PRESENTATION

FORUM ON EDUCATION
Facilitated by the
NELSON MANDELA CHILDRENS FUND

DATE: VENUE:

29 October 2009 Garden Place, Orchards JOHANNESBURG

VISION: We are a unique, non-profit development organisation, with a proven track record, which through collaborative alliances, proudly contributes to the cultivation of entrepreneurship within marginalised communities in South Africa.
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MISSION:
THE CULTIVATION OF ENTREPRENEURSHIP WITHIN MARGINALISED COMMUNITIES

Date established: Registrations:

June 1992 Trust 5961/92; NPO 000-383; PBO 930013786

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Development of entrepreneurship
YES - Youth Enterprise Society Program PDM - Partnerships for Development Models BDS - Business Development Services PEP Poverty Eradication Program
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PROBLEM STATEMENT
Youth Unemployment: Four million South African youth (age 15 24) were in 2005 part of labour Force 2,600,000 were unemployed
(CDE door knockers Report July 2008)

One of the most effective ways to reduce poverty is to encourage entrepreneurship

World Bank, Guillen & Amit, Entrepreneurship and firm foundations across countries

THE YES PROGRAM

y Conceptualized to address problem between

1989-1993. y Led to the birth of EWET (1992). y Implemented in 1994 locally and spread through all 9 provinces. y Launched as a national program in 1996.

YES Contd .
y YES is EWET s flagship program aimed at pro-

actively empowering young people through entrepreneurship development. It empowers young people to become masters of their own destinies. Simply put to be job creators rather than job seekers. It is uniquely South African.

YES Contd .
y YES is outcomes, classroom and extramurally based and involves in-school youth in grade eight (8) to eleven (11). y +380 schools (involving +15000 learners) have implemented YES societies , spread through all nine South African provinces, with more societies clustered in rural areas. y The program follows a systemic community driven approach y It creates AWARENESS and interest in entrepreneurship as a career option amongst young people. y Under the guidance of specially trained YES Advisors, participants learn, practice and develop a variety of business skills and learn the importance and means of creating capital ownership and wealth within communities.

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YES Contd .

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HOW THE YES PROGRAM CONTRIBUTED IN IMPROVING ACADEMIC PERFORMANCE OF LEARNERS IN SCHOOL
Individual YES Member/s The Self Improved self confidence. Improved self-esteem. Respect for others. Goal-directed behavior and increased ambition. Independence. Leadership skills. Creativity. y There
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IMPROVED ACADEMIC PERFORMANCE Contd..

To realise the envisaged destiny /vision the Individual YES Member y Display/observable behavioral changes and conduct
   

Assuming leadership roles Become ambassadors and advocates for change. Improved communication (develop language skills) Assertiveness, Sense of Responsibility and locus of control, Ability to take risk , initiative, own decisions and choices. Positive attitude developed with self and towards life, through acknowledging current situation both in and out of school.
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y Own

IMPROVED ACADEMIC PERFORMANCE Contd..

y Improved Academic Performance
  

Regular school attendance. Improved dress code (wearing full school uniform) Involvement in own education as a result of emphasis in learning by doing or self discovery approach . Increased participation and performance in class.

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IMPROVED ACADEMIC PERFORMANCE Contd..

y Involvement of teachers as YES Advisors. y Training interventions offered to teachers . y Introducing facilitation versus instructional

teaching methodology. y Providing extra resource learning and teaching support material. y Inclusion of the Syllabi component into the YES program. y Alignment of the YES competencies with learning outcomes and assessment standards linked to entrepreneurship education.
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IMPROVED ACADEMIC PERFORMANCE Contd..

y Training teachers on entrepreneurship education

has helped them understand the NCS better particularly LOs and AS focusing on entrepreneurship per learning area. y Learning Areas: Economics & Management Science (EMS); Life Orientation
(LO); Business Studies (BS); Economics (ECON); Mathematical Literacy (Maths Lit); Accounting (ACC).

y Outcomes of The Evaluation and Impact of YES

y y

teachers found the YES material very simple and easy to use. Teachers also reported that they are using the YES material to prepare for their lesson presentations. Teachers indicated that learners enjoy using the material and it encourages them to take the initiative to find out more.
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OVERALL IMPACT
y The YES program s code of conduct encourages YES

members to balance their academic achievement / performance with their involvement /participation in the YES program. y 95% of learners involved in YES perform well academically. y Teaching entrepreneurship and conscious engagement in entrepreneurial activities in schools offers increased opportunities and /or platforms for learners to exhibit a variety of competencies and excellence, which positively impacts on academic performance.
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CHALLENGES
y Exit strategy y Resources y Unified Strategy to present who we are, what we do ,

our achievements, be heard and action be taken. y What happens to those teachers not exposed. y Competing for learners y SAQA/NQF Accreditation

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SUCCESSES
y Self Reliant Learners y Teachers Making Paradigm Shifts y Learners ploughing back and aware of their community y Sustainable Partnerships (NMCF; TISOFOUNDATION)

and others y Support by District Departments of Education y YES Alumni employable y Teacher Support Program y Job creators
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EWET Proposed Developmental Approach

Developmental Program Learning to be productive:
School engagement & performance; Use of free time, life skills; Work.

Expected Outcomes Productive (life area): Economic self-sufficiency, work steadily, further education and training Connectedness (life area): Contributor to community, active in religious institutions, politically active Health (life area): positive health habits, healthy family/social relationships

Learning to Connect to adults, peers,

organisations and institutions.

Learning to Navigate:
Competence in social settings, risk taking, coping and reaction to challenge

Gambone, Connell & Klem (2002)

THANK YOU