The nature of our methods of formative evaluations provides a rich source of techniques to inform future adaptation strategies, while for accountability purposes, summative approaches provide a valuable evidence base by reflecting on past experiences. We have experience of developing and implementing both qualitative and quantitative M/E methodologies for our clients. Through participatory methodologies, we have expertise in assisting our clients to use M/E data to develop and implement evidence based programmes and decisions.
We work with our stakeholders to develop a clear picture about the purpose and objectives of the evaluation before designing an approach, and maintain a focus on these throughout the process.
We have developed to assess whether or not an intervention has been effective in achieving its original aims. This requires that the objectives (outputs and outcomes) are clearly specified at the outset. Any evaluation of effectiveness should consider whether these objectives have been achieved but also whether what was intended was actually appropriate or needed.
An assessment of the efficiency of an intervention will look at the costs, benefits and risks involved, and the timeliness of actions. Economic evaluation techniques may be used to calculate costs and benefits in financial terms. This is important in adaptation where additional investments need to be assessed and justified.
To ensure that commitments, expectations, and standards are met, particularly where investor funds has been invested and evidence of achievements and challenges are needed. Accountability may overlap with efficiency considerations, for example to account for the costs and benefits of an investment.
It is important to improve our understanding of adaptation interventions, what works and why. However, the creativity and time invested in learning can vary considerably between evaluations. This can be the result of:
Empowerment is a process enabling or qualifying the individual educator to think, believe, carry out an activity, and criticize his own work and decisions autonomously. Our goal is aimed at cooperation, based on mutual respect, discovery of perspectives, development of revelation, and provision of possibilities for reaching improved resolutions. We provide support services to educators, in terms of upgrading their classroom skills, providing them with supporting materials and educator support kits. We Asses educator skills and knowledge levels and putting a developmental plan in place to ensuring that they have mastered the curriculum themselves. We focus on Mathematics, Physical science, Life Science and English..
Umthombo Wolwazi Research and Development designs and manages LESPs are intervention programs that aim to provide learners with the opportunity to develop the academic and social skills needed to ensure a positive school experience. The school based Learner Excellence Support programs (LESPs) provide valuable catch-up learning and assistance with subjects of challenge. Our LESPs are designed in a way to increase learner interest in learning and build self-esteem and study routines while reducing risk behaviours. They also have a social and relational aspect, both in terms of friendships and in increased access to role models and mentors who are available to discuss issues related to careers and life in general.
Learners from low-income families are already disadvantaged in terms of their education. They are less likely to enjoy school and to complete Year 12, and more likely to be low academic achievers and to become unemployed. Low parental education has implications for the importance placed on the capacity to assist and encourage children to learn, while lower parental workforce participation limits the careers information and networks available to children. These learners are also less likely to participate in academic or other activities like sport. For these reasons, out-of-school-hours LESPs are even more important for disadvantaged students. The goal of improved Mathematics and sciences pass rate will only be achieved by addressing the tail of educational disadvantage. This requires a holistic and integrated approach that more effectively addresses the schooling and environmental barriers which hinder full participation in learning.
Our Learner Excellence Support Programmes include some or all of the following aims:
Learning support programs operate under many different models.
A site built by educators for all people who require more informal information and advice regarding their education and rights to an education.
