Call for proposals

Practitioner Training: Call for Proposals
16 May 2017

1. Background

The After School Game Changer (AS GC) is one of seven priority projects of the Western Cape Provincial Government. It focuses on increasing the opportunities for youth by providing quality After School Programmes for learners in no-and low-fee schools. This includes academic support, sport, arts and life skills programmes. Through these programmes the initiative aims to reignite the flame of learning, improve educational outcomes, reduce school dropout and improve young people’s chances of becoming engaged and productive citizens.

There are over 900 After School Sites in the Western Cape operated by a number of partners: Government has a number of programmes run internally by departments; Government funds NGOs to deliver programmes; and NGOs self-fund to deliver programmes.

Despite the scale of the sector, the sector remains largely uncoordinated. There are no agreed norms and standard and no recognised generic professional training for practitioners in the field. This opens up many opportunities for increased communication and new partnerships.

2. Objective of the assignment

To work with the After School Game Changer team in Government, the Community Chest, and Rutgers University to develop a part-time course for After School Practitioners that equips them to design and execute quality programmes against an agreed set of norms and standards while contributing toward the recognition and professionalisation of the sector.

3. Target audience

Over 1 000 After School Practitioners working in After School Programmes in the Western Cape including:

  • 600 EPWP (or equivalent level) and Western Cape Government staff working in government run After School Programmes
  • Staff in the 200+ NGOs running After School Programmes
  • Volunteers working in After School Programmes

The course will be offered every year to a cohort of 80 - 100 practitioners.

4. Course outline

The course will run over 18 months with residential modules every quarter. Initially the course will not be locally accredited but the aim is that over time it will be accredited at NQF level 6 or 7.

The course will be designed in a way that allows participants to be thinking partners for each other, link participants with mentors and provide opportunities for reflection and writing.

The detailed curriculum will be developed by the working group. Suggested modules to assist a local partner to design and cost their proposal include:

I. Leading from the inside out: Who am I and my emotional intelligence
   Skills: Self-awareness; reflection, writing

   Content ideas:

  • Tree/River of life understanding where I come from and the major influences in my life
  • Understanding values and breaking beliefs – Work on values and challenging my stereotypes and prejudices
  • My dreams and goals and what I hope to achieve in my life
  • Understanding how others experience me and how I work in a team
  • My brand and what I want to do in the context of my job
  • The importance of journaling and reflecting on what we do. Module ends with letter to oneself on my personal goals and what I hope to achieve in my job over the next 2 years which is given back later in the course to each participant as part of ongoing reflection journey

II. Leading in a complex environment:
    Skills: Thinking, dealing with complexity, problem solving and decision making

   Content ideas:
        A. The development context

  • Understanding poverty and inequality
  • Understanding the social context: Culture and the institutional landscape (including some specific input on gangs)
  • The legislative environment
  • Understanding power
  • Understanding the dynamics and key drivers of the South African school environment within a historical context
  • Module ends with dialogue on the barriers to learning most children face

      B. The education context

  • Understanding the institutional arrangements governing schools
  • Working with schools - developing relationships with schools (Principals; School Management Teams and School Governing Bodies) while understanding the challenges faced by the schools
  • School Improvement Plans
  • The education performance management system

III. Creating a pathway for our youth: Supporting the development pathway of children and the best ways of optimising opportunities for our youth (Positive not negative pathology)
      Skills: Working with difference and communication

Content ideas:

  • Understanding the trajectory of youth – from cradle to adulthood and the various phases in a child’s development
  • What are cognitive and non-cognitive factors that are critical to the development pathway of children, what are the fundamental concepts of child development
  • Understanding resilience and risk taking behaviour
  • Understanding how different people learning and theory behind learning styles
  • Based on the above to unpack what children and youth need from the After School/extended learning space;
  • Module ends with initial input into what is needed to build a quality programme from the customers (learners) perspective.

IV. Building quality After School Programmes: Developing shared norms and standards
      Skills: Programme design

Content ideas:

  • Elements of programme design
  • Building on the last module unpack the norms and standards development for quality programming
  • Understanding the enablers – leadership, communication and safety
  • About the AS GC
  • Unpacking the programme pillars – academic, sport, arts and life skills and the role and importance of each
  • Identifying and managing risks
  • Module ends with session on the Practitioner Code of Conduct

V. Address psycho-social barriers
    Skills: Managing and dealing with trauma

Content ideas:

  • Understanding the spectrum of disruptive behaviour
  • Strategies for dealing with disruptive behaviour
  • Understanding trauma
  • Strategies for dealing with trauma
  • Mindfulness
  • Referral procedures for learning difficulties
  • Referral procedures for social work support

VI. Building an efficient After School Programme: Building project management excellence
      Skills: Project management and administration

Content ideas:

  • Principles of project management
  • Embedding the ASP in the school management systems
  • Administration systems
  • Fund-raising and marketing
  • Models for managing an ASP - what are the models – site manager, partnership, other
  • The AS Toolbox – registers, passports, badges, etc.
  • Facilitation and coaching skills
  • Team dynamics and management
  • Innovation
  • Dealing with challengesManaging your team including how to plan and administer volunteers;
  • Something on peaceful and non-violent discipline

VII. Leading in partnership: Harnessing the assets and resources of others
       Skills: Partnership and Negotiation

Content ideas:

  • Harnessing the energy of others as a leadership quality
  • Mapping the community assets around a school
  • Understanding partnerships and partnership management
  • Working with donors
  • Negotiation skills

VIII. Building effective After School Programmes: Building monitoring and evaluation excellence
        Skills: Evidence based decision making

Content ideas:

  • Looking at the evidence and what we can learn
  • Monitoring and evaluating an ASP
  • Overview of existing research
  • Tools to support M&E
  • Action-reflection cycle and return of letter developed at the start of the course

IX. Pillar specific training – numeracy, literacy, STEM, sport, arts, life skills
      Skills: Designing a pillar based programme

Content ideas:

  • Module on how to apply all of the above in the pillar the practitioner is responsible for

5. Existing Partners

  • Western Cape Government AS GC: Course host and seed funder
  • Rutgers University: Academic partner providing (a) input into the course design and structure, drawing on youth development practice in the US; (b) assisting the AS GC team build the portfolio of  local research on the practices and impacts of After School Programmes through support for Rutgers and local student research projects (c) crowding in international best practice literature, lecturers and partners.
  • Community Chest: Course coordinator and chair of the steering committee responsible for resource harvesting and crowding in human, financial and material resources for the course.

6. Timeline

Activity/Deliverable Timeframe
Closing date for applications 02 June 2017
Initial meeting between existing partners and appointed service provider to finalise partnership agreement Week of the 5th June 2017
Sign Service Level Agreement (SLA) June 2017
Attend fortnightly project team meetings with the After School Game Changer team, Community Chest and Rutgers University June 2017 -
December 2017
Research and formulate course content 12th June 2017 –
14th August 2017
Finalise and print course materials 14th August 2017 –
30th August 2017
Launch the first module of the course with 50 practitioners September 2017

7. Research

The project will be supported by a research programme which will focus on some of the organisational infrastructural building questions; lessons around how best to build the human capacity and lessons on collaboration and partnerships.

8. Participant Fees

Candidates will be required to pay a nominal amount as a sign of their commitment to the training. The balance will be funded by donors.

9. Call for Proposals

The AS GC team and Community Chest are calling for proposals for a local partner to assist with the training design and delivery. The successful institution should have:

9.1. Capacity to host a cohort of 50 practitioners including offering residential facilities for those out of town
9.2. Capacity to manage the process of accreditation of the course
9.3. Proposed work plan, with clear methodology, milestones, activities
       and timelines of how the bidder aims to co-ordinate the delivery of the
       course and all the partners;
9.4. Indicative Project budget (actual budget will be negotiated once applicants
      are shortlisted. The indicative budget should include rates and per learner
      costs of hosting and accrediting a course. All prices to include VAT;
9.5. Description/motivation of the bidder’s experience; expertise; competence;
      suitability, and qualifications to undertake this assignment;
9.6. Description of the bidder’s competitive edge in the required field including
      specific value add; and
9.7. Curriculum Vitae (CV) detailing previous work with regards to similar assignments,
       including contactable references.

Please submit proposals to ASGCproposals@comchest.org.za on or before 02 June 2017. Alternatively, hardcopies of the After School Game Changer Proposal can also be delivered to:

Community Chest
82 Bree Street
Cape Town
8000

IMPORTANT: All hardcopies of ASGC Proposals MUST be dropped into the Designated Box and CANNOT be handed to any staff member. Only proposals received via email or retrieved from the box will be considered. Once a shortlist of partners has been identified there will be a process to develop a detailed proposal and costing model.