#KTSFmodelforeducation

ADOPT-A-SCHOOL FOUNDATION SCHOOLS PERFORMANCE REPORT

2010-2012

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

BRIEF BACKGROUND OF ADOPT-A-SCHOOL FOUNDATION

WHOLE SCHOOL DEVELOPMENT

Next prioritised interventions

begin

HOW WE W

ORK

FOOTPRINT IN SADC

16 schools in Eastern Cape

46 schools in Gauteng

42 schools in KwaZulu-

Natal

13 schools in Limpopo

9 schools in

Mpumalanga

5 schools in Northern Cape

29 schools in North West

5 schools in Western Cape

4 schools in Free State

3 schools in Lesotho

1 school in Mozambique

PROGRESS 167 schools under adoption(104 Primary Schools and 63 High Schools)

3700+ temporary jobs have been created

260+ small to medium sized businesses benefited

460+ educators and school governing body members

4500 eye sight tested leading and 719 Spectacles were donated

1400 learners benefited from literacy intervention programme

340 + educators trained in leadership, governance, counselling

285+ school facilities have been built

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 graph does not show a great outcome. The increase is really marginal. I would not show it as in other areas we

have gone backwards

SUMMARY OF ADOPTED SCHOOLS’ 2012 ANA PERFORMANCEPER PROVINCE FOR GRADE 3

THE QUESTION IS DID WE CONTRIBUTE ANYTHING FOR THE

SCHOOLS TO GET HERE?

BEYERS NAUDE SCHOOLS DEVELOPMENT PROGRAMME

GRADE 12 RESULTS

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

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• 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.

CONCEPTION OF THE BEYERS NAUDÉ SCHOOLS DEVELOPMENT PROGRAMME

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 after-schooling 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.

BNSDP Core Objective

Alignment of BNSDP to Kagiso Trust ObjectivesKagiso Trust Business Objectives

Eastern Cape10 Schools

2 EMSP students

Kwa-Zulu Natal10 Schools13 EMSP students

Free State167 schools

38 EMSP students

Mpumalanga10 schools

8 EMSP students

Limpopo19 Schools15 EMSP students• 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

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.

BNSDP AND EMSP ROLL OUT

Plan

Review Do

5 Year Plan

FormalisationSchools/District selectionCapacity developmentInfrastructure development as an Incentive Monitoring and Evaluation process and Consolidation and exit

School retreats/teambuilding

Baseline Study, Curriculum Delivery and

Management, School Governance and

managementInfrastructure

Development as an Incentive

Monitoring and evaluation Process

Consolidation and exit

Workshop

Extra Mural Activities (Soccer, Netball tournaments

and Debates competitions

Formalisation

School/district selection

PROGRAMME DELIVERY MODEL FOR LEARNER PERFORMANCE IMPROVEMENT

THE BNSDP IMPLEMENTATION IN THE FREE STATE HAS REPORTED A POSITIVE IMPACT IN THE SCHOOL WITHIN THE PROGRAMME

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Key highlights in the Free State 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

Source: BNSDP Matric results (2013)

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

642 Students

Overall Pass 84.1%

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:

Mathematics Physical Science Accounting

Thalabodiba S/S Mampoi S/S Kgola thuto S/SMosiuoa Lekota S/S Tsebo S/S Mmathabo S/S Tlhorong S/S Tlhorong S/S Mampoi S/S

DISTINCTIONS IN MATHS, PHYSICAL SCIENCE AND ACCOUNTING

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School Wrote Passed %Mohaladitwe 14 14 100%Sekgutlong 34 34 100%

Lerato-Uthando 36 31 96%Sasamala 25 24 96%Lekgulo 22 21 95%Dinare 18 17 94%

Tshibollo 17 15 88.20%Clubview 16 14 88%

Kgetha tsebo 7 6 85.70%Phofung 34 29 85.30%Tlhorong 63 53 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.

MATHEMATICS ANALYSIS

Schools performing between 80 and 100%

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• 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%.

PHYSICAL SCIENCE ANALYSIS

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• 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%

ACCOUNTING ANALYSIS

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Overview ofprogramme implementation

The strategic objectives outlined by the KT-Shanduka joint initiative highlights the key rationale behind the collaboration

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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

Improved support of schools by district officials

Functioning schools through provision of infrastructure

The KT-Shanduka initiative will be cultivated through the development

of a new trust

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VisionDevelop 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.

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

Collaborative rollout guiding key principles

Formalisation of the programme

Consolidationand exit

SCHOOL RESULTS

Infrastructure development

Capacitydevelopment

School selection

TEAMBUILDING

Needassessment

Classrooms,Ablution,

Electrification, Grade R facility,

Etc.

Science labs,Computer labs,

Libraries Etc.

Basic Infrastructure

Infrastructureas an

incentive

Learnerleadership

andsocial

welfarechallenges

Curriculm management

andimplementation

School management

Methodology

• 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

• 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

KT-Shanduka has adopted a 3 year roll out plan for the intake of school within the Fezile Dabi, Botshabelo and Thaba Nchu Districts

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Phases of the KT-Shanduka Initiative

Year 3 (20%)

Year 2 (50%)

Year 1 (30%)

The programme will be jointly managed by

Kagiso Trust, Shanduka and the

Provincial Department of Education

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KT-Shanduka Management Structure

KT-Shanduka Advisor Board

DoBE

Executive Committee

Provincial Management

Team

Management Steering

Committee

Risk and Finance

Committee

Circuit/Programme Manager1*

Project Manager(s)

Infrastructure 1

Project Manager(s) Curriculum Delivery 1

Administrative support1*

Circuit/Programme Manager1*

Project Manager(s)

Infrastructure 1

Project Manager(s) Curriculum Delivery 1

Administrative support1*

Provincial Educational administrative structure

Fezile Dabi Motheo

1- per 30 schools, 1*-per district

The financial plan is based on achieving three financial objectives, which are focused on the delivery aspects and not profit

• 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

Financial Objectives

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