The Tarrafal Football for Hope Centre / Education Center Tarrafal in

The
Tarrafal Football for Hope Centre / Education Center Tarrafal
in data and pictures
2015
Index
General information about the data collection ..................................................................................................................................... 2
The participants ............................................................................................................................................................................................. 2
Participants of the educational programmes ................................................................................................................................... 3
Participants of sports and cultural programmes ............................................................................................................................. 4
Development of number of participants .......................................................................................................................................... 5
Gender of participants of all the regular and daily programmes ................................................................................................ 5
Participants of events............................................................................................................................................................................. 6
The programmes ........................................................................................................................................................................................... 7
General explanations about the DCCV programmes ................................................................................................................... 7
Daily or weekly programme sessions conducted in 2015 ........................................................................................................... 8
Daily or weekly programme sessions conducted in 2015 per month ...................................................................................... 9
Number of events conducted in 2015 ............................................................................................................................................ 10
Number of events conducted per month in 2015 ....................................................................................................................... 11
Evaluation of school grades ...................................................................................................................................................................... 12
General explanations about school grades .................................................................................................................................... 12
Positive-negative tests ......................................................................................................................................................................... 12
Overall improvement/decline of test grades ................................................................................................................................. 12
Test grades (1st until 6th grade) during 2014/2015 .................................................................................................................... 12
Positive-negative tests ......................................................................................................................................................................... 13
Overall improvement/decline of test grades ................................................................................................................................. 13
Test grades (7th until 12th grade) during 2014/2015 ................................................................................................................. 13
Internal evaluation ....................................................................................................................................................................................... 14
General explanations ........................................................................................................................................................................... 14
Development of the different observation areas ......................................................................................................................... 14
Average of all internal observation grades during 2014/2015 .................................................................................................. 14
Evaluation of IT classes .............................................................................................................................................................................. 15
General explanations ........................................................................................................................................................................... 15
Average grades IT tests ...................................................................................................................................................................... 15
Average observation grade comparison ......................................................................................................................................... 16
Resume .......................................................................................................................................................................................................... 17
The most significant positive numbers of this report ................................................................................................................. 17
Lessons learned ..................................................................................................................................................................................... 17
Success stories ............................................................................................................................................................................................. 18
Carla and her success .......................................................................................................................................................................... 18
Maria and her success ......................................................................................................................................................................... 18
Delta Cultura in the social media ........................................................................................................................................................... 19
1
General information about the data collection
Delta Cultura Cabo Verde (DCCV) gathers and generates the data shown in the following graphs
in the online M&E software Infocus. DCCV is using this software since 2012, thanks to a
cooperation with streetfootballworld and Acumen Social Technologies.
The data shown in this report relates either to the year 2015 or to the school year of 2014/2015
(Sept. until Aug.). The period is highlighted under each point.
The participants
The data about the amount, gender and age of the participants are divided in three sections:
1. Participants of the daily or weekly educational programmes
 Homework groups (daily)
 Tutoring groups (daily)
 Educational games on and off the pitch (daily)
 IT classes (twice a week)
 Art classes (twice a week)
 Free internet access (daily)
 Music classes (twice a week)
2. Participants of the regular sports and cultural programmes
 Senior female football team (training twice a week, participation at the regional
championship)
 Senior male football team (training twice a week, participation at the regional
championship)
 Batucadeiras (singing-drumming-dancing tradition for girls and woman, rehearsal twice a
week, organization and participation at cultural activities)
3. Participants of events
 Cultural events
 Educational events
 Sports events
 Musical workshops
 Staff training
2
Participants of the educational programmes
A total of 247 children and youth are registered in the programmes.
Division by gender
male
female
Division by age and gender
male
female
3
Participants of sports and cultural programmes
A total of 70 participants are registered in the sports and cultural programmes.
Division by gender
male
female
Division by age and gender
male
female
4
Development of number of participants
Increase of 108% from 2012/2013 to 2015/2016
Gender of participants of all the regular and daily programmes
This graph shows all the participants of DCCV’s regular activities, registered for the school year
2015/2016.
A total of 317 children, youths and adults are registered.
male
female
5
Participants of events
In total 3508 children and youths participated in events in 2015.
At the big events like the monthly tournaments for U7, U9, U11, U13 the number of participants
is estimated.
Division by gender
male
female
Division of event participants by month and age
Younger than 15 years old
6
Older than 15 years old
The programmes
General explanations about the DCCV programmes
In this chapter the programmes are divided in programmes that happen daily or weekly and in
events that happen regularly or monthly.
The daily or weekly programmes are:
 Educational programmes (all year long)
 Homework groups (daily)
 Tutoring groups (daily)
 Educational games on and of the pitch (daily)
 IT classes (twice a week - all year long)
 Football trainings (twice a week - all year long)
 Art classes (twice a week - all year long)
 Music classes (twice a week - started in November 2015)
The main events are:
 Sports events (monthly tournament for U7, U9, U11, U15 and female team; irregular games for
all the other teams (U17, Senior male and Senior female team)
 Educational events (regular events about certain topics like AIDS, drug abuse, teenager
pregnancy, domestic violence, etc.)
 Cultural events (regular participation of the Batuco group in local and island wide festivals)
 Music workshops (regular during the year; since November regular music classes - see weekly
programmes)
 Staff training (regular trainings for development of staff capacity)
7
Daily or weekly programme sessions conducted in 2015
DCCV conducted a total of 5532 programme sessions in 2015.
Educational programmes
(3491 sessions)
IT classes
(901 sessions)
Football trainings
(507 sessions)
Art classes
(401 sessions)
Batuco
(210 sessions)
Music classes
(22 sessions)
IT classes - free internet access
Homework groups - children help each other
Football training - educational games
Music lessons
8
Daily or weekly programme sessions conducted in 2015 per month
Educational programmes
IT classes
Football trainings
Art classes
Batuco
Music classes
Art classes
Batuco - drumming-singing-dancing tradition
Coaches across continents train the trainers
Educational games on and off the pitch
9
Number of events conducted in 2015
DCCV conducted a total of 82 events in 2015.
Sports events
Educational events
Cultural events
Music workshop
Staff training
Participants sometimes bring their younger sibling
Educational events and debates
Rythm workshop
Making cars out of wasted water bottles
10
Number of events conducted per month in 2015
Sports events
Educational events
Music workshops
Staff training
Cultural events
Getting dirty on the pitch ...
... and in Ceramic Workshops
Footvolley tournament
Playground out of old tyres
11
Evaluation of school grades
General explanations about school grades
 All data from this section refer to the school year 2014/2015.
 School grades in Cape Verde are from 1 to 20 whereat 20 is the best and from 10 downwards
it´s negative.
 The school year in Cape Verde is divided in Trimesters. Each trimester is conducted 2 tests in
each discipline.
 From first until sixth school grade the children go to primary school. From seventh until twelfth
school grade to the secondary school.
Positive-negative tests
(1st until 6th grade)
positive
Overall improvement/decline of test grades
(1st until 6th grade)
negative
Improved
Constant
Test grades (1st until 6th grade) during 2014/2015
Portuguese
Mathematics
12
Common science
Declined
Positive-negative tests
(7th until 12th grade)
positive
Overall improvement/decline of test grades
(7th until12th grade)
negative
Improved
Constant
Declined
The graphs above relate to improvement/decline between each test. So for example decline from
20 (the best) to 19,5 is also registered as decline. That explains the high numbers of decline.
Test grades (7th until 12th grade) during 2014/2015
Portuguese
English
Mathematics
French
In the school year of 2014/2015, 30 children out of the 267 registered at the Center (11,2%) had
to repeat the school year.
13
Internal evaluation
General explanations
 Using school grades as a parameter is useful but also not 100% precise as very often children
copy from each other at the test or they obviously get help from the teacher. That is why
DCCV started an internal observation system, run by the educators of the Centre, as well.
 The observation is done with children from 1st until 4th grade.
 Disciplines observed: writing, reading, calculating and understanding (of Portuguese language).
Development of the different observation areas
Writing
Reading
Improved
Calculating
Constant
Understanding
Declined
Average of all internal observation grades during 2014/2015
The educators use grades from 1 to 5, whereas 5 is the best grade.
First observation
Writing
Second observation
Reading
Calculating
14
Understanding
Evaluation of IT classes
General explanations
 To evaluate the IT-classes DCCV uses two methods: tests (two times a year) and observation
by the educators (twice a year).
 All data about IT classes refer to the school year of 2014/2015.
Average grades IT tests
Grades from 1 to 20 (best grade is 20)
First test October 2014
Average grade: 12,12
Second test June 2015
Average grade: 13,70
Following the graphs above the grades improved by 7,9%.
15
Average observation grade comparison
Grades from 1 to 5 (5 is the best)
First observation
Excel
Moving
the
mouse
with
accuracy
Second observation
Navigate Research
with
in the
confidence internet
Typing
Using
the
keyboard
Following the graph above the observation grades improved by 13,70%.
16
Word
Resume
The most significant positive numbers of this report
 108% increase of participants from 2012/2013 (152) to 2015/2016 (317).
 Total number of regular (daily or weekly) programme sessions in 2015: 5532
 Total of Educational programmes conducted: 3.491
 Total of IT classes conducted: 901
 Total of Football trainings conducted: 507
 In addition to the regular (daily or weekly) programmes, DCCV organized and conducted 82
cultural, sports and educational events in 2015. A total of 3508 children and youths
participated in these events.
 89,8% of all the school tests of the first until sixth graders (primary school) were positive.
 At the internal evaluation (twice a year) 41,3% improved, 57,5% stayed constant and only
1,2% decreased.
Lessons learned
 Evaluating the school grades shows that DCCV still has not resolved the problem of the
increase of school problems with age. 30 out of 267 children (11,2%) had to repeat the school
year in 2014/2015. 25,9% of the school test were negative. The older the children become the
more problems they face in school. The main reasons DCCV has analysed for this
unsatisfactory development:
 Poor fluency in Portuguese which is not the mother tongue of the children and used by
them only in school.
 This lack of Portuguese skills lead to inclusively learning by rote without understanding the
content. This of course leads to total disinterest in school and learning.
Measurements DCCV took and will take:
 Using educational games, also football games where the children have to speak Portuguese
(breaking the idea that Portuguese is a school language).
 Motivate the children to speak Portuguese.
 Getting more volunteers from Portugal to come and work with the children (3 in
November/December 2015).
 Starting a kindergarten from September 2016 on. The first months of 2016 will be used to
prepare the programmes that will focus on teaching age based Portuguese. DCCV believes
that starting introducing Portuguese to the children at an early age will help to their whole
school career.
 DCCV also constantly improves the programmes for the older children and youths and
creates offers that are more attractive to them (music classes, discussion groups, etc.).
 Most of the weekly DCCV team meetings, lead to the conclusion that if DCCV really wants to
help the children and youths on a long term, increase their future perspectives, showing them a
way out of poverty, we would have to be a private school with public recognition. At the
moment the children spend only 3 hours a day at the Education Center, but around 6 hours in
school and the rest at home and on the streets ...
The kindergarten is DCCV’s first step to reach this objective of transforming the Education
Center into a private (but of course free of charge) school.
17
Success stories
DCCV very much works on improving the self-esteem, critical thinking and communication ability
of the participants.
DCCV found it hard to monitor and evaluate these qualities. We tried with focus groups and
surveys but the results were unsatisfactory. So we decided to use stories of the participants to
show the impact that the daily programmes have on the children. This report includes two of
them.
As DCCV also talks about the social background of these children, we decided neither to publish
pictures nor their real names.
Carla and her success
Carla is 8 years old. She is now on third grade. She is with Delta Cultura since the beginning of the
school year of 2013/2014.
Carla has a very problematic social background. Her mother is an abusive alcoholic, and her father
is unknown by her. She lives with her sister who has two children. They all live together in one of
these old Portuguese colonial houses, in an area of the city of Tarrafal, that is known for its
poverty, violence and alcoholism. Last year, when Carla already made part of the Centre
programmes, the house caught fire. Nobody was harmed, but the family lost the few things they
had. Carla also lost all her school materials.
When Carla started to come to the Centre she was a very challenging girl. She used a lot of
violence in interaction with other children. She was also stealing a lot from her colleagues and also
from the Centre, especially from the art class. She came with no motivation to study at all.
Today, when you look at Carla, you see a changed girl. Of course violence still makes part of her
behaviour, of course her background still influences her a lot, but in many parts she changed a lot.
While in the beginning it took her hours to finish her homework, now she tries hard to finish as
fast as possible only to be able to help the smaller children to finish their homework as well. She is
a smart girl, loves mathematics, and understands very fast and it was easy to get her school grades
to increase. She finished the school year of 2014/2015 with no problems (average school grade of
17,5 - best is 20) and started the new school year in the same positive way.
Carla obviously feels good and safe at the Centre, and she not only does not steal anymore, but
also explains others why not to do so.
Maria and her success
Maria is 11 years old. She is now on her sixth grade. She is with Delta Cultura since 2013.
Maria was 4 months old, when her mother gave her to her grandmother, from her father’s side,
and left Tarrafal. She still lives on the island, but does not take care of her daughter at all. The
same applies to the father who also lives outside Tarrafal. Till today, Maria lives with her
grandmother and her cousins. All together they are 6 people living in a small house.
When Maria first came to the Centre she was a very shy girl. She did not interact with the others
at all, and she did not take part in the different activities of the Centre. It was hard to understand
how she made all the way to the 4th grade. Unfortunately it happens a lot in the public schools
that the teachers tag along the pupils, not doing them any favour at all, because that way the
children can´t follow the content and loose interest. Maria was one of them.
Jassica, the educator of the Centre, who worked with Maria in the first year, gave her special
attention from the beginning. Always let her sit next to her, also getting in contact with the
grandmother to know more about Maria. Jassica today is in constant exchange with the
grandmother who is particularly happy with the development of Maria.
18
Maria today is a lot better in school. It is her last year in primary school. The educators feel
though, that the step to secondary school in September this year can be too big for Maria. They
are trying to convince the teachers to let her repeat, so she has one more year to catch up.
Her best and most obvious improvement in her two years at the Centre, is about her self-esteem.
Today she plays around and interacts friendly with all the other children. She takes part in all the
programmes and offers of the Centre. She even plays football today, which is something she would
have never done in the beginning. Like this she found her best friend at the Centre, a girl who also
lives close to her house. The two girls help each other a lot.
Delta Cultura in the social media
 https://www.flickr.com/photos/deltacultura
 https://twitter.com/deltacultura
 https://www.youtube.com/user/fusan
 https://www.facebook.com/deltacultura
19