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CEI approaches in actionSchool supportTeacher trainingSchool leader trainingSchool operations or managementStudent assessment and progressStudent supportComprehensive curriculumEthics & Values/Religion
Model details2004Not-for-profit21st century skills (soft skills)Comprehensive curriculumEthics & Values/ReligionActiveLong-term projectfree6,86654%46%
Work in partnership with municipality, Department of Education and, Department of Social Development through the Integrated School Health Programme to identify schools in disadvantaged communities. The service is offered free of charge. Schools that are capable to host the facilitators provide meals.
Scale6751000 Learner Leaders and 240 teachers (school based support team members) are trained and mentored each year.1313 secondary schools are currently participating on the programme.
Number of schools: 13
Number of computer centres: 11
Parents involved in workshops: 1300
The programme evolved in 2003, initially to help some 90 children in residential care who had learning difficulties owing to past traumatic experiences and delayed access to education. Arrangements were made for psychological assessments and therapy on site by a volunteer Educational Psychologist. In 2004 two psychology interns were taken on and the number grew annually. Some welfare cases from the community and some referrals from schools, Department of Social Welfare and the courts were also assisted. Eventually some of the project's interns were seconded to five needy schools.
The number of interns continued to grow each year such that the implementer is now rated as one of the largest internship site in the country with 9 psychology and 3 social work students. The staff is comprised of 3 consulting psychologists (2 of them are volunteers), one occupational therapist, 3 social workers and 2 educators.
In 2004, the project assisted 245 community children with assessments and therapy. Serious gaps in parenting of the children we helped were identified and in 2005, 6 parenting workshops for 20 parents each from the community were run.The demand for parenting training grew steadily with referrals from the Department of Social Development and the child welfare agencies that in 2010, 337 parents were trained. The work with parents and children awakened the implementers to the fact that teachers also needed training in such matters as school readiness for learners, barriers to learning, learning support, and working with learners who exhibit behavioral challenges. A tripartite process emerged where effective learning support demanded active involvement of teachers and parents. At the end of 2010, the facilitators were heavily in demand as the communities were willing to tap into the services. In January 2011, a strategic review of services and a strategic planning event to get ourselves out of the reactive mode took place. It was noted that the project clearly impacted on the immediate environment and the organization was directly taking a lead in developing education outcomes through assessments, therapy and psychosocial support for students, parents and teacher training and support. Clear-cut redefinition of programmes and effective definition of the formal synergies with the relevant statutory arms like the departments of Social Development, Education, and Justice, child welfare agencies and the local authorities were put in place.
Out of the strategic planning, a Community Education Support Project was created to work alongside the Department of Education and deliver education support services to troubled schools including historically marginalized townships and informal settlement communities. The project has the following core elements:
- Attendance monitoring and incentive programmes
- Behavioural support initiatives
- Academic enhancement
- Educator support initiatives
- Parent motivation and support
In 2013, the 13 most disadvantaged schools in historically marginalized township communities and informal settlements in Ekurhuleni Metropolitan Municipality were selected to be part of the project. 600 student leaders, 400 teachers and 3250 parents were trained. The project employs staff development initiatives to ensure project sustainability. The project is currently in need of scaling up finances given the increasing demand for services in schools across the social strata.
Working with the Department of Education, 26 schools and their communities in Ekurhuleni Municipality have been identified, that require immediate intervention. Continued fundraising will remain a focus to widen the coverage of the project. Statistical coverage is projected to be 15,000 learners, 500 teachers and 5,200 parents. The project aims to cover the rural North West Province once resources allow.
Monitoring & EvaluationYes
M&E strategy based on specified targets. Implementers agree on target schools before hand, and efficiency, effectiveness and impact is depicted by the projected variance at any given time. Quarterly stakeholder meetings are held, that include beneficiaries for sustainable institutionalization of M & E. Implementers also compile quarterly reports that are reviewed by the Integrated School Health Committees as we foster a culture of governance and decision making which responds to monitoring and evaluation findings.Graduation or promotion ratesEmployment ratesTeacher attendanceTeacher retentionCost effectiveness/value for moneyNo