LCD South Africa has 8 exciting and innovative programmes.
Overview of 8 Programmes
LCD SA has been involved in a number of programmes and interventions with Education Ministry throughout the country focusing on school improvement, whole district development, HIV and AIDS Action Planning, Peer Education and provision of care and support for Orphans and Vulnerable Children all aimed at the supporting the provision of quality education in South African schools. These programmes were delivered with funding and sponsorship from the Education Ministry, Trusts, Foundations, Donor Agencies and Tender contracts.
1. School Monitoring and Support Framework (SMSF)
The School Monitoring and Support Framework (as a school performance review model - SPR) has been adopted by Limpopo Department of Education as a key component of its School Transformation Programme. SMSF is designed to provide the means of monitoring school performance and supporting schools, Circuits, Districts and Province in planning to improve school performance. SMSF is implemented in 50 circuits and in five districts in Limpopo. The key output is a systemic improvement to enable circuits/Districts to plan and deliver appropriate school based interventions to improve school performance.
2. Parent Participation Education Decision-making
This project (3 year –DIFD funded & co-funded by Medicor) sets out to develop a replicable method for involving parents meaningfully in school decision-making in two circuits in the Limpopo Province. This will involve giving parents access to reliable information about the performance of the schools that their children attend and establishing forums at school and circuit level where school improvement strategies and progress may be discussed between parents, school staff and circuit officials. It will show how community ownership of public schools, and the schools' accountability to their communities, may become realities.
3. Orphans and Vulnerable Children Care and Support Programme
In partnership with LCD and Health Development Africa, the ECDoE pioneered the pilot of OVC programme in 2007, which was implemented in100 primary schools in 4 education districts (East London, Dutywa, Lady Frere, and Lusikisiki). Subsequently in 2008 LCD was awarded a Bid to upscale the project to additional 100 cohort 2 schools in 4 new districts (Bizane, Cofimvaba, Libode, and Port Elizabeth,) and additional 100 cohort 3 schools was added in five extra districts (Maluti, Mt Fletcher, Mthatha, King William’s Town and Sterkspruit) in 2009.
Every school has its own Caregiver (CG). The CG is responsible for identifying vulnerable children, assessing their needs, helping them to access care, support, treatment and social protection ( social grants, food parcels)etc. CGs do home visits, assist the children on clinic and hospital visits, ARV medication monitoring and administering, homework support groups, ensuring every OVC has a birth certificate( or any other relevant life document). The CG has to capture information on every OVC identified, develop an action plan to meet the needs of every OVC on a monthly basis and report to the provincial office. They then complete a Monthly Indicator Form which summarises all OVC information for their school. Programme.
In every project school a Health Advisory Committee (HAC) is established and trained to support and extend the work of the CG. The HAC is a sub committee of a School Governing Body and is responsible for advising the School Governing Body on all health related matters in a school community. The CGs will be supported by the Cluster Managers who are in turn managed and supported by the Trainer Facilitator, Senior Trainer Facilitators and the Project Management team in the province. It is estimated that 6000 vulnerable children were able to access a range of care, support, treatment and social protection services during the 8 months of implementation in the first year and more than 26 000 vulnerable children benefited in the second year of implementation.
4. Peer Education Care and Support Programme (PECSP)
LCD was subcontracted by the Academy for Education Development to be the implementing partner in the national pilot of the SA HIV&AIDS Peer Education Care and Support Programme (PECSP) 200-2008. This pilot programme was funded by USAID with PEPFAR (Presidential Emergency Funds for Aids Relief) funding. AED develop the M&E plan and was responsible for the M&E component of the programme and for Technical Assistance to the National Department of Education to develop Norms and Standards for Peer education implementation in South African schools and to develop an M&E Framework. LCD was responsible for the design and rollout of the PECSP. HIV prevalence, poverty indicators, rural, under serviced areas, and perceptions of high incidences of teenage pregnancy in secondary schools were some of the key criteria used to select the 4 pilot provinces: Free State, Kwa Zulu Natal, Mpumalanga and North West Province.
The aims of the project are to Develop common approach and model for implementation peer education ; Develop minimum standards for all peer education activities in schools; Harmonize & sustain school-based peer education activities; Develop repertoire of tools & processes that will form part of model for the peer education model; Keep database of pilot schools and capture learning to form part of the report on the Pilot project and Build relationships and partnerships with local agencies to care & support affected & infected learners
In October 2009 LCD SA was been awarded a $3.5 million -3 year contract by USAID to upscale the Peer Education Model in 141 schools in the same provinces to train 2532 Peer Educators, 2532 Parents of peer educators, 492 Life Orientation Educators and 88 District Officials.
5. Child Friendly Schools
LCD is the implementing partner for this UNICEF programme in Kwa Zulu Natal (52 schools) and Limpopo Province (75 schools). This is a Framework which translates the Convention on the Rights of the Child (CRC) into school management and classroom practice. This Framework has been adopted by the Department of education in partnership with UNICEF to assist the attainment of quality education in South African schools. The Framework attempts to define the provision of quality education in a holistic and integrated manner through the following 6 key characteristics:
• A rights based and inclusive school
• An effective school that provides quality education
• A safe protective and supportive school
• A gender sensitive school that promotes equity and equality
• A health promoting school
• A school building linkages and partnerships with the community
6. Literacy Project
7. Mbuyu- Zenex Capacity building project
A 3 -year capacity building programme for School Management Teams in 18 schools in Limpopo province. As part of the Whole School Development approach to School Management and Support, LCD has identified a number of critical focus areas for capacity building of school management and governing staff. LCD has developed training programmes in a number of key areas of school management and governance as part of delivery in this project, namely:
• School Financial Management
• Curriculum Management and this includes time tabling and time management
• Human Resource Management and Development
• School Development Planning and Performance Review
• HIV and AIDS Action planning and policy development
• Community based Fundraising
8. Mathew Goniwe Capacity Building Project
LCD in partnership with Mathew Goniwe School of Leadership and Governance (MGSLG) support the District Officials in Gauteng Department of Education in district planning and in their roles in supporting schools. LCD will also use its leverage in Ghana and Uganda to pilot head teacher qualification and facilitate partnership between MGSLG and universities in Ghana and Uganda.
LCD SA has been involved in a number of programmes and interventions with Education Ministry throughout the country focusing on school improvement, whole district development, HIV and AIDS Action Planning, Peer Education and provision of care and support for Orphans and Vulnerable Children all aimed at the supporting the provision of quality education in South African schools. These programmes were delivered with funding and sponsorship from the Education Ministry, Trusts, Foundations, Donor Agencies and Tender contracts.
1. School Monitoring and Support Framework (SMSF)
The School Monitoring and Support Framework (as a school performance review model - SPR) has been adopted by Limpopo Department of Education as a key component of its School Transformation Programme. SMSF is designed to provide the means of monitoring school performance and supporting schools, Circuits, Districts and Province in planning to improve school performance. SMSF is implemented in 50 circuits and in five districts in Limpopo. The key output is a systemic improvement to enable circuits/Districts to plan and deliver appropriate school based interventions to improve school performance.
2. Parent Participation Education Decision-making
This project (3 year –DIFD funded & co-funded by Medicor) sets out to develop a replicable method for involving parents meaningfully in school decision-making in two circuits in the Limpopo Province. This will involve giving parents access to reliable information about the performance of the schools that their children attend and establishing forums at school and circuit level where school improvement strategies and progress may be discussed between parents, school staff and circuit officials. It will show how community ownership of public schools, and the schools' accountability to their communities, may become realities.
3. Orphans and Vulnerable Children Care and Support Programme
In partnership with LCD and Health Development Africa, the ECDoE pioneered the pilot of OVC programme in 2007, which was implemented in100 primary schools in 4 education districts (East London, Dutywa, Lady Frere, and Lusikisiki). Subsequently in 2008 LCD was awarded a Bid to upscale the project to additional 100 cohort 2 schools in 4 new districts (Bizane, Cofimvaba, Libode, and Port Elizabeth,) and additional 100 cohort 3 schools was added in five extra districts (Maluti, Mt Fletcher, Mthatha, King William’s Town and Sterkspruit) in 2009.
Every school has its own Caregiver (CG). The CG is responsible for identifying vulnerable children, assessing their needs, helping them to access care, support, treatment and social protection ( social grants, food parcels)etc. CGs do home visits, assist the children on clinic and hospital visits, ARV medication monitoring and administering, homework support groups, ensuring every OVC has a birth certificate( or any other relevant life document). The CG has to capture information on every OVC identified, develop an action plan to meet the needs of every OVC on a monthly basis and report to the provincial office. They then complete a Monthly Indicator Form which summarises all OVC information for their school. Programme.
In every project school a Health Advisory Committee (HAC) is established and trained to support and extend the work of the CG. The HAC is a sub committee of a School Governing Body and is responsible for advising the School Governing Body on all health related matters in a school community. The CGs will be supported by the Cluster Managers who are in turn managed and supported by the Trainer Facilitator, Senior Trainer Facilitators and the Project Management team in the province. It is estimated that 6000 vulnerable children were able to access a range of care, support, treatment and social protection services during the 8 months of implementation in the first year and more than 26 000 vulnerable children benefited in the second year of implementation.
4. Peer Education Care and Support Programme (PECSP)
LCD was subcontracted by the Academy for Education Development to be the implementing partner in the national pilot of the SA HIV&AIDS Peer Education Care and Support Programme (PECSP) 200-2008. This pilot programme was funded by USAID with PEPFAR (Presidential Emergency Funds for Aids Relief) funding. AED develop the M&E plan and was responsible for the M&E component of the programme and for Technical Assistance to the National Department of Education to develop Norms and Standards for Peer education implementation in South African schools and to develop an M&E Framework. LCD was responsible for the design and rollout of the PECSP. HIV prevalence, poverty indicators, rural, under serviced areas, and perceptions of high incidences of teenage pregnancy in secondary schools were some of the key criteria used to select the 4 pilot provinces: Free State, Kwa Zulu Natal, Mpumalanga and North West Province.
The aims of the project are to Develop common approach and model for implementation peer education ; Develop minimum standards for all peer education activities in schools; Harmonize & sustain school-based peer education activities; Develop repertoire of tools & processes that will form part of model for the peer education model; Keep database of pilot schools and capture learning to form part of the report on the Pilot project and Build relationships and partnerships with local agencies to care & support affected & infected learners
In October 2009 LCD SA was been awarded a $3.5 million -3 year contract by USAID to upscale the Peer Education Model in 141 schools in the same provinces to train 2532 Peer Educators, 2532 Parents of peer educators, 492 Life Orientation Educators and 88 District Officials.
5. Child Friendly Schools
LCD is the implementing partner for this UNICEF programme in Kwa Zulu Natal (52 schools) and Limpopo Province (75 schools). This is a Framework which translates the Convention on the Rights of the Child (CRC) into school management and classroom practice. This Framework has been adopted by the Department of education in partnership with UNICEF to assist the attainment of quality education in South African schools. The Framework attempts to define the provision of quality education in a holistic and integrated manner through the following 6 key characteristics:
• A rights based and inclusive school
• An effective school that provides quality education
• A safe protective and supportive school
• A gender sensitive school that promotes equity and equality
• A health promoting school
• A school building linkages and partnerships with the community
6. Literacy Project
A small Literacy Project inspired by Sue Davies, an Education Consultant and 2002 Global Teacher, but run on the ground by the educators involved, supported by LCD staff in Mthatha and the Qumbu District. New training was requested by the educators, who formed the core of successful schools using the picture book collections after the training visit of 2005. The educators were keen to expand the book repertoire into longer texts and this became the goal for the 2008 visit, which also extended the Project from 6 to 13 schools and into more senior grades of the Junior Secondary Schools. The next goal is to spread the training to more schools and increase the book stocks so that more learners can benefit from this approach to learning.
7. Mbuyu- Zenex Capacity building project
A 3 -year capacity building programme for School Management Teams in 18 schools in Limpopo province. As part of the Whole School Development approach to School Management and Support, LCD has identified a number of critical focus areas for capacity building of school management and governing staff. LCD has developed training programmes in a number of key areas of school management and governance as part of delivery in this project, namely:
• School Financial Management
• Curriculum Management and this includes time tabling and time management
• Human Resource Management and Development
• School Development Planning and Performance Review
• HIV and AIDS Action planning and policy development
• Community based Fundraising
8. Mathew Goniwe Capacity Building Project
LCD in partnership with Mathew Goniwe School of Leadership and Governance (MGSLG) support the District Officials in Gauteng Department of Education in district planning and in their roles in supporting schools. LCD will also use its leverage in Ghana and Uganda to pilot head teacher qualification and facilitate partnership between MGSLG and universities in Ghana and Uganda.
