Chess 4 Hope_overview

CHESS 4 HOPE

4 Plymouth Road

Rye, NY 10580

Phone: (914)-391-0922 Fax: (914)-967-9582

E-Mail: [email protected] Web: www.ikamva.com

South Africa

P a r t n e r i n g C o m m u n i t i e s i n D e v e l o p m e n t

The Chess 4 Hope Program

Executive Summary

The social and school support systems are failing South

Africa’s youth and leaving them not only with an

underdeveloped social and educational foundation, but with

little hope for their future. With that in mind, Chess 4 Hope

was founded in April, 2007 with the belief that by exposing

children in the underserved townships of Cape Town,

South Africa to the ancient game and art of chess, it could

broadly and effectively impact the development of disadvantaged youth. Research has clearly documented the

value of Chess to a child’s academic and social growth (evidence so impressive that it prompted Idaho to adopt

chess into its curriculum this past year). Chess has been proven to boost memory retention, develop critical

thinking skills, improve concentration, and promote creativity and imagination. Furthermore, it instills a sense of

respect among players. In an environment where children are inevitably exposed to violence, substance abuse,

and crime, chess provides a positive social outlet; a stimulating and wholesome activity that can empower South

Africa’s disadvantaged youth and help them cope with the many adversities they face – both large and small.

Objectives

! To increase children’s grades through developing mental acuity and improving concentration levels

! To improve the behavior of children through developing patience and their sense of respect toward

themselves and toward others

! To facilitate after-school programs/teams for children to allow them to have fun, learn and grow in a

safe and nurturing environment

! To train and empower Chess 4 Hope’s community-based teachers

- to implement a standardized chess curriculum

- to implement a standardized life-skills curriculum

! To build self-esteem through local, provincial and national chess competitions, while at the same time

exposing our children to new people and situations


The Problem

The legacy of Apartheid in present day South Africa is unmistakable. Across all sectors, South Africa is rife with

imbalances. Economic, educational and occupational inequalities persist. Although recent efforts at wealth

redistribution have succeeded in creating a small black upper class, for most South Africans the disparity does not

appear to be significantly shrinking. Bridging the gap means investing in youth, particularly the most

disadvantaged. Only then can we hope to forge a just and prosperous South Africa.

The youth in the townships of South Africa face serious challenges at home, in their communities and in their

schools. The pervading culture of gang violence and substance abuse, high levels of unemployment and

HIV/AIDS, coupled with a poor education system, have left youth vulnerable and subject to significant

developmental shortcomings.

Education is a key to addressing the capacity building of

South Africa’s disadvantaged youth. Schools in the

townships of South Africa suffer from insufficient funding,

poor teacher quality, and overcrowding. But these are just

the tip of the iceberg. In South Africa, educational

inefficiencies have been exacerbated by the lingering effects

of its Apartheid history. Educational policy founded on racial

and ethnic segregation stifled the development of the majority

of South Africans and was used as a vehicle to ensure

Apartheid control. As Alan Hirsch writes in Season of Hope, “Apartheid education policy set back human capital

creation more than a generation. Despite the many policy shifts imposed by the post-Apartheid government, it has

largely failed to overcome the structural imbalances embedded in its education system. An October, 2008 report by

The Organization for Economic Cooperation and Development (OECD) found that “major infrastructural deficits,

lack of democratic procedures, imbalanced curricular policy, poor teacher education and very unsatisfactory

provision of teaching materials,: are just some of the issues that continue to prevail.

Knowing the facts, what can be done to turn the tide? The response needs to be both timely and


effective. Certainly, no solution precludes the mobilization of greater government resources to grow and improve

the quality of the teaching workforce, limit administrative corruption and mismanagement, and improve school

infrastructures more broadly. But there is also a need for creative and innovative solutions to supplement the larger

structural transformations.

The Beginning

Zach Schonberger, a volunteer with Ikamva Labantu,

decided to address this problem by creating Chess 4

Hope. Beginning in April 2007, Chess 4 Hope began using

chess as an educational tool and vehicle for youth

development through in-school and extracurricular

programs. Through a nurturing and positive environment,

the program sought not just to facilitate academic and

social growth, but to build self-esteem as well.

The structure for Chess 4 Hope derives from two existing models. The first, Hoops 4 Hope, a successful non-profit

organization that uses basketball as a vehicle to impart life-skills, provides the basic model that Chess 4 Hope

employs in its relationship with Townships Schools. Furthermore, it provides the foundation for Chess 4 Hope’s

current and future life-skills initiatives through Skills 4 Life, Hoops 4 Hope’s unique life-skills curriculum based on

years of work and development centered around HIV awareness. Chess 4 Hope incorporates life-skills into its

program in recognition that although chess itself is beneficial in aiding a child’s responsible and intelligent

development, it alone cannot replace proper knowledge and understanding of the challenges that face South

Africa’s youth: HIV/AIDS, substance abuse, violence, etc.

The second is “Chess in the Schools.” Chess 4 Hope bases its core structure and teachings on this successful

organization which operates in New York City and is dedicated to improving academic performance among inner-

city public school children through structured classroom, after-school, and weekend chess programs. Of particular

importance is its documented success with helping to break the hold that gangs have over children enrolled in their

programs. Furthermore, Chess 4 Hope has also been privileged to receive mentorship from David MacEnulty, the


impressive businessman turned teacher who helped create Chess in the Schools, and whose story was the basis

for “Knights of the South Bronx,” a movie documenting the extraordinarily positive effects of integrating chess into

the daily lives of the disadvantaged children he taught.

Using these models, Chess 4 Hope established its first two pilot programs in Gugulethu, South Africa, a Township

of Cape Town. Thirty Grade Two learners from Lwazi Primary School and thirty Grade Two learners from Xolani

Primary School received four hours of chess instruction per week as part of an extra-curricular program. Under the

expert tutelage of Walter July, the children flourished both on the board and in the classroom. Teachers reported

behavioral improvements, enhanced concentration levels and improved test results.

Expansion

The overwhelming success prompted the schools to adopt chess into their curriculum school-wide beginning in

January, 2008. With the understanding that the implementation of such a program would be difficult and require

constant adjustment and flexibility, Chess 4 Hope elected to begin a pilot program with one school, Xolani Primary,

with the intention of expanding to Lwazi Primary School and beyond once a successful school-wide model had

been established. Thus, the after-school program continued unaltered for students at Lwazi Primary who were

already enrolled, while the pilot program at Xolani

Primary was established. With the cooperation of the

teachers, a schedule was agreed upon with Xolani

Primary under which each class, Grades Two through

Seven, would receive two hours of mandatory chess

instruction per week.

By mid-2008, teachers were once again overwhelmed by

the academic improvement and behavioral development

of their students.

Having hired a full-time director and a second full time chess teacher, and with a viable model in place, Chess 4

Hope expanded to Lwazi Primary School and Observatory Primary School in July 2008. The program at


Observatory Primary School was funded entirely by Truworths, a major South African retailer, after they witnessed

first-hand the results Chess 4 Hope was having in participating schools. For the second half of the school year

(July-November), all Grade Three students in

both schools received mandatory chess twice a

week for two hours as part of each school’s

curriculum. An after-school program also took

place once a week at each school. By the end of

2008, the program had grown to include two full

time chess teachers, three schools and nearly

800 participants.

Impact of the Program so Far

Tournaments

By the beginning of 2008, 20 of the students who had begun playing in 2007 were advanced enough to attend

provincial training tournaments. From these tournaments, two of the twenty learners were selected to be Western

Province Chess Players and will compete in Nationals in December 2008.

On the 21st of June 2008 approximately 170 players

participated in the first Western Province sanctioned

tournament to take place in the Townships in nearly

ten years. It was organized by Chess 4 Hope in

conjunction with Western Province chess. Chess 4

Hope was delighted that children from its program

won the top three places in the under 12 division.


Most recently, on the 20th of September 2008

approximately 300 players of different age groups,

from three different schools, participated in the first

Chess 4 Hope tournament. Regular chess

tournaments will be an important staple of the

Chess 4 Hope program as a way to reward

children for their efforts, encourage them to work

harder, and provide them with aspiration for their

future.

Results

Chess for Hope personnel have also observed children playing chess in the Townships during their spare time, not

only practicing with student peers, but teaching friends and parents as well. Parents have also cited an

improvement in their children’s levels of concentration and with it, the time dedicated to their studies. Furthermore,

both parents and teachers alike have noted that their children have been in less trouble as a result, the importance

of which cannot be overlooked when considering the activities youth can be, and are, exposed to in their

communities.

Teachers have also reported increased use of the

library among children participating in Chess 4

Hope’s program. The extensive use of books during

chess classes has changed prevailing attitudes

towards reading. Children have started to view

reading as a fun activity, rather than as a chore.

“I have about 40 learners in my class. At first they were very noisy

and uncontrollable, but as the months went by I noticed their

behavior had changed. They are very focused on their work and

can write their numeracy with ease. I say thank you to Walter for

helping them, especially Thabile Letlala and Abenathi Ngwane,

because they are not staying with their parents, and when it is

chess lesson you see the smile in their faces. “

- Miss Nabe, Grade 3 teacher, Xolani Primary School


Activities for 2009

Objectives

! Standardize and effectively implement a life-skills component to the Chess 4 Hope program.

! Enroll two new schools in Chess 4 Hope.

! Host several large-scale tournaments that draw children of all backgrounds and skill-levels in an effort

to promote unity and integration.

! Commission a comprehensive professional monitoring and evaluation analysis.

! Provide continued training and mentorship for Chess 4 Hope’s Chess facilitators through attendance at

professional teacher training courses.

! Seek out mutually beneficial partnerships with individuals, organizations, and businesses to improve

efficiency and facilitate growth.

Refining the Approach

After a year of pilot programs Chess 4 Hope is now able to define, at the core level, just how a viable model needs

to be structured. The conclusions are as follows:

! Chess must be integrated into the school’s curriculum for it to have the greatest impact.

! The most effective age to begin school chess instruction (in the communities Chess 4 Hope works) is

Grade Three.

! One teacher is needed for every two schools. Each teacher is assigned to two grades and facilitates

the after-school program/chess team at each school.

In 2009, Chess 4 Hope will continue to operate programs with current partner schools as well as expand its reach

to two additional schools, Zingesa Primary School and Fazeka High School. Furthermore, extracurricular classes

will carry on with youth from Ikamva Labantu’s Vulnerable Children’s Program (includes children who are either

orphaned or live in extreme poverty).


Life-skills Curriculum

In addition to Chess 4 Hope’s chess curriculum, and

in conjunction with Hoops 4 Hope, students will

receive formal life-skills training. With its two-headed

approach, Chess 4 Hope intends to provide children

with all the tools necessary for a successful transition

into adulthood. Life-skills training will be a

compulsory supplement to both chess lessons and all

Chess 4 Hope tournaments. During a typical 60

minute chess lesson, children will spend 15 minutes in the “Life-skills circle”, where they engage in activities,

exercises, and role-plays designed to help them identify, become familiar with, and ultimately overcome the

challenges they face in their daily lives.

Life-skills Covered:

! assertiveness ! coping with stress

! empathy, interpersonal relations ! basic home management (for older children)

! self-awareness and self-esteem ! creative thinking

! problem solving ! coping with emotions

! effective communication ! formation of friendships

! negotiation ! peer resistance

! critical thinking ! decision making

! parenting (for older children) ! non-violent conflict resolution

Monitoring and Evaluation (M & E)

In conjunction with an Ikamva Labantu sanctioned professional M & E advisor, Chess 4 Hope will undergo a

comprehensive participatory monitoring and evaluation analysis. This process will begin with a baseline analysis

consisting of a quantitative survey of students’ past and present academic record, as well as an observational

analysis of student’s behavior. The collection and analysis of information will seek to measure the overall impact of

the project. Furthermore, M & E exercise will assess the administration, organization and structure of Chess 4

Hope so that shortcomings and inefficiencies are effectively addressed and not replicated upon expansion.


Beneficiaries

2008

School Grade (Age) Number of Students Xolani Primary School Entire School (7-14) 520

Lwazi Primary School Grade 3 (8-9) 150

Observatory High School Grade 3 (8-9) 82

Vulnerable Children’s Program Grades 3-11 (8-16) 20

Total: 772

2009

School Grade (Age) Number of Students Xolani Primary School Grades 3 and 4 (8-10) 270

Zingesa Primary School Grades 3 and 4 (8-10) 300

Lwazi Primary School Grades 3 and 4 (8-10) 300

Fazeka High School Grades 10 and 11 (15-16) 40

Observatory High School Grades 3 and 4 (8-10) 300

Vulnerable Children’s Program Grades 3-11 (8-16) 20

Total: 1230


Financials

Following is the budget outline of the proposed activities that will be carried out in period January-December 2009:

Description Budget in ZAR Budget in USD Personnel Costs

Project Manager 92,902 9,290

Total Personnel Costs 92,902 9,290

Operational Costs

Facility maintenance 2,100 210

After school refreshments 19,200 1,920

Materials (workbooks) 12,000 1,200

Program promotional costs 2,000 200

Total Operational Costs 35,300 3,530

Training & Development

Chess training 133,446 13,345

Mentorship and capacity building of Chess Teachers 16,394 1,639

Life skills curriculum 10,000 1,000

Staff skills development training 12,300 1,230

Total Training & Development Costs 172,140 17,214

Tournament costs

External Tournaments and Workshops 22,500 2,250

Internal Workshops 8,000 800

Western Province Nationals 15,000 1,500

External Tournaments (for Chess 4 Hope senior team) 1,500 150

Total Tournament Costs 47,000 4,700

SUBTOTAL 347,342 34,734

Other Costs

Contingency costs 12,000 1,200

Monitoring & Evaluation 10,000 1,000

Admin Fee @ 10% 36,934 3,693

Total Other Costs 58,934 5,893

GRAND TOTAL 406,276 40,628


Introduction to Ikamva Labantu (The Future of our People)

Ikamva Labantu has a solid track record with 45 years of community development experience. Emphasis is placed

on empowering community members and on projects becoming independent and self-sustainable. This is achieved

through education, capacity building, resource development and partnerships.

Ikamva Labantu’s vision is to strengthen and support affiliated community-based organizations in their own growth

and development, affirming their proactive role in the community.

Ikamva Labantu provides four core services:

! Education and Skills Development

! Food Security and Enterprise Development

! Primary Health Care Interventions

! Providing Land and Buildings

These core services are delivered across a number of programs, namely:

! Early Childhood Development and Development Through Play

! Family Services Sector, Foster Care and Vulnerable Children Program

! Home-Based and Community-Based Care

! Seniors

! Youth

! Economic Empowerment Programs

! Agricultural projects in urban and rural communities

! Visually Impaired – literacy, computer skills, aromatherapy and reflexology training

! Community Creations – hand-crafted items (training and manufacturing)

Ikamva Labantu’s tagline, ‘Partnering communities in development,’ reflects the philosophy of its approach to uplift,

capacitate and empower communities. During the course of the past five years, Ikamva Labantu has aided the

development of over 500,000 people.

Appendix one: Details the Governance and Management of Ikamva Labantu

“Friends of Ikamva Labantu” is a non-profit 501(c)(3) corporation established in the USA in 1994 to assist Ikamva

Labantu with its vision.

Chess 4 Hope_overview

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