#KTSFmodelforeducation
ADOPT-A-SCHOOL FOUNDATION SCHOOLS PERFORMANCE REPORT 2010-2012
BRIEF BACKGROUND OF ADOPT-A-SCHOOL FOUNDATION Adopt-a-School Foundation is a project of the Shanduka Foundation Established in 2002 Registered as a Section 21 company with PBO status Independent Board of Directors Works with District, Provincial and National Department of Basic Education
WHOLE SCHOOL DEVELOPMENT
W O H
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Next Nextprioritised prioritised interventions interventions begin begin
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1 school in Mozambique 46 46schools schools ininGauteng Gauteng
29 schools in North West
4 schools in Free State 5 schools in Northern Cape
16 schools in Eastern Cape 5 schools in Western Cape
13 schools in Limpopo
9 schools in Mpumalanga
42 schools in KwaZuluNatal
33schools schools in inLesotho Lesotho
S S E R PROG
167 schools under adoption (104 Primary Schools and 63 High Schools)
285+ school facilities have been built 340 + educators trained in leadership, governance, counselling 3700+ temporary jobs have been created 260+ small to medium sized businesses benefited 460+ educators and school governing body members 1400 learners benefited from literacy intervention programme 4500 eye sight tested leading and 719 Spectacles were donated
GRADE 12 PERFORMANCE RATING:2012
COMPARISON OF GRADE 12 PERFORMANCE OF ADOPTED SCHOOLS BY PROVINCE THIS IS NOT A VERY ILLUSTRATIVE GRAPH. I WOULD LEAVE IT OUT
COMPARISON OF GRADE 12 PERFORMANCE OF WSD RECIPIENTS VS. INFRASTRUCTURE RECIPIENTS: 3 YEAR PERIOD THIS GRAPH SAYS LITTE IN FACT A POOR ILLUSTRATION
GRADE 12:TOTAL NUMBER OF DISTINCTIONS BY YEAR AND SUBJECT: 3 YEAR CYCLE COMPARISON YOU COULD DO A BEFORE AND AFTER COMPARISON OVER 3 YEARS. THIS ONE DOES NOT TELL ME MUCH
GRADE 12: NUMBER OF LEARNERS WHO PASSED MATRIC WITH QUALIFICATIONS: 3 YEAR CYCLE COMPARISON This Thisgraph graphdoes doesnot notshow showaa great greatoutcome. outcome.The Theincrease increase isisreally reallymarginal. marginal.I Iwould wouldnot not show it as in other areas we show it as in other areas we have havegone gonebackwards backwards
SUMMARY OF ADOPTED SCHOOLS’ 2012 ANA PERFORMANCE PER PROVINCE FOR GRADE 3
THE THEQUESTION QUESTIONISISDID DIDWE WE CONTRIBUTE CONTRIBUTEANYTHING ANYTHINGFOR FORTHE THE SCHOOLS SCHOOLSTO TOGET GETHERE? HERE?
BEYERS NAUDE SCHOOLS DEVELOPMENT PROGRAMME GRADE 12 RESULTS
CONCEPTION OF THE BEYERS NAUDÉ SCHOOLS DEVELOPMENT PROGRAMME The Beyers Naudé Schools Development Programme (BNSDP) was initiated in 2005 as one of the education centred approaches to improving the quality of educators and learners in South Africa’s rural schools • • • •
The BNSDP supports schools by enhancing the capacity of leadership, quality of the curriculum and school infrastructure with the overall aim of improving learner performance. The programme was conceptualised to be delivered over a three-year period, based on a delivery model that sought holistic and participatory development. At the heart of the BNSDP is the quest for deepening the quality and confidence of educators in rural communities and encouraging communities around the school to participate in the management of the schools. The programme currently focuses on maths, science and accounting with infrastructure as an incentive for good performance.
Alignment of BNSDP to Kagiso Trust Objectives
Kagiso Trust Business Objectives
BNSDP Core Objective
The core business of Kagiso Trust is empowering poor marginalised South Africans so as to affirm their place and participation in the larger social institution. Building sustainable partnerships for poverty eradication. Working with South Africans to achieve a society which offers liberty, justice and freedom from poverty.
The core objective of the programme is to foster and create functional, vibrant, healthy, accountable and sustainable school communities that impact positively on the afterschooling life of learners in rural areas through: - Exploiting expertise in the education built over the years. - Leveraging government relationships to assist it in achieving its objectives. - Providing integrated solutions. - Servicing an optimal number of schools in selected provinces. - Assisting students’ transition from high school into tertiary through the Eric Molobi Scholarship Fund.
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Limpopo 19 Schools 15 EMSP students
BNSDP AND EMSP ROLL OUT •
The BNSDP pilot started in the Vhembe district, Limpopo and served as a springboard to expand the programme into other areas
34+ school rewarded with fully furnished libraries, science laboratory and computer centre 8 Schools have received mobile science laboratories in Kwa-Zulu Natal and Limpopo. 183 + SCHOOLS TAKEN TO A LEADERSHIP RETREAT 963 EDUCATORS TRAINED IN BASIC COMPUTER SKILLSS 152+ MATHS/PHYSICAL SCIENCE AND ACCOUNTING EDUCATORS GIVEN SCHOOL BASED SUPPORT MENTORSHIP AND COACHING FOR SMT AND PRINCIPALS IN 20 HIGH SCHOOLS 76 STUDENTS AWARDED BURSARIES
Mpumalanga 10 schools 8 EMSP students Free State 167 schools 38 EMSP students
Kwa-Zulu Natal 10 Schools 13 EMSP students
Eastern Cape 10 Schools 2 EMSP students
The BNSDP is a multi year whole school development programme linked to the Eric Molobi Scholarship Programme, a tertiary bursary fund to support students who have excelled in matric.
PROGRAMME DELIVERY MODEL FOR LEARNER PERFORMANCE IMPROVEMENT Formalisation 5 Year Plan
School/district selection
Formalisation Schools/District selection Capacity development Infrastructure development as an Incentive Monitoring and Evaluation process and Consolidation and exit
Monitoring and evaluation Process Consolidation and exit Plan
Revie w
Do
School retreats/teambuilding
Workshop
Baseline Study, Curriculum Delivery and Management, School Governance and management Infrastructure Development as an Incentive
Extra Mural Activities (Soccer, Netball tournaments and Debates competitions
THE BNSDP IMPLEMENTATION IN THE FREE STATE HAS REPORTED A POSITIVE IMPACT IN THE SCHOOL WITHIN THE PROGRAMME Key highlights in the Free State Free State BNSDP Schools’ Performance Eligible to enrol in Bachelors
926 Students
Eligible to enrol in Diplomas
1260 Students
Eligible to enrol in Higher Certificates Overall Pass
642 Students
Source: BNSDP Matric results (2013)
84.1%
All 44 schools registered for matric examinations. Learner enrolment increased to 3412. . Number of learners to achieve a matric pass rate 84.1% from 74.2%. 926 students achieved a score that entitles them to enrolment for a Bachelor’s degree 1249 students achieved a score that entitles them to enrolment for a National Diploma 653 students achieved a score that entitles them to enrolment for a higher certificate Free State placed third, after Gauteng and the Western Cape with a provincial pass rate of 82%
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Percentages
Number of Schools
100%
3
GOLD
90-99%
12
SILVER
80-89%
15
BRONZE
70-79%
2
60-69%
7
50-59%
2
40-49%
2
30-39%
1
0-29%
0
Total
44
Top 10 Position in the Province 2012: Physical Mathematics Science Accounting Thalabodiba S/S Mampoi S/S Kgola thuto S/S Mosiuoa Lekota Tsebo S/S Mmathabo S/S S/S Tlhorong S/S Tlhorong S/S Mampoi S/S
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DISTINCTIONS IN MATHS, PHYSICAL SCIENCE AND ACCOUNTING
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MATHEMATICS ANALYSIS Schools performing between 80 and 100% School Mohaladitwe Sekgutlong Lerato-Uthando Sasamala Lekgulo Dinare Tshibollo Clubview Kgetha tsebo Phofung Tlhorong
• • • • •
Wrote 14 34 36 25 22 18 17 16 7 34 63
Passed 14 34 31 24 21 17 15 14 6 29 53
% 100% 100% 96% 96% 95% 94% 88.20% 88% 85.70% 85.30% 84.10%
The national average pass in Mathematics in 2012 was 54%, with the Free State achieving 64.83% and the BNSDP schools achieving a 66.22% average pass. Mohaladitwe and Sekgutlong lead in performance at a 100% pass. Tlhorong and Phofung have sustained good performance. Among the new schools Dinare, Tshibollo and Kgetha-Tsebo emerge as strong contenders. Out of 44 schools, 29 of them got obtained 60-100% pass.
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PHYSICAL SCIENCE ANALYSIS
• • •
The National pass rate in Physical Science in 2012 was 61.3%, with the Free State achieving 68.58% and the BNSDP schools obtaining a 73.50% average pass. Three schools achieved outstanding perfomance of 100%. 30 schools obtained a pass rate between 60% and 100%.
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ACCOUNTING ANALYSIS
• • •
The Free State pass rate in accounting in 2012 was 71.74%, with the BNSDP obtaining a 79.10% pass. Five schools achieved outstanding perfomance of 100% 31 schools obtained between 60% and 100% 25
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Overview of programme implementation
The strategic objectives outlined by the KT-Shanduka joint initiative highlights the key rationale behind the collaboration
Strategic Objectives Improvement of learner performance Improved curriculum delivery and management Community participation and ownership Principal and teacher accountability and leadership Principals, educators and learners motivation
The KT-Shanduka initiative will be cultivated through the development of a new trust
Improved support of schools by district officials Functioning schools through provision of infrastructure 29
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Vision Develop and test an education transformation model that can be replicated district-by-district throughout the country.
Mission Over the 5 years the KT-Shanduka Foundation model has transformed schools to reach levels of complete functionality and performance – the intervention has a significant systematic influence on the delivery and management (monitoring & support) of education in the Free State.
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Collaborative rollout guiding key principles Key Principles
Secured government’s full participation and upfront commitment at province, district and school levels Hold all partners accountable for the improvement of learner performance Adopt a whole school improvement approach Mobilise South Africans to invest in education
Collaborative rollout guiding key principles Key Principles
Enhancing schools through the development of basic and incentivised infrastructure Develop a broad implementation framework but also allow innovation from the social sector delivery partners Focus on facilitating the improvement of the whole system Reward and incentivise outstanding performance Enhance and sharing of skills with the DoBE and the whole system
Methodology Formalisation Formalisationof of the programme the programme
School Schoolselection selection
Need Need assessment assessment TEAM BUILDING Capacity Capacity development development
Infrastructure Infrastructure development development
School School management management
Basic Infrastructure
Consolidation Consolidation and andexit exit
Curriculm Curriculm management management and and implementation implementation
Classrooms, Classrooms, Ablution, Ablution, Electrification, Electrification, Grade GradeRRfacility, facility, Etc. Etc.
Learner Learner leadership leadership and and social social welfare welfare challenges challenges
Science Sciencelabs, labs, Computer Computerlabs, labs, Libraries Libraries Etc. Etc.
SCHOOL RESULTS
Infrastructure as an incentive
KT-Shanduka has adopted a 3 year roll out plan for the intake of school within the Fezile Dabi, Botshabelo and Thaba Nchu Districts Phases of the KT-Shanduka Initiative • The KT-Shanduka Programme will be implemented in a phased approach in Fezile Dabi, Thaba Nchu and Botshabelo • Feeder chains of schools will be phased in together and clustered by area • The KT-Shanduka will adopt a three year intake of schools Year 1 (30%) Year 2 (50%) Year 3 (20%) • All schools regardless of state of functionality will be engaged for the full duration of the programme but the level of intensity will vary • The schools initiated into the programme will remain part of the KT-Shanduka Foundation initiative for the full five years
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KT-Shanduka Management Structure
Risk Riskand and Finance Finance Committee Committee
KT-Shanduka KT-Shanduka Advisor Advisor Board Board
DoBE DoBE
Executive Executive Committee Committee
Provincial Provincial Management Management Team Team
Management Management Steering Steering Committee Committee
Fezile Dabi
Circuit/Programme Manager1*
Provincial Educational administrative structure
Circuit/Programme Manager1*
Project Manager(s) Infrastructure 1
1- per 30 schools, 1*-per district
Motheo Administrative support1*
Administrative support1* Project Manager(s) Curriculum Delivery 1
The programme will be jointly managed by Kagiso Trust, Shanduka and the Provincial Department of Education
Project Manager(s) Curriculum Delivery 1
Project Manager(s) Infrastructure 1
The financial plan is based on achieving three financial objectives, which are focused on the delivery aspects and not profit Financial Objectives • Economy – Ensuring the expenditure on projects and administration is kept to a minimum without compromising quality of delivery • Efficiency – Ensure that productivity of the programme is high by maximising the resources available to deliver maximum benefits to the schools • Cash Management – Ensuring adequate funding is available at the right time to enable the programme to deliver against its mandate without interruption
It is essential that the partnership demonstrates sound financial principles in its delivery of the programme.
Short and medium term implementation plan
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Short and medium term implementation plan