A responsive evaluation approach in evaluating the safe schools and the child-friendly schools programmes in the Limpopo province

[摘要] ENGLISH ABSTRACT: This study focuses on the use of a responsive evaluation approach in evaluating programme implementation: Safe Schools and the Child Friendly Schools Programmes.A case study design was adopted for use in the study. That was done by using Robert Stake's responsive approach but modified to include: Stakeholder audience identification, consultation and issues exploration; Stakeholder concerns and issues analysis; Identification of evaluative standards and criteria; Designing and implementation of evaluation methodology; Data analysis and validation and Reporting. The study was done in two phases. Phase 1 focused on the Safe Schools Programme involving seven schools in the Capricorn district, Limpopo province. Preliminary results from phase 1 revealed that there was no implementation of the Safe Schools Programme. In phase 2 of the study the focus was on the implementation of Child Friendly Schools Programme. It involved three schools in the Capricorn and Waterberg districts, Limpopo province. Data collection was done by using three methods which are Observation, Interview and Documents.The results indicate that there is no implementation of the safe schools programme but there is implementation of the CFS programme. Although there is no implementation of the SSP, schools have initiated strategies to deal with safety issues. On the implementation of CFS programme, schools differed greatly in their approach. The study also documents the strengths, limitations and lessons learnt from the use of responsive evaluation approach as outlined by Robert Stake. The major contribution of the study is that Responsive Evaluation approach has gone through major changes over a period of time to the extent that its latter position seems to be contradicting some of its earlier positions. Further, evaluators should be patient, flexible and have listening, writing and observation skills when using the approach.

[发布机构] Stellenbosch University