AECI Eco-Schools Progress Report July 2019

AECI Eco-Schools Interim Report 31 July 2019

CONTENT

1. Organisational details 2. Project information

1 1 1 4 5 6

3. Project performance to date 4. Beneficiary update/report 5. Financial performance to date

6. Narrative report

7. Situating the project 8 8. Aligning to National, Continental and Global Agendas 9 9. Implementation plan for next 2 months 10 10. Funder acknowledgement 11

Inclusive Education

Promote SDGs

Developing 21st century leaders

1. ORGANISATIONAL DETAILS

Name of the Organisation: Name of Author of this Report: Position in Organisation:

WESSA

Cindy-Lee Cloete

Programme Manager – WESSA International School Programmes

Contact Number: Email:

064 752 0598

Cindy.Cloete@wessa.co.za

2. PROJECT INFORMATION

Name of Project

AECI WESSA Eco-Schools Project

Duration of Project (as stipulated in the agreement)

3 years

*R 1 671 813 over 3 years: Year 1: R 469 492 (successfully completed) Year 2: R 578 039 (current project year) Year 3: R 624 282

Total Value of Grant

* PROJECT CYCLES : Year 1: 1 July 2017 – 30 June 2018; Year 2: 1 October 2018 – 30 September 2019 (due to receiving tranche late); Year 3: 1 October 2019 – 30 September 2020

3. PROJECT PERFORMANCE TO DATE 3.1 Please indicate the objectives and outcomes of the project as per your proposal to AECI:

Quality Education through nature.

OBJECTIVES

OUTCOMES

Support in Modderfontein, Gauteng, to become well-functioning Eco-Schools. Strengthen educators’ teaching of environmental topics in the CAPS curriculum. Developing action projects that make a tangible difference at schools. 10 schools

Learners’ increased learning and deepened knowledge and understanding of the local environment. Improved application of environmental education at schools, leading to increased environmental action. Improved school and community environment and school management through one additional action project per year. Increased commitment by learners to take positive and concrete steps towards daily sustainable practices.

Facilitation learner experiences in, about and for the local environment.

1

3.2 AECI schools we are working with: We replaced Norkem Park Primary School with Ipontshe Primary School due to lack of participation from Norkem Park. As the project management team, we tried hard during the implementation of year 1 to generate more interest in the programme at Norkem Park, however they decided that they will not participate in the programme in year 2. Ipontshe Primary School approached WESSA to join the Eco-Schools programme and we therefore replaced Norkem Park with Iponthse. Ipontshe is in Tembisa and close to the other AECI schools. Each of the schools are working on 4 projects this year: Recycling, food gardens, water conservation and sanitation. The schools successfully completed their first Eco-Schools year, and all received their Bronze Award. They are now actively working towards achieving their Sliver Award.

Aimed Eco- Schools Award 2018/19

No. of Action projects demonstrated

Schools

1. Emfundisweni

Primary

4

Silver Silver Silver Silver Silver Silver Silver Silver Silver Silver

School

2. Ipontshe Primary School 3. Endulweni Primary School

4 4 4 4 4 4 4 4 4

4. Edleen Primary Schools

5. Chloorkop Primary School

6. Welamlambo Primary School

7. Birch Acres Primary School

8. Umthambeka

Primary

School

9. O.R Tambo Primary School

10. Moduopo Primary School

Quality Education through nature.

2

3.3 Please indicate your planned activities for this year and what you have been able to achieve to date:

Remedial Action Plan

Planned outcomes and activities Support visit 1: Project monitoring and evaluation (October 2018 and January 2019) Workshop: Cluster workshop for educators and groundsmen to plan projects for the year to start implementing (15 February 2019) Support visit 2: Completing audits and Eco-Codes (May 2019)

Actual Performance

Reason For Variance The activity successfully achieved.

All first visits were implemented. The monitoring and evaluation of the previous projects by identifying what worked and where we need to improve to help plan the new Eco- Schools year. From the M&E process we found that the recycling company is not collecting at the schools. The workshop was completed and the schools chose water as their second year theme. This visit focused on the issues of water in the area. The schools did the water audit and identified where water points (drinking containers and tippy taps) can be placed for learners to drink water and wash hands. The water dispensers were provided to the schools and placed at identified water points. The start of the installation of Jojo tanks at strategic places based on each school’s need, either at the school’s ablution blocks or the garden where water was most needed. The focus was on sanitation awareness as well as making the school’s ablution blocks more beautiful by placing signs up about health and hygiene. Tippy taps were installed close to the ablution blocks for learners to wash hands. Underneath each of the tippy taps, where the learners wash their hands, a bucket was placed to catch the water and the support staff then used this captured water to clean the ablution blocks after school each day.

Find

new

recycling company schools.

for

The activity successfully achieved.

The activity successfully achieved.

Support visit 3: Start implementing projects (June 2019)

The activity successfully achieved.

Support visit 4: Continue with implementation of projects (July 2019)

The activity successfully achieved.

Teacher Workshop 2 (August 2019) Support visit 5: Continue with implementation (August 2019) Support visit 6: Compilation of school portfolio (September 2019)

3

4. BENEFICIARY UPDATE/REPORT 4.1 Please complete the following tables relating to the details of the people that benefitted from the funding provided by AECI over the last 6 months: Total number of direct beneficiaries targeted for this year through AECI funding (1 October 2018 – 30 September 2019): 1 000 Total number of beneficiaries reached to date: 656 Total number of indirect beneficiaries targeted for this year though AECI funding: 10 000 Total number of indirect beneficiaries reached to date: 6 600

4.2

Please indicate the equity target and achievement to date:

Elderly (60 years and Older)

Children (Vulnerable)

Children (Orphans)

Youth (18-35 years)

Adults (36-59 years)

Age

Number of beneficiaries targeted: Number of beneficiaries reached to date:

40% 30%

30% 18%

10% 6.6%

15% 9.9%

5%

3.3%

South African Born Chinese

Race

African

Coloured

Indian

White

Other

Number of beneficiaries targeted:

90% 63%

5% 2%

5% 0%

0% 1%

0% 0%

0% 0%

Number of beneficiaries reached to date:

Gender

Male

Female

40%

60%

Number of beneficiaries targeted: Number of beneficiaries reached to date:

26.4%

39.6%

Disability Beneficiaries with Disabilities Number of beneficiaries targeted: Number of beneficiaries reached to date:

N/A N/A

4

5. FINANCIAL PERFORMANCE TO DATE 5.1 Disbursements Total Grant amount R 1 671 813 Amount disbursed by AECI to date R 1 047 531 5.2 Please indicate how you have utilised the grant to date. Report against the budget which was approved by AECI for R578 039.

% Spent

Item/Activity Plan and incept a 10-school node in Modderfontein, Gauteng Implement the 10-school node in Modderfontein, Gauteng Monitor, Evaluate and Report on the 10 school node in Modderfontein Man fee 11%

Budget

Actual

Variance

R 77 479.00

R 77 479.00

R 0

100%

R 394 955.00

R 279 918.99

R 115 036.01

71%

R 10 000.00

R 24 618.00

R 34 618.00

29%

R 70 987.00

R 70 987.00

R 0

100% 76%

TOTAL

R 578 039.00

R 438 384.99

R 139 654.01

5

6. NARRATIVE REPORT 6.1

Please provide a general update of the project and progress over the last 6 months, including any significant changes in its management / operations / implementation

As part of a showcase of best practices within the Eco-Schools programme, Modoupo Primary school was featured in a WESSA International School Programmes promotional video https://www.youtube.com/watch?v=Tz5GhFXfydo We interviewed the school’s head girl, who is also the leader of the Eco-Club, and Mrs Lephalala, their Grade 4 Eco-teacher, who both spoke about their specific projects and the impact that the project have in the school, community and as a teaching tool. All the schools received their Bronze awards at the Gauteng Awards ceremony in April 2019. Mrs Lephalala also presented at the ceremony showcasing all their projects to encourage and inspire other Eco-Schools in Gauteng. All the AECI supported Eco-Schools are currently working towards their Silver Award. The AECI WESSA Eco-Schools project was also featured in the EnviroKids magazine Term 3, 2019 (Vol 40.3). See the article on page the next page. The schools conducted a water audit and together with the WESSA implementers decided to focus on water saving methods as well as improving sanitation awareness and hygiene. The Eco–Audit revealed many areas that required improvement, however what stood out most was that learners have little environmental awareness. For example , they used their hands to drink water from the taps instead of using cups or bottles and left taps running and unattended after washing their lunch boxes. There is an issue of water wastage and water shortage in Tembisa as a whole and when municipal water cuts are implemented, learners are released to go back home because the school cannot supply this basic need. Due to these water issues, water points were identified at the schools where water dispensers for drinking (either in or outside the classrooms), tippy taps (close to bathrooms) for washing hands were strategically placed and we started installing Jojo tanks to capture rainwater to be used when water is not available through the municipal supply. WESSA assisted further by educating the learners about the importance of saving water and how it can help sustain the environment. WESSA also encouraged learners to bring plastic bottles from home and the Eco-team to manage the collections in their classes and classify them. The projects implemented last year, the recycling and food garden projects, are being maintained. There was an issue with the recycling collector not assisting the schools properly. Since then we have partnered with T-SHAD (Tembisa Self Help Association for the Disabled) who is now collecting the recyclables. T-SHAD is a community-based development programme that was initiated in 1990. T-SHAD established a self-help factory with various income-generating projects where people with disabilities can thrive and deliver a meaningful service to their community. Their projects range from gardening, recycling and wheelchair-repairs to computer training. T-SHAD is also a Buy-back Centre for recyclables, collecting PET, paper and glass. T-SHAD currently collects an average of two tons of PET every month and plan to grow it through various arrangements with malls, taverns, hospitals, and clinics in Tembisa to collect their recyclables. WESSA collaborated with the T-SHAD organization to include the AECI Eco-Schools as part of their partners. The school now give T-SHAD their recyclable material, and in return receive compost and other resources from T-SHAD. Due to receiving the project tranche late for year 2, the project cycle is from 1 October 2018 – 30 September 2019. A final comprehensive report will be sent end September 2019 before Year 3 will commence in October 2019.

6

Advertorial featured in the EnviroKids magazine, Term 3, 2019 (vol 40.3)

6.2 Successes / Challenges / lessons Learnt 6.2.1 Please share any significant success that the project enjoyed in the last 6 months: Significant Successes in the last 6 months : • Sustainable resources like jojo tanks, water points and tippy taps were supplied to schools to assist with the water conservation and sanitation projects. 6.2.2 Please share any challenges that the project faced in the last 6 months and how they were/will they be resolved: Challenges: • A turnover of Eco-Committee teachers is a challenge because then new teachers are introduced to the project and that sometimes slows progress down. To resolve this, we now work with a minimum of 3 teachers on the Eco-Committee to ensure continuity. • The recycling companies do not collect from the schools regularly because the schools do not produce huge volumes of material. This causes storage issues at the schools. Schools now work with local partners and with local collectors. 6.2.3 Please share any significant lessons learnt the project experience in the last 6 months: Lessons Learnt: • The schools closer to each other would like a school pairing system to allow sharing of ideas and solutions. We are going to pair them at the coming workshop and support them in maintaining their relationship. • Not all teachers are equally committed. We have thus learned to continue to involve as many educators per school as possible and to identify and support the ones who actively work on the projects. Connecting with the principal also helps to sustain the overall commitment from schools. The Whatsapp group works well to communicate with the teachers regularly and more effectively.

7

7. SITUATING THE PROJECT The ten AECI Eco-Schools are situated in the Ekhuruleni District Municipality in the Modderfontein and Tembisa regions. Issues that affect these areas include poverty, unemployment, pollution and severe water limitations. Modderfontein and Tembisa are large townships situated to the north of Kempton Park on the East Rand. Overpopulation in these areas has led to the over consumption of both finite and infinite resources and have impacted tremendously on service delivery. Social challenges like waste not being collected then turn into environmental issues and risks by way of pollution hotspots, creating an unhealthy and unsafe living environment for community members of all ages. Local entrepreneurship has grown tremendously to help the local economies in these communities, but without the right assistance and guidance, a lot of the waste of these businesses end up on the streets and pollution hotspots especially close to schools because learners form a big part of the clients of the local entrepreneurs.

The 10 AECI Eco-Schools have selected their Eco projects to directly address these kind of socio- ecologic issues in their school and immediate surroundings to ensure a healthier environment for themselves and their families.

10 schools Tembisa, Gauteng

7

A prosperous Africa

8. ALIGNING NATIONAL, CONTINENTAL AND GLOBAL AGENDAS The Eco-Schools Programme and in particular the AECI projects respond to important policy frameworks and agendas such as South Africa’s National Development Plan 2030 (NDP), the African Union’s Agenda 2063 as well as UNESCO’s Sustainable Development Goals (SDG). The Eco-Schools Programme responds to these agendas by strengthening education through project-based teaching and learning where learners and teachers gain new skills through hands-on activities. The projects effectively help schools to adapt and mitigate the effects of climate change within their local context. It creates the platform for learners to make positive decisions for themselves and their future to become the change they want to see. It takes schools back to nature and help them save money by using natural resources wisely. Teachers are capacitated in Eco-Schools workshops to use science and technology in their lessons while using the projects in an outdoor classroom approach. In particular the focus of the AECI funded project is climate change, water conservation and waste management. Climate Change is a big focus in the National Development Plan particularly for those vulnerable to the effects of climate change on health, livelihoods, water and food, with a disproportionate impact on the poor, especially women and children. While adapting to these changes, industries and households must reduce their negative impact on the environment. This will require far-reaching changes to the way people live and work. TO

An integrated continent

An Africa of good governance

A peaceful and secure Africa

Africa with a strong cultural identity

People-driven development

Strong, united, resilient and influential global player and partner

The project is also directly linked to UNESCO’s Sustainable Development Goals focussing on most of the goals shown below.

9

9. IMPLEMENTATION PLAN FOR NEXT 2 MONTHS

Learners and Teachers

1. Workshop 2 Theme focused and portfolio

compilation August 2019

Schools and Education

2. Visit 5 Implementation continued August 2019

3. Visit 6 Portfolio compilation September 2019

Community and Sustainability

4. Final report for Year 2 – 2018/19 September 2019

5. Portfolio assessments October 2019

Events

6. Award ceremony March 2020

7. Start Year 3 – 2019/20 October 2019

10

10. FUNDER ACKNOWLEDGEMENT The WESSA International School Programmes team extends a heart- felt thank you for AECI’s commitment to making the Eco-Schools Programme so successful. It was the vision of the WESSA Board to enable schools to become centres of sustainable development excellence. Your generous support over the past 2 years assisted us in making our vision a reality. As we continue to grow as a Programme, please know that partnerships with our funders are vital to the success of the Programmes. AECI is truly appreciated by WESSA.

CONTACT US

Cindy-Lee Cloete International School Programmes Manager Tel 011 462 5663 Cell 064 752 0598 Email Cindy.Cloete@wessa.co.za Donavan Fullard General Manager: Schools Programme Tel 011 462 5663 Cell 076 790 4989 Email Donavan.Fullard@wessa.co.za

Achieve it with us

Believe it with us

Dream it with us

10