Includes bibliographical references. / This study was undertaken to articulate and evaluate the programme theory and implementation of the Legal Advice and Training (LAT) Programme, a publicly funded programme established in 2004 at the Saartjie Baartman Centre for Women and Children in Cape Town. This programme is a behavioural change programme aiming to increase the accessibility of legal services and justice to female victims of domestic violence.

Includes summary. / Includes bibliographical references (leaves 80-83). / This report presents the findings of the formative evaluation for The University of Cape Town's Emerging Student Leaders Programme (ESLP). The ESLP is a student leadership development programme aimed at equipping aspiring student leaders with leadership competencies. The goal of this programme is to prepare participants for leadership roles and positions such that they can practice effective leadership in positions taken up after university.

The need for positive youth development programmes is necessary in the South African context where youth struggle with many socio-economic challenges including poverty, youth unemployment, alcohol and drug abuse, teenage pregnancies, violent behaviour and high school dropout. These programmes aim to promote personal and interpersonal development outcomes for at-risk youth so that they can lead better purpose-driven lives. The following dissertation presents the findings of a formative evaluation conducted for the Dream Toolkit Component of the Be the Dream Programme, a PYD programme implemented by Dream Factory Foundation in Cape Town. Three evaluations were performed, namely programme theory evaluation, implementation evaluation, and short-term outcome evaluation. A combination of qualitative and quantitative research methods were utilised to answer the evaluation questions posed. Overall, the findings indicate that: a) the programme theory of the Dream Toolkit Programme is consistent with best practices programmes and the causal logic of the programme was deemed to be plausible; b) programme participants were highly satisfied with the programme services; c) the programme was implemented with limited fidelity; and d) majority of the learners demonstrated relatively high self-esteem and career decidedness outcome levels. While the evaluation yielded positive results, the evaluator was able to make a number of recommendations and highlight important considerations for DFF to improve the Dream Toolkit Programme. This evaluation contributes to limited research on implementation and programme theory driven evaluations in the PYD programme context.

Includes bibliographical references. / The increasing burden of care and support of orphaned children or those made vulnerable by HIV/AIDS remains a critical and challenging issue particularly in the South African context. A number of community based interventions have been put in place to provide both material and psychosocial support. This dissertation is a theory-driven process evaluation of a programme offering care and support to orphans and vulnerable children (OVCs). The programme is run by James House, a non-governmental organization whose main objective is to meet the basic needs of children in their service area; to protect them from abuse and exploitation, and to ensure there is no family breakdown that would lead to institutionalisation of the children. James House implements a nationally accredited model of care for OVCs called Isibindi. The James House approach involves direct support to OVCs and indirect support through referrals to complementary services. This dissertation presents the results of a formative evaluation of the James House Isibindi programme which provides some insight into the implementation and improvement of the programme.

This dissertation was a formative evaluation of the Waves for Change Surf Therapy Programme, and included both a process evaluation and an outcome evaluation. Waves for Change used surfing as a means of engaging children and adolescents thought to be at risk of long-term social exclusion. This engagement was necessary in order to deliver a psychosocial curriculum. Waves for Change aimed to use this curriculum to enhance psychosocial wellbeing and reduce antisocial behaviour, and association with antisocial peers. Five evaluation questions were generated using programme documents and a rapid evidence assessment. These were concerned with whether the programme was capable of enhancing psychosocial wellbeing, and reducing antisocial behaviour and association with antisocial peers. Further, the evaluation wished to determine whether the programme was correctly targeted, and delivered with fidelity. An intention to treat analysis was conducted within a randomised control trial, using 115 primary school students from Masiphumelele, Khayelitsha, and Lavender Hill. Further 88 interviews were conducted with programme beneficiaries, and 15 coaches were submitted to performance review. The programme was found to be suitably targeted, but delivery of the programme was not achieved with fidelity to the programme design. There were a number of reasons for this, including inadequate completion of programme tasks by coaches, and inadequate attendance by children and adolescents. The result was that children and adolescents received less than half of the psychosocial curriculum, and did not show a change on the outcomes of interest. However, this evaluation suggested that the programme is feasible, pending improvements.

Includes bibliographical references (leaves 62-64). / Programme evaluation is a process whereby the effectiveness of a programme is investigated, in order to "inform social action to improve social conditions" (Rossi, Lipsey & Freeman, 2004,p.16). Hence the aim of this evaluation was to assess the implementation of peer education programme, in order to recommend areas of improvement for future implementation. As a response to problems associated with high-risk behaviours and HIV prevalence amongst young people in Sub Saharan Africa, the Generation of Leaders Discovered (GOLD) Peer Education Development Agency developed a model that aims to address these issues. The model consists of a number of services that GOLD offers to implementing organisations (IOs) and enables them to roll out the GOLD Peer Education Programme. The programme is currently implemented by IOs in the Western Cape, Mpumalanga and Kwa-Zulu Natal provinces of South Africa, as well as Botswana and Zambia. The programme aims to equip young leaders with the necessary knowledge,skills and attitudes to be role models of health-enhancing behaviours that will ultimately contribute to HIV prevention and develop young leaders. As there has been an evaluation conducted on the level of the services offered by GOLD to IOs (Gelderblom, 2009), the focus of this evaluation was on the implementation of the programme from the IOs to the peer educators. Focus was on service utilisation, service delivery and organisational support.

Includes bibliographical references (leaves 56-59). / This dissertation is a process evaluation of Mbekweni Area Development Programme (MADP)'s HIV/AIDS project. The MADP is a programme that is implemented by World Vision South Africa. The aim of the process evaluation was to assess whether the HIV/AIDS project was implemented as intended. HIV/AIDS is a global problem, particularly prominent in South Africa. It has negatively affected families and communities resulting in increased social and economic burdens. The HIV/AIDS project at MADP uses prevention and care programmes to mitigate the impact of HIV/AIDS in targeted areas of Mbekweni. In order to achieve this aim, the project uses the following programme activities: home visitation, home-based care, life skills, material support and awareness campaigns. To conduct the process evaluation, programme records, interviews with three key informants and questionnaires with 35 programme staff were used to assess the programme?s implementation. Findings from the evaluation show that the programme activities are largely being implemented as intended by the organisation. The HIV/AIDS project is being delivered to the intended beneficiaries and all the activities are being implemented as intended by the organisation. However, to improve the effectiveness of the project a structured

Includes summary. / Includes bibliographical references. / The aftercare programme is run by a non-governmental organisation (NGO) called Ikhaya LeThemba (home of hope). Ikhaya LeThemba runs two aftercare programmes: the Intensive Programme, which is specifically for children affected by HIV and AIDS, and the General Programme for children who do not have carers or parents to care for them after school and for children who have special educational needs.

The following dissertation details an evaluation conducted on a giftedness programme. The introduction of giftedness programmes can be traced as far back as 1922 where Terman was one of the first people to document and formalise the link between one's innate ability and their performance on a number of outcomes. Since then many other theorists Renzulli (1977) and Subotnik, Olszewski-Kubilius, and Worrell (2011) have expanded on the definition of giftedness to include not only one's innate ability but development of potential through a specialised environment that encourages the gifted learner to enhance their ability. In 2013, a programme evaluation student at the University of Cape Town, Reitumetse Mogorosi, conducted research for the Imibala Trust to assist with the design of the Gifted and Talented Enrichment (GATE) Programme. The Imibala Trust had for some time (with the support of the Metropole East Education Department) decided to pilot such a programme that aimed to serve gifted disadvantaged children in the Helderberg region. As a result of Mogorosi's work the GATE personnel were provided with an evaluation report that detailed a plausible programme theory for their programme; the activities that the GATE programme should include in its design; the selection process to be followed to recruit the identified target audience; and the importance of engaging relevant stakeholders in the programme. Following Mogorosi's (2014) report, the GATE programme was piloted in 2014. In 2014, a second masters' student from the University of Cape Town evaluated the pilot implementation of the GATE programme. This dissertation is an account of that evaluation study. The evaluator conducted two forms of evaluation, namely a process evaluation and a short-term outcome evaluation. The process evaluation aimed to establish whether the GATE personnel had implemented the programme as planned; while the short-term outcome evaluation aimed to determine whether the participants in the GATE programme perceived any changes as a result of the programme.

This dissertation is informed by a formative and outcome evaluation of the Sizophila programme, a community based antiretroviral therapy (ART) programme. The programme is administered by the Desmond Tutu HIV Foundation, a non-profit organization. The aim of the programme is to enhance ART health outcomes and promote individual wellbeing among people accessing human immunodeficiency virus (HIV) and acquired immunodeficiency syndrome (AIDS) related services in the Hannan-Crusaid Centre. The goal of the evaluation was to assess the Sizophila programme implementation and to determine the impact of the home visit intervention on the medium-term outcomes of HIV viral load suppression and loss to follow-up. The evaluation was primarily for the programme staff. An implicit Sizophila programme theory was explicated from the programme staff and the evaluator reviewed relevant programme documentation to formulate an explicit programme theory. To assess the plausibility of this theory, social science perspectives based on reviews of empirical evidence of previous research were solicited. The initial Sizophila programme theory was simplistic in assuming a simple cause-effect relationship. The final programme theory recognised that programme interventions function through certain moderators and mediators that can either strengthen or weaken the intervention-outcome effect.