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Speaker 1: All right down, next guest, while we get them ready,

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Speaker 1: We're going to be looking at something quite fascinating and

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Speaker 1: I'm very, very keen to chat to them next week.

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Speaker 1: The streets of Cape Town are going to become more

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Speaker 1: than just a backdrop. They're going to be transforming into

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Speaker 1: a dynamic learning ground for resilience, for growth, and for possibility.

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Speaker 1: It's hosted by Mamalani Projects. It's called the Amazing Race Nights.

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Speaker 1: Not just a day of adventure, but a powerful hands

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Speaker 1: on experience that is designed to equip young people with

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Speaker 1: real life skills that they need to navigate independence. Participants

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Speaker 1: are going to journey through the city. They're going to

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Speaker 1: be tackling challenges that build confidence and teamwork, problem solving skills,

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Speaker 1: and also take meaningful steps towards shaping their futures. It

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Speaker 1: also sounds like it's going to be a whole lot

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Speaker 1: of fun. It's bringing together alumni, government representatives, key stakeholders,

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Speaker 1: highlighting the collective effort required to support young people transitioning

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Speaker 1: out of child and youth care. I am joined by

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Speaker 1: Monica Edwards, who's the director of Mamaalani Projects, as well

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Speaker 1: as alumni of the program. Sheila I think if you

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Speaker 1: guys can just turn your radios down, that would be great.

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Speaker 1: I think that's why we're getting the feedback. Maybe we

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Speaker 1: should start with Monica. Good morning, Monica.

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Speaker 2: Can you tell us a little bit and welcome to

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Speaker 2: the show.

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Speaker 3: Welcome, thank you so much, thank you for having us.

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Speaker 1: Tell us a little bit about this initiative of the

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Speaker 1: Amazing Race and how it actually helps young people build

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Speaker 1: real life skills.

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Speaker 3: Okay, So the project works with young people who are

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Speaker 3: transitioning out of alternative care. So that would be your

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Speaker 3: what would have traditionally be called your residential care. So

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Speaker 3: happen when young people transition their transitioning at age. They

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Speaker 3: might have grown up in a child in UTHK center.

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Speaker 3: And so the program where he prepares them for this

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Speaker 3: transition out of care and then supports them for two

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Speaker 3: years after they've transitioned. And a very big part of

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Speaker 3: what we kind of like to call is we don't

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Speaker 3: always say independence, we say interdependence is learning real life skills.

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Speaker 3: So the program is three years long and it has

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Speaker 3: group work throughout the program. But this is one of

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Speaker 3: our key big group activities that just sort of I

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Speaker 3: think ramps up the learning so to say.

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Speaker 2: Manica just talked to us a little bit about that.

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Speaker 1: Paint a picture for us to understand what are some

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Speaker 1: of these challenges that young people face when transitioning from

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Speaker 1: care centers to independent living. I mean I can just imagine,

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Speaker 1: but paint a picture for our listeners a little bit.

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Speaker 3: Yea, So it is because it can often be a

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Speaker 3: very hard landing. So it really depends also on you know,

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Speaker 3: their circumstances, what childs in UK center they're transitioning from.

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Speaker 3: But most young people would have been placed in care

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Speaker 3: because it was the last results, so the family is

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Speaker 3: unable to care for the child, and you know, young

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Speaker 3: person might be placed in care anywhere from one year

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Speaker 3: to eighteen years. So for some young people, they've grown

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Speaker 3: up in a center and it's been a really safe,

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Speaker 3: providing environment. But because young people are placed in care,

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Speaker 3: their children in need of care and protection, they're under

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Speaker 3: caught order. So what this often means is they grow

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Speaker 3: are growing up in sometimes a very sheltered environment which

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Speaker 3: if you can imagine, has maybe forty your city as

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Speaker 3: a young people in it. And so centers are designed

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Speaker 3: to you know, really be sustainable places, but they're not

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Speaker 3: always places where maybe young people have their freedom to

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Speaker 3: learn and make mistakes, and you know, start with independent

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Speaker 3: living skills early. So for example, young person may grow

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Speaker 3: up in the center where they are bussed to school

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Speaker 3: and bucks, you know, and then at the age of eighteen,

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Speaker 3: they they leave, but they've never navigated public transport, they

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Speaker 3: might never really have cooked a meal. They might you know,

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Speaker 3: suddenly back in community and find it a very bewildering

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Speaker 3: and specificult place to be. And because their childhood or

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Speaker 3: they're growing up in the child communicate centers look very

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Speaker 3: very different, So it isn't a couple of things that

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Speaker 3: are happening, you know. At the same time, it's not

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Speaker 3: just a transition. It's from a familiar place. It's also

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Speaker 3: trying to decide what do I do with my life?

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Speaker 3: Where do I go? Sometimes they can't go back into community,

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Speaker 3: they can't go.

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Speaker 4: Back to parents. Maybe there's a parents.

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Speaker 3: Or unification hasn't happened, so they might go have to

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Speaker 3: go into work immediately and find a place to rent,

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Speaker 3: or go into post eighteen accommodation. So it's a lot

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Speaker 3: of transitions. I think that I mean young people transitioning

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Speaker 3: just from the trick into university or into you know,

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Speaker 3: in the adulthood finds that incredibly daunting. Yeah, I'm very daunting,

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Speaker 3: but now imagining doing that transition with numerous transitions, you.

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Speaker 2: Know, and of course not a lot of support and

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Speaker 2: not a lot of support. I want to bring.

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Speaker 1: Sheila in here. We've also got Sheila on the line.

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Speaker 1: She's an alumni of the program. Sheila Nia Mukappa, Welcome

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Speaker 1: to Cape Talk.

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Speaker 2: Good morning, Good morning, Hi every wedding.

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Speaker 4: Sheila.

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Speaker 1: I want to ask you how the Mamalani Project supported

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Speaker 1: you during your transition.

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Speaker 4: They helped me with my CV when I was still

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Speaker 4: in the center because I didn't have a CV. Auntill

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Speaker 4: the album with my CV, and with some food support

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Speaker 4: as I was transitioning because I had just left the

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Speaker 4: children's home and I didn't have a job and I

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Speaker 4: didn't have food that the wady to give you.

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Speaker 1: That must have been really scary, she I mean, thinking

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Speaker 1: about you in the safe environment until the age of eighteen,

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Speaker 1: and then at eighteen, all of a sudden, Oh my goodness,

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Speaker 1: that's the big scary world.

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Speaker 2: What is that?

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Speaker 3: Like?

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Speaker 4: That was very scary because like I had been in

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Speaker 4: the children's home for like five years, and that's just

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Speaker 4: basically like my brothers and sisters, like my family. So

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Speaker 4: like having to leave was transition, like meeting new people

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Speaker 4: and now being part of a new family, or like

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Speaker 4: it was a lot of practically and emotionally, it was

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Speaker 4: a lot. And going into the world of work was

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Speaker 4: also very overwhelming because when you're working, it's not like

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Speaker 4: people my age. It's like adult adult and they don't

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Speaker 4: really like when you're working, people don't really care about

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Speaker 4: how you feel, where as in the children's home at

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Speaker 4: least someone will understands it's going to be more compassionate

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Speaker 4: towards you. But if people don't know you or didn't

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Speaker 4: understand what's going on, they don't really key as long

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Speaker 4: as you're at work and you're doing your job. So

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Speaker 4: it was really overwhelming and a lot, and it was

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Speaker 4: quite an adjustment I need to make. But it was

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Speaker 4: more survival to like just on the survival mode.

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Speaker 1: Yeah, sure, on that survival mode, yes, definitely. And Mamalani projects,

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Speaker 1: I mean, if I can bring you in now again, Monica,

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Speaker 1: because I think what people don't understand is that there

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Speaker 1: aren't a lot of initiatives like yours that helps and

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Speaker 1: plugs this transition period. Between eighteen and I mean I

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Speaker 1: would reckon even right up until the age of your

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Speaker 1: early twenties. I mean, you know, is when you still

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Speaker 1: need guidance to navigate this very crazy world.

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Speaker 2: How many other programs like yours exist.

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Speaker 3: There are a couple of programs that offer different aspects.

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Speaker 3: So there's programs that offer post eighteen accommodation and these

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Speaker 3: programs that are for mentoring and you know, and I

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Speaker 3: think the thing is that there are programs out there

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Speaker 3: for young people. There are independent living programs, so then

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Speaker 3: you know they might be job reading this and work

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Speaker 3: reading this programs out there. It's not or you know,

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Speaker 3: do you think we have a nonprofit tector that is

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Speaker 3: trying to make an impact in use because we've got

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Speaker 3: such an issue with I think are young people and

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Speaker 3: such a high use unemployment rate. But I think what

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Speaker 3: is so difficult is that you really need a dedicated

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Speaker 3: person to hold that journey for you. So that is

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Speaker 3: why we start a year before young people transitions. They

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Speaker 3: allocate for the main tool in their last year of

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Speaker 3: when they're dooing the children's time, and that main tour

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Speaker 3: accompanies them for the next three years. So a year

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Speaker 3: for preparation, they're still and care and two years after

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Speaker 3: care because it is needing someone that you can talk

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Speaker 3: to make things of all of these rapid changes. And

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Speaker 3: I think things changed so so much in the first

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Speaker 3: two years after transition. I think, you know, what she

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Speaker 3: Loave was saying is so true. It's so overwhelming, so

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Speaker 3: many different changes. So you do that one person that

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Speaker 3: sort of stays Okay, let's look at the job aspect,

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Speaker 3: let's look at your further education, let's look at rainbow

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Speaker 3: opportunities or where you can say. And it's not to

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Speaker 3: say that we would necessarily do all of you know,

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Speaker 3: we would just help a young person access all of

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Speaker 3: the resources that are available in the time. But sometimes

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Speaker 3: it's just young people don't know how to navigate for

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Speaker 3: those resources. And once they've got those resources, they don't

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Speaker 3: want to know how to help hang on to them

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Speaker 3: because they've got so many other things going for them,

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Speaker 3: you know. So we've got young people up and in

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Speaker 3: that first you know, a couple of months going, I've

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Speaker 3: got a job, how do you know, Like, how do

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Speaker 3: I It's really around learning how to speak to your boss,

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Speaker 3: you know, finding good China. I think she has got

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Speaker 3: an amazing story, So maybe she can share a little

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Speaker 3: bit about she moved into transitional transitional accommodation, so we

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Speaker 3: have a support partner called it a bendi who offers

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Speaker 3: the first eighteen accommodation to young people even care So

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Speaker 3: she was able to move into the accommodation so she

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Speaker 3: had a place safe place to stay, but she still

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Speaker 3: needed to pay rent, look for a job, and find

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Speaker 3: a routine. And I think she told a really interesting

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Speaker 3: story about what that was like. So maybe a little

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Speaker 3: bit more appreciate.

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Speaker 2: That with us, Sheila, if you if you don't mind.

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Speaker 4: Yes, it was very It was a very hard adjustment

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Speaker 4: to make because I was so used to the team.

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Speaker 4: Like in the children's zone, we wake up at a

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Speaker 4: certain time that when you wake up this breakfast, when

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Speaker 4: you come from school, you know there's going to be lunch,

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Speaker 4: and it's a specific time. You know there's going to

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Speaker 4: be shaper And when I started working, it was so

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Speaker 4: hard to cook for myself because some mad to just

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Speaker 4: magically appear and it was yeah, it is very hard

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Speaker 4: to like get up it Like it took me a

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Speaker 4: while to realize that if I need food, I actually

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Speaker 4: to get up and make the food because nobody's gonna

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Speaker 4: make it for me. You're like, nobody's gonna call me

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Speaker 4: like the food is ready. So that was like and

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Speaker 4: I still struggle now she loves Sheila.

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Speaker 2: I turned fifty lost year are still struggle with that

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Speaker 2: food making story. So you're not alone.

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Speaker 1: But I mean, I think I think this demonstrates the

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Speaker 1: practicality of the life skills that that that you were

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Speaker 1: talking about, Monica. Unfortunately, we are running out of a

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Speaker 1: little bit of time and we haven't even spoken that

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Speaker 1: much about this Amazing Race event that's taking place on

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Speaker 1: the eighteenth of April, Monica, can you tell us a

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Speaker 1: little bit about it and then also just where people

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Speaker 1: can get more information if they want to get involved.

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Speaker 3: Okay, yeah, sure. So the Amazing Race is genuinely about

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Speaker 3: one day challenge throughout the city of cake Down, so

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Speaker 3: young people would the young people in the program, we've not.

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Speaker 3: We usually take pity young people at the beginning of

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Speaker 3: the program and for three years and we'll be making

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Speaker 3: their way through a series of challenges, you know, from

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Speaker 3: one step to another. It really is a little bit

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Speaker 3: like the Amazing Races who used to watch on TV.

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Speaker 3: You know, you arrive at a stuff and then you

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Speaker 3: get a challenge. So it would be anything from like

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Speaker 3: you know, interacting the public, going to various sites in

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Speaker 3: cakes town. I mean, I don't want to give a

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Speaker 3: ray some of the clues because places were rightly listening.

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Speaker 3: But I mean in the in the previous past, we

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Speaker 3: might have had like, you know, we would have said

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Speaker 3: to young people, got up table mountain or you know,

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Speaker 3: make your way into a museum and find this in

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Speaker 3: the museum. So it's very exciting, very fast paced, very

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Speaker 3: much designed to build teamwork, communications and learning how to

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Speaker 3: navigate pudet times. But that's a very big one, conflict

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Speaker 3: transition because generally there's sometimes they're all done with each

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Speaker 3: other halfway through the race and want to give up.

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Speaker 3: And also just being able to you know, ask for

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Speaker 3: what you need, you know, having the confidence to interact

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Speaker 3: with the public. They sometimes need to take but it's

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Speaker 3: with the public or you know, go and ask somebody

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Speaker 3: in a shop for something. So a lot of just

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Speaker 3: pushing them, a lot of challenge, a lot of pushing

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Speaker 3: them out of their comfort zone. And then a very

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Speaker 3: big past is taking that learning forward, you know. So

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Speaker 3: for the next part would be a debree.

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Speaker 4: You know, the.

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Speaker 3: Teams learning through you know, what they've gone through and

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Speaker 3: identifying well where not the people's strength and what we

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Speaker 3: woke on, you know, So it's not just a day

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Speaker 3: of the entered really pulls into their mentoring and the

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Speaker 3: group work moving forward.

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Speaker 1: Monica, it's not just on the day, but actually you

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Speaker 1: practically take this in to the life Skills program afterwards.

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Speaker 3: Yes, yes, And I think what that's so important about

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Speaker 3: the program that has remained experiential. You know that young

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Speaker 3: people learn by doing, So you know, we have smaller

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Speaker 3: sessions throughout the year where for example, young people would

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Speaker 3: create a TV and then have a session where they

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Speaker 3: literally do go out in public and maybe you know

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Speaker 3: themselves make appointment to a shop or an industry drop

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Speaker 3: off their CV. So it's really exposing young people to

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Speaker 3: learning by doing because we have found that, you know,

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Speaker 3: life stills in the classroom doesn't work. Young people only

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Speaker 3: really learn through experience, and sometimes they actually only really

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Speaker 3: learn through failure, which is very difficult. I think they

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Speaker 3: want to protect our young people a lot, you know,

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Speaker 3: and nice always let them have a diverse experiences. So

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Speaker 3: while the amazing ways, you know, amazingly fun it is

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Speaker 3: also very very challenging, and sometimes you know you've got

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Speaker 3: the team that comes last or ready, you know, communications

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Speaker 3: find a past halfway one team member you know, might

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Speaker 3: have just decided to walk off. So it's really I

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Speaker 3: think young people, while they find it very challenging, also

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Speaker 3: thrive on being able to learn through doing.

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Speaker 2: And challenge themselves.

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Speaker 3: And challenge themselfs because I think young people will take

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Speaker 3: a risk and will look for those things that challenge

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Speaker 3: them and if you don't give them the activities where

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Speaker 3: they can challenge themselves safely, then they're going to try

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Speaker 3: and find it elsewhere. So the program, apart from the

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Speaker 3: individual mentoring, which is that is a very strong part

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Speaker 3: of the program of ongoing mentoring to help young people

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Speaker 3: reflect and make sense of the transition, there is the

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Speaker 3: ongoing monthly experiential work and like I said, you know,

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Speaker 3: it would be very much a lot of it is

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Speaker 3: out in the nature of hiking. It might besiplining, it

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Speaker 3: might be you know, engaging with the public. That a

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Speaker 3: lot of it would touch on what we would call

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Speaker 3: independent life look but in a practical way. The for

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Speaker 3: ebom whoever Paster making challenge when people learn took past

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Speaker 3: up on scratch.

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Speaker 2: You know, I could come to that too. It's not

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Speaker 2: just young.

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Speaker 4: We have has.

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Speaker 3: Yeah, we have a past line three times a year,

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Speaker 3: so a lot definitely invite you. You know, so c

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Speaker 3: people are hands on, hands on learning to you know,

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Speaker 3: learning to to do things by actually trying trying it out.

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Speaker 2: Monica.

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Speaker 1: The last question I want to just ask you before

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Speaker 1: we wrap is just how people can get involved. I

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Speaker 1: headed over to your website. I see it's Maumalani dot

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Speaker 1: org dot z A. But you've got quite a lot

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Speaker 1: of ways that people can can get involved with your

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Speaker 1: organization and the work that you guys are doing at Mamalani.

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Speaker 3: Yes, so I think, yes, wait, such as a good

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Speaker 3: touch point. I mean, I think they're also on Instagram

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Speaker 3: and Facebook and that is just lovely to have people followers.

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Speaker 3: But I do think it's you know, really important, Like

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Speaker 3: you were saying, like not a lot of people are

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Speaker 3: aware of this work, so are Alundon. I do a

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Speaker 3: lot of advocacy and just share what it's like to

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Speaker 3: be to be a young person with a care experience

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Speaker 3: young person. I think people can contact our officers. You know,

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Speaker 3: we always have volunteering opportunities. We are part of my school,

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Speaker 3: my Village Planet program on Willie. So you know, sometimes

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Speaker 3: they can just literally be as simple as make us

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Speaker 3: your beneficiary on your Wolief class, you know, because every

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Speaker 3: little bit help. So I think there is different ways

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Speaker 3: for people to be to get involved, and let's both

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Speaker 3: touch one. Would they get in touch with the organization.

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Speaker 1: Fantastic Sheila and Monica, thank you so much for chatting

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Speaker 1: to us this morning, and we wish you an absolutely fun,

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Speaker 1: amazing race when you guys take over the city. It

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Speaker 1: is thirty six minutes after ten o'clock now and we

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Speaker 1: are coming back talking Birther Spaces