Extra-Mural Development and Support (seeds) Initiative 2009-2013, Western Cape Province, South Africa

Systemic Education & Extra-Mural Development and Support (SEEDS) Initiative 2009-2013, Western Cape Province, South Africa -

Mid-Term Review

A project of the Embassy of the Kingdom of the Netherlands

Outsourced Insight

November 2011

1.

TABLE OF CONTENTS

EXECUTIVE SUMMARY…………………………………………………………………………………………………………p.4

Chapter 1: Background, Methodology, Structure……………………………………………………………….p.23

Chapter 2: Focus Area 1: Maths and Science……………………………………………………………………….p.30

Section 1: Management Survey: Maths and Science

ECD/Foundation phase

• 
  EARLY LEARNING PROJECT FOR RURAL AND POOR SCHOOLS IN THE WESTERN CAPE – EARLY LEARNING RESOURCE UNIT (ELRU)
  

Intermediate, Senior Phase, and FET

• 
  MATHS AND SCIENCE EDUCATION PROJECT (MSEP): UNIVERSITY OF CAPE TOWN
  
• 
  MATHS AND SCIENCE FOR TEACHERS AND LEARNERS: UNIVERSITY OF STELLENBOSCH, INSTITUTE FOR MATHEMATICS AND SCIENCE TEACHING (IMSTUS)
  

1. 
   The Sciences and Mathematics Initiative for Learners and Educators project (IMSTUS SMILES)
   
2. 
   The Science and Mathematics Bridging Programme (IMSTUS SciMathUS)
   
3. 
   The University of Stellenbosch ACE in Mathematics (IMSTUS ACE)
   

• 
  TEACHING BIOLOGY PROJECT: AFRICA GENOME EDUCATION INSTITUTE AND THE UNIVERSITY OF THE WESTERN CAPE (TBP)
  
• 
  SCIENCE AND INDUSTRIAL LEADERSHIP INITIATIVE (SAILI)
  
• 
  SCIFEST AFRICA
  

Section 2: Beneficiary Survey: Maths and Science

Chapter 3: Focus Area 2: Rural Education…………………………………………………………………………..p.65

• 
  CENTRE FOR MULTIGRADE EDUCATION, CAPE PENNINSULA UNIVERSITY OF TECHNOLOGY (CMGE)
  

Section 1: Management Survey

Section 2: Beneficiary Survey

Chapter 4: Focus Area 3: Schools as Hubs of Lifelong Learning…………………………………………..p.74

• 
  SCHOOLS AS HUBS OF LEARNING, RECREATION, AND SUPPORT: THE EXTRA-MURAL EDUCATION PROJECT
  

Section 1: Management Survey

Section 2: Beneficiary Survey

Chapter 5: Focus Area 4: HIV/AIDS Preventative and Support……………………………………………p.85

• 
  WESTERN CAPE GENERATION OF LEADERS DISCOVERED (GOLD) PEER EDUCATION ROLL-OUT PROJECT: GOLD PEER EDUCATION DEVELOPMENT AGENCY
  

Section 1: Management Survey

Section 2: Beneficiary Survey

Chapter 6: Focus Area 5: Collaboration and Innovation…………………………………………………….p.94

Chapter 7: Focus Area 6: Towards a Systemic Multi-Disciplinary Model……………………………p.100

Chapter 8: Sharing Lessons…………………………………………………………………………………………..……p.105

Appendices

A – MTR TOR

B – Outsourced Insight - Proposal Document and Budget

C – Management Surveys – List of Interviews Conducted

D – Beneficiary Survey – Survey Instrument Template

2.EXECUTIVE SUMMARY

1. 
   A mid-term review of The Royal Netherlands Embassy (EKN) Education Initiative: Systemic Education and Extra-Mural Development and Support (SEEDS), Western Cape, South Africa was conducted between July and September 2011.
   
2. 
   The initiative comprises nine projects of six non-profit organisations and four higher education institutions in the Western Cape Province. The SEEDS Initiative (hereafter SEEDS) began on the 1st of January 2009; it will terminate on the 31st December 2012, with funding for a further three months to wind-down.
   
3. 
   The overall programme is to the amount of R149.446.92, payable bi-annually over the four year period. Project expenditure is in line with the annual budgets submitted; annual review of budgets has taken place and opportunities for revisiting adequately provided for; and issues of concern – such as initial project under-spending – taken in hand.
   
4. 
   The SEEDS Steering Committee holds meetings throughout the year as per the project agreement and minutes are signed and circulated; quarterly reports by organisations on projects are submitted to the SEEDS project manager; various sub-committees/forums have been established and meetings held; the fund holder has submitted accurate and timely financials.
   
5. 
   The MTR identifies specific challenges/issues faced by particular projects which have been or are being addressed with the assistance of the SEEDS project manager. With the exception of three instances specified in the body of the report which have been brought to the attention of the SEEDS manager, such challenges are or have been adequately addressed and appear not to have impacted the achievement of project goals.
   
6. 
   A combination of quantitative and qualitative review methodologies were utilised for the purposes of the MTR. In-depth management interviews were conducted with the management of each implementing agency to determine their perspectives on the programmes and a representative quantitative survey of project teachers, students, learners and schools conducted using a generic questionnaire developed and customised for each implementing agency. The questions explored participants’ opinions on the value and effectiveness of the programme, allowing for open-ended comments both positive and negative. Fieldworkers were trained and deployed to collect responses to the questionnaires from participants by one of three methods: face-to-face interviews; guided self-completion of questionnaires; or telephonic interviews, resulting in the collation of 740 responses, 204 from educators/project facilitators and 536 learners or students
   
7. 
   The goals of the SEEDS programme are to:
   

• 
  Benefit education in the Western Cape with particular emphasis on mathematics and science education, the development of a multigrade rural education centre, the development of schools as hubs of lifelong learning and HIV/AIDS peer education for youth (SEEDS focus areas 1 through 4)
  
• 
  Generate creative and innovative solutions to current obstacles and challenges in the abovementioned focus areas through collaboration (focus area 5)
  
• 
  Develop a systemic, multi-disciplinary and sustainable model for the abovementioned context (focus area 6)
  
• 
  Share lessons learnt about collaborating processes, best practices and other relevant results with colleagues in South Africa, selected countries in Africa and the Netherlands (focus area 7)
  

8. 
   The participating organisations and institutions specify further that the SEEDS initiative will result in:
   

• 
  Raised levels of awareness about various opportunities and possibilities within the focus areas for the direct and indirect target audiences, the project institutions/ organisations and partners
  
• 
  Changes in the behaviour, relationships, activities and actions of the direct and indirect target audience, the project institutions/organisations and its partners
  
• 
  Realised aspirations amongst the direct and indirect target audiences that link education, career and work opportunities and possibilities
  

9. 
   There is little doubt that, at this mid-point, significant progress been registered towards meeting the agreed-upon broader project goals and longer-term outcomes.
   
10. 
    SEEDS’s first goal of benefiting education in the Western Cape is addressed through the projects focussing on:
    

• 
  The need for effective Mathematics and Science learning: Focus Area 1
  

• 
  The need to offer rural, multigrade education: Focus Area 2
  
• 
  The need to improve the usage of existing school infrastructures: Focus Area 3, and
  
• 
  The need for a preventative HIV/AIDS programme and leadership development: Focus Area 4:
  

11. 
    The further three SEEDS goals are addressed as follows:
    

• 
  The need for a collaborative, innovative intervention: Focus Area 5:
  
• 
  The need to develop systemic, multi-disciplinary models: Focus Area 6
  
• 
  The need to share lessons with audiences within and outside South Africa: Focus Area 7
  

12. 
    Discussions held between the EKN and the SEEDS consortium members clarified in respect of focus areas 5 through 7 that, whilst collaboration(s), particularly those arising spontaneously and promising to naturally enhance innovations and outcomes, development of a SEEDS model or approach to reform(s), and knowledge sharing (focus areas 5, 6 and 7) were to be encouraged and pursued, the consortium would not require any formal proposals to be tabled nor any formal indicators as such to be developed or incorporated in the M&E framework. Nevertheless progress towards their achievement remains an important consideration in assessing the overall success of the SEEDS initiative in its entirety.
    
13. 
    Of the R150 million made available, Focus Area 1 – Maths and Science received 56.7% of the funds; Focus Area 2 – Rural Education, 14.7%, Focus Area 3 School Development, 12% and Focus Area 4 HIV and AIDS prevention, 10%. The fund holder (University of Stellenbosch) was allocated 6.7%.
    
14. 
    These seven priority or focus areas together comprise the SEEDS programme: the MTR addresses progress made towards achieving the programme goals of each of the focus areas.
    

Focus Area 1: Maths and Science

15. 
    Focus Area 1 addresses the need for more effective mathematics and science learning and teaching and participation, particularly amongst previously disadvantaged black, African learners within rural and urban areas, by targeting learners, teachers, school managers, parents, higher education institutions, teacher training and development, and public awareness of science, technology, engineering and mathematics.
    
16. 
    Funds allocated to this focus area amount to R85m, nearly 56.7% of the total project funds. Seven of the ten consortium members have projects in this focus area
    
17. 
    Given the wide spectrum of organisations engaged in focus 1, and their quite often distinct activities in various phases of formal schooling as well as across the education sector, in the MTR a full narrative for each organisation is provided, beginning with the ECD/Foundation phase (ELRU) and proceeding to organisations with projects in the Intermediate and Senior Phase, and the Further Education and Training Sectors.
    
18. 
    The outline which follows described only the most basic project elements and participant perceptions.
    

ELRU

19. 
    In the ECD/Foundation phase, the EARLY LEARNING PROJECT FOR RURAL AND POOR SCHOOLS IN THE WESTERN CAPE, run by ELRU has developed an “appropriate to context and culturally appropriate strategy for ECD teacher development and support in rural poor schools”. The project has identified replicable elements (materials; enrichment programme; teacher training and on-site support) which could be taken-up by institutions responsible for ECD teacher development in the future.
    
20. 
    ELRU’s focus has been on building the fundamentals of thinking, language acquisition and counting into the Early Childhood Development (ECD)/Grade R phases. The programme has contextualised its products for use in rural and poor schools and a range of cultural and natural environments.
    
21. 
    The ELRU project vision under the SEEDS initiative is to “inspire confident, equipped and innovative teachers and parents, promoting young children’s curiosity and sense of wonder as a foundation for acquiring the fundamental building blocks of thinking, numeracy and language acquisition.” This vision is actively pursued in project activities to: develop and distribute innovative materials; delivering an inspiration and awareness programme for teachers, learners and caregivers; and training for teachers (workshops), incorporating exposure to new places and ideas as well as on-site support with implementation.
    
22. 
    The project works with 60 ECD/Grade R teachers in predominantly Afrikaans-language schools and community centres in West Coast and Overberg districts. In addition to participating teachers, ELRU estimates (2010) that its programme has reached 1222 families (880 in Overberg and 342 in West Coast) and benefitted 1440 children (Overberg 836; West Coast 604).
    
23. 
    New approaches and innovations have emerged in the teaching of numeracy, literacy, and life skills at ECD level. The project addresses the availability of mother-tongue instructional material in these learning areas. It has also innovated with the use of audio-visuals in teacher development and multimedia platforms, and developed the concept of a supportive cluster centred on an experienced lead or peer teacher.
    
24. 
    The project has faced and overcome numerous challenges such as: stakeholder liaison issues; the WCED moratorium on activities of NGOs in schools; poor ‘enabling’ school environments; rising levels of competition from WCED and other ECD training providers; and poor teacher classroom implementation of key elements of ELRU’s programme including its ‘threatening’ (to teachers and parents) child-centred, mediated, rights-based approach. Failing significant improvement in the operating environment of the Western Cape, ELRU fears that the obstacles to 'scale-up' might make the programme both unaffordable and impracticable – such factors are less of an issue in other provinces where ELRU is working. SEEDS’ project elements are nevertheless already been usefully incorporated into ELRU’s own programmes, and opportunities also exist in other provinces where ECD provision by NPO’s is receiving strong support.
    
25. 
    Collaboration and co-operation/partnerships with other SEEDS members on project activities has been limited to ‘sharing’ of experiences (not working with) with CMGE, EMEP and GOLD. SCIFEST AFRICA has provided services to ELRU’s enrichment programme. ELRU has garnered significant learning from the project including a “deeper feel” for what it means to be an ECD teacher in the changing education environment; new skills in assisting ECD teachers to deal with workplace changes and the cultural impact of implementing the new ECD curriculum; improved understanding of the impact of government initiatives for professional development; research and development of innovative ECD resource material; and wide engagement with ECD stakeholders.
    
26. 
    There are seven Intermediate and Senior Phase SEEDS projects in the focus area directed at quality mathematics and science learning and teaching in the intermediate and senior phases (GET), pre- and in-service training at FET level in the four universities, and public awareness of STEM (seven projects to the sum of R72m, 87% of the available funds in the focus area).
    

MSEP

27. 
    The MATHS AND SCIENCE EDUCATION PROJECT (MSEP) run by the University of Cape Town’s Schools Development supports development of ‘better quality’ mathematics and science education in five traditionally disadvantaged schools, where the majority of learners who are Black. From this base of schools, MSEP is busy developing a range of “research-informed interventions that will not only make a significant difference to individual schools, but also advanced the knowledge and understanding of the complexities of creating a more effective education system".
    
28. 
    The project aim is to improve the quality of teaching and learning in HG maths and science in these five secondary schools in the Cape Town Metro where significant numbers of black students are enrolled. In addition to classroom-based teacher support in maths and science, MSEP has also been drawn into languages, school leadership, ICT, and life skills. MSEP provides bursaries for teachers in maths in addition to its educational research into various aspects of teachers’ practice. MSEP’s learner support in the five schools is limited, mainly focussed on extra-tuition. Staff of the SDU and the School of Education at UCT undertakes all the MSEP work. MSEP also provides support for learners from other schools in working class communities who have not traditionally gained access to the university, primarily through the Holiday School Programme (three four-day Mathematics and Science Holiday Schools for 500 learners held in April, July and September).
    
29. 
    MSEPs project methodology is to research the impact of learning and teaching interventions aimed at teachers so as to grasp what works in schools and what doesn’t and to publish and disseminate these results. Each project component has a different way of working, is reasonably independent from the other, sets its own detailed research agenda, and is led by a different team leader under the MSEP project manager.
    
30. 
    MSEP’s follows a case studies methodology: case studies are the main vehicle for “developing more nuanced understandings of key elements of the complex dynamics play between school, staff, students and self (i.e. the teacher)’ evident in each school.” As such, MSEP anticipates that the project’s research findings will make a significant contribution to the literature.
    
31. 
    MSEP’s starting point has been to avoid doing what schools want, which is to immediately address learner needs, and rather working with the teachers in the classroom for longer term, sustainable change: this emerges as a key tension in the project.
    
32. 
    MSEP achievements have been quite severely blunted by circumstances on the ground, despite using schools with high relative levels of functionality, including Dinaledi schools. Challenges in schools have been greater than MSEP initially imagined. MSEP has come to realise the uniquely difficult conditions prevailing in Western Cape schools which have been “completely underestimated” given the province’s performance in national rankings.
    
33. 
    With its unique research-based approach, MSEP seems to be emerging with elements of a new innovative approach to teacher development in maths and science which is increasingly inclusive of the concept of ‘whole school change’ as well as the importance of getting alongside teachers in the classroom: “you can't get to the learning except through the teacher, if you can't get to the teachers unless you get through the doors.“
    
34. 
    The project faces many challenges including: the difficulty of obtaining buy-in from teachers; achieving meaningful and lasting changes in a relatively short time frame; ingrained attitudes amongst teachers; roles of District officials; importance of language in maths and science teaching and learning; willingness of teachers to open up their classroom practice; and varied levels of school participation in project activities. Nonetheless, mid-way into the project, there are some encouraging signs of participating teachers, with MSEPs support, broadening their repertoire of instructional maths and science classroom practices.
    
35. 
    Collaboration and co-operation/partnerships with other SEEDS members on project activities has been limited. MSEP reasons that lack of collaboration with other SEEDS parties can partly be attributed to the academic nature of the project.
    

IMSTUS

36. 
    The MATHS AND SCIENCE FOR TEACHERS AND LEARNERS project run by the Institute for Mathematics and Science Teaching (IMSTUS) at Stellenbosch University, advances equal participation and improved performance in mathematics and science in previously disadvantaged communities through three programmes. The project is the largest in the SEEDS consortium (a total of R25m, 16.7% of SEEDS funding, and 30% in the focus area).
    

SMILES

37. 
    The Sciences and Mathematics Initiative for Learners and Educators project (SMILES), is an Intermediate and Senior Phase teacher in-service classroom-based intervention in five subjects across the GET and FET levels – in Physical Science, Life Science, Natural Science, Mathematics and Maths Literacy. It runs in five secondary schools in the Kraaifontein, Paarl and Stellenbosch areas and ten of their primary feeder schools involving 88 teachers to date.
    
38. 
    The initiative includes content training of the curriculum (teachers register for US Short courses), classroom visits where facilitators co-teach with the educator, science club facilitation and parent evening input. Work that is covered during the training sessions is followed up by the facilitators during the classroom visits. SEEDS funds were also directed into building up the science infrastructure and purchasing FET science kits for schools classrooms. SEEDS funding also helps fund SMILES’s exposure programme to life sciences for example to the Tygerberg medical facility, Iziko Museum, Kirstenbosch and Sutherland SALT array.
    
39. 
    Practical classroom-based support to teachers faced with large classes where classroom management and discipline are key concerns is a central focus of the SMILES programme. Relationship building is critical, something SMILES feels it is succeeding with because of their approach.
    
40. 
    In addition to classroom-based support for teachers, SMILES facilitators also model lessons in any subject to the top forty learners in each grade in every participating school so that learners “have a direct experience of the programme”; this is also seen as an opportunity for SMILES to “understand the way in which the learners respond”. Staff members are publishing and sharing their results. One of the projects major challenges is how to monitor success. Participating teachers are not evaluated in any formal way but they do take a SMILES self-assessment test. Learners are not assessed.
    
41. 
    The school context is emerging as a critical factor to success, irrespective of whether schools are Dinaledi schools. Other challenges to be overcome include: teacher animosity, fear and anxiety on classroom visits/observations; teachers challenges/fears in implementing the new curriculum; building positive trusting relationships; teachers’ lack of focus on practical work in the classroom; gaps in coverage of subjects between the GET and FET phases; teachers other in-school on-going commitments; lack of use of school laboratories; teacher turn-over in subjects science and maths; teacher availability for after-school training and impact of schools’ extra-mural activities on this in-service programme; educator’s curriculum knowledge and didactic skills in large classes, particularly Mathematical skills; language issues in teaching of maths and science; gaps between pre-service and in-service training; resistance of unions and attitudes of District Officials.
    
42. 
    SMILES experience is that it is ineffective working in schools where there is not a well-established management structure because it is a waste in literal terms. However, following selection, SMILES still sees a need to work with teachers and the school managers to try and change the school culture – a whole school approach.
    
43. 
    SMILES is expanding its involvement with whole school development and, post-SEEDS, plans to include in its programme a foundation phase intervention, language and school leadership and management elements.
    
44. 
    Given an improved enabling environment, SMILES is confident that its model can usefully be used by under-performing school districts to raise the standard of maths and science learning and teaching.
    

SciMathUS

45.