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The workshop used an appreciative inquiry and it was framed as a joint learning process to identify, share and validate the experiences and evidence from the partners’ projects. The workshop methodology comprised a range of facilitator-led discussions in plenary and in small groups; writing/journaling; peer reflection/peer coaching; experiential exercises and reflection; right-brain/creative exercises; checking in and out of the day; debriefings; and presentations from participants in plenary. The experiences and perspectives of the participants were incorporated in the discussions.

• Facilitate a process of reflection and learning for SeViSSA partners in order to draw out concrete evidence and the impact of the programme.

• Facilitate sharing and peer review of the specific project intervention strategies developed and employed by each partner, that is the practical procedures and methods, and the outcomes thereof. This will help in developing evidence-based and replicable strategies for SeViSSA and duly acknowledge the respective partners as well as ‘patent’ their methods.

• Stakeholder analysis in order to identify influential and supportive anchors for systemic change within the different systems the partners are working from.

• Facilitating a space to surface the partners’ perceptions to the multiple possibilities and ways of understanding and practicing monitoring, evaluation and reporting as a way of growing and learning constantly.

• Allowing participants to discover their own energy and meaning in learning, monitoring, evaluation and reporting, and give them the confidence and space to discover that they can take charge of and responsibility for defining and shaping reflective learning practices that serve their needs and nurture their own development and growth.

The SeViSSA project is an intervention aimed at tackling the drivers of sexual violence against girls in South African schools. The project is funded by Comic Relief and implemented by the Nelson Mandela Children’s Fund and its partners across four provinces, namely Western Cape, Gauteng, Eastern Cape and Limpopo. During the last three years that the five-year project has been under implementation to date, NMCF’s partners have reported a reduction of violence as a result of their interventions.

However, eliciting verifiable and concrete evidence from the implementing partners has so far proved a challenge for NMCF. This is despite implementation of the reported activities and budget expenditure.

A facilitated learning and reflection event was convened from 4-7 March 2018, for all implementing partners to surface the outcomes, changes and impact from the project.

Khula Community Development Project

UMTAPO Centre

Working with 80% girls and 20% boys.  22 schools in 9 villages. Focusing on quality teaching and learning (section 29 of the constitution).  Right to education.   Key areas: Access to social security Access to education (scholar transport)   Profiling families to do audit and design intervention plan.  Training on positive parenting Identity child headed households to offer support Balancing access to justice Legal clinics Child rights representations Reading material Consolidation of policies Holding those in position of power accountable through litigation (et scholar transport, school infrastructure, issues on grants, issues of id documents or birth certificates, child friendly colours)   Also issues of forced marriages and trafficking in Eastern Cape.

Model: Conscientisation, popular education, empowerment, mobilisation Leadership camps (learners, women in community, Ubuntu community farm) Community dialogues Intergenerational dialogues (men) Women seminars Community roadshows or campaigns Stakeholder forums Sports tournaments   What have we learnt? Entry point – tribal The importance of site visits Use of media   Want to learn ways of updating ourselves and using the right tools for reporting.   What have we been good at? Community mobilization Documentation Formation of forums   What are we grappling with? Bridging the gap between service provider and forums

Women on Farms Project	FASFacts	Goedgedacht Farm
Focus: Reducing historical social injustices and inequalities in rural communities   Model: Empower and build capacity to claim rights and advocate to access services   Life skills (math classes, career guidance, book clubs, financial support) Rights and Access to Services (radio program, action plans, community dialogues, educational drama) Psychosocial wellbeing camps, support groups, referrals)   What have we learnt? Review and revive strategic Importance of community participation Document and analyse Build safety and participation Integrate women in other groups MEL effectively   What have we been good at? Being flexible Building agency Taking a systems approach.   What are we grappling with? Resources	Focus: Tackling Foetal Alcohol Syndrome   Model: Building awareness and empowering communities, prevention and providing support to pregnant women.   BOB program (Experiential learning and responsibility) Mentorship Program (providing support to pregnant women) Parenting skills (coping mechanisms and getting young mothers to complete school) Training of Trainers Adopt a Cop CP and CD (better education, better future)   What have we learnt? Communities are in need of support and safe spaces.  Collaboration with other NGOs in making a difference. The importance of creating more awareness of FAS   Want to learn advocacy and community dialogues. What have we been good at? Building relationships with mentors and cops and the impact on our success.   Community involvement means people go beyond what the program can do (mentors).  Collaborate with other partners. Linking schools with mentors.   What are we grappling with? To capture positive stories, reporting and debriefing (teambuilding)   What would we do differently? Target more communities and run parenting course in more schools. Work with parents Understanding better why girls get pregnant Measure impact from early on Generating income activities for mentors and pregnant women.	Focus:  Path out of Poverty Transforming rural communities (sustainability and self-development)   Model: Life skills and Chicken tractor   What have we learnt? That we need to be more focused – the small will have an enormous ripple effect. Capturing every moment Ways of communicating with participants so that they can open up more with community Understanding and working with the budget Focus more on planning Working on stakeholder relationships   What have we been good at? Communicating with the communities and building relationships.   What are we grappling with? Seasonal times – struggling to get participants to workshops.   What would we do differently? Focusing more on working in schools – so many different issues affecting children’s lives.

Overview:

• To provide an overview of the different organizational interventions in relation to SeViSSA

Intentions:

• To build the collective picture of the different interventions and how they contribute to the SeViSSA outcomes
• To surface emerging lessons from implementation by different partners;

Organisations were asked to answer the following and present it to the whole group:

• Name of organizationWhat are they doing in SeViSSA (What is the model or theory of change)What have they learnt thus far? What else is there still to learn?What have they been really good at?What are they grappling with?What would they do differently and why?

Below is an overview of the presentations from the different provinces

Gauteng Coalition

Afrika Tikkun	Childline	Education with Enterprise Trust (EWET)	SAYPro
Focus: Fighting against sexual violence in schools   Model: Using different methods to capacitate youth to say no to GBV and advocate for their rights. AV Buddies/Clubs Lesson Plans and CAPS Child Protection Project National School Safety Framework Tree of Life Diversity and Human Rights Leadership skills Developing young people from cradle to career Say no to GBV Strengthening working relationships among coalition members     What have we learnt? Our interventions work best when led by young people themselves.   Want to learn how to sustain program beyond funding.   What have we been good at? Building and strengthening relationship with other stakeholders such as parents, health facilities, SGBs, religious communities, schools, local municipalities.   What are we grappling with? Involving families and the communities.   What would we do differently? Developing interventions that will enable us to strengthen our relationships with parents and other community stakeholders, including gatekeepers.	Focus: Providing psycho-social support for abused children and strengthening families   Model: Provide therapeutic sessions that are child centered and empower parents with skills and knowledge.   Empowered with information that will help them make informed decision and help them heal from traumatic experiences and provide good support and be role models to other children. l   One on one session Therapeutic groups Parenting Groups   What have we learnt? We need to work more with parents because if they lack knowledge and skills this affects their children (we depend on them to accompany and believe in the program)   What have we been good at? For the children who have been to sessions, parents come back to us and thank us for what we have done.   What are we grappling with? Finances, we can’t help everybody and sometimes transport costs prevent people from coming for help.   What would we do differently? Provide therapy from schools because it is cheaper and you can attend to many children from one school	Focus: Providing entrepreneurship education to educators and learners   Model: Participation in coalition with SAYPRO.  A standard base for purpose of M&E reporting.  Interlinked and shared activities. Institution capacity by partners.   What have we learnt and we are good at? Good at facilitating for provision of entrepreneurial education (EE) – learners starting own businesses and practically manage them. We do teacher training on EE, learner leadership training and good at formation and nurturing of learning partnerships for purposes of facilitating EE.  Establishment of stakeholder collaboration and meeting forum.    What are we grappling with? As we scale up, we grapple with partner facilitating the EE program and implementation as per activity plan.   What would we do differently? Further develop capacity to take over the management of the programs on the ground until the partner is fully versed in implementation processes.  Also to involve parents and SG in facilitating skills development of the learners.	Focus: Poverty2Jobs by changing the way young people think about themselves. (Partner with EWET)   Model: Providing entrepreneurship education in 3 schools.   What have we learnt? How to deliver the EE program How to sustain relationships with beneficiaries The importance of nurturing and supporting learners and engaging parents.   What have we been good at? We are good at facilitating and guiding YES clubs – engaging learners in practical and focused programs.  Providing educational support.     What are we grappling with? Efficient communication and delivering on the action plan and decision-making.