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Profile-Analysis)

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Profile-Analysis)

    SETTING UP A BASIC SOCIAL DEVELOPMENT NETWORK

     CENTRE IN MPUMALANGA (SOUTH AFRICA)

Evaluation and Promotion of the Themba Trust Projects, Dirkiesdorp

    Dr. Klaus Hoffmann, M.Ed.

    Hirschgasse 5

    D-69120 Heidelberg

    e-mail: drkdphoffmann@yahoo.de

    January 2003

    CONTENTS

1. PREFACE..............................................................................................…. 5

2. TERMS OF REFERENCE.....................................................................…. 7

     2.1 Basic Conditions and Target Areas in the Systemic Context ............. 7

     2.2 The Project’s Significance and Special Effectiveness

     Issues of the Model-Type ...............................................................… 8

     2.3 Fundamentals of the Network-Project Study .................................... 8

3. CONCEPTUAL FRAMEWORK:

     METHODOLOGY AND PROJECT STRATEGIES.................................. 10

4. THE ROLE OF OPEN BASIC EDUCATION FOR ALL

     IN THE NETWORK CENTRE MODEL ................................................... 12

     4.1 Preconditions and Structure ............................................................…. 12

     4.2 The Innovative Role of Open (Workshop) Learning ........................... 12

     4.3 Compensatory Overall Core Programmes ......................................…. 13

5. HISTORY AND DEVELOPMENT OF THE THEMBA TRUST............... 14

     5.1 Themba’s Vision ..............................................................................… 14

     5.2 The Themba-Project Centre’s Background ......................................... 14

     (in the Systemic Context of Mission, Vision and Profile-Analysis)

     5.3 The Themba Trust on the Crossroad

     (from Financial Crisis to Change Resource Analysis)............................ 16

6. SHORTCOMINGS AND UPCURRENTS

     (The Case of the Rehabilitation Centre)....................................................... 18

7. DEVELOPMENT AND CHANGE IN THE

     CONTEXT OF GENERAL EVALUATION ISSUES ............................... 20

     7.1 Process-Oriented Change in Attitudes and

     in a more Systemic Outcomes-Based Way .......................................... 20

     7.2 The Major Reasons for Project Failure and Project Inefficiencies ........ 20

8. THE SOUTH AFRICAN NATIONAL QUALIFICATIONS

     FRAMEWORK (NQF) AND AIMING FOR NEW OUTCOMES

     (in the Evaluative Context of an Innovative School-Based Network) ............ 22

     8.1 Fundamentals ...................................................................................... 22

     8.2 The Transition to a New GET and FET Curriculum

     in the Evaluative Framework............................................................... 23

     8.2.1 Special Preconditions ................................................................ 23

     8.2.2 Implementing and Assessing the FET Programmes

     in the Classroom Context ........................................................... 23

     8.2.3 Implementing Crucial Integrated Teaching-Learning Concepts

     in the Context of SAQA’s Critical Learning Outcomes-Based

     System (in the Context of School Work)..................................... 24

     8.2.4 The Language of Innovation and Evaluative Network

     Requirements (Stock-Taking Exercise)........................................ 25

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9. THE SKILLS DEVELOPMENT AND ABET POLICY

     FRAMEWORK IN THEIR RELEVANCE FOR THE RENEWED

     CULTURE OF HIGH QUALITY LIFE-LONG LEARNING

     AT THE THEMBA NETWORK CENTRE.................................................. 28

10.THE THEMBA HIGH SCHOOL SYSTEM -ANALYSIS,

     TRANSFORMATION PROCESSES AND REQUIREMENTS

     FOR AN INNOVATIVE OVERALL FRAMEWORK ................................ 30

     10.1 Preconditions and the Actuals (from Profile to Participation) ................. 30

     10.1.1 The Themba Trust Structure and Profile Relevances ................... 30

     10.1.2 General Target Analysis and Secondary Education Availability .. 30

     10.2 Improving the Quality of Teacher and Learner Development ................ 32

     10.2.1 Participatory Staff Development Related to Holistic Challenges 32

     10.2.2 Teaching Skills and Classroom-Practice ..................................... 33

     10.3 Implementing Alternative Modules and Key-Principles ........................ 34

     10.3.1 Boys High School (Sinethemba) ............................................... 34

     10.3.2 Girls High School (Siyathemba) ................................................ 36

     10.3.3 Distinctive Special Recommendations for the Two Schools

     (incl. Related to Questionnaire-Utilization) ............................... 38

11.EDNAT - THE ELEMENTARY DEVELOPMENT

     NETWORK ALTERNATIVE TRAINING CENTRE ...............................… 40

     11.1 Preconditions and Strengths of the Existing Programmes ..................... 40

     11.2 Special Recommendations to Continue

     the Reformatory Integrative Network Impetus ...................................... 41

12. THE PILOT PRIMARY SCHOOL PROGRAMMES.................................. 43

     12.1 General Preconditions and Problem Areas ............................................ 43

     12.2 Special Problem Positions and Needs Analyses ..................................... 43

     12.3 Special Recommendations and Innovative Strategies

     for the Core Problems .......................................................................... 44

13. FROM A PLACE OF HOPE TO AN ACTION NETWORK CENTRE.

     THE KEY POSITION OF THE INNOVATIVE BASIC SOCIAL

     DEVELOPMENT NETWORK CENTRE (BSDNC) .................................. 46

     13.1 General Preconditions and Analytical Positions .................................... 46

     13.2 Special Starting Positions (in the Managerial Context)......................... 47

     13.3 Special Recommendations. Operational Benchmarks at the Outset

     (Positives in the Course of Evaluative Coaching Exercises) ..................48

14. THE INTEGRATIVE NETWORK POSITION OF THE

     YOUTH CENTRE (THEMBA LETHU YOUTH CAMP)............................ 50

     14.1 Framework Conditions, Status and Significance .................................. 50

     14.2 Special Recommendations to Continue the Innovative Sectoral

     and Transsectoral Youth Centre Projects - Network Agency ................ 51

15. THE FARMING MODEL TYPE - THE LAST MILESTONE ON THE

     WAY TO THE TRANSFORMATION OF THE COMMUNITY

     DEVELOPMENT NETWORK SERVICES OF THEMBA TRUST-

     INTEGRATIVE (RURAL) TRAINING CENTRE ...................................... 53

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     15.1 Starting Points and Initial Questions ...................................................... 53

     15.2 Special Recommendations to Strengthen the Community

     Farming Communication and (Deep) Rural Training Centre ..........53

16. SUMMARIZED AND GUIDELING OVERALL RECOMMENDATIONS..55

    SELECTED BIBLIOGRAPHY........................................................................... 57

    ANNEX: Tables 1 - 10 ........................................................................................

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1. PREFACE

     1The German Themba promotion agency (esp. for those in need in South Africa) has

    requested the Protestant Development Service (EED) to conduct an evaluation study on the further development and reorientation of the social and educational projects of the Themba Trust in Dirkiesdorp, Mpumalanga (South Africa).

    On the basis of these preconditions (related to a Consultancy Contract) it is primarily the purpose and assignment of this multi-dimensional built-in and development-orientated project preparatory study to focus the actual situation-analysis and the elaboration of innovative programmes on the setting up of a Network Centre (Basic Social Development Network - BSDN) in special conjunction with Christian-based community principles (Lutheran Church).

    The evaluation actions and ensuing project-progress operations took place from October 30th up to December 12th, 2002.

    Regarding the point of departure and indicated objective of mission geared to the 7 relevant ongoing resp. process-developing projects, the fact-finding evaluation process was interfered from the onset with the closing of the Health Centre and with substantial concrete coordination and discrepancy problems (Welfare Centre, Vocational Centre and Adult Education 2Project?)(Comp. Table 10, brochure-listings). Although these unexpected (esp.

    methodological) significances and unstructured shortfalls made work process all but smoothly the existent and ongoing project-types could be thoroughly evaluated, critically analysed and reoriented to future resp. innovative community based policies and promotion programmes in the special context of the setting up of a Christian-based Network Centre. Focusing on this networking key position the present (project-preparatory) evaluation study is additionally paving the way for the renewed integration of primary school pilot programmes. With reference to the comprehensive multifaceted evaluation exercises, it shall be particularly pointed out that the untiring, motivating assistance of the Acting Director and Rector, and the all-embracing supports of the Financial Secretary, have been making a substantial contribution in order to implement and conclude all the evaluative commitments adequately and successfully. In this respect it is characteristic and meaningful enough that this tandem 3(used to working together) signified the staying power of the deficient Themba Centre.

    Consequently and in consistency with the (progress report) assessment outcomes - however mostly not in tune with essential managerial Themba Trust key members - the Operational Proposals shall take due account of the involvements, idealistic willingness and particular (network) creativeness of these integrative leadership qualities.

    When working with and within the network it is not the organisations as such that matter but the involvements and initiatives of the individuals who represent these organisations. Related to this context and in accordance with the evaluator’s major target options, self-evaluation

    assumed a great deal of importance as the needs-oriented discussions and process-oriented explorations (resp. self-explorations) proceeded. Inasmuch as self-evaluation and serious (self)-reflections about certain project failures gained ground the impact monitoring and assessment exercises took on an essential different character.

    This change of critical quality assurance at Themba Trust virtually aroused the discernibility that all concerned key members should first of all with all their strengths organize Strategic and Operational follow-up workshops (on behalf of all concerned cooperating bodies) before implementing any of the scheduled recommendations.

     1 Direktor des Themba Fördervereins Albert Rappen (Gesellschaft zur Förderung Bedürftiger) 2 Comp. an additional leaflet (e.g. Erwachsenenbildungsprojekt) 3 Acting Director Mr. Danie Bosman and the Financial Secretary Mrs. A.N. Niebuhr

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    For the very time being it is not so much the over-documentation of the appointment of a new Themba Trust Director or the overratings of fundraising needs as such that matter, but even more to strengthen working group- (dynamics) and „persons in relation“ workshop-planning

    actions in order to immediately utilize these self-directed outcomes of (self)evaluation activities to tackle reform-oriented Restructuring Network Programmes.

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2. TERMS OF REFERENCE

    Evaluation based upon the coordination, the further development and the Networking of the social and educational projects at the Themba Trust Centre (Basic Social Development 4Network - BSDN).

2.1 Basic Conditions and Target Areas in the Systemic Context