Hands-on Learning Brief October 2023

HANDS-ON Experience Learning

Issue 25: October 2023 The legacy of Douglas and Eleanor Murray

Invest in South Africa’s Potential

DGMT is a South African public innovator through strategic investment. Our goal for South Africa is a flourishing people, economy and society. Towards this end DGMT currently distributes about R200 million per year and leverages and manages a similar amount of funding through joint ventures with other investors.

Through the newly rebranded edition of our Hands-on Learning publication, we hope to play a helpful role in synthesising information from innovators and implementers in civil society, supporting them to share what they have learnt so that others are able to draw from and build on their experiences.

Have you read our 2023-2027 strategy titled Escaping the Inequality Trap?

To build a thriving society, more people must have the knowledge, skills and opportunity to participate fully in society and the economy, for the good of one another, and in synergy with the environment. To escape the inequality trap in South Africa we set three goals and then identified practical opportunities to realise each goal. This framework guides everything we do.

We have identified ten opportunities that constitute some of the most profound twists to enable South Africa to escape the inequality trap. This is because we can’t keep tracing the same old pathways to development in South Africa. We need bold and decisive twists that get us out of the rut, give fresh perspective and create new opportunities.

OUR 2023-2027 STRATEGY available at:

dgmt.co.za/our-approach

National development

Twisting the nation's trajectory

Time

IN THIS ISSUE WE FEATURE LEARNING BRIEF 1

Blended Learning: When partnerships spark innovation This learning brief explores how partnerships between government, civil society and communities led to innovations aimed at tackling a number of challenges impacting quintile 1–3 schools in South Africa, serving some of the country’s poorest children.

6

LEARNING BRIEF 2

Community Development in Lesedi and Letsatsi: Lessons on partnerships from DGMT’s place-based synergies team To improve developmental outcomes in economically depressed communities, we need holistic investment from womb to adulthood. This investment aims to bridge opportunity gaps and establish pathways towards self-sufficiency. The involvement of DGMT’s place-based synergies team in the Lesedi Solar Park Trust (Lesedi) and the Letsatsi Solar Park Trust (Letsatsi) aims to assess and showcase the effectiveness of a comprehensive package of socio-economic development interventions in communities, spanning a minimum of 20 years. Successful partnerships play a pivotal role in achieving the desired outcomes in both Lesedi and Letsatsi. This brief seeks to explore the lessons learned and challenges faced within partnerships facilitated by DGMT’s place-based synergies approach, which involves implementing partners, communities and other stakeholders.

12

LEARNING BRIEF 3

Social Employment Fund (SEF) Partnership: Partnering to bring the SEF to communities across South Africa This learning brief explores some of the lessons learnt from the first phase of the Social Employment Fund (SEF), a state-funded stimulus package for civil society organisations that work on a range of community development projects – referred to as Strategic Implementing Partners (SIPs). By design, the SEF encourages partnerships among the different Strategic Implementing Partners, enabling them to pool resources and scale their projects.

22

HANDS-ON Experience Learning October 2023 | Issue 25

OPPORTUNITY

8

Accelerate learning for learners failed by the system

BLENDED LEARNING: WHEN PARTNERSHIPS SPARK INNOVATION This learning brief explores how partnerships between government, civil society and communities led to innovations aimed at tackling a number of challenges impacting quintile 1–3 schools in South Africa, serving some of the country’s poorest children.

FROM DISTANCE LEARNING TO BLENDED LEARNING When schools faced extended closures during the lockdowns at the peak of the Covid-19 pandemic, public schools like Apex High School in Eersterivier, Cape Town, had to embrace distance learning. Catering to poorer children lacking Wi-Fi access at home, Apex High, a Collaboration School (part of Public School Partnerships), shifted its classes online for all grades in 2020, ensuring uninterrupted teaching throughout the year. They found that easy-to-consume, bite-sized chunks of educational content worked well for teaching on Facebook and WhatsApp. However, buying mobile data for each child and managing data loading before the school day began proved impractical. Based on its Covid-19 experience, the school adapted its approach to distance learning. By 2022, Apex High had introduced a blended learning model to meet the demand for high-quality education in the community.

The school sought a digital solution because there are more learners than available spots at the institution. At the end of 2022, the school received 2 800 applications for Grade 8, despite only having 240 available spots.

6

BLENDED LEARNING: WHEN PARTNERSHIPS SPARK INNOVATION

Issue 25 /// October 2023

i

What is Blended (or Hybrid) Learning?

What is a Collaboration School?

Blended learning combines both technological and face-to-face teaching and learning methods. In Apex High’s model, technology takes centre stage, with teachers, learners and administrators engaging in a dedicated computer lab.

Each learner has their own computer and works through pre-recorded content on a learning management system with teachers and administrators providing support. In the blended learning classroom, teachers focus on how learners engage with the content rather than on simply presenting it.

The Collaboration School model is a partnership involving a no-fee public school, the Western Cape Education Department and a non-profit civil society organisation specialising in education management. This partnership aims to bring innovation to no-fee public schools through collaboration with non-profit organisations (NPOs).

The goal is to bridge the quality gap in education between rich and poor learners in South Africa.

The term Collaboration School applies specifically to the Western Cape.

FEBRUARY 2023

i

Apex High Principal, Renata van der Westhuizen says: “Being a part of the Collaboration School programme allowed us to do innovative stuff and be involved in major upliftment for the community.

I’ve always been blown away by the things we can do because of the Collaboration model.

We work together to find the best solutions for the children. One example of that is the blended learning class”.

PARTNERSHIPS CREATE SPACE FOR INNOVATION Inspired by their successful shift to blended learning during the Covid-19 lockdowns, Apex High launched a blended learning model at the end of 2022. Despite the internet challenges faced by the Eersterivier community, the 2022 Grade 9 blended learning class was successfully taught primarily with pre-recorded learning content, structured according to the curriculum.

Starting in November 2022, Apex High and their non-profit partner Acorn Education collaborated with the Western Cape Education Department (WCED), the Eersterivier community, parents, service providers, learners, funders and EdTech partners to establish a dedicated blended learning lab from scratch.

GOAL 3 /// All young people on pathways to productivity

In 2023, due to the blended learning model, Apex High was able to accept an additional 100 Grade 8 learners.

The current blended learning class will continue to use the same classroom until they matriculate, after which a new Grade 8 blended learning class will start the five-year process again. In keeping with the spirit of partnership and community that drives Public School Partnerships, the classroom’s desks were crafted by learners from Jakes Gerwel Technical, a fellow Collaboration School.

For Apex High and Acorn Education, partnerships offer a path forward in addressing the education crisis, recognising that teaching and learning are intricate, long-term social processes that cannot be tackled single-handedly.

OPPORTUNITY 8 /// Accelerate learning for learners failed by the system

7

PARTNERSHIPS ARE THE GLUE THAT BINDS IDEAS

LESSONS LEARNED

1

Daily class observations enable Apex High to tweak and refine their model at a rapid pace.

Partnerships played a pivotal role in launching the blended learning model. Apex High needed to ensure it had buy-in from school leadership, staff and parents. In addition, the school needed to find people with the right skills, funding, service providers who would work in Eersterivier and a construction team that was willing to work quickly over the December holidays.

2

A dedicated team has been crucial to Apex High’s success in establishing blended learning.

3

A people-centred approach is crucial, especially when the primary mode of teaching is through technology.

“I only had to focus on the stuff that I’m good at: education.

Our Collaboration partner does all of the rest,” says van der Westhuizen.

The Collaboration School model enabled Apex High to innovate quickly, and in a way that wouldn’t have been possible in an ordinary public school bound by capacity and funding constraints. In addition, Apex High had the support of the WCED and its e-learning directorate, which provided guidance and support throughout the process.

WHAT HAS BLENDED LEARNING ENABLED AT APEX HIGH? One of the biggest learnings for the school is around the social nature of teaching. Apex found that, in the context of technology-centric learning, the teacher’s role becomes even more crucial. Learners need the personal touch of a teacher to guide them, believe in them, show an interest in their growth, support them, and celebrate with them. Because blended learning lightens the administrative load on teachers, they can fully focus on what they do best: teaching.

“We are a no-fee school so we don’t have the resources to do anything out-of-the-box.

The blended class is an excellent example of how we saw a need to help the community, but couldn’t, and then the Collaboration partner stepped in to help us with that.

With more resources, you can help more children.”

Apex High Principal, Renata van der Westhuizen

8

BLENDED LEARNING: WHEN PARTNERSHIPS SPARK INNOVATION

Issue 25 /// October 2023

FOR TEACHERS

FOR LEARNERS

Reduced teacher workload

Enhanced access

Apex High’s blended learning model delegates administrative work, planning and assessments to facilitators and technology, freeing up educators to devote more time to teaching and assisting learners.

Improved student-teacher ratio Overcrowded classrooms pose a major challenge in South African public schools. Learners in large heterogenous classes often don’t get individualised attention. As a consequence, those lagging their peers risk being left behind. The blended learning class features a teacher and two facilitators, improving the adult-to-learner ratio and enabling teachers to offer more targeted support to learners.

Personalised learning with real-time data Unlike in a traditional classroom setup, blended learning equips teachers with real-time data. They can immediately assess a learner’s progress and identify areas of misunderstanding. This allows teachers to address learning gaps effectively and enables students to work and learn at their own pace.

Learners who work quickly can move on to supplementary activities outside of the curriculum.

For example, they can choose courses like speed typing, animation, extra-curricular maths and coding, and from a wide range of international courses.

As Apex High’s reputation as a financially accessible, high-quality school grew, so did demand for enrolment.

Given learner intake limitations, blended learning emerged as a solution to reach more learners.

Learners are also not limited by the lesson. They can access experiential learning content that they might not encounter in a conventional classroom setting.

The learning platform used by Apex High features a built-in text reader that can audibly read to learners or translate English into their mother tongue.

Practical skills for the workforce In 2021, when Apex High’s first matric class graduated, it became evident that some matriculants were entering a job market that required computer literacy, yet many of them had never touched a computer. Given the focus on technology in most jobs, computer literacy makes learners more employable.

FOR SCHOOLS Addresses teacher shortages Blended learning empowers schools to use their teachers in a more efficient way, allowing them to focus on their teaching and professional development. Moreover, the model eliminates the need to hire niche subject matter experts.

Cost reduction The blended learning model uses facilitators, who hold junior posts, resulting in lower employment costs compared to hiring additional skilled teachers.

GOAL 3 /// All young people on pathways to productivity

OPPORTUNITY 8 /// Accelerate learning for learners failed by the system

9

WHAT’S NEXT? While Apex High is hesitant to prematurely draw conclusions about the impact of blended learning, it aims to ensure the blended learning class performs at the same level as students in traditional classroom settings — a goal the school has achieved thus far. Some students in the blended learning class are among the top performers in their cohort, with the top marks in certain subjects.

Apex High and Acorn Education are now extending their support to Streetlight Schools, a private institution in Johannesburg, with their blended learning model. In the second half of 2023, they will also begin supporting Imbeleko Academy in KwaZulu-Natal with that institution’s blended learning rollout. Given the novel model and the appetite for it, they’ve created a community of practice for teachers involved in the blended learning model. This peerto-peer learning group meets monthly to exchange ideas and discuss their progress.

“At the end of 2022, the blended learning class was the second highest-performing class in the cohort with a 94% pass rate – 1% lower than the top class.”

While the Apex High blended learning model was designed for replication, its success is anchored in a foundation of strong school leadership and a robust school culture.

Apex High principal, Renata van der Westhuizen

This learning brief was co-authored by Jana du Plooy and Darsha Indrajith, and edited by Rahima Essop.

Th i s i s t h e l e a r n i n g ex p e r i e n c e of :

10

BLENDED LEARNING: WHEN PARTNERSHIPS SPARK INNOVATION

Issue 25 /// October 2023

"With more resources, you can help more children."

Apex High principal, Renata van der Westhuizen

GOAL 3 /// All young people on pathways to productivity

OPPORTUNITY 8 /// Accelerate learning for learners failed by the system

11

HANDS-ON Experience Learning October 2023 | Issue 25

PLACE-BASED SYNERGIES

Place-based interventions unlock the true power of DGMT’s 10 opportunities to escape the inequality gap.

COMMUNITY DEVELOPMENT IN LESEDI AND LETSATSI: LESSONS ON PARTNERSHIPS FROM DGMT’S PLACE-BASED SYNERGIES TEAM To improve developmental outcomes in economically depressed communities, we need holistic investment from womb to adulthood. This investment aims to bridge opportunity gaps and establish pathways toward selfsufficiency. The involvement of DGMT’s place-based synergies team in the Lesedi Solar Park Trust (Lesedi) and the Letsatsi Solar Park Trust (Letsatsi) aims to assess and showcase the effectiveness of a comprehensive package of socio-economic development interventions in communities, spanning a minimum of 20 years. Successful partnerships play a pivotal role in achieving the desired outcomes in both Lesedi and Letsatsi.

This brief seeks to explore the lessons learned and challenges faced within partnerships facilitated

by DGMT’s place-based synergies approach, which involves implementing partners, communities and other stakeholders.

12

COMMUNITY DEVELOPMENT IN LESEDI AND LETSATSI

Issue 25 /// October 2023

DGMT’s role in managing community development funds DGMT’s place-based synergies team is responsible for managing community development funds for the Lesedi Solar Park Trust and the Letsatsi Solar Park Trust (the trusts). They are community trusts, established in accordance with the Department of Energy’s Renewable Energy Independent Power Producer Procurement (REIPPP) programme. The Trusts each have a mandate to invest in black people living within a 50km radius of the power plants that fund them. Funding is secured for a 20-year period, with the possibility of extension. The DGMT team has been working with the trusts since 2017.

The Lesedi Power Project is situated in the Northern Cape. As a result, the Lesedi Trust directs its investments towards three towns and four rural settlements: Postmasburg, Danielskuil, Groenwater, Lime Acres, Skeifontein, Beeshoek and Maranteng. On the other hand, the Letsatsi Power Project is situated in the Free State, prompting the Letsatsi Trust to invest in three towns in close proximity: Bloemfontein, Dealesville and Soutpan.

The DGMT team comprises community project coordinators (referred to as CPCs) who partner with implementing teams, local leaders, stakeholders and community members to support local ownership and co-creation. Patricia Sebelego serves as the CPC for the Lesedi Community Trust in the Northern Cape, Tlholohelo Ramosoeu works with the Letsatsi Community Trust in the Free State as a CPC, and Sinazo Nkwelo leads the team as its director.

BACKGROUND: LIFE IN LESEDI AND LETSATSI The proliferation of mining activities in the Lesedi area (there are 13 mines and three power companies) has led to substantial population growth and urbanisation. This has intensified pressure on municipal services and caused issues including overcrowded schools.1 Despite significant economic activity in and around these communities, unemployment remains high and people continue to face overlapping burdens and hindrances.

A Youth Survey conducted in Tsantsabane Local Municipality, a central municipality within the Lesedi Trust’s catchment area, revealed that 79% of young people were unemployed.2 Consequently, most young people either have no income at all, or earn less than R1 000 per month. Even those who are employed earn low salaries, averaging around R5 000 per month or less.3 1 2 3

"Escaping the inequality trap - DGMT’S five-year strategy 2023 – 2026” Quantify Research (2018). Tsantsabane Youth Survey

This predicament is not unique to the Tsantsabane Local Municipality; all communities within the Lesedi and Letsatsi catchment areas have relatively low economic activity and high unemployment rates. These communities also grapple with inadequate services like inconsistent access to clean water and proper sanitation. Tsantsabane Local Municipality, for example, has struggled with water supply issues for several years, largely due to debt owed to the Sedibeng Water Board4, resulting in prolonged water suspensions that impact businesses, schools and childcare facilities.

In 2018, the Lesedi and Letsatsi Trusts commissioned a baseline assessment of access to and quality of early childhood development (ECD) services in their catchment communities. The assessment revealed that fewer than half of children under the age of six were accessing early learning centres. To close this early learning gap, the trusts partnered with SmartStart to implement a playgroup model, offering sessional programmes for children a few times a week.

4

Available here: https://www.sabcnews.com/sabcnews/n-cape-residents-wantanswers-to-water-crisis/

Escaping the inequality trap.” Available here: https://tinyurl.com/3mersdw8

GOAL 1, 2 & 3 ///

Place-based synergies

13

In 2022, Flourish mom-and-baby classes were introduced in the trusts’ areas to bolster ECD services. These classes educate parents on the importance of good maternal and child nutrition and maternal mental health in the crucial first 1 0005 days of a child’s life.

“In our communities the awareness that a child’s development starts in the womb did not exist because antenatal care is something that our people really could not afford,” explains Ramosoeu (DGMT team member in the Free State). By engaging with mothers, Flourish aims to address childhood stunting6 and foetal alcohol spectrum disorder (FASD)7, both prevalent issues in these communities.

THE PLACE-BASED SYNERGIES APPROACH TO HUMAN DEVELOPMENT

“With 20 years of funding, potentially longer, we have an opportunity to change things for a generation of children. A child born today will have better prospects 20 to 30 years from now than their parents did. Hopefully, they will have a level of self-sufficiency and social mobility that their parents did not have.”

Sinazo Nkwelo, DGMT innovation director, place-based synergies

Ensuring that every South African child reaches their full potential in adulthood requires coordinated programmes that address their needs at every developmental stage, starting in the womb. The approach acknowledges that strategic investments in early childhood development yield cost-effective benefits in later stages. However, interventions focusing solely on the child, outside of their household and family context, risk inefficacy. This is because healthy and supportive families are a key contributor to human development, and these families thrive within flourishing communities. Hence, evidence underscores that effective human development demands successful collaboration with households and communities.

14

5

The first 1 000 days of a child’s life (i.e. from conception to age two) is an opportunity to establish a foundation for their academic success, health and general well-being.

However, it is also a period of vulnerability to stunting. For more information visit: https://www.growgreat.co.za/

6

Stunting is a (largely preventable) condition where young children are short for their age and do not reach their full growth potential due to chronic nutritional deprivation, repeated infections and poor psycho-social stimulation. See DGMT Hands-on Learning Brief, Issue 24.

7

FASD is caused when a pregnant woman drinks alcohol. The alcohol poisons the unborn baby and may damage any of their organs, although the brain and the nervous system are the most vulnerable.

COMMUNITY DEVELOPMENT IN LESEDI AND LETSATSI

Issue 25 /// October 2023

KEY MILESTONES FROM WOMB TO ADULTHOOD FLOURISH

A social franchise helping parents provide responsive caregiving to their children through evidence-based mom and baby classes.

NAL'IBALI Nal’ibali (isiXhosa for “here’s the story”) is a national reading-for-enjoyment campaign. It seeks to spark and embed a culture of reading in children from birth to 12 years of age, across South Africa, through cultivating, enticing reading content in all South African languages.

WORDWORKS

Wordworks is a South African non-profit organisation that focuses on early language and literacy development in the first eight years of children’s lives.

postseco postseco high sch middle g early gra kinderga healthy

pregnan

rten rea

de readin

rade ma t

ool grad

ndar y en

employm n d a r y co

e nt

mpletion

rolment

uation

h

g

diness

cies

TIMCA: Math club program

SMARTSTART:

TARL:

A social franchise that aims to expand access to quality early learning in South Africa for three- and four-year-old children.

The Teaching at the Right Level (TaRL) approach targets the root of the learning crisis by transforming the structures that lead to it.

Figure 1: Key milestones from womb to adulthood

GOAL 1, 2 & 3 ///

Place-based synergies

15

The trusts’ programmatic and funding investments aim to assist communities in reaching their developmental milestones while injecting much-needed funding to stimulate economic activity. Examples of this include:

SMARTSTART AND FLOURISH Both are social franchise models.

SmartStart aims to expand access to quality early learning for three- and four-year-old children. Flourish assists parents in providing responsive caregiving through mom-and-baby classes.

The implementing partner is the franchisor and specially selected and trained members of the community become franchisees. Franchisees receive free training, educational materials and a small stipend to support their micro-businesses.

A coach offers moral support and ensures programme fidelity during implementation.

The standard models assume that parents pay fees, which generate income for the franchisees. However, in poorer communities, SmartStarters require regular stipends to cover their costs since parents are unlikely to afford fees for early learning services.

SmartStart No. of Children (currently)

No. of Franchisees

395

58

157

37

Lesedi Letsatsi

Flourish No. of moms (currently)

No. of Hosts

140

6

36

2

Lesedi Letsatsi

SOCIAL CHANGE ASSISTANCE TRUST (SCAT) The SCAT is an NGO that acts as an intermediary that provides financial support, mentorship, and capacity building to community-based organisations (CBOs) to strengthen their organisational management and programme implementation.

SCAT No. of CBOs Supported Lesedi Letsatsi

6 6

Table 1: This table shows the number of children, hosts and franchisees supported by SmartStart and Flourish in Lesedi and Letsatsi.

It also shows the number of CBOs supported by SCAT. 16

COMMUNITY DEVELOPMENT IN LESEDI AND LETSATSI

Issue 25 /// October 2023

WHAT DOES PARTNERSHIP MEAN TO THE DGMT PLACEBASED SYNERGIES TEAM? DGMT’s approach aims to ensure that development happens with communities, not to them. Achieving this requires communities to be involved in all stages of development.

The process begins by consulting community members about their needs, understanding the challenges they face, and identifying local resources that can be supported to better address these needs. The nature of engagement with community members varies. At its basic level, engagement ensures community awareness of DGMT’s work. More meaningful engagement includes involving community members as consultative stakeholders, co-creators, and implementing partners.

"Community leadership in development processes is important to us. Over the years, we have learned that this leadership can take a number of forms but must be anchored in community engagement and trust."

Partnerships take place in the context of, and in service to, community development and come in at least two forms, as outlined below:

PARTNERSHIPS WITH COMMUNITIES DGMT partners with community members and communitybased organisations in a number of ways. In some instances, the partnership approach involves investing in communityled programmes and interventions. In other instances, partnership entails working with community members as employees in programmes led by external organisations or involving them as advisors or trustees.

PARTNERSHIPS WITH NGOS AND SERVICE PROVIDERS Occasionally, the expertise required to address community issues is not locally available. In these instances, DGMT partners with NGOs or service providers from outside the communities in question, yet capable of implementing best practice programmes. Getting community buy-in and input in development processes led by external organisations remains a key element of DGMT’s strategy and values.

Sinazo Nkwelo, DGMT innovation director, place-based synergies

GOAL 1, 2 & 3 ///

Place-based synergies

17

LESSONS FROM PARTNERSHIPS WITH COMMUNITIES

1

COMMUNITY REPRESENTATIVE TRUSTEES OFFER VALUABLE INSIGHT AND CREDIBILITY

Community representative trustees contribute significantly to both partnership strategies and implementation. Trustees are typically individuals who are deeply rooted in the area, well-connected, and respected in their community. When they speak in meetings and conversations, others tend to listen.

In the Free State, Kegomoditswe Gladys Mokhobo, a former mayor and community trustee, plays a pivotal role. She sits on the School Governing Body of Tshomarelo primary school and provides guidance to the DGMT team on critical community dynamics. Her experience and commitment have helped align implementation models with community needs. As Tlholohelo Ramosoeu (DGMT team member in the Free State) explains, “With stakeholder management, her experience as a former politician has been instrumental in helping us find the right approach to engaging the local municipality … her objectivity and commitment to the wellbeing of her community and desire to see tangible impact has helped us recognise where implementation models and operational processes were contextually misaligned.”

“As a citizen of Dealesville, I know first-hand that many in my community are unemployed and uneducated, so I agreed to be part of the Trust to make a difference, because I know about the needs in my community. I am helping in administering and distributing funds that will meet these needs.”

Kegomoditswe Gladys Mokhobo, Letsatsi community trustee

In Danielskuil in the Nothern Cape, when community members protested outside the SmartStart coach’s house because they were dissatisfied with their stipends, local trustee Fritz Steenkamp intervened. He facilitated an emergency meeting, contacted the SmartStart head office and ensured he was present at all related meetings. Patricia Sebelego (DGMT team member in the Northern Cape) says that Steencamp played an invaluable role in getting the programme back on track.

18

COMMUNITY DEVELOPMENT IN LESEDI AND LETSATSI

2

ADOPT A DEVELOPMENTAL APPROACH WHEN PARTNERING WITH LOCAL ORGANISATIONS

Community-based organisations in deeply rural communities often lack funding and opportunities for skills development.

In such instances, an intermediary like the Social Change Assistance Trust (SCAT) secures investments from larger foundations to provide funding and capacity building services to CBOs. DGMT enlisted SCAT to provide support and connect CBOs to organisations in rural areas facing similar developmental challenges.

One of the contextual challenges that CBOs face is developing governance and resource management skills. SCAT, with its 38 years of experience, supports CBOs in these areas. Joanne Harding, SCAT Executive Director, explains: “It would not be developmental to put money into organisations without adequate capacity building support, especially if they are new to managing money and reporting to donors. SCAT provides support and capacity building to ensure a sustainable transition from having fewer financial resources to managing a large pool of funds.”

Many CBOs report that SCAT’s support positively impacts both their organisational development and their staff’s personal development as agents of social change.

3

BE IN IT FOR THE LONG RUN

SCAT’s experience underscores that development takes time. In communities like these, ad-hoc development projects often stall due to minor obstacles. For instance, a beekeeping project in the Lesedi catchment area struggled after the vandalisation of a solar panel that powered a borehole. Water could not be pumped into the project’s gardens, which withered, causing the bee population to dwindle. With support from the Lesedi Trust, SCAT continues to seek solutions, like relocating the solar panel to prevent further vandalism. This approach capitalises on the trained beekeepers’ knowledge and skills to provide a more sustainable income in the long run.

“We value the fact that this is a long-term project. We can’t just give projects money and then walk away.

If you want to see transformation you must be in it for the long haul.”

Joanne Harding, SCAT Executive Director

Issue 25 /// October 2023

LESSONS FROM PARTNERING WITH NGOS AND SERVICE PROVIDERS At times, NGOs with a proven track record lack a presence in local rural communities. In such cases, community trusts might consider partnering with NGOs from outside their communities. DGMT views this as an opportunity to achieve specific outcomes and transfer skills locally. Partnerships with SmartStart and Flourish exemplify this approach.

1

FREQUENT COMMUNITY ENGAGEMENT IS VITAL

During the early stages of the SmartStart social franchise programme’s rollout in the Lesedi catchment area, 12 franchisees took the project’s implementing partner to the ​ Commission for Conciliation, Mediation and Arbitration (CCMA) over a stipend disagreement. This two-year legal wrangle disrupted the project’s implementation. Fortunately, the setback did not deter others from becoming franchisees, resulting in steady growth to around 60 practitioners implementing the programme. Although the CCMA dismissed the case, SmartStart learned the importance of more frequent engagement in these communities.

Typically, SmartStart’s community engagement model becomes less frequent once implementation progresses, but in this instance, it was clear that more engagement was needed. Sane Mdlalose, SmartStart Chief Growth Officer, explains: “You need to know how the SmartStart programme is being experienced on the ground, what challenges the franchisees are having, [and] what kinds of challenges the people are having with regards to payment of fees – that kind of understanding needs to happen more frequently.”

Mdlalose says engaging with ward councillors and leadership structures is crucial, because they are well positioned to support programmes when implementation issues arise. For example, SmartStart occasionally found that expansion was hindered because of a lack of safe spaces to host playgroups or early learning programmes. As Mdlalose explains, finding spaces to implement the SmartStart programme requires partnerships and buy-in from councillors: “A piece of ground can be utilised with a container, but that needs the councillor to weigh in.” These stakeholders become active partners in development, and can help unlock land and spaces for programme implementation. Building trusting relationships with these stakeholders requires time and frequent engagement.

GOAL 1, 2 & 3 ///

2

CONTEXT MATTERS, SO BE ADAPTABLE

In poorer communities, the standard social franchise model was not viable because parents were unable to afford fees.

Thus, the trusts increased the stipend paid to franchisees.

Sometimes original models must be tweaked to achieve desired outcomes. For instance, the frequency of a programme might need to be adjusted. Initially children in Letsatsi were offered the minimum dosage of the playgroup model – a three-hour session, twice a week. Parents expressed dissatisfaction, as they wanted the children to be engaged for longer periods while they were working or seeking employment. As a result, SmartStart introduced the day mother model, which operates for a full day, five days a week. This adaptation, launched in 2022, provides children with extended engagement and enrichment.

Nkwelo emphasises the importance of understanding the local context and being patient with organisations as they adapt their approaches to community needs. She explains: “Our funding approach used to be that we would fund organisations to roll out their programmes based on their track record in other contexts, without giving them time to better understand the nuances of each new community they expand into. This meant that organisations missed the opportunity to test their assumptions in a new context, accurately determine costs, and link up with existing community assets and resources.”

“Now, we begin many of our partnerships with a design phase, allowing NGOs time to engage with beneficiaries and relevant local stakeholders before rolling out their programmes. This is also a great opportunity for local stakeholders to get a detailed understanding of the programme and determine if they want it in their communities.”

Sinazo Nkwelo, DGMT innovation director, placebased synergies.

Place-based synergies

19

3

FOSTER INPUT DIVERSITY, FROM MANAGERS TO IMPLEMENTERS

Community members sometimes felt their lived experiences were overlooked. For example, the standard Flourish model was piloted in a context where franchisees (also referred to as hosts) could afford to cover certain operational costs, like transport to training events, out of pocket and be reimbursed later. However, this was not always possible for Flourish hosts in the poorer catchment areas of Lesedi and Letsatsi, as they were often sole breadwinners.

Franchise models are about replication and standardisation.

This design principle can make it hard to adapt such programmes, especially if the capacity to do so is not built into the model. This demand to innovate in a context where so much is standardised can take time. It requires leadership to distinguish between unalterable elements and those that can be adapted to local contexts. Listening to those implementing the models is crucial, as they are best placed to identify what works and how things can be adapted in a contextually appropriate way. Including them as valuable and equal partners fosters a collaborative approach. DGMT’s approach now involves both senior team members and those at the implementation level in management meetings. Empowering on-the-ground staff with strategic management skills enables informed decision-making when obstacles arise.

WHAT'S NEXT? Years of project implementation in the Lesedi and Letsatsi catchment areas have yielded valuable lessons for DGMT. Moving forward, the team recognises the need for empowering residents with economic and political agency.

Mitigating political risks is essential, as local government and leadership disputes can affect project rollouts. Ensuring synergy and coordination among projects is also a priority.

1

EMPOWERMENT WITH ECONOMIC AND POLITICAL AGENCY

Functional local government is crucial for effective development. Active citizenry is important if people are to demand better services from their local government.

To do so, they need to know about the mechanisms available to them to initiate change.

POLITICAL 2 ADDRESS ROADBLOCKS Many communities within the Lesedi and Letsatsi catchment areas experience politically charged climates.

3 ENHANCE PROJECT COORDINATION

DGMT hosts bi-annual events with all its partners to enable better integration. WhatsApp groups are also widely used, and recently the trust created a monthly newsletter where programmes can share information about their plans.

The bi-annual events help to foster cohesion and a shared vision among implementing organisations and their staff.

“Politics or personal issues between people need to be managed so they don’t become a problem in the work that you are doing. A politically fraught atmosphere means that people can be afraid to speak up or act on behalf of their communities.”

Tlholohelo Ramosoeu, DGMT team member in the Free State

This learning brief was written by Daniella Horwitz and edited by Rahima Essop, with contributions from DGMT’s place-based synergies team, SCAT, SmartStart and Flourish.

Th i s i s t h e l e a r n i n g ex p e r i e n c e of :

"We value the fact that this is a long-term project.

We can’t just give projects money and then walk away.

If you want to see transformation, you must be in it for the long haul."

Joanne Harding, SCAT Executive Director

GOAL 1, 2 & 3 ///

Place-based synergies

21

HANDS-ON Experience Learning October 2023 | Issue 25

OPPORTUNITY

9

Create new connections to opportunity for young people

SOCIAL EMPLOYMENT FUND (SEF) PARTNERSHIP: PARTNERING TO BRING THE SEF TO COMMUNITIES ACROSS SOUTH AFRICA

This learning brief explores some of the lessons learnt from the first phase of the Social Employment Fund (SEF), a state-funded stimulus package for civil society organisations that work on a range of community development projects – referred to as Strategic Implementing Partners (SIPs). By design, the SEF encourages partnerships among the different Strategic Implementing Partners, enabling them to pool resources and scale their projects.

22

SOCIAL EMPLOYMENT FUND PARTNERSHIP: PARTNERING TO BRING THE SEF TO COMMUNITIES ACROSS SA

Issue 25 /// October 2023

THE GENESIS OF THE SOCIAL EMPLOYMENT FUND In the aftermath of the Covid-19 pandemic, “social employment” activities emerged as a key lever that could stimulate South Africa’s economic recovery. Typically, these activities are seen as contributing to the "common good", rather than private goods and/or services. As part of a host of publicly funded interventions, the South African government aimed to focus on and support the existing efforts of civil society organisations. The goal was to enable community-driven solutions to local problems through a Social Employment Fund (SEF). This encompassed tasks such as health and caregiving work, ensuring food security and nutrition, offering youth support and recreation, enhancing community safety and implementing measures to combat gender-based violence, among others.

Starting in November 2021, civil society organisations applied to be part of the SEF and by early 2022, 28 Strategic Implementing Partners (SIPs) were selected from various parts of the country. During the pilot phase, the Social Employment Fund aimed to create 50 000 work opportunities across diverse sectors, ranging from education and tourism to infrastructure development and music production.

These opportunities were facilitated through local partner organisations. The stipulation was that work opportunities created by the stimulus package must contribute to the common good and be accessible to unemployed South Africans, whether or not they have formal education or prior work experience.

i QUICK FACTS ABOUT THE SEF ›

The SEF is a government initiative that offers temporary employment opportunities to people engaged in work for the “common good” across various sectors.

›

The SEF functions through partnerships with non-governmental organisations, public-benefit organisations and government entities.

›

According to the fund’s terms of reference, participants must be unemployed, job-seeking South African citizens or people with confirmed refugee status that entitles them to work.

›

The SEF supports an average of 16 hours of work per person per week, with participants expected to learn valuable skills that enhance their long-term employability.

›

Eligible organisations committing to the SEF must provide employment opportunities for at least 1 000 participants during the grant period.

The work undertaken should emphasise meaningful skills transfer and human capital development.

This endeavour offered a crucial platform to demonstrate the collaborative potential of civil society and government in addressing some of South Africa’s most pressing challenges.

Conventionally, the government wields significant financial resources for managing public funds but can encounter delays in project implementation due to burdensome bureaucratic procedures. Conversely, civil society organisations are often nimble enough to initiate projects promptly, yet they may lack the financial resources to do so sustainably. Thus, the SEF is a fledgling example of how government and civil society can jointly confront ‘wicked problems’ like youth unemployment in the world’s most unequal society.

GOAL 3 /// All young people on pathways to productivity

OPPORTUNITY 9 /// Create new connections to opportunity for young people

23

i SEF objectives

Elevating work for the common good The Social Employment Fund fosters partnerships with diverse civil society organisations, with the goal of creating work opportunities for unemployed individuals across various sectors, all for the common good. These partnerships pool resources and expertise to maximise the impact of initiatives.

Creating work opportunities Through the SEF, numerous work opportunities are created across different sectors, benefiting unemployed individuals lacking formal education or prior work experience. The programme strives to enhance skills, bolster confidence and improve employability among participants.

Community development The fund concentrates on community development by generating work opportunities within domains like early childhood development, environmental protection and community services. The SEF also seeks to enhance service quality in these areas and elevate the well-being of local communities.

24

PARTNERSHIPS IN PROJECT SCALING The rollout of the SEF underlines the importance of partnerships, collaboration, and leveraging social networks for scaling projects and maximising impact. This aspect is critical to the success of the SEF programme. Through deliberate design, collaboration with local NGOs and community-based organisations can enable resource pooling, expertise sharing and expanded networks. This, in turn, extends the reach and effectiveness of projects towards achieving the programme’s goals.

Partnerships with government entities also facilitate coordination, regulatory compliance and access to additional support. The Industrial Development Corporation (IDC) plays a critical role in this regard by operating as the custodian of the SEF programme. It provides clear terms of reference for potential participants and manages the application process on behalf of government.

Furthermore, engaging with community leaders and influencers, and on social networks, enhances project visibility, fosters programme support and facilitates engagement with a broader audience.

One of the fund’s strategic implementing partners, Nal’ibali – a national reading-for-enjoyment campaign – managed to expand its reading programme from a few dozen implementers to 1 000. Nal’ibali is a flagship project of the DG Murray Trust, and was launched in 2012. Through its network of reading clubs and literacy mentors, Nal’ibali now reaches hundreds of communities.

“The SEF intervention isn’t only about the scale at which the programme seeks to operate, but about making specific entry into areas that require the most critical intervention through on-the-ground expertise already in place,” says Kentse Radebe, Innovation Director at DGMT, about Nal’ibali’s involvement in the SEF. Leveraging skills and knowledge already inherent in communities simplifies the rollout of the SEF programmes.

This opportunity for wide-scale, national collaboration did come with its own unique challenges. The Learning Trust, which joined the SEF to leverage post-COVID social employment programmes through after-school education initiatives, recruited over 6 000 unemployed individuals.

However, as special projects manager Charlene PetersenVoss noted, significant effort was required to align and direct all partners and participants toward a unified vision for the Learning Trust’s involvement in the SEF.

SOCIAL EMPLOYMENT FUND PARTNERSHIP: PARTNERING TO BRING THE SEF TO COMMUNITIES ACROSS SA

Issue 25 /// October 2023

“We have come to understand the challenges of our partners who implement programmes on the ground and have offered support, guidance and capacity building to ensure that we are implementing the programme effectively,” explains Petersen-Voss.

A similar experience was shared by the Small Projects Foundation (SPF), another key implementing partner for the SEF initiative that helped generate several thousand employment opportunities in the Eastern Cape. While SPF employed their own proven models and interventions of providing opportunities to empower youth with information, skills and work experience, they too struggled with the scale of delivery.

Yet success is evident among the participants themselves as they learn and grow in a multi-level collaborative environment.

“What I have learnt through my experience of SEF is the importance of teamwork and working towards a common goal across many different organisations,” says Ayanda Ncube, one of Dlala Nje’s participants.

“We believe that building their character, competence, compassion and communication with support and connection can help them survive and thrive, and learn to lead,” says Cromhout of the Small Projects Foundation.

“Community service, access to skills and proof of experience can help them land themselves a job in the future.”

“The opportunity to take our models to scale and replicate services to hundreds of communities while providing hope for youth has been immensely enjoyable.”

Paul Cromhout, CEO of the Small Projects Foundation.

“The dispersed servicing model, which encompassed more than 120 sites, alongside other challenges like load-shedding and the work readiness of participants – most of whom had never worked before – proved to be tough. But we persevered and provided opportunities in places they were sorely needed,” says Cromhout.

Grant Ngcobo, CEO of Dlala Nje, another strategic implementing partner providing employment opportunities to participants in the tourism sector in Johannesburg, echoes the sentiment. He says that while the SEF pioneered addressing youth unemployment, managing the growing number of participants in his organisation has proved tricky.

“It has been an exceptional opportunity to learn the importance of collaboration, but it has not been easy,” says Ngcobo.

“The biggest challenge has been the administrative load that comes with managing so many participants coming into an environment they are not yet familiar with. We need to induct participants better to ensure they understand what they are getting into.”

GOAL 3 /// All young people on pathways to productivity

OPPORTUNITY 9 /// Create new connections to opportunity for young people

25

PARTNERSHIPS TO SHARE THE ADMINISTRATIVE LOAD

LEARNING PARTNERSHIPS

Given that many of the organisations involved in the programme had not previously managed such large groups of employees, various administrative challenges were encountered. These included the management of payroll, participant contracts and personal data. At times these challenges led to payment delays or errors, imposing administrative burdens on partner organisations and causing financial strain for participants. Such issues negatively affected their motivation to take part in the programme.

The Western Cape Economic Development Partnership (EDP) established the Social Employment Learning and Support Network (SEN) to support civil society organisations participating in the SEF.

The Johannesburg Inner-City Partnership (JICP) operated as a SIP during this phase of the SEF, partnering with multiple local organisations to provide employment opportunities to participants. Its CEO David van Niekerk notes there were “coordination challenges” in ensuring partner organisations met the administrative requirements and aligned with the SEF’s vision.

“The experience has not been seamless throughout and that led to some of our organisations dropping out during this phase, and may well influence the decision of those that remained to continue to take part in future SEF phases,” says van Niekerk.

“Another challenge has been participant attrition, which results in recruitment and contracting of participants running continuously, an admin-intensive process that adds to the complexity of being a partner organisation.”

However, this situation also provided an opportunity for organisations that managed to meet the administration requirements and remained committed to the entire SEF phase.

Organisations of various sizes had to partner with one other to strengthen their overall administrative, managerial and reporting capacities in order to deliver at scale. This approach also enabled much smaller grassroots organisations to contend for government funding, which they otherwise would not have been able to do.

26

Throughout the SEF implementation, organisations and participants shared knowledge and enhanced their skills, fostering innovation and applying best practices.

By streamlining policies and administrative processes, information exchange became smoother, and the SEF was able to quickly improve the skills of partner organisations and participants in a sustainable manner.

Petersen-Voss from the Learning Trust believes that participants have benefitted the most. “Although [the SEF] has been beneficial to partners, participants and communities in which its programmes are implemented, I believe the biggest benefit has been to the individual. Social employment programmes offer training and skills development opportunities to participants,” says Petersen-Voss.

Such work experience is invaluable for young people as it equips them with essential skills, boosts confidence, and enhances their employability. It also plays a crucial role in guiding their career choices and preparing them for future success in the job market.

“By engaging in meaningful work, individuals gain a sense of purpose, self-confidence, and empowerment, which can positively impact their personal and professional growth,” says Petersen-Voss.

“In addition to creating part-time work opportunities, the biggest benefit in my opinion is that the programme is upskilling participants with soft skills like people skills and time management, and hard skills like taking blood pressure tests and preparing soil to plant veggies. These combined skills instill confidence and workplace preparedness in the individuals participating in the SEF,” says Petersen-Voss.

“The change is being felt at a community level too.

Participants are experiencing the dignity and pride associated with being able to provide for their families and being able to contribute to their community.”

SOCIAL EMPLOYMENT FUND PARTNERSHIP: PARTNERING TO BRING THE SEF TO COMMUNITIES ACROSS SA

Issue 25 /// October 2023

LESSONS LEARNED

1 PARTNERSHIPS However, not all participants found what they were hoping for from the experience due to mismatches in skills, interests or career goals.

“Youth unemployment is such a huge problem that people will take what they can get, but with the SEF some realised they had no interest in what we offered,” says Ngcobo of Dlala Nje. “Some participants found they were too shy to speak openly in public – something you need to do in the tourism sector.

So, they just hung around and didn’t really take advantage of the entire experience. If they found employment opportunities that better matched their skills and aspirations, they left.”

Collaborating with local NGOs and community-based organisations is essential for scaling SEF projects and maximising their impact. By pooling resources and sharing expertise, initiatives become more effective and reach a broader audience.

2 GOVERNMENT ENGAGEMENT Engaging with government entities is vital for successful SEF implementation. It ensures coordination, regulatory compliance, and access to additional support, strengthening the programme's foundation and effectiveness.

3 COMMUNITY SUPPORT Community leaders and social networks play a powerful role in SEF projects. Their involvement amplifies the visibility of initiatives and fosters strong community support, contributing to long-term sustainability.

4 CAPACITY BUILDING Encouraging knowledge sharing and learning among organisations and participants drives innovation and best practices within the SEF. This continuous improvement enables effective strategies to be adopted throughout the programme.

EXPERIENCE 5 WORK BENEFITS Providing work experience through the SEF has significant benefits for participants. It equips them with valuable skills, boosts confidence, and enhances employability, positively impacting their personal and professional growth.

GOAL 3 /// All young people on pathways to productivity

OPPORTUNITY 9 /// Create new connections to opportunity for young people

27

6 ADDRESSING ATTRITION Attrition, caused by administrative difficulties and skills mismatches, poses a challenge to the SEF. To ensure long-term success, it's crucial to address these issues and retain participants in the programme.

7 HOLISTIC APPROACH Overcoming challenges requires a holistic approach.

Creating clearer career pathways, providing ongoing support and mentorship, and improving programme administration and communication are essential elements for effective problem-solving.

8 POLICYMAKERS' ROLE Policymakers and stakeholders have a vital role to play in strengthening the SEF. Incorporating lessons learnt from the first phase and creating an enabling environment for future initiatives will enhance the programme's overall effectiveness and impact.

WHAT’S NEXT? The experiences of organisations and participants in this SEF phase underline the importance of partnerships, collaboration, and leveraging networks for scaling projects and maximising impact. Through effective collaboration, resource sharing, and knowledge exchange, these organisations have achieved significant outcomes in addressing unemployment and promoting community development.

Addressing challenges like participant attrition requires a holistic approach that includes providing clearer pathways for career development, offering ongoing support and mentorship and improving programme administration and communication. Ultimately, considering ways to enhance job security within a social employment framework nationally in South Africa could also prove to be beneficial.

By integrating the lessons learnt from these experiences, policymakers and stakeholders can strengthen the Social Employment Fund and create an enabling environment for future initiatives that simultaneously addresses the dual objectives of jobs and community development.

This learning brief was written by Nickolaus Bauer and edited by Rahima Essop. The brief is based on contributions from the Economic Development Partnership, DGMT, Dlala Nje, the Johannesburg Inner-City Partnership, the Learning Trust, and the Small Projects Foundation.

Th i s i s t h e l e a r n i n g ex p e r i e n c e of :

“By engaging in meaningful work, individuals gain a sense of purpose, self-confidence, and empowerment, which can positively impact their personal and professional growth.”

Charlene Petersen-Voss, special projects manager for the Learning Trust

GOAL 3 /// All young people on pathways to productivity

OPPORTUNITY 9 /// Create new connections to opportunity for young people

29

THE LEGACY OF DOUGLAS AND ELEANOR MURRAY DGMT is a South African foundation built on endowments from Douglas and Eleanor Murray to promote charitable, educational, philanthropic and artistic purposes within South Africa. Douglas Murray was the son of, and successor to, John Murray, the founder of the Cape-based construction company, Murray and Stewart, which was established in 1902. This company merged in 1967 with Roberts Construction to become Murray & Roberts, with the parent Trusts as the main shareholders. In 1979, the Trusts combined to form the DG Murray Trust as the main shareholder before the company was publicly listed. Subsequently, the Trust relinquished its ownership to a major finance house. Eleanor Murray remained actively engaged in the work of the Trust until her death in 1993.

The Foundation is now the holder of a portfolio of widely diversified assets, which reduces the risks in funding the achievement of its strategic objectives. DGMT currently distributes about R200 million per year and leverages and manages a similar amount of funding through joint ventures with other investors. DGMT’s ultimate goal is to create an ethical and enabling environment where human needs and aspirations are met; where every person is given the opportunity to fulfil their potential, for both personal benefit and for that of the wider community.

By investing in South Africa’s potential we aim to:

›

Create opportunity for personal growth and development that will encourage people to achieve their potential.

›

Help reduce the gradients that people face in trying to seize those opportunities.

›

Affirm the value and dignity of those who feel most marginalised and devalued by society.

The DGMT Board

TRUSTEES Mvuyo Tom (Chairperson) - John Volmink - Ameen Amod - Shirley Mabusela Murphy Morobe - Hugo Nelson - Maria Mabetoa - Diane Radley - Michael Kahn CHIEF EXECUTIVE OFFICER David Harrison

Douglas Murray House, 1 Wodin Rd, Claremont, 7700 PO Box 23893, Claremont, 7735 +27 (0)21 670 9840 www.dgmt.co.za