InBRIEF
Issue #19 | April 2016
Pe a c e , L i b e r a t i o n , D e v e l o p m e n t
|
www.kagiso.co.za
KNOWL ED GE
I S POWER
The biggest
Digital classrooms
launched in Xhariep
solvable problem
in SA
f
ars o
K a g i s o Tr u s t | I n B r i e f
www.kagiso.co.za
“We have a purpose, and that is that Kagiso has to outgrow us as individuals.
Years from now, when we are qualified ancestors, it must still be here. It must
still be serving people.” Eric Molobi
Kagiso Capital - ensuring long-term sustainable growth
of the Trust.
2| Kagiso Trust InBrief
2
ZZZNDJLVRFDSLWDOFRP
K a g i s o Tr u s t | I n B r i e f
INSIDE INBRIEF
CONTENTS
APRIL 2016
///ISSUE #19
19
13
04
05
07
08
17
Word from Corporate Affairs
Nic Spaull article
BNSDP infographic
BNSDP Matric 2015 performance
2016 Back to School Tips
15
13
15
10
11
19
KST story: Essay Competition
Themba on progressed Learners
Free State DoE story: Digital classrooms
Pearls of Wisdom: IDC
Notices and Gallery
Editor: Nontando Mthethwa
Head writer: Amandla Kwinana
Publisher: Star Hero Media Group (Level 1 BBBEE Certified Black Owned
Agency. [email protected] | www.starhero.co.za | 011 462 1787
3
K a g i s o Tr u s t | I n B r i e f
WORD FROM
CORPORATE AFFAIRS
“Knowledge is power. Information is liberating. Education
is the premise of progress in every society, in every family.”
- Kofi Annan
S
outh Africa entered 2016 amidst the dust cloud left
behind by the student protests which shook the country
late last year. The movement directed the spotlight
to our education system and reinforced the fact that
education demands societal responsibility. As we continue to
celebrate our 30th anniversary through the Pearls of Wisdom
campaign, Kagiso Trust recommits itself to playing an active
role in education reform.
With the first quarter of 2016 already behind us, this issue
highlights some of the progress in our education programmes
(p.8 and p.13) from the past few months. And in the spirit of
creating a better society, researcher Nic Spaull shares how
South Africa can solve its biggest problem through education
(p.5).
The CEO of the Industrial Development Corporation (IDC)
Geoffrey Qhena notes that it is paramount that “education
and skills development are aligned with the current and future
needs of our economy, so that we enhance the employability
of South Africans in a constantly changing environment, in
line with global trends” (p.11). We wish all those who recently
graduated the best as they forge their own paths to participate
in the economy.
To further explore solutions to the challenges which exist in
our education system, Kagiso Trust, in partnership with the
University of Johannesburg, will be resuming the Education
Conversations in the month of May. Keep an eye on our social
media platforms and website (www.educationconversations.
co.za) for more information.
Wishing you a great year ahead. May we continue to receive
and share pearls of wisdom across our respective sectors.
Enjoy the read.
Amandla Kwinana
Corporate Affairs Assistant
4
Truusstt || IInnBBrriieeff
KKaaggiissoo Tr
Guest Contributor: Nic Spaull
Nic Spaull
THE BIGGEST SOLVABLE
PROBLEM IN SOUTH AFRICA
Irrespective of how tenuous or strong you believe the relationship is between
education and economic growth, teaching all children to read well is a
unanimously agreed upon goal in the 21st century. It is necessary for dignified
living in a modern world, it is necessary for non-menial jobs, it is necessary for
a functioning democracy.
5
K a g i s o Tr u s t | I n B r i e f
I
t also usually helps with ignorance,
bigotry and a lack of empathy. In
a modern context illiteracy is a
disease that is eradicable, unlike
unemployment or inequality. Like
polio, illiteracy practically does not exist
in most wealthy or even middle-income
countries (defined here as basic reading).
Illiteracy rates among those who have
completed grade 4 are in the low single
digits in wealthy countries like England
(5%), the United States (2%) and Finland
(1%) and less than 50% in most middle
income countries such as Colombia
(28%), Indonesia (34%), and Iran (24%).
It’s difficult to get directly comparable
estimates for the whole country but
the best estimate from the recent preProgress in International Reading Literacy
Study (PIRLS) surveys is about 58%. That
is to say 58% of Grade 4/5 students
cannot read for meaning in any language.
And why is Grade 4 a critical period?
The South African curriculum (like most
curricula) prescribes that in the first three
years of schooling children must ‘learn to
read’, then from grade 4 onwards they
must ‘read to learn’.
The fact that almost 60% cannot learn
through reading means that these
children cannot really engage with the
curriculum beyond grade 4. It really
isn’t much more complicated than that.
Reading for meaning and pleasure is,
in my view, both the foundation and
the pinnacle of the academic project in
primary school.
Receiving, interpreting, understanding,
remembering, analyzing, evaluating
and creating information, symbols, art,
knowledge and stories encompasses
pretty much all of schooling. Yet most
kids in South Africa never get a firm hold
on this first rung of the academic ladder.
They are perpetually stumbling forward
into new grades even as they fall further
and further behind the curriculum.
Based on my reading of the academic
literature - which may differ from others
- there are three main reasons why the
majority of kids don’t learn to read in
lower primary school.
(1) Foundation Phase teachers (grades
1-3) do not know how to teach reading
in a systematic way and pre- and inservice courses teaching this topic
are unsystematic, inadequate or nonexistant, (2) Text-poor environments; the
School Monitoring Survey showed that
half of schools in quintiles 1-3 (i.e. poorest
60%) had no school or classroom library
or even a book corner.
(Importantly, research has shown that
even when there are libraries they
are frequently mismanaged, have
inappropriate materials and they are
not integrated into reading lessons),
(3) Wasted learning time; A number of
South African studies have aimed to
measure opportunity-to-learn and have
frequently found that less than half of the
official curriculum is being covered in the
year and fewer than half of the officially
scheduled lessons are actually taught. In
one study in the North West teachers only
taught 40% of scheduled lessons for the
year (compared to 60% among schools
across the border in Botswana).
It is not clear what was happening on
the days where there was evidence of
teaching or learning.
For me the solution is simple: we need to
address these three problems: (1) decide
how to teach existing and prospective
teachers how to teach reading (as is
done all over the world in contexts as
linguistically
and
socioeconomically
complex as our own), (2) ensure that all
primary schools have a bare minimum
number of books and that these are
managed effectively, (3) monitor how
often teachers are actually teaching and
introduce meaningful training first and
real consequences second for those
teachers who are currently not teaching.
We may not have consensus on how to
create jobs or increase growth, but there
is consensus on how to teach children to
read: with knowledgable teachers who
have books and provide their students
with enough opportunity to learn. If you
want to improve matric, you need to start
with reading. It’s not rocket science.
6
We may not
have consensus
on how to
create jobs or
increase growth,
but there is
consensus on
how to teach
children to read
K a g i s o Tr u s t | I n B r i e f
Beyers Naudé Schools
Development Programme
(BNSDP) Matric Results
2015 Free State
Thabo Mofutsanyana District
2015
2015
4094
85.37%
Learners who wrote the NSC exams
3495
Number passes
BNSDP Matric
Pass Rate
599
Number of learners failed
1223
2014
Bachelors obtained
84.68%
1540
Diplomas obtained
715
Higher certificate obtained
8
BNSDP schools
registered
for matric
examinations
71% of BNSDP
schools obtained
80% and above
Class
of 2015
Results
National Pass
Rate 70.7%
100%
Schools achieved
17 Schools achieved between
8 Schools achieved between
4
6
2
1
90% and 99.9%
80% and 89.9%
70% and 79.9%
Schools achieved between
60% and 69.9%
Schools achieved between
50% and 59.9%
Schools achieved between
Schools achieved between 40% and 49.9%
84.2%
2
Gauteng
84.7%
1
81.6%
3
Western
Cape
Free State
Free State province placed
3rd in the country
7
85.37%
BNSDP Pass Rate
K a g i s o Tr u s t | I n B r i e f
Class of 2015
BNSDP proves rural schools can be among the best
O
n 5 January 2016, Kagiso Trust joined the Free State
Department of Education in congratulating the province’s Class
of 2015, specifically the Thabo Mofutsanyana district. The
Free State province achieved a 81.6% pass rate and the Thabo
Mofutsanyana district achieved a pass rate of 87.5%, making it the best performing district in the Free State.
8
K a g i s o Tr u s t | I n B r i e f
K
agiso Trust, in partnership with
the Free State Department
of
Education,
has
been
implementing
the
Beyers
Naudé Schools Development
Programme (BNSDP) in 166 Thabo
Mofutsanyana schools since 2011 with 10
schools adopted into the programme in
2007.
As the programme is in its consolidation
and exit phase, Kagiso Trust is pleased at
the continued performance of the Thabo
Mofutsanyana district which attests to
the sustainability of the intervention in
the district’s schools. The fact that the
district’s performance increased and
exceeded both provincial and national
averages is indicative of the sustainability
principles put in place by the BNSDP.
The BNSDP has a sound strategy of
establishing good governance and
management principles which will
ultimately form the foundation of the
long term success of the schools affiliated
with the programme. “At the heart of the
BNSDP is the quest for deepening the
quality and confidence of educators in
rural communities as well as encouraging
communities around the school to
participate in the management of their
school,” said Themba Mola, Kagiso Trust
Chief Operations Officer. 2015 saw eight
of the 46 secondary schools which are
part of the BNSDP achieve a remarkable
100% pass rate.
Situated in the predominantly rural
Thabo Mofutsanyana district, the eight
schools are: The Beacon Secondary
School, Lekgulo Secondary School,
Masopha Secondary School, Metsi
Matsho Secondary School, Mohaladitwe
Secondary School, Rantsane Secondary
School, Reahola Secondary School and
Thiboloha Special School.
Mr SH Molete, Rantsane Secondary
School Principal, shared that “the school
had been receiving poor results but since
the involvement of Kagiso Trust, every
grade has improved its results. In 2008,
we received a matric pass rate of 51%.
We are now a 100% pass rate school.”
Rantsane Secondary School achieved
a 100% pass average in 2013, 2014
and 2015. What do they attribute to
this success? “The BNSDP provided us
with School Governing Body workshops
which assisted with management and
governance. Teambuilding exercises
helped unite our staff, especially in
2013 and 2014 and our school realised
its best results ever”, said Molete. The
BNSDP saw 4 094 learners write the
National Senior Certificate examination,
an increase of 679 learners compared
to 2014. 3 495 learners passed: 1 223
bachelor passes, 1 540 diplomas and 715
higher certificates were obtained.
The district continues to show a steady
growth in performance year on year. “We
believe that working with government and
district officials is integral to sustainability
as we share best practice and lessons
learnt with the district. Thank you to all
the parents, teachers, principals and the
Thabo Mofutsanyana Education District
office for their commitment and hard
work. We encourage them to continue to
grow and sustain good academic results”
concluded Mola.
As part of Rantsane Secondary School’s
incentive for achieving a 100% pass rate
for the third consecutive year, Kagiso Trust
rewarded the educators 27 educators,
together with their spouses, with a trip
to Cape Town. “I feel motivated and
encouraged by the incentives we got
from Kagiso Trust” shared Rantsane
educator, Mrs M.A. Sefume. “Going to
Durban twice and now to Cape Town
- it’s an unforgettable experience. I
appreciate the fact that our efforts do not
go unnoticed.”
“I think that the results will be maintained
and sustained through the systems that
the school has utilized for the past
three years. It is now the culture of the
school to use strategy, analysis of tasks
and remedial work… In 2016 learners
commit themselves to obtaining a 100%
pass rate and an 85% bachelor pass rate.
Teachers also committed themselves to
beat their individual 2015 performance
per subjects” added Mr M.D. Malema,
also an educator at Rantsane Secondary
School.
The Cape Town trip saw the educators
visit Table Mountain, Robben Island
and the V&A Waterfront, among other
attractions.
9
“I feel motivated
and encouraged
by the incentives
we got from
Kagiso Trust”
K a g i s o Tr u s t | I n B r i e f
DIGITAL
CLASSROOMS
LAUNCHED
IN XHARIEP
Free State is a performance-driven province, says
Free State MEC of Education, Mr Tate Makgoe
speaking at the launch of digital classrooms
at Thabo Vuyo Secondary School in Rouxville,
Xhariep District on Thursday, 25 February 2016.
The purpose of the digital classroom programme
is to ensure that learning and teaching is enhanced
through the latest technological developments
such as the use of tablets.
T
wo other Free State
schools that benefited
from the programme are
Wongalethu
Secondary
School in Bethulie and RelebohileSibulele Secondary School in
Smithfield.
The pilot programme targets
grade eight learners in a bid to
assist them to improve their marks
in Mathematics and Physical
Sciences. The programme is
sponsored by Pearson South
Africa and supported by FibreCo,
VastraTech, Voimar and Intel.
The schools were chosen on the
basis of their good performance
for their 2015 grade 12 results.
Wongalethu Secondary School
obtained a 100% pass rate
which prompted Mr Makgoe to
promise the school a newly-built
hall. “This is an indication that
hard work pays off” he declared.
Makgoe encouraged learners to
start working towards obtaining
distinctions in their matric year in
2020. He thanked all the sponsors
for helping to reach learners in far
flung rural areas such as Xhariep
and introducing them to the latest
technology.
He encouraged learners to not
allow their background to hinder
them from success and instead
have confidence in their abilities.
As much as Makgoe appreciates
the sponsorship, he warned
teachers that resources don’t
teach but are just a great support
structure. As the saying goes: it’s
not what you have, but how you
use it that matters.
10
K a g i s o Tr u s t | I n B r i e f
IDC: GROWING ENTREPRENEURS TO
MEET THE COUNTRY’S NEEDS
Chief Executive Officer of the Industrial Development Corporation, Mr. Geoffrey Qhena
What effect does mentorship have for
emerging entrepreneurs?
It allows the entrepreneurs to build skills
in areas where they might be lacking
the required skills or experience to
successfully establish and grow their
business. It also allows entrepreneurs
to approach someone with skills in a
particular area to discuss a specific
problem.
What does your role entail at the
Industrial Development Corporation?
I am the chief executive officer of the
IDC. My role includes – among other
responsibilities - providing guidance and
directing IDC’s business focus, particularly
in terms of our mandate.
What role do Development Financial
Institutions play in the development of
South Africa’s entrepreneurs?
One of the most important functions that
DFIs such as IDC, sefa and the NEF fulfills
is the provision of finance, or capital, for
entrepreneurs.
Without this finance,
some entrepreneurs simply do not have
access to capital required to start their
businesses. Another important role is the
provision
of business support. This is non-financial
support provided to entrepreneurs. What
we have found is that some entrepreneurs
may be highly skilled in some areas of
running and growing their business, but
might lack some skills or experience in
other areas. Through business support,
we address some of these shortcomings
to help the entrepreneur to run his or her
business better.
To date how much has been approved
and how may decent jobs have been
created as result of IDC funding?
Over the past five years up to March 2015,
IDC approved R60.1 billion, with more
than 140 000 jobs expected to be created
by this.
According to the 2015/16 edition
World
Economic
Forum
Global
Competitive Survey shows that out
of 140 countries, for one or more of
the following rankings achieved by
South Africa: 8th for soundness of
banks; 6th for availability of financial
services; 1st for financing through
local equity market How does this
uniquely position the country for
further investment?
South Africa’s banking sector is indeed
highly regarded for its high levels
of sophistication, innovation and
governance. Our stock exchange also
ranks among the top 20 in the world. In
addition, our main development finance
institutions are often used as benchmarks
in light of their financial sustainability,
governance,
reach
and
regional
footprints.
These attributes, coupled with the very
liquid nature of our capital and currency
markets, are very important for the
investor community, underscoring the
substantial inflows of foreign capital
over the years. These have consisted of
portfolio investments by non-residents
and foreign direct investment (FDI) in
Greenfield and brownfield projects, as
well as in acquisitions.
South Africa has been the leading
recipient of FDI in Africa for a number
of years, bearing testimony of its
attractiveness as a preferred investment
destination and often as a gateway to the
continent. Ours is unquestionably of the
most sophisticated emerging markets
in the world, offering ample investment
opportunities across various sectors of
the economy.
Why is it important for developing
countries to collaborate with other
developing countries such as BRICS?
11
Collaboration
between
developing
countries, often referred to as SouthSouth cooperation, opens up viable
opportunities
in
their
individual
and collective pursuit of sustained
economic growth and development.
Such collaboration takes different and
evolving forms, including the sharing
of knowledge and experience, training,
technology transfer, as well as trade,
financial and investment co-operation.
It provides opportunities for greater
access to capital and development
finance (increased borrowing capacity)
and the diversification of the sources
of development finance; higher FDI
inflows; increased trading activities;
the chance to transform the structure
of their economies; and a louder voice
and stronger bargaining power in
international bodies and global affairs
(such as trade and climate change
negotiations).
Over the past couple of decades, South
Africa has fostered collaboration with and
between developing countries through
many initiatives. These have been both
public- and/or private sector-driven.
Among the most notable from our
perspective are the SADC (and ongoing
negotiations towards the establishment
of the SADC-COMESA-EAC Free Trade
Area), the BRICS and IBSA arrangements.
Much collaboration is also taking place at
the firm or company level.
For example, many Chinese, Indian,
Brazilian and South African entities and/
or companies having invested in various
sectors throughout Africa (such as health,
agriculture,
mining,
manufacturing,
telecommunications, finance, physical
infrastructure).
With stronger and more effective
interaction at the governmental level
and greater private sector participation,
trading and investment activity with
other developing countries and regions
could increase significantly and result in
considerable economic gains.
K a g i s o Tr u s t | I n B r i e f
How do we improve economic
sustainability in South Africa’s growing
economy?
It is critical that we address the
constraints that have been holding
back the economy’s growth potential.
These include addressing infrastructurerelated bottlenecks, both in terms of
the availability and the cost of services,
in the areas of electricity, transport
and logistics, and water supply, among
others. It is also crucial that education
and skills development are completely
aligned with the current and future needs
of our economy, so that we enhance
the employability of South Africans in a
constantly changing environment, in line
with global trends.
In the currently difficult economic
environment, business and investor
confidence must be restored so as to
raise fixed investment activity by the
private sector. Concerted efforts must
be made to promote our manufactured
products in the global marketplace,
especially in faster growing emerging
and developing economies, so as to
utilise presently spare production
capacity and lay the demand-led
foundation for its future expansion,
creating much-needed employment
opportunities in the process.
The Department of Trade and
Industry recently launched the Black
Industrialists Programme, what is a
Black Industrialist and how does the
Industrial Development Corporation
contribute towards this programme?
A black industrialist is basically an
entrepreneur that gets his or her hands
dirty in the running of their business.
These are not individuals whose only
role in a business is to attend a Board
meeting once a quarter but provide real
operational and strategic leadership to
the business. Obviously these people
must have a meaningful stake in the
business and we are typically looking at
those entrepreneurs that are involved in
productive sectors of the economy like
manufacturing.
Government
is
providing
many
opportunities for black industrialists by
providing markets for manufactured
goods
through
infrastructure
development programmes and other
government procurement. IDC’s most
prominent role in the development
of these entrepreneurs is to provide
funding for these entrepreneurs to
start of grow their businesses to take
advantage of these opportunities.
What would you say are the main
economic development challenges of
our time?
The imperative is to achieve faster,
sustainable and inclusive economic
growth that will expand employment,
reduce inequality and eradicate poverty
in South Africa.
We also need to transform our economy
in terms of its structure, specifically
by enhancing and diversifying the
contributions from the goods-producing
sectors, as well as in its ownership.
To attain this, we need high rates of
private sector investment in globally
competitive
operations
that
are
preferably jobs-rich, supported by the
March 6 2016
Business Times
page 12
|
With the recent increase in rising
interest the REPO rate went up by
50 basis points, how does this impact
entrepreneurs who need to repay their
business loans?
With most emerging economies such
as South Africa’s facing highly volatile
financial and currency markets in the
current global environment, their
monetary authorities have been forced
to act. Large outflows of investment
capital and trade imbalances due to
deteriorating terms of trade have
resulted in sharp currency depreciations
and rising inflationary pressures.
Hence, despite weak economic growth
and the unemployment challenge, South
Africa’s monetary policy has had to be
further tightened in pursuit of price
stability. This imposes an additional
burden on business enterprises already
challenged on the supply-side by rising
operational costs. Moreover, higher
interest rates will aggravate presently
subdued demand-side conditions by
affecting consumption spending by
households and firms.
As the CEO of the IDC my role
includes, among other responsibilities, providing guidance and
directing the IDC’s business focus,
particularly in terms of our
mandate.
’
One of the most important functions that institutions such as the
IDC, the Small Enterprise Finance
Agency and the National Empowerment Fund fulfil is the provision
of finance for entrepreneurs. Without this finance, some entrepreneurs simply do not have access to
the capital required to start their
businesses.
Another important role is the
provision of business support. This
is nonfinancial support provided to
entrepreneurs.
What we have found is that some
entrepreneurs may be highly
skilled in some areas of running
and growing their business, but
might lack some skills or experience in other areas.
Through business support, we
address some of these shortcomings to help the entrepreneur to
run their business better.

Over the past five years up to
March 2015, the IDC approved
R60.1-billion, with more than
140 000 jobs expected to be created
by this.
  It allows entrepreneurs to build
skills in areas where they might be
lacking the required skills or experience to successfully establish
and grow their business.
It also allows entrepreneurs to
approach someone with skills in a
particular area to discuss a specific
problem.
  ­
€
‚ ƒ „ … 
…† ‡ †
 
ˆ …‰ 
ˆ South Africa’s banking sector is
indeed highly regarded for its high
levels of sophistication, innovation
and governance. Our stock exchange also ranks among the top 20
in the world. In addition, our main
development finance institutions
are often used as benchmarks in
12
necessary public sector investment to
ensure the provision of efficient and
cost-competitive utility services to the
economy at large. We must expand
our country’s entrepreneurial base by
assisting new participants in contributing
to value addition and employment, as
well as stimulating the emergence of
new business ideas and solutions.
Žƒ‘ ’“
’ ƒ Œ    

   
­€‚   
light of their financial sustainability, governance, reach and regional
footprints.
These attributes, coupled with
the very liquid nature of our capital
and currency markets, are very
important for the investor community, underscoring the substantial inflows of foreign capital over
the years.
These have consisted of portfolio
investments by non-residents and
foreign direct investment in greenfield and brownfield projects, as
well as in acquisitions.
South Africa has been the leading recipient of foreign direct investment in Africa for a number of
years, bearing testimony to the
country’s attractiveness as a preferred investment destination and
often as a gateway to the continent.
Ours is unquestionably one of the
most sophisticated emerging markets in the world, offering ample
investment opportunities across
various sectors.
and evolving forms, including the
sharing of knowledge and experience, training, technology transfer, as well as trade, financial and
investment co-operation.
It provides opportunities for
greater access to capital and development finance (increased borrowing capacity) and the diversification of the sources of development finance; higher foreign direct investment inflows; increased
trading activities; the chance to
transform the structure of their
economies; and a louder voice and
stronger bargaining power in international bodies and global affairs (such as trade and climate
change negotiations).
Over the past couple of decades,
South Africa has fostered collaboration with and between developing countries through many initiatives. These have been driven by
both the public and private sectors.
Among the most notable from our
perspective are the Southern
African Development Community
(and ongoing regional trade negotiations), the Brics and IndiaBrazil-South Africa arrangements.
Much collaboration is also taking
place at the firm or company level.
For example, many Chinese, Indian,
Brazilian and South African entities and companies have invested
in health, agriculture, mining, manufacturing, telecommunications, finance and physical infrastructure
  Š
Collaboration between developing countries opens up viable opportunities in their individual and
collective pursuit of sustained economic growth and development.
Such collaboration takes different
in Africa.
With stronger and more effective
interaction at the governmental
level and greater private sector
participation, trading and investment activity with other developing countries and regions could
increase significantly.
 It is critical that we address the
constraints that have been holding
back the economy’s growth potential. These include addressing infrastructure-related bottlenecks,
both in terms of the availability and
the cost of services, in the areas of
electricity, transport and logistics,
and water supply.
It is also crucial that education
and skills development are completely aligned with the current
and future needs of our economy,
so that we enhance the employability of South Africans.
In the currently difficult economic environment, business and investor confidence must be restored
so as to raise fixed investment activity by the private sector.
Concerted efforts must be made
to promote our manufactured products in the global marketplace, especially in faster-growing emerging and developing economies, so
as to utilise current spare production capacity and lay the foundation for its future expansion,
creating much-needed employment
opportunities in the process.
Š… ‹‰
… 
A black industrialist is basically
an entrepreneur who gets their
hands dirty in the running of their
business. These are not individuals
whose only role in a business is to
attend a board meeting once a
quarter, but who provide real operational and strategic leadership
to the business.
Obviously, these people must
have a meaningful stake in the
business, and we are typically looking at those entrepreneurs who are
involved in productive sectors of
the economy, like manufacturing.
The government is providing
many opportunities for black industrialists by providing markets
for manufactured goods through
infrastructure development programmes and other government
procurement. The IDC’s most
prominent role in the development
of these entrepreneurs is to provide
funding for them to start to grow
their businesses to take advantage
of these opportunities.
 The imperative is to achieve
faster, sustainable and inclusive
economic growth that will expand
employment, reduce inequality and
eradicate poverty in South Africa.
We also need to transform our
economy in terms of its structure,
specifically by enhancing and diversifying the contributions from
the goods-producing sectors, as
well as in its ownership.
To attain this, we need high rates
of private sector investment in
globally competitive operations
that are preferably jobs-rich, supported by public sector investment
to ensure the provision of efficient
and cost-competitive utility services to the economy.
We must expand our entrepreneurial base by assisting new participants in contributing to value
addition and employment, as well
as stimulating the emergence of
new business ideas and solutions.
ý This is one of a series of monthly
articles sponsored by Kagiso Trust
in celebration of its 30th anniversary
K a g i s o Tr u s t | I n B r i e f
KST LEARNERS IMPRESS
IN ESSAY COMPETITION
In 2015 Kagiso Shanduka Trust (KST) ran its first annual essay competition. The
competition was open to learners in grades 8-12 in 20 of the Kagiso Shanduka Trust
schools in the Motheo and Fezile Dabi districts. The aim of the competition is to
encourage the learners to write more and engage with Kagiso Shanduka Trust.
13
K a g i s o Tr u s t | I n B r i e f
T
his is an opportunity for learners
to express themselves and
respond to a topic which aims
to help them think creatively and reflect
on their personal experiences. KST was
impressed with the quality of the essays,
with the content taking precedence over
grammatical correctness. The next KST
Essay Competition will take place in May
2016.
Topic: Nelson Mandela once said “Education is the most powerful weapon
which you can use to change the
world” Using Nelson Mandela’s words
as inspiration write a 1-page essay and
share your personal thoughts on what
education means to you.
Prize:
The winners received a deskbag filled
with stationery goodies.
Winner 1
Name: Badela Tshepang David
School: Strydom Secondary School
Grade: 12
Mr Nelson Mandela once said
“Education is the most powerful weapon
which you can use to change the world”
Does our background determine our
future? Well, they don`t because where
you start in life never determine where
you will end up in life. The road to a
better life might be challenging but with
education everything is possible. These
words of Mr. Nelson Mandela which
say that education is the most powerful
weapon that one can use to change the
world are indeed the truth.
The change that these words talks about
begin in one`s life. For example you can
get educated and in return help others.
Like Oprah Winfrey who was born into
poverty and raised by a teenage mom in
Mississippi United States and now she is
an American icon who has eager to help
other people living in poverty. She has a
talk show on SABC 3 and she invites most
of the successful people to her show. If it
wasn`t because of education she would
have not achieved all this. Mr Nelson
Mandela also once said “Poverty is not
an accident like slavery and apartheid.
It is man-made and it can be removed
and it can be removed by actions of
human beings.” after getting out of
poverty one can also help other like
Oprah does for others who are currently
in poverty to get out of it.
This can be done by motivating learners
to work hard on their studies and also
by helping them financially or with
materials required for their studies
like the Kagisho Shanduka Trust helps
school by building and renovating the
school, Building Libraries, Science and
Mathematics labs and etc.
Without educated people within this
Kagisho Shanduka Trust this things that
they do for schools wouldn`t have been
possible. Mr Patrice Motsepe who was
born in Soweto from a poor background
and now being the first South African
billionaire he also helps people living in
poverty.
Without education he would not be
owning mines here in S.A. He also
has a mining law degree. Taking into
consideration the poverty this people
grew up in, it clearly shows that it doesn`t
matter your background, with education
you can succeed.
Without education we would not have
had such a wonderful, confident and
an amazing president like Mr. Nelson
Mandela. We as the youths of South
Africa we should focus on our studies
because education is the key to success
and the key to unlock the golden door
of freedom.
Winner 2:
Name: Palesa Ntsane
School: Selokisa Intermediate School
Grade: 9
Mr Nelson Mandela once said
“Education is the most powerful weapon
which you can use to change the world”
Education is the key to success.
Education holds the key to that future.
As the UN Secretary General has said,
“people are the greatest wealth of any
country, but that wealth must be built on
quality education.”
14
In many ways, education is a game
changer that can close our biggest
developing gaps. Improved education
carries benefits throughout life and
across generations.
This sentiment is the heart of the UNITED
NATION the belief that all countries and
all people share the responsibilities to
build a better world.
It has many positive impacts on reducing
infant mortality rate. It leads to better
nutrition, supports HIV prevention,
boosts poverty reduction and empowers
women and youth.
But it does something even more
important. Education opens the door to
unlimited possibilities. It helps to change
mind sets. To dream and to bridge the
gap between the reality we have and the
future we choose to create.
“Education
is the most
powerful
weapon
which you
can use to
change the
world”
K a g i s o Tr u s t | I n B r i e f
“PROGRESSED LEARNERS”
Means well but it’s not sustainable writes Themba Mola, a trustee from
Kagiso Shanduka Trust
The subject of progressed learners has dominated discussions at many public platforms and dinner
tables. But what seems to raise most people’s eyebrows is the notion of allowing a learner who
failed grade 11 twice to progress to grade 12. Clearly, this is one contentious issue that pose serious
political and moral dilemma for the state particularly the department of basic education.
15
K a g i s o Tr u s t | I n B r i e f
I
n fact, many teachers and education
commentators
have
expressed
deep reservations about the policy
arguing that they feel this approach
is “unsustainable” as it saddles teacher
with more added responsibilities to support
learners who arguably should have been
retailed in the same grade.
The department has introduced this policy to
primarily throw a lifeline to these learners so
that they can exit the system with at least some
form of qualification, this are learners who are
most likely could have been discouraged and
exited the system. It is estimated that almost
50% of Grade 1 learners do not complete
grade 12,this is indeed a bleak picture.
I think the policy should be understood
within a broader context. The department
introduced this policy partly to also prevent
learners from being retained in a phase for
more than 2 years, there are three phases.
These codes deal with such aspects as learner
promotion, repeat, condonation, progression
and adjustment. The promotion code for
progression is implemented by progressing
learners to higher grades so that the age
cohort or admission age is not exceeded.
Often the concept of progression is used
interchangeably with age cohort.
For
example, a learner in grade 5 should not
exceed the age of 14. This method is also
used as a mechanism to reduce the bottleneck
effect particularly in grade 9 and 11. It also
reduces the disparity between the number
of learners registering for grade 1 and those
writing matric.
Although the codes do not constitute a specific
policy, they find expression in the following
policies:
• National Curriculum Statement (NSC) for
all subjects
• Curriculum and Assessment Policy
Statement for all subjects listed in NCS grade
1-12
• National policy pertaining to the programme
and promotion requirements of NCS grade
1-12
• National Protocol for Assessment for grade R to grade 12
In addition, grade 12 learners who achieve
level 1 and 2 in individual subjects are
provided with support together with
progressed learners. This makes the challenge
both wide per grade and subject specificity.
It is clear therefore, based on the above, that
the pressure for the education system to assist
learners coincides with the ultimate measure
of the whole system – grade 12 results.
For me the policy is important from the point
of view of retaining learners within the system
and this will certainly resonate well with those
who raised concern about the high number of
learners dropping out before they complete
matric. Recently, Council of Education
Ministers took a decision to modulate matric
so that failed learners have the option to
focus on the subjects they are ready to write
this year and then prepare for the remaining
subjects the next year. I support the concept
of matric modulation only if the aim is to
assist the academically weak learners – those
who despite remedial attention still battled
to cope with grade 12 curriculum. In other
words, modulation should not be afforded to
any learner who failed grade 11.
The issue to me should not be about whether
learners are ready to pass grade 11 or not.
Rather, it should be about whether the
schooling system provides learners with
adequate preparations to exit grade 12
having acquired basic minimums. It would be
naïve to assume that these learners suddenly
appeared at grade 11.
What is clear about the progressed learners is
that given targeted and differentiated support
they can do well in grade 12. As a matter of
fact, 3 297 of the 65 671 passed matric with
Bachelors qualifications thus disproving the
view that there is no way they would make it
because they failed grade 11. What is clear is
that the problem is not necessarily with the
learners but the schooling system that is failing
them.
The other crucial context to consider about
the progression policy is the fairly wide-spread
tendency by most schools to withhold poor
performing learners from writing matric
examinations and sometimes these schools
“gate-keep” or divert them to enrol as parttime learners to achieve better matric pass
rate.
This contributed to a high number of drop
outs because schools chased pass rates and do
very little to help learners who struggle. The
other key observation to highlight is that often
teachers at feeder classes do not make an extra
effort because they know that, in terms of the
policy, learners will have to be progressed
anyway.
Linked to this is the general problem of our
fixation with matric pass. Our schooling
system puts too high a prize on passing matric
such that we would do everything it takes to
progress our learners to the next grade even
though they are inadequately prepared.
This is why most of them drop out in their
first year at University because they have
not developed necessary cognitive and high
order thinking skills to grasp the content at
tertiary level. I do not mean to undermine
the achievement and sacrifices some of our
learners make to pass matric.
They certainly deserve to be acknowledged.
Even though the policy has good intentions,
16
I think the department should still work hard
to keep the numbers of progressed learners
low. The solution lies in overhauling the
entire system and introducing programmes
such as Annual National Assessments,
notwithstanding the controversy they stirred
up with teacher unions. What is required is
a system that conducts regular and rigorous
assessments and not just relies on the grade 12
pass assessment. Learners should pass because
they will have met the minimum requirements.
It means all grades teachers should have
knowledge of the subject, the curriculum and
more importantly, know how to teach. The
department of basic education should also
ensure there is an effective leadership in the
whole pipeline to address the basic problems
of punctuality, absenteeism and effective
classroom teaching.
I suggest the following to address some of the
deficiencies in our education system:
• Continue to hold the lower grade teachers accountable
• Insist that teachers cover the whole curriculum on time
• Have regular and quality assessment in the lower grades and
• Conduct a baseline assessment in grade 10
to assess the extent to which learners lack the
basic knowledge to start at Further Education
and Training.
It is important learners understand that grade
12 is a three year study experience and that
if they do not understand grades 10 and 11
curriculum their chances of making it into
grade 12 are limited.
Adopting a holistic approach in dealing with
the challenges at school level has the potential
to yield tangible benefits. Most problems
that schools experience are related to factors
such as basic infrastructure, teacher training,
leadership and governance. Kagiso Shanduka
Trust has implemented a system-wide model,
which most schools have adopted to turn
their situations around and delivery of better
academic results, called District Whole School
Development Programme.
The model helps schools improve learners’
academic performance and optimise their
operations. The programme also addresses
the issue of capacity building to assist teachers
enhance their curriculum content knowledge
in specific subjects and deal with other critical
issues such as leadership, governance and
accountability.
Most significantly, the programme is designed
to help avoid congestion of progressed
learners at grade 11, while making sure
learners are adequately prepared to proceed
to grade 12.
K a g i s o Tr u s t | I n B r i e f
Class of 2016:
Back to School Tips
We are already in the fourth month of the year. By now most educators and
learners would have settled into a certain routine. To assist in getting the most
out of your school year, the Kagiso Trust Programmes Team has compiled a list
of tips for both educators and learners.
Use a differentiated teaching approach
1
FOR THE EDUCATORS
Identify the learners’ performance and use it as a guide to address each learner’s
needs. For example if a learner is underperforming, more support should be given to
that learner.
Increase frequency of assessments
2
Continuous assessment of your learners’ performance will ensure that you pick up
learners who are falling behind or do not understand a certain subject/topic. Keeping
track of the learners’ understanding on material you teach will enable you to tackle
these challenges as they arise, instead of only picking up on them before or even after
examinations.
Continuous engagement in professional
learning committees (PLCs)
3
PLCs are made up of educators who specialise in certain subjects. Being part of these
committees allows educators to share knowledge and keep up to date with current
trends. The committees also offer a form of support system; you will realise that
challenges you may have thought only exist in your class are experienced by other
educators and you can come up with solutions together.
Give learners quality feedback
4
It is not enough to inform learners they are not doing well in a subject. Identify where
the problem is, what can be done and necessary support to be given. Challenge
yourself to give as much information on how a learner can improve and follow
through to see how they implement your suggestions and whether it is working or
not.
Utilise resources to enhance the learning
experience
5
Educators have seen that teaching cannot rely on textbooks alone in this day and
age. However some schools are unable to access technological tools (for example
tablets) due to limited resources. Be creative. Use nature, newspapers, games,
guest speakers, television or anything that will help your learners grasp your subject
or topic in a refreshing and lasting way.
17
K a g i s o Tr u s t | I n B r i e f
1
Set goals
FOR THE LEARNERS
As the year begins, set yourself a goal beyond passing matric. What happens after
you pass matric? What do you want to study? Are you studying the subjects which will
enable you to pursue your chosen career? Know what you want and write it down.
Create a realistic timetable for the year
2
Now that you know what you will be working towards, draft a timetable. This
timetable is the ‘how’ in achieving your goal. You should schedule study times, your
assignments, your chores and time to yourself. To make the most of the timetable,
share it with your Life Orientation educator and ask for their guidance and/or advice.
Once you have your timetable, stick to it. Make sure your goal is written on your
timetable to keep you focused whenever you feel discouraged.
Use all the resources at your disposal
3
When we think of resources we think the library, computer labs and equipment.
Resources go beyond that. Your educator is an incredible resource most learners do
not take advantage of. If you are struggling with something, go to your educator
and ask for clarification. Your peers are another resource – sometimes friends and
classmates have the ability to explain a certain topic very well. Keep your eyes and
ears open and you will see that magazines, books, certain television programmes and
even your parents can be contributors to your education outside of the classroom.
Be a proactive participator in class and
study groups
4
If you don’t ask; you won’t know. You need to remember that you are at school to
learn. No one expects you to know it all so don’t be afraid to ask questions; that is
how we all learn new things. Be inquisitive and curious about your subjects and you
will learn and understand so much more than what is in the textbook.
Use technology and social media wisely
5
There are educational chat groups on whatsapp and programmes on TV and the
internet which are helping learners with various subjects. Engaging with social
media and technology does not mean you are not learning. However, balance your
usage of these platforms and monitor the amount of time you spend on social
media and the internet as it’s very easy to get carried away.
18
K a g i s o Tr u s t | I n B r i e f
NOTICES
Birthdays
We joined our colleagues in
celebrating their birthdays.
February: Mohlolo, Sarah and
Maria
March: Nontando and Sis Linkie
Anniversaries
We celebrate staff on their
anniversaries and appreciate
the contributions they have
made to KT.
Welcome to the Family
We welcome Nicolene Phaho to
the KT family. Nicolene joined
us in January as an Executive
Personal Assistant.
January: Nontando (8 years) and
Phila (1 year)
February: Sizakele (5 years)
March: Sis Linkie (21 years); Joan
(21 years); Themba (21 years) and
Yoyo (9 years)
GALLERY
Father Mkhatshwa Visit
Kagiso Capital, Johannesburg
2 February 2016
Handing over Odes to Arch
The Desmond and Leah Tutu Legacy
Foundation, Cape Town
28 January 2016
Kagiso Trust Patron, Father Smangaliso
Mkhatshwa, paid Kagiso Trust and Kagiso
Capital a visit.
Kagiso Trust Chairman, Reverend Frank
Chikane and CEO, Mankodi Moitse
visited Archbishop Desmond Tutu for
tea. They ceased the opportunity to hand
over the Odes to Arch book which has
personal messages of gratitude, praise and
appreciation for the Archbishop.
Rantsane Cape Town Trip
QwaQwa to Cape Town
18 – 21 February 2016
Having achieved their third consecutive 100%
pass rate in 2015, Rantsane Secondary School
educators were awarded a trip to Cape Town.
“Educators in our country face many challenges
and there are times when amazing results like this
are achieved that they need to be recognised. Our
trip to Cape Town with the Rantsane teachers
was about us rewarding the educators for their
excellent performance, dedication and hard
work.” said Kagiso Trust CEO, Mankodi Moitse.
19
K a g i s o Tr u s t | I n B r i e f
30 years of
development
and success
For the next 30 years development will remain the core
and most important focus for Kagiso Trust. Our vision is
to broaden and deepen our development impact through
greater geographic coverage, more partners and a wider
sector approach. From single programme pearls, we aim
to string together many more development programmes
in the future.
Over the past 30 years, Kagiso Trust has channelled
almost R2 billion into key programmes
Spend highlights for current programmes
•
Over R200 million into Beyers Naudé Schools
Development Programme (Basic Education)
•
R16.3 million into Eric Molobi Scholarship
Programme (Higher Education)
•
Over R50 million into Kagiso Enterprises Rural
Private Equity Fund (Enterprise development)
Development
Collaboration
www.kt30years.co.za
@Kagiso_Trust
#KT30Years
20
Innovation
Sustainability