Rural Research

Day 30 May 2014

Kelly Cupido & Heather Maile

“Giving LIFE to a Service

Learning Project in Avian

Park, Worcester”

Background

• In 2011 a study was conducted by the Sociology Department of

the University of Stellenbosch amongst the youth of Avian Park

in Worcester.

• Risk behaviour develops from the age of 13 years and older.

• Risk behaviour can be identified as: teenage pregnancy, crime,

substance abuse, and gangsterism.

• From this study it became evident that there is a need for an

intervention aimed at youth in order to minimise and hopefully

eliminate participation in risk behaviour.

Where LIFE Began

• As a result the L.I.F.E. (Learning is Fun and Exciting) Service Learning Project in Avian Park was created by the Division of Occupational Therapy in collaboration with community members in Avian Park, in 2013.

• What is Service Learning?

• The project is based on a similar project (SLEAK) that has been running in Bishop Lavis for the past seven years.

Avian Park was chosen as the backdrop for the project because

the University of Stellenbosch, together with Ukwanda Rural

Clinical School has established relevant infrastructure in Avian

Park, and valuable relationships with the community.

Avian Park • Worcester, Western cape

• Low Socio-economic status area

• 93% Afrikaans

• 88% Coloured

• Very hot summers and rainy cold winters

• Avian Park has a young population with 62% of

the population being < 30 years old.

What does L.I.F.E. aim to do?

This project aims to minimise participation in

risk behaviour amongst Grade 4-7 learners from

Avian Park, by teaching them life and social

skills to promote constructive leisure time

management.

The L.I.F.E. Program

• The project assists the learners to acquire skills which

they are able to carry over to the school and home

environment.

• These skills include:

PUNCTUALITY

RESPECT

LISTENING SKILLS

CLEANING UP

TEAM WORK

The L.I.F.E. Program • Sessions are planned according to the Life Orientation

Curriculum of the Western Cape Department of Education

(WCED)

Personal and Social Welfare

Physical Exercise

Creative Arts

• There are 3 group sessions per week; each day has a different

focus:

Education

Creative Activities

Physical Activities

Methods

The four phased cyclical process

Integrated Curriculum Model for

Service Learning was used as a

guideline together with departmental

guidelines for Service Learning to plan

and implement this project.

1. Situational Analysis

2. Planning

3. Implementation

4. Evaluation & Celebration

FOUR PHASED CYCLICAL PROCESS

Phase 1 – Situational

Analysis • A needs analysis was conducted with the teachers and learners

at Avian Park Primary school, as well as with children at the soup kitchen.

Art

Sports

Homework

Top 3 needs of school learners:

Top 3 needs of children at soup kitchen:

Homework

Gardening/cleaning

Games

Phase 2 – Planning

Based on the results found in phase 1, a planning

document was compiled which included the following

aspects:

• Problems, causes, outputs, outcomes and indicators

related to persons, time, place and materials

• Based on this objectives were drawn up which the

researchers wished to achieve by the end of 2013

Objectives

At the end of the year (2013):

• Increased community awareness and participation (Valley FM & Standard,

posters & pamphlets)

• Utilization of existing contacts and formation of new contacts (newsletters,

emails, progress reports)

• Effective groups according to LO Curriculum therefore ensuring

transferable skills (weekly goals e.g. children’s rights and responsibilities)

• Set group of VW (minimum 2) which will ensure the sustainability of the

group sessions

Phase 3 –

Implementation

L.I.F.E. groups started in August 2013. It took place three

times a week, under the supervision of the Occupational

Therapy students and voluntary workers from the Avian

Park community.

Phase 4 – Evaluation

The project was evaluated and recommendations for

improvements were made.

Questionnaires regarding community awareness of the

project and the effectiveness of the L.O. curriculum were

issued to parents and learners.

How did we improve

community awareness?

Children Who told you about the project?

• Parents/Family/Teachers/Community =16

• A friend told me= 4

• I saw the poster =2

Phase 4 - Evaluation

How did we improve

community awareness?

• Parents How did you hear of the project?

“Opgeplak by die winkel. Die student was by my werk”

“Een van die vrywillige werkers het my ingelig waaroor die projek

gaan.”

Daar was briefies by die skool aan leerders gegee”

How did we improve community

awareness? • When we asked the parents what they knew about the

project?

“Leer van Rolspel, speletjies, plantjies plant, respek en samewerking.

Swop Shop handig papier, plastiek, glas inruil vir geskenkie”

“Om kinders besig te hou. Om kinders weg te hou van misdaad,bendes,dwelmmisbruik. Kinders leer ook van baie aktiwiteite”

“Kinders word geleer om te luister, sekere aktiwiteite wat

hulle doen. Swop Shop- Herwinbare goed inruil vir

opvoedkundige goed.”

Effective groups according to LO

Curriculum?

Parents – have you noted a change in your child’s behaviour?

“Sy sê altyd dankie en asseblief. Sy sê altyd vir my die Here is lief vir my”

“Help met huis skoonmaak”

“Som kom hy laat by die skool, maar wanneer die groepe begin wil hy altyd op

tyd wees. Hy het geleer van stiptelikheid. Wil soms nie eers eet nie”

Phase 4 - Evaluation

The planning document drawn up in phase two was re-evaluated.

How did we

improve community

awareness?

1. Article in Worcester

Standard

2. Radio Talk – Valley

FM

3. Community

Partnership

Function

Phase 4 – Evaluation & Celebration

Results

• Were the objectives met?

• Positive feedback received from the Dean of the

Medicine and Health Science Campus,

Tygerberg personnel , and Ukwanda personnel;

after seeing the newspaper article.

• Feedback received regarding the marketing and

community awareness of the project indicated

satisfactory results.

YES

Reflections

Academic

Learning

Interprofessionele opvoeding Kennis op verskeie onderwerpe is verbreed na navorsingsdag bywoning Belangrikheid van bestuur Belang van struktuur Working in community

Pas groep elemente toe

Personal

Learning

Liefde vir die platteland Belang van AT in ‘under-serviced’ gemeenskappe Vertroue in eie vermoe in alle take wat aangepak word Benut gemeenskaps bronne Daily planning actually works + is helpful

Advokaat vir AT

Social

Awareness

Minder terruggetrokke Die projek wat wel in gemeenskap is maak ‘n GROOT verskil Moet almal met die selfde respek behandel Dankbarheid en waardering vir mense Good preparation for comm.serve

Dankbaar vir die impak wat hulle op my lewe gehad het

Conclusion

The first cycle of the LIFE project is considered well

executed in terms of development and implementation of

the life skills group. However, a set group of volunteer

workers who can provide assistance during group sessions

and continue with group sessions in the absence of the

students in order to ensure the sustainability of the project;

requires further development.