SAMUEL HAYNES-INSTITUTE OF EXCELLENCE by UNICEF Belize

Published by Ideas Lab Studios Ltd. for: United Nations Children’s Fund, Belize 4638 Coney Drive, Gordon House, 3rd Floor P.O. Box 2672 Belize City, Belize, Central America Photography by: Christine Norton, Anna Hoare, Francisco Cuellar, Trang Ho Prepared by: Trang Ho, UNICEF TACRO Programme Officer for Adolescent Development and Participation Acknowledgments: The author would like to express sincere gratitude to the review team, including Christine Norton, Sherlene Tablada, and Anna Hoare. Special thanks go to Mrs. Barbara Elrington for her extensive interviews and students and members of the Samuel Haynes Institute of Excellence for their support of this project. October 2011 © United Nations Children’s Fund (UNICEF), Belize Disclaimers: The statements in this publication are the views of the author and do not necessarily reflect the policies or views of UNICEF. This publication or any part thereof may be freely reproduced. Prior permission is not required but credits would be much appreciated. A sample of any publication in which the content or part thereof is reproduced would also be appreciated. 2

By Sherlene Tablada, Adolescent Development & HIV/AIDS Officer This Belize Knowledge Lab Series is a set of learning tools designed to present promising initiatives. The purpose of the Series is to share experiences with practitioners for dialogue and learning and encourage early documentation of innovative programmes. The document is being used to disseminate the Samuel Haynes Institute of Excellence’s practice as a promising model in offering a child-friendly space to children and young people in a highly marginalised urban setting. UNICEF takes this opportunity to share the Institute’s current experiences and lessons learnt not because the programme has reached full maturity but because it has reached a point at which basic lessons can inform start-up programmes. In less than three years, the institute has yielded very promising results especially regarding the continuous improvements in the academic achievements of its students and the increased participation from community members. Serving as one of the few places in Belize City where children can have a safe space to study and to play, the organisation is promoting positive community change and ownership. In sharing the Samuel Haynes Institute of Excellence’s experience, we encourage the programme leaders to reflect and make appropriate changes based on this model, allowing room for improvements and adaptations going forward. The challenges and lessons mentioned in this document can help others gain insights into the Institute’s programme model and perhaps consider adapting it to their own contexts.

1. INTRODUCTION Education is a basic human right that is inalienable and universal. UNICEF believes that “education enhances lives … ends generational cycles of poverty and disease and provides a foundation for sustainable development.”1 The United Nations’ Millennium Development Goals (MDGs) set out the aim that “by 2015, children everywhere, boys and girls alike, will be able to complete a full course of primary schooling2.” For children of Belize, this goal may not be within reach by 2015 since gross enrolment rate3 as of 2009 is only 95.1% and a net enrolment rate4 is 83.7%.5 Table 1 includes the 2010 MDG Scorecard for net enrolment ratio in primary education in Belize, illustrating that the country is not on track to achieve universal primary education by 2015. 1 UNICEF. “Basic Education and Gender Equality.” Last updated 2 July 2011. Available at: http://www.unicef.org/education/index.php [accessed 19 July 2011]. 2 United Nations. “Goal 2: Achieve Primary Education.” Available at: http://www. un.org/millenniumgoals/education.shtml [accessed 19 July 2011]. 3 Number of children enrolled in primary schools institutions as a proportion of the total 5-12 year old population. 4 Proportion of primary school aged children (5-12 years old) who are actually enrolled in the primary school system. 5 2010 UNICEF Situation Analysis.

1. INTRODUCTION

Table 1: Belize MDG Scorecard 20106

6 Belize Scorecard and Outlook Report 2010. Millennium Development Goals. UNDP Belize.

2. BELIZE IN CONTEXT a. Social-economic Situation in Belize

Belize is situated on the Caribbean coast of Central America, bordered in the north by Mexicoâ&#x20AC;&#x2122;s Yucatan Peninsula, and in the south and west by Guatemala, with a very small direct sea link to Honduras in the south. Off the Caribbean coast of Belize lies the second largest barrier reef in the world, an attraction for diving and marine based tourism. It is a relatively small country, with a diverse landmass of almost 23,000 square kilometres, and a population of 312,698 in 20107. The country is divided into six districts: Corozal and Orange Walk in the north, Cayo in the west, Belize in the east and central, Stann Creek in the southern coastal area, and Toledo in the far south and southernmost coast. A significant proportion of Belizeâ&#x20AC;&#x2122;s population is young â&#x20AC;&#x201C;about 48% of the Belizean population is 19 or under8. The Belizean economy faces a number of inherent barriers: it is a small country with little economic power; and its population density is low, limiting the internal market and resulting in a high per capita ratio of infrastructure costs. The percentage of Belizean households that are poor (including vulnerable and generally poor) was 31% in 2009. When measured on an 7 2010 Belize Census. 8 Ibid.

2. BELIZE IN CONTEXT individual level, 41.3% of Belizeans were poor in 2009 with poverty for Maya Belizeans substantially higher.9 The charts in Figure 1 demonstrate the indigence10 and poverty11 rates by districts in Belize, with Toledo notably the district with the highest rates. Figure 1: District Population Poverty Rates, 2002 and 200912

The rates urban indigence and overall poverty are significantly higher in Belize City than in other urban areas, followed by towns of San Ignacio and Dangriga. According to the 2009 Country Poverty Assessment13, in one area of Southside Belize, more than half the people heading the household did not have a job and the area is particularly prone to issues such as “family breakdown, poverty and drug trafficking that lead to a vicious cycle of anti-social behaviour, crime, stigmatisation and social exclusion.” The CPA also noted that violent crime in the area is a major issue. It is estimated that around 40% of the country’s murders occur in Southside, which has less than 10% of the nation’s population.14

9 Belize Country Poverty Assessment, 2009. 10 Indigence is a state of extreme poverty or destitution where one’s level of expenditure is not high enough to enable them to satisfy one’s basic food requirements. 11 Poverty is essentially related to the notion of absence, lack or deprivation of factors which are necessary for an acceptable quality of life, as according to the Country Poverty Assessment, 2010. 12 Belize Country Poverty Assessment, 2009 13 Ibid. 14 Ibid, p. 215.

2. BELIZE IN CONTEXT Generally non-economic factors, such as family breakdown, pressures on the career parent to generate income and to provide childcare, domestic violence, unplanned pregnancies, school non-attendance and drop out, and drug and alcohol use exacerbate the vicious cycle of an intergenerational poverty that traps parents and their children in this part of the city. In 2009, UNICEF and NCFC collected a range of data from several Southside Belize City communities to inform their work15. Data from these communities, including Lake Independence where the Institute is located, indicates high levels of poverty and inequities. Many residents do not have access to some of the basic amenities, services and infrastructure. To this day, most of these communities face a lack of means for generating income and high poverty/unemployment, and access to health facilities is limited.

b. Education System in Belize

The Belizean school system is an aggregate of education sub-systems. The language of instruction is English and largely based on the British/Caribbean educational format, with three levels --- primary, secondary, and tertiary. There are eight years of primary education comprised of two years of infant classes, followed by six standards. Secondary education is divided into four forms requiring examinations before continuation to the next form. Sixth form is actually the first two years of postsecondary education. Schools are largely run by various religious denominations with a relatively small percentage directly managed by the Government of Belize. Figure 2 on the next page provides a visual image of the education system. 15 National Committee for Families and Children (NCFC). December 2009. Uncovering Local Assets: Building Stronger Families and Communities â&#x20AC;&#x201C; Community Asset Mapping: Collet, Pickstock, Lake Independence and Port Loyola. Report prepared by SPEAR.

2. BELIZE IN CONTEXT Figure 2: Overview of Belize education system16

The education system in Belize faces continued problems, with a downward trend in school enrolment17, increasing repetition over the education lifecycle and poor academic performance, indicating policy and quality problems with the educational system as a whole. The education system is also multicultural, but the nature of teacher training and educational curricula does not appear to adequately reflect this reality. Though English is the language of instruction, there are some 10 different languages spoken in Belize18 -- as a first language, 43% speak Spanish, 37% speak Creole (Kriol), a total of about 7.5% speak either Mopan or Qâ&#x20AC;&#x2122;eqchiâ&#x20AC;&#x2122; Maya, 2% speak Garifuna (Garinagu), and only 6% speak English as a first language19.

16 MOEYSC_ QADS: Hemispheric Project for the Preparation of Policies and Strategies for the Prevention of School Failure, Belize Report, June 2005. 17 GOB/UNICEF 2010, Midterm Review. 18 From Belize Census data 2010. 19 the percentages include Plautdietsch/Mennonite, Chinese, Hindi, and Yucatec Maya

3. THE PROGRAMME a. History

The context of Southside Belize City described previously is salient for the understanding of the history and creation of the Samuel Haynes Institute of Excellence (SHIE). SHIE began in 2008 when Mr. Wilfred Peter Elrington, Representative of the Pickstock Constituency and Minister of Foreign Affairs and Foreign Trade for Belize, met with his constituents to discuss and identify the needs of the community. There were grave concerns in the community regarding the education of children and youth: many experienced high dropout rates and were not able to transition to high school. The unemployment amongst youth was also very high and an increasing amount of gang and violent activities was occurring simultaneously. Children were afraid of the violence, and parents wanted a safe environment where their children could play and learn effectively. Ultimately, the community wanted assistance with their childrenâ&#x20AC;&#x2122;s education and a creation of a childfriendly space to promote their well-being.

3. THE PROGRAMME More specifically, at the time of establishment, poverty and indigence rates in Southside Belize City were reported at unacceptable levels of 54% and 26%, respectively, compared to 33.5% and 10.6% nationally, according to programme background justification reports. A Pickstock area health survey conducted in 2008 indicated that 34% of residences in the Pickstock community were in poor state of repair and 25% being in a very bad state. The survey also noted that 33% of the homes were in poor hygienic conditions and 10% in very bad hygienic conditions. Finally, 30% of the residents who needed medical attention in 2007 were unable to procure the prescribed medication, receive ancillary tests, and follow treatments such as dialysis for renal failure due to a lack of money. As a consequence of the meeting, a smaller team was assembled to review the means of assisting and cleaning up the community in addition to establishing a centre where everyone could feel safe and where students could be supported academically. With the support of numerous partners, SHIE opened its doors on the 28th of February 2009.

b. Objective

The Samuel Haynes Institute of Excellence was founded on the ideas and needs of the community resulting from a demand for assistance in education, health, and income generation. The objective of the programme is to enhance the education of children and youth, provide the means and a facility for recreation and studies, and provide assistance with employment and education in entrepreneurship. Information about the instituteâ&#x20AC;&#x2122;s vision, mission, and philosophy can be found in the Annex.

c. Strategies

In satisfying the communityâ&#x20AC;&#x2122;s needs, SHIE is governed by one committee of the Pickstock Development Association (PDA), a community development organisation. The three committees of the PDA include: SHIE Board Committee, Construction and Repair Housing Committee, and Social Assistance & Crisis Prevention Committee. Under the SHIE Board Committee, two programmes are offered: an afterschool programme for children and youth and an income-generating programme for women and young adults. Table 2 on the next page displays the programmes available at SHIE:

3. THE PROGRAMME

Table 2: Programmes offered at SHIE

The afterschool programme consists of a remedial education curriculum for children from the age of five to the age of fourteen and a high school orientation course for students who are about to enter high school. The goal of the afterschool programme is to provide a holistic approach to assisting students with their studies and to build their skills in music and gardening. A Primary School Examination (PSE) course is offered to prepare students graduating from primary school so that they can excel on the examination to be able to transition to secondary school. The high school orientation programme is to help the students who pass the PSE to prepare successfully for high school. Additionally, a gardening course is available to students who have finished their homework with remediation in various subjects listed in Table 2. It is aimed at helping them learn about the different techniques of planting and caring for oneâ&#x20AC;&#x2122;s own garden and the importance of healthy living and eating. Finally, a music programme has been successfully implemented in which more than 20 students learn about the intricacies of musical instruments, how to read music as well as how to learn to play in a band. The income-generating programme is for adults from the age of 18 to 40. The goal is to assist the families of SHIE become more self-sufficient and autonomous. To this end, it was created to encourage adults and young people to develop small businesses and craft skills that would help 13

3. THE PROGRAMME end their dependence on income from illegal activities and monies solicited from government and charitable agencies. The income generated from participating in this programme could buy them the necessary food, medicines, and other essential commodities. The programme also aims to restore hope that as individuals they can bring about positive change in their own lives. Through the programme, the participants have access to equipment and raw materials and are given training in computer applications, sewing, cosmetology, and culinary arts for three to six months. They are also trained in marketing techniques and how to access seed money (such as short-term loans to purchase the needed tools and materials) for their businesses. Based on a self-help approach, the participants have also helped with the construction of a building called the Open Income Generating House that facilitates the sale of their products. This building introduces and sells the participantsâ&#x20AC;&#x2122; products such as souvenirs, bags, uniforms, flower crafts, pastries, confectionaries, and handmade greeting cards. Overall, the programme provides the adults and young people an opportunity to learn new skills and earn a legitimate income.

d. Costs and Funding

The services that SHIE offers to students and parents are free of charge, which requires the organisation to diligently seek support from a variety of partners. As a non-governmental organisation, SHIE has received funding and assistance from Belize Telemedia Limited (BTL), the Social Investment Fund (SIF), the National Emergency Management Organisation (NEMO), the Belize City Council, the Government of Belize, the Embassy of Taiwan, the Pickstock Community, the Organisation of American States (OAS), and UNICEF. Programme leaders report an expense of approximately 380,000BZ$ to operate the two programmes at SHIE annually and 780,000BZ$ at the beginning to open the institute in 2009. Since its inception, UNICEF has consistently supported the Institute. UNICEF has provided SHIE with technical and financial assistance in the areas of teacher training, community participation, project awareness, and documentation. UNICEF has also donated materials for the afterschool student programme.

3. THE PROGRAMME e. Successes of the Programme

After less than three years of operation, SHIE has been able to provide a child-friendly space to children who live in the Collet, Pickstock, and Lake Independence neighbourhoods of Belize City. Programme data indicate that approximately 150 students attend the afterschool programme, with 77% attending regularly and others attending only when they need schoolwork assistance. More than 268 students, including those participating in the music and high school orientation programme, are registered at the Institute. There is no coercion for the students to come; they come voluntarily. Students are often the first ones who come to register and the staff members ask them to bring their parents so they can be supported with their parentsâ&#x20AC;&#x2122; involvement in the programme. Through interviews and conversations with programme leaders and students in June and July 2011, the successes of the afterschool programme and the income generating programme can be grouped into four main categories: 1. increased participation of the community; 2. improved studentsâ&#x20AC;&#x2122; performance; 3. studentsâ&#x20AC;&#x2122; behaviour change; and 4. successful adult experiences. 1. Increased participation of the community According to programme leaders, the biggest success of SHIE has been the increased participation of the community. Mrs. Barbara Elrington, the Executive Manager of SHIE, believes that one of the shortfalls of the educational system in Belize is a lack of parental involvement. The establishment of SHIE has changed this aspect of the problem because it has successfully garnered the participation of parents who are involved in the activities offered through the income generating programme such as gardening, culinary, sewing, or cosmetology. Furthermore, this income generating programme component is an attractive feature that offers precisely the kinds of opportunities that parents are seeking from their communities. Their involvement has also generated closer family relationships because they are now involved in the institute where their children spend their afternoons receiving remedial education, test preparation, and musical/gardening skills. Their social and interpersonal skills are also enhanced. The parent education programme the institute offers helps to guide parents as to how they can assist the children in achieving academically. This involvement has led to an improvement in the family relationship skills between parents and children.

3. THE PROGRAMME Moreover, parents have served as volunteers to support their children’s performance by going to Band Retreats away from Belize City. Parents also go to SHIE to share their concerns, whether they are concerns regarding their children’s performance at school or concerns related to their family situation, or just to see what their children are doing. There are some parents who come and spend their day at the institute because they feel safe. SHIE staff express that they get to know the parents’ stories and offer a supportive and caring environment where trust and confidence are engendered and encouraged. These actions can provide supportive family and healthy community relationships. 2. Improved students’ performance Interviews with tutors and volunteers at the Institute indicate that they have noticed an improvement in students’ performance at school, in the afterschool programme, and on their performance on the PSE. SHIE tutors often look through student school notebooks and they can see the improvements in their grades at school, including an enhancement of their handwriting over time. One tutor specifically noted that there are students that come to the afterschool programme without knowing how to do simple multiplication and division, for example. But through their remedial mathematics programme, the tutors guide the students in their learning and after a short time they are able to grasp the concepts. Students’ improvement in performance is also illustrated by the fact that students take ownership of their own learning. At the beginning of the programme, tutors had to find out what their homework was; now they arrive at the institute and start their homework without being asked. For students interested in gardening, this serves as an incentive because they can go to the garden and tend to the vegetables or learn how to plant seeds once they are done with the school work. A participatory approach is also applied through the students’ gardening programme; they decide what they will plant, how to plant, and take the initiative to research about the nutritional value of certain vegetables. A successful outcome of this gardening component is the founding of the neighbourhood’s urban backyard gardening initiative: this began after the children brought home spinach that they grew at the institute and trained their own parents in how to plant. Quantitatively, students’ performance has improved on the PSE. Programme records indicate that for the 2010-2011 school year, 24 out of 25 students in the PSE preparation class passed the test and transitioned to high school. In 2009-2010, 28 out of 29 students passed. It is important to note that 16

3. THE PROGRAMME not only have these students passed the PSE but they have received very high scores on this exam. The majority of these students who perform well on the PSE are enrolled in St. Catherine’s Academy, Pallotti High School or St. John’s College, institutions in Belize City that are considered the “cream of the crops,” according to Mrs. Elrington. While the programme cannot take all the credit for students’ improved PSE performance, it believes it has contributed to students’ achievements through its PSE preparation course. Ashley Ovado Ashley is a 15-year-old second form student who began coming to SHIE when it first opened in 2009. Ashley’s parents died when she was six and she has been living with her sister in Pickstock area. She enrolled in the PSE preparation class and successfully scored a 78%. Even after she transitioned to high school, Ashley comes back to tutor the younger students and uses her free time to hone her skills in arts and interest in computer. She enjoys coming to SHIE because the staff are friendly and cares about all the youth that come through. According to Ashley, no one had shown an interest in her before. Ashley is doing well in high school and has high hopes for the future. After high school, she aspires to go abroad to study and return to Belize to be a doctor, a nurse, or maybe a lawyer. However, the high levels of crime and violence in her neighbourhood are main causes of concern for her daily. Ashley expressed that she wished “the violence would stop...just everything to just slow down for a minute so we could see how beautiful Belize is and how it’s so, it’s so peaceful, if we would just let the violence stop and just be nice to people, just be nice to others for a while.”

3. Students’ behaviour change Another important success of the programme has been positive student behaviour change. Programme tutors commented in a survey carried out by SHIE that the students’ behaviour has changed as a result of participation in the afterschool programme. It is often acknowledged that rivalry exists amongst the different schools across the city from which the students attend and this rivalry sometimes is demonstrated at the institute. At the beginning of the programme, tutors and programme staff could observe that students often had petty fights or arguments. To remedy this situation, the adults in the programme have emphasised the importance of respecting each other, treating each other well, and working as a team. SHIE requires that they come to the institution after school in their uniforms and show an effort to be tidy as a sign of respect for the institution. Mrs. Elrington also comments that

3. THE PROGRAMME students have adapted from being shy, unruly, and perhaps a bit rude at the beginning of the programme to a habit of giving staff hugs and greeting everyone in a courteous way. She believes that this change in attitude and behaviour stems from the individualised attention, love, and kindness that the adults grant them and the fact they feel cared for. The staff members at SHIE also demonstrate it in the way they carry themselves as teachers and serve as examples for students to follow. Since its inception, SHIE has treated all students as rights holders who come to the institute as unique individuals with special talents, gifts, and graces. Staff members believe that “a child can be taught anything, if you help the child to recognise where he or she is at and where he or she needs to go.” Because of this perspective, the organisation has not denied access to anyone. Should an issue arise, parents are asked to come to the institute to meet with staff. There has been one instance when a student came to the afterschool programme with a knife. Programme management reported the incident to the police and talked to the parents of the students. An attorney was also brought in once to teach conflict resolution skills to female students who were experiencing some problems with each other. 4. Successful adult experiences The Samuel Haynes Institute of Excellence is a registered education and training institution with the Ministry of Education so the certificates it issues to adults in the income-generating programme are also signed and recognised by the Ministry of Education. For the women in the cosmetology classes, the certificate indicates that they have pursued a level of training for a period of time and serves as an asset since they can put it in their salon wherever they are practicing their trade. For the first time, two women had persevered in the health literacy programme and did their internship at the Belize City Hospital in 2011. Impressed with their performance, the hospital consequently hired them after they finished their training. Because of these successes, there is always high turnout for graduation, as exemplified by the graduation ceremony the institute held in June 2011. People in the community make an effort to come out for the ceremony because, as Mrs. Elrington suspects, “many of them have not had opportunities where they experience success. In the past they might have been failures in primary school, they might not have gone on to secondary and if they went on, they failed at secondary school….And certainly the graduation, some of them did not have the benefit of graduating from high school, for example, and so they really look forward to be involved in the graduation.” These examples 18

3. THE PROGRAMME described above illustrate some of the positive and successful outcomes the adults who participate in the programme have experienced.

f. Factors contributing to success

Upon examining the programme model and experience through conversations with programme staff, parents, and students, it has been possible to identify certain factors that have contributed to the success of SHIE. Below some main factors are described. 1. Community buy-in The main factor contributing to SHIEâ&#x20AC;&#x2122;s success is the fact that the programmes offered at the institute are a result of the articulation of needs within the communities from which the participants come. This central aspect means that the momentum for change came directly from the people themselves. It is a community owned and managed programme where students and community members decide what services they want to see offered and express their goals in terms of development. Community members feel empowered to participate. According to Mrs. Elrington, the process of community transformation has brought people together to â&#x20AC;&#x153;manifest the power they have to make changes.â&#x20AC;? 19

3. THE PROGRAMME

2. Political leadership The Political Representative of the Pickstock Constituency used his leadership for the creation and management of SHIE. He and his wife have worked in tandem to ensure that the programme delivers the kinds of services and opportunities that the community desires. As a Minister, he is also able to bring the issues and needs of the community from which he represents to Cabinet and this allows his constituents to see channels where they can have their voices heard. Support from the Political Representative for SHIE has helped to further expand the diversity of institutions that are aware of and invested in the projectâ&#x20AC;&#x2122;s success. 3. Leveraging of partnerships Diversified funding support helps to facilitate the sustainability of the programme model. SHIE has been dedicated to leveraging various kinds of partnerships to secure resources and support for the institute. Their levels of partnerships range from government counterparts, international development organisations, local businesses, and the international affairs community. SHIE also maintains a partnership with various former students who return to the Institute to mentor the younger students. Being that SHIE is the only institution in Southside of Belize City that offers facilities for study and research, the older students also use the facilities for their own educational growth. 4. Holistic approach to remedial education and community transformation through the provision of needed services SHIE leaders believe that they apply a holistic approach to what they are doing and allow each child to go at his or her own pace. For example, the institute applies hands-on knowledge to the educational experience of students. This is demonstrated by the fact that first year high school students are offered the opportunity to visit a hospital to learn how doctors and nurses identify blood types and correct transfusion methods to accompany their learning at school in science class. In their reading class, students are asked to interpret the booksâ&#x20AC;&#x2122; meanings for their own lives. They also use the computer and the Internet as instructional tools to introduce students to technology and to facilitate their interactive learning. Community transformation is promoted through the adult income generating programme component, which resulted from the expressed desires of the people living in the neighbourhood. 20

3. THE PROGRAMME The fact that participants are offered skills in crafts and entrepreneurship helps to facilitate their understanding of business and ability to offer a service of their own to generate income and support their families. Assistance was also requested to teach young, new mothers how to breastfeed their babies properly. Related to this, a mobile health clinic and health literacy course were established to provide people with much-needed medical services and health knowledge. These new services, skills, and understanding can lead to community improvements and change. Such transformation is further supported by the existence of a child-friendly space and community centre and staff who are dedicated to empowerment and development for the benefit of children and families.

g. Challenges and Solutions

Similar to many start-up programmes, SHIE has also faced various challenges since its creation. Regardless, the organisation’s staff members have worked diligently to generate innovative solutions to resolve these obstacles. Below are some of their most pressing challenges in the last couple of years and their solutions. 1. Finance: Issue: SHIE’s primary challenge at this stage of its development is a lack of consistent and sustainable funding. Because the program is free, it is particularly difficult to cover the program’s high overhead costs. For example, tutors are offered a stipend from 50BZ$ to 200BZ$ per week and computer and air conditioning units maintenance and repair can be very costly. A lack of finance has also caused problems with infrastructure, as illustrated by the limited space currently available to SHIE participants. Since its beginning, the number of students has increased and more programmes have been added. For the 2010-2011 school year, three classes had to be held outside to accommodate demands of students. Because of this, space becomes even more limited during the raining months. Furthermore, making the institute’s grounds more secure would be an important next step as well since SHIE has had a security incident where people broke in and stole the institute’s livestock. Solutions: The challenge to seek funding has afforded management the opportunity to leverage its relationship with various partners in the community who have a vested interest in the issues affecting

3. THE PROGRAMME children and families in Southside Belize. For example, it formed a partnership with NEMO so that the main building at the institute can serve as a food distribution centre in case of an emergency situation such as hurricanes. Because of this partnership, NEMO agreed to cover some costs for the construction of the buildingâ&#x20AC;&#x2122;s upstairs. Funding from Social Investment Fund (SIF) and the community has provided two containers to serve as temporary classrooms to accommodate the demand of this coming school year. SHIE continues to actively search for a variety of sources for funding so that students are no longer housed in these temporary classrooms nor have classes outside. Currently, the institute is requesting funding from the Japanese government for the construction of a new building at a cost of 260,000BZ$ that would alleviate this immediate space problem. It is also hoped that the income-generating programmes will be able to turn over a profit once the clothing store is in full commission. SHIE is also seeking funds to build a fence around the premise, which would cost approximately 160,000 BZ$. 2. Personnel Issue: Finding committed and trained volunteers and tutors continues to be an on-going challenge for SHIE. Many of the volunteers that have joined have limited training and need assistance. The programme management hypothesises that perhaps it is because many people in Belize City consider Pickstock area a dangerous place so volunteers and tutors are hesitant to come. They also acknowledge that having more specialised tutors with strong leadership and negotiation skills would be an asset to the organisation. Solutions: There has been a short training programme created for these volunteers and tutors to attend once a week but this curriculum can be improved. Currently, the staff meets every Friday to discuss the progress and seek ways to improve on what they are doing. The Executive Manager also meets them individually when necessary. The organisation is presently exploring options with various educational institutions, such as the University of Belize, St. Johnâ&#x20AC;&#x2122;s College, and St. Catherineâ&#x20AC;&#x2122;s College, to attract students who could give back to their communities by volunteering with the institute. It could involve a service-learning component especially for students who receive government scholarships to attend these tertiary institutions. 3. Violence in the community: Issue: When the institute was first being established, it was located in an area where drug deals and 22

3. THE PROGRAMME gang activities commonly took place; violence in the neighbourhood was high and continues to be alarming. Solutions: The team of people who worked to establish the institute recognised the need to clean up the community before it could be launched. Thus, one of their first steps was to have the police booth nearby upgraded to a police precinct. The police presence has helped to deter crime activities from taking place. The community also expressed its desire to have a beautiful place so they chose bright paint colours for the main building and to keep it clean always. This way, the community can take ownership of something that they consider to be first class, which also helps to deter any destructive tendencies that may occur in a marginalised neighbourhood. Over the past two years, SHIE has made many efforts to make it as child friendly as possible, with a community garden where flowers and trees are being planted. All of these efforts have made more people in the area come to the institute to spend their time, even when they are not enrolled in the classes themselves. It has slowly served as a community centre where all members feel welcomed and safe. Furthermore, taking inspiration from SHIE’s beautification efforts, the community has also decided to plant flowers along the flower named streets and fruit trees so that they can be harvested. This is the community’s way of “working out the means and ways to develop,” according to Mrs. Elrington. Although crime rates in Belize continue to rise, positive steps have been taken to improve the environment at and near the institute so children and people in the community can enjoy a child friendly space. 4. Limited understanding of entrepreneurship Issue: Staff has noted that some of the adults in the income-generating programme lack the confidence to start their own business since they have never been provided with the opportunities to do so. Furthermore, some of the men in the programme, who are working hard to turn their lives around, face significant barriers in leaving their history of conviction and gang membership behind. This often makes it difficult for them to work in a particular neighbourhood. Solutions: To resolve some of these issues, SHIE has taught tailors and cooks how to start businesses and provides them with seed money so they can get them started on their own. The institute also 23

3. THE PROGRAMME continues to offer them additional training to improve their sewing and cooking/ baking skills. The women at the institute have created a clothing line called Zericota that will sell garments internationally. Currently, they have created 74 patterns and will choose 30 to produce garments in three different sizes for potential customers. They have been trained on how to set up a website on E-bay and will set up a store. Promisingly, the bags made at the institute have sold in the United States for $20 each. For the men, a landscaping and outdoor cleaning business has been created to help them generate a small source of income.

4. DISCUSSION ON THE FEASIBILITY OF SCALE UP The importance of considering the successes and challenges of programme models for further scale up or enhancement cannot be overlooked. The same holds true for SHIE. To take the programme forward, programme leaders recognise that they need to continually improve the quality of the services they deliver to students, such as remediation in Mathematics and Language Arts. They understand the need to use standardised tests to measure where the children are at when they begin the tutoring programme so that they can better shape the courses and provide more individualised attention to each student. This way they can also show progress and results based on sound empirical evidence. Quantitative data can also be provided by tracking the PSE scores of primary students as well as their transition rates to high school. For the income-generating programme, the enrolled participantsâ&#x20AC;&#x2122; level of income, health outcomes, and general life satisfaction could potentially be measured to see if there are improvements being made due to participation in the Instituteâ&#x20AC;&#x2122;s activities.

4. DISCUSSION ON THE FEASIBILITY OF SCALE UP It is critical that continuous monitoring of the progress and success of its programme and evaluations be conducted to inform the actions that are to be undertaken. It would be useful for programme leaders to incorporate a monitoring and evaluation framework. This framework should include changes in intended outcomes (impact) as well as assessment of quality of programme delivery and adherence to core components with an explicit theory of change (implementation). This model can be further strengthened by grounding its work on applicable social theories which will guide the programmeâ&#x20AC;&#x2122;s plans for how specific core components lead to specific changes in student and community outcomes. It also supports programme dissemination and evaluation. These steps would provide necessary data for scaling up and further development of the programme model. Indicators for well-being established by UNICEF in the past few years could be used in establishing measures for student outcomes. On-going monitoring systems and feedback loops should be considered carefully. Furthermore, a recommendation is for programme leaders to closely follow the progress of its graduated primary students, as well as those enrolled in the high school orientation programme, in a systematic way to track their performance. With frequent communication and follow-up, the institute could count on even more former student participants to come back and serve as mentors for the younger students, as some students are already doing. Lastly, one factor to be considered in creating a similar model is the organisational structure and its related operations as programme management is dependent on smooth, accountable transactions especially since the organisation has been grant- oriented. Strengthening both the management of programmes and operations will enhance the institutional credibility and good social standing.

5. CONCLUSION For more than two years, SHIE has served as an organisation that provides a child-friendly space for students and income-generation opportunities for adults in a highly marginalised community. SHIE management recognises that SHIEâ&#x20AC;&#x2122;s efforts would not be needed if the educational system could offer effective remediation, guidance, and counselling for students in Belize. In an ideal world, â&#x20AC;&#x153;social services must be first class and must cater for all the children,â&#x20AC;? according to Mrs. Elrington. She also believes that education is a basic right of all citizens and is a social service that should be completely financed by the government at least at the primary and secondary level. For the time being, SHIE exists because there is a strong need in the community. In order to provide a quality service to the children who come to SHIE, programme staff members are also cognizant of the fact that they cannot continue to expand without additional resources. With limited funds, they may have to be more selective and perhaps provide a more focused programme for children who have the greatest needs.

5. CONCLUSION For the near future, SHIE programme staff would like to attract more specialised teachers who can provide appropriate assistance to the students enrolled in the afterschool programme. More appropriate reading materials according to age and ability are needed as well as instruments, uniforms, and shoes for the music programme. The staff would also like to initiate a sports programme for all the children in the neighbourhood to promote recreation, play, and healthy development. For the income generating programme, SHIE looks to expand it so that the programme can be self-sustainable. Though SHIE has been in existence for less than three years, notable achievements have been made in terms of improving the performance of its students and providing the adult participants an opportunity to learn new skills and earn a legitimate source of income. The programme is still in its incubation period as it further develops its model and premises of change. However, its community approach to child and youth development and early feedback suggest that the programme has the potential for producing measurable impacts on child and community well-being. With more investments and supports, the Samuel Haynes Institute of Excellence will be able to effectively deliver results for children and contribute to positive community change.

6. BIBLIOGRAPHY Belize Country Poverty Assessment, 2009. Available at www.belize.gov.bz/public/Attachment /131612504571.pdf [accessed 3 August 2011]. UNDP Belize. Belize Scorecard and Outlook Report 2010. Millennium Development Goals. Government of Belize - UNICEF Plan of Cooperation. “Situation Analysis of Children and Women in Belize, 2010: An Ecological Review.” Government of Belize - UNICEF Midterm Review. 2010. Government of Belize. 2010. Belize Census. MOEYSC_ QADS: Hemispheric Project for the Preparation of Policies and Strategies for the Prevention of School Failure, Belize Report, June 2005. National Committee for Families and Children (NCFC). December 2009. Uncovering Local Assets: Building Stronger Families and Communities – Community Asset Mapping: Collet, Pickstock, Lake Independence and Port Loyola. Report prepared by SPEAR. UNICEF. “Basic Education and Gender Equality.” Last updated 2 July 2011. Available at: http://www unicef. org/education/index.php [accessed 19 July 2011]. United Nations. “Goal 2: Achieve Primary Education.” Available at: http:// www.un.org/millenniumgoals/ education.shtml [accessed 19 July 2011].

7. ANNEX The vision of SHIE is “to support, inspire, and motivate children and youth from pre-school age and beyond by providing a combination of flexible multi-purpose learning bases with high quality teacher support and a range of opportunities in a personalised, friendly, and safe learning environment.” It is to transform the lives of the Collet, Pickstock, and Lake Independence communities. The mission of SHIE is to celebrate diversity and work together to: • • • • • • • • •

Actively promote a positive climate where change, innovation, and growth are fostered, facilitated, and monitored. Encourage students to develop critical thinking skills enabling them to become confident and independent problem solvers, knowledgeable of their personal and social responsibilities and with a commitment to reach their highest potential. Provide opportunities to develop and maintain a system of communication that will create an informed school community. Promote effective education achieved through a partnership of students, family and school, and where parents will participate in every aspect of their child’s education. Develop and maintain a positive Belizean identity through a knowledge of and appreciation for our Belizean heritage, values, and ethics. Foster an understanding of and respect for racial and cultural differences within our society. Help students gain a sense of respect for themselves, for others, and for their environment. Provide opportunities for the development of self-esteem, selfexpression, and self-discipline.

The students, parents, and teachers at SHIE believe in the following philosophy: • • • • •

That each child is born a genius, with natural curiosity, active imagination, high energy levels and passion with which he/she wil pursue his/her interest, with deep and pure response to music, literature, the arts, the environment, with a high sense of aliveness and delight in simple achievements. That all education and training should be opportunities to enhance these qualities, heightening the desire for life-long learning. That students, parents, and teachers shall work together, learn, and grow in confidence and pride in their own abilities and achievements. In the worth, dignity, and uniqueness of each of its members. In the importance of original thought, knowledge of their national heritage for realising possibilities and creating the nation’s future.