tkhwholeschool

It is especially important when working with schools to take into account that schools are part of a bigger system. Senge et al (2000) highlight that schools that improve are those that approach change from a systems perspective.

In keeping with this, school improvement projects that have the most impact are those that take the system into account and work within the broader structures of the education and individual school systems.

Deming (1994, 50) described a system as a “network of interdependent components that work together to try to accomplish the aim of the system.” It is therefore important that the interdependencies and components that make up the whole are understood and framed within a bigger systems approach.

Read more: The GM South Africa Foundation Learning Schools Initiative - Overview & Supporting Model...

The National Policy on Whole School Evaluation was legislated in 2001 in the Government Gazette Vol.433, No. 22512 of July 2001. The overall objective of the policy was clearly spelt out as ‘to improve the overall quality of education in South African schools with its main purpose to facilitate improvement of school performance through approaches characterised by partnership, collaboration, mentoring and guidance’ (RSA, 2001:iii).

Read more: National Policy on Whole School Evaluation

The Edcon Adopt-a-School Programme works with the key stakeholders of adopted schools such as the principals and staff, the SGB, Department of Education, to improve teaching, learner performance, school infrastructure and the overall school environment. This approach ensures that learners receive the best possible education and perform at their best; that educators have the right skills and capacity to impart knowledge and apply the curriculum, and also helps create school environments conducive to teaching and learning.

Read more: Case Study: A Whole-School Development Initiative

What makes the Kagiso Trust’s Whole Schools Development model unique and what impact has it had?

What makes the model unique is that we don’t just provide much-needed infrastructure, but we look at the entire schooling system. The core objective of the programme is to foster and create functional, vibrant, healthy, accountable and sustainable school communities that impact positively on the after-schooling life of learners in rural areas through effective partnerships at the school, district and community levels

Read more: Partnerships and collaboration that enhance the quality of education in rural schools

The Industrial Development Corporation (IDC) has a strong focus on education and social development through their various programmes:

  • Adopt-a-school
  • Supporting TVET colleges 
  • University bridging programmes
  • Going the extra mile through the 'I do care' programme and staff incentives

Tags: Case Study Whole School IDC

Read more: Corporate Practice: Improving the quality of life in rural and underdeveloped communities...

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