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Donne Nicol & Kgotso Schoeman - Kagiso Shanduka Trust

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Donne Nicol from Shanduka Foundation and Kgotso Schoeman from Kagiso Trust present a case study on partnering for excellence in education.

Donne Nicol from Shanduka Foundation and Kgotso Schoeman from Kagiso Trust present a case study on partnering for excellence in education.

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  • 1. Kagiso Shanduka Trust Partnering for excellence in education Donné Nicol and Kgotso Schoeman
  • 2. 2
  • 3. Kagiso Trust and Shanduka Foundation programmes with similar approaches and goals 3 • Two major black led entities have decided to take the lead in the transformation of public education. • Both organisations have come full circle after starting at different points. • A natural progression to ensure a significant impact is collaboration and integration of programme methodologies for greater impact on education transformation. • The collaboration emerged from the experience of both entities in the implementation of their respective whole school development programmes that address curriculum, infrastructure, extra curricula and socio-economic factors impacting schools.
  • 4. 4 • Officially launched in 2004. • Shanduka Foundation provides a portfolio of innovative solutions that address critical moments in the development of human potential and entrepreneurial capabilities. • Shanduka Foundation aims to promote collaboration, optimise resource use, and share capabilities. Uplift, empower and create opportunities Early Childhood Development CRET & BURSARIES PROGRAMME School Development Further Education Work Experience Entrepreneur Development ADOPT-A-SCHOOL KAGISO SHANDUKA TRUST EXPERIENTIAL WORK PROGRAMME SHANDUKA BLACK UMBRELLAS Shanduka Foundation
  • 5. 5 Adopt-a-School Foundation • Registered as a Section 21 company in 2002. • The Adopt a School Foundation was started by a group of concerned individuals, including Cyril Ramaphosa and Dr. James Motlatsi. • Independent Board of Directors • Works with District, Provincial and National Department of Basic Education • Key aim of AAS – implement WHOLE SCHOOL DEVELOPMENT. • 595 schools under adoption programme. • Over 60 corporate adopters and partners. • Over 40 NGOs supported. • In all nine provinces in South Africa. One school in Mozambique and three schools in Lesotho.
  • 6. Whole School Development Focus Leadership and management/ strategic planning Governance Promoting social welfare of learners and OVC support Teacher development and learner supportTeambuilding and motivation School safety, security and discipline Extra and co-curricular activities Infrastructure Adopt-a-School Foundation’s WHOLE SCHOOL DEVELOPMENT model
  • 7. Adopt-a-School Foundation achievements 340+ school facilities have been built 5000+ temporary jobs have been created 455 small to medium sized businesses benefited 80+ strategic planning, leadership development, teambuilding and governance workshops have been conducted at our schools 82% average pass rate in adopted schools, a 6.2% increase from the 75.8% average in 2012. 69% of schools registered an improvement in results and 62% of our adopted schools achieved an above 80% matric pass rate. 9 000+ learners have had eye sight testing and 1167 learners received spectacles
  • 8. Kagiso Trust • Established in 1985 by Archbishop Desmond Tutu, the late Dr Beyers Naude and other clergy from the South African Council of Churches and registered as a not for profit development agency. • KT has managed and disbursed over R1 billion to a variety (over 5000) of grassroots community development programmes across the country. Education EMSP Rural enterprise
  • 9. Beyers Naudé Schools Development Programme (BNSDP) 9 • The BNSDP was conceptualised and piloted in 2004 in 1 school (Limpopo, Vhembe district) to foster and create functional, vibrant and accountable school communities that impact positively on rural communities. • The BNSDP supports schools by enhancing the capacity of leadership, quality of curriculum delivery, school governing body involvement, learner accountability and school infrastructure as an incentive for improved learner performance. • The programme was conceptualised to be delivered over a three-five year period, based on a delivery model that sought holistic and participatory development. • Since implementation in the Vhembe, Mount Fletcher, Kwaggafontein, Mzinyathi, Sekhukhune and Thabo Mofutsanyana districts, the BNSDP has reported positive impact in 216 schools that have been a part of the programme. • There are 167 schools currently under BNSDP, with an addition 410 schools in the Free State under Kagiso Shanduka Trust.
  • 10. Plan Revie w Do 5 Year Plan Formalisation Schools/District selection Capacity development Infrastructure development as an Incentive Monitoring and Evaluation process and Consolidation and exit School retreats/teambuilding Baseline Study, Curriculum Delivery and Management, School Governance and Management Infrastructure Development as an incentive Monitoring and evaluation process, Consolidation and exit Extra-Mural Activities (Soccer, Netball tournaments and Debates competitions) Formalisation School/district selection BNSDP Programme Delivery model for Learner Performance Improvement
  • 11. BNSDP achievements 11 150+ school facilities have been built 25+ small to medium sized businesses benefited 216 school retreats have been conducted 88.1% average pass rate in BNSDP, a 26.2% increase from the 62% average in 2010 when the programme was first implemented in the Free State. Over 80% of the BNSDP achieved an 80% matric pass rate. 102 students from the BNSDP schools have received the Eric Molobi Scholarship Programme.
  • 12. 12 R100 million R200 million R100 million The partnership
  • 13. 13 Vision To collaborate with public and private institutions to make education an empowering experience that equips learners with the skills and knowledge to thrive and contribute to the development of our society. Mission Over the next 5 years, the Kagiso Shanduka Trust model has transformed schools to reach levels of complete functionality and performance – the intervention has a significant systematic influence on the delivery and management (monitoring and support) of education in the Free State. KST vision and mission
  • 14. 1 4 Fezile Dabi District and Motheo District Fezile Dabi Motheo 254 schools 156 schools KST = 410 schools
  • 15. 15 Whole School Development Focus Areas Needs Analysis Team Building Retreats Educator and Learner Development Capacity Building Management and Delivery of Curriculum Basic and Incentive-Based Infrastructure Extra Curricular Activities Governance and Stakeholder Engagement School Governance, Management and Leadership (Principals, SMTs, SGB and Learners) Provincial and District Management Support Parental and Community Involvement Health e.g. hearing and eyesight testing Social Welfare Access Assistance Key Socio-Economic Issues School Safety, Security and Discipline Poverty Reduction Initiatives Management of Curriculum Delivery Shanduka Foundation Private Sector Partnerships Government Kagiso Trust Suppliers Implementation model
  • 16. Formalisation Needs Assessment School Retreat Capacity Development Incentive infrastructu re Consolidati on • Political and administrative support of the programme • Match funding with the Department of Education • Ensure there is alignment with the department’s comprehensiv e strategy to improve schooling by 2025. • The assessment will consider successes, challenges in infrastructure, leadership and governance, learner performance, educator knowledge of curriculum, welfare of learners and school surrounding. • The report will also contain the proposed interventions and estimated costs. • Teambuilding workshops • Agree how stakeholders will be held accountable. • Affirm stakeholder commitment and reinforce the capacity to improve conditions in their schools and the district. Programme Delivery Model • Advocacy • Educator skills development • Classroom support. Monitoring and Evaluation at each step in the model • Project close out • Report development Curriculum and social development Leadership and governance • Provide incentive driven infrastructu re that will be given to schools when they achieve an agreed upon performanc e benchmark • Advocacy • School management team and educators training. • Provision of basic infrastructure for schools to be functional e.g. water, ablution facilities, classrooms where children are still learning under trees and unsafe buildings. Provision of basic infrastructure 16 The DBE SMGDs and subject advisors will actively be involved in the planning, implementation and monitoring of the programmes to ensure sustainability of the project.
  • 17. • The Kagiso-Shanduka Foundation Trust will adopt a three year intake out approach: • All schools regardless of state of functionality will be engaged up to the end of the programme but the level of intensity will vary 17 Intake Plan for Initiative Kagiso Shanduka Trust 3-year intake plan Educators: 6135 Learners: 166 608 Programme beneficiaries Year 110% Year 250% Year 340%
  • 18. Government’s full participation Hold all stakeholders accountable Whole school improvement Invest in education Development of Basic and Incentivised infrastructure Broad implemen- tation framework improvement of the whole system Reward and incentivise Sharing of skills Partnership principles Systematic change Learner Performance
  • 19. KST Monitoring and Evaluation focus areas 19 District Offices M&E focus areas School Stakeholders Systems change Improvement: infrastructure, leadership, learning and teaching Joint programming and resourcing
  • 20. Tangible success indicators 20  Influence the province and the districts in how resources are deployed  Develop committed and accountable leadership within the schools • Enhance SMT’s  Ensure that the SGB members actively participate in enhancing the schools Effective Leadership  Every school will have the minimum required basic infrastructure  Incentive-based infrastructure granted to all high performing schools (as per agreed performance targets) Upgraded Infrastructure  Programme schools perform above the national and provincial average • 95% of the FET-band schools will perform at 75% and above (Matric) • 80% of the GET-band schools will perform at 75% and above (ANA)  Measure progression of learners during the intervention of the programme  Enable learners to reach their full potential • All the learners within the selected district and schools covered by the programme will be impacted  Capacitate teachers in each phase to manage the rotation of teachers, as well as ‘master’ teachers to manage the high attrition  Address key socio-economic issues affecting the schools, as is possible  Ensure continuity and sustainability within the schools, upon exit from the district Improved Performance  Parent involvement and participation  Temporary jobs created for the residents in each of the districts during the provision of infrastructure to schools  Involvement and ownership by communities and schools Involved Parents and Community Members Targets will be broken down into yearly milestones. Key Programme Success Measures (A Window into the Future)
  • 21. Management structures • Provincial Advisory Board • Internal Advisory Board • Board of Trustees • Executive Committee • Provincial Management Committee • Finance and Risk Management • Management Steering Committee • District Management Committees • Circuit Management Committee • Schools • Operational Committee Large scale intervention needs to create functional structures Signing of anti- corruption policy
  • 22. 22 Achievements to date and 2014 future roll-out 145 schools will have received infrastructure in 2014, of these 38 schools have started. 1000+ temporary jobs have been created so far. 168 school retreats are scheduled for 2014. 90+ school retreats have taken place so far. Of the 38 schools phased into the programme in 2013, 30 of these schools achieved a matric pass rate of 75% and above. Of these, 20 schools achieved an 85% matric pass rate. 95 schools will participate in curriculum development in 2014, focusing on Literacy, Mathematics and Science and Accounting. 40 schools will receive eyesight testing in 2014, of these 7 schools have started. 410 schools underwent the needs analysis.
  • 23. Challenges faced so far 23 • Long consultative process. • Although there were many months of planning, the sheer number of schools and their needs in implementation has been enormous. • Needs analyses. • Attendance at retreats. • Service providers.  BUT – we are a learning organisation and solutions to our challenges have been developed and have been thoroughly documented. Plan Imple- mentation Review
  • 24. Lessons learnt in this partnership Systematic Change Process 2. Bigger picture: Vision/Mission 3. Broad Implementation Principles 1. Connectivity/Human Relations • Building trust • Developing basic rules of partnership and engagement – transparency and equal partnerships 4. Broad Risk Issues 5. Intensity of Documenting Activities 6. Regularising Corporate Processes
  • 25. Whole School Development Stakeholders and partners Public Sector • Department of Basic Education at District, Provincial and National level • Other Governmental departments Private Sector • Donors • CSI Partners School Community • School Governing Body • School Management Team • Educators • Parents • Learners NGO Sector • Best practice NGOs Broader community • Community leaders • Tribal authorities • Church leaders • Small to medium size businesses Stakeholder matrix
  • 26. Importance of partnerships Effective partnerships mean that the whole is often far greater than the sum of its parts. PARTNERSHIPS: 1. Increase sustainability 2. Reach more beneficiaries. 3. Reduce the possibility of duplication. 4. Share skills, knowledge and best practices. 5. Think bigger – working in consortium enables greater reach of geography. Also benefit from economies of scale for management and administration.
  • 27. The added value of PPPs in the implementation of social development • Benchmark solutions. • Mitigate risks through joint knowledge and management. • Encourage innovation. • Active participation of ALL stakeholders. • Reduce repetition of interventions. • Creates dialogue of key issues. • Effective utilisation of key resources.
  • 28. Opportunities for collaboration We are currently looking for further like-minded partners to ensure greater scope leading to great results and value for money.