2019 - lifechoices.co.za 2019 Annual Report.pdf · Schools served: Alexander Sinton High, Belgravia High, Grassdale High, Groenvlei High, Heideveld High, I.D. Mkhize High, Intsebenziswano

LEADERS’ QUEST ANNUAL REPORT: 2019 [PAGE 1]

Annual Report2019


EDUCATION & HUMAN CAPITAL CRISIS

Every child deserves to be properly educated and skilled.

Most children entering Grade One in any given year are unlikely to matriculate, and an even smaller proportion will complete their 12 years of schooling with good marks that allow them access to tertiary education. No wonder 37% of young people in this country simply give up in despair and no longer look for jobs or try to study.

Yet, children attending South African schools fare poorly on almost every metric, and are ill-prepared for the world after school. More tragically, those who suffer the most from poor schooling are disproportionately children from previously disadvantaged communities.

Leaders’ Quest is determined to contribute to changing that.


LEADERS’ QUEST GOAL

To mould a generation of young leaders from developing communities to become influential decision makers

for a greater South Africa


Since 2014, Leaders’ Quest has served

611 youth!


OUR WORK IN2019


Our Work in 2019Leaders’ Quest is a 2-year-plus intervention programme targeting youth in Grades 11 and 12 from economically disadvantaged schools in the ‘Cape Flats’ area of Cape Town.

Objectives Grade 11 activities Grade 12 activities

Alumni (post-matric) activities

1. To improve learners’ leadership skills

2. To improve learners’ emotional intelligence

3. To improve learners’ academic performance

4. To assist learners to achieve their goals after matric

• Leadership training

• Academic tutoring

• After-school sessions

• Career guidance

Experiential Activities

• Diversity exchange

• Volunteering

• Photography exhibition

• Public speaking

• Fundraising project

• Job shadowing


• Academic tutoring

• After-school sessions

• Career guidance

• Assistance with applying to university, colleges, learnerships and apprenticeships or finding jobs

• National Benchmark Test training

Experiential Activities

• Serving in a leadership committee


• Mentorship

• Assistance with applying to university or finding jobs

Leaders’ Quest objectives and activities


Grade 11

Youth joined Youth graduated Dropout rate

The target of the intervention was to work with 120 students in Grade 11. We recruited more students in order to account for the dropout rate. Dropouts were mainly as a result of students being unable to meet programme expectations to a satisfactory level.

Schools served: Alexander Sinton High, Belgravia High, Grassdale High, Groenvlei High, Heideveld High, I.D. Mkhize High, Intsebenziswano High, Modderdam High, Oaklands High, Sophumlela High, Spes Bona High, Windsor High.

167 115 31%Fe

male80%

Afric

an51% Colou

red

49%

Male20%


Leadership Training

Hours of leadership training provided

Average attendance rate

One Saturday per month during term time, learners were provided with leadership training. This year, 10 leadership training sessions (of six-hours each) were run.

Surveys required learners to rate how likely they would be to recommend leadership training sessions provided to them in 2019 on a scale of 0 - 101 (0 = not at all likely; 10 = extremely likely)”. Their responses were categorised into three groups: ratings of between 1 and 6 are categorised as ‘detractors’, 7 to 8 are ‘passives’ and 9 to 10 are ‘promoters’. The final net promoter score is calculated by subtracting the percentage of detractors from the percentage of promoters. The net promoter score can therefore range from -100 to +100.

1 Source: Satmetrix Systems. (2016). What Is Net Promoter? Retrieved from https://www.netpromoter.com/know/

It is important to note that a score of above 0 is considered good, a score of above 50 is considered excellent, and a score of above 70 is considered to be exceptional. Therefore, all training was deemed as excellent with three being rated as exceptional, indicating that Grade 11 learners really enjoyed the training and perceived it to be extremely beneficial.

60 72%

FEEDBACK: QUALITY OF TRAININGS MEASURED USING NET PROMOTER SCORE (NPS) 0

58

58

63

64

65

67

70

71

87

Public Speaking

Leadership Principles

Story Telling

Transformer Leadership

Service Day

Photography Introduction

Lifestyle in Action

My Story

VISA

Mindpower & Biodanza

Gr. 11 Leadership Training Average NPSGr. 11 Leadership Training Average NPS

[…] It assisted me very much, because it helped me to locate myself where I belong. It showed me who I am, my actual identity […] it showed me that in order to be a great leader you ought to be a servant one, you cannot just be up there and then abuse your power.

Quote from a learner


After School Sessions

Hours of life skills training provided


Life skills sessions were provided to learners during after-school sessions; these took the form of compulsory one-hour group sessions once a week. A minimum of twenty sessions were offered to each school.

Learners were also asked in end-of-year surveys, how likely they would be to recommend after-school sessions to a friend.

It is important to note that the net promoter score can range from -100 to +100. A score of above 0 is considered good, a score of above 50 is considered excellent, and a score of above 70 is considered to be exceptional. Therefore, four sessions were deemed as good, eight sessions were deemed as excellent and five sessions were deemed as exceptional. This indicates that Grade 11 learners really enjoyed the training and perceived it to be very beneficial.

20-22 83%

FEEDBACK: QUALITY OF SESSIONS (NPS)

17

17

27

47

50

51

56

58

60

61

61

66

73

77

79

84

85

Public Speaking Prep

Fundraising Planning

Story-telling

Ledership Principles

Affirmations

Future

Empathy

Choices

I choose to, I want to

Self-Talk

Conditioning

Happiness

Servant Leadership

Passion

Hard Work

There is no me without you

Exam Prep

Gr.11 After School Session Net Promote ScoresGr. 11 After School Session Net Promoter Scores

Mindfulness, that taught me that focus is imperative and it made me a critical thinking even when it comes to exams it boosted my academics and it helped me study because it releases all the stress and I still use it at the moment if I feel like my mind is being cluttered then I just do mindfulness breathing in and breathing out and then that helps me to stay on track.



Experiential ActivitiesIn Grade 11 learners participate in a variety of experiential activities designed to build emotional intelligence, leadership skills, and career knowledge. The proportions of learners participating in each experiential activity is as follows:

Grade 11 learners were asked to rate how beneficial each experiential activity was for their personal development (1 = Poor; 2 = Below Average; 3= Average; 4 = Good; 5 = Excellent).

Learners felt that the most beneficial activities were: job shadowing, diversity exchange, public speaking and volunteering.

FEEDBACK: BENEFIT OF ACTIVITIES

4.8

4.4

4.3

4.2

3.9

3.3

Job Shadowing

Exchange

Public Speaking

Volunteering

Photo Exhibit

Fundraising

Gr. 11 How Beneficial were Experiential Activities to Personal Development?Gr. 11 How beneficial were Experiential Activities to personal development?

We were exactly the same. She doesn’t eat fish and I also don’t eat fish […] Also, she is Christian but she doesn’t drink alcohol and stuff. So, it was really good coming from a Muslim family and [a] Christian family […] And then when I went to her house, her parents were so welcoming, even like after the exchange I still went to their house, they live in Langa and they still invite me...


Activity N completing activity % completing activity

Photography Exhibition All 12 schools 100%

Fundraising All 12 schools 100%

Diversity Exchange 115 100%

Public Speaking 113 98%

Job Shadowing 110 97%

Volunteering 104 90%


Academic TutoringLearners were offered tutoring on a Saturday at Life Choices. They attended either Mathematics or Maths Literacy (2 hours), and then they chose to attend 1.5 hours on one other subject (English, Accounting, Physics, Life Science, and Business Studies). During the year, fifteen tutoring Saturdays were offered.

At the end of each term learners were asked to rate the tutoring they received for each subject on a scale of 1 to 4 (1 = poor; 2 = average; 3 = good; 4 = excellent).

The table above shows that Grade 11s consistently rated tutoring relatively highly for most subjects.

FEEDBACK: QUALITY OF SESSIONS

Grade 11 average ratings of tutoring per subject per term

It was really beneficial. Because it improved my marks [...] We would do something here before we did it in school, so, when we had the lessons in school, we already had an idea of what we were going to talk about.


Grade 11Average rating out of 4 per subject (1 = poor; 4 = excellent)

Maths Maths Lit. English Accounting Business

Studies Physics Life Science

Term 1 3.4 3.1 3.6 3.7 2.9 3.1 3.7

Term 2 3.6 3.4 3.6 3.8 2.6 3.2 3.7

Term 3 3.5 3.3 3.0 3.5 3.7 3.3 3.8

Term 4 3.4 3.6 3.2 3.9 3.1 3.4 3.9

Year Avg. 3.5 3.4 3.4 3.7 3.1 3.3 3.8

Hours of academy tutoring provided per learner


53 72%


Grade 12

Youth began second year Youth graduated Dropout rate

Schools served: Alexander Sinton High, Christel House, Fairmount High, Groenvlei High, I.D. Mkhize High, Intsebenziswano High, Modderdam High, New Eisleben High, Oaklands High, Sophumelela High, Windsor High, and Zeekoevlei High.

108 98 9%

Fem

ale71%

Afric

an58% Colou

red

42%

Male29%


Leadership Training

Hours of leadership training provided


Grade 12s were provided with four 6-hour leadership training sessions during school holidays.

Surveys required learners to rate how likely they would be to recommend leadership training sessions provided to them.

It is important to note that the net promoter score can range from -100 to +100. A score of above 0 is considered good, a score of above 50 is considered excellent, and a score of above 70 is considered to be exceptional. Therefore, two sessions were deemed as good and two sessions as excellent. This indicates that Grade 12 learners enjoyed the sessions and found these to be beneficial.

24 64%

FEEDBACK: QUALITY OF TRAININGS MEASURED USING NET PROMOTER SCORE (NPS)

25

26

52

61

Human Rights

Induction

Self-Awareness

Servant Leadership

Gr.12 Leadership Training Average NPSGr. 12 Leadership Training Average NPS

I really enjoyed those because I actually got to learn how to work in a team because I was not that type of person like I like work alone - individually - but then learnt to trust others to work with others so that we can produce something good.



Mini-Courses

Extra hours of leadership training


As part of the leadership training three mini-courses were offered: six 1-hour manners and etiquette sessions (average attendance = 69%); six 1-hour public speaking sessions (average attendance = 43%); and eight 1-hour mindfulness sessions (average attendance = 30%).

Grade 12 learners were also asked to rate the mini-courses. These results indicate that the majority of ratings for mini-courses were distributed between “Good” and “Excellent”.

18 48%

FEEDBACK: QUALITY OF MINI COURSES

1% 3%7%

38%

51%

0% 1%

14%

42% 42%

0% 1%

14%

34%

50%

Poor Below Average Average Good Excellent

Gr12. How Would You Rate the Mini-Courses?

Mindfulness Public Speaking Manners and Etiquette

Gr. 12 How would you rate the mini-courses?

I’d say being self-aware. Since I’ve joined Life Choices […] I’m able to talk to people, socialise with people, work with people I’ve never worked with before, and I kind of found myself. I learnt my strengths and weaknesses […] during the sessions I got to know myself and I’ve gained a lot of confidence. And I’d say […] these sessions have changed my life and now I’m able to talk, to speak, because I was that person who could share her opinion because I was scared, but now I’m so open I can talk about anything.



After-School Sessions

Hours of life skills training provided


Life skills sessions were provided to learners during after-school sessions; these took the form of compulsory one-hour group sessions once a week. A minimum of twenty sessions were offered to each school.

Learners were also asked in end-of-year surveys, how likely they would be to recommend after-school sessions to a friend.

It is important to note that the net promoter score can range from -100 to +100. A score of above 0 is considered good, a score of above 50 is considered excellent, and a score of above 70 is considered to be exceptional. Therefore, six sessions were deemed as good, eight sessions were deemed as excellent and two sessions were deemed as exceptional. This indicates that Grade 12 learners really enjoyed the sessions and perceived these to be very beneficial.

17 80%

FEEDBACK: QUALITY OF SESSIONS (NPS)

71

70

68

65

63

61

61

61

54

54

49

49

48

48

45

30

Time Management

Social Management

Values in Leadership

Leadership as Choice

Communication and Listening

Goal Setting

Consistency

Self-Acceptance

Self-Management

Empathy

Attitude & Leadership

Planning

Self-Awareness

Servant Leader

Choices

Reflections

Gr.12 After-School Session Net Promoter ScoresGr. 12 After School Session Net Promoter Scores

What I’ve learnt most is working under pressure and dealing with time management because during the trial exams the timetable was very hectic and so we had to practice Maths then Monday its Physics and also I had to make time for everything, for my home chores and make time for also myself and also my studies. So, I learnt not to procrastinate and do my things on time.



Experiential ActivitiesIn Grade 12 learners are asked to be part of a leadership committee. 77% of participants were part of a leadership role during the year.

A total of 46% of Grade 12 learners in leadership roles attributed their being in these positions as a result of their enrolment in the Leaders’ Quest programme.

Gr. 12 Learners currently occupying a leadership role

Would you be in this position if it wasn’t for Leaders’ Quest?

Gr. 12 Leadership roles occupied by learners

I was like, I’m going to put myself first. But now since he told us how to serve others… I really learnt how to serve others first. And just help them.

Quote from a learnerYes77%

No23%

GR. 12 Learners Currently Occupying a Leadership Role

Yes No

47%

14%

10%

10%

6%

4%

4%

2%

2%

Prefect/SRC

Church leader

Class rep

School committee

Music/Choir leader

School mediator

Teaching assistant

Tutor

Volunteer

Gr.12 Leadership Roles Occupied by Learners

Yes54%

No46%

Would you be in this position if it wasn't for Leaders' Quest?

Yes No


Academic TutoringLearners were offered tutoring on a Saturday at Life Choices. They attended either Mathematics or Maths Literacy (2 hours), and then they chose to attend 1.5 hours on one other subject (English, Accounting, Physics, Life Science, and Business Studies). During the year, twenty tutoring Saturdays were offered.

At the end of each term learners were asked to rate the tutoring they received for each subject on a scale of 1 to 4 (1 = poor; 2 = average; 3 = good; 4 = excellent).

The table above shows that Grade 12s consistently rated tutoring relatively highly for most subjects.

FEEDBACK: QUALITY OF SESSIONS

Grade 12 average ratings of tutoring per subject per term

It has been beneficial, because my Maths teacher at school didn’t teach us the correct work needed to write our papers so Life Choices provided the exact thing, well not exact but basically the syllabus and what we needed, I was so grateful that I came to these extra classes.


Grade 12Average rating out of 4 per subject (1 = poor; 4 = excellent)

Maths Maths Lit. English Accounting Business

Studies Physics Life Science

Term 1 3.5 3.0 3.0 3.2 2.9 3.7 4.0

Term 2 3.6 3.5 3.0 3.0 3.0 3.8 4.0

Term 3 3.1 3.0 3.1 3.2 3.2 3.2 3.8

Year Avg. 3.4 3.2 3.0 3.1 3.0 3.6 3.9

Hours of academy tutoring provided per learner


70 45%


Career Guidance &University ApplicationsLeaders’ Quest coaches also provide learners with up to four one-on-one sessions. In total, 394 sessions were provided to Grade 12 learners throughout the year. Learners were asked to rate the one-on-one sessions with their coaches.

The chart above shows that almost all Grade 12 learners rated their one-on-one sessions as either “Good” (46%) or as “Excellent” (53%).

Grade 12 learners were also asked to rate their knowledge of their potential career choices “before” the programme and “now”.

Gr. 12 How would you rate the one-on-one sessions with your coach?

Gr. 12 How would you rate the one-on-one sessions with your coach?

With applications and things - showing me that there not only certain things that you can do when you’re done with school, but also there are small things that you don’t even think of that are jobs that give you money, and getting working is not only also for money but for experience as well, so, it helped me a lot in thinking about the real world and not also to be too playful - to mature myself, but also to communicate more with people so that will benefit in the future in case I go out looking for jobs and stuff.


1%

46%53%

Poor Below Average Average Good Excellent

Gr.12 How Would You Rate the One-on-One Sessions with Your Coach?

4.9

8.5

Before Now

Gr.12 Change in Knowledge of Potential Career Choices


Alumni


Conferences One-on-one SessionsThree alumni conferences were held in 2019. The first conference was attended by 79 alumni, the second conference was attended by 74, and the third was attended by 64.

At conferences alumni were asked to complete feedback forms, rating each session on a scale of 1 – 4 (1 = poor; 2 = average; 3 = good; 4 = very good).

The Leaders’ Quest programme provided 267 one-on-one support sessions to 141 alumni who graduated from the programme between 2014 and 2018.

The results above show that all conference sessions were highly rated by learners.Themes covered during support sessions are displayed in the graph below:

Conference Name Learner Ratings (out of 4)

Motivational Speaker 3.6

Mental Health 3.5

Time to Think 3.4

Key: 1.0 - 2.0 2.1 - 3.0 3.1 - 4.0

17%

20%

16%

33%

78%

2014 Alumni

2015 Alumni

2016 Alumni

2017 Alumni

2018 Alumni

Proportion of learners within each cohort receiving support in 2019 (%)

116

21

17

6

6

2

Emotional Assistance

Studying Applications

CV Development

Bursary Applications

Job Applications

Residence Applications

Support themes for 2019

Proportion of learneres within each cohort receiving support in 2019

Support themes for 2019


EvaluationWe value ongoing learning and transparency when it comes to our programme success.

This year, outcome evaluations were conducted with Grade 11, 12 and Alumni. Methods to obtain data for the evaluation included annual retrospective surveys, focus groups, and academic results.

Surveys

Grade 12 learners (n = 73; 74.5%2) completed a survey at the end of 2019, which asks learners to give themselves a rating out of 10 on various outcomes before the programme (a retrospective baseline) and now. The data from the survey was analysed using SPSS, Excel and NVivo12.

Learner focus groups

Two focus groups were conducted at the end of 2019 (n = 15). The purpose of these focus groups was to collect in-depth information from learners on how the programme has benefited them and what suggestions they have to improve the programme. A thematic analysis was conducted on the data using NVivo12.

Learner school results

Leaders’ Quest learners’ school results were collected each term from term four in Grade 10 to term four in Grade 12 by Leaders’ Quest coaches. Results were also collected for control groups. Quantitative analyses were conducted in SPSS using learners’ term four data for Grade 10, Grade 11 and Grade 12.

Telephonic interviews

Alumni from the 2014, 2015, 2016, 2017 and 2018 years were contacted throughout 2019 to gather data on their current occupations. Out of the 398 alumni, 311 were successfully contacted (78%).

In this report we will only include the key findings for Grade 12’s (end of the 2-year intervention) and the follow-up with Alumni.

Leaders’ Quest theory of change is based on the theories of servant leadership and emotional intelligence. On the following few pages are the 4 outcome questions we aimed to ascertain.

OUR IMPACTPost-intervention

3 This percentage is calculated out of the group of students completing year 2 of the LQ programme (n = 98).


At the end of 2019, Grade 12 learners were asked to rate themselves on various leadership outcomes. They were requested to think back to before Leaders’ Quest started and give themselves a rating out of 10 for before the programme, and a rating out of 10 for now (at the end of Grade 12).

On average, learners perceived improvements on all items. These increases were all statistically significant. Supporting the results of surveys, Grade 12 learners participating in focus group discussions highlighted ‘knowledge of own leadership style’ as their greatest outcome.

Gr. 12 Change in leadership knowledge, skills & behaviour I didn’t just benefit from the tutoring and the leadership […] they taught us to look in us to find ourselves. I got to learn more about myself […] they taught us to always be yourself, and you must not always rely on other people, you must sometimes be the one to take action.


1. Do participants show improvements in servant leadership knowledge, attitudes, and behaviours?

4.2

4.3

5.2

5.7

5.9

5.6

5.3

6.7

8.8

8.7

8.2

8.8

8.9

8.6

7.9

9.6

My knowledge of servant leadership

My knowledge of my own leadership style

My ability to persuade others

Being responsible for my actions/reliable

My desire to help people develop themselves

Being a role model to my peers

Being a role model in my community

Having goals for my life

Gr.12 Change in Leadership Knowledge, Skills & Behaviour

Before Now


When presenting the emotional intelligence outcomes, the results are divided into three subsections; intrapersonal outcomes, interpersonal outcomes, and resilience.

Intrapersonal outcomesIntrapersonal intelligence is a component of emotional intelligence and refers to being aware of one’s character, being able to manage one’s feelings, and being able to speak about this. Other intended intrapersonal outcomes for Leaders’ Quest include improved self-confidence and increased positivity.

Grade 12 cohort’s average self-ratings before the programme and now (at the end of Grade 12)

On average, learners perceived improvements on all intrapersonal items. These increases were all statistically significant. Supporting the results of surveys, Grade 12 learners participating in focus group discussions also highlighted various intrapersonal outcomes.

Gr. 12 Change in intrapersonal skills and behaviour

When I started I was distanced from everyone. But then as the year went on and this year, I became more confident. And I talked with everyone. And another thing is like, I wasn’t like I am now. I’m more open, and I don’t keep things in anymore.


2. Do learners have improved resilience, intrapersonal skills, and interpersonal skills?

3.6

5.4

4.6

6

5.5

4.7

4.6

5.5

7.2

8.6

8.6

8.6

8.1

7.7

8.2

8.3

Speaking openly about my emotions

Thinking positively about my life

Self-awareness (knowing my owncharacter)

Feeling positive about my future

Controlling my anger

Coping with stress

Self-reflection

Feeling confident

Gr.12 Change in Intrapersonal Skills and Behaviour

Before Now


Interpersonal outcomesInterpersonal intelligence is a component of emotional intelligence and refers to one’s interactions, relationships with - and respect for - other people. Grade 12 cohort’s average self-ratings before the programme and now (at the end of 2019).

On average, learners perceived improvements on all interpersonal items. These increases were all statistically significant. Supporting the results of surveys, Grade 12 learners participating in focus group discussions also highlighted various intrapersonal outcomes.

Gr. 12 Change in interpersonal skills and behaviour

I’ve learnt how to understand people in Leaders’ Quest, that’s where empathizing comes in -where I put myself in other people’s position and try to understand why they react in a certain way.


5.1

4.7

5.1

7.5

5.7

4.1

5.8

8.5

8.2

8.5

9.5

8.5

7.5

8.4

Interacting with new people

Understanding other people’s behaviours

Accepting other people’s views

Willingness to be friends with peoplefrom other race groups/cultures

Working in a team

Speaking in front of a group of people

Listening skills

Gr.12 Change in Interpersonal Skills and Behaviour

Before Now


Resilience outcomesResilience is a component of emotional intelligence that refers to one’s ability to face challenges and grow from the experience. It includes qualities such as adaptability, perseverance and stress management. Grade 12 cohort’s average self-ratings before the programme and now (at the end of 2019).

On average, learners perceived improvements on all interpersonal items. These increases were all statistically significant. Supporting the results of surveys, Grade 12 learners participating in focus group discussions also highlighted various intrapersonal outcomes.

Gr. 12 Change in resiliences skills and behaviour

If you’re getting negativity from people or from your surroundings you have the choice to turn that into a positive outcome and I feel like that really gave me a great shift and look at life, I’m in control of whatever happens to me and that life doesn’t get better, I get better.


5.1

4.9

4.2

5.8

5.9

5.1

8

8.1

7.4

8.4

8.8

8.1

Problem-solving skills

Adapting to newenvironments/situations

Facing my fears

Willingness to try new things

Persistence/perseverance

Feeling like I have support

Gr.12 Change in Resilience Skills and Behaviour

Before Now


The proportion of Leaders’ Quest learners passing matric and obtaining bachelors’ passes are presented below. The pass rates and bachelor pass rates are also presented for the control group, Leaders’ Quest schools (the schools from which the learners are selected), and the Western Cape Province.

Throughout 2019 alumni from 2014, 2015, 2016, 2017 and 2018 were contacted telephonically to determine what their current occupations are. Occupation information was obtained for 311 alumni out of 398 (78%) The results for information obtained are presented below:

The graphs above show that Leaders’ Quest learners were more likely than their peers at their school or youth in the province to pass Matric. The graphs also show that Leaders’ Quest participants were more likely to obtain a bachelors pass than the control group, their peers at their schools and overall youth in the province. 24.7% Leaders’ Quest learners received diploma pass meaning that 84% of Leaders’ Quest learners qualified to study further or at college or university.

As shown in the chart above, the majority of Leaders’ Quest Alumni (93.9%) who were contacted are in education, employment or training, 1% are on a gap year and only 5.1% are not employed, in education or training (NEET). This is substantially lower than the NEET figure from the last census for communities in which learners live.

Matric pass rate 2019 Alumni occupations in 2019Bachelor pass rate 2019

3. Do Leaders’ Quest participants perform better academically?

4. Do Leaders’ Quest Alumni perform better than other youth in their communities?

93%

89%

80%82%

Leaders' Quest Control LQ Schools Province

Matric Pass Rate 2019

59%55%

34%

44%

Leaders' Quest Control LQ Schools Province

Bachelor Pass Rate 2019

65.0%

21.5%

5.5%

4.5%

1.0%

1.9%

Studying (Student)

Working

Rewriting Individual Subjects

Unemployed

Gap Year

Internship

Alumni occupations in 2019

5.1%

37%

LQ Western Cape

Leaders' Quest alumni not in education, employment or training (NEET) compared to Western Cape youth

5.1%

37%

LQ Western Cape

Leaders' Quest alumni not in education, employment or training (NEET) compared to Western Cape youth


Leader’s Quest Overall NPS

WE ARE EXTREMELY PROUD THAT OUR STUDENTS DEEMED THE INTERVENTION TO BE EXCEPTIONAL.

At the end of the second year, Grade 12’s were asked “How likely are you to recommend Leaders’ Quest to a friend?” on a 10-point scale (0 = “Not at all likely”; 10 = “Extremely likely”). Their responses were grouped into three categories: Detractors (scores from 0 to 6), Passives (scores from 7 to 8), and Promoters (scores from 9 to 10).

88% of respondents fell into the promoter category, while 11% fell into the passive category and 1% as detractors, resulting in an overall Net Promoter Score of +87 (88-1). Net Promoter Score can range from -100 to +100. A good net promoter score is defined as between 0 and 50, from 50-70 is considered to be excellent and above 70 is considered to be exceptional.

Gr. 12 How likely are learners to recommend LQ to a friend?

1%11%

88%

Detractor Passive Promoter

Gr.12 How Likely Are Learners to Recommend LQ to a Friend?(0 = Not at all; 10 = Extremely likely)

Net Promoter Score = 87(% of promoters - % of detractors)


FinancesBreakdown of Income

Deferred Income ZAR 318,127

Nedbank Private Wealth Educational Foundation ZAR 218,426

Green Leaves Education Foundation ZAR 480,066

Argon Asset Management ZAR 120,000

Walter and Louise Stiftung ZAR 143,266

Misiones Salesianas ZAR 319,732

Future Growth ZAR 50,000

MBA Dev Trust ZAR 165,000

Caritas Germany ZAR 1,618,678

FW de Klerk Foundation ZAR 25,000

DON BOSCO Jugendhilfe Weltweit (JuWe) ZAR 904,763

Flat Art Studios ZAR 20,000

CSI Linked Trust ZAR 6,000

Total Income ZAR 4,389,058

Thank you!Your partnership means the world to us! Everything we

do is powered by your support.

Breakdown of Expenses

Over

head

s & Te

chnic

al

Prog

ram

me C

osts

TOTAL: ZAR 4,363,058

M&E C

osts

Adm

inistr

ation

21%

ZAR 902,240 ZAR 2,783,555 ZAR 272,876 ZAR 404,387

64%

6%9%


- NELSON MANDELA

Education is the most powerful weapon which you can use to change the world.

lifechoices.co.za | facebook.com/SalesianLifeChoices

Documents

2019 - lifechoices.co.za 2019 Annual Report.pdf · Schools served: Alexander Sinton High, Belgravia High, Grassdale High, Groenvlei High, Heideveld High, I.D. Mkhize High, Intsebenziswano