Browsing by Department "Organisational Psychology"

Now showing 1 - 20 of 232
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    A formative evaluation of LPC’s Montessori Preschool Programme
    (2019) Ubisse, Amosse Francisco; Boodhoo, Adiilah
    Research shows that early childhood interventions with fidelity to Montessori model generate learner’s outcomes that outperform the traditional model. The evidence is confirmed in developed and in developing countries. This formative evaluation reports the results of a Montessori model in implementation in township of Mfuleni, located in Cape Town, South Africa. Providing insights into the functioning of the programme, the evaluation confirms that the roll out of the Montessori model is still underway which may explain the reason of the learners not outperforming the comparison group.
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    A formative evaluation of the development and implementation of the waves for change coach training programme
    Rolfe, Elana; Dawes, Andy
    This dissertation reports on a formative evaluation of the initial implementation of the Waves for Change coach training programme. Waves for Change is a NPO that combines the sport of surfing with youth care work (what the organisation terms surf therapy) to provide psychological support to at-risk children. The individuals who provide the support (Coaches) are young adults who are employed and trained by the organisation to become youth care workers. Coaches attend a training programme designed by Waves for Change. There are three Coaching teams to reflect the three target communities of the organisation. The aim of this evaluation was to provide data on its implementation so as to improve its design and delivery. Due to the vulnerable nature of the surf therapy beneficiaries it was crucial for the evaluation to be flexible and to provide management with accurate and rapid feedback. The evaluator conducted a utilization-focused formative evaluation informed by a collaborative developmental approach. This meant that data were collected through well-suited methods throughout the evaluation term (February 2015 - October 2015) and, where appropriate, fed back to management for the purpose of remedying concerns. The Waves for Change programme theory was elicited by the evaluator and depicted in a usable format before its plausibility as well as key assumptions were investigated. The evaluator found the theory to be high in utility and plausibility. Following Chen's (2005) approach to formative evaluation, and in order to determine areas of the Coach Training programme on which the evaluation should focus, the evaluator worked with management to identify components deemed crucial to its delivery. These Crucial Components were identified as: the Implementing Organisation; the Programme Protocol; the Target Population; and Programme Implementation. The evaluator investigated Areas of Focus within each Crucial Component. For the Implementing Organisation component these were: Organisational Structure; Funding and Equipment. For the Programme Protocol component these were: the Coach Pathway, and Content of the programme. For the Target Population component: Eligibility Criteria and Recruitment Strategies; and Barriers to Retention and Strategies to address them, and finally, for the Programme Implementation component the focus was placed on Monitoring of the Coach programme. By the end of the evaluation the programme had shown development in several Areas of Focus. The organisation had addressed gaps in staff roles by employing people in key positions and in doing so had developed its organisational structure and improved its competence and cultural diversity. Funding had increased which meant that service delivery had been guaranteed for the next three years. The Coach pathway had become performance-based and due to retention strategies that now include incentives for improved performance Coaches' compliance and engagement had increased. The new pathway also created exit points for Coaches who were under-performing. Monitoring of the programme had developed in terms of revisions to the monitoring documentation and overall system which had led to improvements in data quality. Areas of concern were equipment and recruitment. An occasional lack of equipment meant that Coaches struggled to deliver services to child beneficiaries. Lax eligibility criteria and recruitment strategies meant that poor quality coaches were employed. This led to underperformance, misconduct and dissatisfaction among some of the Coaches and ultimately meant that four of the Coaches (all of whom were recruited through word-of-mouth) left the programme during the evaluation term. This led to one of the Coaching teams being all-female. Future programming needs to address these two areas very strongly as both could become a threat to the successful implementation of the Coach programme as well as the surf therapy programme. Ongoing monitoring of data quality, compulsory requirements to work with children (e.g., first aid and checking against the Child Protection Register) and levels of coach satisfaction are strongly recommended.
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    A formative evaluation of the parent infant home visiting programme
    (2021) Percival, Sheridan-Lee; Boodhoo, Adiilah
    Background The Parent-Infant Home Visiting Programme (PIVHP) is a home-based parenting programme targeted at new and expectant mothers, characterised as vulnerable. Participants are recruited from low-income communities situated on the Cape Flats, in Cape Town, South Africa. The programme consists of antenatal and postnatal sessions, facilitated by trained Parent Infant Attachment Counsellors (PIACs) recruited from target communities. There are two programme cycles per year: one from January to June, and a second one from July to December. The overarching goal of PIHVP is to contribute towards the prevention of child abuse, abandonment and neglect; and to promote positive infant growth and development. The programme has to date not been guided by an explicit theory of change (TOC). There was no Monitoring and Evaluation (M&E) system in place, at the time of the evaluation, either. The programme engages in extensive data collection for administrative purposes. This data, however, is not captured nor analysed systematically to monitor progress or measure impact. This formative evaluation aims to capitalise on the existing data. Evaluation Focus This evaluation focused on the first 2019 programme cycle. The main objective of this evaluation was to determine the extent to which the PIHVP had been implemented with fidelity. As such, a process evaluation was conducted to address the following evaluation questions: 1. Did the PIHVP beneficiaries recruited for the first 2019 programme cycle meet the eligibility criteria specified by programme? 2. What proportion of participants completed and dropped out of the PIHVP during the first programme cycle of 2019? What are the reasons provided for programme dropout? questions: 3. To what extent did the PIHVP meet its targeted number of participants? What are the reasons for over/under coverage? 4. Did the participants receive the home-visiting sessions at the duration and frequency prescribed by the programme model? 5. Did PIACs complete and conduct all programme activities, developmental screenings and demonstrations as intended? 6. How did participants perceive PIACs in terms of the support they provided and their preparation level, knowledge, and reliability? 7. To what extent do PIACs implement the skills acquired through their training into their sessions? 8. Are the participants satisfied with the service they received? What are the strengths and limitations they identified? 9. To what extent did participants engage with the PIACs (around the content) during home-visit sessions? Methodology The evaluator first extracted and refined the programme's TOC through structured consultations with the programme manager. The plausibility of the PIHVP's programme theory was then assessed through an extensive literature review. The evaluator then proceeded with the process evaluation. A mixed methods approach was used, as combination of both primary and secondary data sources, and quantitative and qualitative data analysis were used to systematically answer the evaluation questions.
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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 Process Evaluation of the Academic Component of the Hope Scholars Programme (HSP)
    (2019) Miyoba, Erwin; Mulenga, Chao Nkhungulu
    The Hope Scholars Programme (HSP) is an after-school programme implemented by the South African Education and Environment Project (SAEP) in Cape Town, South Africa. After-school programmes (ASPs) are widely described as programmes that are implemented independently of the school day and are aimed at improving the learning outcomes and advancement of kindergarten and high school learners. The HSP began in 1998 with a goal to equip HSP learners with foundational literacy and numeracy skills for the future education and training (FET) phase and subsequent education. HSP activities are implemented under four broad service areas: (a) academic tutoring sessions; (b) experiential learning; (c) psychosocial support services; and (d) community engagement. The scope of this evaluation was the academic component under which the programme offers intensive tutoring in mathematics, natural science and English literacy. The objective of the evaluation was to assess the implementation fidelity of the academic component for programme quality and effectiveness improvement purposes. A conceptual framework for measuring implementation fidelity by Carroll, Patterson, Wood, Booth, Rick and Balain (2007) was used to guide this evaluation. Using the logic model for the programme, the evaluation focused on examining whether the HSP sessions were implemented with the intended process mechanisms through which the programme was designed to lead to its desired academic outcomes. Both primary and secondary data were used to conduct the evaluation. Primary data were collected through oneon-one in-depth interviews with HSP staff members and the volunteer tutor and focus group interviews with the HSP learners. Secondary data were obtained through the review of the HSP documents. An inductive content analysis was employed to analyse the data. The results indicated that the academic component of the HSP was implemented with limited fidelity and poor quality. Programme implementation challenges identified need to be resolved to enhance the quality of the HSP services and programme effectiveness. This evaluation contributes to the literature on: (a) the duration and frequency of the tutorial sessions; (b) the extent to which learners attend; and (c) dropout from the programmes and causes for dropping out in the context of after-school programmes. Among the contributing factors of learner dropout from the HSP, influences that were found unique to the South African context were mistrust between the learners and their parents (mistrust at home) and sweeping of classrooms.
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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 programme theory and process evaluation of a youth development programme
    (2020) Swingler, Susan; Boodhoo, Adiilah
    Background The CoolPlay youth development programme (CYDP) is an after-school sport-for development (SFD) programme with an integrated social-emotional learning (SEL) component delivered to schools in low-income communities in Cape Town, South Africa. The CYDP is implemented by CoolPlay, an SFD organisation funded by the Laureus Sport for Good Foundation. The aim is to provide youth with pro-social after-school activities that equip them with the social-emotional competence fundamental to becoming responsible and socially engaged citizens. The main programme stakeholders include the CoolPlay board of trustees, an operations manager, four area managers and 26 sport and SEL coaches (Champions). In 2018, I was appointed as a monitoring and evaluation (M&E) intern within the organisation. In my capacity as an M&E intern, I conducted an evaluability assessment (EA), which determined the scope and approach of the evaluation for this dissertation. Evaluation Focus The objective of the evaluation was to determine: (a) whether or not the CYDP can realistically produce the intended outcomes, and (b) the extent to which the programme is implemented in line with quality parameters identified in the literature. As such, a theory evaluation and a process evaluation were conducted sequentially to address the following evaluation questions: 1. What is the theory and logic underlying the CYDP design? 2. Is the programme theory and logic plausible? 3. What elements of the CYDP theory could be modified to maximise intended outcomes? 4. Do the Champions implement the CoolPlay sport sessions with sufficient quality? 5. What contextual factors may be influencing the implementation of the CoolPlay sport sessions? 6. Are the Champions adequately trained to deliver the CoolPlay sport sessions? 7. Is there adequate organisational support in place to facilitate implementation of CoolPlay sport sessions? Methodology The evaluator used Donaldson's (2007) five-step procedure for constructing and assessing the programme theory. An initial programme theory was constructed using programme documentation and focus group data derived from a purposive sample of seven programme stakeholders (evaluation question 1). The plausibility of the initial programme theory was assessed by means of an extensive literature review (evaluation question 2). The programme theory was critically reconstructed using Brouselle and Champagne's (2011) logic analysis procedure (evaluation question 3). The process evaluation used a combination of quantitative and qualitative data collection, analysis, and integration methods (concurrent mixed methods design). An observational rating scale was administered to a convenience sample of 16 Champions during a routine observation session conducted by area managers to address evaluation question 4. A purposive sample of three area managers and a stratified randomised sample of four Champions participated in interviews to elicit the contextual factors influencing implementation (evaluation question 5), the adequacy of Champion training (evaluation question 6) and the adequacy of programme support functions (evaluation question 7). The operations manager also provided qualitative input on the adequacy of programme support functions through an interview. The qualitative data was analysed using Braun and Clarke (2006)'s procedure for thematic analysis. The interviews were supplemented by quantitative data derived from a mentor survey and an organisational survey completed by four Champions and five members of the programme management team, respectively. Key Findings and Conclusions The programme theory evaluation found that the initial programme theory and logic (evaluation question 1) is plausible, however effect sizes are likely to be low and programme effectiveness is highly dependent on developmentally appropriate content and structure, psychologically and physically safe programme environment, staff characteristics, parent/caregiver involvement, and youth participation and engagement (evaluation question 2 and 3). Preliminary insights derived from the EA suggest that the CYDP does not meet these quality parameters/requirements fully, thus highlighting the need for programme design and implementation improvement, as captured in the critically reconstructed programme theory (evaluation question 3). The process evaluation found deficiencies in implementation (evaluation question 4) linked to schools' commitment and capacity, parent/caregiver involvement, and youths' capacity to engage (evaluation question 5). Certain aspects of the training structure and content were found to be inadequate for developing all relevant competencies/skills, and poor Champion engagement was flagged as a critical issue (evaluation question 6). Implementation of the programme was further constrained by limited organisational capacity (evaluation question 7). These process evaluation findings confirm that the CYDP does not fully meet the programme quality parameters/requirements identified in the literature. Recommendations Key recommendations unpacked in this dissertation include the following: • Alignment of programme content with appropriate developmental milestones and unique interests of programme beneficiaries. It is recommended that the content is structured in a curriculum that follows the SAFE approach to SEL facilitation. • Provision of transport, nutrition, and first aid supplies and training, as well as implementation of strategies to address deviant behaviour to ensure that programme beneficiaries are physically and psychologically safe. • Efforts to hire, train and retain qualified Champions. These include adherence to documented selection criteria, a more comprehensive induction process, ongoing training and support including collaborative planning, debriefing and provision of mental health services. • Implementation of parental and teacher involvement strategies, such as invitation to CoolPlay meetings and workshops, distribution of newsletters, and provision of transport to and from CoolPlay events. • Implementation of M&E systems for participant enrolment, attendance, drop-out and engagement. • Allocation of resources toward securing qualified, full-time staff with experience in positive youth development. • Strengthening of programme quality before the CYDP is rolled out to additional sites, given that the programme has the potential to support both positive and negative developmental outcomes in youth.
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    A qualitative study of team-based self-management in a Southern African organization
    (2003) Sibanda, Babusi Michael; Horwitz, Frank
    A Southern African (Zimbabwean) nickel refinery's team-based employee involvement initiative is studied using a qualitative, single case design with the objective of describing, understanding and characterising a Self Directed Work Team's experience in its context. It is found, through a variety of triangulated case study methods, that the selected team's work, and its members' perception of it, have changed significantly from traditional 'foreman supervised' and ' gang-leader driven' organization to relatively informed decision making, objective driven, multi-skilled teamwork. Findings are analysed in the light of international and Southern African literature and case studies of enterprise level, team-based employee involvement in work related decision making. Context considerations, in understanding the team and its potential for self direction were found to be pervasive. The initiative was found to be part of a bundle of complementary interventions that top management perceived to be organizational survival imperatives. Successful implementation was largely limited to the Smelter and Refinery Business Units (BSR Ltd) which were led by a succession of dynamic and committed senior line managers. The failure to diffuse the initiative to the rest of the organization (the organization's mining division) was blamed on the departure of the key sponsor as well as wider corporate and societal systemic constraints. The contextualised study suggests ways of seeing, and possibly going beyond the claimed and real constraints.
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    A survey of worker participation in Bophuthatswana
    (1988) Lewis, David; Kellerman, A.M
    Worker participation and the acceptance thereof is well established in first world countries. In third world countries it is still a relatively new concept which tends to rely on legislation for its existence and continuing function. Where a free-market economy is in place, labour market forces and management attitudes tend to affect the practice of worker participation. This research explores the multi-dimensional nature of workers' attitudes towards worker participation in an international company operating in the Republic of Bophuthatswana. A questionnaire using the hypothetical conversation technique and a dichotomous scale was developed and administered to a sample of 300 male industrial workers. Ten dimensions were proposed and subjected to a factor analysis. The results of the factor analysis revealed a unidimensional scale which suggested an underlying general attitude. This was used as a "general attitude" scale. Only two of the original dimensions were found to have some factorial validity. These three scales were subjected to an item analysis to establish their internal consistency. The biographical data in the questionnaire and the three scales were subjected to a correlation study and a regressional analysis to determine what relationship existed between the biographical variables and the attitudinal scales. This was done to explore the three scales. It was found that only tenure affected all three scales; tenure and not age was the variable that affected workers' attitudes the most.
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    A theory and process evaluation of the parent centre's teen parenting programme in Cape Town, South Africa
    (2020) Kokera, Sandra Betty; Mulenga, Chao Nkhungulu
    Globally, there has been increased momentum in the implementation of parenting programmes. Such programmes have been noted to be effective, with positive outcomes being observed in the parents and their offspring or children they take care of. Most of the evaluations on parenting programmes have been conducted in developed countries, creating a need for further research on implementation processes and impact in low income countries. The current project was a theory and process evaluation on the Teen Parenting Programme (TPP) being offered by the Parent Centre in Cape Town, South Africa. Through group sessions, the programme teaches parenting and life skills to teenagers who are either biological parents or primary caregivers to younger children. The evaluation objective was to develop the programme theory, assess its plausibility and evaluate the programme's implementation fidelity. The study used exploratory and descriptive research designs to address the evaluation questions. The theory evaluation component adopted a theory-based approach, collecting data through workshops with programme staff and review of documents. The process evaluation made use of primary and secondary sources to collect quantitative and qualitative data. A survey questionnaire, focus group discussion guide, key informant interview guide and checklist were used to collect data. Quantitative data were analysed using descriptive statistics and qualitative data was analysed using thematic analysis. The findings indicated that (i) the TPP theory and underlying causal and process assumptions were plausible; (ii) the programme was reaching the target population and there were high attendance levels; (iii) there was implementation fidelity; and (iv) sufficient organisational support was being offered despite the prevailing financial challenges. As a plausible programme theory and high implementation fidelity are key components in ensuring programme success, the TPP was well positioned to be a successful programme. Such implementation fidelity findings indicated that the TPP had a higher likelihood of achieving its expected outcomes. The evaluation made recommendations essential in improving the few noted implementation shortcomings. A key limitation to the evaluation was that the views of the participants were not captured as access to interview them was limited. The study contributes to research on theory evaluation and implementation fidelity of teen parenting programmes in low-resource settings.
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    Absenteeism among public health nurses : does commitment matter?
    (2006) Ramsay, Nadine; Bagraim, Jeffrey
    This study explored the relationship between absenteeism and commitment (affective, continuance and normative commitment) as directed towards the organisation, co-workers and the nursing profession. Job satisfaction, job involvement, career stage and the absence culture were examined as moderators of the relationship between absenteeism and commitment. The sample comprised of 227 public sector nurses (54% response rate) from 11 day clinics and hospitals within the Western Cape Metropolitan District Health Services of South Africa. Affective, continuance and normative commitment to the organisation were not directly related to absenteeism, although interactions between these commitment components were significant predictors of absenteeism. Affective commitment to co-workers did not significantly explain absenteeism. However, affective commitment to the nursing profession explained significant variance in nurse absenteeism both directly and through the moderation effects of the absence culture of the workplace and the profession. Job satisfaction, job involvement and career stage of the nurses did not moderate the absenteeism-commitment relationship. The contributions of the study are discussed and recommendations for future research are made.
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    An analysis of the relationship between psychosocial safety climate and the work-school-interface for non-traditional students in South Africa
    (2021) April, Kelly; Goodman, Suki
    The growth of a country's economy is highly dependent on the levels of skills available in that country. South Africa has a stark shortage of skilled individuals due to an inadequate and failing education system (Horwitz, 2013). As a response to this problem the South African government actively incentivises organisations to develop the skillset of their employees in order to build a strong economy, improve job creation and promote social development (Department of Higher Education and Training, 2019). It is therefore important that all stakeholders involved yield a return on this investment. It is also a global phenomenon that an increasing number of fulltime employees are also engaging in formal further studies due to the rapid changes in the labour market. For example, advancements in technology have had a major impact on traditional business models and the roles, and skills needed. These employees are referred to as non-traditional students and are the subject of this study. Research shows that trying to manage both work and school simultaneously can cause psychological strain for non-traditional students (Adebayo et al., 2008). The psychosocial safety climate (PSC) is an emerging construct which refers to the shared perceptions regarding policies, practices and procedures designed to protect the psychological health of employees (Dollard et al., 2012). This study builds on existing research in the work - school interface by investigating its application within the South African context. Participants in this research (n=127), comprised of non-traditional students (n=40) and employees who are not engaged in further studies (n=87). Correlation analysis demonstrated that PSC had a positive relationship with work school facilitation (WSF) and a negative relationship with work school conflict (WSC). It was further confirmed that job control (JC) mediated the relationship between PSC and WSF and that PSC mediated the relationship between JC and WSF. These findings show that PSC is an antecedent to the work school interface in that it promotes the positive outcomes of studying while working (work school facilitation). It further demonstrates that PSC also reduces the negative outcomes (work school conflict). This study confirmed that the working environment plays a crucial role in the work school interface and introduces PSC as a construct South African organisations should be concerned with and make a priority, based on the resources it provides employees, more especially their non-traditional students. This study's findings will add to the existing body of research and provide practical insights for enhancing the PSC application within South African organisations who have non-traditional students.
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    An evaluation for the Therapeutic Learning Centre: A child inpatient and day-patient psychiatric unit in Cape Town, South Africa
    (2019) Nicholson, Lee; Duffy, Carren
    There are value and importance for inpatient and day-patient psychiatric units, particularly for children and adolescents. These facilities, which are scarcely established in South Africa, offer multidisciplinary and multifaceted treatment to persons experiencing varying symptoms and conditions of mental illness. This dissertation presents the findings of an implementation evaluation conducted for the Therapeutic Learning Centre (TLC), a child inpatient psychiatric unit in Rondebosch, Cape Town. The evaluation aimed to compare the TLC’s service and programme implementation with international standards. The Quality Network for Inpatient Child and Adolescent Mental Health Service (QNIC) checklist was used to assess the TLC on seven focused categories of service and implementation quality. Data were provided from selected TLC team members, which included mental health practitioners from various fields (e.g., psychology, psychiatry and social work to name a few). Overall, the programme established within the TLC was found to be implemented with fair fidelity when compared to the international unit standards. Most unit standards required and expected to be carried out by an inpatient unit were found to be satisfied by the TLC. There are, however, key aspects of the unit’s environment and facilities, staffing and training, care and treatment, and clinical governance that were highlighted as needing improvement. While the research yielded mostly positive results, the evaluator was able to make several recommendations to the TLC stakeholders. This evaluation contributes to limited research and implementation evaluations within the context of child inpatient psychiatric units. Furthermore, the findings are intended to support the promotion of quality psychiatric and behavioural treatment and mental health service policy in these units within South Africa.
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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 exploration into the effect of COVID-19 on reward systems: A multiple case study
    (2024) Klaas, Lusanda; Zungu, Thomzonke
    The coronavirus (COVID-19) was declared as a pandemic in March 2020. To restrict the movement of the general population in order to reduce the transmission of COVID-19 a lockdown was implemented in more than 90 countries across the world. The lockdown was unpredictable and disrupted everyday life, leading to social and economic disruption. Socially, the lockdown has caused an increase in mental health disorders. Economically, it was predicted that the global economy would decrease and approximately 60 million individuals or more will end up living in extreme poverty. This is due to the abrupt change in normal business operations as organisations were forced to operate remotely. Therefore, to preserve their sustainability, organisations had to make important business-changing decisions such as layoffs, retrenchments, reducing employee and executive compensation, and possibly a revaluation of their reward systems. Using, the WorldatWork total rewards model as the theoretical framework, the objective of this qualitative research was to explore how COVID-19 shaped reward systems across organisations in different countries. An exploratory qualitative research design guided by the interpretivist paradigm was applied to this research study. Data was collected from a purposively selected sample of 12 participants through semi-structured one-on-one interviews. Using the Atlas.ti data analysis program, the key findings indicate that there were changes to each component of organisational reward systems
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    An exploration into the meaning that trans* students attach to their experiences at a South African University
    (2022) September, Miché; Price, Linda
    Universities are perceived as non-judgmental because of their tolerant environments and emphasis on producing well-rounded students. Despite transformative initiatives to create an inclusive culture, transgender and gender diverse students may still feel that they are treated unfairly due to stigmatisation or poorly implemented diversity policies. Studies have focused mainly on the gender binary practice of transgender individuals assimilating to cisnormativity. Yet, relatively little work has considered the implications of campus life where transgender students may experience discrimination because of gender-exclusive policies and practices (residence halls, bathrooms, public inclusion, training, and support). This study sought to address this gap. Data from a thematic analysis of qualitative semi-structured interviews were utilised to understand trans* students' perceptions and lived experiences at a South African university. Most of the participants revealed that a hostile climate for transgender students prevailed on campus and that the institution lacks resources and education on transgender issues. Findings reported three major themes: (1) Navigating the power of privilege and institutional systemic oppression; (2) Misalignment and invalidation of one's gender identity on campus; (3) The importance of understanding transgender health from a gender minority experience. Recommendations for creating greater inclusion for transgender students on university campuses are presented.
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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 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.