Browsing by Author "Chapman, Sarah"

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    A needs assessment for a “gender and disability in practice” programme in Lesotho
    (2022) Mychalewicz, Edith; Chapman, Sarah
    Background: This study focuses on a Gender and Disability programme. It is being implemented in Lesotho by an Austrian NGO, Diakonie ACT Austria, and the Basotho umbrella organisation of Disabled People's Organisations (DPO). All four DPOs in Lesotho are members of the umbrella body Lesotho National Federation of Organisations of the Disabled (LNFOD) and are supported through capacity building interventions by LNFOD and the Austrian NGO. Objectives: This evaluation explores the capacity building needs of LNFOD and its member DPOs. Moreover, this needs assessments sheds light on the extent to which the Gender and Disability programme is addressing the capacity building needs of LNFOD and the DPOs and the plausibility of the programme theory. Method: A generic qualitative inquiry approach was used as methodological framework. Different qualitative evaluative approaches influenced the research design such as the success case method and the fishbone root cause analysis to identify the performance needs of beneficiaries. Data collection approaches were a stakeholder workshop conducted with staff of Diakonie and LNFOD, and ten semi-structured interviews with staff of all four DPOs and LNFOD. Results: A root cause analysis of the performance needs of DPOs revealed the marginalisation of persons with disabilities (PwD) and DPOs in Lesotho. This was found to lead to a lack of tertiary education of staff and weak governance structures of DPOs. The performance needs of DPOs are “responsiveness to needs of PwD” and “to run their DPOs independently”. Conclusion: The low rate of tertiary education among PwD in Lesotho is an obstacle to establishing strong DPOs that can implement effective programmes independently. It is crucial to strengthen the leadership and M&E capacities of DPOs to assist them to grow and implement effective Gender and Disability programmes. I recommend strengthening the capacities of promising leaders at DPOs, employ a M&E Officer at LNFOD and consider a diverse team of PwD and persons without disabilities at the DPOs and at Diakonie.
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    A needs assessment for an intervention on supporting breastfeeding at work in a Cape Town clothing factory
    (2021) Heyns, Hilde; Chapman, Sarah
    The University of Cape Town (UCT), in collaboration with the South African Medical Research Council (SAMRC) and Middlesex University, London, has been requested by the SACTWU Worker Health Programme to design, implement and evaluate an intervention on workplace breastfeeding support for the clothing and textile industry. This study will form part of the bigger project and the results will be utilised in the planning and designing of an intervention on workplace breastfeeding support. Returning to formal employment has been identified as one of the leading barriers to exclusive and continued breastfeeding, especially among women working in low-income jobs. Women working in low-income, low skilled jobs are often easily replaceable and have little bargaining power to request their breastfeeding rights. South Africa's clothing industry employs mostly black women, who hold low-income positions. Clothing factories tend to have rigid working conditions, which could make it difficult for mothers to continue with breastfeeding once they return to work. Few studies have been conducted of breastfeeding support in the workplace in South Africa and no studies were found of breastfeeding support in clothing factories in South Africa. There is a need for more studies to be conducted in workplaces in South Africa, especially in the clothing industry. International studies have found that workplace breastfeeding support interventions can contribute to increased breastfeeding prevalence rates in factories. To increase the rates of breastfeeding in clothing factories, a workplace breastfeeding support programme would need to be developed and implemented. Before designing an intervention, it is important to first conduct a needs assessment to determine whether there is a need for an intervention on workplace support for breastfeeding in the clothing and textile industry. The purpose of the needs assessment in this study was to determine whether there was a need for an intervention on workplace support for breastfeeding in the clothing and textile industry, and if so, what the nature and extent of the need was and the programme activities that were most suitable to address the need. A convergent parallel research design was adopted, which is also known as a mixed methods approach. Quantitative data was collected through a semi-structured survey that was administered to the employees at the factory. In addition, qualitative data was collected through interviews conducted with employees (mothers) and supervisors at the factory. There were various barriers in the factory that made it difficult for women to express breast milk at work, including a lack of time to express, a lack of proper breastfeeding facilities, a lack of information about mothers' breastfeeding and a lack of support from factory management, supervisors and co-workers. There was also a lack of awareness of the law regarding breastfeeding and there was no breastfeeding policy in place. The study found that there was a need for increased support to breastfeeding mothers in the factory, including the support from factory management, supervisors and co-workers, the provision of adequate breastfeeding facilities and breaks and the provision of information about mothers' breastfeeding to all employees. It is also important to develop a breastfeeding policy in the factory which provides clear guidelines on how to support breastfeeding women. According to the findings of the needs assessment, there is a need to design and implement an intervention on workplace support for breastfeeding, to enable women working in a clothing factory to continue breastfeeding when they return to work. The last chapter will include recommendations for the SACTWU Worker Health Programme to design and implement an intervention on workplace breastfeeding support for the clothing and textile industry. Although this study focused only on a single large factory, the basic principles can still be applied and adapted to other clothing factories.
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    A programme design, theory and implementation evaluation of the Khanyisa Programme
    (2019) Guattari-Stafford, Thomas; Chapman, Sarah
    This study is a formative evaluation of a youth development programme which places volunteers as 'reading buddies’ in grade 2 classes in schools in the Western Cape. The study assesses the implementation of the school placement component of the programme - comparing the actual and intended implementation, as well as describing the volunteers’ experience thereof. The evaluation uses a mixed methods approach, combining surveys with volunteers and teachers with an electronic volunteer diary and volunteer focus group. Additionally, the evaluation establishes a common understanding of the programme logic (through a comparison of four stakeholder perspectives) and assesses the plausibility of the programme achieving its intended impact considering the available literature. The study includes surveys programme volunteers (n = 23) and school teachers (n = 30), interviews with programme staff (n = 4) and focus groups with programme staff and volunteers (n = 16). Ethical clearance for the study was obtained through the University of Cape Town’s Commerce Faculty Ethics in Research Committee. The evaluation findings indicate that the school component is being implemented as intended. However, volunteers raised concerns of unproductive time spent at schools, a perceived lack of respect from learners and tensions with school staff - especially after incidents where corporal punishment was reported. These findings suggest the need for an improved monitoring system to facilitate real-time responses to challenges experienced by the volunteers, as well as a form of mediation between volunteers and school staff when tensions occur. Regarding the plausibility of the programme logic, the evaluation finds a lack of evidence to suggest the programme’s intended impact is likely to be achieved. As such, revisions to the programme design are suggested.
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    A theory and evaluation of the Allan Gray Orbis Foundation (AGOF) scholarship Programme
    (2025) Van Wyk, Olga; Chapman, Sarah
    The present study evaluates the AGOF Scholarship programme, which aims to cultivate an entrepreneurial mindset among South African youth. This evaluation examines whether the programme's activities achieve the intended outcomes and assesses the coherency of the programme theory. This study utilises a descriptive design, incorporating semi-structured interviews with four programme mobilisers and twelve scholarship beneficiaries (nine success cases and three non-success cases) along with a literature review that includes a synthesis of existing studies related to academic support, entrepreneurial mindset development and youth empowerment programmes to contextualise the findings and assess the programme's effectiveness in achieving its intended outcomes. The findings indicate that AGOF's structured support provided by the Scholarship Development Officers aligns with best practices identified in similar programmes in enhancing academic performance. In addition, experiential activities such as entrepreneurial showcases positively influence entrepreneurial alertness and self-efficacy, consistent with findings from studies in Singapore and Finland. However, gaps were identified in the programme, including the lack of structured career planning and peer feedback mechanisms, which could enhance the programme's effectiveness. This evaluation highlights the Scholarship's potential to address South Africa's socioeconomic challenges by equipping young individuals with the skills and confidence needed to pursue entrepreneurship. These skills may improve young South Africans' prospects and, in turn, contribute to job creation and economic growth.
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    A theory and outcome evaluation of the Allan Gray Orbis Foundation (AGOF) Association Programme
    (2025) Ndamase, Nozuko; Chapman, Sarah
    This dissertation presents a comprehensive evaluation of the Association Programme of the Allan Gray Orbis Foundation (AGOF), which is designed to foster entrepreneurial activities among its participants. The evaluation employs a dual focus, integrating both theory evaluation and outcome evaluation methodologies to assess the effectiveness of the programme. The theory evaluation utilizes a descriptive research design, examining the programme's Theory of Change (ToC) and aligning it with empirical evidence. Key methodologies included an extensive literature review and semi-structured interviews conducted with subject matter experts. Data analysis was performed using thematic analysis to ensure a robust understanding of the programme's underlying assumptions and causal pathways. The outcome evaluation, adapted the Success Case Method (SCM), focuses on identifying and analysing successful and non-successful cases among programme participants. Initially, a review using existing AGOF database was conducted to identify potential success cases, followed by in-depth interviews to gather qualitative data from selected individuals. Findings from the theory evaluation indicate that the AGOF Association Programme's ToC is supported by empirical evidence, emphasising the criticality of mentorship and resource accessibility for entrepreneurial success. The outcome evaluation reveals that many fellows successfully established socially responsible, high-impact enterprises while also highlighting challenges regarding access to financial resources and the application process for funding. Overall, the integrated findings from both evaluations reflect the programme's positive impact on fostering entrepreneurial capabilities among participants while also pointing out areas for improvement, particularly in enhancing funding accessibility and ongoing support mechanisms for fellows.
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    A theory and outcome evaluation of the Allan Gray Orbis Foundation (AGOF) scholarship programme
    (2025) Van Wyk, Olga; Chapman, Sarah
    The present study evaluates the AGOF Scholarship programme, which aims to cultivate an entrepreneurial mindset among South African youth. This evaluation examines whether the programme's activities achieve the intended outcomes and assesses the coherency of the programme theory. This study utilises a descriptive design, incorporating semi-structured interviews with four programme mobilisers and twelve scholarship beneficiaries (nine success cases and three non-success cases) along with a literature review that includes a synthesis of existing studies related to academic support, entrepreneurial mindset development and youth empowerment programmes to contextualise the findings and assess the programme's effectiveness in achieving its intended outcomes. The findings indicate that AGOF's structured support provided by the Scholarship Development Officers aligns with best practices identified in similar programmes in enhancing academic performance. In addition, experiential activities such as entrepreneurial showcases positively influence entrepreneurial alertness and self- efficacy, consistent with findings from studies in Singapore and Finland. However, gaps were identified in the programme, including the lack of structured career planning and peer feedback mechanisms, which could enhance the programme's effectiveness. This evaluation highlights the Scholarship's potential to address South Africa's socioeconomic challenges by equipping young individuals with the skills and confidence needed to pursue entrepreneurship. These skills may improve young South Africans' prospects and, in turn, contribute to job creation and economic growth.
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    A theory and outcome evaluation of the Allan Gray Orbis Foundation Association programme
    (2025) Modubi, Ngoakwana Nkakga; Chapman, Sarah
    Introduction: This dissertation presents the outcome and theory evaluation of the Allan Gray Orbis Foundation (AGOF) Association programme. The Association programme is a lifelong support network for fellowship programme alumni aimed at fostering responsible entrepreneurship by providing continuous development opportunities through industry experiences, workshops, seminars, business accelerators and access to funding. Its long-term goal is to cultivate entrepreneurial competence by equipping fellows with resources to start and grow their ventures and by supporting those in employment to foster an entrepreneurial mindset within the workplace. The evaluation addressed key questions to assess the programme theory and the outcomes. Methodology: The theory evaluation systematically assessed the validity and effectiveness of the programme's underlying theory of change. Key components included evaluating the causal mechanisms within the theory of change to determine its plausibility, as supported by the literature. Additionally, seven subject matter experts, including entrepreneurial professionals, were interviewed during the evaluation process. These experts contributed valuable insights into the programme's theory of change, leveraging specialised knowledge and experience in entrepreneurship to validate the assumptions and logic underpinning the theory of change. Furthermore, a qualitative approach was employed using the Success Case Method (SCM) for the outcome evaluation. This method identified whether the intervention was effective and explored opportunities for improvement. Qualitative data were collected from eleven success cases and five non-success participants, providing comprehensive insights into the programme's impact. The qualitative data for the subject matter expert interviews was analysed using content analysis to interpret findings and reduction analysis for the success and non- success case semi-structured interviews. Ethical considerations were prioritised throughout the process, ensuring participants' informed consent, anonymity and confidentiality while addressing potential harm. Findings: The programme theory of change was plausible. Access to capital was identified as a critical component for the programme's success. Experts emphasised that while financial resources are essential, they must be paired with a supportive network to maximise impact. In addition, the theory evaluation highlighted the importance of participation in entrepreneurship mindset development increased the likelihood of the establishment of socially responsible, high-impact enterprises. Research suggests that these activities can equip fellows with essential skills and knowledge while fostering a commitment to ethical business practices and social responsibility. The theory evaluation also identified the importance of a structured entrepreneurial programme pipeline to support the continuous development of fellows into socially responsible, high- impact entrepreneurs. Results from the outcome evaluation, utilising the SCM, found that the programme beneficiaries successfully foster an entrepreneurial mindset, equipping the fellows with problem-solving and resilience skills, which they apply in both business ventures and corporate environments. Most fellows reported that the programme assisted them in navigating workplace challenges, driving innovation, and influencing decision-making processes. Furthermore, the programme facilitates community engagement and leadership development, evident by the fellows' contributions through mentorship, volunteering, event organisation, and financial support. These activities strengthened the network among fellows, fostering a culture of knowledge-sharing and social responsibility. Despite this, engagement levels were inconsistent, with some fellows highlighting communication gaps and unclear programme expectations as barriers to active participation. Moreover, while E² was a valuable funding resource, some beneficiaries noted that the slow and rigid application process hindered its effectiveness, with some fellows struggling to secure capital when needed. E² was, however, acknowledged for preparing fellows to pitch to venture capitalists and providing patient capital for business growth. As requested by the client, an evaluation of the AGOF pipeline was conducted to identify its strengths and weaknesses. Findings suggested that while the long-term support structure from the Scholarship programme to the Fellowship programme to the Association programme effectively nurtures entrepreneurial talent, gaps in transitioning Scholarship recipients into the Fellowship were noted. Conclusion: The Association programme has made a meaningful impact on its beneficiaries, contributing to their growth and success. The integration of access to capital, targeted development activities, and a comprehensive programme pipeline is crucial for nurturing successful entrepreneurs through the Association programme. The insights gained from this evaluation provide a solid foundation for future research and practical recommendations to enhance the programme's effectiveness.
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    A theory and outcome evaluation of the Allan Gray Orbis Foundation's (AGOF's) scholarship programme
    (2025) Onyango, Kevin Rombo; Chapman, Sarah
    This report presents the results of the formative (theory and outcome) evaluation of the Allan Gray Orbus Foundation (AGOF) scholarship programme. The programme offers scholarships to academically excellent grade 6 learners of 11 to 12 years of age, who demonstrate financial need and attain a minimum score of 70% in English and Mathematics and are from poor family backgrounds to attend secondary school. The programme provides financial support, coaching, and extracurricular activities (a development camp, breakthrough sessions, jamborees and an online curriculum) to help needy students access high-quality secondary education and develop an entrepreneurial mindset. The financial support covers tuition, boarding, allowances, uniforms, stationery and extracurricular expenses. Scholars receive academic support through tutoring and remedial lessons, particularly in mathematics, science, and English. Further, the students attend extracurricular activities that comprise of camps, breakthrough sessions and jamborees, gaining networking and entrepreneurial exposure. Graduates meeting this academic criterion can apply for the fellowship programme and contribute to society and the economy.
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    A theory and outcome evaluation of the Allan Gray Orbis foundation's association programme
    (2025) Nchachi, Lebo; Chapman, Sarah
    Entrepreneurship is increasingly recognised as a viable strategy for addressing persistent socio-economic challenges such as poverty, unemployment, and inequality— particularly in developing countries where state resources are often insufficient to foster a supportive entrepreneurial ecosystem. In response, various initiatives have emerged to cultivate entrepreneurship through targeted education, training and support. This research presents a theory- and outcome-based evaluation of the Allan Gray Orbis Foundation's Association Programme (AP), a South African initiative aimed at nurturing entrepreneurial capacity among youth. The theory evaluation investigated the extent to which the AP's underlying programme theory is supported by empirical evidence, with the goal of refining its theoretical model. Concurrently, the outcome evaluation assessed the effectiveness of the programme in achieving its intended outcomes and in contributing to meaningful change among its participants. A qualitative research design was employed for both evaluations, with the Success Case Method (SCM) adapted and integrated into the outcome evaluation. For the theory evaluation, seven experienced entrepreneurs (each with over 10 years of entrepreneurial experience) were interviewed, and findings were triangulated with existing literature to assess theoretical alignment. The outcome evaluation involved in-depth interviews with sixteen programme fellows. According to the findings of the theory evaluation, participation in the Entrepreneurship Development Pathway along with capital support and networking skills lead to the establishment and scaling of socially responsible high impact businesses. The fellows that had engaged with the AP had started businesses and/or were practicing intrapreneurship, as per the findings of the outcome evaluation. Those who had started businesses were able to access funding through E-squared, the Foundation's impact investor partner, but were met with some challenges in obtaining the capital. Findings from both evaluations offer insights into the design, implementation, and impact of the AP, contributing to broader discussions on entrepreneurship development in resource-constrained contexts.
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    A theory and outcome evaluation of the South African Allan Gray Orbis Foundation (AGOF) scholarship programme from 2018 to 2023
    (2025) Thanjan, Shari; Chapman, Sarah
    The need for entrepreneurship education programmes is critical in the South African context where youth struggle with many socio-economic challenges including poverty, high youth unemployment, wealth inequality, limited access to quality education, and intergenerational poverty cycles. These programmes aim to develop entrepreneurial competencies and mindsets among young people so that they can become agents of social transformation and economic development. The following dissertation presents the findings of a theory and outcome evaluation conducted for the Allan Gray Orbis Foundation (AGOF) Scholarship Programme, an entrepreneurship education initiative targeting academically outstanding Grade 6 learners from underprivileged backgrounds in South Africa from 2018 to 2023. Two complementary evaluations were performed, namely programme theory evaluation and outcome evaluation using the Success Case Method. A combination of qualitative research methods including systematic literature review, stakeholder interviews, and semi-structured interviews with programme participants were utilised to answer the evaluation questions posed. Overall, the findings indicate that: a) the programme theory of the AGOF Scholarship Programme is consistent with best practices in entrepreneurship education and the causal logic linking programme activities to intended outcomes was deemed plausible; b) programme participants demonstrated high retention rates and developed strong entrepreneurial intentions; c) the programme was implemented effectively with comprehensive financial support, holistic coaching relationships, and quality educational placements; and d) both success and non-success participants benefited from the programme, with non-success primarily attributed to study field choices rather than programme failure. While the evaluation yielded positive results, the evaluator was able to make a number of recommendations including developing stage-specific logic models, enhancing multilingual outreach strategies, implementing offline application alternatives, and incorporating self- efficacy as a measurable outcome to improve the AGOF Scholarship Programme. This study contributes to limited research on theory-driven evaluations of adolescent entrepreneurship education programmes in developing countries and informs policy and practice in youth entrepreneurship development initiatives.
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    An Assessment of Parents' Book-sharing Quality, Children's Level of Engagement, and the Effects on Children's Verbal Exchanges
    (2023) Kaleebu, Nasiib; Chapman, Sarah
    A process evaluation study was conducted for the Book-sharing for Families Programme, implemented by Living Hope in South Africa. Living Hope is a faith-based organisation that was established in the year 2000 with a vision of reaching people for Christ, bringing hope, and breaking the despair of poverty and disease. The Book-sharing for Families Programme aimsto strengthen capacity of parents and caregivers to foster positive relationships and provide enriching environment for their children that enable them grow and develop pre-literacy skills (including language development, concentration development, and book handling skills) that are needed for children to be ready to acquire reading when they go to school. The programme targets parents of low socioeconomic status and children aged 30 to 60 months, and it is implemented using a seven-week curriculum. The purpose of this evaluation was to examine the extent to which the programme achieved its short-term outcomes (effect on children's verbal exchange) and to gain a deeper understanding of how well the programme was implemented. Children's verbal exchange was assessed before and after the end of the programme using the Naturalistic Assessment of Verbal Exchanges tool, and the children's level of orientation to book-sharing was assessed using the Children Orientation to Booksharing (COB) rating scale. This was supplemented by data collected through interviews with the programme participants. Whereas the findings of the evaluation revealed that the programme did not have a statistically significant affect on children's verbal exchange, the programme had positive effects on the participants. The book-sharing interactions deepened children's orientation to shared reading, which according to the literature reviewed impacts on other child's development domains, including language and vocabulary acquisition. This study developed a logic model to guide the development and evaluation of similar programmes. The study introduced COB as a new tool which Living Hope had not previously used to supplement the existing tools and assist in examining the level of children's interest, engagement, and attention to book-sharing activities
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    An Evaluation of the Effect of the Fynbos for the Future Programme on Learners Environmental Attitudes at Three Schools in the Western Cape
    (2021) Burgmer, Nicole; Chapman, Sarah
    This paper explores the influence of Greenpop's “Fynbos for the Future” Environmental Education (EE) programme on learner's knowledge, attitudes and behaviours towards the environment. Although there is vast research on environmental importance and EE programmes specifically, there is very little within the context of South African learners from lower socio-economic areas. Therefore, programme characteristics associated with the most beneficial personal and environmental outcomes are investigated. This study utilised mixed methods and various measures to explore the effect of EE on learners between the ages of 9 and 13, from three schools in the Western Cape. The primary conclusions of the study were that environmental education programmes within this context elicit promising results, such as increased positive attitudes towards and greater awareness of the importance of the environment. However, to facilitate this result, various factors needed to be considered, including consistency, contexts and traditional knowledge systems. This paper further examined the complexity of EE and how various organisations can help play a role in shaping environmental futures - in South Africa and globally. Various recommendations are discussed, some of which include ensuring a greater emphasis on understanding environmental literacy and understandings within specific contexts, as well as putting a greater emphasis on the importance of the influence of teachers on the outcomes. Ultimately, EE programmes play an invaluable role in shaping the future of environmental sustainability and human well-being.
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    An evaluation of the Qhubeka! Youth Development programme: Using a generic qualitative approach
    (2022) Majola, Sibahle; Chapman, Sarah
    The Qhubeka! Youth Development Programme is the first programme launched by the NonProfit Company (NPC), Just Grace, in 2012. The organisation is implementing five community programmes: (1) School strengthening; (2) Community development; (3) Business support; Community projects; and (5) Youth development programme in the Langa township, Cape Town, South Africa. The Qhubeka! Youth Development Programme is not a typical Positive Youth Development programme (PYD). It offers academic support that is not typical of PYD's. They tend to focus on cultivating proficiencies and other life skills and therefore can be fitted in with After-School Programmes (ASP), which focuses on cultivating learning outcomes. The overall goal of the youth development programme is to enable under-resourced youth to escape the cycle of poverty and equip them to become meaningfully involved in society through further education and employment. The programme aims to develop technical and soft skills in high school learners by focusing on study assistance and psychosocial support. The Qhubeka! Programme provides comprehensive material and guidance over four years. Activities of the programme include (1) academic support; (2) computer training; (3) coding and programming; (4) book club; (5) life skills; (6) career guidance; (7) holiday programme; and (8) psychosocial support. The objective of the evaluation was to assess the performance of the programme in reaching its short-term outcomes and the quality of service delivery. I used primary and secondary data to conduct the evaluation. I collected primary data through semi structured one-on-one interviews with the Qhubeka! Programme learners and programme facilitators. Secondary data, I obtained through the review of the programme documents. I used a thematic inductive content analysis to analyse data. The findings on the evaluation of short term outcomes indicate that the programme achieved its desired short-term outcomes and that the programme was implemented with quality. This was the first evaluation of the Qhubeka! programme and provides programme staff with feedback on how well the programme is reaching its intended outcomes and being implemented with quality, which could guide them in making counteractive changes to improve delivery and impact. This study further contributes to the body of knowledge and evaluations of PYD programmes that incorporate academic support in the South African context of PYD programme.
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    An Impact Evaluation of the Chrysalis Academy Programme focusing on the contribution of its Outdoor Component
    (2019) Mkandawire, Sandra; Chapman, Sarah
    This evaluation is an impact evaluation of the Chrysalis Academy (CA) Programme. The CA programme is geared to help youth in the Western Cape develop the skills and resilience needed to transcend the prevailing poverty, inequality, unemployment and crime in their communities. Chrysalis offers a 3-month residential and 5 year After-Care programme for NEET youth aged 18-25 that includes life and vocational skills training as well as counselling and community service. The programme also includes a 2-week outdoor/wilderness component that is deemed crucial to the success of the programme. The evaluation sought to respond to two overarching groups of questions. The first group of questions assessed the long-term impact of the programme with regards to education, employment, crime, drugs as well as family and community relationships. Considering that the outdoor component is regarded as the most crucial component of the programme, the second group of evaluation questions was geared to understand the causal mechanism of the CA outdoor component to assess whether it is consistent with the logic model of successful outdoor programmes and to understand the outcomes that can be expected from this phase. A quasi-experimental impact evaluation design was used to respond to the impact evaluation questions. A database of 14,614 past applicants from the Western Cape formed the basis of a sampling frame from which a random sample of 300 past applicants who received the programme and those not selected into the programme between 2014 and 2016 was drawn. Face-to-face interviews were scheduled with 35 contacted programme recipients and 35 contacted non-selected applicants and interviews were conducted using a structured questionnaire. A final sample of 32 programme applicants and 33 non-selected applicants was analyzed. Differences in the average outcome attainment between past participants versus non-participants were then assessed after Propensity Score Weighting was used to balance the treatment and control group on key variables related to the probability of being selected into the programme. To assess the causal mechanism of the outdoor component, in-depth, semi-structured interviews were conducted with some success and non-success case graduates of the CA programme to assess their experience of the outdoor component and the outcomes that presented as a result. The findings of the evaluation show that the CA programme does not have long-term impact as those who did not receive the programme also attained similar positive outcomes. However, there is a possibility of short-term outcomes attainment from the outdoor component as its causal mechanism is similar to that of successful outdoor programmes. Moreover, participants, regardless of their long-term outcomes, are able to achieve the short-term outcomes expected from the outdoor component. Based on the results, CA should assess how the effect of the outdoor component and possibly other phases of the programme, can be sustained for long periods, possibly by intensifying the After-Care programme. CA should also assess the assumptions around outcomes attainment such as labor market favorability and financial sufficiency and assess how these can be addressed within the scope of the programme.
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    An implementation and outcome evaluation of the Parent Centre's Teen Parenting Programme
    (2024) Masvosvere, Tulile; Chapman, Sarah
    Teenage pregnancy and the impact of the HIV epidemic are significant factors leading to adolescents assuming parental responsibilities for children, siblings, or relatives. South African society exhibits diverse family structures and caregiver relationships, extending beyond biological parents to include non-biological caregivers. This study evaluated the Parent Centre's Teen Parenting Programme, a parenting and life skills initiative facilitated by a dedicated team in Nyanga, Gugulethu, and Khayelitsha schools and communities. The programme caters to teenagers with parental responsibilities, encompassing both biological parents and caregivers for younger siblings. Participants voluntarily attended 23 weekly group sessions. The study assessed the programme's implementation, with participants expressing satisfaction with the facilitators' teaching methods and the nurturing atmosphere they fostered. Participants reported positive changes in parenting practices, self-esteem, confidence, and competence, leading to improved parent-child relationships and more effective communication. The study employed a Qualitative Exploratory-Descriptive (QED) research design, guided by a generic qualitative inquiry (GQI) framework to examine practical outcomes and programme implementation. Limitations in causal inference and potential bias due to purposive sampling were acknowledged. Nonetheless, the evaluation provided valuable insights into the strengths of the programme and areas for improvement, contributing to the understanding of teen parenting support programmes.
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    An implementation evaluation of light for the world´s inclusive education programme in Ethiopia
    (2021) Muellegger, Birgit; Chapman, Sarah
    Inclusive education programmes aim to include children with disabilities in mainstream schools by providing quality education in a barrier-free environment. These programmes are especially necessary in developing countries, where about one-third of all children have some sort of disability. Sustainable Development Goal 4 of education for all cannot be reached when these children are left out from schooling. The following dissertation presents the findings of an implementation evaluation of an inclusive education programme in Ethiopia. The programme, One Class for All (OCFA), is financed by Light for the World, an international non-government organization (NGO), and implemented by 14 Ethiopian partner organisations. A descriptive evaluation design combining qualitative and quantitative elements was used to examine typical Light for the World programmes as delivered by partners and as they appear on the ground. The data collection mainly involved interviews of partners and participants at selected schools in Ethiopia and a survey of all implementing partners. The evaluation indicated that the composition of implementing partners and their capacity in terms of content knowledge and collaborations are working well. We nevertheless highlight some high-level opportunities to improve the inclusive education programme of Light for the World. More structured development plans for each school are required, and a better connection between Light for the World`s community-based-rehabilitation (CBR) programmes and its inclusive education programmes is necessary to support entry to school for persons with disabilities. Under these overall findings, a more structured teacher training programme, better selection of teachers, and better local networking and targeted awareness raising programmes are also needed. This evaluation contributes to the limited literature on successful inclusive education programmes in developing countries.
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    An outcome evaluation of the Home-School partnership programme
    (2018) Muzire, Mufudzi; Chapman, Sarah; Boodhoo, Adiilah
    This is an outcomes evaluation of the Home-School Partnership (HSP) programme, implemented by Wordworks, an organisation based in the Western Cape Province. The programme aims to improve language and literacy for the children between four and eight years of age. To achieve this, the programme seeks to integrate parents in the process of child learning at home. The programme sensitise parents and make them realise their important role in child development. South Africa’s averages of numeracy and literacy test scores range from 30% to 35% as presented in Annual National Assessments (2011) for Grade one to six. The low language and literacy performance in South Africa is one problem that calls for action from different stakeholders. The implementing organisation train teachers to become facilitators. The facilitators will then cascade the training to parents with children aged four to eight years. This evaluation focused on addressing three evaluation questions: 1. How do teachers (facilitators) perceive the programme to have impacted on students’ literacy learning and achievement in and out of school, in terms of participation, confidence and self-esteem? 2. To what extent has the Home-School Partnership programme managed to change parents’ attitude towards child learning and improved their involvement in child learning at home? 3. What early indications are there to suggest that the Home-School Partnership programme will be sustainable after Wordworks has fully withdrawn its support? In this evaluation, a descriptive design was used. The design employed a quantitative approach to address question one as secondary data from 90 feedback reports by teachers were analysed using Microsoft excel. The data to answer the second evaluation question was gathered through interviews with six teachers and six school management members. Data from three focus group discussions with parents was used to address evaluation question three. In analysing the data, thematic analysis was used which involved the processes of open coding in generation of themes. The results of the study revealed a positive improvement of learners’ performance on various indicators that are related to child language and literacy development. Ninety percent of the 90 sampled learners showed a positive change in at least one of the several academic assessment areas. That is, 46% of learners showed some notable improvements in writing, 32% in drawing, 31% in reading and about 30% showed some improvement in vocabulary. However, these results should be interpreted with some degree of caution as the analysis was based on subjective teachers’ perceptions. Regardless of the drawbacks of the design and data collection methods, there is a growing amount of evidence from other studies to validate the findings of this study. There were some positive changes noted in parents particularly their attitude towards child learning. Parents are now more involved in child learning and have gained some important skills to support child development. However, the results need to be taken with caution as they are based on subjective perceptions of parents. There was always an increase in the number of parents who enrolled for the programme each year and more interestingly, men started enrolling for the programme in the last two years. In 2016, a total of 42 men were trained and in 2017, a total of 86 men were trained under HSP. This provides some evidence of the ability of the HSP programme to change parents’ attitude towards child learning. The HSP programme shows some signs of sustainability particularly around environmental support and organisational domains. In this regard, results of the study revealed that the HSP programme has managed to garner support from its operational environment. The programme is particularly applauded by teachers, school leadership and parents, and their appreciation is one of the indicators of sustainability. Under organisational support, the study revealed that the teachers and parents are satisfied with the timely support they are receiving from Wordworks. However, there are some gaps around programme evaluation and funding stability domains. All the schools are still fully receiving financial support from Wordworks to facilitate the HSP programme. Based on the study findings it is prudent that Wordworks prepares schools for continuity in the event that their support is withdrawn and a more robust monitoring and evaluation system needs to be put in place. It is recommended that the programme documents more success stories to showcase its relevance.
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    A comparative study of an NGO-sponsored CHW programme versus a ministry of health sponsored CHW programme in rural Kenya: a process evaluation
    (BioMed Central Ltd, 2014) Aridi, Jackline; Chapman, Sarah; Wagah, Margaret; Negin, Joel
    The varied performance of Community Health Worker (CHW) programmes in different contexts has highlighted the need for implementation of research that focuses on programme delivery issues. This paper presents the results of process evaluations conducted on two different models of CHW programme delivery in adjacent rural communities in in Gem District of Western Kenya. One model was implemented by the Millennium Villages Project (MVP), and the other model was implemented in partnership with the Ministry of Health (MoH) as part of Kenya's National CHW programme.
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    Evaluating the legal protection system for survivors of intimate partner violence using the Normalisation Process Theory: A Case study of MOSAIC
    (2023) Symonds, Jade; Chapman, Sarah
    Intimate partner violence (IPV) is the most prevalent form of violence against women, both worldwide and in South Africa. Many studies have positioned South Africa as having one of the highest rates of both IPV prevalence and femicide. Correspondingly, intimate partners are responsible for most femicides in South Africa. Despite being recognised globally as a criminal act, violence against women continues to threaten women's lives and violate their human rights. The South African Domestic Violence Act 1998 (DVA) protects against future acts of violence through the process of Protection Order (PO) application in Domestic Violence courts. Yet, The United Nations Women's Rights Committee (UN, 2021) found that frequent failures by the police to serve and enforce POs and low levels of prosecution and conviction in IPV cases in South Africa expose survivors to repeated abuses and results in the violation of South African women's fundamental rights. Although South African laws and policies on violence against women are considered comprehensive and comparative to international standards, increasingly high levels of IPV, reveal a wide rift between lived experiences of women in South Africa and the legislation in place. Despite this, there appear to be no recent studies that address barriers within programmatic implementation from the perspectives of IPV survivors. To add to this, it is widely acknowledged that IPV is multifaceted by nature and deeply entrenched in social norms. Thus, programmatic reponses must be pragmatic, dynamic and holistic to increase the chance of improvements at both individual and systemic levels. This dissertation, therefore, presents a process evaluation of the MOSAIC Access to Justice programme, a legal programme targeted at survivors of domestic violence. The focus is on the implementation of the legal processes in PO application for survivors of IPV and the key players and contextual factors applicable to this process. Accordingly, the focus is also placed on the possible barriers and facilitators to the PO process. MOSAIC is an NGO that operates across South Africa and seeks to provide holistic care to IPV survivors. The Access to Justice programme is one of several programmes implemented by MOSAIC. For the purposes of this dissertation, the evaluation will focus on the legal processes in the Wynberg and Khayelitsha courts. These are both located in low-income areas surrounding Cape Town
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    An evaluation of a high school preparatory programme
    (2016) Du Plessis, Heléne; Chapman, Sarah
    This dissertation reports a process and outcome evaluation of an anonymised organisation's preparatory programme. The preparatory programme is an out-of-school time (OST) programme that aims to prepare the students that are selected for the scholarship programme, for high school. The programme has been implemented since 2008 and this dissertation will focus on the cohorts which received the programme in 2014 and 2015. The preparatory programme was investigated in terms of its plausibility and a theory of change was developed in consultation with the programme co-ordinator. Three questions related to the programme's process were posed. These questions related to whether the programme had been implemented as intended, whether the CAT instrument that the programme was using was a useful tool for informing selection, and which aspects of the programme the participants found most and least helpful. Five questions regarding outcomes were posed that enquired whether students who had received the programme improved their mathematics and English performance, their cognitive reasoning ability, and their self-efficacy; and whether students in each of the teaching streams had benefitted equally from the intervention. The evaluation used secondary data collected throughout 2015 and included student' term 2 and term 4 report cards, their performance on internal programme assessments, CAT scores, SEQ-C results, a focus group with the teachers who taught on the 2014 iteration of the programme, and interviews with the programme co-coordinator and students that had received the programme. Data analysis methods included the use of descriptive statistics, as well as parametric and non-parametric statistical tests for quantitative data. IBM Statistics 22 was used for the analysis of quantitative data and QSR NV ivo 10 was used for qualitative data. The results revealed that several minor changes were made to the planned structure of the programme in order to maintain the quality of the intervention. Students found the mathematics and English components of the programme useful, although how well they retained and applied the content from the programme varied. Students did not find the creative writing workshops or the study skills workshop particularly useful. The CAT instrument could potentially be a useful tool for informing selection, although it is not currently being used to its full potential. Students' mathematics aggregate s improved significantly, while English aggregates did not. There was no significant change in internal assessment scores for both mathematics and English. Students in the mid-stream appeared to benefit most from the preparatory programme. There was a significant improvement in student CAT scores, as well as on each of the CAT subscales (quantitative, verbal, and non-verbal). There was a significant increase in social self-efficacy scores and a significant decrease in academic self-efficacy scores. Total self-efficacy scores and emotional self-efficacy scores did not change significantly between the pre-and post-test. However, none of these observed effects could be attributed directly to participation in the preparatory programme due to the lack of a comparison group. It is possible that changes between repeated measures on participants were due to maturation effects, regression to the mean, or another historical event which influenced the outcomes of the programme participants.