LUNIKO: EMPOWERING PARENTS IN DISADVANTAGED SOUTH AFRICAN COMMUNITIES TO SUPPORT THEIR CHILDREN’S EDUCATION

Project leader : Prof L Wood

 

Overview of study

Twenty-one years into democracy in South Africa, access to quality education still eludes those who cannot afford to pay for it. The socio-economic adversities facing communities in which schools are situated play a large role in their dysfunction. Yet, within such communities there is a wealth of human resources that can add real value to the quality of teaching and learning. This project developed community members as teaching assistants to work hand in hand with teachers to develop a culturally and contextually relevant programme to empower parents/guardians to partner with the school in the education of their children. An action research approach ensured the participation of all stakeholders in the design, implementation and evaluation of the programme. The development of such a programme helped to improve parental involvement, as well as equip unemployed community members with skills that improved their chance of formal employment and enhanced personal development.

Main aims of study and attainment thereof

This was an action research project, therefore the main aims were on 3 levels:

i) To contribute to knowledge about parental involvement in schools through the development of a locally relevant training programme (theoretical level). The programme was developed from September 2015 to March 2017 through a series of workshops run by the project leader on a bi-monthly baasis, with the co-applicant co-facilitating on two occasions. In between, the local participants met on a weekly basis to design the content of the programme. This process has been researched and four articles have been written (see Appendix 1), two already published and two in process. On a local level the participants are sharing their knowledge via the parental programme (ongoing) and various community dissemination events.

ii) To equip participants with specific skills and knowledge to improve their practice as teaching assistants and long-term facilitators of the programme (practical level).We did this through our workshops with the participants to help them design research strategies to inform their design of the parenting manual and programme; the co-applicant workshopped them on mathematical literacy; we brought in local experts to workshop them on computer skills, facilitation skills and literacy training, as well as a psychologist who worked with them on personal development and helped them to design a similar section for the manual.

iii) To change mind-sets of the community, school and university about the need to harness the wealth of knowledge available in the community to improve the quality of education (emancipatory level). This included freeing thinking from the mental shackles imposed by years of colonialised education and apartheid development: the research findings (see Appendix 1) indicate a tremendous amount of personal growth among the participants, and also the parents to whom they presented the programme; the teachers have also learnt much about the value of using a teaching assistant in the classroom; the participants have reported learning many skills that have helped them to improve as teaching assistants and facilitators of this programme and that have opened up doors for other employment opportunities (e.g. one is now employed by a project at NMU; another one is working in an office). In order to recognise the learning of the participants, they simultaneously followed pathways of learning and development which were then certified by the Global University of Lifelong Learning (see Appendix 2 and http://www.gullonline.org/case-studies/community/south-africa/index.html ; http://www.gullonline.org/news/2016/83-end-year-highlights/index.html ).  In 2017 the community participants graduated in a public ceremony in the community which also doubled as a community dissemination event.

As university researchers, we have gained much knowledge about the process of community engagement and parental involvement in education that we are busy disseminating via scholarly articles. We are happy that we have met the original aims of the project, and perhaps surpassed them. The major benefits have been the growth in the participants and their ability to engage parents in the education of their children. The school has benefited from the development of their volunteers and the acquisition of various assets which the project allowed.

There has thus been demonstrable mutual benefit to the external non-academic constituency (community) and the academic enterprise. This is a unique project which has not been done at any other school before and thus the findings are ground-breaking. The normal problems of working in a pressurised and time-constrained context of a school were overcome by good communication between academic and community members and the development of creative problem-solving.

There is also tangible evidence of shared planning and decision-making practices. This project has helped develop my capacity, as the project leader, in terms of gaining expertise in managing a research project which is situated some 1200km from the university in which I work. I have had to hone my communication skills to be able to operate at the level of the project managing team. I have also had to learn to exercise patience and trust – I could have solved many of the issues myself by intervening, but by remaining true to the intent to make this a participatory project, in the end the participants learnt so much more (as documented in Article 3 in particular).  Article 1 provides evidence of how we ensured the power relations were levelled in the project to allow for maximum participation by community members. Even the budget was discussed in a democratic way, and the project team at the school determined how they would best spend the money and what expertise they needed to buy in to develop skills. Two community participants were tasked with setting up and managing the budget, which was a huge learning curve for them since it is not easy to meet the stringent requirements of the university! They worked together with the Faculty of Education finance officer. The school was able to purchase stationery, paper and equipment which will enable them to keep the programme going after the funding ended.

 

BACHA TSWELELOPELE

Project leader : Prof Lesley Wood

 

Research question:

How can a participatory action learning and action research approach help to address youth unemployment in a socially and economically challenged community?

Conceptual and theoretical framework

In this project I use lifelong action learning (LAL) as a repositioned paradigm of learning and development and as an alternative to, but not in competition with, the formal educational system (Kearney, Wood & Teare, 2015).  As Zuber-Skerritt and Teare (2013:3) explain, this paradigm acknowledges the worth of local knowledge which is "self-directed, empowering, sustainable, and urgently needed in our complex and turbulent world". We thus engage with participants to find ways to develop creative learning and thinking ‘outside the box’ that are appropriate for people facing social and economic adversities. Through LA, youth who are in danger of losing hope, can develop confidence, capability and character, as understand how they can initiate and sustain personal and community development. LAL is an integrated concept of ‘lifelong learning’ and ‘action learning’ – both concepts that are not totally new but have been advocated by great thinkers like Aristotle and Plato (about 400-300 BC), rediscovered in the twentieth century by authors such as Dewey (1938), Paolo Freire (1972), Orlando Fals Borda (1998), Kurt Lewin (1926, 1948) and Reg Revans (1971, 1982, 1998) and the time is now ripe to reapply them to community-based learning and development. Lifelong action learning (LAL) is a new concept developed by Zuber-Skerritt and Teare (2013). It is a synthesis of lifelong learning and action learning, combining the positive characteristics of (1) individual, by-chance lifelong learning in time and space and in participants’ contemporary cultural context from life to death with (2) collaborative, intentional, purposeful and more systematic action learning through reflection in and on, pre and post action. The basic epistemological assumption is that knowledge can be created on the basis of concrete experience by reflecting on this experience, formulating abstract generalizations from it, and testing these newly created concepts in new situations, thus gaining new concrete experience, and starting the next cycle of experiential learning and knowledge creation (Kolb, 1984). LAL can be developed by anyone who learns how to create knowledge through experiential learning and solving real-life problems. It can best be facilitated by working on a team project with those affected by the issue, such as in this case where unemployed youth will address the issue of youth unemployment.

The five pillars of education for sustainable development outlined by UNESCO (2009), provide transformative perceptions of learning that would suggest that youth first have to develop high levels of self-awareness and think critically about who they are, and who they want to be in relation to their social environments (learn to be); they have to learn technical skills to enable them to be able to sustain their lives (learn to do); interpersonal skills are needed to enable them to ‘learn to live together’ in this increasingly complex and diverse world; and with change occurring at a rapid pace, they have also to ‘learn to transform’, to keep pace with the ever-changing demands of society. Finally, they need to learn how to learn and develop and keep on improving (learn to know). Learning is thus multifaceted and constant, realized through the acquisition of skills and habits of mind that encourage a lifelong approach to learning, allowing individuals to respond to dynamic and fast-changing environments. Given the shrinking natural resources in the world, knowledge can no longer be pursued as an end in itself, it has to be used to improve the social good to sustain quality of life for all.

Action learning aligns with this thinking – we have to first learn how to improve our own lives, but we also have a responsibility to share this knowledge and help others to improve – and we cannot positively influence others if we have not first demonstrated that we are capable of improving our own lives. The Millennium Development Goals (United Nations, 2013) mirror this thinking – they are premised on the question “what do we need to learn to become better people who can in turn help others to become better themselves?” LAL encourages a much-needed shift in thinking, since youth in adverse situations can only rise up when they have hope and faith in a better future.

Overall aim and research objectives

To investigate how a participatory action learning and action research approach can enable unemployed youth to take action to improve their employability and those of their peers.

1. To develop the employability skills of participants
2. To research the perceptions of youth in Khuma about unemployment
3. To use this information to develop some actions to address the issue
4. To implement the actions decided on.
5. To evaluate the actions taken and decide on the way forward
6. To partner with Gatelepele Youth Development Consultancy to ensure the sustainability of the project.

To create opportunity for participants to have their learning certified by the Global University of Lifelong Learning.

 

DEVELOPING AN INCLUSIVE, ETHICAL AND SUSTAINABLE FRAMEWORK FOR MUTUAL LEARNING AND DEVELOPMENT THROUGH COMMUNITY-UNIVERSITY PARTNERSHIPS

Project leader : Prof Lesley Wood

 

Project Abstract

Community-based educational research is defined as a partnership of students, and/or faculty and community members who collaboratively engage in research with the purpose of solving a pressing community problem or affecting social change with the aim of generating knowledge, skills and processes that will enhance sustainable learning and development. Community-based research is thus a vital activity in socially responsive universities, yet it is an under-theorised field. Three concerns emerge from a review of current literature in the field: i) a lack of capacity among academics to conduct CBR that is true to its democratic, participatory and emancipatory principles; ii) absence of a set of ethical processes that align with the principles of authentic CBR; and, iii) while the university benefits in terms of research outputs, the learning of the community tends to go unrecognized, which, apart from raising ethical concerns, also diminishes the sustainability of the learning. Through a collaboration between five universities in South Africa, this action research project aims to address these issues, and others which may emerge to develop a framework for improved university-community research partnerships. The outcomes of this study will contribute to a better understanding of the philosophical and conceptual challenges associated with the dynamics of community -based research in higher education.

Protential Impact

Through this study, which is a collaboration between researchers from five South African universities, all active in community-based research, we will increase our knowledge about how to conduct community-based research that  is true to the principles of collaboration, participation, democratization of knowledge, while contributing to disciplinary knowledge that is subsequently  integrated into the curriculum.  Thus the findings of the study will contribute to an engaged scholarship, where research entails engagement with community, and the learning feeds back into teaching.   We will explore answers to questions such as:  why it is important to involve people in improving their own educational circumstances; how this can be done in ways that result in sustainable outcomes and who should be involved in establishing collaborative partnerships and processes; what impact does the application of community-based research have on quality of life in contexts of learning and development, in addition to generating theory about specific social and education issues.  This knowledge will contribute to the transformation of the educational curriculum and research in higher education, to make it more responsive to local community needs, while preparing students to work in a global world where the ability to be dynamic, flexible, critical and comfortable in diverse contexts is vital.
We aim, by working together and sharing our knowledge and expertise from our individual community-based projects, to develop a conceptual framework that will address the three concerns that the literature highlights: the need to build capacity of academics to conduct CBR; the need to find a way to ensure the learning of the community is recognised and sustained; and the need to develop ethical processes especially suited to CBR, that while upholding universal ethical principles, also allow for the principles of recognition, participation and joint decision-making to be implemented in the research. 
This project has the potential to produce a programme to educate academics in CBR, based on findings emanating from lived experience in the field; a set of ethical guidelines specially created for participatory forms of research; and suggestions as to how community learning can be recognised and made more sustainable. The development of a framework which addresses these issues, and perhaps more that emerge, will help inform university policy and practice in community engagement. 

 

DEVELOPING AN INTERGRATED MULTI-LEVEL PROCESS TO FACILITATE HOLISTIC WELL-BEING IN SA SCHOOLS

Project leader : Prof Ansie Kitching

Proposed abstract:

School as influential social context should advance participation, self-determination, social justice and wellbeing for all by being enabling, inclusive communities in which the human needs for connection, inclusion and support are met. In South Africa the transformation of schools into enabling, inclusive communities has mainly been guided by Education White Paper 6 (2001) on the development of an inclusive education and training system, the Integrated School Health Policy (2008) and the Care and Support for Teaching and Learning programme (2008). The policies and programmes provide a basis for the facilitation of enabling inclusive school communities. The problem observed is that these policies and programmes are implemented in a fragmented manner, and without an understanding of the complex interactive dynamics involved in the process. 
Limited research has been conducted to address this problem. The main focus of the research on the transformation of schools are on the challenges that hinders the co-construction of enabling, inclusive communities, rather than on how the transformation can be facilitated in collaborative partnerships with all the various stakeholders, involved in schools. 
The main aim of this community-engaged research project is to further develop the capacity of school communities already involved in the development of an integrated, multi-level and holistic process to apply obtained knowledge and develop new knowledge to facilitate the integrated implementation of policies and programmes as a basis for sustainable transformation in their schools. Subsequently the research will enhance our understanding of the complexity and impact of community engaged research, as well as develop the capacity of post-graduate students and academic staff to conduct community engaged research to ensure that school communities to take ownership of the transformation of their contexts into enabling, inclusive communities. 

 

SCHOOLS AS NODES OF RESILIENCE FOR PSYCHOSOCIALLY VULNERABLE LEARNERS

Project leader : Prof Macalane Malindi

Research question: 

How can schools serve as nodes of care for psychosocially vulnerable learners?

Conceptual and theoretical framework

Researchers are guided by their philosophical assumptions as they do research work. In this study, we shall be guided by our philosophical assumptions that were shaped by the transformative paradigm. The central tenet of the transformative paradigm is that the issue of power differentials must be addressed at each stage of the research process (Mertens, 2007). The transformative paradigm is also about change, therefore; it provides a researcher who aims to work with culturally complex and marginalised communities with a philosophical prism to challenge the status quo in the interest of social justice (Mertens, 2005).

Vulnerable children are among the most socially silenced, at-risk and marginalised groups of youth. Marginalisation takes away the vulnerable children’s power, thus creating social inequalities or power differentials (Mertens, 2010). Earlier studies of vulnerable youth tended to rely on adults’ assumptions about how children feel or what they needed (Ennew, 2003; Driessnack, 2005). This is so because vulnerable children are a muted group who typically subsist on the fringes of society, thus they are disempowered to make themselves heard or pursue human rights.

Vulnerable children are generally viewed from a deficit-oriented and reactive perspective that does not endeavour to empower people (Evans, Hanlin & Prilleltensky, 2007), often disregarding the strengths they have acquired. In line with the transformative paradigm that focuses on social justice, human rights and cultural diversity, we viewed at-risk children as agents, active participants and equal individuals who can resourcefully cope resiliently and not as helpless victims who should be recipients of pity and charity (Evans, Hanlin & Prilleltensky, 2007; Mertens, 2010). The transformative paradigm that we adopted influenced our research ethics, our view of multiple realities, the nature of interactions between the participants and us as researchers Mertens (2010).

The transformative prism incorporates the use of multiple data collection methods (Mackenzie & Knipe, 2006) in a single multi-phased study. Similarly, the transformative paradigm influenced our choosing the two-phased mixed methods design that will involve the use of qualitative and quantitative methods of collecting data.

Overall aim and research objectives

The overarching aim of this initiative is to foster adaptive coping (resilience) among learners who grow up and attend school in contexts where resources are scanty by making schools nodes of care for psychosocially vulnerable learners. This will be done in partnership with community-based organisations, relevant government departments, schools, the private sector, district officials and parents.

Our activities will be guided by the following objectives:

• to design programs to lessen the impact of psychosocial vulnerability among learners;
• to determine the forms of psychosocial support needed in schools;
• to enhance resilience and social inclusion in schools;
• to train teachers to provide psychosocial support to learners at-risk of poor developmental outcomes;

to develop the capacity of schools to form active networks of psychosocial support;