and context-specific methodology, an ethnographic approach was adopted that employed a plurality of methods. Participant observation, including informal and formal conversations, as well as general field observations and researchers’ experiences were captured in field notes. A semi-structured interview guideline was used in this study to obtain information that was of major interest in the interviewees’ lives which allowed for unanticipated themes to emerge (n = 109). The study finds that beneficiaries living in Khayelitsha - a marginalized community with many socio-economic drawbacks - benefit from Amandla as it offers opportunities that are otherwise hardly available – and thereby increase beneficiaries’ well-being, at least during the time the beneficiaries are involved in the project. Especially with regard to the experienced challenge of gangsterism, Amandla provides a safe place for participants and coaches, which protects them from the dangers they otherwise come across in the streets. Protruding, this impact also positively influences others in the community, as significant others do not have to worry about their children’s and friend’s whereabouts. In addition, through programme coordinators and coaches, participants have someone who they can talk to and get advice from. This also applies to coaches, who either open up to other coaches and programme
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Marie Biermann (study conducted as part of her PhD research)
coordinators or to participants. In the majority of cases establishing new relationships with people from the organization is a significant positive difference in participants lives. With participants and coaches previously facing the challenge of being bored and lacking facilities and organizations in their community, Amandla provides a meaningful and relevant activity for them; and is used as a place to go to even out of the sessions. Having a hobby provides an alternative to gangsterism, whereby in rare single cases participants and coaches do continue or resume their old habits to this effect. Some though would not get involved in gangsterism anyway; however, Amandla supports them in staying out of it and broadens their network of ‘benign’ friends. Thus Amandla can support those acting pro-socially in staying like this and those, who are willing to change from genitive manners. In view of the challenge of either missing good role models or choosing wrong ones, Amandla confronts participants with mainly ‘good’ ones - at least on the field – and thereby enhances the chances of imitating those instead of ‘bad’ ones outside the field. The coaches take their role as role models seriously on the field, and most of them manage to transfer the pro-social behaviour to their lives outside of Amandla. Amandla furthermore changes the opportunities available for participants and coaches, though with different foci. Whereas the coaches can increase their chances of employment through leadership workshops, educational classes and personal develop-
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ment sessions, participants gain access to a proper field, positive role models and structured after school activities. Against the background of poverty und the lack of facilities, this means an increase in life quality especially for those participants who come primarily for soccer – and threby commit them to the organization. It also affects family members who couldn’t afford to pay for these recreational services otherwise. In line with being employed, another change - not only for coaches but also for their significant others - is the stipend they get that discharges the financial pressure in the households – whereas this only accounts for those who spend it accordingly. Amandla also changes beneficiaries’ reputations, and through the opportunity of playing tournaments and winning matches, some become known as good soccer players – and not as gangsters anymore. Often this creates wider circles, with the caretakers and others being extremely proud about any success. Likewise, knowing where their children are makes them happy and relieved. However, in few cases, the focus on success turns out to be negative, as some participants are frustrated from not being discovered by scouts – an expectation that made them show up at Amandla in the first place. Regarding skill development and behaviour change, results show that Amandla increases some beneficiaries’ pro-social behaviour and skills development, that in many cases relieve the handling within the family. On the one hand soccer skills are improved, and on the other hand, personal development skills, such as leadership skills (for coaches only), communication and conflict skills, are developed from participating in the programme. Confirmed by significant others and programme
coordinators, some beneficiaries started acting pro-socially and reduced their violent and disrespectful behaviour, not only at the field, but also outside the sessions e.g. towards the significant others. Also with the participants and coaches passing on their newly gained knowledge and certain behaviour patterns to others who are not directly involved in Amandla, a disseminator effect takes place and widens Amandla’s influence on others’ development. However, results also show that not all beneficiaries have been acting anti-socially or were lacking skills before, thus no changeis visible in them. Others have problems to transfer their acquired skills to their lives outside the programme. Looking at the processes underlying Amandla’s effects, a variety of reasons can be summarized that vary from reliable and trustworthy people to the availability of a structured sport and/or educational after school programme. Especially soccer and the association involved of becoming a professional player makes some beneficiaries do whatever they think is requested by the organization to become one. Also, knowing that the coaches are from the same community and face the same challenges makes participants listen to their advice – especially with regard to personal issues and sensitive topics. For the coaches it is the range of opportunities that they are provided with and the confirmation in them through working with children. Besides the factors within the programms, the effects strongly depend on the infrastructural, political and socio-economic circumstances in Khayelitsha that also affect the community. These contextual conditions influence the performance of the program as well as the capacity to transfer learnt skills and behaviour into real-life situations. Therefore, any wider impact on other levels than the individual one is the exception and is subject to the individual’s unique biography, contextual circumstances, and structural inequalities.
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ATT E NDANC E M ONITORING
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PROGRAMME ATTENDANCE Regular and consistent attendance of large numbers of young people is the foundation of significant change. We have continued to grow our overall participant base across all programmes and consolidate attendance through multi-programme cycles. PARTICIPATION ON A WEEKLY BASIS 2015
FAIR PLAY FOOTBALL LEAGUES LIFE SKILLS PROGRAMME CRIME PREVENTION PROGRAMM TUTORING PLAYMAKER PROGRAMME
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PARTICIPATION ON A ANUAL BASIS 2015
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