The Youth Philanthropy Action Guide Important to Us

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YIPPSA - Youth In Philanthropy Programme South Africa A PROGRAMME OF INYATHELO: THE SOUTH AFRICAN INSTITUTE FOR ADVANCEMENT

“Youth have the potential to make significant change in communities. With innovative and creative ideas, we as youth revive the spirit of Ubuntu by tackling social challenges and topical issues the youth philanthropy action guide important to us. Our flexibility allows for making quick decisions that will have an immediate impact. As youth, we bring hope with enthusiasm and energy, offering dynamic solutions to an giving is a given! array of social challenges.” SAMANTHA CASTLE, YIPPSA PROGRAMME COORDINATOR

The Youth Philanthropy Action Guide energises youth to become active participants in their own communities by providing support for social ideas or projects that they believe in. the youth philanthropy

In this book, you will learn about giving, donors, how to fund-raise, volunteering, accountability, and lots more. Aligned with the national Life Orientation Learning Outcomes and Assessment Standards, this is a guide for high school learners and Life Orientation teachers involved in the action guide High School Curriculum from Grades 10 to 12. inspiring a youth culture of In this action guide, you will find lots of practical activities and case studies of youth pulling together to advance the social issues they feel passionate about. It provides a structured programme social responsibility for one year based on the Youth in Philanthropy Programme South Africa (YIPPSA) that uses key learning methods to mobilise youth, raise funds and develop social awareness and leadership skills to contribute to a dynamic and energetic youth philanthropy movement in South Africa. It’s a fun and exciting action guide for youth and teachers to look at solutions to social issues, rather than focus on problems. Let’s become responsible agents for change!

Inyathelo – The South African Institute for Advancement Second Floor, Fairweather House, 176 Sir Lowry Road, Woodstock, 7925 PO Box 43276, Woodstock 7915, Cape Town, South Africa Telephone: (+27) 021 465 6981 / 2 Fax: (+27) 021 465 6953 Email: [email protected] www.inyathelo.co.za

NPO REGISTRATION: 023-423-NPO TRUST REGISTRATION: IT2285/2002

ISBN: 978-0-620-43448-5

www.inyathelo.co.za The South African Institute for THIS PUBLICATION IS SUPPORTED BY THE ROLF-STEFAN NUSSBAUM FOUNDATION Advancement

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giving is a given! youth in philanthropy programme south africa the youth philanthropy action guide A PROGRAMME OF INYATHELO: THE SOUTH AFRICAN INSTITUTE FOR ADVANCEMENT

CONTENT DEVELOPMENT: Youth in Philanthropy Programme South Africa COMPILATION: Sue Heese EDITING: Jenny Schnetler ILLUSTRATIONS: Michael Daries and Ivor Flink, 2009

First published 2009. All rights reserved. No part of this publication may be reproduced, stored in a retrieval system, or transmitted in any form or by any means; electronic, mechanical, photocopying, recording of both the copyright holders and the publishers.

COVER DESIGN BY Kult Creative: [email protected] LAYOUT AND DESIGN BY Kult Creative PRINTED AND BOUND BY Formeset Printers Cape

NPO REGISTRATION: 023-423-NPO • TRUST REGISTRATION: IT2285/2002

ISBN: 978-0-620-43448-5

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foreword

“Do your little bit of good where you are; it’s those little bits of good put together that

overwhelm the world.” DESMOND TUTU

Each of us has the capacity to make a positive contribution to the world we live in. Each of us can participate actively in building a better society. Each of us can make a difference. The Youth in Philanthropy Programme South Africa (YIPPSA) is founded on these beliefs, and is focused on encouraging youth participation and social responsibility amongst high school learners.

Philanthropy is about giving – money, time and energy. It is also about each of us understanding our own role in making a difference, and about being willing to make that difference. Philanthropy is not just about giving to people in need or to “those less fortunate”. Rather, philanthropy is about participating actively in our communities and it is about providing support for ideas and projects that we believe in. We need to encourage all South Africans to make a contribution in whatever ways they are able.

The YIPPSA programme offers ideas, activities and hands-on opportunities for youth to take up the challenge of active community involvement. This YIPPSA handbook was developed over two years using input from the programme participants. It offers information and resources in support of teachers, school learners and other youth who want to learn about philanthropy, giving, the donor world, fund-raising and event planning. Importantly, the YIPPSA programme is offered in the South African context of social challenges, human rights and responsibilities, and of building youth participation and youth leadership. This too is reflected in the handbook.

To ensure easy synthesis into the South African high school curriculum, the YIPPSA programme and handbook have been developed directly in line with the South African National Curriculum for Lifeskills Orientation for Grades 10 to 12. We have provided lesson ideas, along with clear indications of where these fit with the relevant curriculum-based learning outcomes and assessment standards. We hope this handbook is of value to many high school teachers, and we welcome teacher input and comments. We anticipate that the handbook will be the ‘go-to guide’ for learners and youth seeking advice and tips on fund-raising, and we welcome comments and suggestions from youth groups and learners.

We believe in our South African youth who are not just our leaders of today, but are also our leaders of the future. This philanthropy learning programme is an exciting contribution to developing youth leadership and building youth participation in South Africa.

Shelagh Gastrow

EXECUTIVE DIRECTOR, INYATHELO - THE SOUTH AFRICAN INSTITUTE FOR ADVANCEMENT the youth philanthropy action guide philanthropy the youth

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contents

1. Introduction 5 This section provides a brief introduction to the organisation and its objectives. It also includes suggestions for getting the most out of the YIPPSA book. • About YIPPSA 5 • YIPPSA objectives 6 • How to use the book 6

2. YIPPSA Social Committee (YSC) notes 7 This section provides information and guidelines for the fund-raising and administrative work that YIPPSA Social Committee members will do, such as setting up committees, holding meetings, keeping budgets and organising fund-raising events. • YIPPSA Social Committee (YSC) 9 • YSC roles and responsibilities 15 • Philanthropy and grant making 19 • Community awareness and selecting a beneficiary 22 • Fund-raising tasks 25 • Developing a fund-raising plan 28 • Donors, volunteers and philanthropists 32 • Drawing up a budget 33 • Monitoring your progress 34 • Planning an event 35 • Using the media 37 • Evaluation of the year 40

3. Teachers' notes 41 This section contains information that will help Teacher Advisors to support YIPPSA members. It also provides lessons and formal assessment tasks for Life Orientation Grades 10 to 12. • Role of Teacher Advisors in supporting the YIPPSA Social Committees 42 • Links to the curriculum 44 • Lessons and assessment 48

4. Support information and activities 75 This section provides relevant information to support YIPPSA members and teachers. There are suggested activities for each topic that YIPPSA members or teachers can do in meetings, in the classroom or at workshops.

5. Awards and awardees 103 Every year, Inyathelo gives awards for philanthropy. The awards publicly recognise and acknowledge individual philanthropists who personally play a vital role in the ongoing development of South Africa.

6. YSC Templates 115 These templates can be used by the YIPPSA Social Committee to organise and monitor their fund-raising.

7. References 135

8. Glossary of terms 136 This Glossary is a list of relevant terms and definitions. the youth philanthropy action guide philanthropy the youth

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About the Youth in Philanthropy Programme South Africa (YIPPSA)

The South African Institute of Advancement (Inyathelo) assists institutions and organisations to develop a professional approach to raising the donor investment needed to advance their objectives. While assisting in building skills to access giving, the institute also promotes social responsibility and {personal philanthropy.

By participating in philanthropic activities, youth develop knowledge about the importance of giving, and acquire the skills needed to contribute services to their communities. They strengthen their own awareness of fundamental human rights and values, which enables them to relate to a wide range of people from different cultures and contexts.

With this in mind, Inyathelo developed a programme to target high-school youth and in keeping with their mission to promote philanthropy in South Africa. In February 2006, the YIPPSA pilot programme was introduced to three high schools in the Western Cape. It was soon apparent that this programme had the potential to make a real impact among school-going youth and in the learners’ communities.

In creating a platform for youth to be heard and involved, the YIPPSA training programme encourages youth to be committed, active contributors to the development of caring communities. They are encouraged to express their creativity in how they choose to actively participate in addressing the needs of their communities. Young people bring valuable leadership skills and fresh energy to community work. Because they are encouraged to apply their talents, they encounter few limits to their growth and their ability to bring about positive change. In turn, the youth develop self-esteem and the power to direct their futures.

This opens up possibilities for them to realise their potential, and provides opportunities for them to improve their self-image and extend their own personal expectations. YIPPSA is currently being Although everyone knows implemented in nine Western Cape high schools that youth are the leaders representing a cross-section of private schools, of tomorrow, too few former ‘Model C schools’, and schools in historically people recognise that they disadvantaged communities. The programme aims can be – and in many cases, to build a culture of giving and service among high already are – the leaders school learners and to equip them with the skills of today. and knowledge to deal with topical social issues

ANONYMOUS in their communities, and to raise funds in support of organisations that directly address social issues. the youth philanthropy action guide philanthropy the youth

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YIPPSA objectives

• Build awareness amongst youth about the power of giving. • Encourage youth to be creative and innovative in approaching their personal philanthropy. • Develop youth leadership and voluntarism to nurture a new generation of socially responsible youth. • Promote social awareness and provide skills for young people to take action on issues important to them. • Produce and disseminate information on youth philanthropy.

How to use this book

This resource is divided into different sections that can be cross-referenced for maximum benefit: • Learners in schools, who make up the YIPPSA Social Committee, and their Teacher Advisors, can use the YSC notes, Templates and Support information and activities to raise funds. • Teachers can use the lessons provided in the Teachers' notes as complete Life Orientation lessons and Formal Assessment Tasks. • Other interested groups or individuals can use the Support information and activities to acquire knowledge and deepen skills.

How to use the icons

Case study Activity Quote

Focus Checklist Topic

Tip Next Information meeting the youth philanthropy action guide philanthropy the youth

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As members of the YIPPSA Social Committee (YSC), you will be representing your school. Your main activity will be to raise funds for a non-profit organisation that you { choose to support.

The notes below will help you to plan and monitor your YIPPSA meetings and fund-raising activities. The notes are organised under particular assignments or activities that YSC members are expected to complete.

YSC members can use the notes in the following ways: 1. The chairperson of the YSC should read through the notes before each meeting, and plan an agenda. 2. The notes provide guidelines for monitoring your fund-raising When spider webs and making sure you are on schedule. unite, they can tie 3. The notes can be used to develop skills in running meetings, up a lion. raising funds and managing money.

ANONYMOUS 4. The notes suggest where you can find further information in the Support information and activities section. the youth philanthropy action guide philanthropy the youth

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What do YSC members actually do to organise and raise funds? Below is a summary of the YIPPSA activities for a year.

SET UP the YIPPSA Social Committee

ASSIGN roles and responsibilities for the YSC members

ASSESS needs in the community

SELECT a beneficiary

RAISE funds and make grants

PREPARE for the YIPPSA workshop

MANAGE the YSC portfolio

PLAN an event

VOLUNTEER

KEEP a budget

USE the media

EVALUATE the fund-raising activities

YSC members are expected to develop: • awareness around giving, philanthropy and grant making, • awareness of social issues and problems affecting the community, and • leadership and other skills.

The YSC notes are not designed to be used in a set order. This is because the YSC of each school is responsible for planning fund-raising activities and a year schedule that is best suited to the context in which they are working. However, the notes are organised to help YSC members be as successful as possible at working together, selecting beneficiaries and raising funds. YSC members hold 10 to 12 meetings during the year, and attend a number of YIPPSA workshops. In between their meetings, they complete fund-raising activities.

Each topic focuses on a particular activity that the YSC must complete, and includes a suggested agenda for the meeting to do this activity. • The first set of activities involves setting up a YSC and taking on roles and responsibilities, identifying a social issue and selecting an organisation that will benefit from fund-raising. These activities should be completed in the first two or three meetings. • The second set of activities includes everything that needs to be done to raise funds successfully. • The final activity is an evaluation of the fund-raising efforts, and the completion of the portfolio. the youth philanthropy action guide philanthropy the youth

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The YIPPSA Social Committee (YSC)

SET UP A YSC; ASSIGN ROLES AND RESPONSIBILITIES FOR MEMBERS

A YIPPSA Social Committee plans and organises the volunteering and fund-raising activities undertaken by learners. It has the following roles:

• To represent your school at YIPPSA workshops, camps and events • To take responsibility for driving the YIPPSA programme at your school • To raise money for a local community organisation • To encourage other learners to participate in YIPPSA fund-raising activities • To encourage other learners to join in volunteering at a community organisation.

YSC members are responsible for: • developing and maintaining a portfolio of YIPPSA work, • holding regular meetings, • participating in YIPPSA workshops (up to four workshops), • participating in the YIPPSA youth camp (one weekend camp), and • participating in active fund-raising for community organisations.

There are some responsibilities in forming a YIPPSA Social Committee:

1. Number of committee There are five members to make sure the members workload can be shared. All members will go to the YIPPSA workshops and youth camp.

2. Committee members Members should represent Grades 10, 11 and 12 and include boys and girls.

3. Roles of committee members Each member takes on one of the following roles: • Chairperson • Secretary • Treasurer • Liaison officer • Public relations officer

5. Meetings There should be at least 10 to 12 meetings in the year or three to four meetings per term. A meeting needs to be about 30 minutes, and can be held during break or after school. Each meeting should have an agenda.

6. Teacher Advisor A teacher will help you with any problems that you might have. He or she must be given a schedule of when you plan to hold meetings and the venue that you will use. the youth philanthropy action guide philanthropy the youth

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YIPPSA has the following expectations of YSC members: • You will establish a YSC at your school that has at least five members on the committee and that also involves other learners. • You will involve two teachers who will share the responsibility of overseeing the YSC and its activities. • All five committee members and at least one teacher will attend the workshops and the camp. • You will develop a YIPPSA project portfolio for the year. • You will volunteer your time and energy to your selected beneficiary non-profit organisation. • You will raise money for the organisation. • You will hand over all funds raised to the beneficiary organisation at the last assembly in October. • While you are involved in YIPPSA activities, you should be respectful, disciplined, committed, punctual and honest, and you should represent YIPPSA, your school and your selected beneficiary organisation in an orderly manner while adhering to the YIPPSA disciplinary code of conduct. • You will contact YIPPSA if you have any queries about the programme or activities with which you need advice or assistance. YIPPSA staff are available to help you whenever you need it. • You will have a fantastic learning experience through the YIPPSA programme!

YIPPSA portfolio • The portfolio is useful to the YSC because it helps with planning activities. The information in the portfolio will help you to check what you have done and to know what you still need to do or find out. • The portfolio is also important for YIPPSA. It provides the staff with a way of helping all the YSC members, as well as identifying ways in which they can improve the programme. Information from the portfolio can also be used in YIPPSA publications.

MEETING 1 ACTIVITIES

SUGGESTED AGENDA

• Discuss YIPPSA and your own experiences of volunteering and philanthropy. • Consider the characteristics of YIPPSA YSC members. • Complete the forms. • Review the year's YIPPSA programme. • Plan a portfolio.

1. Talk about the following topics: • How did each of you become a member of the YIPPSA programme? • What do you want to get out of being here? (List the expectations on a piece of paper.) In other words, what are your hopes and/or concerns about participating in the YIPPSA training programme? • What experiences do you all have of being a volunteer, raising funds, or doing leadership or community work? For example, you may have experiences as individuals, or from being members of learner representative councils, religious groups, etc. the youth philanthropy action guide philanthropy the youth

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2. Consider some of the important characteristics of an YSC member a) Read through the list of characteristics below. b) Each of you should decide which you consider to be your five strongest qualities. c) Discuss how these qualities are important in philanthropic and volunteering activities. • Dependability • Dedication • Honesty • Confidence • Punctuality • Critical thinking • Passion for community development • Willingness to contribute to a plan or programme • Ability to listen to others and be respectful • Awareness of surrounding issues • Enjoyment in helping others in entertaining ways • Compassion and sensitivity towards the needs of other people and those less fortunate • Skilled in working with people: friendly, open, flexible, and able to meet others on their own terms, a good listener • Non-judgmental • Self-confidence: ability to function independently, and to solve problems with the assistance of other team members when necessary • Ability to recognise fears and limitations • Passion and enthusiasm It’s the greatest of all • A belief that volunteering makes a difference and mistakes to do nothing that passion can inspire others to take up because you can only the cause do a little. Do what • Commitment: to make a difference and a change you can.

requires commitment to the cause SIDNEY SMITH • Positive attitude: positive effort and energy, enthusiasm and drive

3. Complete the forms listed below and place them into the portfolio/file after the first meeting. They should be handed in at the next YIPPSA workshop. • The YIPPSA programme membership form • The YIPPSA pre-assessment form • The YSC's expectations, concerns and hopes form

RUNNING A MEETING

1. Always have a prepared agenda. 2. Decide beforehand on a time to end the meeting. 3. Record everything that is said in the meeting. the youth philanthropy action guide philanthropy the youth

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4. There are workshops and camps for YIPPSA members throughout the year. Read through the programme below. It explains what will happen at each event.

THE YEAR’S PROGRAMME

EVENT DETAIL

Roadshow YIPPSA coordinators speak at your school assembly about the programme and philanthropy.

Workshop 1 We focus on starting the YIPPSA Social Committee, the roles and responsibilities, the expectations for the year, this year’s programme, and giving and philanthropy.

Youth camp We focus on social awareness, community mapping, fund-raising and grant making.

Workshop 2 We focus on marketing, events management and keeping a budget.

Youth Day Celebration We celebrate national Youth Day.

Workshop 3 We focus on using the media and reflect on the lessons learnt over the year, as well as wrapping up the year.

Site visit We assess committees' portfolios and individual performances on the programme.

Celebratory lunch We hand over certificates and say goodbye to friends

Handovers Each school hands over the money raised to their selected beneficiary organisation during a school assembly between September and October. the youth philanthropy action guide philanthropy the youth

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5. Read through the different documents in the Templates section that are required for the portfolio, which is a file that contains all the YSC documentation (see page 10).

The importance of team work

An important requirement of the YIPPSA programme is that participants must work together as a team in their YIPPSA Social Committees. The YSCs at each school include five learners. Each team member has a different portfolio such as a chairperson, a secretary, a treasurer, a public relations officer and a liaison officer. Together, the committee is responsible for delivering on the tasks and objectives of the YIPPSA programme.

Effective teamwork is crucial for the successful implementation and delivery of the team goals. Working together in a group is an exciting opportunity for team members to put their heads together and plan and arrange their fund-raising activities. Manenberg High School believes that they can do more as a team than working individually and they have demonstrated that working together is more fun than working alone.

“We meet every second week to discuss our plans. Every team member gives his or her own idea and then we vote on the idea we like the most. After that, we run with the idea we like and delegate the various tasks. If we get stuck, we ask each other for help and make sure we’ve got each other covered.”

VEROLINA WILLAMS, GRADE 11, MANENBERG HIGH SCHOOL, MANENBERG

USING THE TEMPLATES TO HELP YOU

There are some forms that will make it easier for you to run and organise your meetings. The Templates section of this file contains blank copies of these forms that you can use. the youth philanthropy action guide philanthropy the youth

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HAVE YOU COMPLETED THE FOLLOWING?

ACTIVITY YES/ NO COMMENT

Completed the form: Becoming a member of the YIPPSA programme

Completed the form: YIPPSA pre-assessment form

Completed the form: The YSC's expectations, concerns and hopes

Understood the portfolio requirements

Set the date for the next meeting

Informed the Teacher Advisor

Read the list of YSC roles and responsibilities.

+ Find out more about giving, voluntarism and philanthropy. the youth philanthropy action guide philanthropy the youth

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YSC roles and responsibilities

ASSIGN ROLES OF YSC MEMBERS

It is important for everyone on the YIPPSA Social Committee to know what their roles and responsibilities are. We all have different strengths, so it is best if the committee members take on roles that interest them and that they feel confident doing. That way, everyone will work well together, and the year will be a success.

How do you decide who will do what on the YSC? • Members can ask to be given a certain role if they think they are the best person to do that job. • If there is more than one person who wants a particular role, then the appointment should be voted on by the other members.

As the secretary, I take notes and keep As the liaison officer, I a record of everything, like the names make sure everyone knows of organisations. I also carry the main what is happening. responsibility for ensuring that the YIPPSA portfolio is kept up to date. I'm the treasurer, which means that I’m the pubic relations I'm responsible for officer. As the voice of all financial matters. I’m the chairperson. This the YSC, I make sure means I run meetings that other people know and projects. what we’re doing.

There are also tasks that everyone does, such as organising events and fund-raisers, and representing the school at YIPPSA events. the youth philanthropy action guide philanthropy the youth

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To do fund-raising in a way that has value, you first need to identify needs within your community and ways in which you can help.

Why is this important for philanthropy and fund-raising? • It assists in team building. • It assists in the easy identification of different groups and their needs within a community. • It helps to build links between the school and the community. • It develops a sense of local responsibility and active citizenship. • It helps to shape our understanding of a place. • It helps a group of people share and affirm their collective knowledge about their area.

MEETING 2 ACTIVITIES

SUGGESTED AGENDA

• Assign roles and responsibilities. • Allocate research tasks to identify issues and needs in the local community.

1. Assign roles and responsibilities a) Read through the detailed list below. b) Decide who will take on each role. Record your decisions.

ROLE RESPONSIBILITY

Chairperson • Chairs meetings • Sets the agenda and keeps the meeting on track • Makes sure that everyone gets a turn to speak at the meetings • Keeps in touch with the subcommittees (if applicable) and makes sure that they are being run effectively • Coordinates any projects that the group is working on • Represents your school committee at YIPPSA events and to other participating schools, and must be present for all meetings throughout the year (at the YIPPSA workshops, events and youth camp) • Participates in the YIPPSA programme and provides advice and feedback on the YSC

Secretary • Takes minutes during meetings • Keeps and organises the portfolio (file of all YSC documentation) • Has the previous meeting’s minutes ready • Keeps an accurate membership list, including contact numbers • Keeps a copy of all information and letters sent out the youth philanthropy action guide philanthropy the youth

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ROLE RESPONSIBILITY

Secretary (cont.) • Keeps copies of information accumulated by sub-committees • Represents your school committee at YIPPSA events and to other participating schools, and must be present for all meetings throughout the year (at the YIPPSA workshops, events and youth camp) • Participates in the YIPPSA programme and provides advice and feedback on the YSC

Treasurer • Keeps track of all funds that have been raised • Keeps track of all administration expenses including copies of financial documents or information • Represents your school committee at YIPPSA events and to other participating schools, and must be present for all meetings throughout the year (at the YIPPSA workshops, events and youth camp) • Participates in the YIPPSA programme and provides advice and feedback on the YSC

Liaison officer • Contacts all members of the YSC with a reminder of meetings and events • Keeps an attendance list of meetings and YSC events (i.e. if member can not attend a meeting, the liaison officer should be informed) • Acts as the contact person for YIPPSA coordinators to liaise with around YIPPSA workshops, events and site visits • Represents your school committee at YIPPSA events and to other participating schools, and must be present for all meetings throughout the year (at the YIPPSA workshops, events and youth camp) • Participates in the YIPPSA programme and provides advice and feedback on the YSC

Public relations officer • Provides information on the committee to the school newspaper, yearbook, YIPPSA website, and by word of mouth, etc. • Helps recruit new members by putting up posters, distributing handouts, making public address (PA) announcements, etc. • Represents your school committee at YIPPSA events and to other participating schools, and must be present for all meetings throughout the year (at the YIPPSA workshops, events and youth camp) • Participates in the YIPPSA programme and provides advice and feedback on the YSC the youth philanthropy action guide philanthropy the youth

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2. Identify needs in the community You can do this by carrying out a survey. Ask groups or individuals about the problems that they experience and the possible solutions. You can do the following: a) Make a list of issues and topics. b) Use them to prepare a questionnaire. For example, you can list five issues and ask the people you interview to rank them in order of importance from one to five, where five means the issue is considered very problematic and one means it is much less problematic. The issue that scores the most points is the issue that most people are concerned about. c) Ask at least 30 people to complete the questionnaire. Try to ask a range of adults and youth, both male and female.

HAVE YOU COMPLETED THE FOLLOWING?

ACTIVITY YES/ NO COMMENT

Allocated roles and responsibilities

Planned a survey and allocated tasks to identify issues in the local community

Set the date and agenda for the next meeting

Written up the minutes of the meeting

Informed the Teacher Advisor

Make sure you know what is meant by voluntarism and philanthropy. Complete the survey.

Read through the information to find out more about + successful meetings. the youth philanthropy action guide philanthropy the youth

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Philanthropy and grant making

SELECTING AN ISSUE AND A BENEFICIARY ORGANISATION

A grant is a sum of money given for a particular purpose. You will raise funds, which you will then give as a grant to an organisation you select.

MEETING 3 ACTIVITIES

SUGGESTED AGENDA

• Giving, philanthropy, grant making and voluntarism. • Identify needs. • Identify organisations working in a selected field.

1. Discuss your understanding of these terms: • Giving • Philanthropy • Voluntarism • Grant making

2. Discuss the results of your survey: a) What social issues are prevalent in your area? b) Reflect on the perceptions that other people have about your area and whether or not you are aware of them. c) Discuss whether or not you as a group agree with these perceptions. d) Decide how these perceptions will affect your fund-raising drive? e) Identify who is dealing with these social issues. Do any organisations you know of work in this area?

This research on non-profit organisations working in the area should be handed in at the next YIPPSA meeting.

3. The following are steps that you can follow in grant making. Read through all the steps first and then plan what you will do according to a schedule. Your schedule should be for the time between now and the next workshop. Step 1: Study your survey again. Determine your committee’s grant-making priorities (i.e. youth, children, the environment, drug abuse, HIV/Aids, etc.). Step 2: Choose at least three community organisations that your committee agrees are important. Step 3: Develop criteria that you will use to assess each potential grantee (for example, organisations that serve your neighbourhood, charities with a good reputation for honesty and efficiency, and projects making a real and measurable difference). Step 4: Send an introduction letter and arrange a site visit to the three organisations. the youth philanthropy action guide philanthropy the youth

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Have you completed the following? Activity Yes/ no Comment Feeling good about volunteering

Volunteering your time has a meaningful and positive impact on your community! It is empowering to know that you have the power to make a difference and to contribute to the well-being of others. Volunteering reaches beyond simply offering time, as it has an impact on other people’s lives as well as your own, thereby ensuring a profound and remarkable experience that helps you to build positivity. Volunteering can open your eyes to social challenges in your community and encourage you to learn, gain experience and grow as an individual.

Herzlia High School is passionate about its selected beneficiary organisation Glendale Home, based in Cape Town. Learners believe that the value of volunteering time has a direct and immediate impact on the emotional well- being of the residents of Glendale Home. The school makes a point of gathering learners twice a week to go to Glendale Home to play chess and soccer, to read and just to talk to the residents.

“Some of the people at the residence are really lonely and vulnerable. They look forward to the learners coming because we make them feel happy and better just playing and spending time with them.”

LIORA STANDER, GRADE 12, HERZLIA HIGH SCHOOL, CAPE TOWN

Oude Molen High School also believes in this concept of investing time to make a difference in people’s lives. The school has a strong culture of volunteering time at non-profit organisations. The learners selected Place of Hope, a centre for abused women and children in Athlone. The YSC at Oude Molen encouraged other learners to help with cleaning and maintaining the centre.

“It is really great to see the smile on women’s and children’s faces when we are there.”

DAVID DANIELS, GRADE 11, OUDE MOLEN HIGH SCHOOL, PINELANDS

There are many different ways for you to volunteer your time, and there are many different organisations that welcome volunteers. Always bear in mind, though, when volunteering at an orphanage, a shelter for abused woman and children, or a home for the mentally challenged, that there are certain policies and rules to guide volunteer behaviour, to ensure the safety of residents and to prevent any violations against vulnerable residents.

“I always feel good after volunteering time, because it makes me realise how lucky and fortunate I am.”

LIORA STANDER, GRADE 12, HERZLIA HIGH SCHOOL, CAPE TOWN the youth philanthropy action guide philanthropy the youth

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HAVE YOU COMPLETED THE FOLLOWING?

ACTIVITY YES/ NO COMMENT

Identified an issue you feel strongly about

Selected three organisations working in a specific field

Sent letters of introduction and arranged site visits

Set the date for the next meeting

Written up the minutes of your meeting

Informed the Teacher Advisor

• Go on site visits. • Complete the YIPPSA Beneficiary Identification Form (one for each of the three organisations). • After the site visit, send each organisation a letter thanking them for their time and letting them know that they will be notified of your decision in May.

+ Develop your understanding of different social issues. the youth philanthropy action guide philanthropy the youth

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Community awareness and selecting a beneficiary

SELECT A BENEFICIARY; SET A FUND-RAISING GOAL; START PLANNING A FUND-RAISING ACTIVITY

By the end of the first term, you need to have selected an organisation that you are going to assist. You also need to consider how you are best equipped to help them.

Deciding on a project – SWOT analysis of your own capacity A project based on the assumption of outsiders and on incomplete information is, in most cases, a failed project. You need to decide what information you will need about your target group (i.e. beneficiary) and the community within which the project is to be implemented.

Once you have identified the resources and services of the community, the first step to planning is to assess your strengths, weaknesses, opportunities and threats. This method of assessment is called a SWOT analysis and you can do it in both your personal and your group planning. The SWOT analysis will help you to find out what resources are available and which ones you need in order to match your group's capacities with the needs of the community.

OPPORTUNITY Where can you WEAKNESS get these What resources? resources do THREAT you need? What could negatively affect your plan?

SWOT ANALYSIS STRENGTH What resources do you have to work on this project?

MEETING 4 ACTIVITIES

SUGGESTED AGENDA

• Report back on site visits. • Decide, as a group, how you will distribute your grant money and support the chosen organisation. • Prepare for the workshop. the youth philanthropy action guide philanthropy the youth

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1. Select a beneficiary organisation

2. Do a SWOT analysis

3. Prepare for the workshop Once your committee has decided which community or non-profit organisation to fund and support, you must hand in the documents below at the next YIPPSA workshop. Use this meeting to organise these documents: • The beneficiary identification form • A list of members, learners and teacher advisors involved in this year’s YIPPSA programme • Photograph/s of your YIPPSA Social Committee (if you don’t have access to a camera, let us know and we’ll come and take the photo on our next site visit) • The volunteer schedule, which should include the dates on which learners will volunteer at the organisation you have selected, as well as the names and grades of these learners • Any other information you’d like to share. For example, you might like to include: - what you learned about the voluntary sector and non-profit organisations, - interesting aspects that arose while you were deciding on your chosen organisation, and - your most difficult decision as a group.

4. Use your analysis to set a fund-raising goal

Evaluating beneficiary organisations

Evaluating a potential beneficiary organisation is an important part of deciding which cause you would like to support. YIPPSA encourages YSCs to identify more than one organisation in their community and to develop a clear set of criteria for selecting the organisation they feel most comfortable supporting. This process encourages learning about different social challenges and the organisations that address these challenges.

The best way to get a sense of what an organisation does is to visit the organisation and interview the manager. There are many key questions you could ask that would help you to develop a clear picture of the organisation, including questions that relate to the work the organisation does, who else supports the organisation, how many people they provide services to, and how they manage their money. You would also need to find out what the organisation’s major needs are that you could assist with if you had to choose them as your beneficiary organisation. This information will give you an indication of the impact that your efforts could have on the selected organisation. Cape Town High School interviewed three organisations, which enabled them to gather sufficient information and to get a good idea of how the organisations operate and what they do. The learners at Cape Town High said that the site visits to these organisations helped them to evaluate the needs of the different organisations and to make up their minds about who they would like to support. the youth philanthropy action guide philanthropy the youth

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“It also gave us a sense of what the people are like at the organisations. The first organisation we went to see gets lots of funding already and we felt that we could make more of a difference at another organisation that is not as well funded. The second organisation was not very welcoming. They did not treat us like potential funders and they felt more irritated that we wanted to see what they do. The third organisation is the one we selected because they took time out to talk to us and explain what they do. We also fell in love with the children staying at the centre and we immediately knew we wanted to help them.“

ZODIDI DANO, GRADE 11, CAPE TOWN HIGH SCHOOL, CAPE TOWN

CAPE TOWN HIGH SCHOOL SELECTED ‘ONS PLEK’, WHICH IS A HOME FOR ABUSED AND VULNERABLE CHILDREN.

HAVE YOU COMPLETED THE FOLLOWING?

ACTIVITY YES/ NO COMMENT

Identified a beneficiary organisation

Completed a SWOT analysis

Prepared for the workshop by completing the following: • A beneficiary identification form • A list of members • Photograph/s of your YIPPSA Social Committee • A volunteer schedule

Set a fund-raising goal and recorded it

Set the date for the next meeting

Written up the minutes of your meeting

Informed the Teacher Advisor

Think about what you know about fund-raising and managing money. the youth philanthropy action guide philanthropy the youth

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Fund-raising tasks

The following focus topics all relate to fund-raising tasks: • Accountability and managing money • Developing a fund-raising plan • Donors, volunteers and philanthropists • Drawing up a budget • Monitoring your progress • Planning an event • Using the media

You can use these focus topics in any order for organising, monitoring and undertaking your fund-raising activity. You should have regular meetings to check your progress and to review what you still need to do.

Accountability and managing money It’s important to remember that the YSC is raising funds on behalf of the school for the benefit of the beneficiary organisation. In this meeting, you will go over the five principles for accountable fund-raising.

Be concerned: YSC members involved in fund-raising should be guided by what will benefit their selected organisation. They should not try to make any gains for themselves, their family or their friends. They have a duty to be open about any personal or private interests relating to their duties and to take steps to resolve any conflict of interests.

Be honest: YSC members involved in fund-raising should not allow outside individuals or organisations to influence them in their tasks through financial or emotional pressure.

Be accountable: YSC members involved in fund-raising are accountable to the school, and should be prepared to answer any relevant questions about their activities.

Be open: YSC members involved in fund-raising should be transparent about all decisions and actions that they take. They should give reasons for their decisions and not restrict information unless there is a valid reason.

Be an example: YSC members involved in fund-raising should promote and support these principles by leadership and example. the youth philanthropy action guide philanthropy the youth

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You will be working (hopefully) with a lot of money that you raise for your beneficiary, and that others donate. In other words, it’s not your money. This means you need to be very careful and disciplined about all financial matters.

Accountability is the most important aspect in dealing with other people’s money. To be accountable means to be responsible and open to others about what you do. All members of your committee should be trustworthy and reliable. You will need to keep a report to prove that the money was used for its intended purpose. This will help you demonstrate transparency or openness in your activities in order to build a relationship with the funder – and increase your chances of receiving further funding.

MEETING 5 ACTIVITIES

• What will happen to the money you collect? Read through the chart below and discuss any questions or problems.

THE PROCESS OF COUNTING MONEY

Fund-raising event

School cheque prepared for the official handover to organisation

Treasurer and chairperson sign for money and hand over to teacher

Principal signs for money received and banks in school bank account or places in school safe. Money should be Treasurer and teacher sign recorded as funds raised for money received and for your selected hand over to principal organisation the youth philanthropy action guide philanthropy the youth

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2. Copy and use the income and expenditure form at all your meetings, as soon as you start spending or collecting money, to manage the flow of the money.

DATE: SIGNED: (TREASURER)

INCOME AMOUNT EXPENDITURE AMOUNT BALANCE

DATE AND REASON DATE AND REASON

Effective accountability

A core focus of the YIPPSA programme is raising money for a beneficiary organisation. This means that people support and give money because they believe in the particular cause or organisation that learners have chosen to support – and they want to make a difference with the money they give. What they will also want to know is that the money they have given is going to be spent in an honourable manner for the cause intended. An excellent example of effective accountability around fund-raising and money management is St Andrews High School in Elsies River. The members of the YIPPSA Social Committee at St Andrews High School take their accountability seriously, recognising that they are not only raising money for their beneficiary organisation, but also raising money in their school’s name as well as in the name of YIPPSA. The treasurer and the supervising teacher at St Andrews High School have kept a detailed record of all the money raised and spent. On any given day, you could walk in and ask to see their financial records. You will find these records all filed and in order. Their meticulous and accurate accountability structures allow them to call on continued support from fellow learners and other community members. At the end-of-year handover, the money raised by St Andrew’s High is presented to the beneficiary organisation in the form of a school cheque. This ensures accountability, and also demonstrates to learners that their money is going to the selected beneficiary organisation.

In 2008, St Andrews High School managed to raise R5 000 for Cravenby Care Centre. YSC members at St Andrews are particularly proud that – because of excellence in their accountability – they can continue to count on the support of their fellow learners, teachers and parents. the youth philanthropy action guide philanthropy the youth

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HAVE YOU COMPLETED THE FOLLOWING?

ACTIVITY YES/ NO COMMENT

Understood the process of managing money

Put everything in place to manage the funds

Kept a record of all financial slips (the Treasurer's responsibility)

Completed the income and expenditure form

Set the date for the next meeting

Written up the minutes of your meeting

Informed the Teacher Advisor

+ Read the notes on fund-raising.

Developing a fund-raising plan

Fund-raising isn’t simply about asking people to give you their money. The best way to raise funds is to make sure everyone knows exactly what the money is for. In this meeting, you will look at how to develop a fund-raising plan.

REFERENCING There are five ways to make sure that your fund-raising is successful: If you already have a current • Form an effective committee funder, but still require more • Plan the project carefully funding, make reference to • Publicise the project widely them in your funding proposal. • Implement and monitor the process of the This reference will encourage project closely others to give resources as • Evaluate the project afterwards. they are able to see your YIPPSA Social Committee’s commitment and initiative. the youth philanthropy action guide philanthropy the youth

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MEETING 6 ACTIVITIES

1. Look at the chart below to understand the YIPPSA fund-raising process.

DEVELOPING YOUR FUND-RAISING PLAN

Beneficiary Hand over organisation cheque to Beneficiary beneficiary information organisation at form Needs of the assembly beneficiary organisation

Realistic financial target Fund-raising Activities / plan raise funds Ways of achieving the target

Community Who’s going mapping to help? Donor world

2. Discuss these questions. The secretary must write down all your responses and place them in the portfolio. a) Who do we want to raise money for? b) Why do we want to raise money for them? c) Towards what specific needs are we directing our funding? What do we want to raise the money for? What are the needs of the target audience/beneficiary? d) What impact do we want our project to have and how many people will it reach? What will be the long-term impact? e) How will this project benefit the beneficiary or community? f) Does the project address priority issues as identified by the YIPPSA Social Committee? g) Will the project build community skills and strengths? h) Do we believe in this cause and can we pass our passion on to others? i) How much money do we want to raise? j) How are we going to raise the money? What fund-raising activities are suitable? k) Whose support do we need to run this event or activity? l) What costs do we need to pay for? m) Who could we ask for support or donations? the youth philanthropy action guide philanthropy the youth

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n) Who else do we need to involve? o) When will the event or activity take place? p) What resources do we need?

q) How will we advertise the activity or event?

r) How will money be collected? s) How can we keep the money safe until we hand it over to the principal or organisation? t) What might go wrong? How can we prevent this from happening? u) Are the goals and activities described clearly, and is the plan viable (workable)? v) How are you involved in planning and implementing the project? w) How will the project measure or evaluate the intervention in the short term and the long term?

In your process of raising resources, have you thought of including your local church, community leader, restaurant, café, hair salon, other schools, etc? the youth philanthropy action guide philanthropy the youth

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Innovative fund-raising initiatives

The key to success in raising money for a beneficiary organisation is gaining support from your fellow learners, teachers, parents, businesses and other community members. People are willing to give money but, more importantly, they are more willing to spend money on something tangible or an experience they can enjoy.

A major challenge is to come up with innovative and exciting ideas to raise money for a beneficiary organisation. This does not have to be a painful exercise. Rather, it can be a really fun part of the process – and learners can make it as interesting as possible by brainstorming concepts that focus on offering a service, product or experience that people will pay for and enjoy, while contributing to a worthwhile cause. Milnerton High School has demonstrated the advantages of gaining support from fellow learners and community members. Their fund-raising initiatives included holding a 'Runathon' with learners who paid an entrance fee, collecting teddy bears and books for a community school, selling fudge and flags, collecting money as part of their 'casual wear' days, holding a concert, collecting clothes and blankets for the poor, and collecting goods for the soup kitchen at which they also volunteered time.

The learners at Milnerton High School proved that small fund-raising initiatives can ultimately make a huge impact. In 2008, Milnerton High School successfully raised money and goods in kind to the value of R18 138-50 for four different beneficiary organisations.

HAVE YOU COMPLETED THE FOLLOWING?

ACTIVITY YES/ NO COMMENT

Decided how you will raise funds

Drawn up a fund-raising plan

Set the date for the next meeting

Written up the minutes of the meeting

Informed the Teacher Advisor

Refer to the information on fund-raising and event + management for guidance. the youth philanthropy action guide philanthropy the youth

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Donors, volunteers and philanthropists

RULE 1 OF FUND-RAISING: IF YOU DON’T ASK, YOU DON’T GET! YOU HAVE TO ASK!

Do you know why people like to contribute or give to a cause or a project? If you know these reasons, you are more likely to be able to get support and donations. Remember that finding donors takes hard work (especially changing prospective donors into actual donors).

What are the most important things to Never doubt that remember about donors? a small group of • Be respectful. thoughtful committed • Be aware of how you engage with donors, regardless of citizens can change the whether they are giving you R1 or R1 000. world; indeed, it is the only • Always keep your donors updated on your progress. thing that ever has. • Let your donors know what you have achieved with the MARGARET MEAD money you raised (that is, the money they gave you). • ALWAYS SAY THANK YOU.

MEETING 7 ACTIVITIES

1. Have a 'brainstorming session' to list the people in your network of contacts and your community who are the obvious matches between the 'issue' and the 'ask'. In other words, are there people with resources who are likely to support your cause – either because of their passion for the cause, or because of their trust in you? For example, if you are raising money to buy a computer for a local organisation, you might want to approach a shop or business that specialises in electrical appliances or computer hardware, for support. Maybe there is someone who attended your school who now is a computer specialist or a business owner.

Work through all of the following categories: • Individuals • Local business people • Community leaders • Possible corporate sponsors

2. Identify who these people are and work out what your approach will be. • Do you appeal to their existing support for the particular cause or a similar cause? • If so, how are you going to persuade them to support your efforts? • What is the best way to approach them – with a letter, in a meeting, or using another creative and attention-grabbing strategy? the youth philanthropy action guide philanthropy the youth

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3. Think of creative ways that you can keep your donors and supporters updated with your activities (without overwhelming them with information and possibly irritating them).

HAVE YOU COMPLETED THE FOLLOWING?

ACTIVITY YES/ NO COMMENT

Identified donors

Approached donors

Thanked and updated donors

Set the date for the next meeting

Written up the minutes of the meeting

Informed the Teacher Advisor

Drawing up a budget

Usually you need to spend money in order to make money. However, for your fund-raising to be successful, you need to make as much money as possible, while spending as little as possible. You can avoid spending money by looking for people to volunteer time and skills, as well as to make donations of cash or goods.

MEETING 8 ACTIVITIES

1. Draw up a budget for your fund-raising activity. a) Think about what your expenses will be. b) Consider ways to raise this money, or avoid spending money. the youth philanthropy action guide philanthropy the youth

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HAVE YOU COMPLETED THE FOLLOWING?

ACTIVITY YES/ NO COMMENT

Drawn up a budget

Identified ways of saving expenses

Updated your income and expenditure form

Thanked and updated donors

Set the date for the next meeting

Informed the Teacher Advisor

Monitoring your progress

Once you have planned your fund-raising with your group, you need to set goals against a time line and plan a budget in order to achieve these goals.

MEETING 9 ACTIVITIES

Throughout the fund-raising process, the group needs to monitor the development of the project.

1. Use the following questions to evaluate and monitor the project’s development: a) Is the group meeting the needs of the project? b) Are all YSC members happy? c) Do we have enough resources? d) Who do we need to ask for help? e) Are we running behind schedule? f) Do we need to draw up a new schedule? g) What has been successful? h) What needs to be changed? i) Are the beneficiaries still involved? j) Is the community still supporting us? the youth philanthropy action guide philanthropy the youth

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2. Revisit the goals that you set at the It is better to light one candle than beginning of the year, so that you to curse the darkness. CONFUCIUS can measure the successes and challenges of the project.

HAVE YOU COMPLETED THE FOLLOWING?

ACTIVITY YES/ NO COMMENT

Monitored your progress

Revised your plan

Updated your income and expenditure form

Thanked and updated donors

Set the date for the next meeting

Written up the minutes of the meeting

Informed the Teacher Advisor

Planning an event

In this meeting, you will take a closer look at how to plan a successful event. Being organised means that you must start to plan long before it is due to take place.

MEETING 10 ACTIVITIES

1. Look at the table on page 36. It contains guidelines to help you plan your event. a) Start with all the information that you have. b) Copy it on a large piece of paper. Use the fourth column to fill in information for your own event. the youth philanthropy action guide philanthropy the youth

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1 Why Main purpose of To raise money the event for your selected organisation

2 Who Who is your Parents, fellow audience learners, teachers (people attending)?

3 Where Where will you hold School hall, local this event? civic hall, school parking lot

4 What What type of event Idols, car wash, will it be? cake sale, talent show

5 How How much will this R1 000 needed in event cost to total and the cover arrange? And how charge will be R50 much will your per person cover charge be?

6 Which What should you List all the things Way focus on? you need, i.e. DJ, MC, buckets and clothes, décor, etc.

7 What if Contingency plan/ What if it rains Back-up plan (e.g. car wash)?

SHARING IDEAS

Although you each have different roles on the YSC, it is important to remember that you can all make a contribution to the group by sharing your thoughts, skills and ideas. the youth philanthropy action guide philanthropy the youth

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HAVE YOU COMPLETED THE FOLLOWING?

ACTIVITY YES/ NO COMMENT

Monitored your progress

Revised your plan

Updated your income and expenditure form

Thanked and updated donors

Created a planning table for each event and placed it in your portfolio

Set the date for the next meeting

Written up the minutes of the meeting

Informed the Teacher Advisor

Using the media

The YSC can use the media to help with fund-raising. In this meeting, you will look at ways in which you can use the media to help you.

The media includes all methods of communicating with the public, which can be: • SMSs • Radio • Television • School notice board • Flyers and pamphlets • School magazines • Newspapers and community papers

It's worth knowing how to get the most out of the forms of media that you use. For example, imagine that you are going to give a speech in assembly or an interview on the local community radio about a fund-raising event that you have planned. the youth philanthropy action guide philanthropy the youth

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You need to make sure of the following: • Find out exactly how much time you have to talk. • Define your agenda – what is it that YOU want to get across? • Prepare a key message and supporting points. • Remove jargon and long explanations. • Anticipate questions (easy, hard and terrible) and prepare your responses. • Get to know the media outlet (i.e. know who you are talking to and who their audience is). • Know the interview format (is it a newspaper interview, is it radio, is it a phone-in show, etc.). • Stay calm. • Make sure that all the information you provide is correct. • If you don’t have the information that you are asked for, don’t pretend you do – simply say that you don’t have that information. • If you make a mistake, correct yourself as soon as possible.

Sometimes you need to depend on journalists and reporters to tell your story, or get across your message. Here are four rules of communicating with the media: • Understand the media that you are using. • Make your story newsworthy by giving ‘good’ story elements. • Provide clear information. • Be aware of deadlines.

MEETING 11 ACTIVITIES

1. Write a media release to let people know who you are and what you are doing. A media release is a short, catchy, written story that will give you coverage in the media. It can also provide journalists with all the necessary elements of the story (who, what, why, when, how, where).

2. Ask these questions before sending your story to the media: • Is the story interesting? • Does the story answer the five Ws (where, what, when, who, why), and H (how)? • Are all the facts correct? • Is the story placed in a broader context? • Is it relevant to the journalist, the target audience and the type of media being used? • Is the language clear and concise? • Is the grammar and spelling correct? • Are there any visual aids like photographs to make it more interesting? • Is the caption for the photograph correct?

ETHICS

Never criticise the work of other organisations in your community in order to compete for funding. the youth philanthropy action guide philanthropy the youth

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HAVE YOU COMPLETED THE FOLLOWING?

ACTIVITY YES/ NO COMMENT

Monitored your progress

Revised your plan

Updated your income and expenditure form

Thanked and updated donors

Written and distributed a media release

Set the date for the next meeting

Written up the minutes of the meeting

Informed the Teacher Advisor

Evaluation of the year

In this meeting, you will discuss and evaluate how you and others have benefited from your philanthropic project, including from the funds that you have raised.

MEETING 12 ACTIVITIES

1. Discuss your progress, including the strengths and weaknesses of your project. 2. Make sure you have completed the YSC portfolio monitoring sheet and the YSC member monitoring sheet. the youth philanthropy action guide philanthropy the youth

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The impact that YSCs make beyond just raising money

YIPPSA Social Committees are making an impact beyond the money that they raise and the time that they volunteer. YIPPSA learners become agents of change in their communities and are positive role models for other learners and youth.

A powerful example of this kind of impact is Luhlaza High School’s YSC, which raised money and volunteered time at the Masibamisane Centre, a day facility for the aged. Eight elderly women from the centre walked to the school to collect the money. After accepting the money, they made a moving speech, praising the YIPPSA programme for teaching and helping the learners to become agents of change. More importantly, though, these women took turns thanking the learners for caring enough about them to raise money and spend time with them, keeping them company and cooking with them. These women spoke of how they have tremendous respect for the YIPPSA learners who have shifted their impression of youth in their township from 'drunk and disrespectful' to 'caring and strong', thereby renewing their faith in the youth.

This shows the extent to which young people can make a difference and how youth have the power to engage positively in society.

HAVE YOU COMPLETED THE FOLLOWING?

ACTIVITY YES/ NO COMMENT

Monitored your progress

Evaluated your activities

Updated your income and expenditure form

Thanked and updated donors

Completed a post-assessment form

Informed the Teacher Advisor the youth philanthropy action guide philanthropy the youth

40 2. YIPPSA Guide Final P41-74:YIPPSA Guide 2009 3/4/09 5:01 PM Page 41 3 teachers’ notes supporting youth philanthropy

Teachers and other responsible adults can play an important role in developing a culture of caring, giving, voluntarism and philanthropy among the young { people they teach and work with.

Young people tend to show their commitment to community upliftment through philanthropy by: • supporting a wide range of issues, not just those focused on youth, • being creative in their approach to solving problems, • supporting those in need in ways beyond fund-raising.

Youth philanthropy is also a vehicle for developing leadership skills, team building and communication. It encourages youth to look at solutions to social issues, rather than focus on problems. Youth philanthropy also helps to build local community support. Youth are seen and treated as responsible agents for change. They establish links with community organisations, industries and commercial enterprises and learn to understand the issues in the local area.

Individually, learners can and should be encouraged to practise acts of philanthropy. However, the YIPPSA Social Committee provides them with the opportunity to work collectively and to combine their skills and energy to benefit a cause that they care about. the youth philanthropy action guide philanthropy the youth

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Teachers can be involved in YIPPSA and its work in different ways: • Teacher Advisors assist, support and monitor the activities of the YIPPSA Social Committee. • Teachers can use the information (in the Information and activities section) as reference material for preparing lessons. • Teachers can use the activities (in the Information and activities section) for assessment- based lessons in Grades 10 to 12 Life Orientation.

Role of Teacher Advisors in assisting the YIPPSA Social Committees

1. To assist the YSC with advice when required. 2. To offer guidance where needed. 3. To transport the YSC members to and from YIPPSA workshops. 4. To be the contact person between the YSC and the school management. 5. To ensure that the YSC meet regularly and the portfolio is kept up to date. 6. To monitor the discipline of YSC members while attending YIPPSA workshops and the youth camp.

The Teacher Advisors should familiarise themselves with the contents of the YSC notes. These notes provide details of: • the composition of the YSC and its roles and responsibilities, • the programme for the year, • what the YSC should be covering in each meeting, • the portfolio.

The YSC will need some help with equipment in order to function and organise themselves effectively. As the Teacher Advisor, you could assist by making sure they have some limited and monitored access to the following, within reason: • Stationery • School letterheads and paper for writing official letters • Envelopes • Computer and printer • Photocopier • Telephone and fax machine • Receipt book the youth philanthropy action guide philanthropy the youth

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The importance of support from principals and teachers

The backing and support of your school principal and a committed teacher overseeing your participation in the YIPPSA programme is crucial for the success of the YIPPSA Social Committee (YSC). Zwaanswyk High School in Bergvliet, Cape Town is a wonderful example of how positive supervision and support from the principal and teachers contributes to participant success.

Ms Carnita Steyn, the supervising teacher of the YIPPSA programme at Zwaanswyk High School, makes sure that all the learners attend all programme activities and that the learners hold regular committee meetings to plan their fund-raising initiatives. Ms Steyn also offers support and advice when learners get stuck on any particular programme issue. Learners come up with all the fund-raising ideas and present them to Ms Steyn, and they collectively decide on the most practical idea. Ms Steyn and the YSC members then approach the principal and pitch their fund-raising idea to gain support. The principal, Dr de Bruyn, believes in the values and principles of the YIPPSA programme and has great trust in the learners’ capabilities. Dr de Bruyn usually gladly gives the 'okay' for the YSC’s fund-raising ideas and offers additional advice to make their project more successful. He shows active interest in the progress of the YIPPSA participants by regularly checking on how they doing and finding out if they need further support. Dr de Bruyn makes the YIPPSA programme an active part of his school environment by giving the YSC members scope and opportunity to be creative in their approach to their fund-raising initiatives. He offers further support by: • allowing learners to use school venues and equipment, • making sure learners have transport to attend workshops and events, • welcoming YIPPSA coordinators on their site visits, • demonstrating an immense passion for ensuring the development of socially responsible learners, • showing amazing compassion for the needs of the beneficiary organisation.

Langa High School is a further example of great support from their supervising teacher. Ms Jean Mfunda always encourages the participants to do well. “We are really happy to have Ms Mfunda supporting and caring about us. She is always there when we need her.”

NOMBULELO KHUMALO, GRADE 11, LANGA HIGH SCHOOL the youth philanthropy action guide philanthropy the youth

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Links to the curriculum

The National Curriculum Statement Grades 10 to 12 (General) is based on the following principles: • Social transformation • Outcomes-based education • High knowledge and high skills • Integration and applied competence • Progression • Articulation and portability • Human rights, inclusivity, environmental and social justice • Valuing indigenous knowledge systems • Credibility, quality and efficiency

Social transformation

The Constitution of the Republic of South Africa forms the basis for social transformation in our post-apartheid society. The imperative to transform South African society by making use of various transformative tools stems from a need to address the legacy of apartheid in all areas of human activity and in education in particular. Social transformation in education is aimed at ensuring that the educational imbalances of the past are addressed, and that equal educational opportunities are provided for all sections of our population. If social transformation is to be achieved, all South Africans have to be educationally affirmed through the recognition of their potential and the removal of artificial barriers to the attainment of qualifications.

The National Curriculum Statement builds its Learning Outcomes for Grades 10 to 12 on the Critical and Developmental Outcomes that were inspired by the Constitution and developed through a democratic process.

The Critical Outcomes require learners to be able to: • identify and solve problems and make decisions using critical and creative thinking, • work effectively with others as members of a team, group, organisation and community, • organise and manage themselves and their activities responsibly and effectively, • collect, analyse, organise and critically evaluate information, • communicate effectively using visual, symbolic and/or language skills in various modes, • use science and technology effectively and critically showing responsibility towards the environment and the health of others, • demonstrate an understanding of the world as a set of related systems by recognising that problem-solving contexts do not exist in isolation.

The Developmental Outcomes require learners to be able to: • reflect on and explore a variety of strategies to learn more effectively, • participate as responsible citizens in the life of local, national and global communities, • be culturally and aesthetically sensitive across a range of social contexts, • explore education and career opportunities, • develop entrepreneurial opportunities. the youth philanthropy action guide philanthropy the youth

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Citizenship education

In a transforming and democratic society, personal and individual needs have to be placed in a social context to encourage acceptance of diversity and to foster commitment to the values and principles espoused in the Constitution. Discrimination on the basis of race, religion, culture, gender, age, ability and language, as well as issues such as xenophobia and other forms of discrimination, are addressed. This focus area also deals with social relationships and other human rights and responsibilities. It is important for learners to be politically literate, that is, to know and understand democratic processes. The importance of volunteerism, social service and involvement in a democratic society are emphasised, and the causes, consequences and prevention of pervasive social ills, such as all forms of violence and abuse, are addressed. Particular attention is paid to social and environmental issues (including HIV and AIDS). Knowledge of diverse religions will contribute to the development of responsible citizenship and social justice.

Life Orientation (Grades 10 to 12): Learning Outcomes and Assessment Standards

Grade 10 Learning Outcomes

Learning Outcome 1: Achieve and maintain personal well-being.

AS10.1.1 Apply various strategies to enhance self-awareness and self-esteem, while acknowledging and respecting the uniqueness of self and others.

Learning Outcome 2: Demonstrate an understanding and appreciation of the values and rights that underpin the Constitution in order to practise responsible citizenship, and to enhance social justice and sustainable living.

AS10.2.1 Identify social and environmental issues, and participate in a group project to address a contemporary social and environmental issue (e.g. abuse, depletion of resources).

AS10.2.2 Explain the value of diversity, and discuss contemporary contributions of individuals and groups in addressing discrimination and violations of human rights.

AS10.2.3 Participate in a democratic structure and know the principles of such a structure, how it functions and how it changes.

AS10.2.4 Display an understanding of the major religions, ethical traditions and indigenous belief systems in South Africa, and explore how they contribute to a harmonious society. the youth philanthropy action guide philanthropy the youth

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Grade 11 Learning Outcomes

AS11.2.1 Participate in a community service that addresses a contemporary social or environmental issue, indicating how it can harm certain sectors of society more than others (e.g. HIV and AIDS, environmental degradation).

AS11.2.2 Formulate strategies based on national and international instruments for identifying and intervening in discrimination and violations of human rights.

AS11.2.4 Reflect on knowledge and insights gained in major religions, ethical traditions and indigenous belief systems, and clarify own values and beliefs with the view to debate and analyse contemporary moral and spiritual issues and dilemmas.

Grade 12 Learning Outcomes

AS12.2.1 Evaluate services offered by a community project on a contemporary social or environmental issue, and evaluate own contribution to the project.

AS12.2.2 Evaluate own positions taken when dealing with discrimination and human rights violations, taking into account the Bill of Rights.

AS 12.2.4 Reflect on and explain how to formulate a personal mission statement based on core aspects of personal philosophies, values and beliefs, religion and ideologies, which will inform and direct own actions in life and contribute meaningfully to society. the youth philanthropy action guide philanthropy the youth

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Life Orientation curriculum links

The lessons below can be used for formal assessment tasks in Grades 10 to 12 Life Orientation.

TOPIC LINKS TO LIFE ORIENTATION

GRADE LO AND AS

1. Values and beliefs Grade 10: LO 10.1.1; 10.2.1; 10.2.4 Grade 11: LO 11.2.4 Grade 12: LO 12.2.1; 12.2.2; 12.2.4

2. Power and Grade 10: LO 10.2.3 democracy Grade 11: LO 11.2.1 Grade 12: LO 12.2.1

3. Human rights Grade 10: LO 10.1.1; 10.2.2 and justice Grade 11: LO 11.2.2 Grade 12: LO 12.2.2

4. Investigate an issue Grade 10: LO 10.1.1; 10.2.2 Grade 11: LO 11.2.2 Grade 12: LO 12.2.2

5. Mapping local issues Grade 10: LO 10.1.1; 10.2.2 Grade 11: LO 11.2.2 Grade 12: LO 12.2.2

6. Running a campaign Grade 10: LO 10.1.1; 10.2.2 Grade 11: LO 11.2.2 Grade 12: LO 12.2.2

7. Investigating Grade 10: LO 10.1.1; 10.2.2 volunteer work Grade 11: LO 11.2.2 Grade 12: LO 12.2.2 the youth philanthropy action guide philanthropy the youth

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Lessons and assessment

There are many ways to elicit participants' ideas on a particular subject and to present material in ways that keep them actively involved in discussions. Some useful methods for training are presented: role plays, hot seating, brainstorming and human sculptures. These methods should be used at the discretion of the facilitators.

Role plays Role plays are an active process whereby participants explore issues by enacting speciﬁc roles. This technique is used to rehearse strategies for responding to certain situations, and to enhance participants’ conﬁdence in applying those strategies in their own lives.

Hot seating Hot seating is also known as in-role questioning. It is a technique whereby participants question or cross-examine a character in role to find out more about a specific situation – for example, what motivated the character to do what he or she did? This is also a useful way of developing a character for a role play. In finding answers to various questions put to them, the participant develops a clearer idea of the character – age, family, community, opinions, prejudices, values, and so on.

Brainstorming Brainstorming is an efficient technique for getting ideas from a group without lengthy discussion or questioning. Setting a strict time limit for the exercise (probably just a few minutes), the facilitator asks a question such as: “What are your immediate responses to the word 'teacher'?” The participants call out their very ﬁrst thoughts. Single word replies and short phrases are best. Then a scribe writes the responses on a large sheet of paper that is visible to the group.

All contributions are accepted without question. Nobody offers any criticism or comments at this stage. If a contribution is made in the form of a long sentence, the scribe attempts to shorten it to one word or a short phrase with the approval of the contributor. Through brainstorming, you can get an immediate impression of the range of responses in the group and obtain material for further reflection and development. You can go on to group-related words under various themes and headings. This works well when introducing a new area of exploration.

Brainstorming is a lively tool that encourages group participation. It is not threatening as only short contributions are asked for and no judgments are made. the youth philanthropy action guide philanthropy the youth

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The lessons below can be used for formal assessment tasks in Grades 10 to 12 Life Orientation. Lesson 1

Topic: Values and beliefs Learners are exposed to many social and economic issues such as violations of human rights, illness, crime and violence, substance abuse and poverty. Young people often feel helpless in the face of negative issues. Their understanding of and attitudes towards these issues can influence their beliefs about the world. In turn, these beliefs can influence behaviour. In this lesson, learners clarify what they want in life, and what they believe. Then they look at how they see their own role in contributing towards society.

Link to curriculum This lesson can be adapted as a formal assessment task for the following Learning Outcomes: • Grade 10: LO 10.1.1; 10.2.1; 10.2.4 • Grade 11: LO 11.2.4 • Grade 12: LO 12.2.1; 12.2.2; 12.2.4 Time needed: Two periods and three hours homework

The lesson

Activity 1

Have you ever asked yourself some of the ‘big questions’ in life? On your own, answer the questions below. Then discuss them in groups. Write down notes of your discussion and share them with the class. Remember that there are no single correct answers. a) What is right? b) What is wrong? c) Why do some people have harder lives than others? d) What is our responsibility to other people? e) How should we treat others? f) What control do we have over our own lives? g) What control do we have over the lives of others?

On your own, complete the following sentences: h) I believe … i) I think I am on earth because …

Activity 2

In our lives, we are faced with many issues, and we have to form our own opinions about these, and decide how to behave. For example, some people might say that we should look after ourselves, friends and family before we care for others. Or that the government is responsible for looking after everyone and so philanthropy is not necessary. Other people think that it is our responsibility to help others no matter what. How do we know what is the right and wrong way to behave? There are a number of things that influence our ideas and our behaviour. Amongst other things, we are influenced by the society we live in, our family and friends, our experiences, our education, and so on. For example, think about an issue like the death penalty. The law says that no one can be punished for a crime by being put to death. However, the youth philanthropy action guide philanthropy the youth

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many people believe that the death penalty will reduce crime. Others believe it is against human rights as everyone has the right to life. Some religions support the death penalty, while others are against it. You, your family and your friends might all have different views or opinions on the death penalty. Another example is the issue of sex before marriage. In some religions, cultures and societies, sex before marriage is considered wrong, although it is not illegal. Your parents might feel it is immoral, while your siblings think it is OK. You personally might be undecided. The list below describes many of the things that influence our ideas and behaviour.

Read the list below. Then discuss and write down an example of each one. • The law is what the Constitution states is legal or illegal. • Popular opinions are views that most people have about an issue. • A philosophy is a theory or attitude or expression that is held by an individual or organisation that guides their behaviour. • Our beliefs are what we believe is real and true. • Faith is the complete trust or confidence in something, for example, a God or gods, even it can’t be proved. • Religion is the belief in and the worship of a God or gods, and a system of faith. • Religious beliefs are rules that are held by a particular religious group. • Spiritual beliefs are beliefs about the human spirit or soul, and not about physical matters. • A conscience is the inner voice or feeling that tells one what is wrong or right. • Ideology is a set of ideas and beliefs that influence political or economic policy of a government. • Human rights are things that are said to belong to everyone. • Environmental rights are rights that protect natural areas, plants and animals. • Identity is the combination of personal characteristics that makes each person who he or she is. • Values are things that are considered important. • Cultural values are common values held by a particular cultural group. • Our morals are personal rules and standards of behaviour based on what we believe are acceptable or unacceptable. • Our ethics are a code of behaviour that an individual or group believes is correct. • Our individual values are what we think are important. • Universal values are values that are held by the majority of people.

Activity 3

What responsibility do you think you have to others? Debate the moral issues and dilemmas below. Which of these views is most like your own? a) There will always be poverty and people in trouble. Things will never be fair or equal. It’s a waste of time trying to change things. b) If less people were so greedy and more people were satisfied with less, there would be more food, water and wealth for everyone. We can all change our attitudes and behaviour to make things fairer for everyone. c) There should be laws that make society more equal. d) Ordinary people can’t force governments to change things but they can make a difference by helping those around them in their local area or by donating money to good causes. e) Ordinary people have power because they can join groups and organisations that pressure governments to change. f) The government is responsible for providing for and looking after everyone. That’s what we pay taxes for. It’s not necessary for people to volunteer to help others or give money to charities. the youth philanthropy action guide philanthropy the youth

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Activity 4

How do you see your responsibilities towards yourself and others?

All major religions and many cultures encourage values such as empathy, forgiveness, tolerance, kindness and generosity.

'Ubuntu' is a central idea in traditional African thought. 'Ubuntu' is based on the idea that the human self only exits and develops in its relationships with other people, and includes values such as caring and sharing.

Another central idea in all major religions is that we should treat others in the way that we would like to be treated. This is sometimes known as the Golden Rule. • Judaism: ...thou shalt love thy neighbor as thyself. Leviticus 19:18 • Buddhism: Hurt not others in ways that you yourself would find hurtful. Udana Varga 5:18 • Christianity: Therefore all things whatsoever ye would that men should do to you, do ye even so to them: for this is the law and the prophets. Matthew 7:12, King James Version. • Hinduism: This is the sum of duty: do not do to others what would cause pain if done to you. Mahabharata 5:1517 • Islam: None of you [truly] believes until he wishes for his brother what he wishes for himself. Number 13 of Imam Al-Nawawi's Forty Hadiths.

A personal mission statement is a piece of personal writing. It describes your sense of identity, sets out your values and beliefs, and defines how you see your role and purpose in life.

Use the following guideline to write a mission statement:

Write down what each of the following words and questions mean to you. Write at least a paragraph for each question. This is personal and you do not need to share it with anyone else unless you want to. a) What are your beliefs? b) What are your religious or spiritual beliefs? c) What is the role of religion in your life? d) Describe your culture. How important is your culture in defining your life? e) What is your identity? What words would you use to describe yourself? f) What do you have faith in? g) What is conscience? What would you never do? What might your conscience make you do? h) What ideology affects your life? i) What is your philosophy in life? j) Give an example of a universal value, a cultural value and a personal value that are important to you. k) What are human rights? Write down what you think are the four most important rights in your life. l) What are environmental rights? Write down what you think are the four most important environmental rights. m) What are responsibilities? What do you think are your four greatest responsibilities in life? the youth philanthropy action guide philanthropy the youth

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When you have finished you should have a clearer idea about how you see yourself in the world. Write a mission statement: • Describe the kind of world you would like to live in. What do you believe the world should be like? How should people treat each other and the environment? • Describe how you can contribute towards making the world the way you want. Mahatma Ghandi said: “Be the change you want to see.” What do you think this means for you? • Describe your responsibilities to yourself and others. • Describe what you think is your life’s work or role. In other words, what is your mission or purpose in life?

Assessment

This activity assesses the Learning Outcomes and Assessment Standards below. Your work will be assessed using the following criteria:

RATING CODE 7 6 5 4 3 2 1

Able to think about deeper questions about beliefs and religion

Able to articulate ideas, personal philosophy, values and beliefs

Demonstrates respect and listens to others

Understands different kinds of values

Understands the meaning of social rights and responsibilities

Can identify personal rights

Can identify personal responsibilities

Can share ideas, debate issues and argue different points of view

7: OUTSTANDING ACHIEVEMENT 80-100 % 6: MERITORIOUS ACHIEVEMENT 70-79% 5: SUBSTANTIAL ACHIEVEMENT 60-69% 4: ADEQUATE ACHIEVEMENT 50-59% 3: MODERATE ACHIEVEMENT 40-49% 2: ELEMENTARY ACHIEVEMENT 30-39% 1: NOT ACHIEVED 0-29% the youth philanthropy action guide philanthropy the youth

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Lesson 2

Topic: Power and democracy

Link to curriculum This lesson can be adapted as a formal assessment task for the following Learning Outcomes: • Grade 10: LO 10.2.3 • Grade 11: LO 11.2.1 • Grade 12: LO 12.2.1 Time needed: Two periods and two hours homework

The lesson

How much do your learners know about how our country is run? Many young people struggle to understand the relationship between what happens in their lives and politics. Politics sometimes refers to elections and voting, governments, political parties and politicians. But it also refers to relationships and structures that are in our everyday lives. Politics is about power. Having power means being able to get your own way, make decisions and control things. Power and politics are closely linked. Learners need to understand how democracy and political structures work in order to behave as responsible and participating members of civil society.

Explain to learners what is meant by politics. Discuss with learners how politics can affect their daily lives. Explain that there are groups that have power over every almost every aspect of their lives – from the food available in shops to what they learn in school. Make it clear that the more learners know and understand about politics, the more power they will have about what happens in their own lives and the lives of others.

Activity 1

1. Discuss these questions: a) What is politics? b) Do you feel that politics is boring? c) When there is political news in the media, or a discussion going on about politics, do you switch off, or feel confused? d) Do you think politics affects you or not? e) How can you influence what happens politically? f) How much power do you have in your life? Do you feel powerless and that other people have control over your life? g) Do you think society is fair? h) Do you think inequalities and unfairness in our society are normal. i) Do you believe that it is acceptable that some people or groups have more power than others? j) Who or what is the government? k) Why do we have or need governments? l) Have there always been governments? m) What do governments do? What are they responsible for? n) Do you believe that we should trust the government to make decisions in all our best interests?

2. Share your answers with the class. the youth philanthropy action guide philanthropy the youth

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Activity 2

Can you imagine all the people and work involved in running a country? To make this job easier, the country is divided into national, provincial and local spheres. Rewrite the following questions, using the words in the box to complete the information.

18 Assembly Parliament political parties five laws finance Council Judiciary Constitution President Premier

The National government: 1. The National Legislature is also called a) The National b) has 350 to 400 members. They are called Members of Parliament or MPs. They are elected during the national elections held every c) years. Any South African over d) years old is allowed to vote. The National Assembly makes the laws of the country. Members of parliament belong to different e) .The National f) of Provinces is made up of 10 representatives from each province.

2. The National Executive is also called the Cabinet. The cabinet is made up of: • the President, who is chosen by Parliament, • the Deputy President, who is chosen by the g) , • cabinet ministers, who are chosen by the Presdient.

The Cabinet must see that the laws of the country are put into reality. There is a Cabinet minister to deal with each area of government such as h) and education. For example, the Department of Education deals with all issues related to education.

3. The i) is made up of judges and magistrates. They are responsible for deciding what the laws mean. They must make sure that the government and everyone in the country follows the laws.

The Provincial Government Provincial governments also are made up of a Provincial Legislature that writes laws for each province. These laws cannot go against the j) . Each province has a Provincial Executive made up of a k) and an Executive Council to put these l) into operation.

As a class, discuss your understanding of the term ‘democracy’. the youth philanthropy action guide philanthropy the youth

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Activity 3

In pairs, read through the following extract:

Politically, there are two different ways in which democracy functions: • Democracy is an ideology that says that all people should have an opportunity to be involved in government. Power and control should be shared equally, and the political system should allow as many people as possible to be involved in decision-making, and having control over their own lives. • Democracy is also a political process for choosing a government. In South Africa, people voting in elections elect the government every five years. This means people have an equal vote to elect political parties and leaders into power. Under this system, people do not have a direct role in government but depend on their elected representatives in government.

In a democracy, groups and individuals other than the government also have political power because they can influence decisions that the government makes. • Religious institutions have many followers. They can influence whether or not people choose to support government policies. • Other groups based on categories such as cultural identity or sexual orientation can, as a group, support or oppose the government in its policies. • Businesses and industries can have the political power to influence government decision-making. For example, political parties often depend on big business for financial support and may make decisions in their favour. Industries in turn can influence, through government, what is taught in schools to meet their needs for labour. • Foreign governments have power to influence a government’s decisions through using military force or economic controls. • Political parties in opposition to the government also have power because people might support them instead of the government. They can take political power either through force or democratic processes. • Individuals have the power to form groups that lobby and influence the government about its policies.

Under a democratic system of government, all citizens are expected and able to participate in the decision-making and the government of the country. As an individual, you have the right to say what you think about the way the government is running the country, and the right to do something about it – as long as your actions are legal. • You can contact your MP through his or her political party to tell them what you think. • You can join a political party or organisation, or attend any meeting organised by a committee that is dealing with issues that you are concerned about. • You can attend a public hearing – a meeting where people are informed about changes made by the government and given the chance to say what they think. • You can write a submission or petition to Parliament. In a submission, you express concerns or opposition before the Bill is passed. In a petition, you express concern for a Bill that has been passed and request that the law be changed. This can include signatures of people who support your view. • You can write to the newspaper expressing your views. • Ordinary people can try influence government by methods such as demonstrations, marches and protests. the youth philanthropy action guide philanthropy the youth

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Activity 4

Work as a group. Decide on an issue or recent event that you all feel strongly about. It should be something that you would like to see local, provincial or national government take action on. Look through newspapers to get ideas.

Debate the event or issue.

Find any additional information that you need to know.

Answer the questions below to help you clarify your position. Then reach a common position by consensus (general agreement) or by voting democratically. • What it is that you object to or want changed? • What do you want to happen or be changed to? • Why do you want this? Explain your point of view. • Who do you think is responsible for taking action? • What support do you have? How can you get more support?

Write one of the following: • A letter to a newspaper about this issue, stating your answers to the above questions • A petition to government, which can be a simple letter or a longer document in any official language of your choice • An advertisement for a newspaper, putting forward your views

Gather support for your letter, petition or advertisement. If you are a group or organisation, or know people who support your views, name the members and ask them to sign your document.

Assessment

Learners can be assessed using the following criteria and codes:

RATING CODE 1 2 3 4 5 6 7

Content

Articulation of ideas and information

Form / spelling / grammar

Neatness / presentation

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Lesson 3

Topic: Human rights and justice

Curriculum links

This lesson can be adapted as a formal assessment task for the following Learning Outcomes: • Grade 10: LO 10.1.1; 10.2.2 • Grade 11: LO 11.2.2 • Grade 12: LO 12.2.2 Time needed: Two periods

The lesson

Explain to learners what justice means. Justice is defined in the dictionary (Cambridge University Press Advanced Learners Dictionary) as 'fairness in the way people are dealt with'. It is also defined as 'the system of laws in a country which judges and punishes people'. There is a lot of social and environmental injustice in the world. People aren’t treated fairly. Nor do laws and governments always protect them. Ask learners if they can imagine living in a country where everyone is allowed to do as he or she wishes? Most countries have rights, laws and governments, although these might differ between places.

Do your learners know the difference between freedoms, rights and laws? Freedoms are what we are free to do. Our rights are how we should be treated by the government, and other people in order to live safe and healthy lives. Our rights in South Africa are listed in the Bill of Rights of the Constitution. Laws are there to maintain order in South Africa and to ensure that the rights of everyone are respected. For example, we all have the right to be safe, and the freedom to express an opinion as long as it doesn’t hurt others and the duty to respect the law.

There are other rights and laws that are enforced in South Africa apart from the Bill of Rights in the Constitution – some of them international. • The United Nations Convention on the Rights of the Child requires that all governments all over the world accept it to ensure that children everywhere are protected. • The African Charter on the rights and welfare of children lists rights that African children are entitled to. • The Committee for Elimination of Discrimination against Women is an international body that tackles issues about all sorts of discrimination against women worldwide.

The Constitution is the supreme or highest law in the land. It not only lists the values and principles that must be obeyed by all people; it also describes how the government is to be elected, what its powers are and the rights, freedoms and duties that all South Africans have. In South Africa, everyone and all institutions have to obey the Constitution. The Constitution also describes the role of the Constitutional Court and other institutions in ensuring that people have these rights.

It is critical to be aware that rights come with responsibilities. We are bound by the constitution and by law to be responsible about how we exercise our rights. Having rights does not mean that you are free to do whatever you want. Rather, having rights comes with the responsibility to ensure that you exercise your rights in a respectful and responsible way. For example, you may have the right to express yourself freely, but you need to be responsible about how you do this and you need to ensure that you do not abuse others’ rights through your free expression. the youth philanthropy action guide philanthropy the youth

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Activity 1

Read through this information on the rights. The Bill of Rights lists what our rights are. However, just because these rights are written into the Constitution doesn’t mean that everyone enjoys them.

• Equality: You cannot be discriminated against. But affirmative action and fair discrimination are allowed. • Human dignity: Your dignity must be respected and protected. • Life: You have the right to life. • Freedom and security of the person: You cannot be detained without trial, tortured or punished cruelly. Domestic violence is not allowed. • Slavery, servitude and forced labour: Slavery and forced labour are not allowed. • Privacy: You cannot be searched or have your home or possessions searched. • Freedom of religion, belief and opinion: You can believe and think whatever you want and can follow the religion of your choice. • Freedom of expression: All people (including the press) can say whatever they want. • Assembly, demonstration, picket and petition: You can hold a demonstration, picket and present a petition. But you must do this peacefully. • Freedom of association: You can associate with whomever you want. • Political rights: You can support the political party of your choice. If you are a citizen, and at least 18 years old, you can vote. • Citizenship: Your citizenship cannot be taken away from you. • Freedom of movement and residence: You can go and live anywhere in South Africa. • Freedom of trade, occupation and profession: You can do whatever work you choose. • Labour relations: You may join trade unions and go on strike. • Environment: You have the right to a healthy environment. • Property: Your property can only be taken away from you if the proper rules are followed. • Housing: The government must make sure people get access to proper housing. • Health care, food, water and social security: The government must make sure you have access to food, water, health care and social security. • Children: Children under the age of 18 have special rights, like the right not to be abused. • Education: You have the right to basic education, including adult basic education, in your own language (if this is possible). • Language and culture: You can use the language you want to and follow the culture that you choose. • Cultural, religious and linguistic communities: Communities can enjoy their own culture, practise their own religion and use their own language. • Access to information: You have the right to any information that the government has. • Just administrative action: Actions by the government must be fair. • Access to courts: You can have a legal problem decided by a court, or a similar structure. • Arrested, detained and accused persons: This right protects people who have been arrested, imprisoned or accused.

Note: All these rights can be limited if it is fair to do so.

Although the government is responsible for making sure people have rights, there are many individuals and organisations that believe they have a responsibility for others. Philanthropy is the desire to improve the lives of others, by donating money or skills to good causes. the youth philanthropy action guide philanthropy the youth

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Activity 2

The following organisations are all working for human rights in different fields. Research one of these organisations (or another organisation that also works for human rights). Find their web page on the Internet.

Write down the following information about the organisation: • Its name • Its vision (how it sees its role in the future) • Its mission (what it sees as its aim or ambition) • The areas in which it works • What it does

For example, Inyathelo or the South African Institute of Advancement describes its vision or mission as follows:

Vision We will be the leading non-profit institution to grow local philanthropy and ® build strong and sustainable civil societies in South Africa and on the continent, rooted in the African cultural heritage of sharing.

Mission To build an enduring culture of 'giving' that results in a strong and stable society and democracy in South Africa. We do this by: • building sustainable organisations and institutions • creating and sharing new advancement knowledge and practice • promoting a culture of social investment, voluntarism and self-reliance • developing valued and trusting partnerships. the youth philanthropy action guide philanthropy the youth

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Record your research on an A4 card. Then place all your cards on a wall to make a Wall of Human Rights.

ISSUES INTERNATIONAL NATIONAL

General rights United Nations; Human Human Rights Commission Rights Watch; Amnesty International

Children’s rights Unicef Molo Songolo

Gender rights Unifem Commission for gender equality; Rape crisis

Environmental rights Greenpeace Earthlife Africa

Health World Health organisation; Treatment Action Campaign World Food Programme

Refugees United Nations High Jesuit Refugee Service; Commission on Refugees; Red Cross Society Medicines Sans Frontiers

Poverty Habitat for Humanity; Feedback The Big issue the youth philanthropy action guide philanthropy the youth

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Activity 3

There are many real life heroes who work to better the lives of others in our communities. Many of them do voluntary work in small ways. Find someone in your city, town or community whom you admire for his or her philanthropic work. a) Interview the person to find out more about: • What motivates him or her, • What he or she does. b) Then write an interesting biography or profile about him or her. This could be a newspaper article, a web page or an oral introduction to the person. c) Finally, summarise what you learnt from this individual. I have chosen to profile who works in . The reason I have selected this person is because . Something important they said to me is “ .” d) Work in groups. Imagine that you are an organisation that awards individuals for their philanthropic work. Each of you should motivate to the people in your group why the person you researched should win the award. Decide on at least five criteria that you think are important for evaluating your candidates. Then debate who the winner should be. Finally present your choice and reasons to the class.

Assessment

Learners can be assessed using the following criteria and codes:

RATING CODE 1 2 3 4 5 6 7

Ability to express ideas clearly

Listening skills

Ability to motivate arguments and decisions

Reporting skills

Group participation skills

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Lesson 4

Topic: Investigate an issue

Curriculum links

This lesson can be adapted as a formal assessment task for the following Learning Outcomes: • Grade 10: LO 10.1.1; 10.2.2 • Grade 11: LO 11.2.2 • Grade 12: LO 12.2.2 Time needed: Two periods

The lesson

How do learners make sense of the issues and events that happen around them? In this lesson, learners are encouraged to look at issues in depth. They try to find the root causes and the extent to which the issues have had an impact on themselves, others and the environment.

Activity 1

1. Read the list of social and environmental issues. Write down as much as you can about each topic in one minute. Don’t try to think – just write! • HIV and AIDS • Racism • Child exploitation and slavery • Global food shortages and world hunger • Pollution • Sexism, domestic violence and other forms of gender abuse • Extinction of plant and animal species • The energy crisis • Crime • Poverty • Substance abuse

2. Then, share your notes in groups. For each issue, discuss: • How you are affected by this issue, • How people in other regions of South Africa are affected, • How people in other regions of the world are affected, • How future generations might be affected. the youth philanthropy action guide philanthropy the youth

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Activity 2

Often causes of social and economic problems are quite complicated. For example droughts and floods might cause food shortages, but they are also caused by farmers being too poor to have ways of surviving environmental disasters, and by other factors such as wars. In fact, there is enough food in the world to feed everyone so famine and starvation happen because food is not distributed fairly and is too expensive for many people.

Many people think crime is caused by poverty. But many people who earn high incomes, such as business people and government officials, also commit crimes such as fraud and corruption. Crimes, such as abuse and rape, are committed by people of all income groups.

In pairs, choose a topic or issue that you are interested in.

1. Research the topic. Use the Internet, the library, newspapers and magazines to do your research. Make a list of your sources of information.

2. Write notes based on your research. Briefly summarise the key points about the issue. Think of the questions: why, where, when, what, who and how. Below are some questions to guide you: • Who is affected, both directly and indirectly, by this issue? • Is there a particular group that is affected, for example, children, youth or people living in rural areas? • How does the issue or problem affect the wider community? • How are you affected? • Why are people affected? • Is this a global, regional, national or local problem? • Are any human rights being violated? • In what ways does the issue have an impact on people's lives both negatively and positively? • Who benefits or gains from the issue or situation? • What are the real causes of the problem? Identify the social, economic, political and environmental factors that cause this issue. • What are the reasons why this group or these groups of people are affected more than others? • What efforts have already been made to try to solve the problem? • List any international or local organisations, campaigns and events involved with this issue. • Who is in a responsible position to make decisions to bring about change? • Who is preventing change? • What is the most effective action that you could take to improve the situation? the youth philanthropy action guide philanthropy the youth

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Assessment

Your teacher will assess your research using the criteria below. You should also assess your own work using the same criteria.

RATING CODE 1 2 3 4 5 6 7

Research: Well-researched; variety and number of sources including primary and secondary sources; references listed correctly

Notes: Comprehensive and deep analysis; covers all important points; points logically presented; wide use of terminology and vocabulary

4. Finally, in pairs, write down two questions about a local issue that you would like to know more about. Share your questions with the class and discuss where you could find this information. the youth philanthropy action guide philanthropy the youth

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Lesson 5

Topic: Mapping local issues

Curriculum links

This lesson can be adapted as a formal assessment task for the following Learning Outcomes: • Grade 10: LO 10.1.1; 10.2.2 • Grade 11: LO 11.2.2 • Grade 12: LO 12.2.2 Time needed: Two periods

The lesson

Do learners know what the social and economic problems are in the local community? In this activity, learners can present a report to the class.

Activity 1

1. What problems do you think are in your community? What would you like to see changed? Choose a problem in your local area. Then discuss these questions. a) What are your feelings about this topic or issue? b) What do you think is the cause of the problem? Research the problem by: • interviewing local people, • interviewing professionals such as the local police, clinic workers and teachers, • taking photographs of the local area if possible, • using a map to indicate problem areas. c) Who is responsible for addressing the situation? What is being done to solve the problem? Think of government, businesses, organisations, public service structures, religious institutions and individuals.

2. Write a report. Include illustrations, maps and photographs. • Paragraph 1: Describe the problem and its causes and the impact that it has had. • Paragraph 2: Describe what work is being done in the community to address the issue. • Paragraph 3: Describe the contribution that you and other learners could make to help solve the problem. • Paragraph 4: List your recommendations about what more can be done to address the issue.

Activity 2

Imagine that you have to prepare a visual presentation such as a documentary video or still photograph exhibition about your local area and this problem. a) What would be the title of your exhibition or documentary? b) Write a few paragraphs to describe what you would show. What images would you choose to reflect the reality? Include rough sketches. c) What captions or commentary would you include? the youth philanthropy action guide philanthropy the youth

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Activity 3

Organisations depend on being able to raise awareness about issues affecting their goals. There are different ways of doing this. One of these ways is through the media.

Prepare a five-minute speech for your group about your research. Talk about your findings for the issue you looked at, focusing on one or both of the organisations that you investigated.

In past years, you have probably been expected to give orals and talk to groups of people. As you move out of school and get older, you will be expected to speak to groups of people, including strangers, even more often. Knowing how to speak well and articulate what you want to say will give you the power to express your ideas, thoughts and feelings on all occasions including in interviews, private conversations, group discussions and meetings.

The media component: • How will you publicise the issue in the media? • What media will you use? • What steps do you need to plan? • Who will do what?

1. Read these guidelines.

Getting prepared: Research your topic to obtain more information. Take your audience into consideration. Think about their age, interests, concerns and level of language. Plan every word of what you will say and memorise your speech. Ironically, this will give you the freedom to be relaxed and spontaneous as it gives you a framework that you can add to or adapt when you make your presentation. Structure your speech logically. For example, group what you want to say into causes and effects, problems and solutions etc. Make sure you know how long your speech should be. Anything more than 20 minutes is boring.

What to say:

The introduction: Include information about who you are, the topic and why it interests you, as well as an interesting fact, funny anecdote or impressive statistic that will grab your audience's attention. Also give a very brief outline of what you intend to cover in your speech.

The main part of the speech: Make your speech as interesting as possible. People are usually interested in other people, real stories and in things that affect themselves. Most audiences also appreciate the occasional (relevant and appropriate) joke. Speak with passion and enthusiasm, and make eye contact with your audience. Use appropriate language in terms of formality, vocabulary, etc. Emphasise key points and then illustrate them with short but lively examples.

Give a few facts and statistics, but don’t overdo it. the youth philanthropy action guide philanthropy the youth

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The conclusion: Summarise and reinforce the key points in a few sentences. Include the audience, for example suggest how they might like to get involved in the issue, or where they can find out more for themselves. Offer to answer any questions afterwards. Thank people for listening.

Assessment

Oral presentation: Peer assessment

RATING CODE 1234567

Voice use; Wide range, ap- Wide range, Some range, Some range, Little range, Little range, No range, vocabulary; propriate tone; appropriate suitable tone; suitable tone; boring use of boring use of boring use of content wide use of vo- tone; wide use average use of average use of vocabulary vocabulary vocabulary; no cabulary includ- of vocabulary vocabulary vocabulary including little including little relevant ing relevant including including some including some relevant relevant terminology terminology relevant relevant relevant terminology terminology (1 mark) (10 marks) terminology terminology terminology (4 marks) (3 marks) (8 marks) (7 marks) (6 marks)

Contact with Established Established Established Established Little rapport; Little rapport; No rapport; un- audience rapport, rapport, some level of some level of uninteresting uninteresting interesting empathy and empathy and empathy and empathy and (2 marks) (2 marks) (1 mark) interest interest interest interest (5 marks) (4 marks) (3 marks) (3 marks)

Content Interesting; Interesting; Mildly Mildly Not interesting; Not interesting; Not interesting; varied; original varied; original interesting; interesting; with little with little no variation; not and relevant and relevant varied; relevant varied; relevant variation; not variation; not relevant (5 marks) (4 marks) (3 marks) (3 marks) very relevant very relevant (1 mark) (2 marks) (2 marks)

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Lesson 6

Topic: Running a campaign

Curriculum links

This lesson can be adapted as a formal assessment task for the following Learning Outcomes: • Grade 10: LO 10.1.1; 10.2.2 • Grade 11: LO 11.2.2 • Grade 12: LO 12.2.2 Time needed: One period and five hours homework

The lesson

Learners plan and conduct a campaign based on an issue that they would like to address. The aim of their campaign is to work practically to change a negative situation or at least try to improve it.

There are three parts to the campaign: 1. Research 2. A practical activity to address the issue or problem 3. A self-evaluation report

Activity 1

There are a number of ways in which people can help to solve a social problem, such as: • working as full-time workers in organisations, • working as volunteers in organisations, • offering relevant expertise, skills and talents to organisations, • educating yourself about an issue and changing your own behaviour to make a difference, • empowering other people to take action through awareness and education campaigns, and skills training, • fund-raising to assist the work of relevant organisations.

Work in groups. Think of the following questions when planning your campaign: a) Why have you chosen this issue? b) What do you need to find out? c) What exactly are you trying to achieve, and what message are you trying to get across? d) Who is your audience (who are you trying to reach)? e) What does the event, activity or campaign itself involve? the youth philanthropy action guide philanthropy the youth

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Brainstorm what you could actively do to make a difference. For example, if your aim is to try to improve the lives of disadvantaged children, you could try to raise money to help an organisation supporting children in need, or help children directly, or do something to raise awareness about the issue.

Choose one idea and then plan your activity.

• What steps or actions will the group need to take? • Who is likely to support you and offer help? • Who will do what? • Who needs to be asked for permission? • Who else needs to be consulted (e.g. parents, teachers, officials, the media)? • On what day(s) will the activity take place? • When is/are the best time(s) to do the activity? • How long will the preparation take? • When does each step need to be completed? • How much will it cost, if anything? And how will you raise the money? • Where is the best location? • How will each job be carried out? (For example, what skills are needed? What preparations are necessary? What materials are needed?) • How will people get to the event or activity? the youth philanthropy action guide philanthropy the youth

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When you have completed your activity, write an evaluation. The evaluation should cover the following points: • Describe what you did. • Describe your achievements. • Describe what you could have done better.

Assessment

RATING CODE 7654321

Research Thoroughly Thoroughly Adequate few Barely adequate Minimum Poorly Little or no researched, researched, sources that are research, one or research, one researched research, multiple and multiple or slightly varied; two sources that or two sources with one single source varied sources; varied sources some sources are slightly that are not source, (1 mark) sources and and references listed varied; some varied; some no references references listed accurately (7-6 marks) sources listed sources listed listed listed accurately (8 marks) (5-4 marks) poorly (2 marks) (10 marks) (3 marks)

Practical Excellent Good Useful, well Useful, fairly Some aspects Not very useful, Irrelevant, badly activity organisation, organisation, organised, well organised, useful, poorly organised useful and useful and interesting and fairly interesting organised, but organised, (1 mark) practical, very practical, informative and informative not particularly uninteresting interesting and interesting and (4 marks) (4 marks) interesting and and not informative informative informative informative (5 marks) (5-4 marks) (3 marks) (2 marks)

Report Clear and Well organised Good notes Reasonable Few notes that Poor notes Few or no notes extensive notes notes (4 marks) notes are badly (2 marks) (1 mark) (5 marks) (5-4 marks) (4 marks) organised (3 marks)

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Lesson 7

Topic: Investigating volunteer work

Curriculum links

This lesson can be adapted as a formal assessment task for the following Learning Outcomes: • Grade 10: LO 10.1.1; 10.2.2 • Grade 11: LO 11.2.2 • Grade 12: LO 12.2.2 Time needed: Two periods and six hours volunteer time

Teaching the lesson

In this lesson, learners look at volunteer work and the work that organisations do. Ask learners if they know how organisations work. For organisations to operate efficiently, they need people to perform different functions. There are a number of people working in organisations with a range of skills, for example: • project managers, • fund-raisers, • accountants, • media and publicity officers, • financial managers, • educators and trainers, • researchers, • specialists such as engineers, conservationists and health workers.

Activity 1

Look around your community or area. What are the biggest problems facing people? Who is working to solve these problems? Are there organisations working in the area or government programmes in place such as health campaigns, housing development or road building?

Ordinary people can also solve social and environmental problems. As so many organisations are trying to do their work with very little funding, they depend on volunteers to help them operate effectively. Volunteers can do any range of activities from fund-raising and planning awareness campaigns to administration and physical work.

Work in groups. You are going to evaluate the effectiveness of an organisation in tackling an issue. You need to look at a number of factors, and carry out a number of tasks. 1. Choose a social or environmental issue. 2. Find a local organisation that tackles this issue, and that will let you do voluntary, unpaid work for a total of least six hours. Keep a journal or record of your experiences. 3. Research the organisation working on this issue and operating either internationally, nationally or locally. 4. Evaluate the work done by this organisation. 5. Record your findings in the form of a report. 6. Identify a need or issue that is not being met in your community. Make suggestions about possible organisations or services that could be set up to meet that need. the youth philanthropy action guide philanthropy the youth

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Step 1: Choose an issue that you would like to investigate. Write a short report on why you have chosen this issue to investigate. Identify a local organisation working in this field.

Step 2: Work as a volunteer in this organisation for a total of at least six hours. Then write about your experiences. Use the sentences below as a guideline. • I participated at ______. • This is an organisation that aims to ______. • I was responsible for ______. • I worked from ______. • What I learned about this issue was ______. • Some of the people I worked with were ______. • I think the kinds of people who would most want to work in this organisation are ______. • I think this job would be unsuitable or suitable for someone who ______. • Some of the skills that I needed for this job were ______. • In this job, it would be useful to be ______. • I enjoyed ______, but I disliked ______. • I think the most difficult part of working in this organisation would be to ______. • The rewards of working in this organisation would be that ______.

Step 3: a) Write a paragraph describing why you selected this organisation to research and evaluate. You can choose organisations that are local, national or international. b) One of the best ways to find out more about an organisation is to interview people involved. Make arrangements to interview someone who works in each of these organisations. Draw up a list of questions. Exchange your questions with a partner and help each other improve each other's questions. c) Conduct an interview and write it out. Remember to quote the person exactly. If you cannot do the interview personally, you can do it by fax or email.

What is the job?

What do you do in your typical day?

Conditions of employment: • Is your job permanent or temporary (short term)? • Do you work full-time or part-time? • How much leave do you get?

Job requirements: • What academic qualifications are needed to do this job? • What skills are needed to do this job? • What training is needed to do this job? • What attitudes and values are best for this job? • What personal qualities are needed for this job? • Is this job difficult for someone who has family obligations? • Can one do this job even when one is older – for example, over 40 years? the youth philanthropy action guide philanthropy the youth

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• Do you think this is the right job for your personality? Why or why not?

Hours of work: • How many hours do you work per week and per month? • What times do you wake up, start work and get home? • Do you have to work overtime often? • Are your hours always the same or irregular? • Do you ever work shifts? • Can you choose when to work? • Do you have to take your work home?

Location: • What kind of place or building do you work in? • Do you work in one place, move around or travel?

Independence: • Can you make your own decisions? • Does doing your job successfully depend on other people?

Relationships with other people: • Is there a manager or supervisor? • Do you employ other people? • Do you have to supervise or give instructions to other people? • Do you work alone or in a group? • Do you often have to attend meetings? • Do you work mainly with people who also work in the business or organisation, or people who are outside of it?

Working conditions: • Are the work conditions quiet or noisy? • How would you describe your work environment? • Is the work physically demanding? • What tools or equipment do you use? • Is there any danger associated with your work? • Are there any health risks associated with the work?

Contract/income/wages: • Do you get paid daily, weekly or monthly? • What do you earn annually? • What bonuses or benefits do you get in your job, e.g. free transport, medical aid, etc. • What percentage taxes do you pay? • What are the financial costs in doing your job? • What kind of job security do you have? For example, must you be given a month’s notice or longer if you are retrenched or fired? • Do you get unemployment benefits (UIF) if you lose your job? • Do you contribute towards a pension fund for yourself when you retire? • What opportunities are there for promotion or advancement in your job? the youth philanthropy action guide philanthropy the youth

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Step 4: Investigate and evaluate each of the organisations. Write a report using the following questions as a structural guideline: • What is the name of the organisation? • What is the field of interest? • What is the location or region in which the organisation operates? • What is the mission statement of the organisation? • What kinds of activities does the organisation engage in? • Where does the funding come from? • Does the organisation use volunteers? • What problems does the organisation have to deal with?

Assessment

RATING CODE 1 2 3 4 5 6 7

A. Volunteer work: a) Put in effort and attended regularly or for a considerable time period b) Contribution was substantial and useful c) Evaluation was objective and comprehensive B. Interview: a) Questions were probing, and designed to elicit maximum information b) Quotes were accurate c) Interview was written up neatly C. Evaluation of organisation: a) Information was based on research using a range of sources b) Research covered all relevant areas c) Research was objective d) All sources were listed D. Newspaper article: a) Interesting b) Informative c) Factually accurate d) Explained issue e) Described work of organisation

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This section is organised under topics. You can use the { all the material in this section in different ways.

• You can read the information to find out more about a topic. • You can do the activities to check your understanding of the topic.

Topics

Meetings and a code a conduct Voluntarism and philanthropy Rights and responsibilities: xenophobia and refugees Community needs Researching an issue Choosing a project Fund-raising Event management the youth philanthropy action guide philanthropy the youth

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Meetings and a code of conduct

Ideas for encouraging participation

There are many ways to elicit participants' ideas on a particular subject and to present material in ways that keep them actively involved in discussions. Some useful techniques that we've discussed earlier are role-plays, hot seating, and brainstorming. Read through the information on these techniques again if necessary. These methods should be used at the discretion of the facilitators.

A code of conduct

A code of conduct is simply a set of rules agreed to by everyone in the group. These rules state the kind of behaviour and attitudes that everyone in the group will follow. The group needs to negotiate these rules in order to encourage open discussion and participation, without fear of ridicule, criticism or harm.

Individually, participants think about issues that would be difficult to discuss in the group. Each person makes a list, which they then share with the person sitting next to them. After a few minutes, each pair joins up with another pair and shares their responses. All participants then share their responses with the group, while the facilitator makes a list of these responses on newsprint.

As you draw up the code of conduct, encourage learners to think about positive behaviours that will make them feel respected and confident about talking.

Using the responses that the participants have given, draw up a code of conduct (set of rules) for behaviour in the group. Let the group work on the rules together so that everyone agrees with them. If participants cannot agree, use a dispute mechanism that they have agreed to in advance, like a majority vote. Once you have agreed on a set of rules, you could write them up on newsprint. If there is time, each group of participants could take one of the points and make an illustrated poster.

Here are some examples of the ways in which learners can be respectful of each other: • Participants should not make sexist remarks or treat each other differently. Give everyone the chance to participate. These suggestions are based on the right to equality. • Do not put others down or laugh at their ideas. Do not judge a person as wrong because he or she disagrees with you. Make positive and helpful suggestions. Never say or do anything that would embarrass or hurt anyone else. These suggestions are based on the right to dignity. • Never force or pressurise anyone to talk if they do not want to. This relates to the right to privacy. • Do not interrupt another participant when he or she is speaking. All topics and points of view can be expressed. These encourage the right to freedom of expression. • Everyone should be free to discuss in the language they are most comfortable using. In this way, the right to language of choice is protected. the youth philanthropy action guide philanthropy the youth

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• Listen with an open mind and respect other people’s values and experiences. This respects cultural rights. • Stay focused: A simple list of things to do or agenda and a timekeeper will help you to stay focused. Decide on a closing time for the meeting. People become anxious and frustrated if they do not know when the meeting is due to end, and there is no end in sight. • Know what the problem is: Instead of going directly for a solution, give people a chance to explore or think of anything else that could be causing it. • Get ideas flowing: Allow a safe space to be created by the group to allow for everyone to contribute their ideas. Perhaps begin the meeting with a short ice-breaker. This will help to relax and reconnect the members. • Expect some conflict: The best meetings have some criticism, but it should be aimed at ideas, not people, and it should be grounded in problems with the ideas. • Spread the power: If success depends on the participation of people at the meeting, it is best to let them decide as a group what ideas they will use. If people have been involved in deciding on an issue, they have more stake in seeing it work. Involving people in decision- making can lower their anxiety, and raise the quality of their work. • Always follow through: Have someone write up action steps during each meeting. Action steps include a summary of what was decided, what each person has agreed to do, specific deadlines, and the time and purpose of the next meeting. At the next meeting, revisit the status of the action steps • Make sure that the essential roles of the group are filled: A productive team has specific roles and responsibilities. the youth philanthropy action guide philanthropy the youth

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Voluntarism and philanthropy

All organisatons need resources to operate successfully. There are many organisations that work to help people and animals, and to improve society. These organisations often depend on donations or contributions of resources. Resources could be money, skills, time, energy, creativity, skills and commitment.

Philanthropy is: • voluntary action for the public good, • giving and serving, • active efforts to promote human welfare, • the thoughtful, intentional and ongoing giving of one’s time, talent or treasure for the sake of another or for the common good, • a tradition, a spirit and a sector of society, • voluntary giving, service and association, primarily for the benefit of others, • a desire to help humankind as indicated by acts of charity, • anything young people do to make the world around them a better place.

Philanthropy educates young people about social change in order to identify common problems and design the most appropriate solutions in a systematic way.

Ubuntu literally translates as: “I am only human because you are human.”

Desmond Tutu, Archbishop Emeritus, explains the meaning of ubuntu as follows: “Africans have this thing called ubuntu. It is about the essence of being human, and it is part of the gift that Africa will give the world. It embraces hospitality, caring about others, and being able to go the extra mile for the sake of others. We believe that a person is a person through another person, that my humanity is caught up, bound up, inextricably, with yours. When I dehumanise you, I inexorably dehumanise myself. The solitary human being is a contradiction in terms and therefore you seek to work for the common good because your humanity comes into its own in belonging.”

DESMOND TUTU, UBUNTU SPEECH, MONDAY 22 OCTOBER 2007

Desmond Tutu went on to further explain ubuntu in an interview:

Q: Is there any place in the world today that the western nations, and specifically the United States, is ignoring as they did South Africa for so long?

Tutu: I would say yes, I mean there are quite a few places where things are happening almost by default. But, actually, I would like to change that a little bit. It’s very worrisome how we have tended to devalue the other. the youth philanthropy action guide philanthropy the youth

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Just look at what’s happening in Iraq just now. You had, what, 3 000 people die in New York and other parts of the United States on 9/11, and the outrage... quite rightly!

You read bulletins about Iraq, almost every day. Fifty people have died. I mean, they are statistics. We even use obscene euphemisms: collateral damage. While talking about someone’s mother, while talking about someone’s child, someone’s father! And can we imagine? You were dead scared in the United States in 2001. You didn’t know from one moment to the next whether you were going to be alive. You lived in a horrendous atmosphere of insecurity. Just imagine what it must be like in Baghdad where you don’t know from one moment to the next if that car is going to blow up in your face. And on the whole, there isn’t any real outrage.

How many people have died? I’m hoping that you guys are going to say hey, our security is bound up with the security of everyone else. There’s no way in which you and all the wealthy ones are ever going to be able to enjoy your wealth. You’re really not going to be able to as long as there are those conditions over there that make people desperate. It’s not asking you to be altruistic! It’s asking you to be most concerned about your self-interest! It’s the best form of self-interest to care about that one over there... because whether you like it or not, we are bound together.

We may not actually like it, but you see – I’m not roughing up the United States, it’s the same with Britain, it’s the same . . . – but I’m just saying you can invest as much as you want in the most sophisticated system . . . yours is one of the most expensive! One of the most sophisticated! And it was made obsolete by a wire cutter. And it is because God is saying to us something we keep not wanting to hear: “My dear children, you are family,” and until that sinks in, that we are family, we are going to swim or sink together.

And it’s not being a Communist or anything, it’s just very good theology. And I hope that – I don’t hope, I’m almost as certain as anything – when you go to Brazil and you look and you see those instances of poverty, and all of the ghastliness, I KNOW that most of you are going to say “We’d like to change this.”

Not because we are humanitarian – yeah, that comes in – but because we care about ourselves.

In our country, we’ve got something called ubuntu. When I want to praise you, I say this person has ubuntu. Because, in our culture, there is no such thing as a solitary individual. We say a person is a person through other persons. That we belong in the bundle of life. And I want you to be all you can be, because that’s the only way I can be all I can be. I need you! I need you to be you so that I can be me.

So that’s why, you see, when you dehumanise another, whether you like it or not, inexorably, you are yourself dehumanised. Just look at what the death penalty does to people! So I want you to get out of here and be those who say this is a wonderful world. But it’s a world that for the sake of being able to enjoy your affluence, you say “here” (makes a reaching out gesture). I was telling some of you about a film, a wonderful film called 'The Defiant Ones', you know the film? No, of course not, you the youth philanthropy action guide philanthropy the youth

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weren’t even born . . . I think it was Sidney Poitier and I don’t even know who else . . . but the part about . . .

They are a gang of convicts, and two of them escape. One is black and the other is white, and they are manacled together. They fall down a ditch with slippery sides, and the one tries and clambers and scrambles and nearly gets to the top, but he can’t make it because he’s still manacled to his chum. So he slips down. The only way they could make it was together. Up, up, up, up, and out! Black and white, manacled together.

The only way we can be human is together! The only way we can be free is together! The only way we can ever be secure is together! The only way we can ever be free... is together. That is the logic of God’s creation.

SOURCE: HERSHBERGER FREE PRESS (MAHALO714.BLOGSPOT.COM/2007/10/DESMOND-TUTU-UBUNTU-SPEECH.HTM)

Reasons why people like to contribute or give to a cause or a project: • To make a positive contribution by building something, changing something or giving something back • To gain self-confidence • To respond to a community need • To discover your strengths and talents • To create important community networks • To develop skills like leadership, teamwork, organisational management and time management • To learn about themselves (meeting new friends, defining their values, clarifying their boundaries) • To make a difference • To believe in the cause they are being asked to support • To share responsibility for the community • To want to participate in change • To feel good • Out of guilt

A donor is someone who donates money, time or skills to a cause or a project. Donors are people who: • have common values with you or the organisation you are supporting – in other words, you believe in the same things, • trust you or your organisation because you have proved yourselves reliable, honest, committed and trustworthy, • have made a commitment to the organisation by donating time, money or energy.

Remember that a donor only becomes a donor when he or she has committed funding or time or energy to the cause for which you are raising funds. A person is more likely to give to you, or the organisation for which you are raising money, if you build a strong relationship with him or her, and maintain that relationship. This means staying in contact and letting the donor feel as if he or she is part of what you are doing. the youth philanthropy action guide philanthropy the youth

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Donors give to SUCCESS. In other words, donors We think of a want to know: philanthropist as • that their money is going somewhere useful and someone who donates big sums of is going to make a difference, money; yet literally philanthropy • that the person or group asking for their money means 'love of humankind'. All of us (or time or energy) knows what they are doing, are capable of being philanthropists. and are going to use their money to the best end, EDWARD LINDSAY • that YOU know what you are talking about.

1 Briefly describe a time or event where people voluntarily gave money or assistance to help others. This could be a national disaster like a flood, or when a neighbour needed help. Use a mind map to summarise: 1. What happened? 2. What was needed? 3. What did people do to help? 4. How effective was their help?

2 1. Read the information about the organisations doing philanthropic work locally and internationally. 2. Organise for your group to provide assistance to one of these organisations for a day. 3. Write a report on your experiences.

3 1. Investigate an organisation that relies on donations and volunteer workers. Use the guideline questions to complete your investigation. 2. Write a report. Include any relevant visual information such as photographs and data. DBV SPCA

4 Debate one of the following topics: 1. Philanthropy and voluntarism mean that ordinary people do what the government should be doing. 2. Philanthropy is not a substitute for government.

5 Read some of the reasons for philanthropy and why people become donors. Then complete the following sentences. 1. A time that I gave voluntary help was when ______. 2. When I give to others, I feel ______. 3. When I receive help from others, I feel ______. 4. A small thing that I could do today to help someone is to ______. the youth philanthropy action guide philanthropy the youth

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6 “Acts of giving literally transform, empower and improve us as individuals and as a society.” DAN MOORE, FOCUS. 1. Would you agree with this quote? If so, talk about how philanthropy can transform, empower and improve someone. 2. Select a quote that you like about philanthropy. Explain what you think the quote means.

7 Imagine that you have been asked to present a talk on volunteering and philanthropy to a group of 11 to 13 year olds at the local primary school. Prepare a suitable presentation focusing on these three questions: 1. What are the benefits of volunteering? 2. What can volunteers do? 3. Where can young people volunteer?

8 What does philanthropy mean? Think about these questions. 1. When you hear the word 'philanthropy', what do you think of first? 2. If you had to give a definition of the word 'philanthropy', what would it be? 3. Do you know of any philanthropists in your community? If so, who would you name and why?

9 Refer to the speech by Archbishop Desmond Tutu about ubuntu, and then discuss these questions. 1. What is your understanding of the word ‘dehumanise’? 2. Think of an example when you or others have been ‘dehumanised’ for the benefit of others? 3. What is your school’s vision? Does it include humanism or 'ubuntu'? 4. Where have you seen solidarity bring about change in your family, community and country? 5. How do the organisations and societies that you are involved in, or your YIPPSA Social Committee, achieve and strive towards ‘ubuntu’?

10 Imagine if someone gave you R1 000 to spend in any way that you wanted? What would you do? What if the amount was R10 000 or R100 000? Share your ideas in a group and give reasons for your choices. Discuss your choices: 1. Did you spend or give the money to anyone but yourself? 2. Did you decide to give anything to strangers? 3. What motivated your choices?

Talk about ways in which you could spend R10 000 to have the greatest and most positive impact on society. Try to motivate the others in your group to agree with your choices. the youth philanthropy action guide philanthropy the youth

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Rights and responsibilities: xenophobia and refugees

What are human rights?

Human rights are rights that we can claim just because we are human. These rights require us to take responsibility. For example, if we have a right to safe drinking water, then we have a responsibility not to waste the water and not to pollute the water source.

The South African Bill of Rights

In 1996, South Africa passed the South African Constitution Act that includes a Bill of Rights. The Bill of Rights consists of a list of rights to protect all people – adults and children – living in South Africa. The list of rights is based on the values and principles of human rights.

Protecting children’s rights in the Bill of Rights

South Africa showed its commitment to children’s rights by including Section 28 of the Bill of Rights, which are rights aimed specifically at protecting children. Section 28 says children have a right to:

• a name and a nationality from birth, • family care, the care of parents or correct alternative care, • basic food, shelter, basic health care and social services, • be protected from bad treatment, neglect, abuse or shame, • be protected from abusive labour practices, • not to have to, or be allowed to, do anything that is wrong for a child of that age; or that puts the child’s wellbeing, education, physical, mental, spiritual health at risk; or their social and moral development, • not to be detained except if there is no other way to deal with the situation and then they must be detained for the shortest time, kept away from people over 18, and have a lawyer at the state’s expense, if it would be unfair not to do so, • not to be used directly in wars and to be protected during wars.

As the facilitator, you should now ask the group to share their experiences of when children’s rights have been abused. For example, the 'right of nationality' can be abused in the case of a teenager who cannot obtain an ID, because he does not have a birth certificate. Some of the issues related to the protection of rights and the abuse of rights will affect participants personally and may result in strong reactions and emotions. Be sensitive to participants who become aggressive or withdrawn or show any signs of being disturbed by the discussion. the youth philanthropy action guide philanthropy the youth

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Ask the following questions about a human rights abuse that you identify: 1 1. What can be done? (In other words: how can you contribute to restoring this right through responsible action that can effect social change?) 2. What information do you need? 3. What people and/or organisations can help? 4. Is this a cause that your fund-raising efforts could address? If so, how? 5. Which of the concerns raised in this discussion should you base a project on? 6 What human right is your project taking responsibility for? 7 How does your project hope to bring about social change, through redressing a wrong?

Name: 2 1. one human right 2. a country in which human rights are violated 3. a document that proclaims human rights 4. a group in your country that wants to deny rights to others 5. a country in which people are denied rights because of their race, ethnicity, religion or sexual orientation 6. an organisation that fights for human rights 7. a film/video that is about human rights 8. a singer who sings about human rights 9. a right your parents or guardian instilled in you 10. a human right violation that disturbs you (the group) 11. a book about human rights 12. a human right which all women should have 13. a human right which all children should have. the youth philanthropy action guide philanthropy the youth

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Xenophobia

"There’s a train that comes from Namibia and Mozambique, from Swaziland and Lesotho, it brings old and young African men to work on conscription in the gold mines of Johannesburg, sixteen hours a day for almost no pay."

BEGINS THE HUGH MASEKELA CLASSIC "STIMELA (THE COAL TRAIN)," ONE OF THE SOUTH AFRICAN TRUMPETER’S SIGNATURE SONGS.

Rights of refugees

Act 130 of 1998, on the Rights of Refugees, describes how a refugee is defined according to the law.

The Refugees Act 130 of 1998

The Refugees Act 130 of 1998 came into force in April 2000. According to the Act, refugees are entitled to the same rights as citizens except the right to vote. The Act defines a refugee as someone who: (a) owing to a well-founded fear of being persecuted be it for reasons of his or her race, tribe, religion, nationality, political opinion or membership of a particular social group, is outside the country of his or her nationality and is unable or unwilling to avail himself or herself of the protection of that country, or, not having a nationality and being outside the country of his or her former habitual residence is unable, or, owing to such fear, unwilling to return to it, or (b) owing to external aggression, occupation, foreign domination or events seriously disturbing public order in either part or the whole of his or her country of origin or nationality, is compelled to leave his or her place of habitual residence in order to seek refuge elsewhere, or (c) is a dependant of a person contemplated in paragraph (a) or (b).

1 Draw a family tree that shows the movement of family members from three generations back. Explore the following questions in a group:

1. What are the reasons why people move?

2. What are the push and pull factors that cause people to move?

3. What are some of the things you have heard about foreigners in South Africa? the youth philanthropy action guide philanthropy the youth

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2 There are many different myths about foreigners in South Africa. A myth is something that is inaccurate but that many people believe. How can you determine whether a statement is a myth or fact? Read the statements below. Which of them have you heard before?

Create a table with two columns, 'Myth' and 'Fact'. Decide which of the following statements are myths or facts, and write down each one under the appropriate column. Give reasons to support your answers. 1. There is a lack of information about foreigners and their rights. 2. Many foreigners have sought refuge in South Africa and are seeking asylum. 3. Foreigners take away jobs. 4. South Africa is experiencing service delivery problems because of the presence of foreigners. 5. Foreigners are taking over South African cities. 6. Foreigners are entitled to be in South Africa. 7. Many foreigners are highly educated. 8. Crime in South Africa has increased because of the presence of foreigners. 9. Foreigners assisted South Africans in the time of apartheid. 10. Foreigners bring new perspective and ideas. 11. Not all foreigners are criminals.

Add your own points to the list of myths and facts about the role of foreigners in South Africa.

3 After reading or listening to Thabo Mbeki’s ‘I am an African’ speech, discuss the following questions: a) How does Mbeki construct his national identity? b) Which groups does he include in the discussion? c) How does Mbeki relate to other Africans? d) In describing their struggles, how is he drawing a comparison to our struggle? e) What attitude does he reflect towards other Africans? the youth philanthropy action guide philanthropy the youth

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I am an African SPEECH BY THABO MBEKI, 8TH MAY 1996 (A PORTION OF THE FULL SPEECH)

I owe my being to the hills and the valleys, the mountains and the glades, the rivers, the deserts, the trees, the flowers, the seas and the ever-changing seasons that define the face of our native land. My body has frozen in our frosts and in our latter day snows. It has thawed in the warmth of our sunshine and melted in the heat of the midday sun. The crack and the rumble of the summer thunders, lashed by startling lightening, have been a cause both of trembling and of hope.

The fragrances of nature have been as pleasant to us as the sight of the wild blooms of the citizens of the veld. The dramatic shapes of the Drakensberg, the soil-coloured waters of the Lekoa, iGqili noThukela, and the sands of the Kgalagadi, have all been panels of the set on the natural stage on which we act out the foolish deeds of the theatre of our day.

At times, and in fear, I have wondered whether I should concede equal citizenship of our country to the leopard and the lion, the elephant and the springbok, the hyena, the black mamba and the pestilential mosquito. A human presence among all these, a feature on the face of our native land thus defined, I know that none dare challenge me when I say - I am an African!

I owe my being to the Khoi and the San whose desolate souls haunt the great expanses of the beautiful Cape - they who fell victim to the most merciless genocide our native land has ever seen, they who were the first to lose their lives in the struggle to defend our freedom and dependence and they who, as a people, perished in the result.

Today, as a country, we keep an audible silence about these ancestors of the generations that live, fearful to admit the horror of a former deed, seeking to obliterate from our memories a cruel occurrence which, in its remembering, should teach us not and never to be inhuman again.

I am formed of the migrants who left Europe to find a new home on our native land. Whatever their own actions, they remain still, part of me. In my veins courses the blood of the Malay slaves who came from the East. Their proud dignity informs my bearing, their culture a part of my essence. The stripes they bore on their bodies from the lash of the slave master are a reminder embossed on my consciousness of what should not be done.

I am the grandchild of the warrior men and women that Hintsa and Sekhukhune led, the patriots that Cetshwayo and Mphephu took to battle, the soldiers Moshoeshoe and Ngungunyane taught never to dishonour the cause of freedom. the youth philanthropy action guide philanthropy the youth

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My mind and my knowledge of myself is formed by the victories that are the jewels in our African crown, the victories we earned from Isandhlwana to Khartoum, as Ethiopians and as the Ashanti of Ghana, as the Berbers of the desert.

I am the grandchild who lays fresh flowers on the Boer graves at St Helena and the Bahamas, who sees in the mind's eye and suffers the suffering of a simple peasant folk, death, concentration camps, destroyed homesteads, a dream in ruins.

I am the child of Nongqause. I am he who made it possible to trade in the world markets in diamonds, in gold, in the same food for which my stomach yearns.

I come of those who were transported from India and China, whose being resided in the fact, solely, that they were able to provide physical labour, who taught me that we could both be at home and be foreign, who taught me that human existence itself demanded that freedom was a necessary condition for that human existence.

Being part of all these people, and in the knowledge that none dare contest that assertion, I shall claim that - I am an African.

I have seen our country torn asunder as these, all of whom are my people, engaged one another in a titanic battle, the one redress a wrong that had been caused by one to another and the other, to defend the indefensible. I have seen what happens when one person has superiority of force over another, when the stronger appropriate to themselves the prerogative even to annul the injunction that God created all men and women in His image. I know what if signifies when race and colour are used to determine who is human and who, sub-human.

I have seen the destruction of all sense of self-esteem, the consequent striving to be what one is not, simply to acquire some of the benefits which those who had improved themselves as masters had ensured that they enjoy. I have experience of the situation in which race and colour is used to enrich some and impoverish the rest. I have seen the corruption of minds and souls in the pursuit of an ignoble effort to perpetrate a veritable crime against humanity.

I have seen concrete expression of the denial of the dignity of a human being emanating from the conscious, systemic and systematic oppressive and repressive activities of other human beings.

For the full version of this speech, go to http://www.anc.org.za/ancdocs/history/mbeki/1996/sp960508.html the youth philanthropy action guide philanthropy the youth

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Community needs

There are many issues that affect the communities in which we live. It is important to be aware of the real causes behind social problems in order to understand them fully. It is also important to develop empathy rather than to be judgemental and critical. To be empathetic means to be able to share and understand the feelings of another person.

1 Gather information about community needs and philanthropy by looking at media articles. Then copy and complete the table below.

EXAMPLE OF NEED EXAMPLE OF PHILANTHROPY

Local area

City

Country

International

2 Look more closely at your local area. 1. Choose a group (such as the elderly) or issue (such as substance abuse) that interests you. 2. Then ask and answer questions about your group or issue. For example, a group of youth looked at vulnerable children in their area and drew up the questions below. • What resources are available to vulnerable children in our community? • What services do they offer? • How accessible are these resources to vulnerable children? For example, are they far or near? Do children or parents have to pay? • Do vulnerable children know about these resources? • Do the children feel safe attending these resources?

A community resource map is a map of all the resources and services (institutions, influential people, support structures, potential funders, space that the public use, etc.) in your community. It can be used to meet the objectives of your project. This map helps to show where resources are located, what resources and services are available and what the needs are of the community.

As you respond to the questions about the group or issue that you have chosen, one of you should draw a simple picture or image showing the responses of the participants. In this way, you are able to see what and where the needs of the community are, and how you plan to implement your project to meet the needs of the community.

After you have identified the relationship between the resources and services in your community, you need to gather information about the specific problems faced by the community. Remember that, no matter how wonderful your idea may be or how important your role may seem, nothing makes sense if it is not needed. the youth philanthropy action guide philanthropy the youth

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Researching an issue

Finding information

Non-governmental organisations, schools and universities, governments, local institutions and businesses all have a wide range of published information that could be useful.

Sources include: • Printed material: newspapers, books, magazines and journals. • Websites: these days, there are online versions of vast quantities of material that were traditionally only available in print, as well as a huge range of information specially created for the World Wide Web. • Other media: news programmes, documentaries and even dramatisations on radio or television, or at the cinema or on video, can all be useful.

As well as using information that is publicly available, you could contact people and organisations to ask questions directly. This strategy can be very helpful, because you can focus on specific questions. For example, you could try: • contacting corporations and local businesses, • contacting national and local government representatives, • talking to teachers, parents or guardians and other relations, and community leaders, • talking to other young people, • carrying out your own surveys and interviews, • contacting local organisations, groups and religious institutions.

Remember that local research may be the most useful for undertaking practical action in your community.

Assessing information sources

Unfortunately, you cannot believe everything you read, hear or see. Organisations, institutions and individuals tend to have goals and beliefs that affect what information they choose to present and how they present it. Even sources that aim to give all sides of an argument may distort the truth because of such factors as limited resources (so they may not know all the facts), editorial values (for example, the desire to make a story exciting or relevant to a local audience), unconscious bias, or because they simply made mistakes! This does not mean that research is pointless and that it cannot help you get closer to the truth. But it does mean that you should: • Use a variety of sources to cross-check facts and conclusions, and to get all sides of the argument. • Always bear in mind who is providing information. In particular, ask yourself: – Who is financing or sponsoring this source? – What qualifications do the authors have? Have you heard of them? the youth philanthropy action guide philanthropy the youth

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– Who is the information aimed at? – Do the authors and sponsors have specific interests, goals, beliefs or experiences that might influence the way in which they present information? – Where do the authors get their facts and how reliable are the sources of these facts? – How up-to-date is the information?

The numbers game

Statistics are often used to support an argument or position. But judging their reliability is difficult. Statistics can be chosen and interpreted to support particular points of view. To some extent, you can judge the reliability of facts by the reputation of the source and the breadth of the investigation. A large-scale survey by a top university, for example, would carry more weight than a small survey carried out by the supporters of a specific campaign. Finding out how and from whom the statistics were collected will help you determine how reliable they are. For example, a survey that interviews only men will yield very different results to one that interviews both men and women.

The wild web

The Internet has made a vast amount of information instantly available to anyone with access to the World Wide Web. Using search engines such as Google or Yahoo can help you find literally thousands of sites relating to a particular topic. However, for the very reason that there is such a variety of information online, and because it is so easy for anyone to set up a website, you need to be especially careful when you are assessing Internet sources. All the questions listed in the 'Assessing information sources' section above are relevant, but it is particularly important that you ask yourself who is really behind the information on the website. Is it just an individual or a small campaigning group? Who backs or funds the site? If the status of the information providers is not clear and easy to check, beware! Adapted from www.unicef.org

It is important when using reference material and sources to not plagiarise material. The word ‘plagiarise’ means to copy someone else’s work directly and to pretend that it is original. Plagiarism is illegal. Always indicate when you are quoting directly from a source, and acknowledge all sources. the youth philanthropy action guide philanthropy the youth

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Choosing a project

Volunteers need to make sure that they are able to draw a link between their project choice and the resources that they have. The story below illustrates how important this link is.

A group of Grade 11 learners, who are volunteers, have done a mapping exercise of the resources and services in their community. They have identified a shelter for orphans and vulnerable children that they feel passionate about assisting.

The learners have been faced with many challenges while doing the development work. An example of one of these challenges is that the committee has found it difficult to make the time available to visit the shelter and meet with the project coordinator and care workers to discuss their ideas in order to obtain a deeper understanding of the shelter’s needs.

The committee decides that they will do a collection drive among the learners in their grade to collect teddy bears for the children at the shelter. One of the committee members knows of someone who works in a toyshop who they can approach to ask for a donation of teddy bears. The other members organise and publicise a collection drive in their school, encouraging learners to donate a teddy bear to the project. The toyshop and the collection drive are both successful.

After a phone call to the shelter, the committee sets a time and date that is convenient for them to meet with the coordinator and care workers at the shelter. On arriving at the shelter, they are met by one of the care workers who vaguely remembers the phone call a month ago. She explains that every week on this afternoon, the coordinator usually takes the sick children to the local clinic for testing. The care worker asks the learners whether they called to remind the coordinator of the visit and handover. The learners explain that, due to exam constraints, they have been unable to follow up on the initial phone call to confirm the visit. The learners decide to give the teddy bears that they have collected to the shelter. The care worker is grateful and expresses her sincere thanks for the thoughtfulness of these learners.

This is the first time that the committee has been to this shelter. They are struck by the poor conditions. The children are clean and clothed, but they can see that the basic resources are very limited. The committee then sits and speaks to the care worker about ‘a day in the life of the shelter’. In her narration, she explains how the price of food, especially the milk formula that they feed the babies, is continuing to increase and that they use 3 500 nappies per month. The learners listen and realise that a collection drive for teddy bears was not a priority need of the shelter. the youth philanthropy action guide philanthropy the youth

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A project based on the assumption of outsiders and on incomplete information is, in most cases, a failed project. You need to determine what information you will need about your target group (i.e. beneficiary) and the community within which the project is to be implemented. How high priority is the issue?

Part of planning is to assess your strengths, weaknesses, opportunities and threats. This method of assessment is called a SWOT analysis and can be used in both your personal and group planning. This assessment will help you to find out what resources are available and which ones you will need in order to match your group’s capacities with the needs of the community.

An example of SWOT analysis: Strength: What resources do you have? Weakness: What resources do you need? Opportunity: Where can you get these resources? Threat: What could negatively affect your plan?

In small groups, list the ‘mistakes’ that the learners made in the case 1 study (for example, teddy bears versus milk formula and/or nappies). How would you 'correct' the case study? What would you do differently?

A needs analysis is a research tool to collect information about the problems 2 facing a particular community. You carry out a needs analysis by asking groups or individuals about the problems that they experience in their community and what they see as some of the possible solutions to these problems. Conduct a needs analysis. 1. Draw up a list of questions to ask a particular beneficiary community. 2. Go out and find the answers to these questions and to discover new information.

3 Imagine you are going to hold a cake sale at break to raise funds for a local orphanage. Do a SWOT analysis for your group. the youth philanthropy action guide philanthropy the youth

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Fund-raising

What is fund-raising?

Fund-raising is getting people, companies or organisations to donate money or supplies to a project. All projects need resources and money is an important resource. To fund-raise successfully, the group needs the know-how, skills and a plan of action.

Fund-raising can be done in different ways. We'll look at some key fund-raising terms below.

Individual giving: Individual giving is usually short term, spontaneous and driven by emotion. There are usually no strings attached to giving by individuals as long as the person raising funds has credibility and the cause is socially acceptable.

Asking: The 'asking' method is effective but time consuming. However, meeting face-to-face with a potential funder provides the opportunity for a relationship to develop. In essence, every request for support for your fund-raising is an “ask”.

Collections: The collections method uses a container to collect amounts of money or items. This method provides an opportunity to promote your cause, although you may need many volunteers to help with the collections. Types of collections include street collections, static collections (a box left in a shop), collections at events and raffles.

Direct marketing: Advertising in the press and on the radio, as well as making telephone calls, are methods of direct marketing. When you use this method, you need to make sure that you target the right people with the right message at the right time, using the right approach. Remember that fund- raising is about raising friends and not only money, so it builds people power.

Fund-raising events: Fund-raising events are good for a specific purpose, but they need careful planning. They may also need to be ongoing, which requires capital. The event organiser should ask himself or herself these questions: what, where, when and how. For example, a fun-day picnic at a school requires a safe space for families to enjoy the day and a decision on an appropriate entrance fee that each family needs to pay. The entrance fee is used to pay the overhead expenses and the money left over goes to the YIPPSA project.

Gifts: Gifts are donations of money, materials, equipment or skills training. Remember that fund- raising is about building relationships. To keep the relationship alive, you must reply to your donors and always have a thank-you letter ready written on the school letterhead. Follow up with potential funders. Do not take ‘no’ as a personal rejection, as the potential funder may have other pressing commitments at present and so may be interested later. the youth philanthropy action guide philanthropy the youth

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IDEAS FOR FUND-RAISING PROJECTS AT SCHOOL

BRING AND BRAAI SCHOOL FETE

CAR WASH SPORTS DAY

CAKE SALE SPONSORED WALK

COLLECTION OF SMALL CIVVIES DAY CHANGE

DISCO DANCE IDOLS COMPETITION

When you appeal to individuals or groups for assistance, donations or funding, you need to decide what approach to take. You can do this by working through the following questions: • Does your project appeal to their existing support for a particular cause or similar cause? • How are you going to persuade them to support this project? • What is the best approach to take to appeal for funds – a letter, in a meeting, or another creative and attention-grabbing strategy?

In order to raise money through a fund-raising event, you may need to write a funding proposal to motivate your request for funding from individuals or groups. A funding proposal should be approximately five pages in length. the youth philanthropy action guide philanthropy the youth

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1 Follow these headings to compile your funding proposal – the headings will help you to keep to the point, and stay focused.

(i) Summary Briefly summarise your proposal in two or three sentences. The summary will help the reader to follow your proposal. For example: ‘Our YIPPSA social committee is organising a fashion show to raise money to purchase reference books for the local library. Learners from the many other schools in the area use the library. Please will you support us with a donation . . .’

(ii) Organisation information Give a brief explanation of the YIPPSA programme and the role of the YIPPSA Social Committee within your school and community. What will your YSC do to solve the problem?

(iii) Description of the problem In your description of the problem, you need to convince the funder that the issue you want to tackle is important and that your YIPPSA Social Committee has insight into the issue (which you'll get from doing your needs analysis).

(iv) Work plan In your work plan, list your overall goals and give details: • Who is the beneficiary and how they will be involved? For example, the beneficiary is the local library and a number of learners from the area use this facility. Remember to state the approximate number of schools and learners who could make use of this facility. • What are you going to do? Describe your activities • What have you already done? For example, you may have completed your needs analysis with the local library and with teachers from selected schools in the area. • Who is going to do the work? For example, the members of the YIPPSA Social Committee may those who are doing the work. When will the project take place? For example, the project will take place after the Grade 12 dance. • Where will the project take place? For example, in the school hall.

(v) The impact of your activities or outcomes Tell the funder what will change about the situation as a result of your project. For example, primary school learners will have up-to-date resources, which will make their learning more meaningful and contribute to building a culture of learning within the community.

(vi) Other funding The funder will want to know if any other organisations have committed funds to the project or have been approached. Few funders want to be the only supporter of a project. In this section, you can also describe the in-kind contributions like food, music, services, etc that people are giving to the project instead of cash.

(vii) Evaluation How will you know whether you have achieved what you set out to do? You need to describe the information that you will gather to tell you how close you came. For example, the amount of money raised will enable the library to buy ‘x' number of books. the youth philanthropy action guide philanthropy the youth

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In your group, discuss the following questions: 2 1. What fund-raising techniques would be the most effective in your community and why? 2. Who do you think gives funds for community projects? • Individuals • Companies • Religious organisations, for example churches and mosques • Trusts • Local business people • Foundations • Governments and local councils • Organisations 3. What are some of the important ways to ensure successful fund-raising? 4. Share your experiences of fund-raising initiatives like a cake sale, raffle, fete, or jumble sale that you have been involved in. 5. Discuss the different responsibilities that you will have towards the funders, other community-based organisations, your school and your beneficiaries.

In small groups, plan an event that will need fund-raising. 3 Do the following tasks: 1. Develop a plan on how you will raise the money, stating what the project is and how much money you will need for each item. 2. Draw up a clear plan of how you will raise the money. Use the following questions to guide you with your planning: • Who is involved? • How long will it take? • What do you need? • Who will you help? • How will money be collected? • What can go wrong? In other words, list possible challenges that you may encounter in your fund-raising efforts.

4 How much will the project cost? State the costs in a simple budget, showing the expenses and the income for the project. 1. Work out how much money will be needed to make the event a success and to cover the costs, as well as to show a profit. 2. Draw up a budget for the project. the youth philanthropy action guide philanthropy the youth

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Event management

Step 1 Step 1 focuses on what you want to achieve from the event.

1. Define the purpose of the event: • To raise money for the selected non-profit organisation (NPO) • To raise awareness about the NPO, the YSC and the YIPPSA programme • To secure support for the NPO outside this event • To encourage people to support future events and also to volunteer time at the organisation.

Formulate the objectives for the event. Determine your expectations. Develop your idea.

Step 2 Step 2 involves designing all aspects of the event experience.

1. Develop a theme for your event: If you need a performer or a speaker, identify the appropriate person as well as the information that you would like to give to your audience.

2. Research: • Research what people like to experience at an event. • Research what their needs are by asking fellow learners at school, teachers and the community.

3. Design the experience: Imagine or picture in your mind the experience from start to finish from the visitor's or customer's point of view. In order to be successful, always imagine every minute of their experience.

There are six dimensions to the experience: • Anticipation: create hype through marketing (invitations, brochures, publicity, advertising, promotions) • Arrival: meeting and greeting, welcoming at entrances, navigation and directional signs • Atmosphere: relies on the physical environment (props/décor, parking, toilet facilities, people) • Physical environment: décor elements/background/focal points/lighting/colour/fabrics) • Appetite: food and beverages are a vital need of guests and also a way to make money (consider various dietary requirements, e.g. halaal, kosher, vegetarian) • Activity: choreograph appropriate activities, using celebrities, bands, dancers, singers, videos, drumming. the youth philanthropy action guide philanthropy the youth

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Step 3 Step 3 involves looking at the financial aspects of the event and considering any factors that may affect its profitability.

1. Prepare the budget: • What will it cost to run this event? Get quotes for the things that you will need. • Consider how much money you will need to organise the event. • Find donors and sponsors. • Look at payment options for service providers (e.g. 50% payment up front, and 50% payment after the event).

2. Consider the date: • Is the date of your event close to pay day? Will people have money to support your event? • What are other options for people to do on that day? • Does your event clash with any other major public events (e.g. sporting event, public holiday, etc. – check your local daily and community newspapers)?

3. Approach, invite and confirm: • Approach sponsors in advance, and sell prepaid tickets in advance so that you are guaranteed attendance at the event. • Invite speakers, guests, celebrities and artists that you think can draw a crowd and add value to your event (somebody that complements what you doing).

Step 4 Step 4 focuses on marketing the event.

1. Branding of marketing materials: • Place the school logo and NPO logo on all marketing material, so that people know who is holding the event and also who you are raising money for. • Mention the organisation, your school and the YIPPSA programme, whenever you have an opportunity. • Place all the correct information about the event on the marketing material (who, what, why, when, where, how much).

2. Types of marketing material: • Brochures • Adverts in local newspapers • Flyers • Personal letters of invitation • Posters • Website • Media (press releases followed by newspaper coverage and radio interviews) • Announcements during school assembly. the youth philanthropy action guide philanthropy the youth

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Step 5 Step 5 deals with the process of planning and preparing for the event.

1. Checklists: Make a list of everything you need so that you can tick off what you have as you go along.

2. Production schedule: Draw up a schedule of who must do what and by when, and set a deadline for the completion of each task.

3. Running script: • Develop a running script for the day of the event. • Write down the flow of the event and ensure that contact numbers of everyone including guest speakers, service providers, teachers, etc. are included in the document in case you need to make any last minute calls and follow up.

4. Meeting schedule: Draw up a meeting schedule for how often you are going to meet, when and where.

Step 6 Step 6 focuses on the responsibilities of the project team.

Role players Identify staff or personnel requirements and role players to assist with delivering the event

Responsibilities Allocate responsibilities

Deadlines Stick to deadlines

Analysis briefings Pre-event briefings (identify who should attend) During event briefing Post-event briefing

Communication Communicate the mission, vision and objectives of the event

Productive meetings Propose that you have snappy and productive meetings with clear tasks given and checked

Feedback on progress Give feedback on the little details of the event and how it is going so far

Education and training If you are great at something and know how to do it, pass this knowledge on to others by training them and sharing your skills the youth philanthropy action guide philanthropy the youth

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Step 7 Step 7 deals with the actual event.

1. Welcome the guests: • Position people at the door to welcome the guests.

2. Signage: • Display welcome signage for guests. • Indicate the location of parking and the toilets with signage.

3. Welcome the media: • The PR person must be responsible for welcoming the media and giving them all the necessary information about the event, the YSC, the school and the YIPPSA programme.

Step 8: Step 8 focuses on the post-event evaluation.

1. Evaluate the event: • Ask fellow learners who attended what they thought of the event, and report back at the post-event briefing meeting. the youth philanthropy action guide philanthropy the youth

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2. Wrap up: • Clear up the event venue and leave everything tidier than before you started your event. • Make the final payments. • Send thank-you letters to sponsors and everyone who helped to make your event successful.

3. Develop your portfolio: • File all information and documents relating to your event in your portfolio, along with pictures and any other items, to help you with future events and also to showcase your experience.

An action plan sets out everything that needs to be done. One way of doing this is to plan around the five 'Ws' and 'H'.

1 Use the table below to draw up an action plan for a fund-raising event.

WHAT? WHEN? WHERE? WHY? WHO? HOW?

3 the youth philanthropy action guide philanthropy the youth

102 4. YIPPSA Guide Final P103-114:YIPPSA Guide 2009 3/4/09 5:19 PM Page 103 5 awards and awardees the inyathelo philanthropy awards

Every year, Inyathelo gives awards for philanthropy. The awards publicly recognise and acknowledge individual philanthropists who personally play a { vital role in the ongoing development of South Africa.

The message being spread by Inyathelo and this growing group of awarded philanthropists is that the country has an urgent need for all South Africans to participate in philanthropic giving. It is important to move away from the idea that only the wealthy can give back to the community – philanthropy is for everyone, and every South African needs to be aware of what he or she can do to take responsibility for growing a strong democracy.

“We believe that everyone can be a philanthropist by contributing where they can, with what they have, to ensure the sustainability of our civil society sector. As South Africans, we need to take on the challenge of supporting our own civil society.” commented Shelagh Gastrow, Executive Director at Inyathelo.

Inyathelo hopes the Awards will provide role models to encourage other emerging philanthropists, while increasing a broad awareness of philanthropy and the role it plays in strengthening our society.

There are pictures of the 2007 and 2008 awardees on Inyathelo’s website at www.inyathelo.co.za the youth philanthropy action guide philanthropy the youth

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BRAAM HANEKOM (LEFT) AND GRACE MOHAPI (RIGHT), AWARDEES AT THE 2008 INYATHELO PHILANTHROPY AWARDS

2008 Inyathelo Philanthropy Awards

The Inyathelo Philanthropy Merit Award Linda Givon

Ms Givon was nominated by the Children’s Hospital Trust for her ongoing contributions to the Trust and her support of the Hospital. Linda has personally donated funds to the Children’s Hospital Trust to the value of R251 500 and further inspired close friends to donate R569 959-55 (meaning a total financial benefit to the Trust of R848 459-55). In addition to her support for this hospital, Ms Givon has, for many years, tirelessly supported the development of art and artists in South Africa.

Through a substantial starting gift towards building a new art gallery at Wits University, she also set up a fund-raising committee for the gallery and inspired others to match and increase her gift. Something of a doyenne of the South African art world, Givon has over the years supported the Funda Centre in Soweto, helped to raise funds to rebuild the Artists Proof Studio, a teaching facility for young artists that burned down, funded bursaries at the Johannesburg Art Foundation, and donated many artworks from her personal collections to the University of Witwatersrand (WITS) Art Gallery’s permanent collection and to the collection of the Constitutional Court of South Africa.

In addition, and among many other ways of supporting art in South Africa, Givon sponsored a catalogue for Jane Alexander as guest artist for the SA National Festival of Arts in Grahamstown, and has provided other kinds of support to many South African artists. the youth philanthropy action guide philanthropy the youth

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The Inyathelo Award for Youth in Philanthropy Braam Hanekom

Braam Hanekom is the young, energetic, passionate founder of PASSOP (People against Suffering, Suppression, Oppression and Poverty), an organisation dedicated to aiding and protecting the human rights of both documented and undocumented refugees in South Africa. Hanekom describes PASSOP as a 'refugee activist advocacy organisation, providing not only humanitarian assistance to immigrant and refugee communities for immediate relief and support, but also engaging in advocacy work around policy in this area at the national and provincial levels to ensure that immigrant and refugee populations are afforded basic human rights (particularly with regard to documentation and registration).' Hanekom has been instrumental in helping refugees in Cape Town (particularly Zimbabweans) with their residency documentation and integration into local communities, as well as assisting with employment. PASSOP has worked with organisations like the UCT Law Clinic and the Legal Resource Centre to produce reports on the desperate plight of immigrants in South Africa. Through his dedication and commitment to this cause, he sold his small business and used the proceeds to fund PASSOP's work.

The Inyathelo Award for Exceptional Philanthropy Dr Saleem Badat

Dr Badat is the vice chancellor of Rhodes University in Grahamstown. On accepting his appointment as VC, Dr Badat requested that he relinquish a portion of his salary and certain VC benefits and that these financial savings go towards a scholarship fund established by Dr Badat called The Jakes Gerwel Rhodes University Scholarship Fund in honour of the university’s chancellor, Dr Jakes Gerwel. It is estimated that the annual contribution arising from the relinquishing of these benefits is in the region of R250 000. The Jakes Gerwel Rhodes University Scholarship Fund targets matriculants from disadvantaged communities in the Eastern Cape. Dr Badat has established links with principals, and is the key figure in the Makana Schools project, which aims to address the many challenges facing the local secondary school population in the greater Grahamstown region. He is a recipient of numerous national and international awards including the Hubert Humphrey Fellowship.

The Inyathelo Award for Exceptional Philanthropy Norton Tennille

An environment lawyer originally from the USA, Mr Tennille settled in South Africa after seeing the possibilities for combining environmental education, skills development and sustainable development. Tennille established the South African Education and Environmental Project (SAEP), a project that started as an environmental education project and has now grown to include, among other focus areas, career counselling, Saturday classes for matrics, and a range of extra-mural learning opportunities for high school learners. Tennille has led the way as the organisation developed its current three distinct and innovative programmes: • The early childhood development programme • SAEP’s high school programme • The gap year internship programme

Apart from contributing a significant portion of the organisation’s funding, he has, through tireless fund-raising, also managed to generate a further R2,9 million for SAEP and its various projects. the youth philanthropy action guide philanthropy the youth

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The Inyathelo Award for Women in Philanthropy Lynette Finlay

Ms Finlay, who runs her own property management business, is the founding director of Nurturing Orphans of Aids for Humanity (NOAH). She continues to give of her time and resources to the ongoing growth and development of NOAH. The organisation is making a difference in the lives of more than 33 000 orphaned and vulnerable children (OVCs) in South Africa. Her vision has led to the establishment of 107 Arks (care centres) providing nutrition, counselling and a place of safety for 33 321 children orphaned by Aids. She contributed personal investment in NOAH making it the most effective NGO working with OVCs. This contribution has allowed Ms Finlay to adopt Yeoville Ark, thereby directly benefiting 113 orphaned children. Finlay carries oversight responsibility of NOAH’s finances and is a key player in fund-raising, ensuring that new donors are attracted and continuing to build relationships with existing donors. Finally, she started an events company called Finlay Events, specifically and solely to generate support for NOAH. The company has hosted breakfasts and gala dinners for the past six years and, each year, these functions have raised in excess of R1 million for NOAH.

The Inyathelo Award for Community Philanthropy Grace Mohapi

Because of the growing number of people affected and infected by HIV/Aids, and the evident impact this was having on children orphaned through the disease, Mrs Grace Mohapi founded the Usizo Thuso Community Centre with her husband in 1999. Mrs Mohapi started her community initiatives with her own resources. For example, Mohapi and her husband would use their own car to transport the ill to and from the nearest hospital since there was no clinic in or near the community of Finetown (south of Johannesburg). Through her tireless efforts, she managed to call on local government to build a clinic nearby. From these small beginnings, Mohapi now has a fully-fledged community centre that provides aftercare for school learners, meals for children in need, crafting space for grandmothers supporting orphaned children, and many other community services such as assisting people to receive social grants and teaching people how to grow vegetable gardens using permaculture techniques.

The Inyathelo Award for Family Philanthropy The Bertie Lubner family

Two nominations were received for members of the Bertie Lubner Family. Further investigation by the Inyathelo Awards Review Panel revealed that the Lubners have a well-established tradition of intergenerational giving, and that Bertie Lubner’s entire immediate family are deeply philanthropically involved in their own areas of interest. This family exemplify excellence and leadership, not only in their individual philanthropy, but in their family approach to giving. A few key points to note are: • The Lubners established Ma’Afrika Tikkun, an organisation that provides comprehensive care and support for vulnerable children in townships, as well as encouraging development for community upliftment. • Bertie Lubner is co-founder of the organisation and current chairman. Marc Lubner is the current CEO, and has strategically and significantly grown the organisation over the last few years, taking the organisation from being reactive (disaster relief) to one that proactively engages with communities to find solutions to poverty. the youth philanthropy action guide philanthropy the youth

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• The Lubners cover the cost of office space for Ma’Afrika Tikkun, and the cost of financial management of the NPO, the Field Band Foundation, which Bertie Lubner co-founded, and is Life President of, after extensive research into the needs of communities. The foundation provides life skills through music. • Tony and Suzy Lubner started the Sabrina Love Foundation to support disadvantaged children with mental and physical disabilities. Die Sterreweg is one of the centres that they have established to provide full daytime care for such children, as well as providing support for their parents and families.

The Inyathelo Award for Lifetime Philanthropy Professor Rashid Bhikha

Professor Bhikha was the founder and CEO of Betabs Pharmaceuticals, which was the largest independent pharmaceuticals company in South Africa when Bhikha sold the company in 2007. His major commitment is to supporting and providing affordable health care in South Africa. Bhikha has engaged with health-care affordability by searching, finding, proposing and implementing alternative approaches to primary health care. He has established and funds the Ibn Tibb Institute, South Africa’s home of Tibb Medicine. The Ibn Institute of Tibb, an NPO founded by the Bhikha Family Trust, absorbs the loss at which these clinics run, which totals approximately R600 000 per annum. Prof Bikha established two community clinics – one in Langa and the other in Manenberg – which also provide the University of the Western Cape’s Unani–Tibb students with practical training opportunities. In July 2008, Bhikha launched a R1 million community clinic at the Saartjie Baartman Centre for Abused Women and Children. Bhikha is engaged in a range of other support initiatives directed at promoting good health and quality of life.

PROFESSOR RASHID BHIKHA, AWARDEE, THE INYATHELO AWARD FOR LIFETIME PHILANTHROPY 2008 the youth philanthropy action guide philanthropy the youth

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2007 Inyathelo Philanthropy Awards

The Inyathelo Award for Philanthropy in the Arts Ms Vivien Cohen

“If I were talking to privileged South Africans, I’m afraid my message would be a little harsh. I would have to break the news to them that you actually don’t need more than the first R20 million. After that, really, nothing is so important that you have to cling on to it.”

VIVIEN COHEN, AWARDEE, INYATHELO AWARD FOR PHILANTHROPY IN THE ARTS 2007

Ms Cohen’s passion is the Arts, and her philanthropic efforts are focused on making a difference in the lives of individual artists to ensure that they are in a financial position to 'create', whether it be in music, fine arts, drama, opera or dance. These are just a few of the organisations that she has contributed to:

1. Michaelis School of Art, UCT Ms Cohen provided finance for the art materials fund at Michaelis for students who could not afford to purchase their own art materials. She provided bursary support for an art student from Zimbabwe whose parents had sold their business to support him, but still the finances were inadequate. Ms Cohen also attends student exhibitions and purchases work as an encouragement to local artists.

2. School of Dance, UCT Vivi’s support for the UCT School of Dance goes back many years. Vivi sponsored the Confluences Dance Conference in 1997, in addition to sponsoring air tickets and accommodation for delegates from abroad. In addition, she paid the attendance fees for local people who could not afford them. Her support for the art of dance in South Africa extends to hosting international choreographers and dancers, having hosted choreographers and dancers Robert and Sherri North and also dancers from the National Dance company of Cuba. Further, she has facilitated the visit to Cape Town of the Nederlands Dance Theatre and sent South Africans to dance in the Netherlands.

3. College of Music, UCT Ms Cohen’s support for the arts extends from fine art and dance, to music. Support has included assistance for music graduates to take up scholarships abroad for postgraduate study. She has also provided significant support to the Sontonga Quartet, South Africa’s first full-time group of performing classical musicians.

4. Opera and Orchestra Vivi’s support for local music includes critical funding for both the Cape Town Opera and the Cape Philharmonic Company, with investment variously in a van for the Opera Company and bridging funds for orchestra members between the time of closing the old orchestra and establishing the new one.

“The Arts in South Africa … that is my life, that is my passion. I believe that artists – whether they're painters or potters or actors or musicians or opera singers or jazz musicians – are really our connection with the divine. They bring us to something bigger than ourselves”.

VIVIEN COHEN, AWARDEE, INYATHELO AWARD FOR PHILANTHROPY IN THE ARTS 2007 the youth philanthropy action guide philanthropy the youth

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The Inyathelo Award for Youth in Philanthropy Mr Lindela Mjenxane

“How would I motivate others to become philanthropists? What matters most is your intent. The important word is 'intent' – to define your intent – what is your intent in life, what is your passion. And my passion is to serve my community.”

LINDELA MJENXANE, AWARDEE, INYATHELO AWARD FOR YOUTH IN PHILANTHROPY 2007

Lindela Mjenxane started the Beyond Expectation Environmental Project (BEEP) to utilise natural environments, particularly Table Mountain, as a workshop 'venue' for school learners, to help them to escape the trap of poverty and to educate youth about the environment and about wise water use. BEEP, in partnership with Educo Africa and Collect-a-Can, also trains volunteers to lead the workshops.

This project has won three awards in two years (including M&G Greening the Future, 2007) and Lindela is now the recipient of the Inyathelo Award for Youth in Philanthropy for 2007. Apart from using his own funds to support the organisation, Lindela has exemplified leadership and excellence in philanthropy (and his ability to encourage and motivate others to give) through his involvement in other organisations such as Masivuke, Umthi Wesizwe and Ulutsha Olukhathalayo.

In addition to being recognised for his leadership role in philanthropic giving, Lindela Mjenxane won the Western Cape Premier’s Youth Award in 2006, and was awarded Provincial Community Builder of the Year (WCape) in 2007.

The Inyathelo Award for Philanthropy in Health Ms Amanda Bloch

“Just give.”

AMANDA BLOCH, AWARDEE, INYATHELO AWARD FOR PHILANTHROPY IN HEALTH 2007

Amanda Bloch became involved with raising money for the Children’s Hospital Trust after her son was treated at Red Cross Hospital after suffering total kidney failure at the age of eight months. Amanda was deeply moved by the work that doctors and nurses at the hospital were managing to do, in spite of outdated equipment, lack of space, poor facilities and the long-term effects of underfunding.

Amanda was inspired to take on the challenge of raising funds for the Children’s Hospital Trust and contributed substantial personal funds to leverage an amount of R1,63 million from her network of family and friends. This was just the beginning. Amanda then single-handedly pioneered SA’s premier art-auction benefit, raising R1,32 million in 2003 for the Children’s Hospital Trust, R2,2 million in 2004, R2,45 million in 2005 and R3,4 million in 2006. With further contributions of personal funds, Amanda’s involvement in the Children’s Hospital Trust has now quantifiably raised over R21 million for the Children’s Hospital Trust.

Not only has Amanda contributed personally, but her initiative and enthusiasm has inspired others to give. Amanda Bloch exemplifies leadership and excellence in individual philanthropy. the youth philanthropy action guide philanthropy the youth

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The Inyathelo Award for Women in Philanthropy Dudu Myeni

“I cannot close my eyes when I see the poverty, the illiteracy and the suffering. . . I believe it is possible to change the world, one person at a time.”

DUDU MYENI, AWARDEE, INYATHELO AWARD FOR WOMEN IN PHILANTHROPY - THE MERCURY, 12 DECEMBER 2007

Ms Dudu Myeni, well-known Richards Bay business personality, is known for her 'quiet' philanthropy. Originally a teacher, Dudu’s philanthropic giving started in the 80s when she started bringing her children’s second-hand clothes and shoes to school to give to the poorer children in her class. To date, Dudu has achieved remarkable things in both her personal giving and her encouragement of others (including corporates) to give.

She has implemented far-reaching programmes and partnerships that have seen the formation of 60 co-ops, and she has encouraged corporate involvement and support for education and training initiatives in the Richards Bay community. Dudu has also established the Skills Fountain, an NPO that raises corporate and government funding to implement ABET programmes in the area. In addition, she initiated the Youth Enterprise Development project, where she personally trained 130 students in a one-year business and social skills bridging programme.

Previously awarded and recognised for her role in social development, Ms Myeni has been, and continues to be, involved in many boards and governing bodies.

“A philanthropist is a person who shares wealth and heart, time and skills with those who really need human development.”

DUDU MYENI, AWARDEE, INYATHELO AWARD FOR WOMEN IN PHILANTHROPY 2007

The Inyathelo Award for Community Philanthropy Mufumbe Mateso

“I believe in empowering the voiceless people around Tsephisong and around South Africa. The message I do have for all South Africans and non-South Africans living in this country, and around the world, is to dedicate themselves to philanthropy, to share what they do have – wealth, happiness – with other people who need it . . . who are in need of our love, who are in need of our support.”

MUFUMBE MATESO, AWARDEE, INYATHELO AWARD FOR COMMUNITY PHILANTHROPY 2007

Mr Mufumbe Mateso, from the Democratic Republic of Congo and now living in South Africa, is a living example of giving in one’s community. Mufumbe worked in Soweto for some time, distributing toys to children and groceries to families. He has also trained more than 20 adults in catering skills, and initiated a workshop in Jabavu on how to start a project. the youth philanthropy action guide philanthropy the youth

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Since moving to Tshepisong in 2004, he helped establish a care facility for 20 orphans, by buying a 'zozo' (a shack) as a starter facility. He went on to provide food, clothing and pre-preschool education, building the foundations for a viable project after which the project then started getting donations. In 2006, Mateso received a R50 000 Irish Aid grant to build an orphanage at Tshepisong, and after contributing substantial funding and materials himself (and assisted by friends), the building is 85% complete.

More than 180 children have benefited from services that he has provided and that have been provided through donations.

Mr Mateso has also initiated a home-based care programme for people living with HIV/Aids. He has trained 57 people in computer literacy at his own expense (35 are currently employed). In 2005, he initiated the 'Living Sustained Dialogue Project', a public peace process initiative that aims to bring people around the table to build on 'common ground'. 33 community moderators have been trained to run imbizo's for this purpose.

Further, Mufumbe has initiated a gardening project and brought professionals in to train community members in growing crops, a project that now benefits about 300 householders.

The Inyathelo Award for Lifetime Philanthropy Edgar Droste

“Philanthropic giving is very important, especially for young people studying – to assist them with their learning and to tie to their learning a commitment to help other students in the future.”

EDGAR DROSTE, AWARDEE, INYATHELO AWARD FOR LIFETIME PHILANTHROPY 2007

Mr Edgar Droste, now 84, exemplifies a lifetime of giving. Quietly unassuming, and dedicated to supporting South African skills development through education bursary funds, Mr Droste also cultivates plants for, and sells plants at, the annual fete of the Gerald Fitzpatrick House and Nursing Home. The social issues that Mr Droste has supported include education (preschool, schools, bursaries, universities), aged care, family welfare, Christian religious ministries, health and disability.

The range of bursary organisations supported by Mr Droste includes the Study Trust Bursary Fund, a national bursary organisation founded in 1974, TECSAT, the Western Cape bursary fund for FET college students, and the African Scholars Fund.

Support in other areas has been given to LOVE IN ACTION, a shelter for boy street kids in Mabopane, the Institute of Infectious Disease and Molecular Medicine at UCT for its capital campaign, and ongoing support with operational and sponsorship funding support for the Gerald Fitzpatrick House and Nursing Home.

Mr Droste’s personal trust has been established to run in perpetuity. the youth philanthropy action guide philanthropy the youth

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THE ACKERMAN FAMILY, AWARDEES, THE INYATHELO AWARD FOR FAMILY PHILANTHROPY 2007

The Inyathelo Award for Family Philanthropy The Ackerman Family

“Most of the things we do as a family no one knows anything about… Nearly everything my wife does, and my daughters do, and my son – no one knows anything about what we are doing. It is just done.”

RAYMOND ACKERMAN ON HIS FAMILY’S PHILANTHROPY, INYATHELO PHILANTHROPY AWARDS 2007

“We have several foundations in the family, but my particular interest has always been education …giving bursaries to those in need, and this has been going on for over 30 years. If I was asked what South Africans can do in philanthropy, I would say that everybody can help, everybody can be a philanthropist. It’s a very fancy word for helping your neighbour.”

WENDY ACKERMAN, AWARDEE, INYATHELO AWARD FOR FAMILY PHILANTHROPY 2007

The ethos of social responsibility has been part of the Ackerman family for decades. In both the personal and corporate spheres, Raymond and Wendy Ackerman have contributed enormously to social development in South Africa and, importantly, have raised their children as philanthropists. The Ackermans have a number of personal foundations, the most recently established being the Ackerman Family Foundation in which the whole family is involved. With the establishment of their Family Foundation, the Ackermans have given real meaning to the concept of ‘family philanthropy’.

Remarkably, four members of the Ackerman family were individually nominated for the Inyathelo Philanthropy Awards. The individual members of the Ackerman family, nominated by different organisations, were: • Raymond Ackerman • Wendy Ackerman the youth philanthropy action guide philanthropy the youth

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• Kathy Robins • Suzanne Ackerman-Berman

Philanthropic social investment by the Ackerman family, both in terms of money and time, has benefited an enormous range of South African organisations and individuals. Beneficiary institutions and organisations include, among many others:

• The Raymond Ackerman Academy of Entrepreneurial Development at the University of Cape Town’s Graduate School of Business • The Red Cross Children’s Hospital • The WHEAT Trust • The Cape Town Opera Trust • The Aids Foundation • The Nelson Mandela Children’s Fund • The Shoebox Houses project • The Down Syndrome Association Western Cape • Habitat for Humanity

“I think we all have to live by example . . . try and help where we can and give of ourselves. If it’s not financially, it’s time, it’s love, it’s passion, it’s energy. If every single person can reach out and make a difference, and pass that forward to somebody else, I think we can change the community and society we live in.”

SUZANNE ACKERMAN-BERMAN, AWARDEE, INYATHELO AWARD FOR FAMILY PHILANTHROPY 2007

“Philanthropic giving is vital for building civic society . . . it’s about us all linking up. Use your passion - whatever your passion is, go for it . . . there is so much as human beings that we can do to make a difference for people’s lives.”

KATHY ROBINS, AWARDEE, INYATHELO AWARD FOR FAMILY PHILANTHROPY 2007

The Inyathelo Award for Community Philanthropy Anthony and Hillary Hamburger

Anthony and Hillary Hamburger are both practising clinical psychologists who saw the critical need in low-income areas for mental health services. The Hamburgers established Ububele: the African Psychotherapy Resource Centre, in Alexandra (Johannesburg) in 2000. Ububele’s therapeutic nursery school (for fifty at-risk children) is Ububele’s heart. Its pulse drives Ububele’s daily life, providing a vital link to the community. It is also a place for non-invasive ob- servation and learning by lay counsellors.

Positive early childhood experiences are the most significant predictor of mental health in later life. Ububele therefore has an Early Childhood and Parents Division and Group Work and Training Divisions, each informing the work of the whole programme. Ububele is realising in practice South Africa’s commitment to the Rights of Children, especially the rights to safety and security and health care, which must include psycho-social support.

People with HIV and AIDS are also part of every group of people involved in Ububele’s mental health programmes. Many traumatised woman and children, often orphans in child-headed families, need support from trained counsellors. This, too, is Ububele’s field of action. Ububele provides direct support to, and training for, lay and professional counsellors working in these areas. the youth philanthropy action guide philanthropy the youth

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With initial and ongoing costs funded solely by the Hamburgers until funding could be attracted, Ububele is a large, influential, well-used mental health resource with counselling training programmes set up and managed by the Hamburgers. Both in private practice, Anthony and Hillary volunteer their time to Ububele.

The use of the 2 000 square metre building has been donated by the Hamburgers, and the building is being transferred to a Trust so that Ububele can continue using it rent-free for as long as it fulfils its functions.

“We run what we call the Ububele Persona Doll Training. We started developing training, and a way of using (the person dolls), and it has now become a huge thing. We use the dolls to encourage children to develop emotional literacy, to help the children recognise and talk about what they feel, what they need, what they think. We’re very thrilled with this programme and we believe it’s going to have an enormous impact.”

HILLARY HAMBURGER, AWARDEE, INYATHELO AWARD FOR COMMUNITY PHILANTHROPY 2007

“You might call it group therapy for the Under-7’s. It sounds strange, but it brings the two pillars of Ububele together – the early childhood one, and the group therapy.”

ANTHONY HAMBURGER, AWARDEE, INYATHELO AWARD FOR COMMUNITY PHILANTHROPY 2007

LINDELA MJENXANE, AWARDEE, INYATHELO AWARD FOR YOUTH IN PHILANTHROPY 2007 the youth philanthropy action guide philanthropy the youth

114 5. YIPPSA Guide Final P115-136:YIPPSA Guide 2009 3/4/09 5:22 PM Page 115 6 ysc templates

These templates can be used by the YIPPSA Social { Committee to organise and monitor their fund-raising.

List of YIPPSA Social Committee Members and other Volunteers 116

YIPPSA Monthly Volunteer Schedule 118

Beneficiary Identification Form 120

Meeting Agenda 124

Minutes of Meeting 126

Fund-raising Plan 129

YSC's Expectations, Concerns and Hopes 131

YSC Portfolio Monitoring Sheet 132

YSC Member Monitoring Sheet 133 the youth philanthropy action guide philanthropy the youth

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List of YIPPSA Social Committee Members and other Volunteers (Please list all learners and teachers involved in YIPPSA) giving is a given!

SCHOOL NAME:

NO NAME OF LEARNER /TEACHER GRADE INVOLVEMENT (How does he/she help or participate in the YIPPSA activities)

A PROGRAMME OF INYATHELO: THE SOUTH AFRICAN INSTITUTE FOR ADVANCEMENT • Tel: +27 21 465 6981/2 • Fax: +27 21 465 6953 • [email protected] • [email protected] • www.inyathelo.co.za/yippsa 1 ® 5. YIPPSAGuideFinalP115-136:YIPPSA20093/4/095:22PMPage117

giving is a given!

NO NAME OF LEARNER /TEACHER GRADE INVOLVEMENT (How does he/she help or participate in the YIPPSA activities)

A PROGRAMME OF INYATHELO: THE SOUTH AFRICAN INSTITUTE FOR ADVANCEMENT • Tel: +27 21 465 6981/2 • Fax: +27 21 465 6953 • [email protected] • [email protected] • www.inyathelo.co.za/yippsa 2 ® 117 the youth philanthropy action guide 5. YIPPSAGuideFinalP115-136:YIPPSA20093/4/095:22PMPage118 118 the youth philanthropy action guide

YIPPSA Monthly Volunteer Schedule

SCHOOL NAME: MONTH:

ORGANISATION NAME: ORGANISATION CONTACT PERSON:

ORGANISATION TEL: giving is a given!

NO NAME OF LEARNER GRADE DATE(S) OF VOLUNTEERING HOURS AMOUNT OF HOURS VOLUNTEERED DAYS VOLUNTEERED PER DAY VOLUNTEERED FOR THE MONTH

giving is a given!

NO NAME OF LEARNER GRADE DATE(S) OF VOLUNTEERING HOURS AMOUNT OF HOURS VOLUNTEERED DAYS VOLUNTEERED PER DAY VOLUNTEERED FOR THE MONTH

A PROGRAMME OF INYATHELO: THE SOUTH AFRICAN INSTITUTE FOR ADVANCEMENT • Tel: +27 21 465 6981/2 • Fax: +27 21 465 6953 • [email protected] • [email protected] • www.inyathelo.co.za/yippsa 2 ® 119 the youth philanthropy action guide 5. YIPPSA Guide Final P115-136:YIPPSA Guide 2009 3/4/09 5:22 PM Page 120

Beneficiary Identification Form (Please fill in a form for each organisation you are considering)

1. Non-profit Organisation Contact Details

Non-profit Organisation Name:

NPO/ Trust Number:

Physical Address:

Code:

Tel: (021) Fax: (021)

Email: Web:

2. Management Contact Details

Name:

Job Designation:

Tel: (021) Fax: (021)

Mobile:

Email: Web:

A PROGRAMME OF INYATHELO: THE SOUTH AFRICAN INSTITUTE FOR ADVANCEMENT Tel: +27 21 465 6981/2 • Fax: +27 21 465 6953 • [email protected] • [email protected] • www.inyathelo.co.za/yippsa 1 ® the youth philanthropy action guide philanthropy the youth

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3. Background to Organisation

Date Started:

What sector does your organisation work in? (Please tick the box below)

Education

Health

Social Services

Women

Child Care

Youth

Aged Care

Sport

Animal Welfare

Other (please specify)

What services does the organisation offer?

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Who does the organisation offer these services to?

Approximately how many people make use of the services per year?

Who are the main sponsors of the organisation?

What are the most urgent needs in the organisation?

Are there other organisations in this community who render the same kind of service? Please list them.

A PROGRAMME OF INYATHELO: THE SOUTH AFRICAN INSTITUTE FOR ADVANCEMENT Tel: +27 21 465 6981/2 • Fax: +27 21 465 6953 • [email protected] • [email protected] • www.inyathelo.co.za/yippsa 3 ® the youth philanthropy action guide philanthropy the youth

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How does this organisation meet the criteria you have set? Briefly list the criteria they have met.

Briefly motivate why you are selecting/not selecting this organisation.

A PROGRAMME OF INYATHELO: THE SOUTH AFRICAN INSTITUTE FOR ADVANCEMENT Tel: +27 21 465 6981/2 • Fax: +27 21 465 6953 • [email protected] • [email protected] • www.inyathelo.co.za/yippsa 4 ® the youth philanthropy action guide philanthropy the youth

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YIPPSA Social Committee Meeting Agenda

SUBJECT/PURPOSE OF MEETING

SCHEDULED DATE

TIME

LOCATION

ATTENDEES INVITED

PLEASE BRING

Agenda Topics

NO AGENDA ITEM DESCRIPTION TIME DISCUSSION OBJECTIVE ALLOCATED LEADER

1 Min

2 Min

3 Min

4 Min

5 Min

6 Min

7 Min

8 Min

9 Min

10 Min

TOTAL MINUTES:

Chairperson Secretary

124 5. YIPPSA Guide Final P115-136:YIPPSA Guide 2009 3/4/09 5:22 PM Page 125

Tips on Agenda Topics

The following list will give you some idea of the kinds of issues that could be raised and discussed at a committee meeting. Some agenda items are points of information, and some agenda items would be for more in-depth discussion.

1 Announcements:

• Scheduled events • News from committee members

2 Project Status Review:

• How far is the project? • What do you have to do? •∑ What have you achieved so far? •∑ Responsibility for tasks?

3 Project Issues:

• Update on open issues • New or potential issues

4 Each YSC Committee member:

• Accomplishments or activities since last review • Plans for the next period • Estimates to complete tasks • Any changes to your plan, and the impact of these changes • Issues encountered or resolved • Other comments or concerns

125 5. YIPPSA Guide Final P115-136:YIPPSA Guide 2009 3/4/09 5:22 PM Page 126

YIPPSA Social Committee Minutes of Meeting

YSC MEETING NUMBER

DATE

TIME

LOCATION

Present at YSC Meeting

(NAME OF PERSON) (PLEASE TICK WHERE APPLICABLE)

Chairperson

Secretary

Treasurer

Liaison Officer

Public Relations Officer

Absent at YSC Meeting

Chairperson

Secretary

Treasurer

Liaison Officer

Public Relations Officer

126 5. YIPPSA Guide Final P115-136:YIPPSA Guide 2009 3/4/09 5:22 PM Page 127

Agenda

Discussion, decisions, assignments

Item 1

Item 2

Item 3

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Item 4

Item 5

Item 6

Item 7

A PROGRAMME OF INYATHELO: THE SOUTH AFRICAN INSTITUTE FOR ADVANCEMENT Tel: +27 21 465 6981/2 • Fax: +27 21 465 6953 • [email protected] • [email protected] • www.inyathelo.co.za/yippsa 3 ® the youth philanthropy action guide philanthropy the youth

128 5. YIPPSA Guide Final P115-136:YIPPSA Guide 2009 3/4/09 5:22 PM Page 129

Fund-raising Plan

1. Who are you raising money for?

2. What are the needs you seek to support?

3. How are you going to support your selected organisation?

Cash

Donations

In-kind

Time and Energy

4. Financial Target for the Year

R -

5. Closing Date for Raising Funds

/ /

129 5. YIPPSA Guide Final P115-136:YIPPSA Guide 2009 3/4/09 5:22 PM Page 130

6. How are you going to raise the money and/or support?

7. List Fund-raising Events and Dates

NO EVENT DATE

8. Marketing Plan: How do you intend marketing your fund-raising events?

A PROGRAMME OF INYATHELO: THE SOUTH AFRICAN INSTITUTE FOR ADVANCEMENT Tel: +27 21 465 6981/2 • Fax: +27 21 465 6953 • [email protected] • [email protected] • www.inyathelo.co.za/yippsa 2 ® the youth philanthropy action guide philanthropy the youth

130 5. YIPPSA Guide Final P115-136:YIPPSA Guide 2009 3/4/09 5:22 PM Page 131

YSC’s Expectations, Concerns and Hopes (Each member to fill in a form)

Name: Surname:

Grade: School Name:

1. Your expectations of the YIPPSA Programme:

2. Your concerns for participating in the YIPPSA Programme:

3. Your hopes for participating in the YIPPSA Programme:

131 5. YIPPSAGuideFinalP115-136:YIPPSA20093/4/095:22PMPage132 132 the youth philanthropy action guide

YSC Portfolio Monitoring Sheet

GROUP ACTIVITIES COMPLETED NOT REASON OUTSTANDING DATE CHECKED DATE CHECKED YIPPSA COMPLETED BY CHAIRPERSON BY YIPPSA COMMENTS AND SIGNATURE AND SIGNATURE

ACTIVITY

YSC Member Monitoring Sheet

ROLE: NAME:

SCHOOL: GRADE:

ACTIVITIES PARTICIPATED DID NOT REASON COMMENT BY COMMENT BY DATE CHECKED DATE CHECKED YIPPSA PARTICIPATE CHAIRPERSON TEACHER BY CHAIRPERSON BY YIPPSA COMMENTS AND SIGNATURE AND SIGNATURE

A PROGRAMME OF INYATHELO: THE SOUTH AFRICAN INSTITUTE FOR ADVANCEMENT • Tel: +27 21 465 6981/2 • Fax: +27 21 465 6953 • [email protected] • [email protected] • www.inyathelo.co.za/yippsa 1 ® 133 the youth philanthropy action guide 5. YIPPSAGuideFinalP115-136:YIPPSA20093/4/095:22PMPage134 134 the youth philanthropy action guide

FORMS COMPLETED NOT REASON COMMENT BY COMMENT BY DATE CHECKED DATE CHECKED YIPPSA COMPLETED CHAIRPERSON TEACHER BY CHAIRPERSON BY YIPPSA COMMENTS AND SIGNATURE AND SIGNATURE

A PROGRAMME OF INYATHELO: THE SOUTH AFRICAN INSTITUTE FOR ADVANCEMENT • Tel: +27 21 465 6981/2 • Fax: +27 21 465 6953 • [email protected] • [email protected] • www.inyathelo.co.za/yippsa 2 ® 5. YIPPSA Guide Final P115-136:YIPPSA Guide 2009 3/4/09 5:22 PM Page 135 7 references

1. Kellogg Foundation (2001). Youth Philanthropy – a framework of best practice.

2. YIP Canada (2007). Making Grants. [online] available from [August 2007]

3. South African National Department of Education (2006). My Country South Africa: Celebrating our National Symbols and Heritage.

4. Hulley, C. (2006). Sudan Peace Training Manual. International Rescue Committee: Johannesburg.

5. Checkoway, B. and Gutierrez, L. (2006). Youth Participation and Community Change. In Journal of Community Practice. 14 (1/2).

6. The Foundation Centre (2007). Youth and Philanthropy. [online] available from [5 May 2007]

7. Old Mutual (2005). Make Money for your School. Cape Town.

8. Garza,P. and Stevens, P. (2002). Best Practices in Youth Philanthropy. Coalition of Commu- nity Foundations for Youth. [online] available from [May 2007]

9. Committee Roles (2008). [online] available from [18 May 2008]

10. Shange, L. (1998). Leadership Training Manual. Joint Enrichment Project. Johannesburg.

11. Mbeki, T. (1996). I am an African. [online] available from [May 2008] the youth philanthropy action guide philanthropy the youth

135 5. YIPPSA Guide Final P115-136:YIPPSA Guide 2009 3/4/09 5:22 PM Page 136 8 glossary of terms

Beneficiary: a person or group who receives money, advantages, etc. as a result of an action

Community organisation: An organisation that works within a local community around social issues and problems that affect people living in the area

Democracy: the belief in freedom and equality between people, or a system of government based on this belief, in which power is either held by elected representatives or directly by the people themselves

Donor: a person who gives money or goods to an organisation or cause

Donations: money or goods that are given to help a person or organisation

Fund-raising: when you collect or raise money for a particular social purpose

Grant: a sum of money given to a person or organisation for a special purpose

Grant making: awarding a funding grant

Human rights: the basic rights that it is generally considered all people should have, such as justice and the freedom to say what you think

Inyathelo/SAIA: The South African Institute for Advancement

Marketing: advertising or promoting something such as goods or an event

Media: a general term for newspapers, magazines, radio and television

Non-profit organisation: an organisation that works to improve the lives of people, or to address social, economic and environmental issues

Philanthropy: supporting long-term social development by contributing money, time and energy

Proposal: a suggestion, sometimes a formal written one

Resources: money, skills or other things that can be used to function effectively

Volunteer: a person who does something, especially helping other people, willingly and without being forced or paid to do it

Welfare: help given, especially by the state or an organisation, to people who need it, especially because they do not have enough money

YIPPSA: Youth in Philanthropy Programme South Africa the youth philanthropy action guide philanthropy the youth

136 YIPPSA Guide Cover-433x297 3/4/09 4:00 PM Page 1

C M Y CM MY CY CMY K

YIPPSA - Youth In Philanthropy Programme South Africa A PROGRAMME OF INYATHELO: THE SOUTH AFRICAN INSTITUTE FOR ADVANCEMENT

NPO REGISTRATION: 023-423-NPO TRUST REGISTRATION: IT2285/2002

ISBN: 978-0-620-43448-5

www.inyathelo.co.za The South African Institute for THIS PUBLICATION IS SUPPORTED BY THE ROLF-STEFAN NUSSBAUM FOUNDATION Advancement

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