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Negative correlation between school proximity to mine and pass rates – report

23rd May 2014

By: Natalie Greve

Creamer Media Contributing Editor Online

  

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JOHANNESBURG (miningweekly.com) – Despite the implementation of several multimillion-rand education investment programmes by mining majors in the platinum belt, the results of a 2013 research study released on Friday have revealed that there is a strong negative correlation between the proximity of a school to a mine and maths and science pass rates.

The 2013 research project, which was conducted by a research team comprising experts from the South African Institute of International Affairs and the University of the Witwatersrand (Wits) School of Governance, further revealed that a R100-million education programme implemented by platinum major Anglo American Platinum (Amplats) between 2009 and 2012, as part of its community social investment, yielded almost no positive results.

The research programme, which studied the delivery, effectiveness and impact of Amplats’ educational programmes on local mining communities, found that it only benefitted a few selected beneficiaries, as the implemented interventions were too small to translate into significant gains for the general schooling systems of the platinum-rich Limpopo and North West provinces.

Interventions implemented by the miner with the objective of increasing pass rates, particularly in the critical subjects of maths and science, comprised learner enrichment programmes, educator training and school facility and infrastructure upgrades.

According to the report, a “rigorous and scientific” impact assessment of Amplats’ investment programme revealed no “statistically significant” effect on the maths and science pass rates of beneficiary schools.

In fact, the study found that the “small” positive effect of Amplats’ interventions was outweighed by the large, unintended negative effects that the mere presence of its mines had on the learner outcomes in schools surrounding its platinum operations.

“We found that the further away the school is from the mine, the better the pass rates are, while the closer it is to the mine, the worse the pass rates. It is exactly the opposite of what we were hoping for,” lead researcher Neissan Besharati noted at the launch on Friday.

This outcome was linked to the well-intended education interventions of the company and was rooted in the larger socioeconomic challenges faced by the communities living in the mining areas, he added.

“Parents in the area see a mine and tell their children that they need to become an engineer or technician so that they can one day work at the mine and support the family.

“There is a overemphasis in these communities on the need to study maths and science in school, which leads to more learners taking these subjects and creates overcrowding in schools that are already under-resourced. It's a phenomena that cannot be changed by Amplats or anyone else,” said Besharati.

Elaborating on the findings, he noted that there were “clearly” some design problems and implementation challenges in Amplats’ programme, which had raised concerns among various education stakeholders.

Generally, the company attempted to do “too many things in too small doses”, thus,
reducing its chances of making a deep and lasting impact.

“The most promising initiative was probably the educator training, but this was also done with too small a group and too little time was allowed for a visible effect,” the researcher noted.

LESSONS LEARNT

Elaborating on recommendations to improve the impact of education investment programmes, Besharati asserted that improved coordination was required between the company, education authorities and local stakeholders.

While the procurement of education service providers should continue through
the company, programme planning needed to occur in closer consultation with school principals and circuit and district managers.

Moreover, private-sector initiatives should be strongly aligned, synergised and integrated with government’s efforts and structures.

“More effective and sustainable changes in the education sector can occur only through government efforts, therefore, small contributions from the private sector should be used to spur on and support systemic transformations and pilot innovation,” Besharati remarked.

In addition, while the focus of companies was largely on improving educational outcomes, there were often other complex psychosocial phenomena that needed to be concurrently addressed.

“There is, thus, a need to engage more deeply with learners, parents and teachers
to understand better and address more effectively the specific challenges facing
communities. Education programmes, therefore, need to be coupled with social development interventions and other community outreach efforts,” said Besharati.

Moreover, learner interventions should not focus exclusively on high-performing learners, but rather assist all learners attending the beneficiary school.

Importantly, while literature on the subject and feedback from stakeholders in the field suggested that further investment needed to be channelled into educator development, it should be accompanied by ongoing monitoring, on-the-job coaching and the provision of high-end resources and teaching materials.

In addition, the private sector should continue to invest in infrastructure, schooling facilities and resources, as studies had proved that these could also have a positive effect, if combined with interventions to improve teacher and school management.

“One of the most useful inputs that mining companies could provide to all their schools are science and technology laboratories. These are fairly simple and relevant investments as they are also aligned to the company’s comparative advantage and business niche.

“However, attention should be given to properly training educators to use these teaching aids and to regularly replenishing the science kits, as resources deplete over time,” Besharati maintained.

He further emphasised the need for the design of corporate social investment and education programmes to be underpinned by evidence and rigorous research.

“Systematic and scientific monitoring and evaluation (M&E), including impact assessments and counterfactual evaluation, need to be imbedded in all interventions. M&E must be incorporated from the early design and, thereafter, in all the decision-making stages,” Besharati advised.


IMPROVED PROGRAMME DESIGN

However bleak, Besharati urged mining companies not to be discouraged by the findings of the evaluation.

“On the contrary, further and more concerted attention needs to be paid to holistic interventions, ranging from professional and tertiary education programmes to early childhood development and primary education initiatives, where far more profound impacts can be achieved in the learning processes,” he said.

“The results of this study are not meant to suggest that Amplats should stop investing. Keep doing it, but any future community development initiatives and education investments should be designed in a more effective and intelligent manner, aligned to government planning and based on evidence, empirical research, recommendations and lessons emerging from grassroots stakeholders,” Besharati concluded.

Briefly commenting on the results of the report, Amplats Community Engagement and Development head Mpho Litha said the company welcomed the findings of the report, which would be used by Amplats to advise its future education investment initiatives.

“We’re encouraged by the outcome of the research, which, in the spirit of improving our initiatives as a company, will be used to inform future education programmes. We hope these initiatives will build trust between [ourselves] and the communities in which we operate,” she noted.

Edited by Tracy Hancock
Creamer Media Contributing Editor

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