learn Mathematics and Science

#SDGAction43418

Description

After Class Assist is committed to ensuring that all youth receive an equal, quality education. To give the youth an opportunity to excel in Mathematics and Science in order to qualify for University requirements and enter into university. We look to empowering High school learners from previously disadvantaged areas such as townships and rural areas with information, skills and knowledge to improve their marks and prepare them for university education. We want to eliminate fails in grade twelve/senior high school level in order to improve pass rates and assist them in applying into Univerity.

Expected Impact

After Class Assist is a Tutoring and mentoring programme designed to give quality tutoring to underprivileged High school learners and junior high school learners to prepare them for Univerity and improve the department of Education pass rate in High schools. 
 
The education system of South Africa can improve through such initiatives and we are prepared to give quality education to all. After Class Assist strives for excellence and is determined to increase high pass rates in schools and ensure that 100% of learners entering into high school each year will complete school and will be able to be admitted to Univerity or any other Higher Education Institution. 
 
We train and equip the learners with workshops and mentors to easily navigate the challenges of adolescence and high school pressure. Weekly tutoring and monthly workshops are held for teenagers at respective venues which encourage learning such as libraries and university auditoriums.

Capacity

Facilities are needed as many libraries cannot occupy all the learners meaning that we require to have more meetings than anticipated. We are looking to find land and build a fully finished Youth Centre for the community of Attridgevill where all our programmes can run. We need laptops, printers, stationery for the learners, maths, science and English Textbooks and study guides. A mini-bus to fetch the learners from their homes and drop them off safely as the areas which kids travel from are often far or dangerous. Internet and funds to promote adverts regarding the things we do and how we work. Funds to run the website continuously and funds to pay staff members.

Governed

After Class Assist is a programme created by True Butterfly (Girl Programme), a Non-Profit organization founded and registered in 2013 to empower the youth in academics, social issues, unemployment, skills development and Entrepreneurship. We equip the youth with skills they need to be responsible and effective citizens. The director Nadia Malatjie manages a team of Ten members/volunteering staff. six of the ten members/volunteering staff are tutors, we have a programmes coordinator, an administrator, Marketing manager and a facebook administrator. The small team works during the week and on weekends. Asie from the team we have three board members comprising of the Treasurer, The director and the Secretary. 
 
The Board of directors meets twice a year to discuss governance and strategies on how to improve the organization while the managing team meets bi-weekly to discuss issues pertaining to the programmes run within the organization. 
 
Meetings are recorded and meeting minutes are sent out to the respective members for tasks ad to keep everyone accountable. 
 
Meeting minutes and reports are sent to the Department of Social Development South Africa for compliance.

Partners

After Class Assist, True Butterfly Girl Programme, Skill-Up Tutors.

SDGS & Targets

Goal 4

Ensure inclusive and equitable quality education and promote lifelong learning opportunities for all

4.1

By 2030, ensure that all girls and boys complete free, equitable and quality primary and secondary education leading to relevant and effective learning outcomes

4.1.1

Proportion of children and young people (a) in grades 2/3; (b) at the end of primary; and (c) at the end of lower secondary achieving at least a minimum proficiency level in (i) reading and (ii) mathematics, by sex

4.1.2

Completion rate (primary education, lower secondary education, upper secondary education)

4.2

By 2030, ensure that all girls and boys have access to quality early childhood development, care and pre-primary education so that they are ready for primary education

4.2.1

Proportion of children aged 24–59 months who are developmentally on track in health, learning and psychosocial well-being, by sex

4.2.2

Participation rate in organized learning (one year before the official primary entry age), by sex

4.3

By 2030, ensure equal access for all women and men to affordable and quality technical, vocational and tertiary education, including university

4.3.1

Participation rate of youth and adults in formal and non-formal education and training in the previous 12 months, by sex

4.4

By 2030, substantially increase the number of youth and adults who have relevant skills, including technical and vocational skills, for employment, decent jobs and entrepreneurship

4.4.1

Proportion of youth and adults with information and communications technology (ICT) skills, by type of skill

4.5

By 2030, eliminate gender disparities in education and ensure equal access to all levels of education and vocational training for the vulnerable, including persons with disabilities, indigenous peoples and children in vulnerable situations

4.5.1

Parity indices (female/male, rural/urban, bottom/top wealth quintile and others such as disability status, indigenous peoples and conflict-affected, as data become available) for all education indicators on this list that can be disaggregated

4.6

By 2030, ensure that all youth and a substantial proportion of adults, both men and women, achieve literacy and numeracy

4.6.1

Proportion of population in a given age group achieving at least a fixed level of proficiency in functional (a) literacy and (b) numeracy skills, by sex

4.7

By 2030, ensure that all learners acquire the knowledge and skills needed to promote sustainable development, including, among others, through education for sustainable development and sustainable lifestyles, human rights, gender equality, promotion of a culture of peace and non-violence, global citizenship and appreciation of cultural diversity and of culture’s contribution to sustainable development

4.7.1

Extent to which (i) global citizenship education and (ii) education for sustainable development are mainstreamed in (a) national education policies; (b) curricula; (c) teacher education and (d) student assessment

4.a

Build and upgrade education facilities that are child, disability and gender sensitive and provide safe, non-violent, inclusive and effective learning environments for all

4.a.1

Proportion of schools offering basic services, by type of service

4.b

By 2020, substantially expand globally the number of scholarships available to developing countries, in particular least developed countries, small island developing States and African countries, for enrolment in higher education, including vocational training and information and communications technology, technical, engineering and scientific programmes, in developed countries and other developing countries

4.b.1

Volume of official development assistance flows for scholarships by sector and type of study

4.c

By 2030, substantially increase the supply of qualified teachers, including through international cooperation for teacher training in developing countries, especially least developed countries and small island developing States

4.c.1

Proportion of teachers with the minimum required qualifications, by education level

Goal 10

Reduce inequality within and among countries

10.1

By 2030, progressively achieve and sustain income growth of the bottom 40 per cent of the population at a rate higher than the national average

10.1.1

Growth rates of household expenditure or income per capita among the bottom 40 per cent of the population and the total population

10.2

By 2030, empower and promote the social, economic and political inclusion of all, irrespective of age, sex, disability, race, ethnicity, origin, religion or economic or other status

10.2.1

Proportion of people living below 50 per cent of median income, by sex, age and persons with disabilities

10.3

Ensure equal opportunity and reduce inequalities of outcome, including by eliminating discriminatory laws, policies and practices and promoting appropriate legislation, policies and action in this regard

10.3.1

Proportion of population reporting having personally felt discriminated against or harassed within the previous 12 months on the basis of a ground of discrimination prohibited under international human rights law

10.4

Adopt policies, especially fiscal, wage and social protection policies, and progressively achieve greater equality

10.4.1

Labour share of GDP

10.4.2

Redistributive impact of fiscal policy

10.5

Improve the regulation and monitoring of global financial markets and institutions and strengthen the implementation of such regulations

10.5.1

Financial Soundness Indicators

10.6

Ensure enhanced representation and voice for developing countries in decision-making in global international economic and financial institutions in order to deliver more effective, credible, accountable and legitimate institutions

10.6.1

Proportion of members and voting rights of developing countries in international organizations

10.7

Facilitate orderly, safe, regular and responsible migration and mobility of people, including through the implementation of planned and well-managed migration policies

10.7.1

Recruitment cost borne by employee as a proportion of montlhy income earned in country of destination

10.7.2

Number of countries with migration policies that facilitate orderly, safe, regular and responsible migration and mobility of people

10.7.3

Number of people who died or disappeared in the process of migration towards an international destination

10.7.4

Proportion of the population who are refugees, by country of origin

10.a

Implement the principle of special and differential treatment for developing countries, in particular least developed countries, in accordance with World Trade Organization agreements

10.a.1

Proportion of tariff lines applied to imports from least developed countries and developing countries with zero-tariff

10.b

Encourage official development assistance and financial flows, including foreign direct investment, to States where the need is greatest, in particular least developed countries, African countries, small island developing States and landlocked developing countries, in accordance with their national plans and programmes

10.b.1

Total resource flows for development, by recipient and donor countries and type of flow (e.g. official development assistance, foreign direct investment and other flows)

10.c

By 2030, reduce to less than 3 per cent the transaction costs of migrant remittances and eliminate remittance corridors with costs higher than 5 per cent

10.c.1

Remittance costs as a proportion of the amount remitted

SDG 14 targets covered

Name	Description

Deliverables & Timeline

01 February, 2020

Textbooks and Study Guides

01 March, 2020

Funding to pay Staff Members

Resources mobilized

Financing (in USD)

50000

In-kind contribution