Objective
The Japan International Cooperation Association Agency (JICA) contracted Khulisa to develop
Teaching, Learning and Contributory Materials for 14 pilot Health Promoting Schools (HPS). At each
of the 14 primary schools, Khulisa developed health promotion materials for both leaners and
teachers at three levels – Foundation (Grades R-3), Intermediate (Grades 4-6) and Senior (Grades 7-
9) level. These materials focused on five health programs, namely:
P1: Healthy Nutrition
P2: Physical Activity
P3: Personal and Environmental Safety
P4: Tobacco and Other Substance Abuse
P5: Hygiene and Sanitation
Throughout the process, Khulisa worked collaboratively with all stakeholders including the Gauteng
Department of Education, the Gauteng Department of Health and Social Development, and JICA as
well as with the educators and schools themselves and the district officials responsible for Health
Promotion and School Health.
Approach
Khulisa’s multi-phased approach ensured a thorough review and implementation process across
school, district, and provincial levels. The methodology was tailored to address specific
requirements around curriculum development, material testing, and capacity building, as follows:
Consultation and Initial Review: The project commenced with consultations and a
comprehensive review of existing health promotion materials across the 14 schools, as well
as at district and provincial levels, within the framework of General Education and Training
(GET). This ensured alignment with the five focus areas of the curriculum.
Development of Teaching and Learning Materials: Custom teaching and learning materials
were created for each educational phase, i.e. Foundation, Intermediate, and Senior. These
materials were designed to address the unique needs of students and educators at each
level.
Creation of IEC Materials and Distribution Strategy: To complement the curriculum,
Information, Education, and Communication (IEC) materials were developed. A distribution
strategy was outlined to ensure these materials reached the target audiences effectively and
were integrated seamlessly into the curriculum.
Field Testing: Both the teaching and learning materials and the IEC materials were field
tested at two of the 14 schools, providing valuable insights into the practicality and
effectiveness of the materials, and allowing for iterative refinements based on feedback.
Training Workshops for Implementation: Capacity building was prioritized through a series
of workshops conducted with all 14 schools. These workshops were designed to equip educators with the knowledge and skills necessary for effective implementation at the school level.
Development of an M&E Framework: A Monitoring and Evaluation (M&E) framework, along
with associated tools, was developed to measure program effectiveness. Training programs
were conducted for individuals tasked with implementing M&E processes, ensuring
sustainability and continuous improvement.
This structured and iterative approach enabled the team to address project objectives effectively
while building capacity and ensuring alignment with educational priorities.
Impact:
The following outcomes were achieved:
- Development and Distribution of Materials: Final materials were produced in alignment
with instructions provided by GDE and GDHSD and distributed to schools accordingly. - Monitoring and Evaluation Tool Creation: A Monitoring and Evaluation (M&E) tool was
developed to support officials from both departments in ensuring the effective
implementation and impact of the materials in pilot schools. - Stakeholder Engagement: Active collaboration with stakeholders was maintained
throughout, ensuring alignment and accountability in achieving the project’s goals.