#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