OUR DISTRICT WHOLE SCHOOL DEVELOPMENT MODEL

Through this integration, the District Whole School Development (DWSD) model is poised to influence a broader systematic change in the education sector. The DWSD model is aimed at transforming public school education based on a district by district approach across South Africa.

The implementation of the programme commenced in 2014, in two Free State districts: Motheo and Fezile Dabi. Six years into the programme and we are still excited and energised to continue the work we do to uplift schools, educators, learners and communities. As KST, we recommit ourselves to serving our children and our country.

The DWSD model seeks to see many schools undergo systematic transformation through its four-prong approach as follows:

INFRASTRUCTURE DEVELOPMENT

Basic Infrastructure: This refers to the building or renovation of facilities such as ablution blocks, classrooms and perimeter fencing. With the primary objective of creating spaces that are conducive to learning and teaching, all schools receive basic infrastructure where it is required; and where it is not already being provided by government.

Incentive infrastructure: This refers to facilities such as Science laboratories, libraries, computer centres, Maths centres, multi-media centres and sports facilities. Schools that perform above the target that has been set by the Free State Department of Education, qualify for incentive infrastructure projects.

EMPOWERMENT AND TRANSFORMATION WORKSHOPS

All schools are introduced to the District Whole School Development programme through an Empowerment and Transformation Workshop, commonly known as a “retreat”. A retreat is a weekend workshop where the educators, school management leadership and together with the leadership of the learner organisations get together for open and honest discussions on the factors affecting school performance. The process aims to create unity within the schools through the development of a cohesive vision and a strategic plan to ensure long-term success and sustainability.

SOCIAL DEVELOPMENT

The social development element of the programme currently offers vision screening and testing; and the provision of spectacles where prescribed. Premier Optical, a service provider, has developed sustainable solutions to optimise resources by training Community Health Care Workers, educators and the Free State Department of Education district officials in the fundamentals and techniques of vision screening. Premier Optical also worked with the Health and Welfare SETA to offer temporary employment to trained Community Health Workers from their database.

CURRICULUM DEVELOPMENT

Through this method, educators have the opportunity to improve their content knowledge and observe effective teaching methodologies. In preparation for the final year examinations, KST service providers work intensely with the schools by designing mock test papers, reviewing past papers and providing direct support to learners where necessary. KST collaborates closely with District Officials and at every opportunity and dovetails its efforts with those of the Department of Basic Education. Curriculum development subject focus is on Physical science for grades 10 – 12 and Economics grade 10 – 12, Mathematics, Literacy and Numeracy. Group training, as well as classroom-based support, is provided to all educators. Subject mentors provide additional support by co-teaching subjects that are challenging to educators.

SUSTAINABILITY ROADMAP

Our strategies to drive systematic change

The sustainability roadmap seeks to sustain the impact of the programme beyond KST’s involvement in the districts. It cuts across the system, with the aim of capacitating the District Director, Circuit Managers, Subject Advisors to ensure that they can provide meaningful support to schools. Furthermore, it ensures that this is not only confined to compliance, but that it also addresses support and access to capacity, content knowledge and classroom practices.

Our Impact

DWSD programme impact figures in the Fezile Dabi and Motheo Districts 2013 to 30 March 2020

330
Schools attended the Empowerment Transformation and workshops
351511
Learners indirectly impacted by the Empowerment and Transformation workshops
427
Learners referred for further medical attention
7795
Spectacles donated
261
SMMEs supported
334
New school facilities built
1575
Temporary jobs created

LEARNER CHANGE STATEMENT

Learners are able to demonstrate age-appropriate cognitive capabilities, confidence and life skills that allow them to realise their full potential.

EDUCATOR CHANGE STATEMENT

Educators have the required skills, knowledge, resources and motivation and are dedicated to learner success.

Our Testimonials