Waterberg Welfare Society’s Educational Support 

TWT recently visited the Waterberg Welfare Society’s homework club and were excited to receive a progress report.

Project Aims:

• To provide extra tuition in Mathematics, Physical Science, English, Technology, Life Science, Geography and Agricultural Science.
• To equip learners with broader skills, which will enable them to do well in exams.
• To motivate learners so they are able to take up challenging subjects and fill the employment gap in the future.

“I never understood the importance of computer training, I thought I know everything to do with technology, I open all my social pages, and always on social media and that made me to think that I am good in technology! But since I started the basic computer literacy program I realized that there is still much to learn, so I am so happy for being part of the study club, so keep up the good work.” Lesego. 

Project Outcomes:

• Gaining knowledge and learning skills.
• Improved cooperation between teachers and learners.
• Improved digital (ICT) skills and better use of learning strategies.
• Improved social skills and cooperation with peers, promoting adult–child communication.

~Tutors at the Waterberg Welfare Society Homework Club~

Progress in the implementation:

• Pupils have shown growth and improvement in English presentations and reading.
• They have learned how to best communicate with one another, giving others the necessary time and a chance to speak.
• Tremendous progress has been made since the inception of the project. 50 learners (about 75% of the total) passed their first quarter school assessments and are highly motivated. Learners in Matric (grade 12) in 2018 passed their subjects and went on to tertiary education (Institutions of higher learning).
• Once we get school reports for the 2^nd quarter of 2019 we will have the opportunity to analyse and compare the first and second quarter school performance for all registered learners.
• Overall, the learners have geared themselves towards academic achievement.
• The programme has become a huge success in the community. 70% of our learners are exposed to basic computer literacy.
• Learning aid/materials and stationary were purchased. All registered participants receive a daily nutritious snack. This has increased their contribution and commitments in the programme.
• We have been able to incorporate learning whilst we play ball.

80 people have benefited from this project each month:

45 participants between the ages of 7 – 12 years old (30 girls & 15 boys)

35 participants between the ages of 13-18 years (22 girls & 13 boys)

 

What are the major challenges and how are they overcome?

• The major challenge was lack of communication skills among participants (talking at each other, not giving each other a chance to speak, disrespecting one another etc.). We were able to overcome this by using a ball as a communication tool, each one speaking with a ball in their hand and giving one another a chance to speak. This helped the kids realise that it is a lot better to listen and understand rather than to talk at each other and that communicating is more than just speaking.
• The secondary school participants are not able to use a computer and yet they are given lots of school research projects. We have introduced basic computer literacy sessions with participants from the primary phase. This has brought confidence, created skills and and understanding of basic research.
• Learners tend to deviate from the normal time-table and try to focus on either what they expected or immediate tasks needed by their teachers. This means our planned activities change on an almost daily basis. The educator is forced to alter the plan to suit the learners’ needs. Sometimes the learners bring the subject matter, which is out of the plan for that day, and not part of the subjects mentioned for study. Monitoring of daily tasks becomes a problem. The educator moves around checking learners study programmes but sometimes this is a challenge. A discussion needs to be held with registered participants in order to come to a workable solution. It is always important to involve participants in decision making process.

The impact of the project during the reporting period:

• Improved social skills of registered kids
• Improved performance at schools
• Improved self-esteem and confidence

“… made me to understand challenging topics in Physics like Mechanics,  energy and  in Mathematics. I can now solve problems in Geometry through the help of my Tutor. He has done a perfect job in sharpening many learning mind in Science Subjects. I also now have a career through the help of my Tutor. I appreciate the services given to me”. By Rebecca

What lessons were learnt during the implementation of the project?

• Communication through various texts, writing, speaking, reading, visuals and drawing.
• Promoting paired, shared and individual reading is critical, the culture of reading is key and this needs to be promoted at a household level.
• Exposing participants in various career workshops/session at an early stages in critical.
• A safe space for participants should always be maintained at all times, this enables them to share some of the frustrations they are encountering in school, the community and at home such as bullying, peer pressure and etc.

~Some members of the Waterberg Welfare Society’s ‘Soul Buddies’ homework club~