Quality Elements of After-School Programmes: A Case Study of Two Programmesin the Western Cape Province of South Africa

Autor/inn/en	Ndlovu, Mdutshekelwa; Simba, Precious
Titel	Quality Elements of After-School Programmes: A Case Study of Two Programmesin the Western Cape Province of South Africa
Quelle	In: South African Journal of Education, 41 (2021) 3, Artikel 1874 (11 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Zusatzinformation	ORCID (Ndlovu, Mdutshekelwa) ORCID (Simba, Precious)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0256-0100
Schlagwörter	After School Programs; Program Effectiveness; Program Administration; Program Evaluation; Partnerships in Education; Family Involvement; Financial Support; Time Management; Activities; Foreign Countries; High School Students; Disadvantaged Youth; South Africa + Suchen Sie Ihr Suchwort? After school education; After-school programs; Program; Programs; Programme; Außerschulische Jugendbildung; Programm; Programme evaluation; Programmevaluation; Hochschulpartnerschaft; Finanzielle Förderung; Zeitmanagement; Ausland; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Benachteiligter Jugendlicher; Südafrika; Süd-Afrika; Republik Südafrika; Südafrikanische Republik
Abstract	The qualitative case study reported on here was commissioned and funded by the Western Cape Government (WCG) in partnership with the Cape Higher Education Consortium (CHEC) to inquire into attributes of well performing after-school programmes (ASPs) within the Western Cape provincei of South Africa. The research question of the study was: What quality elements of ASPs can be identified in 2 purposefully selected ASPs in the Western Cape province? In the multiple (double) case study we used interviews and archival data from the 2 ASPs. Using Mott's Theory of Change (ToC) framework and Socio-Cultural Learning (SCL) theory as analytical lenses, we found that adaptability, strong management, staff commitment, involvement of current and former learners, family involvement, multi-stakeholder partnerships, continuous programme funding, and monitoring and evaluation were central to the success of the ASPs. Upscaling and replication efforts in the province and similar contexts should seriously consider embedding these quality elements in their logic models. (As Provided).
Anmerkungen	Education Association of South Africa. University of Pretoria, Centre for the Study of Resilience, Level 3, Groenkloof Student Centre, Department of Educational Psychology, Faculty of Education, George Storrar Road and Lleyds Street, Pretoria 0001, South Africa. Web site: http://www.sajournalofeducation.co.za/index.php/saje/index
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01