Poor academic achievement in relation to developing country peers, together with a range of other issues such as violence in schools, high drop-out rates and high teenage pregnancy rates, contribute to the perception of a crisis in South African education. In this context, after-school programmes have been developed in order to supplement the education and support learners receive during school. There is a large and growing body of literature which supports the view that after-school programmes can deliver positive outcomes, particularly for low-income students. Such positive outcomes, however, are far more likely to be observed with high quality programmes. This study presents an outcome evaluation of the EduCentre programme, an after-school programme targeted at high school youth. The EduCentre is implemented by a nonprofit organization in Vrygrond, a low-income community situated 25km south of Cape Town's central business district near the suburb of Muizenburg. The research design is pre-experimental and is based on the Success Case Method (Brinkerhoff, 200). A survey of a selected cohort of programme participants were surveyed in order to assess perceptions around programme design and impact, as well as assessing social and emotional skills. Following the Success Case Method, interviews were subsequently conducted with selected 'success' and 'non-success' cases, supplemented by interviews with programme staff. The study concludes that, within the limits of the pre-experimental methodology, there is evidence for the beneficial impact of the programme. The study concludes with recommendations to support programme design and future monitoring and evaluation efforts.

Includes bibliographical references. / This study is a formative evaluation of the Ceasefire gang violence programme in Hanover Park, Cape Town, South Africa. The primary audience of this evaluation is the Ceasefire programme management. The Ceasefire programme is a project of the City of Cape Town's Violence Prevention through Urban Upgrading Unit (VPUU). The Ceasefire programme is run by the First Community Resource Centre (FCRC) in Hanover Park. The main aim of this evaluation is to develop a results-based monitoring and evaluation system for the Ceasefire programme.

Includes bibliographical references. / In 2011, the Western Cape Department of Health (WC DoH) adopted a health plan called Healthcare 2020. The framework of the plan emphasizes the necessity to de-hospitalize care in the province. The healthcare plan has brought about a shift in care policy. That is, moving from a passive delivery to a more active delivery where patients act independently. Active care refers to care that takes into account the needs of patients. Developing rehabilitation and care skills within the Western Cape Province is a key element to meet the de-hospitalization goal. Thus, the WC DoH commissioned and funded a pilot programme to train Rehabilitation Care Workers (RCWs) in the Mitchell's Plain District. This pilot programme involved rehabilitation and support for people with disabilities (PWDs) and their families. The rationale behind the programme was that if RCWs are given the necessary training and knowledge through learning and practical sessions, they will be more skilled to offer improved quality of care and support (Schneider, 2012, Healthcare, 2020). The Disabilities Studies Division (DSD) of School of Health and Rehabilitation Sciences at University of Cape Town (UCT) designed and delivered the training, consisting of learning and practical components. The current evaluation aims at investigating implementation of the learning component of the programme.

Includes bibliographical references. / The modern day workplace is faced with the challenge of managing an increasingly diverse workforce. Although diversity among employees yields many benefits, companies must consider the implications of having people from different cultural, linguistic, socio-economic and religious backgrounds working closely together (Chuang & Liao, 2010; Mayo, 2006; Stewart & Ruckdeschel, 1998; Wentling, 2000). It is for this reason that organisations increasingly invest in programmes aimed at managing diversity. Having interventions which allow employees to understand those different from themselves will not only develop their intercultural communication skills, but also impact positively on interpersonal interaction within the company (Avery & Thomas, 2004; Bagshaw, 2004; Cross, 2004). Given the history of South Africa, diversity and diversity management are particularly sensitive topics. Legislative measures, such as the Employment Equity Act No. 55 of 1998, were implemented by the post-apartheid government to redress the past imbalances and inequality. While these laws may mandate certain processes and procedures within organisations, they do very little to change people's mind sets in attempt to get employees to engage and cooperate with each other (Alexander, 2007; April, Ephraim, & Peters, 2012; Cavaleros, Van Vuuren, & Visser, 2002). In order to deal with this human aspect of diversity, initiatives aimed at increasing tolerance for and acceptance of 'different others', reducing stereotypes and increasing individuals' intercultural communication skills, have emerged. These programmes often bring people from various backgrounds together, allowing them to learn about each other and communicate, encouraging them to adopt different perspectives and to tolerate and respect views and opinions that may not coincide with their own (Paluck, 2006; Roberson, Kulik, & Pepper, 2003). Although multinational companies are the forerunners of such programmes, tertiary education providers have been found to invest in or develop similar programmes (McCauley, Wright, & Harris, 2000). The University of Cape Town's Transformation Services Office implemented one such programme: the STAP/ADAPT programme, which is the focus of this evaluation. The evaluation consisted of two parts, namely: a theory and an implementation evaluation.

Includes abstract. Includes bibliographical references.

Background: South Africa as a developing country is faced with the problem of insufficient resources that support learning in schools. This problem is mostly in schools from low income communities, whereby it contributes to the low academic performance observed in these schools. The iPads for Education Programme was implemented as a pilot study in Sentinel Primary School, Hout Bay, as a solution to low academic performance. The programme aimed to improve mathematics performance of grade five learners through the use of iPads as a teaching and learning device during school lessons. Objective: This dissertation reports a formative evaluation that was conducted on the iPads for Education Programme. Methods: The evaluation assessed the implementation of the programme and short-term outcomes for the learners using both qualitative and qualitative approaches. Results: The evaluation found the implementation of the programme to be weak and as such subsequent recommendations for improvement were made. Overall the research provides practical evidence of the importance of stakeholder engagement and buy-in for programme implementation.

In South Africa university under-preparedness, due to social, economic and cultural disadvantage, makes black students vulnerable to a complex set of problems when entering university. This negatively affects retention and graduation rates among non-traditional students. Universities must recognise these students' social, academic and economic struggles and implement interventions to support them. The Humanities Faculty Mentorship Programme (HFMP) provides psychosocial support through mentoring for students likely to be under-prepared to meet the demands of the University of Cape Town. This paper presents process and outcome evaluations of the HFMP. The process-level evaluation questions are divided into service utilisation, service delivery and organisational support categories. The outcome-level evaluation questions address the programme's intended outcomes; psychosocial adjustment, academic proficiency and university retention. Results indicate that mentor involvement was sufficient, mentees were generally satisfied with their mentoring experience as were mentors with mentor training. Psychosocial adjustment and academic proficiency were achieved. However, over-coverage, poor mentee attendance, and issues with staffing and programme monitoring could have affected the programme's implementation. In addition, the recurrence of academic problems among mentees warrants attention. Suggestions for improving the programme are presented as are recommendations for future evaluations to improve data quality and the assessment of programme effect.

Includes bibliographical references (leaves 84-87). / Youths living in foster care homes within South Africa are required by law to leave these places of care when they reach the age of majority (18). To assist the successful integration of these youths into society, services that include mentorship, daily life skills training, housing support, job training, healthcare, counselling services and educational scholarships can be provided to these youths prior to their aging out of care. All these services fall under the field of youth development, whose main function is to empower youths by fostering self-direction and skills development through encouraging personal responsibility in the health and physical, personal and social, cognitive and creative, vocational and civic arenas (Hudson, 1997). To assist male foster care youths living at the Homestead Children's Home in Khayelitsha, Mamelani Projects established a youth development programme named Project Lungisela in 2005. The established programme aims to prepare male youths living at the foster care home aged between 16 and 17 to become independent, responsible and contributing members of society after they graduate out of care (Mamelani Projects Annual Report, 2009). The focus of this outcome evaluation was to determine whether the programme had contributed to the successful integration of these at-risk youths into society. The first phase of the outcome evaluation involved the description of the intervention's activities and the intended outcomes for the youths after programme participation. The programme's medium-term outcomes consisted of the youths gaining work experience through internships and finding suitable accommodation prior to their aging out of care. Long term outcomes consisted of the youths gaining full time employment and living healthy, independent lives after transitioning out of care.

D-Tree International's mission is "to develop and support electronic clinical protocols that enable health workers worldwide to deliver high quality care". They envision a world in which every person has access to high quality healthcare. To achieve this overarching goal D-Tree firstly, develops and validates clinical algorithms for use by health workers, secondly they design software for delivering these algorithms on mobile phones, and thirdly enable the effective use of these algorithms on a scalable basis. D-tree developed the electronic Community Case Management (eCCM) decision support tool for use by Health Surveillance Assistant's (HSAs) in Malawi for the care and treatment of acutely ill children under the age of five. This tool guides the HSAs through a clinical protocol to the correct diagnosis and subsequently treat, as such providing the HSA with a tool that can supplement lack of training, supervision and/or experience. The intervention they provide is supposed to lead to the following outcomes: (1) improved supervision of HSAs in the field, (2) accessible health records for HSAs, their supervisors and the Ministry of Health, (3) better follow up for the patients by HSAs due to accessible health records, (4) improved drug availability, and (5) improved protocol adherence by HSAs. The goals that D-Tree hopes to achieve by creating these outcomes are consistent provision of quality health care, and solidifying the trust between the people and their health care system. The final impact to be achieved are improved health outcomes. This is a formative evaluation aimed at the proximal outcomes of the D-Tree eCCM application.

This dissertation reports a process and outcome evaluation of an anonymised organisation's preparatory programme. The preparatory programme is an out-of-school time (OST) programme that aims to prepare the students that are selected for the scholarship programme, for high school. The programme has been implemented since 2008 and this dissertation will focus on the cohorts which received the programme in 2014 and 2015. The preparatory programme was investigated in terms of its plausibility and a theory of change was developed in consultation with the programme co-ordinator. Three questions related to the programme's process were posed. These questions related to whether the programme had been implemented as intended, whether the CAT instrument that the programme was using was a useful tool for informing selection, and which aspects of the programme the participants found most and least helpful. Five questions regarding outcomes were posed that enquired whether students who had received the programme improved their mathematics and English performance, their cognitive reasoning ability, and their self-efficacy; and whether students in each of the teaching streams had benefitted equally from the intervention. The evaluation used secondary data collected throughout 2015 and included student' term 2 and term 4 report cards, their performance on internal programme assessments, CAT scores, SEQ-C results, a focus group with the teachers who taught on the 2014 iteration of the programme, and interviews with the programme co-coordinator and students that had received the programme. Data analysis methods included the use of descriptive statistics, as well as parametric and non-parametric statistical tests for quantitative data. IBM Statistics 22 was used for the analysis of quantitative data and QSR NV ivo 10 was used for qualitative data. The results revealed that several minor changes were made to the planned structure of the programme in order to maintain the quality of the intervention. Students found the mathematics and English components of the programme useful, although how well they retained and applied the content from the programme varied. Students did not find the creative writing workshops or the study skills workshop particularly useful. The CAT instrument could potentially be a useful tool for informing selection, although it is not currently being used to its full potential. Students' mathematics aggregate s improved significantly, while English aggregates did not. There was no significant change in internal assessment scores for both mathematics and English. Students in the mid-stream appeared to benefit most from the preparatory programme. There was a significant improvement in student CAT scores, as well as on each of the CAT subscales (quantitative, verbal, and non-verbal). There was a significant increase in social self-efficacy scores and a significant decrease in academic self-efficacy scores. Total self-efficacy scores and emotional self-efficacy scores did not change significantly between the pre-and post-test. However, none of these observed effects could be attributed directly to participation in the preparatory programme due to the lack of a comparison group. It is possible that changes between repeated measures on participants were due to maturation effects, regression to the mean, or another historical event which influenced the outcomes of the programme participants.