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• Internal and external networks led to beneficial relationships for all stakeholders involved.
(APPENDIX I)
See Appendix G for the model of networking that was used in this Pilot. This was a valuable finding in the research undertaken (Kempen, 2013:75). The internal networks included the staff structures in the school. The external networks included external organisations (Parents, EMS, UNISA, ECDI, Local community, Fire Safety dog and handler).
• Pockets of expertise where shared. (APPENDIX I)
The more experienced staff in the teams assisted those staff with less experience thus passing on the valuable knowledge they had acquired over the years. This led to the development of the continuous Professional Staff Development model which has at its centre the “Hub of Expertise” (Kempen, 2013:78). In this Model, the centre of the team is made up of the leader of the team (the researcher) assisted by experts in all the various fields needed in the training. This is called the “Dynamic hub of expertise” (Kempen, 2013:167). These staff members were responsible for the training of the staff at the main pilot school (The Gateway School). After the training, the staff of the school now became an extension of the “Dynamic hub” and was responsible for the training of the educators in the other schools in the second phase of the pilot. The educators in these schools in turn became the “Hub of expertise” and went back to train the staff at their own schools.
The main pilot school was also responsible for the training of the facilitators who would go out to train the ECD sites in the roll-out planned.
• Teacher Development: Peer Coaching, Collaboration, Problem Solving, Developing Excellence by means of competence, confidence and enjoyment adhering to teacher’s contextual needs, sharing existing knowledge and experience. This training was invaluable for the participating staff members as they had practical, hands-on experience by experienced educators.
• Whole school Improvement: Empowerment of teachers, fostering positive attitudes, personal and professional gains, team development. .
• Management Development: Interpersonal skills, Leadership skills, administrative skills, assist school management to develop positive leadership roles to support teachers, formal systematic planning of the workshops.
• Improved Structural Practices: Gained knowledge and skills on sound instructional practices, Positive relationship ensured gained knowledge and the implementation thereof, Improved leaner outcomes, Knowledge on curriculum adaption, inclusive pedagogy,
• Catalyst of Change: the programme became the hub of excellence which spread from Gateway school and expanded to various schools, NGOS, Municipalities. The programme also created Fire Safety awareness to communities through the Ukuphepha Fire Safety Project, Pilots, and Training of Facilitators. It also created fire safety awareness in homes of all participants particularly the previously disadvantaged communities.
• Value Systems and Attitudes: Teachers and Facilitators became more positive towards the programme
• Learner Development: Learners with special needs do not usually learn through reading and writing and were able to participate in the programme and receive the message. Through various teaching activities: visuals, art, gross motor, music and through play.
• The project has a potential to scale if the number of staff in the “Hub of excellence” is increased.
• General value to the participants of the pilots
• The inclusion of other special schools which was not part of initial project. The staff of these
schools made valuable contributions towards the programme.
• The LNTB staff development programme created a school wide awareness of safety measures
and procedures. The whole school improvement that took place included designing and
updating of school safety policies and procedures.
• The importance of support in developing a climate and culture conducive to teaching and
learning is emphasised by the programme.
• Mutual engagement and learning - The importance of teamwork was highlighted throughout
the programme and it led to high levels of motivation.
• The networking with other schools and organisations increased the sources of skills and
knowledge.
• The knowledge of different barriers to learning was increased. This is part of the vision of the
NCS (National Curriculum Statement)(DoE, 2011) that educators must be able to identify
barriers to learning.
• The knowledge of how to differentiate a learning programme for learners on different levels
was increased. This is a further part of the vision of the NCS (National Curriculum Statement)
DoE, 2011)
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Training has been undertaken to date. This includes the roll-out plans for
2015 – 2019. The is an extensive outreach which will ensure sustainability.
The achievements flowing from the implementation of the project have potential of being sustained over a period of time:
• The manuals and other resource material provide the information required by educators to carry out the LNTB programme. This proved to be a financial saving.
• The Emergency Service will be trained again and will be encouraged to train many schools in high risk areas focussing on learners who are most at risk.
• As the learners are trained, this information is also made available to the parents in parent meetings
Health and safety regulations will be a focus.
• Strong links with ECD stakeholders could ensure roll out in a broader context.
Inclusion in the curriculum will make the objectives of the pilot become a reality
• The LNTB programme has already been integrated into Birth to Four Curriculum for Gauteng and has the potential to roll out to the rest of the country in line with the National Curriculum Framework Birth to four.
• The possibility to include the LNTB programme in the Grade R curriculum is looked at.
• It has been included in the SANASE programme for learners with SIB to learning. SANASE will be providing training in the programme, therefore the LNTB sections will receive training.
To ensure sustainability participants and stakeholders were made aware of their accountability and responsibility. (APPENDIX I)
• The HUB of Excellence” (Kempen, 2013:166) was an important aspect of the sustainability of the project. This requires serious consideration in further projects. In this project, the staff was motivated and trained. It is vital to have well trained staff in the “Hub”
11.2 Replicability/ Disseminated
• The programme has a potential to be replicated globally.
It has been rolled out in the Western Cape - Local Government Western Cape
www.burnfoundation.org.za www.westerncape.gov.za for the LNTB manual
• Rolled out to the Eastern Cape as a community project (27 January 2014).
• This project can serve as a model for the development of Health and Safety programmes like road and water safety.
• ECDI has established an ECD stakeholder forum which consists of representatives from
NGO’s, FET colleges, Universities, Municipalities, Department of Health, Department of Social
Development and other relevant ECD stakeholders.
• The LNTB project has been presented at these forums to create awareness.
• ECD stakeholders from Department of Social Development. Department of Department Health, Department of Education, NGO’s and Municipalities have been trained 3 December 2013 on the LNTB programme to ensure further rollout thereof.
• Community awareness was done through The Ukuphepha ECD pilot in Slovo Park, Johannesburg conducted by Institute for Social And Health Sciences, UNISA during 2012
11.3 Transferability:
• This LNTB Project plans for the training of senior citizens in a retirement village. This requires the addition of ‘How to keep their homes fire-safe’ with the LNTB Manual. (See Appendix H)
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12.1 Lessons learnt from the pilot: (APPENDIX G) (APPENDIX I)
• Identifying the relevant stakeholders was challenging.
• Collaboration and consultation with all relevant stakeholders from different levels prior to the commencement of the project was time consuming.
• Proper Communication and awareness about the project to all the stakeholders should occur before the project commences.
• Fortunately, each stakeholder realised the importance of the contribution they could/ would make to this project and willingly participated, making the project a success. They provided invaluable training to the staff at The Gateway School in acquiring fire safety knowledge.
Teachers involved in the project
At first teachers were reluctant to participate and make contributions but as they became more familiar with the programme their confidence grew and their participation increased. Their final contribution of learner activities and LTSM at the closing ceremony was beyond all our expectations.
12.2 Recommendations: (APPENDIX G)
12.1 In a project of this caliber proper consultation and collaboration with all relevant stakeholders from the initial planning stage is very important to ensure the buy in from the start of the project.
12.2 Proper Planning from the beginning is important and consultation throughout the project created the opportunity for trust, openness and transparency.
12.3 Communication to all the stakeholders on a regular basis to provide feedback will assist to monitor progress or identify challenges.
12.4 The LNTB manual is suitable and contains all relevant information necessary to teach the ten fire safety messages to the learners.
12.5 The activities are age appropriate and can be adapted to suit the social, emotional and intellectual development of the young leaner from different socio economic backgrounds.
12.6 In teaching the LNTB programme to young learners and those with barriers to learning, teachers can employ strategies proven to be most successful – the strategies developed in this project.
12.7 Fire safety messages should be repeated over an extended period of time and should not be treated as a once off event.
12.8 Fire safety messages must be revised annually.
12.9 All equipment and pictures must be representative of the learners’ real life world and must be kept simple without much detail.
12.10 Vocabulary extension is very important and should be the focus of all activities.
12.11 The LNTB programme allows for integration between subjects, integration between lessons and integration between activities.
12.3Shortcomings at completion of LNTB Pilot
• Safety is of the utmost importance and at NO stage should the learners be exposed to open flames or the making of fire.
• Focus should be placed on extending the LNTB programme for learners in the Foundation Phase, building on the Pre School programme.
• It is imperative that teachers are trained on the LNTB fire safety programme before embarking on teaching the programme to learners.
• A longitudinal study will be necessary in order to establish the success of LNTB in preventing fire related accidents
• LNTB MUST become part of the main NCS curriculum in order to increase our Nations knowledge of fire safety. Education is a vital tool to save the lives of our children.
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