Mac Monkey, Vanda Vulture, Tommy turtle and Clarence Crocodile. The puppet characters from No Monkey Business: Us and Them for Grades 1 to 3

To date nine (9) external evaluations of arepp:Theatre for Life and the various projects have been conducted since 1991.

In each case, the various evaluators determined that the stated aims and goals were being achieved efficiently and cost effectively, and that the arepp:Theatre for Life projects were certainly effective, and had clear, immediate short term impact, specifically with regard to the transfer of factual knowledge, the fostering of debate, and the encouragement and/or re-enforcement of feelings of control, competency and self-worth.

Successes are listed as

• • Effective operational systems
  • high level of cost effective output
  • meticulous reporting - both financially & programmatically
  • motivated workforce
• Defined methodology - rigorously applied
• Age & language specific, unique, innovative interventions
• Strong network links - NGO’s and Government
• Willingness to work on joint projects for common good (life skills curriculum)
• Multi-faceted feedback/assessments
• Ability to evolve and remain relevant
• Awareness of potential threats
• Positive reputation.

A scene from About Us: As IF for grades 4 to 7. Free State. 2003

In terms of long term impact, arepp:Theatre for Life has recently (2005) completed a three year impact evaluation where a group of high school learners were monitored over three years of receiving an arepp:Theatre for Life presentation and then compared with learners who had not. The following findings were noted:

There was an indication that the arepp:Theatre for Life approach has a specific impact. In other words, if x (the arepp:Theatre for Life presentation), then there will be y (a change in sense of self-efficacy). This means that arepp:Theatre for Life is not wasting its time and donors’ money.

The findings confirmed some of the arepp:Theatre for Life's expectations about impact:

• Improved understanding about gender equality;
• A more constructive view of relationships;
• An understanding that there are choices, that people have the right to make choices, and that some choices are more constructive than others, even when one does not necessarily make constructive choices;
• Greater tolerance around making mistakes – both for oneself and for others;
• A strong sense that one can make a difference in one’s community;
• Increased self-esteem;
• And that the approach encourages a degree of openness, plain speaking and debate.

It is fair to say that all this adds up to “increased self-efficacy”.

Copies of all these documents are available on request;

Evaluations:

An Evaluation of an education programme on HIV infection using puppetry and street theatre, SKINNER, METCALF, SEAGER, SWARDT & LAUBSCHER. 1991.

Qualitative Evaluation of the African Research and Educational Puppetry Programme (AREPP),
B. OSKOWITZ, Z. HLATSHWAYO, C.EVIAN. 1995

Puppets Against AIDS: Speaking on behalf of the people,
A. SPANINKS. 1995

Impact Assessment of No Monkey Business,
Y.J.PARK. 1996/1997

An evaluation of the efficacy of an AIDS prevention play for high-school students,
J. REEKIE. 1997

AREPP’s Playing For Keeps Educational Impact Assessment,
Y.J.PARK. 1998

“Touching The Topic” Report on an evaluation of the arepp Educational Trust 1996 - 1997
NELL & SHAPIRO. 1998

DOCUMENTING HIV/AIDS GOOD PRACTICES IN SOUTH AFRICA The arepp Educational Trust,
Nerishni Shunmugam. 2001

“Beyond Gut Feeling” Report on the arepp:Theatre for Life Evaluation Project 2002-2004
NELL, M & SHAPIRO,J. 2005

• Beyond Gut Feeling Executive Summary (pdf 56kb)

• Beyond Gut Feeling Final (pdf 436kb)