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Parental Involvement Design Document
Parental participation is limited, particularly in the Quintile 1 schools. This is in part owing to the levels of literacy amongst the parents themselves. They are often not able to monitor academic progress or assist their children with homework. In an environment where opportunities for work are scarce, there is little incentive on the part of the parents to encourage academic achievement and there are, consequently, few educational resources in the homes. All the Principals in the State schools report that parent meetings are not well attended and it is difficult to engender enthusiasm or interest in their parent bodies. 
Some of the SGB Chairs are inexperienced and struggle with their role. The WCED does provide training for the SGBs but more is needed. Given the general parental apathy in attending school meetings, several SGB elections have to be repeated owing to a lack of quorum. This can lead to problems such as an unrepresentative SGB or one which favours small group interests. An added complication is that sufficient parents with the expertise needed on SGBs are not to be found in most of the school communities, which throws a disproportionate administrative load on the Principals and staff representatives. In particular, SGBs lack members with financial competence.
The scope is to work with all the parents of school going children in the Franschhoek Valley and all SGB members.
Experts in the education field, agree that eight years is the minimum amount of time needed to transform a school as described in the Bhabhathane report. It is estimated that the Parental Involvement Project will take 3 years before an ethos of parent involvement is embedded within the community. In this event, Bhabhathane will play an operational role in any further parental involvement initiatives, as opposed to providing Project Team direction.
During the design phase of the Parental Involvement Project, the Bhabhathane Project Team will be involved in researching potential service providers, getting approval from the Bhabhathane Steering Committee, the SGB Heads and the ITT representative with regard to the service providers, setting up the initial sub projects, dealing with all necessary communication etc. The design phase will take three months for all the sub projects, which will be implemented simultaneously by the service provider.
Once funding is secured and the service provider has implemented their programmes, the Project Team will be required to manage the service provider throughout the 3 years, as Bhabhathane is ultimately accountable to the donors and will need to undertake overall monitoring and evaluation and reporting. Should the service provider source their own funding after the initial 3 year period, they will no longer be a service provider and will revert to being an independent entity in partnership with Bhabhathane. At that point, the Bhabhathane Project Team will no longer be involved in any of the continuing implementation processes. However, Bhabhathane will continue to have a monitoring and evaluation and reporting role. In short, the role of the Bhabhathane Project Team will change as the parental Involvement Project evolves.
The Extra Mural Education Project (EMEP) has been approached as a service provider for implementation of all the sub projects. This will need to be approved by the Bhabhathane Steering Committee, the SGB Heads and the ITT representative on the Joint Action Team. The content/material of workshops run by EMEP is the intellectual property of EMEP and, consequently, will not be left for use by another organisation entity.
The proposed service provider is the Extra Mural Education Project (EMEP).
EMEP has extensive experience in working in schools in both the Western Cape and nationally. The organisation has strong links with the Western Cape Education Department (WCED) and the Department of Basic Education and has been commissions by both to work locally and in Kwa Zulu Natal and the Eastern Cape. EMEP has achieved national recognition for their approach and achievements. The WCED and the Department of Social Development fund the organisation. In addition EMEP has both WCED and National representation on its Board in the form of the current Director of Focus Schools for the Western Cape and the current Deputy Director of the Department of Basic Education. The organisation has 23 years of experience and a reputation of success. EMEP provides excellent on-site support to parents and schools, is well respected by donors. An in-depth review conducted by Davine Thaw is available, which gives a clear analysis of EMEP impact and results at www.emep.org.za
Apart from the EMEP Parental Involvement Programme the only other two NGOs that work with parents are:
- PASCAP Trust Partners with After school Care Projects
They attempt to involve parents through the after school care programmes for children by offering a care-help desk and support system. They offer training to parents to set up after school centres as well as short training courses for parents e.g. health and safety, financial management and budgeting etc. The only attempt to get parents involved in the schools is through a pilot project in Johannesburg where they run parent appreciation days, family days and workshops for adolescent parents
- The Parent Centre
Focus on parent and caregiver support and capacity building to widen the safety net for children, parent/infant home visiting, teen parenting and counselling.
Neither of the above NGOs focuses on the Bhabhathane objectives to:
- understand their role and responsibilities
- represent and support their children’s needs and interests.
- support teachers and work closely with staff at the school
- support their children’s learning
- support the schools’ wider management and development needs.
Sustainability of the Parental Involvement Project
It is envisaged that after a 3 year period, the objectives outlined in this document will have been achieved and the parents will be actively involved in all aspects of their child’s schooling. The Full Enrolment Project at the Early Childhood Development level includes parental awareness and it is expected that these parents will continue to support their child’s learning as he/she progresses through school. In other words, an on-going parental awareness ethos will pervade the Valley, with the momentum and impetus sufficiently established within the parent bodies so that Bhabhathane will no longer drive the process.
The sub project, SGB Forum should be operating independently of Bhabhathane by the end of a year. The SGB Forum members will identify skills required for efficient leadership and participation in the running of the schools and local Franschhoek residents with expertise in, for example, finance will be partnered with SGB Heads in a mentoring role.
The workshops/courses for the sub project, Parental Upskilling will be run by partners independent of and at no cost to Bhabhathane. Bhabhathane will source NGOs that run these workshops for parents e.g. Project First Step, Franschhoek Community Learning Centre and the courses run at Groendal Secondary School.
(See Appendix 1 for details of EMEP interventions regarding the sub projects, Parental involvement workshops and SGB Empowerment).
High Level Objectives
All the schools:
- Hold regular meetings with their parent bodies and provide opportunities for parents to engage with the teachers
- Encourage parents to be actively involved in school activities such as fund raising, social events, sports days and so forth
- Provide opportunities for parents to become involved in community projects to assist the school
- Provide opportunities for parents to upskill themselves so that they are able to assist children with homework and create a supportive learning environment in the home.
In all the schools:
- There is a close relationship between the SGBs in the Valley and regular cross school SGB meetings are held each term
- All SGB members are involved in training sessions to develop skills such as financial management, understanding school governance and so forth
- The SGB members are skilled and confident leaders of their schools and the community
- The SGB members are central role players in driving the mission and vision of their school
- The SGB members across the Valley are optimistic, energetic and supportive of the Principal
- The wider community sees value in participating in school and SGBs activities
- All SGBs are committed to the upliftment of education in the Valley.
- Description of Sub Projects in terms of:
2.a. Processes to be implemented
|Sub Project||Objectives||Processes to be implemented||Materials/Resources|
|2.1.a Parental involvement workshops||* Parents attend development workshops, which skill them to:- understand their role and responsibilities- represent and support their children’s needs and interests.- support teachers and work closely with staff at the school- support their children’s learning
– support the schools’ wider management and development needs.
|* Set up parent, School Governing Bodies (SGBs), Internal Transformation Teams (ITTs), and Joint Action Teams (JAT) meetings (individual and cross school) as per the 10 step programme for Parent Involvement, Development and Support described in the EMEP proposal. (See 5.1 below for details of the 10 step implementation process).||* Parents, SGB, ITT, JAT and Principal’s time to attend planning meetings and workshops sessions. (Given the time constraints of the Principals and the workshops they are expected to attend in other Projects, they will only be involved in 2 of the initial steps).* Project Manager’s time to assist with logistics by liaising with EMEP and emailing notice of sessions to schools.* Project Manager’s time to meet with EMEP for evaluation.* Project Manager’s time to compile information for reporting to donors.* Cost of service provider.|
|2.2.a Parental upskilling||* Parents have access to adult education classes||* Lists of available parental upskilling courses to be emailed and delivered to Principals.* Principals to delegate the task of disseminating the information to the staff member on the ITT who will form the JAT.||* Parents time to attend courses offered.* Project Manager’s time to compile a list of courses on offer and keep this updated through communication with NGOs running these, and email/hand deliver the details to the schools for dissemination to the parent body.|
|2.3.a SGB Forum||* The SGB Forum meets regularly.* SGBs across the Valley support one another.* SGB members learn from one another and share experiences and expertise.* SGB members feel supported.* SGBs play a more confident role in the schools.||* Meet with all SGB Chairs and agree on when meetings will be held e.g. monthly or quarterly, venues etc.* Set SGB Forum meeting dates.* Write an agenda for each meeting (Forum Chair).* Write and present minutes at each meeting (1st 4 meetings Bhabhathane to assist and thereafter responsibility of Forum Chair).* Write a Progress Report on all sub projects to present at each meeting (this will either be presented in person by the Project Manager at meetings or emailed to the Forum Chair a week prior to the meeting.
* Arrange catering for the meeting (1st 4 meetings Bhabhathane and thereafter Forum).
|* SGB Chairs’ time to attend meetings.* Project Manager’s time to assist with writing the Agenda, Minutes and Progress Report for meetings and deals with office admin related to this e.g. emailing notice of meeting, printing meeting packs, arranging venue for meeting, organise catering. (This will be for the 1st 4 meetings and thereafter the responsibility of the Forum Chair)* Project Manager’s time to write a progress report (this will either be the same or an edited version of the progress report presented to the Bhabhathane Steering Committee each month).|
|2.4.a SGB Empowerment||* SGB members attend training sessions.* SGB members develop skills to enable them to encourage wide parental involvement within the school parent body.* SGB members are central role players in driving the vision and mission of the school.* SGB members have a good working relationship with the Principal and staff.* SGB members are committed to the upliftment and transformation of the school and education in the whole Valley.||* Set up parent, SGB, ITT, JAT meetings (individual and cross school) as per the 10 step programme for Parent Involvement, Development and Support described in the EMEP proposal. (See 5.1 below for details of the 10 step implementation process).||* SGBs time to attend EMEP workshops, training sessions.* SGBs time to attend WCED workshops.* Project Manager’s time to assist with logistics by liaising with EMEP and emailing notice of sessions to schools.* Project Manager’s time to meet with EMEP for evaluation.* Project Manager’s time to compile information for reporting to donors.
* Cost of service provider.
2.b. People affected by the sub project, how they will be organised and assisted with change
|Sub Project||People affected||How will they be organised and assisted with change|
|2.1.b Parental involvement workshops||All parents of school going children in the Valley.||The service provider (EMEP) will run workshops with parents at the individual schools and across schools. Members of the ITTs and the SGBs will form a Joint Action Team to drive the process of parental involvement. Further assistance will occur with on-site visits by EMEP and regular evaluation sessions with the Principal, JAT team and parents.|
|2.2.b Parental upskilling||All parents of school going children in the Valley.||Bhabhathane will provide regular updates to the schools on what courses are on offer for parents and the times and venues. This information will be given to the Principals and SGBs of the schools for dissemination to the wider parent body.|
|2.3.b SGB Forum||SGB Chairs.||Initially the Project Manager will assist with the scheduling and setting up of meetings as well as communication requirements. This will occur for the first 4 meetings and thereafter the SGB Forum will operate independently of Bhabhathane with the Chair of the Forum initiating meetings, designing the agenda etc. The Project Manager will email a progress report to the Chair and, if necessary, attend the meeting in order to report on Bhabhathane progress.|
|2.3.b SGB Empowerment||All SGB members in the Valley.||SGB members will be involved in all training workshops conducted by EMEP as part of the parental involvement initiative. SGB members will be informed of further training offered by the WCED through their respective Principals.|
2.c. Technology to be used within the changes environment
|Sub Project||Technology to be used within the changes environment|
|2.1.c Parental involvement workshops||Land lines, cell phones, email, printing and writing reports on Word or Excel (Project Manager).|
|2.2.c Parental upskilling||Land lines, cell phones, email, printing, internet (Project Manager)|
|2.3.c SGB Forum||Land lines, cell phones, email, printing.|
|2.3.c SGB Empowerment||Land lines, cell phones, email, printing and writing reports on Word or Excel (Project Manager).|
- Relationship with other sub-projects (in terms of timing)
- Issues/risks to successful implementation and how these will be managed
|Sub Project||Issues/risks to successful implementation||How the risks will be managed|
|4.1 Parental involvement workshops||* Parents do not attend EMEP sessions.* JAT team are not able to motivate parents to attend sessions.* Principals do not support the EMEP programme and, consequently, do not lead the process and engender support and enthusiasm amongst the parents.* Parents do not support cross school networking endeavours.* Parents have time constraints because of their jobs and can only attend sessions over the weekends or in the evenings.
* Parents attend sessions sporadically and there is no continuity.
* General apathy amongst parents owing to alcohol abuse.
|* An attendance register will be kept at all sessions.* The JAT teams will be made up of ITT members, SGB members and some parents and they will be the driving force behind motivating parents to become involved.* Champions of the parental involvement process i.e. those parents who attend sessions regularly, will be encouraged to give verbal feedback at each session on the benefits of being involved in the life of the school and their child’s education.* Those Principals who support the parental involvement initiatives will report on the benefits at the Steering Committee meetings and encourage their peers to become actively involved in motivating their parent body.* As far as possible, EMEP sessions will be run over weekends or in the late afternoons/evenings to accommodate parents who work.|
|4.2. Parental upskilling||* Parents are not motivated to attend courses on offer.* The courses on offer provide a limited choice and, consequently, some parents are not interested in attending.* General apathy amongst parents owing to alcohol abuse.||* The EMEP parent sessions will be used to motivate parents to attend the courses on offer.* Parents who attend the courses and benefit from them will be encouraged to report this at the parent meetings conducted by EMEP.|
|4.3. SGB Forum||* SGB members have time constraints owing to their jobs and family responsibilities.* There is a lack of trust between SGB Chairs.||* SGB Forum meetings will be held in the evenings or on Saturdays.* SGB Forum Chairs will be given time in meetings to get to know one another, share stories and gain trust.|
|4.4 SGB Empowerment||* SGB members do not attend EMEP sessions.* SGBs do not support cross school networking endeavours.* SGB members have time constraints because of their jobs and can only attend sessions over the weekends or in the evenings.* SGB members attend sessions sporadically and there is no continuity.||* An attendance register will be kept at all EMEP sessions.* Participation in the JAT teams regarding planning and initiation of processes will provide the SGB members with skills that empower them.* SGB members who attend the WCED training sessions will report on the benefits through the SGB Forum Chairs, who will further encourage their members to participate.* As far as possible, EMEP sessions will be run over weekends or in the late afternoons/evenings to accommodate parents who work.|
- Approach to implementation
|Sub Project||Approach to implementation|
|5.1 Parental involvement workshops||* Get approval and agreement on service provider from Steering Committee.* Meet with service provider and get details of their programmes and budget e.g. scope, objectives, approach, timing, fees. EMEP has provided this information.The EMEP 10 step implementation approach:1. Introduction to PIDS Programme – Includes meeting with local and district officials, planning and material development, and orientation workshops with prospective schools.2. Staff meeting to clarify the programme and secure agreements – Meeting with school staff and SGB and parent reps in 7 schools.
3. Establish PIDS baselines – Research current parent involvement via school visists and interviews, establish baselines and prepare ongoing evaluation strategies and documents.
4. PIDS workshop per school staff (2 modules over 2.5 days) – Training, facilitation and materials; EMEP overnight accommodation.
5. 2- step mass parent workshops: Positive Parenting; PIDS – Training, facilitation and materials.
6. Joint Action Team formation at schools (JAT) – Workshops with school staff and parent reps elected at the parent workshops; includes materials.
7. Joint Action Team capacity development – Full day skills development workshops run with each JAT; includes materials
8. On-going support – On-site visits, including JAT, Principal, SMT and SGB meetings.
9. Joint learning forums – All JAT teams together and all senior management teams together.
10. Evaluation and planning for future improvement – Interviews and workshops with JATs and SMTs, PIDS Programme in each school is evaluated against baseline (step 4), report back to school staff, parents and district official.
|5.2. Parental upskilling||1. Get approval and agreement on NGO partners from the Steering Committee.2. Meet with partners and get details of their programmes/courses e.g. subject, skills development offered etc.3. Collate information on the courses that partners run for parental upskilling and the venues, times, etc.4. Email and hand deliver the information to the Principals to give to the parents at each individual school.|
|5.3. SGB Forum||1. Get approval and agreement regarding the establishment of a SGB Forum from Steering Committee.
3. Elect a Chair of the Forum.
4. Agree on meeting schedule, standard agenda, purpose of meetings etc.
3. Arrange venues for meetings.
4. Email or sms SGB Chairs details of meetings.
5. Write a report on the progress of all Bhabhathane projects to present at each meeting.
|5.4 SGB Empowerment||1. Get approval and agreement on service provider from Steering Committee.
(The EMEP steps to implementation described in 5.1 above are the same for SGB Empowerment).
- Implementation plan showing timing/bar chart
- Resources required
|Sub Project||Resources required|
|7.1 Parental involvement workshops||Skills||Requirement||Evaluation of alternatives (if exist) and recommended options|
|Service provider with expertise and experience in running parental involvement workshops/processes.||EMEP|
|As per the 10 step described in 5.1 above the costs are as follows:
Sub Total Programme Costs R532 875
Overhead Costs R50 000
Sub Total R582 875
Contingency R29 144 (5%)
TOTAL R612 019 for year 1.
EMEP will continue to run parental involvement workshops in year two and three. A detailed breakdown of the process will be developed from needs arising from the evaluation sessions held in year 1. The budget for year two will be a 10% increase on year 1 and the same for year 3.
(See attached budget for Year 1 with further breakdown of costs including Bhabhathane Project Team and overhead costs).
|7.2. Parental upskilling||Skills||Requirement||Evaluation of alternatives (if exist) and recommended options|
|NGO partners that run parental upskilling workshops.||Project First Step, Franschhoek Community Learning Centre, Groendal Secondary School.|
|No cost to Bhabhathane.|
|7.3. SGB Forum||Skills||Requirement||Evaluation of alternatives (if exist) and recommended options|
|Establishment of the SGB Forum.|
|Cost of catering for the initial 4 meeting of the SGB Forum at approximately R40 per meeting. Thereafter no catering costs for Bhabhathane as the Forum meetings will be organised and catered for on a rotational basis. Printing cost of the progress report to present to each Forum meeting at a cost of approximately R25 per meeting x 10 meeting a year = R250 per annum.|
|7.4. SGB Empowerment||Skills||Requirement||Evaluation of alternatives (if exist) and recommended options|
|Service Provider to provide combined parent/SGB development sessions.||EMEP|
|See above 7.1 for costs. SGB Empowerment is included in the EMEP programme.SGBs will also attend training with the WCED at no cost to Bhabhathane.|
8. Monitoring and evaluation
|Sub Project||Monitoring and Evaluation Tool|
|8.1 Parental involvement workshops||* Attendance at the EMEP sessions (register).* Feedback from JAT teams set up by EMEP (verbal and written).* Evaluation report from evaluation sessions written by EMEP and JATs.|
|8.2 Parental upskilling||* Attendance at the workshop (register).* Feedback from the JAT teams set up by EMEP (verbal and written).|
|8.3 SGB Forum||* Attendance at the Forum meetings (minutes).*Written contributions to cross-school newsletter and a Bhabhathane journal.|
|8.4 SGB Empowerment||* Attendance at the EMEP sessions (register).* Feedback from JAT teams set up by EMEP (verbal and written).* Evaluation report from evaluation sessions written by EMEP and JATs.|
 Bridge House is the exception and it is likely that the Parental Involvement Project will not be implemented at the School.