Thetha Nam (Speak to Me)

In the eastern Cape, children learn in an African language in grades R to 3 then switch to English. Thereafter learners are expected to be able to read and understand the language of learning well enough to study textbooks and other written material but their teachers are themselves at a disadvantage because of their own lack of proficiency in English and the teaching of reading.

We are proposing to introduce parallel programmes:

·         A yearly Interactive English programme (piloted in 2019), which develops language skills and fosters the confidence of  learners in their ability to speak and write English integrated with IT learning.

·         A Reading Support programme consisting of training and support for the teaching of reading in schools together with setting up community-based Reading Clubs encouraging engagement with books as a prelude to independent reading.

Research carried out by the University of Pretoria in 2017 supports our approach.

The Tyume Valley is a deprived, rural area. It is within the Amatole Mountain district, the Eastern Cape of South Africa.  See our website. (www.tyschools.org.uk ) The area is still coping with the legacy of Apartheid. During those years it suffered from chronic underfunding. Now, rural depopulation is causing the closure of many schools. Roads are difficult, and many schools are under-staffed. Internet connectivity is poor. Aids is still a problem. Often parents are away working in the cities and children are brought up by Grandparents, who rely basically on their pensions. Unemployment is high and there are few models of English language for pupils to learn from. As matriculation exams are in English, the Xhosa speaking leaners are immediately at a disadvantage. The Eastern Cape is one of the worst performing areas in South Africa, judged by matriculation results. These inequalities continue to significantly negatively impact the life chances of children. For example, despite spending 6% GDP on education, more than any other African Country, the OECD reported in 2016: “a shocking 27% of pupils who have attended school for 6 years cannot read.

TVS Charity was set up in 2003 to specifically support the teaching of English language to primary school age learners in the remote rural area of the Tyume Valley,

Its mission is to enhance and grow the welfare and life chances of children in this impoverished rural area, through improved educational provision focused on English language skills.

Up to 2016 TVS reached more than 500 children (approximately 50% boys and girls) Consultation with Headteachers and teachers identified pupils that would be most likely to benefit from additional out-of-school learning. Good practice learned by teachers delivering the course would then be available within the teacher’ own school.

·         316 earned certificates in basic computer literacy

·         71 took part in in the after school English programme and achieved an average increase in performance of 20%

·         26 took part in a school leavers IT study camp

·         99 primary age students and their teachers attended English study camp, learning about health and nutrition and taking part in team building and confidence building outdoor activities . We have also piloted an integrated Language and IT programme as a second stage following our basic language course.

When TVS first started working in secondary schools in 2012, the average local school pass rate was only 49% - so last year’s 70% pass rate is a great achievement. Moreover, despite the falling population, the total number of students who passed the exam rose from 155 in 2012 to 193 in 2017. Many congratulations to all our secondary schools and our thanks to all the staff and volunteers who have made this happen!

In collaboration with the local community, we aim to develop a programme over the next 10 years, which would ultimately become self-sustaining. The benefits of the programme will be to permanently counteract deprivation for a significant proportion of the TV area population, alongside improving life outcomes and expanding choices for a large number.

If these goals are achieved the benefits to future generations will become increasingly apparent as more people return to the area post study to support economic and social regeneration from within. General levels of health and well-being will also improve as job opportunities increase and a sustainable living wage becomes established in the area.

By training local teachers in Language development and IT skill we aim to diminish the disadvantage to students and school leaver, In our IT school leavers camps, supported by Fort Hare University we develop students skill in the writing of CV's and presentational skills Using IT.

English is a world language and IT is the fourth literacy in the modern world.

Our approaches are based on experience and best practice in Education. We have trialled our teaching materials and developed them over a number of years and have entered into a formal partnership with other groups in a Consortium

Our solutions are based not on competition but on co-operation. As now we are part of the South African Archie Sibeko Consortium. We work with other grass-roots local NGO's seeking to improve rural development.

TVS’ mission is to enhance educational opportunities and improve the life chances of children growing up in Tyume Valley, Eastern Cape Province, South Africa. To do this, we provide additional resources, teaching and other learning opportunities, with a focus on:

• Improving children’s ability to read, write, speak and understand English language.
• Introducing children to basic IT skills and vocabulary.
• Involving local teachers, school principals and community members.
• Promoting links between Tyume Valley schools and the wider world.model is not based on 
•       Provide reading clubs in 6 – 12 primary schools p.a.·         Recruit and enrol a minimum of 25 local teachers and community based volunteers per annum on TVS provided workshops (4 workshops p.a.)
•  Enrol a minimum of 100 grade 6 children per learning centre on a TVS digital learning programme

Our integrated English and IT programme we have called TechLearn 

TVS’ TechLearn programme uses Microsoft Word and PowerPoint to develop skills in reading and writing and confidence in spoken English. We reviewed commercially available learning materials and concluded these were not appropriate for rural South Africa. We have developed our own teachers’ guides and learners’ workbooks instead. In particular, we have given more emphasis to language together with computer skills, and provided very detailed instructions for teachers. We have also incorporated off-the-shelf writing skills software developed by Heinemann/Pearson. We are grateful to Battle and Langton School for donating this software. 

The one-year programme is divided into three modules. Each module lasts 5-8 sessions; is preceded by a 2-day training workshop for teachers; and is supported by detailed lesson plans and learner workbooks. 

Who is involved?

During 2018, ten teachers
from Tyume schools and/or communities and TVS’ two IT trainers are piloting
TechLearn. TVS pays stipends to all the participating teachers for this
extra-curricular work. 190 Grade 6 children from ten primary schools are involved. Children are
divided into groups of 15 – 20, each taught by a team of two teachers. We have
23 functioning laptops – just enough for one per child during the computer
sessions.

Tyume Valley matriculation results are now higher than the rest of the Fort Beaufort Educational District, where the average school pass rate was only 50% (2016) and 60% (2017).

Tyume Valley matriculation results are now higher than the rest of the Fort Beaufort Educational District, where the average school pass rate was only 50% (2016) and 60% (2017).

After the theft of 22 computers it was obvious the premises at Yamala were no longer secure, negotiations began in earnest to obtain the use of the Computer Lab and Library at Phandulwazi Agricultural High School, in exchange for TVS to teach 120 Grade 8 learners from PAHS, basic computer skills. PAHS boasts a well-equipped computer lab, complete with projector, roll-up screen and air conditioning. The library also has air conditioning, a mobile blackboard As this is a new programme, some changes are made in response to emerging experiences. For example, the original intention to include Excel in the programme has been dropped, because learners’ progress with the Word modules was seriously hampered by their poor English language skills. The structure of the sessions has been changed so that rather than two learners sharing a computer each child now has 50 minutes hands-on time per lesson. We have produced templates so the teachers can reflect on and improve their practice. Learners are assessed at the end of each module. 

To date, two schools tested in the Tyume Valley, with the Cambridge “Moving” English Reading & Writing, Listening and Speaking tests, showed an overall increase with their English test results. Each learner, showed improvement on their test results with the greatest increases in marks made by learners in the middle percentage range.

Despite the major and globally visible improvements across South Africa following the end of apartheid, the rural TV area and the Eastern Cape generally still carries many legacies in the form of major social and economic inequalities. These inequalities continue to significantly negatively impact the life chances of children. For example, despite spending 6% GDP on education, more than any other African Country, the OECD reported in 2016: “a shocking 27% of pupils who have attended school for 6 years cannot read, compared to 4% in Tanzania and 19% in Zimbabwe” (Economist, 2016). The Eastern Cape specifically has the highest percentage of individuals who receive social grants - 40.3% and of the approximately 601,000 learners in the foundation phase, in 2016 about two in ten learners were considered deprived, with an overall deprivation intensity of 39.1% (http:/Fluency in written and spoken English and IT skills are both essential if young people are to benefit from further/higher education and compete within a globalised labour market. TVS offers additional professional teaching expertise to teachers and students, and connects children and schools to the wider world. We believe that local engagement is the key to sustainability and work closely with non-profit organisations in the valley and wider Amatole district. /www.statssa.gov.za/?p=6213, 2016). The digital world is increasingly shaping the ways we think, work, and play and English language remains the top language used in cyberspace with 800 million users (http://labs.theguardian.com/digital-language-divide/, 2017). It is important therefore, now more than ever to ensure robust English language and digital technology skills are embedded in young learners, to ensure maximum opportunity for them to enhance and fulfil their true potential and empower them to support real and permanent change within their homeland for the benefit of both themselves, their families and future generations.

In the last 17 years TVS has impacted on 5000 students in the Tyume Valley> TVS works to fulfil UN sustainable goal, "to ensure inclusive and equitable quality education and to promote lifelong opportunities for all."

‘The reasons for lack of quality education are due to lack of adequately trained teachers, poor conditions of schools and equity issues related to opportunities provided to rural children’ (https://www.un.org/sustainabledevelopment/education/).

Each year, approximately 500 Tyume Valley primary and secondary school children, and around 25 school leavers enjoy targeted learning opportunities with TVS. In addition, a dozen or so teachers from across the area are given professional development training in delivering the TVS after-school curriculum and study camp programmes. Local, village-based reading projects.

 At present, funding limitations and geographical and transport logistics mean that TVS’s reach can only cover eight of the 26 primary schools in the area, and three or four of the ten secondary schools each year. The TVS village-based reading project currently targets six villages.  The Techlearn project will involve 60 learners and eight techers.

The over-arching intention of the TVS 5-year programme is that it will encourage changes in behaviour that will create a more secure and sustainable future in terms of economic viability and a more aspirational attitude in present and future generations in the TV area. If these goals are achieved the benefits to future generations will become increasingly apparent as more people return to the area post study to support economic and social regeneration from within. General levels of health and well-being will also improve as job opportunities increase and a sustainable living wage becomes established in the area. 

For the change generated to be truly sustainable the charity would foresee a gradual handover of established projects to the TVS alumni organisation within the Archie Sibeko Consortium, A newly registered South African Charity that acts as an umbrella organisation for other groups working in the wider Amatole region. These include groups working on the teaching of Maths and those working to create sustainable employment. TVS will then be a fund-raising arm of this based in the UK but then able to support funding bids to South African business social funds.

Barriers to Educational and rural development that TVS must challenge.

 Source - Africa Law 16 May 2013-  Obstacles to Progress in Education and rural development within the Eastern Cape.

•Corruption

•Lack of Capacity

•Incompetence

•Uncaring Leadership

•Lack of Commitment

•Ineffective Planning

•Poor Accountability

Practical obstacles are:

Poor infrastructure

- roads- little public transport

- poor internet coverage

- rural depopulation

- Aides

Financially, A number of our grants are coming to an end so gaining additional funding is a priority for TVS. We have a strong personal giving base but we need to increase our field worker capacity. Likewise we will need to replace our vehicle to enable pupils to be transported to our English Programme hubs and are presently funding this

Within the next five years, as part of the Archie Siboko Consortium we will seek to develop our own hub rather than borrowing classrooms in existing schools. Primarily we will seek to develop better Internet connectivity, update our computers and increase security of storage.

For the change generated to be truly sustainable the charity would foresee a gradual handover of established projects to the TVS alumni organisation within the Archie Sibeko Consortium, A newly registered South African Charity that acts as an umbrella organisation for other groups working in the wider Amatole region. These include groups working on the teaching of Maths and those working to create sustainable employment. TVS will then be a fund-raising arm of this based in the UK but then able to support funding bids to South African business social funds. 

Specifically we need to build local capacity, model best practice in leadership and teaching pedagogy, lead by example and training workshops, develop partnerships with other local NGO's, develop a partnership with the local Education Board and foster and develop our partnerships with Fort Hare and Rhodes Universities.

Physically we need to develop and build a hub that will host all those local partners under one roof with our own independent connectivity to the internet. This is the most expensive part of our projected growth and Solve is uniquely placed with expertise to support this development. In the shorter term we have a proven model for supporting funding for a one yer project that we have outlined. Our TechLearn programme has been supported to 2018 with a specific grant on £5,000 by the Solon Trust. Tghis will expire next year.

Working with Archie Siboko Consortium was aim to become a fund raising arm for related partners in the wider Amatole district, continuing to develop our English and IT programmes whilst supporting other NGO's that seek to foster sustainable rural development, by supporting maths teaching and creating local sustainable jobs.

We have a part-time organiser based in Tyume Valley and a paid teacher working part time supporting the delivery of our English IT programmes. We have eight teachers paid stipends for their teaching of the programmes. From time to time we employ an outreach teacher training from Rhodes University.

Our Board is actively involved in the organisation in trainng roles and self funded monitoring visits to the Easter Cape. Our Sponsor is the Labour MP Paul Blomfield

We have an experienced and well qualified team.  Our Board is actively involved as are  two South African workers on the ground, as well as pool of trained teachers in South Africa who deliver our out of school hours learning projects. See (Who we are on our website)

We have robust monitoring and evaluation strategies in place and well tested to ensure our impact is measured.

·         Baseline assessment of learner’s English ability at start of programme

·         Reports from the external teacher trainers of each teacher workshop session

·         A short self-completion questionnaire and semi-structured interviews with the educators who took part in the full year’s programme

·         Session observation forms completed by educators designed to encourage reflection on their practice

·         Feedback forms completed by educators after educator training workshops

·         Semi-structured interviews with one external teacher trainer and with TVS staff involved in delivering the programme

·         Interviews with head teachers from two or more participating schools and two or more of the more articulate learners

·         Observations of teaching sessions and learners’ presentations

·         Use of Matriculation results in area of the valley where TVS has run its Primary English programme. The average across Tyume schools was 70% in both 2016 and 2017, compared with a national average of 70% in 2016 and 75% in 2017. Tyume Valley results are now higher than the rest of the Fort Beaufort Educational District, where the average school pass rate was only 50% (2016) and 60% (2017)

At present we are not in any formal partnerships- See our note on drafting memoranda's of understanding.

TVS’s brand is distinctive and powerful. However, despite a clear focus on improving rural education in a specific deprived area of South Africa’s Eastern Cape, it is difficult to succinctly communicate ‘the’ brand, as TVS’s work is multiple and various.

TVS’s activities are in perfect accord with its values: this is important to our brand.

Fluency in written and spoken English and IT skills are both essential if young people are to benefit from further/higher education and compete within a globalised labour market. TVS offers additional professional teaching expertise to teachers and learning opportunities for students and connects children and schools to the wider world.

We provide education opportunities that are inspiring and practical, that help disadvantaged rural children by improving their education and confidence and thereby their future prospects, particularly in English language and computer proficiency. We recognise that the environment in which learning occurs is important and strive to ensure children learn in well-facilitated classrooms, using excellent and appropriate teaching materials, supported by teachers with up-to-date approaches to teaching and learning who are themselves well-supported. Because children learn better when they have better nutrition, we provide a meal for every child at our afterschool programmes and our study camps are fully catered with nutritional food.

We believe that local engagement is the key to organisational sustainability and work closely with non-profit organisations in the Tyume Valley and wider Amatole district.

We have a combination of funding streams. Our regular giving base is $12,000,which include gift, government tax relief. In 2019, our last reporting year we had reserves of $29,520 in Absa and Barclays in 2019. Most of our funds are unrestricted. We regularly use the Christmas Big Give matched funding support.

We seek to broaden our funding base now that TVS are involved in the Archie Siboko Consortium that offers opportunities within South Africa. We recently received a grant from the South African charity "Biblonef" of $615 for the purchase of reading books. 

Our work currently is funded by Grants and donations. We are investigating Crowd Funding possibilities and fund raising through participating in the London marathon. We have received pledges of Funds through the Coles Medlock foundation of $7,134. From the Solon foundation we are receiving this year a grant $10,578

In the reporting year ending April 2018 we raised $71,966.07 and spent $66,574.98 on our projects. In 2019 returns our income was $82,145.55 our expenditure was $78,145.55

All trustees take on a role of seeking grants and funding opportunities and consultants have been commissioned to seek out possible funding sources.

English is a world language and IT the medium for economic development. The use of technology using existing software allow a springboard to boost development in poor rural areas. It is proven model but requires economic investment. The next stage in the development of our "Speak to me" project is to seek support and funding for our own Internet links in a purpose built resource centre. We would need partners with technical expert and advice from commercial and academic circles. We would hope to find a supportive community to expand our work. 

Of all the obstacles perhaps the most immediate is the poor Internet coverage in the area in which we operate. Advice and expertise would be a valuable input  if our project and solution is to expand.

At the moment, TVS is exploring a memoranda of understanding to ensure we have a legal framework of what to expect of potential partners and what we in return would provide. Now TVS is part of a South African Consortium in the Amatole district this could include local Universities and potential Telecom providers as well as the local Board of Education in the Eastern cape.

Local Universities in South Africa and companies with social funds and telecom expertise.