FINAL REPORT: Leseding – Give Light dnr 2009/0203 ______

A MUNICIPAL PARTNERSHIP PROJECT WITHIN THE FRAMES OF THE COOPERATION BETWEEN:

KRONOBERGS LÄN – TLOKWE CITY COUNCIL

Funded by:

2

The final report is made out accordingly to the guidelines from ICLD.

Appendixes: 1 Travel report – Activity 2, Visit to September 6-15, 2010 2 Travel report – Activity 4 and 5, Visit to South Africa February 5-12, 2011 3 Financial report 4 Audit report 5 Report from the South African collaboration partner 6 The international collaboration partners approval of the final report and cost account

1. Project name Leseding – Give Light

2. Project manager and responsible for project Swedish organisation applying: Co operating partner: The Regional Council of Southern Småland Tlokwe City Council Project Manager (must be employed by Project Manager (must be employed by applying organisation): Annika Ström applying organisation): Errol E. Temanie Adress: Institutet för lokal och regional Adress: Tlokwe City Council demokrati, Videum Science Park Postal code: 351 96 Postal code: Potchefstroom 2520 City: Växjö City and Country: Potchefstroom, South Africa Telephone: +46 (0)470 – 77 85 52 Telephone: +27(0)18 299 5525 Fax: +46 (0)470 77 89 40 Fax: +27(0)18 299 5973 E-mail: [email protected] E-mail: [email protected]

3. File number Dnr 2009/0203

Final report: Leseding – give light, AS - ID 20110316

3 4. Summary in English and Swedish

Summary Summering Leseding is a one year project sprung from a Leseding är ett ettårigt projekt som sprungit previous project focusing on Adult Education ur ett tidigare projekt med fokus på in South Africa and Sweden. The two areas of vuxenutbildning i Sydafrika och Sverige. De focus have been 1) career guidance and 2) två fokusområdena har varit 1) curriculums. The South African side wished to studievägledning och 2) läroplaner. Den develop their career guidance using “the sydafrikanska sidan ville utveckla sin Växjö-model” of Centralen as a starting point studievägledning med "Växjö-modellen" för (www.centralen.vaxjo.se). Career guidance is Centralen som utgångspunkt not as accessible to everyone in South Africa (www.centralen.vaxjo.se) . Studievägledning as in Sweden. Through the project the är inte lika tillgängligt för alla i Sydafrika som i participants learned how Växjö has reasoned Sverige. Genom projektet lärde sig deltagarna when setting up Centralen as well as how it is hur Växjö har resonerat när man byggde upp managed and the methods used. This Centralen samt hur Centralen fungerar och knowledge is of great help and has become de metoder som används. Denna kunskap är the starting point for setting up something till stor hjälp och har blivit utgångspunkten similar in Potchefstroom. The view upon för att inrätta något liknande i career guidance differ between the two Potchefstroom. Synen på studievägledning countries which has been interesting to see skiljer sig åt mellan de två länderna och ett as well as learning has taken place both ways. lärande och utbyte har ägt rum åt båda håll. The Swedish side consisting of , Den svenska sidan som består av Alvesta, and Växjö municipalities has Lessebo och Växjö kommun har undersökt investigated how the curriculums are hur läroplanerna är sammansatta för outlined for the adult educational courses i vuxenutbildningar i Sydafrika. Syftet har varit South Africa. The aim has been to create a att skapa en ny läroplan för en new curriculum for a course within the adult vuxenutbildningskurs i de tre kommunerna, education in the three partaking med fokus på entreprenörskap, i syfte att municipalities, focusing on entrepreneurship, hitta en ny arbetsmetod för att motivera in order to find a new method of work to studenterna att fortsätta sina studier och för motivate the students to continue their att minska avhopp. Denna kurs kommer att studies and to reduce drop-outs. This course påbörjas under 2011. Båda länderna har will start during 2011. Both countries has agerat som experter och elever. Bortsett från acted as experts as well as learners and apart de förväntade målen har flera oväntade from the expected goals several unexpected resultat skett vilka huvudsakligen handlar om results has occurred mainly connected to nytt lärande och nya etablerade kontakter. new learning as well as new contacts Två besök har ägt rum, ett för varje land samt established. Two visits have taken place, one arbete på hemmaplan. to each country including home based work.

Final report: Leseding – give light, AS - ID 20110316

4 5. Background and problem identification (same as in application) The first formal contacts between and the municipality of Potchefstroom were taken in the beginning of 2004 when the parts signed a Letter of Intent giving priority to the starting up of cooperation on a number of fields. Since 2004, the cooperation has become more specific and during 2006, a new and more detailed Memorandum of Understanding between Tlokwe City Council, the Regional Council in southern Småland, the County Council of Kronoberg and the City of Växjö was signed. Since 2006 more than 15 projects has been implemented between the signing parties involving more than 100 unique persons. Currently four projects are running after being approved in the spring of 2009. The projects have been within many different areas such as public relations, democracy, culture work and policies, technical issues, entrepreneurship just to mention a few examples. International exchange has proven to be valuable in different ways in the above-mentioned projects. During 2008/2009 a project1 regarding Adult Education has been implemented. The topics addressed was 1) the difficulties of adjusting the education to the special conditions of adult learners in the sense of relating the education to an occupation, both at the level of basic adult education and more advanced vocational education (so called KY-utbildningar in Sweden) and 2) how to advice adult learners of the right education, an education which is suitable for their specific circumstances and needs. The project was very successful in the sense that it truly inspired the participants in their work of developing adult education in respectively country (some changes has already been made) as well as giving the participants insight in another system of education giving them perspective on their own system. It has also generated long discussions regarding methods and development. On the Swedish side three municipalities took part which, in turn, also generated better contacts between them which is very valuable. However, both sides felt that a one-year project is not enough, it gave the participants the possibility to scratch the surface but it also raised many questions regarding how things are carried out which there was not enough time to go into on a deeper level. After the two visits it was clear from both sides that they wanted to continue the cooperation and narrow it down to become more practical by really trying to implement the ideas the exchange has given. But more knowledge is needed. Therefore it was decided to apply for a two-year continuation of the exchange where both sides could learn more in order to be able to implement the good practises they had seen during the first project year. For the South African side, career guidance is seen as an area where they want to develop, using the set up from Växjö as a starting point. Career guidance is not as developed in South Africa as in Sweden. It is not always free of charge and not as accessible as in Sweden. From the Swedish point of view the area of curriculum was found very interesting and how to make the gap between basic training and vocational training smaller as well as how to motivate the students to complete the basic training by as in South Africa bring in elements of vocational training earlier. In South Africa education is the responsibility of the Province but as Tlokwe City Council regard education as very important they strongly support it being a part of the exchange within the partnership between Kronoberg and Tlokwe. The new project is named Leseding which means

1 A life-time of learning Dnr si 2008/0029 (reported to SALA IDA)

Final report: Leseding – give light, AS - ID 20110316

5 “give light” and the thought is that the project will on a long term basis contribute to give people in both countries light to enable them to know what to do. *** It should be noted that the initial application for Leseding was for a two-year project, however only the first year was approved and therefore adjustments has had to be made with regards to the expected results, number of visits and meetings, participants, time schedule etc. This report will therefore differ a little from the initial application with regards to the above mentioned areas.

6. Reached target groups and participants The participants of the project was selected on the basis of that this is a continuation of a previous project aiming to a quire deeper knowledge about the areas selected after the previous project. Therefore, most of the participants are the same in order to be able to continue where the last project ended. Some new participants were also selected. On the Swedish side two more career counselors was brought in since it is one of the focus areas as well as one teacher in order to spread the knowledge acquired regarding curriculums but also in order to get input ”from the floor”. The reason for the uneven balance between men and women on the Swedish side is simply because for example there are only three career guides at Centralen in Växjö that are employed by the City of Växjö and all of them are women and since Centralen is the model for the work it is of course the persons working there that has been engaged in this. On the South African side the participants are the same except for that the representatives from Tlokwe City Council has been exchanged in order to spread the knowledge. All the South African officials in education taking part came from the Kenneth Kaunda District of North West Province Department of Education. The participants listed below are the core participants that took part in the visits to each country but apart from them we met many people during the two visits that in some aspects also can be seen as participants: they are however not listed below.

Swedish South African Women Women Ms Elisabeth Head of Adult Education, Ms Sandra Yssel Area Manager, Chief Wernerson City of Växjö Education Specialist Ms Pia Dahlberg Principal, Adult Ms Palesa Bungane Chief Education Education, Specialist, Professional Support Services Ms Caisa Jonsson Career guide, Ms Betsie Mncube Secretary - Office of the Centralen, Executive Mayor City of Växjö Tlokwe City Council Ms Emma Krig Career guide, Centralen, City of Växjö

Final report: Leseding – give light, AS - ID 20110316

6 Ms Camilla Rundberg Career guide, Centralen, City of Växjö Anette Weidenmark Teacher, Adult Education, Lessebo municipality Mrs Annika Ström Project coordinator, the Institute of Local and Regional Democracy Men Men Mr Erik Engsbråten Principal, Dr Tax Dhlamini Institution Chief Adult Education, Specialist, Coordinator Mr Gerrie Blom Rural and Community Development - SES Mr Andre Erasmus Circuit Manager, (Project Coordinator) Mr Walter Sehurutshe Member of Mayoral Board Corporate Services, Tlokwe City Council

The primarily target group for the curriculum part are the participants of the project who were to gain more knowledge about how curriculums are made up in South Africa in order to use the methods and ways of working when creating new curriculums for Adult Education in Sweden. The second target group are the adult learners who then will apply for the new course created as a result of the project. For the career guide part the primarily target group also was the participants of the project who where to learn more about how Centralen was created and how it is managed in order to create a pilot project in Potchefstroom. The second target group are all the people who will be able to use the career guide for information regarding adult education.

7. Reached objectives of the project The objectives of the project have been several, where some are objectives for the Swedish side and some are for the South African side. Below, the objectives of the project are stated together (same as in application) with a review regarding their achievement.

South Africa:  To do an in-depth study of the Växjö-model for student guidance including management of such centre and skills development in order to create something similar adapted to the conditions in Potchefstroom This will make student guidance more available for the learners and the community in Potchefstroom as well as in the long run improve self esteem by the “clients” and reduce unemployment. The aim is that approximately 5000 people would benefit from this project on the South African-side.

Final report: Leseding – give light, AS - ID 20110316

7 During the visit to Sweden the South African participants got all the information available regarding Centralen, how it was created, ways of working, management etc. The South Africans, together with the three Swedish career guides and the project coordinator, visited another career centre in Malmö in order to see something similar but with a different set up for the work. The team also got an overview regarding career guidance, education of career guides in Sweden and different aspects to look upon career guidance in the world, trends and tendencies, dilemmas of counselling etc by Anders Lovén at Malmö University College. This gave them a deeper knowledge and understanding for the set up in Sweden. During the visit to South Africa the Swedish career guides visited the North West Province University, NWU, Potchefstroom Campus where they met with the career counsellors and learnt everything about how career counselling is carried out there. They also got to try some of the tests that are used which are very different from Sweden where psychometric and psychological tests are not used for career counselling to a wide extent. During the whole visit the issue of career counselling was touched upon at different times and at the visit to Mokatsane ABET Centre it was explained that it was here the South African side could see a service of career guidance to be placed, starting small scale. In South Africa it will have to be group counselling mainly since there are so many in need of it and not enough resources to do it one and one. A meeting has been held and a business plan being developed in partnership with the Municipality. The short term goal is to try and establish a centre which is at this stage only in the planning phase. The University has been contacted to assist with training of counsellors.

Sweden:  To create new curriculums for the Swedish adult education in Växjö, Lessebo and Alvesta combining basic and vocational training. These curriculums will enable more persons to study as they are more adjusted to attract the different target groups of students as well as they will also increase motivation and reduce drop-out.

The Swedish side has gathered a lot of knowledge and become very inspired by the work done in South Africa. However they also learnt that the vocational courses in South Africa were not as basic as they first appeared to be during the previous project (A life time of learning dnr si 2008/0029). A certain basic knowledge is needed in order to qualify for them. However with the knowledge, inspiration and with the ideas from the cooperation together with inspiration and ideas taken from curriculums in the “new” upper secondary school in Sweden (GY11), entrepreneurship has been selected as the area to focus within for the new course. The basic outline is taken from GY11 but will be made in a smaller scale as an especially modified orientation course for Swedes as well as for newly arrived immigrants. The aim is to start this course by September 2011 taken that the issue of financing is solved. One aim with the course is to create a mind shift from “that someone will give me a job” to “I will create my own job”. Today many of the immigrants coming to Sweden are very focused upon “getting” a job somewhere, a perception that also is held by many Swedes. The Swedish also became very

Final report: Leseding – give light, AS - ID 20110316

8 interested in the course of Life Orientation that exist in South Africa and are planning to create something similar here for all students.

 To create a “meeting place/learning centre” for basic skills (Swedish/Math) to be used together with work practice/knowledge of life and Swedish culture This meeting place is not a house more of a way of working, a method. It will be a part of the work to motivate theoretical studies in Swedish/Math with the aim to continue and complete the vocational training.

As already stated in the objective above this is a way of working, not a house or a course. The wish is to create competence centres for support of those who are thinking of studying or take a life orientation course. The collaboration with South Africa has resulted in ideas of how to change teaching methods, how to use the teachers’ different special competences to free resources and how to use those free resources, such as teachers’ time, for other important tasks. Inspiration was also found “around the corner” at the social economic organisation “Macken” in Växjö. The discussions during the project have many times come back to the concept of Macken. Macken is a social economical organisation that started in Växjö 5 years ago. The aim is to create job opportunities and resist alienation. Macken has many different activities from Swedish for Immigrants to helping people to start up their own business. A study visit to Macken was arranged during one of the home based meetings and both Lessebo and Alvesta have found parts of Macken that they want to have in their municipalities. The intention is to initiate a discussion in respectively municipality about starting local branches of Macken. The intension in Lessebo and Alvesta is in the first place to have a local version of "Macken" as a complement to the already existing adult education. In Växjö the course "Swedish for immigrants" is held by Macken (one educator among others of SFI). In Alvesta and Lessebo the intention is to keep the language course as a part of the municipal school but in cooperation with a local part of Macken and in that way give the language course a vocational touch which can have different directions depending on what vocational side Macken can offer in that specific community. Inspiration for the language courses has also been found from Mokatsane ABET centre. The project was developed between the two partners after the previous project with all the participants from the previous project involved in formulating the aims and objectives of this project. This means that both men and women have been involved in the process. In Sweden there are more men than women that are having their own business; however since there are more women than men studying within adult education hopefully the new curriculum will contribute to inspiring more women to see starting their own business as a possibility. The above applies for South Africa. The women study whilst the men are working. It was observed that even after the studies they do not open businesses due to their poor socio - economic situation and lack of finances.

Final report: Leseding – give light, AS - ID 20110316

9 8. Reached results The expected results were several and divided into terms of short term quantitative and qualitative results as well as long term expected results. Already in the application it was stated that the short term expected results were expected to be reached within the two year frame of the project. Due to the fact that the project only was approved to run for one year the expected results had to be modified a bit.

Short term expected results For the quantitative part: (according to application)  Five international visits of which one to Sweden and two to South Africa will have taken place. Three international visits have taken place in accordance to the plan of activities (activity 2, 4 and 5) set out in the application. Since the initial two year project only was approved to be one year two visits has been cancelled. The two visits to South Africa took place during the same time but the program for the participants differed a bit with regards to the two areas of focus, career guidance and curriculums whilst some activities could be done jointly. Reports from these activities can be found in appendixes 1 and 2.

 Three home based meetings on both sides for preparing and summarise the visits as well as to discuss the learning from the visits and way forward. At least three home based meetings has been taken place on both sides in order to prepare and summarise the visits, activity 1,3 and 6. On the Swedish side the curriculum part have met three (!) times in between the two visits in order to discuss the new knowledge acquired. Inspired by the work of other actors working within the same field (education and entrepreneurship) some of these actors were invited to share their experiences with the Swedish team. One meeting also included a study visit at Macken (explained under item 7) where immigrants learn Swedish at the same time they get skills for working life or get help starting up their own business. On the South African side three home based meetings were held to discuss the way forward and the challenges to establish a career centre. The meetings focussed on internalising the new information/knowledge gained at the career centres.

 One midterm project report. The report should include an analysis of the achievements made within the project with respect to the objectives and expected results. What is left to do and possible threats. It should also include shortcomings (if any) and unforeseen results (if any).  Three persons from South Africa trained in how to perform career guidance according to the Växjö-model. The above two short term expected results has not been reached due to that the project only was approved to be one year and they were supposed to be reached during the second year of the project implementation.

Final report: Leseding – give light, AS - ID 20110316

10 For the qualitative part:  A plan of action for development of the work with career guidance in Potchefstroom The department of Education is liaising with the North West University and Municipality to assist with training of career counsellors.

 Implementation of a pilot project with career guidance at the city library in Potchefstroom where students and possible students can come to get guidance regarding their studies and alternative studies. This was to be reached within the second year of the project and since the project only was approved to run for one year it has not been reached yet.

 Implementation of making the Mokhatsane EDSC to a place for career guidance The centre manager would be trained to give guidance. Master degree students will start in May 2011 with group counselling and guidance.

 Development and implementation of new curriculum/s for adult education in the City of Växjö, Alvesta municipality and Lessebo municipality based on the findings and learning from the cooperation and exchange with Potchefstroom. This will lead to a method of combining vocational and basic education. As already presented earlier under item 7, a new curriculum is being developed based on the findings within the project. The three municipalities see it as a strength that they have developed this in cooperation with each other and that they all will offer the same course to their students. If it turns out well hopefully the curriculum can be spread further to other municipalities and regions of Sweden.

Long term expected results The long term expected results of this project has been identified as the following:  Improved adult education in Potchefstroom, Växjö, Alvesta and Lessebo.  Reduction of unemployment amongst ABET students in both countries.  Better career guidance in Potchefstroom = better use of resources directed to education.  Approximately 5 000 people in Potchefstroom must benefit from this project.  Improvement of self esteem for the ABET students and community members.  Empowerment for the students by education and personal development.  Increasing motivation for continuing studying = reduce drop-out. Especially amongst the pregnant female students in South Africa.  Increase the possibility to find meaningful work/employment.

Final report: Leseding – give light, AS - ID 20110316

11 The above are expected to be reached on a long term basis meaning after the project has ended. The reaching of the long term expected results cannot be reported since it is too early to evaluate or to look for them.

Unexpected results When it comes to unexpected results there are several.  The most significant is the contact that has been established between the three participating head masters from Sweden. They are all head masters of Adult Education in respectively municipality with different conditions and size of their operations but with the same task and responsibility more or less. Being part of the project, travelling to South Africa as well as being part of the home based meetings and the visit to Sweden have given them the same frame of reference as a starting point for a joint cooperation. Upon a question if this could have happen without the project they said; Not likely. There might have been and are co-operations but the base for it is not so deep or steady. So the project has unintentionally also initiated better contact and cooperation on the regional level in Sweden.  Being part of the project all the participants also acquired more knowledge about their own work, for example on the study visit to Malmö career center the three career guides from Växjö learned a lot and they realized how inspiring and developing it is for their own work to visit other career centers and will try to do it every once in a while. When it comes to career guidance the Swedish was to act as experts within this focus area, however during the visit to South Africa the three career guides also got to see and learn more about career guidance in South Africa which was very valuable and gave perspective upon their own work and methods etc.  In South Africa the Swedish career guides learned how the career counselors at the university used different tests on the clients coming to them. The tests are quite psychological, making a “profile” of the client. This is not used in Sweden as the approach is more towards guidance than counseling. However the Swedish career guides got inspired and got the idea that maybe it can be good to sometimes use some kind of test because there are clients that feel more comfortable having the “result” as a starting point for the guidance.  The project has very much made the participants aware of the differences of running education on the municipal level (Sweden) or the provincial level (South Africa). The South African side expressed interest in maybe setting up a pilot project where a school is run by the municipality (local level).  Through the project is became clear to the Swedish that there is a difference if the career guidance is situated/managed within the frame of the educator (Allbo lärcenter) or if it is more independent (Centralen). Guidance becomes more open when it is more independent without the “underlying” aim to get more students to the educator. Alvesta has during the project period hired a part time counselor that they want to bring to Centralen to see and learn more from their way of working.

Final report: Leseding – give light, AS - ID 20110316

12  The Swedish noted how good the South Africans are at presenting themselves by power point presentation as well as with other means of communication. At NWU they saw a very good DVD-presentation that inspired them and the wish is to do something similar for Centralen.  Another idea that arose after seeing the work at the NWU is that maybe it would be good to have a person with curative competence at Centralen so that the career guides could use their time for guidance instead of dealing with things they are not educated to deal with (depressive persons, drug addicts, domestic problems etc). Ideas are now being formed around how to develop the work even more at Centralen.  One way to use resources better is to mix young and adult persons in some educations. It also leads to better integration.  Ideas for new projects in the field of education have come up involving new municipalities in Kronoberg.  As one of the Swedish delegates was also a politician and a member of the local school council much practical information was shared about how the Swedish system works where the politicians are responsible on a much more basic level than in South Africa.  As always, taking part of an international project also give the Swedish the opportunity to practice their English especially with regards to their work.  The visit to the NWU made the interest from the career counselors there to grow and the plan is to visit Växjö in May in connection to a conference they are attending in Paris.  A maybe not unexpected result but a result of being part of this project is that the Swedish team reflected upon that they have gained a greater awareness about the world seeing the contrast in South Africa. “After this experience you are no longer the same.” as someone put it. Even though South Africa is the most developed country in Africa going there, seeing the contrasts, also gave a greater understanding for some of the clients that for example the Swedish career guides meet. “When someone says they are a hair dresser, now you have another picture than of a Swedish hairdresser”, one of them said. “The experience makes you feel grateful for the things you normally take for granted and also appreciate Sweden more” the group agreed on. At the same time they all had fallen for and become inspired by South Africa.

The results of the project will be available for both women and men such as taking part of the new course developed in Sweden. We cannot see that the result in any way has resulted in any negative consequences for women or men.

Final report: Leseding – give light, AS - ID 20110316

13 9. Activities carried out As mentioned earlier in this report the application initially was for a two-year project and only the first year was approved. This meant that the plan of activities as well as the expected results and reached aims as well as the time frame had to be modified to be able to be carried out in one year. Initially there were ten activities in the project that became reduced to seven, all described and reported below. The project also got delayed and had to ask for a new deadline because of that the first international visit that were to take place in April 2010 got cancelled due to the ash clouds from Iceland that made flights all over the world stay on the ground. The visit got postponed until September and therefore it was not possible to implement the project on time and a new final date was approved by ICLD.

Activity 1 – start up of project (March 2010 – August 2010) The first activity was meant as a preparation for the coming activities. The coordinators for the project, one from each side were in contact in order to do a more detailed planning of the implementation of the project including recapitulation of the previous project and joint decision-making about the practical implementation of this project. Participants from both sides were also involved in preparing the coming activities such as planning and preparing the visit to Sweden. The aim to use technical means such as video conversations (for example by Skype) between the participants, has not been fully implemented as there has not been an immediate need for it. The coordinators have however used Skype as a way to communicate and as a useful complement to communication by e-mail.

Activity 2 – visit to Sweden focus on career guidance (September 2010) During September 6-15, seven participants from South Africa visited Sweden in order to look at and learn more about how the career centre Centralen in Växjö is managed and operated. The aim was to give the South African team a full picture of the organization, how it started, its financial conditions, working methods as well as aims and objectives. The team also got to experience some of the working methods in practice doing some of the tests used for the guidance. Time was also set aside for the South African team to discuss and reflect within their group about the new knowledge acquired and how to proceed. During the visit one and a half day was spent on the other area of focus for this project; curriculums for adult education. The Swedish part had prepared several questions regarding curriculums in South Africa and sent them to the SA-team in advance. The sessions in Sweden were spent going through and answering these questions as well as new questions that arouse. The SA-team had also brought with them material for the Swedish to look at to get a greater insight as well as to prepare themselves for the study visit to South Africa. A travel report was compiled by the South African delegates after the visit as well as a power point presentation of the visit and the results (appendix 1).

Final report: Leseding – give light, AS - ID 20110316

14 Activity 3 – home based meeting (October 2010 – January 2011) Both sides have had at least one home based meeting between the visits in order to sum-up the first visit and to plan the continuation with regards to the new knowledge gained. The point of views coming out from these meetings where communicated between the coordinators mainly focusing upon how to proceed when meeting the next time in South Africa. The Swedish side has, as already mentioned under “reached results”, met several times with regards to the curriculum part. When getting more knowledge during the South African visit to Sweden more questions arouse and the Swedish side realized that maybe it was not as easy to transfer the ways of working over to the Swedish way of working not even with modifications. Especially since the frames for adult education in Sweden are being remodeled and new policies and regulations are soon to be implemented which affects the work. However this have not affected the project work negatively, rather positively and the Swedish team just seemed more motivated and engaged to the task to create a new curriculum where the focus has become clear to be entrepreneurial. On the South African side home based meetings were held to discuss the way forward and the challenges to establish a career centre. The meetings focussed on internalising the new information/knowledge gained at the career centres.

Activity 4 – visit to South Africa focus on curriculum studies (February 2011) During February 5-12, three participants from Sweden visited Potchefstroom and South Africa with the aim to learn more about how curriculums are set up. During the visit they got the opportunity to see and learn more about adult education with regards to the combining of basic and vocational training. Schools were visited and time was set aside for discussions with teachers and principals. A report from the visit, compiled by the participants can be found in appendix 2.

Activity 5 – visit to South Africa focus on career guidance (February 2011) During February 5-12, four participants from Sweden visited Potchefstroom and South Africa. The reason for the visit was to continue the work with career guidance at place in Potchefstroom. This visit took place at the same time as activity 4. A report from the visit, compiled by the participants can be found in appendix 2.

Activity 6 – home based meeting (February 2011) After the last visit to South Africa the Swedish team met at home in order to sum up the work and the achievements of the project. The result of the summing up has been used as input for the final report. One meeting has been taking place to discuss the training of counselors in collaboration with the NWU. A meeting was also held with some of the delegates to give input to the final report.

Final report: Leseding – give light, AS - ID 20110316

15 Due to illness among some of the South Africans and some unexpected business at the Department of Education during the Swedish visit there was never time to discuss possible future cooperation with the whole group. However from the Swedish side many new ideas have arisen that needs to be a bit more developed before they can be presented.

Activity 7 – Closure of project (February 2011) During this activity the project was summarized through the writing of the final report. The Swedish coordinator wrote the report with input from all the participants. The project coordinator (who also is overall coordinator for the cooperation with Tlokwe) visited South Africa in February as well and then met with the South African team in order to discuss the project and its outputs with them. A financial report was made (appendix 4) and the South African partner also wrote its own report (see appendix 3) stating what the collaboration has given them and how they experienced the cooperation. The written and financial report was sent to the financier ICLD and to all participants.

10. Sustainability and spreading of results Since the result for the Swedish is a new curriculum that will be implemented starting September 2011 there is no question about that this is a tangible and visible result of the collaboration. The aim is of course that the course will be sustained and possibly developed with the experience from the implementation of the first course period. Regarding the spreading of the results, as already stated, the idealistically result is of course that the course will later be spread to other municipalities and regions in Sweden. But that will be later. As for now the participants will all report back to their work places about the result of the project. In Lessebo the participants will report to the political board of their department as well as to the municipal executive board and on a staff meeting. In Alvesta the steering group of the school as well as the staff will be informed and possible also the political board. In Växjö there will be reports on the work place meetings as well as to the steering group of the department. Also there is of course a lot of informal reporting between colleagues. Over the years more than 100 persons in Krononberg has taken part of the collaboration with Potchefstroom which makes the possibility to meet someone that has done “the same thing” quite possible which also result in a lot of spreading. A report will also go to the Regional Council of Southern Småland with regards to the result of the project. On the South African side the results have been forwarded via reports, meetings and discussions to the various stakeholders. When the business plan is finalized the community will be informed via the media.

Final report: Leseding – give light, AS - ID 20110316

16 11. Poverty reduction The new curriculum on the Swedish side aims to inspire and help people to find a job or to create a job. It is one way to be self supporting. The aim of the project is to bring services closer to the community in South Africa and to give them an opportunity to make informal choices with regard to possible future careers. With this the high rate of unemployment can be addressed and poverty eluviations will take place.

12. Mutuality This project is a result of a previous project and one can say that this time the aim is to deepen the knowledge within the areas of focus. Both sides have had a great interest in the project and have been involved in all phases of the project. However it is important to have time and also to be able to get in under each other’s “skin”. To reach beyond the formal part. That is when it becomes good and when you share your knowledge, experiences and opinions. For example at lunch breaks, dinners etc, outside the meeting rooms. It is also important to mix and not keep to the “safety” of one’s colleagues. Another thing that is important is time to reflect, not just after a visit but also during a visit. From the Swedish side the impressions have been so many but maybe the contrasts in South Africa has been the strongest impression as well as all the work related issues presented through this report. The South African delegation found the way immigrants are treated very interesting. The way they are prepared to fit within Swedish culture and ways. The manner in which the citizens are assisted with regard to career changes and job seeking is a positive example that can be followed in South Africa.

13. Environment Environmental issues are not the main focus of this project. However the environmental aspect has been taken into consideration when implementing the project for example by trying to reduce the use of car for transportation especially during the visit to Sweden. When the delegation arrives at the airport in Copenhagen they are met by the coordinator who then takes them on the train to Växjö instead of going by car. When in Växjö walking was the main mean of transportation since the hotel, municipality building and Centralen are all in the city center. The delegation knew this from their last visit but still they were amazed about the fact that we walk or go by bike so much here and it became a topic for discussions. They were worried when the Swedes went alone by foot or bike in the evening since it is not as safe in South Africa as in Sweden to do that. When in Potchefstroom it was a little bit more difficult to walk since the distances were longer and since the society is not really built up for walking. It is made for driving in your own car everywhere.

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17 14. Gender equality As already mentioned earlier this project does not have the specific aim to make it better for men or women but for both. The results are not focused towards one or the other sex; however both sides do wrestle with the same problem, that there are more women than men in adult education and none has the solution on how to attract more men. In Sweden there have been specific campaigns towards the under-represented sex but with no or little result. The issue was touched upon in the discussions but none of the partners has the solution. The aim is to offer education for all.

15. Cooperation climate The cooperation climate has been very good. Already from the start (first project) there has been an easy going, friendly and open atmosphere between the two groups. This goes especially for the two coordinators which has made it possible to straighten out question marks and misunderstandings on an early stage. The coordinators from each side have divided the work between them and each side has taken responsibility for the activities taking place in respectively country. The Swedish side has had and taken a little bit more responsibility when it comes to making sure we have followed the project plan as well as making sure the reports are made. However input has been received from all participants and taken into account. The coordinator has also been leading the project on the Swedish side taking initiative to meetings, making sure information is spread to the participants etc. When it comes to the role of the overall Monitoring Committee it is a little bit special since the project coordinator in this case also is the overall coordinator for the Swedish side. This makes information and contact easy. However reports from the project have been sent to the two Monitoring Committee-meetings that have taken place during the project implementation in order to inform the MC about the proceedings of the project.

16. Co-financiers There are no other co-financiers for this project except for the costs taken by the participating organisations such as salaries as well as some expenses not covered by the project budget. Below (item 19) the South African partners’ contributions to the project are reported more in detail.

17. Financial report A total budget of 464 000 SEK was approved by ICLD. The budget has been carefully respected and today – after the implementation of the seven activities – 395 470 SEK of the total sum has been spent. The final financial report is presented within appendix 3 and this document provides an overview of used means in comparison to approved budget posts. The financial

Final report: Leseding – give light, AS - ID 20110316

18 report has been reviewed by an external auditor from Öhrlings PricewaterhouseCoopers. The signed audit report is presented within appendix 4.

18. Payment The ICLD payment to the Regional Council of Southern Småland should be done via Pg 39 33 56- 1 with reference to: Leseding, project number 303.

19. The contribution of the South African partner The South African partner has certainly contributed very much with resources. During the visit to South Africa the Tlokwe City Council provided local transport during the whole stay. They took us to Pilanesberg National Park for a Game Drive as well as to Vredefort Dome. The City Council also provided meeting-rooms for some of our meetings and work-shops including equipment such as projector for showing power-point-presentations, “fika” and they paid for the majority of the meals during the stay including a bigger dinner with entertainment the last evening to which many of the people we had met during the week also were invited. That is a great way to be able to continue discussions and to network. It should be noted that the payment of meals also included the people from the department of education (which is on the provincial level). We felt very welcomed and taken care of. We feel that the cooperation is highly valued from the South African side as well as from the Swedish side.

20. Report from the South African collaboration partner This report has been written partly together with the South African partner. All participants have been given the opportunity to give input to the report at the home based meetings. However in appendix 5 a written report from the South African partner is to be found where they have been able to freely write their opinion regarding the project and the gains for them.

21. The international collaboration partners approval of the final report and cost account For approval of written and economic report, please see appendix 6.

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19 22. Continued collaboration The cooperation with Tlokwe City Council started officially in 2005. Over the years a number of projects have been carried out and both sides value the cooperation very much and wish for it to continue. Some projects continue with a second and a third year as well as that new projects focusing on new areas are developed. Every call for application often more than one project application is handed in to ICLD and over the years more than 20 projects have been implemented! The collaboration is strong! When it comes to the area of adult education several new ideas has come up but they are not developed or presented for the partner yet. There is of course a wish for the cooperation to continue within the field of education since the participants see a value in it and that results can be achieved.

23. Contact with ICLD It is only the Swedish project coordinator that has been in contact with ICLD. With regards to this specific project the contact has been very scarce. We did however have contact regarding changing the date for the final report in order to be able to fulfill the project who got delayed due to a cancelled visit to Sweden because of the ash clouds from Iceland in April 2010. However since the coordinator also has contact with ICLD in other matters the answer is based on the overall impression. When we have contact it is good, however we sometimes feel that it takes time to get answers and that several times we have to remind for answers. Lately this has improved. In the case of this specific project it would have been nice to get a more thorough explanation to why only year one was approved (for future applications) and maybe get a chance to meet the wishes from ICLD in order to also get the second year approved since we feel that it would have benefitted the result of the project and we could have come all the way with it. At the moment it is all “hanging in the air”. In general it would be very valuable and interesting to have a dialogue with ICLD regarding how to develop good projects, using all the knowledge and competence that ICLD must collect and gain from all the projects that they handle.

Växjö, March , 2011

______Peter Hogla Chief Executive Regional Council of Southern Småland

Final report: Leseding – give light, AS - ID 20110316