Kagiso Shanduka Trust Partnering for excellence in education

Donné Nicol and Kgotso Schoeman

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Kagiso Trust and Shanduka Foundation

programmes with similar approaches and goals

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• 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.

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• 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

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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.

Whole School Development

Focus

Leadership and

management/

strategic planning

Governance

Promoting social

welfare of learners

and OVC support

Teacher

development

and learner

support Teambuilding

and motivation

School safety,

security and

discipline

Extra and

co-curricular

activities

Infrastructure

Adopt-a-School Foundation’s

WHOLE SCHOOL DEVELOPMENT model

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

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

Beyers Naudé Schools Development Programme (BNSDP)

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• 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.

Plan

Review 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

BNSDP achievements

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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.

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R100 million

R200 million

R100 million

The partnership

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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

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Fezile Dabi District and Motheo District

Fezile

Dabi

Motheo

254 schools

156 schools

KST =

410 schools

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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

Formalisation Needs

Assessment School Retreat

Capacity Development Incentive

infrastructure

Consolidation

• Political and administrative support of the programme

• Match funding with the Department of Education

• Ensure there is alignment with the department’s comprehensive 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 infrastructure that will be given to schools when they achieve an agreed upon performance 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

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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.

• 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

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Intake Plan for Initiative

Kagiso Shanduka Trust 3-year intake plan

Educators:

6135 Learners:

166 608

Programme beneficiaries

Year 1 10% Year 2 50% Year 3 40%

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

KST Monitoring and Evaluation focus areas

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District

Offices

M&E focus

areas School

Stakeholders

Systems

change

Improvement: infrastructure,

leadership, learning and

teaching

Joint programming

and resourcing

Tangible success indicators

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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)

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

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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.

Challenges faced so far

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• 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

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

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

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.

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.

Opportunities for collaboration

We are currently looking for further like-minded partners

to ensure greater

scope leading to great results and value for money.