Beyers Naude School Development

The goal of this program is to establish good governance and management principles to ultimately form the foundation for the long-term success of schools. The aim is to restore the culture of teaching and learning in schools, while simultaneously developing functional and sustainable relationships among key stakeholders within school communities.
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Year launched: 
2004
Launch country: 

CEI Plus Status

Program Results Status
Monitoring and Evaluation Reporting
Primary Approach: 
Implementer: 
Kagiso Trust
Education level (ISCED): 

Location Data

Geography type: 
Program Description: 
The Beyers Naude School Development (BNSD) program seeks to strengthen the quality of schools in rural communities, through harnessing good governance and management principles. It does so through 5 key phases of activities: 
 

Phase One - Formalization: This entails signing a service agreement with the provincial Departments of Education (DoE) and identifying the poorest districts that could benefit from the program. Management capacity at provincial and district levels is then allocated. This phase solicits political buy-in.

Phase Two - School Selection: The provincial DoE identifies schools and the program invites them to participate in an interview to justify why their school would benefit from the BNSD program. Once the schools are selected, an official launch of the program takes place in each province.

Phase Three - Capacity Development: This phase includes school retreats; curriculum management and implementation; school management and governance, as well as student leadership.The school retreats are team building exercises for each school.  All educators, representatives of the school governing bodies, and selected students attend. Honest conversations are facilitated to identify the reasons why the school is performing poorly and participants sign commitment statements to play an active role in improving within the identified areas.  

Curriculum management and implementation entails a baseline study that the Kagiso Trust conducts to assess the competence levels of school educators in Mathematics, Physical Science, and Accounting. The competence of the school management teams is also assessed. Usually an agreement on a 70% pass rate for learners in Grade 12 is reached. Thereafter suitable support for school management and curriculum support for educators, as well as student support is provided. Infrastructure provision is used as an incentive.
 
The component of school management and governance capacity development provides discussion seminars for the members of school management teams and training for the members of school governing bodies. The goal is to improve teams’ capacities so they can sustain improved performance.
 
During student leadership sessions, students are organized to attend leadership retreats.  
 
Phase Four: Infrastructure Development: Schools are required to obtain a minimum of 70% pass rate among Grade 12 students in order to be rewarded with infrastructure development. This development often involves specialized rooms and training e.g science laboratories and libraries. The communities are mobilized in order to promote community ownership of school property.  Extra-curricular activities are also supported as the program believes strongly that students should also be given time to play.
 
Phase Five - Consolidation and Exit: This entails the institutionalization of good practices in terms of curriculum implementation as well as school management and governance. This also includes mobilizing support from the private sector by educating them about the challenges facing South African schools today. Continued student support also includes motivational speakers, and career education and bursaries are also awarded to high performing students to further their studies at tertiary level in the field of engineering and commerce.