Crime has gripped public discourse in democratic South Africa. Cities such as Cape Town, Durban and Nelson Mandela Bay have some of the highest homicide rates in the world. Most South Africans do not feel safe at night nor do they believe... more
Crime has gripped public discourse in democratic South Africa. Cities such as Cape Town, Durban and Nelson Mandela Bay have some of the highest homicide rates in the world. Most South Africans do not feel safe at night nor do they believe government is capable of maintaining law and order. Nationally the picture is bleak. But at the local level, innovative responses to crime are underway, illustrating the constraints and advantages of community-based interventions. Established in 2004, the Rebuilding and Life Skills Training Centre (Realistic) is a community-based response to youth crime in the township of Gugulethu in Cape Town. Using in-depth interviews, this article presents a case study examining the obstacles faced by young ex-offenders in Gugulethu, and the impact of Realistic’s aftercare programme on their life path.
The study assessed the impact of community-‐based interventions (CBI) that the five-year Second Education Development Project in Lao PDR's poorest districts employed through a quasi-‐experimental design. Sampled Project village schools... more
The study assessed the impact of community-‐based interventions (CBI) that the five-year Second Education Development Project in Lao PDR's poorest districts employed through a quasi-‐experimental design. Sampled Project village schools were compared with control groups. Control groups were determined using propensity scoring to simulate experimental schools. Treatment or interventions included community-‐based contracting, community grants, and teacher training. Results of these treatments showed that the CBI package led to positive and improved education outcomes such as increasing enrolment, increased promotion rates, decreased repetition rates, increased gender parity, and higher completion rates. There were significant positive changes in social capital, community development, gender participation, built capacities in village school management, better teaching-‐learning process and cheaper contracting costs. More significantly, CBI was not only cost-‐effective but ensured collective ownership as well. The evaluation concludes that effectiveness of one intervention increases in combination with others, making the CBI approach more appropriate.
Adults with low literacy are less empowered to take care of their health, have poorer health outcomes and higher healthcare costs. We facilitated partnerships between adult literacy teachers and community health providers to deliver a... more
Adults with low literacy are less empowered to take care of their health, have poorer health outcomes and higher healthcare costs. We facilitated partnerships between adult literacy teachers and community health providers to deliver a health literacy training program in adult basic education classrooms. Following course completion we interviewed 19 adult education teachers (15 delivering the health literacy program; 4 delivering standard literacy classes) and four community health providers (CHPs) about their experiences, and analysed transcripts using Framework analysis. Written feedback from eight teachers on specific course content was added to the Framework. Health literacy teachers reported a noticeable improvement in their student's health behaviours, confidence, vocabulary to communicate about health, understanding of the health system and language, literacy and numeracy skills. CHP participation was perceived by teachers and CHPs as very successful, with teachers and CHP...
Abstract The study assessed the impact of community-based interventions (CBI) that the five-year Second Education Development Project in Lao PDR's poorest districts employed through a quasi-experimental... more
Abstract The study assessed the impact of community-based interventions (CBI) that the five-year Second Education Development Project in Lao PDR's poorest districts employed through a quasi-experimental design. Sampled Project village schools were compared ...
