AAS Annual Report 2015 by Keri Francis

Mission

To mobilise the private sector, organisations and individuals to support schools.

Vision

To support the creation and enhancement of a conducive learning and teaching environment in disadvantaged schools.

Strategic objectives

•

Implement our model of Whole School Development, which aims to address the academic, infrastructural, social and security environment in schools by ensuring that the schools have the necessary management and community leadership to support an environment conducive to learning and teaching.

•

Create opportunities for small stakeholders to get involved in improving schools in need.

•

Mobilise support from individuals, companies and organisations to sponsor schools in need.

•

Raise awareness of the dilapidated condition of schools in disadvantaged areas.

•

Work with communities to improve education.

•

Maintain strong relationships with all stakeholders.

TABLE OF CONTENTS ADOPT-A-SCHOOL FOUNDATION OVERVIEW

CHAIRPERSON’S REVIEW

EXECUTIVE DIRECTOR’S REVIEW

HIGHLIGHTS FROM THE FIELD

AWARENESS AND FUNDRAISING CAMPAIGNS

FUNDRAISING EVENTS

HOW TO GET INVOLVED

ADOPT-A-SCHOOL FOUNDATION GRADUATES

ADOPT-A-SCHOOL FOUNDATION ESSAYS

SCHOOL PROFILES

WAITING LIST SCHOOLS

ANNUAL FINANCIAL STATEMENTS*

*PWC only audited the financial statements from page 87 to 115 The audited financial statements are for Adopt-a-School Foundation only and do not include the work for the 413 schools in the Kagiso Shanduka Trust programme.

OUR FOOTPRINT

SCHOOLS SUPPORTED

612

LEARNERS BENEFITTED

734 796

Schools adopted in South Africa Schools adopted in other countries

Mozambique TEMPORARY JOB OPPORTUNITIES CREATED

6 728

SMALL COMMUNITY BUSINESSES SUPPORTED

1 093

NEW FACILITIES BUILT

454

Feeding scheme kitchens Administration facilities - Science laboratories - Computer laboratories - Ablution facilities - Sports facilities - Classrooms - Libraries - Grade R facilities - School halls

EDUCATORS DEVELOPED

1 513

STAKEHOLDERS BENEFITTED

6 267

Literacy - Mathematics - Accounting - ITC - Science

Strategic planning - Leadership - Teambuilding programmes

LEARNERS RECEIVED EYESIGHT TESTS

LEARNERS RECEIVED SPECTACLES

OUR IMPACT IN

NUMBERS

34 348

2 008

Limpopo

Mpumalanga

Gauteng

North-West

Free State*

418

KwaZulu-Natal

Lesotho

Northern Cape

Eastern Cape

Western Cape

*In 2013, Adopt-a-School Foundation started working in 413 schools in the Free State as the joint implementing agent of Kagiso Shanduka Trustâ&#x20AC;&#x2122;s whole school development programme.

WHOLE SCHOOL

DEVELOPMENT

Strategic planning, leadership and management:

Empowering and capacitating School Governing Bodies, School Management Teams, school educators and Learner Representative Councils is one of the most meaningful interventions conducted by Adopt-a-School Foundation.

26 Learner Representative Councils have attended leadership camps and over 300 learners have been directly impacted. 279 Strategic planning retreats have taken place and over 6 000 stakeholders have benefitted. Teambuilding and motivation:

The Foundation believes that building cohesive teams will enable the school to functional effectively. Ensuring optimal dynamics within the school means that the school is able to carry out its roles and responsibilities effectively. Over 1 900 individuals have benefitted from teambuilding programmes in our schools.

Infrastructure:

Meeting basic infrastructure needs means providing schools with access to water, electricity, ablution facilities and safe learning environments. Specialised facilities, enabling excellence in teaching and learning, include fully resourced Grade R facilities, libraries, science and computer laboratories. The Foundation has built 454 facilities. These infrastructure projects have created over 6 700 jobs and supported over 1 000 businesses. These facilities include 32 computer laboratories, 17 science laboratories, 16 libraries and 43 ablution facilities.

Educator development:

Curriculum development in all subject areas and development programmes in remedial teaching, counselling skills, library management and sports coaching. Over 1 500 educators have been developed in key curriculum areas including mathematics, science, accounting, language and literacy. 65 Grade R practitioners have received support. 4

Social welfare:

Vegetable gardens,eyesight and audiology testing, life skills programmes and initiatives to support orphaned and vulnerable school children are implemented to support the wellbeing of the learners and enhance their learning experience. Over 34 300 learners have received eyesight tests with over 2 000 learners receiving spectacles. 19 feeding scheme kitchens have been built.

School safety, security and discipline:

All schools should have secure perimeters and the necessary physical security to protect their facilities and resources. Learners and educators should be respectful, disciplined and feel safe within their school environment.

11 schools have received fencing to secure their property.

Extra-curricular and co-curricular activities:

Sports development, environmental clubs, reading clubs and leadership clubs are encouraged and supported by the Foundation, promoting both mental and physical growth and development for the learners.

9 schools have received new sporting facilities and over 4 000 learners have been involved in life skills programmes. Learner development:

Support programmes for language, literacy, numeracy and mathematics from Grade R to Grade 12 are critical to ensure learners master the fundamentals to succeed. Over 6 400 learners have directly benefitted from language and literacy programmes. Over 7 400 learners have benefitted from science programmes and over 13 000 learners have benefitted from mathematics programmes. 5

â&#x20AC;&#x153;Whole School Development is about enthusiastic and passionate school leadership and hardworking pupils with supportive parents, living in a community that values its schools.â&#x20AC;? â&#x20AC;&#x201C; Cyril Ramaphosa, Chairperson, Adopt-a-School Foundation.

“When we see it in the faces of our children we know: there will always be, for us, a worthy future.”

MESSAGE FROM OUR

CHAIRPERSON

– National Development Plan 2030 Vision Statement South Africa has achieved significant milestones in education since 1994. Today, hundreds of thousands more children have access to decent education. At least 97% of children of school going age are attending school and over 60% of the country’s schools do not charge school fees, providing almost 9 million children with free education. However, stark inequalities still exist in our rural and township communities. Many schools in these localities are under significant pressure to provide quality education due to factors such as insufficient teaching resources, lack of basic infrastructure, weakened school leadership capacity, and social challenges affecting learners. The Department of Basic Education has released an updated strategy which takes stock of and plans for key developments in basic education up to 2030. While many of the priorities remain the same, the new plan accounts for the lessons learnt and also accommodates the priorities of the National Development Plan. The longterm vision remains the same – to ensure that every young South African receives a quality education. Adopt-a-School Foundation is well placed to support this vision because its primary objectives are to work with government and the private sector to promote sustainable

development in schools across the country and encourage active citizenship. Collaborations between public and private organisations are paving the way for sustainable and effective development in this sector. A case in point is the unique partnership between the Kagiso Shanduka Trust (established in 2013 by Kagiso Trust and Shanduka Foundation) and the Free State Department of Education. Adopt-a-School Foundation is one of the joint implementing agents for this programme. Together with government, this partnership, now in its second year of implementation, has already begun to transform 231 of the 413 schools in the programme. This is a significant milestone for the Foundation and it is envisaged that the learnings from this programme will ultimately form the basis of a district based model that can be replicated in other provinces. The magnitude of this programme has also placed strain on the Foundation’s capacity. As our footprint and team of development specialists grows, so does the need for additional anchor funds to cover operational costs. The Foundation hosted its eighth Back to School Party last year and, in May this year, returned to London to host its second

international fundraising event. Leveraging from our previous successful fundraising events, Kagiso Shanduka Trust hosted their very own Back to School Party in Bloemfontein. These are our flagship fundraising initiatives which enable us to interact with our supporters and raise significant funds to support our programmes. They also provide the platform to create awareness and invite the public to get involved in our initiatives. In January 2015, the Foundation embarked on a pilot storytelling project in order to understand the impact of its work, in a bigger and broader context. By knowing and understanding the personal journeys of the teachers, pupils and parents in our adopted schools, we will be able to better understand and appreciate the impact of our investments. The Foundation continues to build good relationships with our strategic partners who play an instrumental role in the success of our programmes. One of our highlights is the much appreciated endorsement by the Nelson Mandela Foundation for our annual Back to School for a Day campaign. We are also pleased that many of our existing school sponsors have expanded their involvement and we have welcomed a number of new partners on board.

I am also very pleased to see the remarkable improvement in the quality of the matric results in our adopted schools, with more and more matriculants qualifying for bursaries for their tertiary education. Four of our matriculants received bursaries from the Cyril Ramaphosa Education Trust in 2014 and have all performed very well in their first year of university. The future Shanduka Group has provided substantial financial, infrastructural, administrative and strategic support to Adopt-a-School over the past 11 years through the Shanduka Foundation. Shanduka Group is undergoing significant changes as it enters into a new merger with Pembani Group. Therefore, moving forward, the Shanduka Foundation will establish itself as an independent organisation. The organisation will continue to deliver on its mandate of contributing to quality education and small business development in South Africa. These changes will not affect the operations of Adopt-a-School Foundation as it will continue as a project of the organisation, which will be renamed the Cyril Ramaphosa Foundation. I would like to acknowledge and sincerely thank our passionate and dedicated staff, our board members, the organisations and individuals who partner with us and commit invaluable resources to our programmes and the schools

and school communities whose commitment and active participation is crucial to the success of our development programmes. By working together with business, government, communities and individuals we have achieved meaningful change in hundreds of schools. As we continue to advocate for corporate investment and constructive citizenship, we can attest to the millions of rands invested in school development. We can enumerate the classrooms built and teachers trained. More importantly we can appreciate the lives we have impacted; because their stories are a true measure of our success.

Cyril Ramaphosa Chairperson

CORPORATE GOVERNANCE The Foundation continues to conduct its work in accordance with sound corporate governance principles.

THE BOARD Except for the Executive Director, the Foundation’s Directors are all nonexecutive. The non-executive directors are chosen for their skills and experience that are relevant to the work of the Foundation. The Board is ultimately accountable and responsible for the performance of the Foundation and ensures that the work is executed efficiently and cost effectively. The Board governs the Foundation and its management, and is involved in all activities that are material for this purpose. The following board committees oversee the effective work of the Foundation: Executive Committee: Responsible for overseeing the operational work of the Foundation as directed by the Board of Directors. Finance and Risk Committee: Reviews the principles, policies and practices adopted in preparation of the financial statements and ensures that the annual financial statements comply with statutory requirements. It also reviews management’s performance in relation to financial matters to ensure the adequacy and effectiveness of the Foundation’s financial, operational, compliance and risk management activities. Strategy and Fundraising Committee: Facilitates the development of organisational strategy, fundraising strategy and an implementation plan. Human Resources, Remuneration and Nominations Committee: Provides guidance in all human resources and remuneration policy matters as well as nominations of members to the board. 8

Cyril Ramaphosa Chairperson, Adopt-a-School Foundation

DonnĂŠ Nicol Chief Executive Officer, Cyril Ramaphosa Foundation

Stephen Lebere Executive Director, Adopt-a-School Foundation

Dr James Motlatsi Deputy Chairperson, Adopt-a-School Foundation and Chief Executive Officer, Teba Limited

Sydney Seolonyane Retired, former District Education Co-ordinatior, Gauteng Department of Education

Griffiths Zabala Managing Member, Integrated Consulting Management Services

Helena Dolny Founder, Grey Matters

Ntjantja Ned Chief Executive Officer, Hollard Foundation

Mshiyeni Belle Head: International Affairs, South African Reserve Bank

Yaganthrie Ramiah Chief Executive, Sanlam Brand, Sanlam Limited

Zanele Mbere Head: Personal and Business Banking, Standard Bank

Silas Mashava Sustainable Football Specialist, Dreamfields

Eric Ratshikhopha Retired, former Executive Director, Xstrata SA

Lucky Moeketsi Retired, former Deputy Director General, Mpumalanga Department of Education

Yvonne Themba Director, Group Human Capital, Shanduka Group

Rebone Malatji Financial Controller, McOpCo Restaurants & Corporate Accounting, McDonaldâ&#x20AC;&#x2122;s South Africa

EXECUTIVE DIRECTOR’S

REVIEW Much of the effort of Adopt-a-School Foundation in the past year has been focused on collaboration and deepening of partnerships. This is premised on our belief that effective partnerships greatly increase the latitude and reach of our projects, enhance efficiencies and ensure that skills, knowledge and best practices are widely shared. Strong partnerships complement the implementation of our Whole School Development (WSD) model. Our focus on collaboration is evident in the strong relations we hold with the Department of Basic Education and the strategic corporate partnerships that have contributed to our growth and success over the years. Since July 2014, we have managed over 343 different projects in 199 schools across South Africa, each having been adopted by various corporates and individuals. In addition to our organic growth we are in the second year of implementing WSD in 413 schools as part of the Kagiso Shanduka Trust’s schools development project in partnership with the Free State Department of Education. The Kagiso Shanduka Trust’s WSD programme is a unique example of a successful collaboration between the private 10

and public sectors working together with a shared vision to achieve greater transformation in education. In this review we share a more detailed progress report on the impact and achievements of Kagiso Shanduka Trust to date. Every year, we report on the progress made in our implementation of Whole School Development in the adopted schools. We are pleased that WSD is currently being implemented in 92% of the adopted schools. The graph below indicates how we have grown our WSD approach, since it was adopted in 2009. 100% 90% 80% 70% 60% 50% 40% 30% 20% 10% 0%

2009

2010

2011

2012

2013 2014

% of schools where we are implementing WSD

2015

To ensure proper implementation of WSD in all of our schools, our approach has been to bring in additional adopters into the schools we are already working in. The success of this approach is evident in the number of small and medium sized adopters that partner with us in multiple schools. The Foundation advocates for strategic planning, leadership and governance programmes in all of its adopted schools. This programme continues to be a successful intervention to empowering school leadership and management. This year, the Foundation has conducted strategic planning, leadership and governance programmes in 15 schools. The framework for this programme has been revised to ensure that there are standard measures, outputs and sustainable support systems. KST has conducted 215 empowerment and transformation workshops since 2013. KST has also started investing in further leadership programmes in some of the more dysfunctional schools. Academic Performance In 2014, our adopted schools achieved an average matric pass rate of 76.2%. This was a 5.8% decline from the average pass rate our schools achieved in 2013 and slightly higher than the national pass rate. The Foundation undertook a detailed assessment of the performance of our schools. Our assessment

revealed a number of findings, including the impact of the number of progressed learners who sat for the Grade 12 final exams last year. Another major challenge has been the movement of educators due to resignations, retirements and general changes in school posts.

75,8%

2012

82,0%

76,2%

2013

2014

Average matric performance in adopted schools

Despite the small decline in the overall pass rate, we are pleased with the quality of our results. Over 58% of our learners qualified to study a bachelorâ&#x20AC;&#x2122;s degree or diploma and some of the learners performed extraordinarily well, achieving up to seven distinctions. These are remarkable achievements considering that these learners come from schools that are located in some of the countryâ&#x20AC;&#x2122;s most impoverished communities. 11

The Annual National Assessments (ANA) have highlighted the challenges of mathematics and literacy education in South African schools. Although the assessments are still in their infancy stages, we utilise them as an indication of the impact of our interventions in schools. The foundation grades play a critical role in ensuring that children have the fundamental skills of reading, writing and understanding mathematics to prepare them to succeed at high school. Due to the decline in performance in a number of our adopted schools, the declining state of mathematics and literacy at foundation level and the challenges experienced in schools due to the changes in curriculum and policy, Adopt-a-School Foundation is reassessing and revising our strategic social and academic interventions. We are also placing more focus on developing our foundation phase educators and providing support to the parents of the younger children.

currently priced at 25% below the market rate. This is worthy assurance of our efforts to deliver sustainable solutions in a cost effective manner. Partnerships Collaborating with like-minded organisations and individuals remains instrumental to the success of our projects. Our work with the KwaZulu-Natal Department of Education’s Accelerated Schools Infrastructure Development Initiative (ASIDI) to upgrade and rebuild three schools (previously made of mud structures) is nearing completion and we are very excited to present these fully resourced schools to the communities in the Amajuba District. The project will continue into 2016 as we roll out WSD in these schools. Operational sustainability Finding sustainable funding solutions is an on-going priority for the Foundation. Shanduka Foundation established an Investment Committee which looks at investment opportunities for long term funding streams for the different entities. This investment approach has resulted in Adopt-a-School Foundation having a 0.03% shareholding in JSE listed company Grindrod Limited and 50% of 25.09% in Sandvik Mining South Africa.

Our partnership with the Industrial Development Corporation (IDC) continues to strengthen. In 2014, the IDC officially adopted another nine primary schools – the feeder schools to their 20 adopted high schools. Together we are systematically addressing all of the developmental needs of the schools over a period of time and aim to have a significant and lasting impact on the performance of these schools.

In addition, our annual fundraising events remain an important source of funding for our programmes. In October 2014, our eighth Back to School Party raised over R4 million and in May this year, we hosted our second event in London and raised close to R5 million.

This is our seventh year of working with the Lafarge Education Trust in the Bodibe Village in the North West and the Mzimela Village in KwaZulu-Natal. The Trust hosted its third Community Awards programme in both villages this year, where a number of schools, educators and learners were recognised for their achievements.

Adopt-a-School prides itself in having a cost-effective building model. In a recent evaluation of our costing model, we conducted research into the pricing of infrastructure development in South Africa. The research showed that our infrastructure projects are

We work with over 75 other companies and thousands of individuals who contribute their time, money and skills to our organisation. We are proud to be the NGO partner of a variety of marketing

campaigns that raise both funds and public awareness for the Foundation. We are the beneficiary of the annual Deloitte Pretoria Marathon and the new NGO partner for the Capitec Color Run. This year we partnered with construction company Saint Gobain as the benefactor of their 350th anniversary celebrations and distributed 20 000 dictionaries to our schools in partnership with Oxford University Press and their “Every Child Deserves a Dictionary” campaign. We are grateful for our strategic partnerships with a number of organisations who support our work. DRA Mineral Projects donate their engineering, architectural and technical services to the Foundation. Africost’s quantity surveying team have assisted us with revising our costing model and providing important support and training in this process. Iliad Africa continues to donate building materials, through its Buco Retail Outlets, to our infrastructure projects. Law firm, Cliffe Dekker Hofmeyr assist the Foundation with legal requirements, including our investment transactions, tax advice, HR documents, contracts and general legal issues. PricewaterhouseCoopers has once again provided the Foundation with a significant discount in the auditing of our Annual Financial Statements. We are grateful for the marketing support we receive from Betelgeuse Advertising who designs this annual review and Caxton and CTP Publishers and Printers

who print it for us free of charge. In addition, outdoor advertising agency Adreach has sponsored our street pole marketing campaign in 2015. We appreciate the supportive and collaborative relationship we continue to share with many of our service providers who specialise in different sectors. Many of these partners offer additional time and resources at no cost to the Foundation. BrainBoosters is an organisation focusing on innovative Early Childhood Development (ECD) programmes. We partnered with them to conduct research in our rural primary schools and have run a number of ECD Catch Up Programmes for Grade R - 3. Kagiso Shanduka Trust is implementing BrainBoosters programmes throughout their primary schools in the Free State. Tsebo Education Network runs education programmes to support Grades 10, 11 and 12 in mathematics, physical science, English and accounting with the focus on improving the quality of matric pass rates. Young and Able is a youth advisory services company that runs youth leadership programmes as well as our strategic planning, governance and teambuilding programmes. Mabatimi Management Services also support our strategic planning and leadership programmes. They specialise in leadership development, management training skills, teambuilding, conflict resolution and strategic planning. Mobile Library Solutions have steel mobile library units with books, a television and educational DVDs

which is a wonderful cost effective solution for schools without proper library infrastructure. Premier Optical and Optometrist, Dr Dire Thomas, bring mobile eyesight testing clinics to our primary schools and together we have tested the sight of over 30 000 school children in some of the most rural communities of South Africa. We continue to work very closely with the Department of Basic Education at all levels (national, provincial and district) based on the type of intervention we are implementing. The DBE remain supportive of our work and we continue to ensure that our interventions are aligned to their strategies and that we work together to achieve our common goals. The Adopt-a-School Foundation team Our team has grown extensively over the past twelve years, ensuring that we deliver quality projects to schools in need. Our infrastructure team comprises of civil engineers and quantity surveyors and our social and skills development team consist of educational specialists, former educators and social workers. Along with administrative, finance and fundraising and communications teams, the Foundation has 28 full-time staff members. The Foundation also runs a successful internship programme, equipping young professionals with the necessary skills and experience to help them succeed in the working world. Since its inception in 2002, Adopt-a-School Foundation has established itself as a significant and capable contributor in the South African education sector. We strive to empower school communities, raise awareness and connect private individuals

and CSI funds to South Africaâ&#x20AC;&#x2122;s neediest schools. As we enter our fourteenth year of operation, we will continue to go back to the chalkboard to assess and improve our strategies, ensuring that Whole School Development remains relevant and sustainable. I trust you will enjoy our 2014/2015 annual review.

Stephen Lebere Executive Director

A BRIEF

OVERVIEW

Adopt-a-School Foundation, in partnership with Kagiso Trust’s Beyers Naude Schools Development Programme, is the implementing agent for the Kagiso Shanduka Trust, now in its 2nd year of implementation. Kagiso Shanduka Trust has a unique partnership with the Free State Department of Education. Together they are implementing whole school development in 413 schools in two districts in the province.

“The Free State Department of Education and Kagiso Shanduka Trust have a shared vision to make education an empowering experience and to equip children with the skills and knowledge to contribute towards the development of our society. Together we can make a difference in the future of South Africa.” – Tate Makgoe, MEC for Education in the Free State

Kagiso Shanduka Trust follows a theory of change ethos which states that reaching out to an educator through training, support and the provision of learning materials; and simultaneously improving the school environment through infrastructure provision, results in significantly improved learner results. In addition, targeted improvement towards school and district office leadership significantly enhances the learning and teaching environment. The combination of these factors ensures sustainability of the interventions.

Progress The programme has taken a phased in approach and is measured on improved performance, effective leadership and community involvement.

A summary of the work done in the KST adopted schools is provided in the School Profiles chapter of this report. www.kst.org.za has been set up to share the progress of this unique partnership.

2013 Needs Analysis

308 schools

Empowerment and Transformation Workshops

37 schools

LEARNERS IMPACTED

206 831

EDUCATORS DEVELOPED

1 004

2014 Needs Analysis

54 schools

Empowerment and Transformation Workshops

178 schools

Infrastructure Development 66 schools Curriculum Development Programmes

97 Schools

Visual Support Programmes 40 schools 2015 Needs Analysis

Empowerment and Transformation Workshops

6 schools

Infrastructure Development 30 schools Curriculum Development Programmes

110 schools

Visual Support Programmes 40 schools

TEMPORARY JOB OPPORTUNITIES CREATED

SMALL COMMUNITY BUSINESSES SUPPORTED

812

NEW FACILITIES BUILT

LEARNERS RECEIVED EYESIGHT TESTS

15 967

FACILITIES RENOVATED

LEARNERS RECEIVED SPECTACLES

539

INVESTED SINCE MARCH 2013

175 million 15

HIGHLIGHTS FROM

THE FIELD

TRANSFORMING SCHOOLS IN KWAZULU-NATAL

Adopt-a-School Foundation is working with the Department of Education in KwaZulu-Natal to transform three schools in rural communities in the Amajuba district near Empangeni. The project to rebuild Lembe, Enhlanhleni and Ingweniphaphama Primary Schools forms part of Governmentâ&#x20AC;&#x2122;s national plan for the eradication of mud schools in South Africa; the Accelerated School Infrastructure Development Initiative (ASIDI). The DBE estimates that there are 510 mud schools left in South Africa. Mud schools are defined as those where buildings are constructed of mud, very often with rusted through corrugated iron roofing and with little shelter provided from the elements. The project involves demolishing the mud structures in KZN and constructing new facilities for all three schools. Infrastructure development in the first two schools will be completed in November 2015 with the third school being completed in March 2016. Advocacy and strategic planning workshops have been conducted in all three schools and strategic plans have been put into action. Further skills development interventions will include leadership and governance, Early Childhood Development practitioner training, librarian training and educator development in mathematics, science,

Information Computer Technology (ICT), language, literacy and numeracy. In addition to Adopt-a-Schoolâ&#x20AC;&#x2122;s Whole School Development initiatives, the DBE will be providing a CAPS refresher course, a Facilitation Methodologies Refresher Programme and a Curriculum Management and Assessment Refresher Programme. In an effort to address some of the socio-economic challenges affecting these learners, a support programme for orphans and vulnerable children will be established. All children will have their eyesight tested and spectacles, or further medical care, will be prescribed to those learners with eyesight problems. This project is already having a significant impact on these school communities. As of July 2015, the project has created 187 temporary job opportunities for unemployed parents of learners and has procured the services of 21 local businesses. The project will run for five years ensuring that the schools are fully sustainable when Adopt-a-School exits the project. These schools house the hopes and aspirations of over 350 young learners and their families. The passion for teaching is evident and there is shared vision for excellence. With the current progress taking place, the potential to achieve their goals is within their reach.

INGWENIPHAPHAMA PRIMARY SCHOOL: THE JOURNEY SO FAR In 1972, a group under the leadership of the former Induna Ndima, came together to request permission from a farmer, Mr Dominee, to build a school. The hope was that their children’s future would include an education, which was significant, as the majority of them were uneducated. The farmer agreed and the school was built with materials for the roof, doors, and windows being purchased by the community. They called it Ingweniphaphama, which means, the tiger is awakening. For 12 years it operated as a farm school and education was informal, until it was eventually registered with the Department of Education in 1984.

Between 1995 and 1996 a new principal, Mr Moses Mahlangu, and three new teachers were appointed. These four educators have remained until today. Together they formalised the school’s systems, curriculum, and learning culture, despite a lack of staff and resources, and the demands of teaching multiple grades in shared classrooms. Also, because of the inaccessibility of the school, the teachers lived in the classrooms during the week. In 1998, in a terrible storm, the school roof was destroyed and the community united to restore the situation. First they built a small cottage for the teachers so that they had proper accommodation. The leadership then came together and, with the support of Mr Dominee, decided to move the school to a more suitable location. Principal Mhlangu, as a member of the Rural Road Transportation

Forum in Vryheid, engaged with the Department of Transport to build a road into the community, which was realised in 1999, and the road became a catalyst for greater access. While these plans were underway, the school continued under difficult conditions. Without a roof, the classrooms were exposed to the elements and resultant lost hours of education. This was Ingweniphaphama’s reality until the community began construction of the new school in 2002. In 2004, Mr Mhlangu arranged a borehole and ensured that it was also accessible to the community. In 2008, Mr Mhlangu ensured electricity was available in the mud structures. Though they faced many difficulties, the teaching staff, led by Mr Mhlangu, refused to accept they

“Just because the mud is here, it does not mean that the mud is in here. Our intention has always been to give the best to these learners. We have invested our love in this school.” – Principal Moses Mhlangu

were victims of circumstance. Instead it was the passion and commitment of the staff and the desire of the learners that saw their mud school endure. This is reflected in their impressive results. Ingweniphaphama achieved an overall pass rate of 92 % in 2014 and 97 % in the first part of 2015. However, this has not been an easy road. The state of physical infrastructure resulted in a loss of support by community members over the years and a decline in numbers meaning Ingweniphaphama faced possible closure on numerous occasions. The turning point came in 2014 when Ingweniphaphama was selected as one of three schools as part of a pilot

project partnership between Government’s Accelerated Infrastructure Development Initiative and Adopt-a-School Foundation. The first step was the delivery of container classrooms in 2014 which meant the 94 learners and four teachers could move out of the mud structure during construction. Ironically, these temporary classrooms immediately changed the way the school community viewed itself and education. This changed mind-set was also as a result of the workshops, trainings and planning sessions that the Foundation is leading the school through as part of the Whole School Development model. This is a brand

new chapter in the life of Ingweniphaphama. The principal alludes to opening the school to the broader community and surrounding, under-resourced schools so that they may all benefit from its resources. There is a buzz in the school about the many potential projects and activities that could become a part of Ingweniphaphama’s offerings, things that go above and beyond the delivery of the set curriculum. The new facility is the reward for the community that established Ingweniphaphama and never gave up on their vision. It is the realisation of a dream that started many years ago inside the mud walls of a school on the ridge of the Ingweni Mountain.

A CONVERSATION WITH PRINCIPAL MOSES MHLANGU: Q: What has this experience of the transformation of Ingweniphaphama been like for you so far? A: It has been a long journey. There is no short cut in education. We found ourselves with challenges. But it was not the walls that decided our fate, it was what was in our minds. I told myself that I am the leader, that I must do my best. Even though people looked at us and did not think there was much happening here, because we did not have the facilities, they did not look at the human beings inside. When we talk to these learners we do not talk of the mud structure, we talk of education. This mud structure is a reminder of where we have come from. It is the record of this communityâ&#x20AC;&#x2122;s efforts, our ideas, and our hopes for the future. Honestly, the new school was always in our mind, not the mud structure. We were already in the new school in our minds. Q: What does it mean to have this new facility? A: If you consider the bigger perspective then we need to come together as one chain in education. I would love to have those teachers in the surrounding schools, especially the science teachers, come here and do workshops with our equipment. By doing this we will be serving our learners right until the end of their school journey. It is not enough for us to give them our best in primary and then they are disadvantaged as they move off to secondary schools that are not as well equipped. A strong high school needs a strong primary and visa-versa.

Imagine if we, as educators, all came together to talk about how to achieve this? We can become an education family. Even the community must become part of that. We need to offer adult education, skills training for those who are out of school for some time, workshops on computers and in the library, many things. As the school grows we cannot just grow the learners, we have to grow as well. It is about stimulating the whole environment. My main goal is that when a teacher steps into the class they are able to teach as they never have done before. Our objective is not to copy from somewhere but to also tailor this to our environment. So we have to create our own roadmap. As the school is built up from the ground, we also have to rise to the challenge by building ourselves as well. Q: From the perspective of where you are today, what is your dream for Ingweniphaphama? A: I want to create a centre of learning. This community needs a place to excel. By this I mean that our numbers will grow as the infrastructure grows, but the community must also grow with us. My plan is to invite principals of the secondary schools and to talk to them about education, to allow them access to our facilities. They must know that this is a resource for them and their learners too. Presently kids from the surrounding areas travel to Vryheid to be exposed to resources and facilities. 19

That must end. If we make this a resource for underresourced schools then we will raise the standard of education in our area. I have many yearsâ&#x20AC;&#x2122; experience in high school, so I know what happens there. Added to this, I specialise in maths and science, so I know where we are lacking. If we lay a strong foundation here, then support that as it grows, we will ensure the best for our kids. But to do this I need support from the department, the neighbouring schools, the community, its leaders, all the different stakeholders. We can make this a centre of learning.

YOUTH MENTORSHIP AND LEADERSHIP

WHOLE SCHOOL DEVELOPMENT WITH THE IDC In 2012 the Industrial Development Corporation (IDC) adopted 20 high schools across South Africa. In 2014, they adopted a further nine primary schools – which are feeder schools to their adopted high schools.

Youth development is another important element of the Whole School Development model. The Foundation believes that to invest in change, we must develop the youth and they will shape their own futures. Adopt-a-School Foundation runs leadership development camps for learners with the intention of empowering them to take ownership of their schools’ improvement, motivate their peers and initiate their own development programmes. We have run 23 of these camps and we are witnessing remarkable attitude changes in many of these young people. We are also proud to partner with Cell C for a mentorship programme where 27 girls from eight of our adopted schools were involved in an intensive 12 month mentorship programme with some of South Africa’s top business women.

In three years, the IDC has invested over R50 million into these schools through Adopt-a-School Foundation. All 29 schools have undergone strategic planning, leadership and governance programme. Twenty three facilities, including kitchens, classrooms, ablution facilities, science laboratories and palisade fences, have been built in the high schools and 12 schools have undergone renovations. Two hundred science and mathematics educators have received further training and support programmes are being offered to learners. Over 2400 learners in the adopted primary schools have undergone eyesight tests and some 100 learners were diagnosed with eyesight problems and have received spectacles. In addition, the IDC staff donate sanitation packs to high school learners and run career guidance sessions.

“To invest in change we develop the youth. They will shape their own tomorrows.” Stephen Lebere, Executive Director, Adopt-a-School Foundation

In Mzimela, 14 learners received academic performance awards. Ngqamzana Primary School Received the Sports Award and the Innovation Award. Three of the top performing educators (in mathematics, English and Science) received Best Educator Awards in the form of shopping vouchers and Samsung Galaxy tablets. In Bodibe, 24 learners received awards for their achievements. Naletsane Primary School received awards for the Best School Leadership; Mmuagabo Primary School received the Enterprise and Community Award and Matlabe Primary School received the Sports Award for improving their sports endeavours and initiatives. Three educators received awards for achieving 96%, 98% and 100% in primary school science, primary school mathematics and high school English respectively.

LAFARGE EDUCATION TRUST COMMUNITY AWARDS Lafarge Education Trust undertake annual award ceremonies in the two communities where they have adopted clusters of schools. These include 11 schools in the Bodibe Village in the North West province and 28 schools in the Mzimela District in KwaZulu-Natal. The award ceremonies celebrate top achievers and give recognition to educators, learners and community members who have shown a special commitment to education and achieved excellence in their endeavours. Providing incentives and rewards to hard working learners has proven to be an impactful initiative.

SHANDUKA FOUNDATION AWARDS Eleven learners received the Shanduka Foundation Best Overall Learner award. Since 2007, Shanduka Foundation has given this award to a learner from each adopted school that achieves an average of 70% and above, displays good behaviour and leadership skills and is involved in extramural activities.

THE MORIFI VILLAGE, LESOTHO Since 2012, Adopt-a-School Foundation has been working with four primary schools in the Morifi Village in Lesotho. These schools are adopted by our Deputy Chairperson, Dr James Motlatsi, who was born in this rural village, located four hours south of Maseru, Lesothoâ&#x20AC;&#x2122;s capital city, on the Free State border. Despite their remote location, basic facilities and minimal resources, the schools continue to perform well. To date, Adopta-School has installed security fences, renovated two school buildings and a number of facilities, provided furniture and mobile libraries, conducted a visual support programme and run a strategic planning workshop. In addition, Dr Motlatsi provides bursaries to deserving young learners. Visual support programme: Bringing the classroom back into focus The difference that a pair of spectacles can make to a childâ&#x20AC;&#x2122;s schooling experience is immeasurable and is so often taken for granted. In early 2015, Adopt-a-School Foundation and optometrist, Dr Dire Thomas, took a mobile optometry clinic to the Morifi village. Many of the children in this village have not had access to such

BETWEEN JULY 2014 AND JUNE 2015

medical care and without this intervention, may never have the opportunity to visit an optometrist. Over 650 learners had their eyes tested. Thirty children were diagnosed with conditions such as Myopia, Hyperopia, Astigmatism and Anisometropia. Twenty-six of these children were provided with spectacles to improve their vision, and four were provided with medication to address their specific allergies. Dr Thomas trained four community members in the fundamental techniques of vision screening and referral practices. This is part of a broader effort by Adopt-aSchool to up skill the school communities and to promote sustainable development. Once spectacles are fitted, Dr Thomas educates the children, their parents and teachers on how to properly care for their glasses. After three months he returns to see how the spectacles have helped the children and if any additional care is required.

LEARNERS RECEIVED EYESIGHT TESTS

25 854

LEARNERS RECEIVED SPECTACLES

775

CREATIVE GAZETTES FOR ADOPTED HIGH SCHOOLS

01 FROM THE EDITORIAL TEAM Greetings our fellow readers, 01 we greet you in the wonderful name of education and media. We would like to present to you our new kid on the block Eke Chronicle Magazine. This is the first magazine that has been created by the learners for learners. The magazine is not only for educating others but to inspire others and showcasing the different that are within us learners. The main aim of the magazine is to animate the hidden talents of the learners. School is fun but it would be funnier if learners are given that one opportunity to express their feelings through writing poems, speeches, short stories and mostly telling stories that encourage and motivate other learners.

Adopt-a-School Foundation, in partnership with literacy organisation, Mine in Education, run a literacy focused programme that encourages learners to improve their use of the English language. In this programme, learners write, design, edit and use all creative elements available to produce a quarterly gazette. Eketsang High School in Gauteng, Glen Cowie Secondary School in Limpopo and Siwali and Mariazell High Schools in the Eastern Cape have developed their own school newsletters. Mine in Education also facilitates a DROP EVERYTHING AND READ period where formal teaching is paused and a full hour is dedicated to reading.

The magazine is giving learners their voice to speak out about their views on all the aspects of education. The magazine will also be focusing on different events as well, such as academic, career guidance, health games, cartoons, dialogues, celebrations, civics cross word puzzles, jokes, sport to name but a few. You are free to suggest novel ideas we will greatly appreciate that. We would be pleased if all learners could bring in their poems, speeches, short stories, jokes, cartoons etc. After all this is your magazine and as your editorial team we believe in the spirit of collectivism. Hope you will enjoy reading your magazine!!!!

AWARENESS AND FUNDRAISING CAMPAIGNS BACK TO SCHOOL FOR A DAY ON MANDELA DAY Through the Back to School for a Day initiative, Adopt-a-School Foundation invites South Africans to go back to school to improve the physical teaching environment and enrich the lives of learners by sharing their time and knowledge. In 2015, the campaign – now in its fourth year – was endorsed by the Nelson Mandela Foundation and recognised as a meaningful volunteer activity for Mandela Day. In July, Adopta-School Foundation, together with over 40 organisations and hundreds of volunteers, put their hands up for education and went Back to School for a Day for Mandela Day. Many organisations went above and beyond the 67 minutes in honour of Madiba by dedicating a full day to service these schools.

Sowing seeds of hope at Tshilidzi Primary School In an effort to enhance the nutritional value of school lunches, Adopt-a-School Foundation mobilised its partners and teamed up with environmental NGO Green Beings, to build a vegetable garden at Tshilidzi Primary School in Soweto. We were joined by executives from DRA, Mondi Group, Shanduka Black Umbrellas and Shanduka Foundation. We also planted five indigenous trees around the school grounds, to add to the twenty young trees that we planted in 2014. Green Beings will work with the school over the next year to ensure the garden is maintained and cared for. They will run training sessions for the garden staff and run an educator capacity development workshop which teaches educators how to use gardens as outdoor classrooms. www.adoptaschool.org.za/backtoschoolforaday

This initiative has inspired hundreds of organisations and thousands of corporate volunteers to share their time, skills, and material resources. It has proven the value of, and need for, active citizenship. Above all, this one day of collective action has a positive and lasting impact on tens of thousands of school children. Tshilidzi Primary School holds a special place in the history of the Foundation as it was the first school taken under its adoption programme. It is also the former school of the Foundation’s chairman, Cyril Ramaphosa, and the school where the Back to School for a Day initiative was launched in 2012.

info@adoptaschool “We are delighted.co.za to give our full backing for the first time to this wonderful movement and encourage all South Africans to rally behind this initiative as we celebrate Mandela Day. Education was always a cause close to Tata’s heart and what better way to honour both his memory and his legacy.”

– Sello Hatung, CEO, Nelson Mandela Foundation. 24

ARCHITECTURE FOR SOCIAL GAIN In 2015, construction company, Saint-Gobain, partnered with Adopt-a-School Foundation to implement special education-focused campaigns in celebration of their 350th anniversary. The Architecture for Social Gain Awards aimed to recognise and reward local talent in the design of educational spaces. One of the categories allowed for architects to design a proposal for an adopted school. Motshegofadiwa Primary School in Hammanskraal, Gauteng, is the school selected to benefit from the category winner, Kate Otten Architects. The winning entry involved a strategic intervention to upgrade the existing school facilities. It involves the adaptive re-modelling of an existing carport into a temporary administration facility which will free up a much needed classroom. It also includes the installation of gutters and rainwater tanks, provision of access to running water to the existing ablution facilities, the planting of an orchard and a sustainable vegetable garden. The proposal includes an opportunity for further skills development and a further six phases of proposed interventions to upgrade the entire school. Phase one will be built in partnership with Adopt-a-School Foundation, Kate Otten Architects and Saint Gobain in 2016. The second campaign in honour of this anniversary is the partnership with Adopt-a-School Foundation to build a new feeding scheme kitchen for Inyonemhlophe Secondary School in KwaZuluNatal, a classroom block for Sonwabo Primary School in the Western Cape and an ablution facility for Mvelaphanda Primary School in Gauteng.

CAPITEC COLOUR RUN

EVERY CHILD DESERVES A DICTIONARY

Adopt-a-School Foundation is the NGO partner of the Colour Run in South Africa, whose new headline sponsor is Capitec Bank. The Colour Run is the largest event series in the world and is known as the ‘Happiest 5km on the planet’. The race is hosted in 10 towns in seven provinces across South Africa and Capitec Bank donates R10 from every race ticket sold to support resources for an adopted school in each area the race visits. The first Colour Run took place in Durban and over R40 000 was raised to purchase library books and stationary for Ndukwenhle High School in the Umlazi Township.

Adopt-a-School Foundation is a proud partner of the Oxford University Press ‘Every Child Deserves a Dictionary’ campaign which involves 20 000 dictionaries being donated to adopted schools across South Africa in 2015. The campaign aims to create awareness around the value of education and language. Ten thousand dictionaries were donated directly from Oxford University Press and distributed to schools in five provinces. The campaign was then opened up to the public, who could ‘pledge’ a dictionary, online, at no cost to themselves. Within two months, pledges for the additional 10 000 dictionaries were made. The dictionaries are aimed at Grade 4 to 9 learners and are complemented with worksheets, manuals and in some instances, dictionary training workshops.

FUNDRAISING EVENTS BACK TO SCHOOL PARTY The eighth Back to School Party was held on 18 October at the Sandton Convention Centre. Once again, over 1 000 guests donned their school uniforms and enjoyed magical entertainment from the Soweto Gospel Choir, Mango Groove and comedy from Ndumiso Lindi. Two young learners from Olifanstvlei Primary School acted as junior Masters of Ceremony and the talented King Shaka High School choir performed. The evening was themed around a celebration of 20 years of democracy. Through table sales, generous pledges and an exciting auction run by our London auctioneer, Ed Rising, we raised over R4 million. R1.5 million was allocated to undertake a strategic planning, leadership and governance programme in Dutyini Primary School; build a Grade R facility including resources and teacher development at Motshegofadiwa Primary School and provide eyesight testing clinics (including provision of spectacles) for Isuâ&#x20AC;&#x2122;lihle Primary School, Fairview Primary School and Mbonisweni Primary School.

This celebrated fundraising initiative has become a highlight on South Africaâ&#x20AC;&#x2122;s corporate social investment calendar. The first party was held in Johannesburg in 2006 where 300 guests attended dressed in school uniforms. Since then, the party has grown and now welcomes over 1 000 generous individuals (still in their school uniforms) each year to celebrate our achievements and put the fun into fundraising. In eight years, these parties have raised over R26 million for Adopt-a-School Foundation.

LONDON FUNDRAISER On 28 May 2015, we hosted our second international fundraising dinner in London. This exclusive event saw over 250 guests and sponsors attending and over R5 million was raised for our projects. Our guests included CEOs and executives from global multinational companies, Miss World, Rolene Strauss, South Africa’s High Commissioner to the UK, Obed Mlaba, and the Deputy High Commissioner, Bongiwe Qwabe. The event was sponsored once again by Bank of America Merrill Lynch and supported by Shanduka Foundation.

“It is through partnerships with forward-thinking organisations such as the Adopt-a-School Foundation, that we (Bank of America, Merrill Lynch) are contributing towards tackling youth unemployment which continues to hinder economic progress across South Africa and beyond. We know that there is a lot more to do but evenings such as this are a step forward towards supporting programmes that effect positive change for young South Africans, equipping them with the skills, the aspirations and the knowledge to enable them to reach their full potential. Together we can make a difference to the future of South Africa.” – Richard Gush, Country Executive, Bank of America Merrill Lynch.

BACK TO SCHOOL PARTY â&#x20AC;&#x201C; BLOEMFONTEIN On 2 July 2015, the Kagiso Shanduka Trust and the Free State Department of Education hosted a Back to School Party in Bloemfontein. Four hundred guests, dressed in school uniforms, attended this inaugural fundraising dinner at the Emoya Estate. The event was hosted by Deputy President and Shanduka Foundation Chairperson, Cyril Ramaphosa, Free State Premier Ace Magashule, Free State MEC for Education, Tate Makgoe and Kagiso Trust Chairperson, Reverend Frank Chikane. The event celebrates the unique partnership between the Kagiso Shanduka Trust and the Free State Department of Education and emphasises the value of collaboration in making a meaningful and lasting impact in education. Over R1.8 million was raised through individual and corporate pledges on the night which will support Kagiso Shanduka Trustâ&#x20AC;&#x2122;s Free State Whole School Development programme in 413 schools in the Fezile Dabi and Motheo districts.

A SOCIAL MEDIA ANALYSIS

FACEBOOK

FANS

930

FACEBOOK LIKES BY GENDER

FEMALE

MALE

45% 55%

OUR FANS BY COUNTRY Country

Fans

City

Fans

South Africa

790

Johannesburg, Guateng

305

United States of America

Cape Town, Western Cape

United Kingdom

Pretoria, Gauteng

Philippines

Durban, KwaZulu-Natal

India

Port Elizabeth, Eastern Cape

Australia

Sandton, Gauteng

Canada

Polokwane, Limpopo

Germany

Rustenburg, North West

Botswana

Bloemfontein

Lesotho

TWITTER FOLLOWERS BY GENDER

TWITTER

1 186 FOLLOWERS 1 514 TWEETS

OUR WEBSITE

OUR SOUTH AFRICAN FANS BY CITY

THE INTERESTS OF AAS TWITTER FOLLOWERS Comedy

MALE

26%

56% 53% 74%

Politics and current events

FEMALE

Entrepreneurship

74%

Business News and General

In 2014, our website was viewed nearly forty thousand times, by individuals from 122 different countries around the world. The majority of the people came from South Africa, the United States and the United Kingdom. 30

69% 48% 67% 54% 80%

HOW TO GET INVOLVED Whether as an individual, a group of individuals, an organisation or a group of companies, you can support Adopt-a-School Foundation and help us change lives, one school at a time.

ADOPT A SCHOOL Adopt-a-School Foundation not only impacts on the lives and development of learners in adopted schools but also on the quality of education and the sustainability of the schools it works in. We aim to spend a minimum of five years in each adopted school and to foster a caring relationship between the Foundation, the funder, the school, and the community to create a sustainable and meaningful impact. The adoption process involves a number of key elements: • For a school to be eligible for adoption we require demonstrable evidence of the acute needs of the school. We then ascertain the willingness on the part of the school governing body, educators, parents, and learners to participate actively and accept responsibility for the project. •

The Foundation will conduct a high level due diligence and comprehensive needs analysis at the identified school and present a project proposal to the funder. An adoption agreement is entered into between the school, the adopter/s, and the Foundation.

•

The Foundation is committed to using local small businesses during the infrastructure development phases of the project and to empowering the local community by creating temporary job opportunities.

•

The Foundation coordinates and monitors the services offered by best practice NGOs to ensure school development objectives are met. The Foundation assists the school community to gain access to government services such as social grants, feeding schemes, and Home Affairs. 31

ASSIST A SCHOOL Adopt-a-School Foundation has a database of schools with specific needs which you can support. Through collaborative interventions with us and other partners, we can increase our impact.

WHAT YOUR DONATIONS CAN ACHIEVE

R1 000 – R10 000

Sanitary pads

Sports equipment

School uniforms

R10 000 – R100 000

Vegetable gardens

Eyesight tests and spectacles

Library books

R100 000 – R500 000+

Educator development

Leadership development

Classrooms and libraries

Feeding scheme kitchens

Science laboratories

Ablution facilities

PLEDGE YOUR BIRTHDAY OR ANY SPECIAL OCCASION Celebrate and pledge your birthday to Adopt-a-School Foundation. Request that loved ones make a donation instead of gifts this year. By starting a campaign with us to celebrate your special milestone, you can help us improve education for thousands of young and hopeful learners.

GO ON AN ADVENTURE Tackling your bucket list by going on an adventure can be made even more meaningful by supporting Adopt-a-School Foundation. Embarking on an adventure such as climbing a mountain, rafting down rapids, running a marathon, or cycling cross country for a cause can greatly contribute to the work of the Foundation. Add a little extra inspiration to your adventure!

LEND A HAND Many of our projects could use volunteers from time to time. From helping with existing projects or identifying your own potential projects in our schools, the impact that you can make is tremendous. To lend us a hand, get in touch and we can advise on how you can get involved in making a difference in some of South Africa’s most disadvantaged schools.

APPLY FOR YOUR MYSCHOOL CARD Nominate Adopt-a-School as your beneficiary. Every time you spend and swipe at a participating store, a percentage of sales will be donated to us on your behalf at no cost to you. Every swipe counts! www.adoptaschool.org.za/myschool

BACK TO SCHOOL WISH LISTS • • • • •

Uniforms Stationary Calculators and maths sets Vegetable seeds and gardening tools School appropriate library books

• Computers, laptops and tablets • Photocopying machines, printers and other office equipment • Educational toys for Grade R facilities

ADOPT-A-SCHOOL FOUNDATION GRADUATES MANDISA MLITWA

FORTUNATE MUKOVHE RANGWANENI

Mandisa Mlitwa matriculated from King Shaka High School in 2012. As one of the top performing learners she earned a bursary from Grindrod to study towards her BCom Accounting degree at the University of KwaZulu-Natal. In 2014 she was recognised by the Cyril Ramaphosa Education Trust for her outstanding achievement in her 2nd year of university.

Fortunate matriculated in 2014 from Tshivhase Secondary School in Vhembe, Limpopo with six distinctions. She lived in the Mbilwi Village some two hours from Musina and would wake up at midnight every night to study before getting ready to catch her 5am transport to school.

Mandisa currently interns at Grindrod during every vacation and was invited to attend the Deputy President’s Youth Expo in KZN. She was also afforded the opportunity to address the Deputy President earlier this year when he hosted a weekend for CRET students and alumni. This is Mandisa’s own account of her on-going internship experience: “I thank the Grindrod Freight Services team for taking time out of their busy schedules to guide, coach and support me throughout my holiday work experience. I am grateful to the Shanduka Foundation for their support, always giving me exposure to such opportunities. I was accepted to work as an Intern at Grindrod Intermodal, a division of Grindrod Freight Services in June 2015. I knew nothing about this industry when I arrived. Through my work experience I have learnt a lot of new skills. I feel I have improved my communication skills and increased my confidence to ask questions and for help. It is a great experience being treated like an adult.”

Mandisa Mlitwa

She attributes her successful matric year to the motivation from her church, the support of her teachers and friends at school, but most importantly to her mother, who would wake her up to study and walk her to catch her transport to ensure that she was not late for school. Her mother would always check up on her and made sure she was prepared for each test and assignment. Fortunate’s outstanding achievements, despite her difficult circumstances, resulted in her receiving a Cyril Ramaphosa Education Trust bursary to study a Bachelor of Commerce at the University of Johannesburg.

Fortunate Mukovhe Rangwaneni

“I am passionate about learning. I read anything I can get my hands on. South Africa needs skilled professionals in accounting and I want to play my part.” – Fortunate Mukovhe Rangwaneni Fortunate has continued to achieve excellent results in her first year of university. Her performance so far, has been noted by KPMG who has offered her a three year KPMG Training Contract – effective following her graduation in 2018 – as a Trainee Accountant with the company. Koketso Baloyi

KOKETSO BALOYI “When your school lacks the basics, people find it easier to believe that mediocre work is acceptable. So when you have new developments like this, it takes away that story you told yourself: “My school is in the dust, I don’t have what I need to succeed. Now that your excuse is gone, mediocre work becomes unacceptable… It’s the light at the end of the tunnel.”

Koketso Baloyi spent her schooling career in environments characterised by teaching staff committed to making the most of what was available of limited resources. Their dedication made a lasting impression on the 20 year old and has ultimately shaped and directed the course of her life. One of the key turning points was her enrolment in Moses Maren Mission Technical Secondary School, south of Johannesburg. What she experienced there both humbled and inspired her.

Koketso matriculated in 2012 at the top of her class with six distinctions and secured a full bursary from WITS University. She is now in her third year studying towards a Bachelor of Accounting Science. The lessons learnt during her final years of schooling were key to helping her make the transition to university. Hardship, in Koketso’s case, was the necessary fuel for personal growth and cultivating an approach to work. Her experiences have helped her balance the pressures of her course with socialising, the daily commute, and responsibilities at home. “Reading is what I do. I could never stop.” – Koketso Bayloi

“What you see on the outside is very different from what you find on the inside. What we lacked in resources was made up for in the attitude that radiated from the teachers and the values they instilled in us. The teachers come there for something more than teaching, they’ve got something about them that made up for all the resources we lacked. It’s humbling. It makes your conscience kick in and question how you can be a better person yourself. That is rare, to find someone just going the extra mile for you. They made a point of understanding the backgrounds we came from so when they taught they understood the issues we were dealing with and they knew how to approach us. Even with the troublesome learners, they still showed love.”

If you could speak to the youth of South Africa, what would you say? “It is really up to the individual. Most people go to school because that is what you have to do. But if you think about it a bit more, someone has also woken up to come and teach you. We always hear about teachers complaining, but they still do it. Seeing the effort that others go to just for me makes me want to meet them half way. This attitude is entirely up to you and many just do it because they have to. Others just look at it as getting a matric certificate. That is thinking small.

Moses Maren’s particular recipe for education instilled a love for both learning and teaching in Koketso and played a major role in putting her on her current path. The communities served by Moses Maren are characterised by a spectrum of socioeconomic issues and challenges: child-headed households, high unemployment, and fractured families. Teenage pregnancy, substance abuse, youth apathy and crime are woven into the school’s daily reality.

Absolutely anything is possible if you put your mind to it. If you want support, it is there, it just depends on the kind of individual you are. Everything and everyone you have is a potential tool to help you move forward. It is just not acceptable to get stuck looking only at what you have and not at how this can help move you forward.

The involvement of private donors and organisations has, literally, built the school from the ground up. Koketso speaks of Adopt-a-School as not only having provided the necessary infrastructure and resources, but also helped facilitate a change in the attitude and culture of the leaners and school as a whole. Having the necessary tools for learning is one thing, but filling these gaps has the potential to also shift the way that people view education.

My parents did not have a lot, but they gave me a lot of love. At school also, the teachers gave me their love. I have used this to get me to where I am. One day I will share this, tangibly, with others because to keep it would be selfish. ‘Anything is possible’ is not a dream, it is really, really possible.”

KOKETSO MBEWE “I come from Stinkwater, which is notorious for crime and drugs and when you walk on the streets you really feel that history. And when you tell someone you come from such a place, it’s like they automatically label you or struggle to believe that you could make it. There is very little activity there that you could point to and say these are good things that are inspiring and occupying the young people.” Twenty one year-old Koketso Mbewe speaks of home in Hammanskraal, north of Pretoria, with a mixture of fondness and frustration. Koketso, a chemical engineering student at the University of Pretoria, is a Stinkwater success story. She matriculated from Modilati Secondary School and earned five distinctions and two Bs in her final examinations. Her physical science mark was the highest, just short of 100%. Koketso took advantage of the many opportunities that her school offered. Extra mural activities, trips and camps, all of these were opportunities to gain access to the wider world. This was the “exposure” that has, and continues, to be such an important part of her personal development. “My first exposure to Adopt-a-School was in Grade 8 when I attended their learner awards ceremony in Sandton. I got to meet Mr Cyril Ramaphosa which became the highlight of my year. I remember telling a friend that I was not going to wash my hands that day after shaking hands with him.” Modilati Junior Secondary School stands out in her area. “It really has a reputation, so when you find yourself in the school you also push yourself to go further to live up to that reputation”. Koketso was also against the grain at school in her love for maths and science subjects. The sciences in particular appealed to her personality and she derived great pleasure from the practical application of the theory she was so good at. Before Adopt-a-School built her school a fully equipped science laboratory, all practical experiments were done by “imagination”. What is your hope for South Africa? I hope for a country where young people are initiators. We must look for ways up and out rather than folding our arms and giving up in frustration. I hope for a country that yearns for knowledge and something better. I hope for a country where we do not just think for ourselves, but seek the bigger picture.

“Before, it was just a school. After Adopt-a-School Foundation arrived, we felt like it was our school.”

LOFTTY MMOLA Loftty Mmola was raised in Kagiso, near Krugersdorp, North West of Johannesburg. He explains that growing up there was tough. “Being in the corporate world today I am exposed to a lot of different things, I am able to find role models. In Kagiso there are not many role models, we have high levels of crime, unemployment, and illiteracy.” “I remember when we had to share desks, classes were overcrowded, noisy, and teachers struggled to keep control. Sometimes we even had to share classrooms for language. How do you concentrate when the teacher’s focus is split? There were no sports facilities. You are not inspired to go to school when the environment is not conducive to learning.” Speaking about his Thuthuzekani Primary School, located in Swaneville, an area close to Kagiso, Loftty recalls the daily 10km round trip on foot. At the time the school was characterised by a lack of community ownership and participation, as well as vandalism and theft. But Loftty was persistent, partly motivated by his parents and a handful of teachers committed to their profession. “Even though we didn’t always have the resources, the motivation or the role models and people to look up to, I always wanted to change the situation in which we lived. I wanted to one day motivate someone, I wanted to mentor someone, I wanted to create a job for someone. It was those ideas that kept me going, and as I kept on and faced the challenges, the more driven I became.”

In 2003 Adopt-a-School Foundation adopted Thuthuzekani Primary School. The provision of new facilities and resources, such as a library, much needed desks and textbooks, sports facilities, a school stage, breathed new life into the school. Even more importantly for Loftty, it was a sign that someone believed in him. That year he was awarded the Cyril Ramaphosa floating trophy for Best Student in Grade 7.

– Loftty Mmola

“When others believe in you it is easier to believe in yourself and this was my situation as a new world of possibilities opened up and I began to see my own potential. “After being adopted, we had a lot of facilities at school. This said to me that as long as you are willing, there is always someone out there who cares and who is willing to assist, to see you succeed. This kept me inspired. It was an incentive. It was the environment I had been looking for.” The improving environment saw teachers and learners reinvigorated and slowly the community gathered in support through a new found sense of ownership. “Before, it was just a school. After Adopt-a-School Foundation arrived, we felt like it was our school.” In High School, he attended Lodirile Secondary School where he maintained his commitment and energy, with support of dedicated teachers and mentors who gave freely of their advice and support. With a consistently good academic record which was bolstered by a number of awards, the Cyril Ramaphosa Education

Trust granted Loftty a bursary to study Bcom Accounting at the University of KwaZulu-Natal in 2009. In 2013, at the age of 22, Loftty completed his Economic Honours and was given an internship at Shanduka Resources. His current role has him conducting economic analysis, as well as looking at transformation and sustainability projects on the company’s mining interests. Here he is getting a step closer to being a part of solutions that are both sound business and social or community oriented. He feels at home in this role as the Shanduka Foundation has been a constant in his life in one way or another over the last decade. “My goal is to have an impact in my generation. You can’t just come into this world and leave without creating something. Otherwise it is a waste of time.”

ESSAY COMPETITION Adopt-a-School Foundation runs an annual essay competition for all of the schools under its adoption programme. The competition aims to help pupils think creatively, express their opinions and share personal experiences.

WINNING ESSAY: FOUNDATION PHASE Defin Simbi Grade 1 Olifantsvlei Primary School

THE GREATEST PART OF BEING A CHILD My name is Defin. I am 7 years old. I am a girl. I like to go to school. I like being a child because my feet do not smell, my mum kisses my toes. She buys me shoes and clothes. The greatest part of being a child is that I donâ&#x20AC;&#x2122;t have to pay for anything. I get everything for free. I want to be a nurse. I want to check if people have headaches, running stomach and if they have AIDS. I want to help them to get better and so that they can go home. I am a child, I dream. I dream about happy things. I dream about toys. I dream about animals. I dream about kids going to school like me.

Please no te, Essays ha ve not been edited. 38

RUNNER UP: FOUNDATION PHASE

Akhanya Mareya Grade 3 Chumani Primary

Kamohelo Kadi Grade 3 Phuleng Public School

MY PET

MY SPECIAL TALENT

My pet is a rabbit. The name of my rabbit is Sniffy. I name it Sniffy because it likes to sniff a lot. Sniffy is black and white in colour. It lives in a house made by wood and net. My Sniffy eat carrots and cabbage. After eating its food it drinks water but not a lot.

My special talent is soccer. I like to play soccer. It is my favourite sport. I like to exercise a lot. It helps me to be fit and strong. When I play soccer my body feels relaxed and it stretches my muscles. Being a soccer player is not easy. It needs a lot of time and energy. When you are a soccer player you donâ&#x20AC;&#x2122;t need to be special. People will make you special and famous. Soccer brings people together. I encouraged my friends to play soccer.

I like to play with it but inside its cage because I canâ&#x20AC;&#x2122;t take it out of the cage the dogs will kill it. It is a female rabbit so it can have babies. The important thing about the rabbit is, it can clean itself. I also clean her once a week. I used a powder called D.T.T. which is for killing flees. I do not want Sniffy to have babies because my mom and dad will spend more money to buy food for them. It is very important to take care of a pet when you have one.

Playing soccer keeps me away from bad friends. It does not take a long time to play or learn soccer. It opens doors for you. It is a very enjoyable sport. My favourite soccer player is Itumeleng Khune. He is my role model and he inspires me.

WINNING ESSAY: INTERMEDIATE PHASE Andile Kholoza Grade 6 Selogilwe Primary School

My talent, my blessing. With my talent, I can be whatever I want to be. I can also be a talk show host or a sports commentator.

RUNNER UP: INTERMEDIATE PHASE Kunene Malibongwe Inkululeko Yesizwe Primary School Grade 6

MY SPECIAL TALENT My name is Andile Kholoza. I participated in the 2014 National Spelling Bee competitions. I was very happy to present my Free State Province. It was the first ever Spelling Bee to be held in South Africa. I was very happy to be part of history in the making. Everyone has his or her talent. God gave us all those beautiful gifts. Mine is very beautiful and special to me. I like to spell words, short words, long complicated words, some difficult, those I don’t know what they mean, I spell them all. Spelling is not my only talent, I also sing, dance and perform dramas, but English is my number one talent. I can do poetry, public speaking, reading and retelling stories. I always enter English competitions. I was the Spelling Bee queen in 2014. My province treated me well. My talent got me a trip in an aeroplane from Bloemfontein to Jo’burg. Then a shuttle took us to Pretoria to the Manhattan Hotel. I got a big suite that I shared with my fellow competitor. I was treated to good food and I dined with the best people from government and other provinces. My talent really showed me life. I am very happy in my little world that makes me proud. My family and my community is very proud of me including my teachers. I do my school work. I’ve never failed. I want to make my country proud one day when I go to the Spelling Bee International competition. I will raise our South African flag very high. That day I will say, “I’m proud to be a South African. My special talent in languages will make me an icon in the future. By using my talent, I can be a television presenter. My favourite is news reading. I know if I know words, I can read and write well. 40

THE GREATEST PART OF BEING A CHILD My name is Kunene Malibongwe. I live in Vlakfontein. I am 11 years old and I am in grade 6. I want to share with you the experience of being a child. Being a child is so much fun, you live in your own world, mostly the world of imagination. Being a child is very cool you live in a stressfree world. You don’t think where the next meal will come from. Even the rights of a child make us children very special. We are special to our parents, every adult and mostly our creator God. We are told that Jesus was once ordered his disciples to allow children to come to him not to forbid him. Last year towards my birthday, my parents said they won’t be able to organise some fun for me due to financial matters. I cried because it was going to be a birthday of disappointment. I did not understand why they could not make my birthday special to me it seemed like my parents did not want to organise a party for me. After some time my mom called me and said I should bath and be ready but she did not say where we were going. Suddenly a car stopped next to our house, it was my brother he came to collect me but could not tell me where were going. When we reached our destination we found my mom, dad and friends were at the parking lot at the O.R Tambo international airport. Everybody was full of smiles and my father was waving some tickets at me. He hugged me and gave me some tickets. I realised

that they were plane tickets to Durban where my birthday celebration was organised. I could not believe what I was seeing, I even asked my friend to pinch me as to make sure that I was not dreaming.

and involving ourselves in drugs and more. School is like a mother which breastfeeds us with information that could change our lives forever so as our background and touch situations which we face on our daily basis.

We arrived in Durban and boarded a taxi to Moses Mabida stadium for my birthday celebration. We had fun with friends and family members. What a marvellous birthday celebration.

I love school a lot because it keeps us off the streets and this has a positive influence in our minds, it creates self-development. In school is where we learn more about our history and humanity. To all school drop outs I say go back to square one because that is where your future lies. Try and fail and never fail to try. Being born poor is not our fault but to die poor is definitely our faults.

RUNNER UP: INTERMEDIATE PHASE Xoliswa Dhladhla Warburton Combined School Grade 6

MY FAVOURITE THINGS ABOUT SCHOOL Favourite stands for something you prefer over another. I love school because without school there is no education, without education there is no future and without future there is no life. I go to school for many reasons I come from a home which experiences poverty, I don’t get anything I need. So I go to school because I don’t want my children to grow under the same situation as I am. I go to school because I don’t like the way my mother is struggling, I know that by education my mother won’t be suffering. I don’t want them to suffer until death. I go to school because I don’t enjoy living in a community but when I have my own money I intend on leaving the community. I will rather change it to a better community. I will build an airport, police station or jail, hospital and park. My favourite thing about school is that it gives us an education and education is the key to success. It changes a person from zero to hero from old to gold, and from bitter to glitter, education is power. School keeps us busy and keeps us away from doing bad things such as crime

WINNING ESSAY: GET PHASE Matshidizula Shandukani Sikhwihlu Primary School Grade 7

THE ROLE OF THE YOUTH IN THE SOUTH AFRICAN ECONOMY Although South Africa recorded positive economic growth rates since the introduction of democracy in the mid 90’s, the South African development indicates show that in 2009, 47.8 percent of unemployed people 16-24 year of age with a further 27.6 percent in the 35-34 years of age bracket. These youth to adult unemployment role statistics clearly point out the substantial difficulties of youth participation in the labour market. On the other hand, the youth unemployment is a demand side problem as the number of jobs created in the economy is too small. On the other hand the youth unemployment is a supply side problem because many youth South Africans lack the appropriate skills, work-related capabilities and higher education qualifications required for a high skills economy. 41

It is evident that this unemployment rate may be decreased by the youth individuals who are creative and are able to apply their skills together with careful risk-taking that is associated with starting up and running of a new business. The objectives of this assignment are measure the hidden entrepreneurship of the youth in South Africa, and to investigate the factors that affect the development of the youth entrepreneurship South Africa. Economic growth and jobs creation is still one of South Africa’s biggest challenges. The South African educational systems as such are unable to equip students with the combination of skills and practical experience necessary to start and run a business successfully. People in the business community and those associated with entrepreneurship development and training is concerned about the relevance and quality of student’s entrepreneurial learning experiences. Effective ways need to be to facilitate learner’s transitions from school to productive career-orientated employment and eventually to an entrepreneurial career. The gap between employer’s requirement for skilled workers and the skills the youth bring to the labour market has been widening. The transition from the education system to the world of work needs serious attention. Education for equipping entrepreneurial learners with much needed economy. Transforming youth job-seekers job makers are considered to be an important strategy to prevent or alleviate poverty. Youth often lack the start-up capital and experience to start their own business, not least because commercial banks are relevant to provide the relatively small amounts of credit they need, without collateral or other forms of security. Entrepreneurship has attracted a lot of attention over the last past decade, there can be a little doubt about the importance of the entrepreneurial activities and the role in modern society. Since there are many definitions of this concept it may be useful to state 42

a definition that includes the most common element founds in literature.

RUNNER UP: GET PHASE Thato Dlamini Reanyakalleste Public School Grade 7

HOW WOULD YOU SPEND ONE MILLION RAND? A million rand is a lot of money and I would spend it very wisely because it will reach a point where it will end, but money like that can go a long way. I would take the money and help people with it, by paying for roads to be fixed. I would also start my own business of construction where we fix roads and repair old buildings. The construction business would create more job opportunities to the educated people who are struggling to get jobs because they are waiting for their job posts. I would be very cautious about how I spend every cent of the money because it is the one chance that I would make a life time opportunity of. Many things would be made out of it. I would donate to charities and be a loan shark to keep my money growing and helping people at the same time. I would spend my money on my community and municipality, by donating groceries to poor people who are struggle for example people who go to sleep on empty stomachs and people who spend close to a month or two weeks without eating anything and children who are leaving school to work for their families because there is no income at all or have no elders in the household. These are some of the problems I would attend to in my community.

I would change the way people look at our community by putting traffic lights in our Ramulotsi and there will be less accidents in our community. The traffic officer will test the drivers whether the drivers have had too much to drink, that would stop drivers who cause accidents by drinking or driving. After all of that, I would also take care of myself and my needs, I would buy my dream car, a brand new black Navara Sport and a wonderful house in suburbs of Johannesburg, so that people of my community will look up to me and admire my success and loyalty. I also intend to buy shares from mines and big companies that supply electricity. I could even do international business with the USA and other countries in Africa to help with problems of load shedding. My money would affect my community in a positive way because in would create more business opportunities and solved many problems. There would be less complaints in the community because I would help start programmes helping people achieve their dreams and getting them to place they could not imagine. I would not be selfish or bossy when I am a millionaire, I would always remember where I came from and the people I have left back at home. I quote Bishop Desmond Tutu when he gave a speech about “Ubuntu” which literally means Human-ness. We are because of others so humanity goes a long way. If you are selfish or bossy it will come back to bite you in the back. I would like to say to all millionaire spend your money wisely and take care of your people. Unless if you were born rich, never forget the situations we have left back at home because those are the situations we have left back at home because those are the situations other people cannot get out of.

RUNNER UP: GET PHASE Sinazo Magma Kuyasa High School Grade 9

WHAT DOES IT MEAN TO BE A BORN FREE? Being born free is the most wonderful gift any born free in South Africa has ever received. It doesn’t only mean that we black people can do anything we want to do whenever we want to do it. Freedom comes from deep within you. We all know that most people in our country were exposed to the days of apartheid. They were not free at all. When leaving their houses they had to prepare for the worst. They were all created to live together in one place by God, but in those days only few people cared. As a black person I understand what freedom is. I didn’t go through apartheid but history will always be there to tell us about the past. Now we don’t have to watch where we step and where we don’t. Everybody speaks their own language and we are all proud of who we are. Nowadays anyone is free to speak to whomever they want to speak to. We walk on every street like we own it. We all have freedom of speech. Nobody has to ask for permission before they get a word out of their mouths. South Africa is truly a rainbow nation because everywhere you go, you will see a little bit of this and that, meaning that we are different kinds of people all in one place. Now we are all free, we get equal education and we go to which ever school we want to go to.

We don’t have to check if a chair is for a white or black person. People from other countries are not afraid to visit us anymore. You will see people smiling at each other like it’s nobody’s business. Being born free means that we should never have to go through what the past generation has went through. Now we can be friends with whomever we want. All thanks to the past generation we are now free and we all have equal rights. Even those who died during the struggle also played a big role in our lives.

WINNING ESSAY: FET PHASE Sharon Mathenjwa Grade 11 Pace Commercial Secondary School

THE GREATEST DISCOVERY Our genuine beautification is in the eye of the beholder and beyond any spiritual bound, the highest debt we owe to ourselves is to be in quest for self-discovery. It is of tremendous predicament to be lost in your own reflection. The person you now perceive in the mirror has transformed into a complete stranger, thus concealing the human behind the mask. This is latched onto a woman who was lost in despair. We walked across her on a daily basis, heading to her distinctive field that enables her to earn a stipend. She dressed like an American, specifically representing an ideal woman. She was an expert within the apparel department, she had a flawless skin and a remarkable pulchritudinous smile. She walked ostentatiously, wearing her empire waist silk dress, a pendant necklace, a toggle bracelet and the power house floral stilettos. She switched from a Brazilian hair to a Malaysian hair in two consecutive weeks. This is of no doubt that she worked tirelessly on her external fulfilment and it goes

without saying that the crowd that encountered her daily was always left tight-lipped and fascinated by such beauty, little did we know that even her own existence was being held hostage by uncertainty. Her days were spent in delusion, resulting in an endless monologue based on confusion. External beauty is the greatest deceiver within the human eye because as we saw this perfect being, we did not pick up on the fact that she was in a huge battle with her inner self. As a prodigal daughter that was lost within herself, she noted the state of emergency to unfold her true self because she could not bear the misery that weighed tons on her shoulders. She had the burning desire to find herself and during that journey, she discovered her purpose and that she was destined for greatness. In the long-run, she got to see that even roses had thorns. She discovered that the person whom she tried to resemble, did not contribute to her internal happiness, however, she took a different route of self-introspection to reinvent herself. The point of the matter is that the truth may be fabricated upon you, but if you have found the real you, all the misery dashes into the mist air. You will incinerate what is unjust because you are more conscious and knowledgeable about yourself. We cannot escape the reality of who we are, neither let the tides of the day to carry us adrift, because the greatest discovery lies within a thorough self-based assessment. Rome was not built in one day, neither will this journey of self-discovery be a walk in the park, hence it takes more than courage to endure the sharp pains of self-discovery. Self-acceptance is one value that is not taken into consideration. However, throughout the lessons of life – self-discovery is the advocate of inner peace. Overall, this is not a facile journey and it requires no alacrity.

RUNNER UP: FET PHASE

due to the fact that he or she believe that they have taken their job, are we not all Africans? It seems that we are losing the main meaning of the word Africans as we are turning into vultures preying on one another, is this what we call democracy?

WHAT DOES DEMOCRACY MEAN TO ME AND MY COMMUNITY?

Every ugly picture tells a beautiful story we as South Africans suffered apartheid but today the health programmes are ran to help children from disadvantaged backgrounds. FET colleges are operated to help the not so great achievers academically to discover their talents. The word democracy is great depending on how you value it.

Kwanele Dladla Grade 11 Moses Maren Secondary School

A democracy is a system that gives a country the ability to choose their own leaders, however to me democracy is an encrypted word in our minds to allow us to make choices without critical thinking about the consequences. Personally I view it a legal corruption. During apartheid black people were not fairly treated as they were not offered proper educational facilities. You would find 60 learners in one class, 8 sat pair desk having to share one textbook. My mother (Agnes Dladla) told me she lost her sister whom was pregnant at the hospital due to lack of well trained and equipped doctors. Police trucks would come to the townships and kill as well as arrest black people for no reason the blood was spreading through the streets and even now they still possess our country’s history. I felt that we losing the fight after we had won the struggle. Today approximately 38% of teenagers in public schools are pregnant due to lack of support and information , is this freedom? Having 47% of children not finishing their matric then hide behind democracy while we are creating an undignified country. In South Africa 30% is the pass mark while in private schools 50%. This goes to show there is no quality and that we still view blacks as inferior and whites superior. They say education is the key to success. Yes, but perseverance is the way to success so in order to prosper take your time doing right things. I guess we will always be segregated as the whites made us to be, am saying this because how can an African beat another African

RUNNER UP: FET PHASE Arezona Feldman Grade 10 Brentpark Secondary School

HOW HIV/AIDS AFFECT ME AND MY COMMUNITY The invasion of a chronic disease call HIV/Aids has struck our country… HIV is the acronym meaning Human Immune Deficiency virus and Aids meaning Acquired Immune Deficiency S syndrome. Citizens of South Africa have been abducted by the disease HIV Aids, and our brothers and sister are known as strangers. They see HIV/Aids as a quick way to criticise or insult their neighbours- showing absolutely no courtesy towards the subject. People in my community who have been diagnosed with the disease don’t even bother to drink their treatment. The contagious disease usually spreads when touching the blood of a person who has the disease, while you also have an open wound. It can also spread if you have unprotected sex with a person who has been diagnosed with the disease. To me HIV/Aids is a dark cloud upon us, but we hope to see the light as scientists

have still not found a cure for the disease. People who are diagnosed with the disease drink a pill called the ARV which can keep them alive if they continue drinking this tablet.

This might sound like an illusion, but humans are dying and our people are crying- sorrow has taken over whilst our happiness is drowning.

My community is heartless- the reason for my saying this is because they discuss the plight, not caring whose feelings they hurt. Innocent children who are born with the disease are being given the cold shoulder for the deeds of their parents. HIV/Aids is moving faster than a train, hoping to conquer all, while we as a community sit back and watch…

RUNNER UP: FET PHASE

People who been affected by the disease still manage to drink alcohol and not eat healthy foods. This could lead us to death as they are weakening their immune systems. These factors make us feel like going back in time to when we used to a HIV/Aids free country, when South Africans were able to unite, despite of the size of your body. Being part of my community I have always wondered if a young little boy named Nkosi Johnson could appreciate life whilst he was sick- born with the disease HIV/Aids- who are we to be so irresponsible, negligent and ale to completely ignore this deadly disease? We accept the defeat of this disease yet we still quote the phrase “never give up”.

Simphiwe Mabuza Grade 11 Warburton Secondary School

THE MOST INTERESTING BOOK I HAVE EVER READ Growing up, I would sometimes hear people say ‘Never judge a book by its cover’ with little understanding I overlooked the idiom’s real meaning, but I had to read between the lines the day I read an awful sluggish green coloured book from the library. It has a height of about 25centimetre when in stand position, a width of about 13cm and is about 2,5cm thick and covered by a smooth but thick cover page. The title written in large Italian and red font, surely the publishing company made sure one noticed the book.

Life had been a roller coaster for me until this tragic disease struck my family. Tears don’t bring back the dead. The least we could do while we are alive is to ensure that we live a healthy life. Those who died did the opposite, we as citizens should unite against this disease – not divide because the disease is here to stay.

This book is made up of a total of 440 pages. The first page is all about the title in bold red font on white, then the second page is where we get to know the author, when was the book written and the year it hit the shelves. We also get to know about the publishing company ‘Barbour publishing Inc’.

It people in our communities could stop gossiping behind the backs of others, we might just fight HIV/Aids. If my people see you losing weight they think that you have HIV/Aids. They immediately start gossiping about it, soon everyone thinks and say you have the disease.

The fourth page is about the Author thanking all those who had a helping hand to the success of the book. We are also treated to a bible verse, Isaiah Chapter 26 verse 4. Then the fifth page is about prologue, with the last page under the cover at the back telling us more about the author ‘her biography’. “But she is running out of time to correct a terrible mistake”, this is how the back cover page treats us to an imagination of what happens inside.

The book has 32 chapters and in almost all the chapters we are introduced to characters in the book. We have about twenty characters and there is an interconnection of all the characters to the main character. A Teenage girl whom in each and every chapter has her different characteristics revealed. The English and grammar in use in the book is out of this world. All the figures of speech you can imagine, simile, metaphor, personification etc. All the idioms, all the word families, noun, verbs, adjectives and adverbs. We are also treated into quotes from famous people around the world, to the extent that we get to sing a song and also recite a poem by Shakespeare. The book is about a teenage girl. Naomi, who was content with her life… Until her mother died… Until her sombre father needed her to tend to the family store everyday… Until her several siblings started relying on her for their needs…Until her ‘English’ friend showed her how confining her life had become… Until her heart started long for romance. Indeed the book is interesting because it a practical example of how we teenagers ought to deal with the challenges we face each and every day. It may b challenges brought to us by nature or challenges we bring towards us on our own, the kind of education a teenager understands better. I have read a lot of interesting books, books like Gifted hands by Dr Benjamin Carson, Three weeks in Paris by Barbara Bradford and many more, but The Storekeeper’s Daughter by Wanda E Brunsetter is the most interesting book I have ever read.

SCHOOL PROFILES SUMMARY

This is a birds-eye view of our Whole School Development model in action. Some of the schools below are under full adoption programmes with a minimum of a 5 year involvement and some have been adopted for shorter periods of times or given once off assistance. Where is it illustrated that schools have received support in a specific area, it is important to note, that this does not mean that all of the necessary development needs have been fulfilled. Whole School Development is an on-going process that requires a variety of different interventions to create effective and conducive education environments. Adopt-a-School Foundation relies on corporate and individual sponsorships to effectively implement Whole School Development in all of the schools in our programme.

TABLE KEY Strategic planning, leadership, governance and management

Leadership development and management training for School Governing Bodies, School Management Teams and educators. This process enables the development of a strategic plan for the school.

Teambuilding and motivational interventions

All workshops involving teambuilding and motivational interventions at the school.

Infrastructure development

The provision and maintenance of all school facilities, renovations and the provision of access to water and electricity. This development also includes the provision of resources and furniture relevant to specific facilities.

Educator development

Educator development programmes including curriculum development, counselling skills, remedial education, first aid training and sports coaching.

Learner development

Academic support programmes, career guidance programmes, leadership programmes and access to libraries.

Social welfare

Life skills programmes, vegetable gardens, visual and audio support programmes, parental workshops and Home Affairs campaigns. Support for orphans and vulnerable children, including uniforms, toiletries, food parcels and access to feeding scheme kitchens.

Extracurricular activities

Sports development and the establishment of environmental clubs, reading clubs, etc.

School safety and discipline

Provision of school security resources including school fencing and disciplinary programmes.

Additional resources

All additional resources and donations (computers, furniture, library books, calculators, etc.)

School

Year of adoption

Strategic planning, leadership and management

Teambuilding and motivational interventions

Infrastructure development

Educator development

Learner development

Social welfare

Extra curricular

School safety and discipline

Additional resources

Eastern Cape Advance For Life Christian School East London Adopter: Shanduka Foundation Additional sponsors: Oxford University Press Chumani Primary School East London Adopter: Lafarge Mining South Africa Additional sponsors: Oxford University Press Cowan High School Port Elizabeth Adopter: PPC and Adopt-a-School Foundation Additional sponsors: Oxford University Press Dutyini Jnr. Secondary School Mount Ayliff Adopter: Phumelela Gaming and Leisure Additional sponsors: Johnnic, BP Southern Africa, Huawei,Telkom Foundation, Adopt-a-School Foundation, Premier Optical, Oxford University Press Kuyasa Senior Secondary School Dimbaza Adopter: Nedbank Foundation Trust Additional sponsors: Iliad Africa Mafube Jnr. Secondary School Matatiele Adopter: Phumelela Gaming and Leisure Additional sponsors: Johnnic, learners from University of Carine Wilson secondary School in Ottawa Canada, Adopt-a-School Foundation and Africa Empowered and Global Dignity Maraizell Secondary School Adopter: Industrial Development Corporation Additional sponsors: Oxford University Press Mzomhle High School Mdantsane Adopter: FeverTreeConsulting and Adopta-School Foundation Rhode Senior Secondary School Mount Frere Adopter: Southern Power Maintenance Additional Sponsors: Oxford University Press Siwali Secondary School Lusikisiki Adopter: Industrial Development Corporation Additional sponsors: Oxford University Press Tholang High School Matatiele Adopter: Industrial Development Corporation Additional sponsors: Oxford University Press

2010

Educational resources

2013

Educational resources

2009

School desks Educational resources

2006

Educational resources Desks

2012

2005

Stationary Educational resources

2013

Educational resources

2009

Educational resources Calculators

2014

Educational resources

2012

Educational resources

2013

Educational resources

School Zamokuhle Junior Secondary School Matatiele Adopter: Industrial Development Corporation Additional sponsors: Oxford University Press

Year of adoption

Strategic planning, leadership and management

Teambuilding and motivational interventions

Infrastructure development

Educator development

Learner development

Social welfare

Extra curricular

School safety and discipline

Additional resources

2014

Free State Kgabareng High School Viljoenskroon Adopter: Industrial Development Corporation Additional sponsor: Africa Empowered and Global Dignity, Oxford University Press Ngwathe Secondary School Viljoenskroon Adopter: Industrial Development Corporation Additional sponsor: Africa Empowered and Global Dignity, Oxford University Press Ntsoanatsatsi Public Primary School Viljoenskroon Adopter: Industrial Development Corporation Additional sponsors: Kagiso Shanduka Trust

2013

Educational resources Scientific calculators

2013

Educational resources

2014

Gauteng Bathabile Primary School Midrand Adopter: Oxford University Press Additional sponors: Standard Chartered Bank Bokgoni Technical High School Atteridgeville Adopter: Volkswagen S.A. Additional sponsors: Oxford University Press Boschkop Primary School Pretoria Adopter: FeverTreeConsulting (Pty)Ltd Additional sponsors: Biblionef, Room to Read, Barclays Capital, Oxford University Press Bovet Primary School Alexander Adopter: Absa Retail and Business Bank Additional sponsors: Oxford University Press, Waggener Edstrom South Africa Diepsloot Combined School Diepsloot Adopter: Absa Capital Additional sponsors: PWC, Biblionef, Sasria, PPC Cement, Oxford University Press, Eagle Canyon Golf Estate Eketsang Secondary School Katlehong Adopter: SCAW Metal S.A. Additional sponsors: Oxford University Press, Standard Chartered Bank

2013

Educational resources Water tanks

2009

Educational resources

2008

Educational resources Sports equipment

2013

Educational resources

2006

Educational resources Calculators

2013

Educational resources

School Elethu Themba Combined School Eikenhof Adopter: Merrill Lynch Additional sponsor: Biblionef, Oxford University Press, Dischem Foundation George Khosa High School Adopter: MTN Group Additional sponsors: Oxford University Press, Real People Ikage Primary School Alexander Adopter: Absa Retail and Business Bank Additional sponsors: Waggener Edstrom South Africa, Oxford University Press Isuâ&#x20AC;&#x2122;lihle Primary School Zola North Adopter: Barefoot (Pies Descalzo) Foundation Additional sponsors: Oxford University Press Kaalfontein Primary School Midrand Adopter: IMATU Additional sponsors: Biblionef, Development Bank of Southern Africa, Oxford University Press Lawley Primary School Lawley Adopter: Lâ&#x20AC;&#x2122;Oreal Additional sponsors: Biblionef, DRA, Water For All Lodirile High School Swaneville Adopter: Sasria Additional sponsors: 94.7 Highveld Stereo, Allen and Overy, Oxford University Press, Detecon Makhoarane Primary School Dobsonville Adopter: Putprop Limited Mayibuye Primary School Midrand Adopter: Relational Database Consulting Additional Sponsor: Biblionef, Bitanium Consulting and Barloworld Logistics Africa Meadowlands Primary School Meadowlands Adopters: Grandmark International Additional sponsors: Biblione, J.P. Morgan, Oxford University Press and Adopt-a-School Foundation Modilati Jnr. Secondary School Themba Adopter: ETC Solutions Additional sponsors: Merrill Lynch, iSchool Africa, Adopt-a-School Foundation and Wipro Technologies Mohloli Secondary School Vereeniging Adopter: Scaw Metals SA

Year of adoption

Strategic planning, leadership and management

Teambuilding and motivational interventions

Infrastructure development

Educator development

Learner development

Social welfare

Extra curricular

School safety and discipline

Additional resources

2008

Furniture Educational resources Toiletries

2013

Educational resources

2013

Educational resources

2012

Educational resources

2013

Educational resources

2009

Educational resources Laptops and wifi

2013

2012

2009

Office furniture Educational resources

2009

Educational resources

2013

Educational resources

2014

School Mokgome Secondary School Adopter: Delta Partners Additional sponsors: Adopt-a-School Foundation, School-in-a-Bag, UJ Alumdraai Ladies Day House, Iliad Africa, Oxford Univsersity Press Moses Maren Technical High School Eikenhof Adopter: IDC Additional sponsors: Adopt-a-School Foundation, MacSteel, Oxford University Press, Standard Chartered Bank Motshegofadiwa Primary School Hammanskraal Adopter: Merrill Lynch Additional sponsors: MTN, Tshwane Municipality, Net Group, Bantu Sports, Room to Read , Biblionef, Bobs for Good Foundation, WaterKloof High School learners, Adopt-a-School Foundation Mvelandzandhivho Primary School Tshiawelo Adopter: Oxford University Press Additional sponsors: Deloitte, Bantu Sports, Radio Highveld, Waltons Mvelaphanda Primary school Tembisa Adopter: Vermont sales Additional sponsor: Saint Gobain Nomnekane Primary School Devon Adopter: Industrial Development Corporation Additional sponsors: Oxford University Press Noordgesig Primary School Johannesburg Adopter: Diepkloof Shareblock Plaza Olifantsvlei Primary School Eikenhof Adopter: Shanduka Group and staff Additional sponsors: University of Innsbruck, Exclusive Books, Mc Donalds, Room to Read, Biblionef, Oxford University Press Qhobosheane Primary School Johannesburg Adopter: Diepkloof Shareblock Plaza Additional sponsors: Oxford University Press Riversand Primary School Diepsloot Adopter: Chartis Insurance (AIG) Additional sponsor: PPC, Oxford University Press, Seacom Thabo-Tona Primary School Nigel Adopter: Friends of the Coca-Cola System and Shanduka Beverages Additonal sponsors: Zando, Oxford University Press, Build-a-Bear

Year of adoption

Strategic planning, leadership and management

Teambuilding and motivational interventions

Infrastructure development

Educator development

Learner development

Social welfare

Extra curricular

School safety and discipline

Additional resources

2012

Stationary

2013

Dictionaries Indigenous and Fruit Trees

2006

MTN public phone shop Educational resources

2011

Educational resources

2013

Educational resources

2014

Educational resources

2013

Educational resources

2005

Solar lanterns Educational resources

2013

Educational resources

2010

Educational resources

2012

Educational resources Soft toys

School Thathani Primary School Zola North Adopter: Standard Bank Corporate and Investment Banking Additional sponsors: Room to Read, Biblionef, Adopt-a-School Foundation, Oxford University Press Thuthuzekani Primary School Krugersdorp Adopter: Investment Solutions Additional sponsors: Johnnic and Westcon AME, Biblionef, Adopt-a-School Foundation and Oxford University Press Tsakani Primary School Kagiso Adopter: Aard Mining Equipment (Matasis) Additional sponsors: Adopt-a-School Foundation, Bantu Sports Trust Tshilidzi Primary School, Chiawelo Adopter: Standard Bank Corporate and Investment Banking Additional sponsors: Johnnic and Gold Fields, Room to Read, Biblionef, Oxford University Press, Adopt-a-School Foundation, Seacom Zenzeleni Primary School Alexandra Adopter: Absa Retail and Business Bank Additional sponsors: Oxford University Press Zikhethele High School Adopter: Industrial Development Corporation Additional sponsors: Oxford University Press Zonkizizwe High School Zonkizizwe Sponsor: Deloitte Additional sponsors: Oxford University Press

Year of adoption

Strategic planning, leadership and management

Teambuilding and motivational interventions

Infrastructure development

Educator development

Learner development

Social welfare

Extra curricular

School safety and discipline

Additional resources

2006

Educational resources

2006

Soft toys

2011

iSchool Africa Dictionaries Library books

2000

Educational resources Kitchen equipment

2013

Educational resources

2013

Educational resources

2012

Educational resources

2013

Water tanks Borehole

2011

Educational resources

2011

Educational resources

2011

Educational resources

KwaZulu-Natal Bizimali Secondary School Nkandla Adopter: Industrial Development Corporation Bhekamazimela Primary School Gingindlovu Adopter: Lafarge Education Trust Additional sponsors: Oxford University Press, Adopt-a-School Foundation Ekhudonseni Primary School KwaDlangezwa Adopter: Lafarge Education Trust Additional sponsors: Oxford University Press, Adopt-a-School Foundation Endlovini Primary School Mtunzini Adopter: Lafarge Education Trust Additional sponsors: Oxford University Press, Adopt-a-School Foundation

School Enhlanheni Primary School Dannhauser Adopter: KZN Department of Education (ASIDI Programme) Eniwe Primary School Felixton Adopter: Lafarge Education Trust Ezakheleni High School Empangeni Adopter: Lafarge Education Trust Additional sponsors: Oxford University Press, Adopt-a-School Foundation Folweni High School Umlazi Adopter: Standard Bank Corporate and Investment Banking Funwayo Primary School Empangeni Adopter: Lafarge Education Trust Additional sponsors: Oxford University Press, Adopt-a-School Foundation Hlahlindlela Secondary School Durban Adopter: Grindrod Ingweni Phaphama Primary School Abajumbi Adopter: KZN Department of Education (ASIDI Programme) Inhlakanipho High School Durban Adopter: Grindrod Additional sponsors: Oxford University Press Iniwe Secondary School Felixton Adopter: Lafarge Education Trust Inyonehlophe Secondary School Isiphingo Adopter: Saint Gobain Additional sponsors: Calulo Bunker Services, Unilever Inqabayamazimela High School Empangeni Adopter: Lafarge Education Trust Additional sponsors: Oxford University Press King Shaka High School Umlazi Adopter: Grindrod SA Additional sponsors: Unicorn Caluco Bunkers, Vanguard Rigging, Africa Empowered and Global Dignity, Iliad Africa Khanyakufikile Primary School KwaDlangezwa Adopter: Lafarge Education Trust Additional sponsors: Oxford University Press, Adopt-a-School Foundation Lembe Primary School Utrecht Adopter: KZN Department of Education (ASIDI Programme)

Year of adoption

Strategic planning, leadership and management

Teambuilding and motivational interventions

Infrastructure development

Educator development

Learner development

Social welfare

Extra curricular

School safety and discipline

Additional resources

2014

2011

Educational resources

2007

2011

Educational resources

2014

Educational resources

2014

Educational resources

2015

Plans to be announced

2013

2011

Educational resources

2009

School furniture Text books Scientific calculators Educational resources

2011

Educational resources

2014

School Lethimfundo Primary School Empangeni Adopter: Lafarge Education Trust Additional sponsors: Oxford University Press, Adopt-a-School Foundation Lindelihle Primary School Mthumini Adopter: Lafarge Education Trust Additional sponsors: Oxford University Press, Adopt-a-School Foundation Manzamnyana Primary School KwaDlangezwa Adopter: Lafarge Education Trust Additional sponsors: Oxford University Press, Adopt-a-School Foundation Masakhane Secondary School Empangeni Adopter: Lafarge Education Trust Mashanandane High School KwaDlangezwa Adopter: Lafarge Education Trust Additional sponsors: Oxford University Press Mbonisweni Primary School Hambanathi Adopter: Shanduka Foundation Mehlathathani Primary School Empangeni Adopter: Lafarge Education Trust Additional sponsors: Oxford University Press, Adopt-a-School Foundation Mzimela Primary School Eshowe Adopter: Lafarge Education Trust Additional sponsors: Oxford University Press, Adopt-a-School Foundation Ndabayakhe Primary School Uthungulu Adopter: Lafarge Education Trust Ndukwenhle Secondary School Umlazi Adopter: Grindrod Additional sponsors: Capitec, Oxford University Press Ngqamzana Primary School Empangeni Adopter: Lafarge Education Trust Additional sponsors: Oxford University Press, Adopt-a-School Foundation Njingili High School Eshowe Adopter: Lafarge Education Trust Additional sponsors: Oxford University Press, Iliad Africa Ntshidi Primary School Empangeni Adopter: Lafarge Education Trust and ExxonMobil Exploration and Production South Africa Additional sponsors: Oxford University Press

Year of adoption

Strategic planning, leadership and management

Teambuilding and motivational interventions

Infrastructure development

Educator development

Learner development

Social welfare

Extra curricular

School safety and discipline

Additional resources

2011

Educational resources

2011

Educational resources

2011

Educational resources

2015

Plans to be announced

2011

Educational resources

2012

Educational resources

2011

Educational resources

2011

Educational resources

2014

Educational resources Stationary

2011

Educational resources

2011

Educational resources

2011

Educational resources

School Nteneshane Primary School Empangeni Adopter: Lafarge Education Trust Additional sponsors: Oxford University Press, Adopt-a-School Foundation Oyemeni Primary School Empangeni Adopter: Lafarge Education Trust Additional sponsors: Oxford University Press, Adopt-a-School Foundation Phangindawo Primary School Cato Ridge Adopter: Beiersdorf Consumer Products Shwashweni Primary School Empangeni Adopter: Industrial Development Corporation Sibambisene Primary School Empangeni Adopter: Lafarge Education Trust Additional sponsors: Oxford University Press, Adopt-a-School Foundation Sibhakuza High School KwaDlangezwa Adopter: Lafarge Education Trust Additional sponsors: Oxford University Press Sigodo Primary School Eshowe Adopter: Lafarge Education Trust Additional sponsors: Oxford University Press, Adopt-a-School Foundation Sihubela High School Empangeni Adopter: Lafarge Education Trust Additional sponsors: Oxford University Press Summit Primary School Chatsworth Adopter: Rรถhlig-Grindrod Logistics Welabasha High School Empangeni Adopter: Industrial Development Corporation Yetheni Primary School Yetheni Adopter: Lafarge Education Trust Additional sponsors: Oxford University Press, Adopt-a-School Foundation Zimeme High School KwaDlangezwa Adopter: Lafarge Education Trust Additional sponsors: Oxford University Press Zinqobele Secondary School Mthunzini Adopter: Lafarge Education Trust Additional sponsors: Oxford University Press, Iliad Africa

Year of adoption

Strategic planning, leadership and management

Teambuilding and motivational interventions

Infrastructure development

Educator development

Learner development

Social welfare

Extra curricular

School safety and discipline

Additional resources

2011

Educational resources

2011

Educational resources

2011

Grade R Resources Jungle Gyms Blankets

2014

2011

Educational resources

2011

Educational resources

2011

Educational resources

2011

Educational resources

2013

2011

Educational resources

2011

Educational resources

2011

Educational resources

School

Year of adoption

Strategic planning, leadership and management

Teambuilding and motivational interventions

Infrastructure development

Educator development

Learner development

Social welfare

Extra curricular

School safety and discipline

Additional resources

Limpopo Glen Cowie High School Jane Furse Adopter: Industrial Development Corporation Phagamang High School Senwabarwana Adopter: Industrial Development Corporation Tshivase Secondary School Vhufuli Adopter: Industrial Development Corporation Vhufuli Senior Primary School Thohoyandou Adopter: Industrial Development Corporation

2013

Educational resources

2013

Educational resources

2013

Educational resources

2014

Educational resources

Mpumalanga Emjindini Secondary School Barberton Adopter: Pan African Resources (Barberton Mines) Additional sponsors: Oxford University Press, Iliad Africa Fairview Primary School Barberton (A new school) Adopter: Pan African Resources (Barberton Mines) Additional sponsors: Oxford University Press Lelhasedi High School Shatale Adopter: Industrial Development Corporation Additional sponsors: Oxford University Press

2013

Educational resources

2011

Educational resources

2013

Educational resources

Makhathini Intermediate School Mhluzi Adopter: Shanduka Coal

2009

Educational resources

2013

Educational resources

Makhosana Manzini High School Mkhulu Adopter: Industrial Development Corporation Additional sponsors: Oxford University Press Mapaleni High Primary School Bushbuckridge Adopter: Industrial Development Corporation Additional sponsors: Oxford University Press

2014

Phakamani Primary School Driekoppies Adopter: Shanduka Foundation

2014

Educational resources

Vukubone High School Piet Retief Adopter: Kangra Coal Additional sponsors: Oxford University Press, Iliad Africa

2011

Educational resources Calculators

School

Year of adoption

Strategic planning, leadership and management

Teambuilding and motivational interventions

Infrastructure development

Educator development

Learner development

Social welfare

Extra curricular

School safety and discipline

Additional resources

Northern Cape Banksdrift Secondary School Hartswater (New school) Adopter: Investec and Northern Cape Department of Basic Education Additional sponsors: Oxford University Press Emthanjeni Primary School De Aar Adopter: Industrial Development Corporation Additional sponsors: Oxford University Press Kgomotso High School Pampierstad Adopter: Industrial Development Corporation Additional sponsors: Oxford University Press Monwabisi High School De Aar Adopter: Industrial Development Corporation Additional sponsors: Oxford University Press

2009

Desks Educational resources

2014

Educational resources

2013

Educational resources

2013

Educational resources

2009

Educational resources

2013

Educational resources

2013

Educational resources

2009

Educational resources

2012

Grade R resources Educational resources

2014

Educational resources

2009

Educational resources

North West Bodibe Intermediate School Bodibe Adopter: Lafarge Education Trust Additional sponsor: Adopt-a-School Foundation and Oxford University Press Boithaopo High School Kraaipan Adopter: Industrial Development Corporation Additional sponsor: Oxford University Press Boitekong High School Rustenburg Adopter: Merafe Resources Additional sponsor: Oxford University Press E.H.Mogase Primary School Bodibe Adopter: Lafarge Education Trust Additional sponsor: Adopt-a-School Foundation and Oxford University Press Kau Primary School Bosplaas Adopter: Phumelela Gaming and Leisure Ltd Additional sponsors: Adopt-a-School Foundation and Oxford University Press Maiketso Primary School Adopter: Industrial Development Corporation Additional sponsors: Oxford University Press Makgwe Primary School Bodibe Adopter: Lafarge Education Trust Additional sponsors: Adopt-a-School Foundation and Oxford University Press

School Matlaba Primary School Bodibe Adopter: Lafarge Education Trust Additional sponsor: Old Mutual Additional sponsors: Oxford University Press Meriti Secondary School Rustenburg Adopter: Merafe Resources Additional sponsors: Oxford University Press Mmuagabo Primary School Bodibe Adopter: Lafarge Education Trust Additional sponsor: Adopt-a-School Foundation, Oxford University Press Mokakana Primary School Bodibe Adopter: Lafarge Education Trust Additional sponsors: Adopt-a-School Foundation and Water For All Molekane Primary School Bodibe Adopter: Lafarge Education Trust Additional sponsors: Old Mutual, Adopt-aSchool Foundation Motlhako Primary School Bodibe Adopter: Lafarge Education Trust Additional sponsor: Adopt-a-School Foundation, Oxford University Press Mphebatho Primary School Bosplaas Adopter: Phumelela Gaming and Leisure Ltd Additional sponsors: Solo Resources, Adopt-a-School Foundation, Oxford University Press and Development Bank of Southern Africa Naletsana Primary School Bodibe Adopter: Lafarge Education Trust Additional Sponsor: Old Mutual, Oxford University Press Ramokoka Primary School Ramokoka Village (a new school) Adopter: PPC Setswakgosing High School Moprokweng Adopter: Industrial Development Corporation Additional sponsors: Oxford University Press Shudintlhe Intermediate School Bodibe Adopter: Lafarge Education Trust Additional sponsors: Oxford University Press Tau Rapulana High School Bodibe Adopter: Lafarge Education Trust Additional sponsors: Oxford University Press

Year of adoption

Strategic planning, leadership and management

Teambuilding and motivational interventions

Infrastructure development

Educator development

Learner development

Social welfare

Extra curricular

School safety and discipline

Additional resources

2009

Grade R resources Educational resources

2013

Educational resources

2009

Educational resources

2009

Educational resources

2009

Grade R resources Educational resources

2009

Computers Printers Educational resources

2010

Computers Furniture Photocopying machine Educational resources

2009

Educational resources x

2008

Educational resources

2013

Educational resources

2009

Educational resources

2009

Computers Educational resources Science equipment

School

Year of adoption

Strategic planning, leadership and management

Teambuilding and motivational interventions

Infrastructure development

Educator development

Learner development

Social welfare

Extra curricular

School safety and discipline

Additional resources

Western Cape Atlantis High School Reygersdal Adopter: Industrial Development Corporation Additional sponsors: Oxford University Press Parkview Primary School Adopter: Industrial Development Corporation Additional sponsors: Oxford University Press Sea Point High School Sea Point Adopter: Oxford University Press Sonwabo Primary School Gugulethu Adopter: Saint Gobain Additional sponsor: Shanduka Foundation, Development Bank of Southern Africa, Oxford University Press Thandukhulu High School Mowbray Adopter: Industrial Development Corporation Additional sponsors: Oxford University Press

2013

Educational resources

2014

Educational resources

2011

Educational resources Science equipment

2010

Educational resources

2013

Educational resources

2012

Educational resources

2012

Educational resources

2013

Educational resources

2012

Educational resources

2012

Textbooks Furniture

OTHER SADC COUNTRIES Lesotho Morifi A.M.E Primary School Mohale’s Hoek Adopter: Dr. James Motlatsi Additional sponsors: Oxford University Press Morifi L.E.C. Primary School Mohale’s Hoek Adopter: Dr. James Motlatsi Additional sponsors: Oxford University Press Morifi Community High School Mohale’s Hoek Adopter: Dr. James Motlatsi Additional sponsors: Oxford University Press Morifi R.C. Primary School (St. Thomas) Mohale’s Hoek Adopter: Dr. James Motlatsi Additional sponsors: Oxford University Press

Mozambique Escola Primaria Completa de Ressanno Garcia Adopter: Shanduka Group and Aggreko

School

Year of adoption

Strategic planning, leadership and management

Teambuilding and motivational interventions

Infrastructure development

Educator development

Learner development

Social welfare

Extra curricular

School safety and discipline

Additional resources

ASSISTED SCHOOLS Eastern Cape Mphuti Primary School Dutywa Sponsor: Development Bank of Southern Africa Hukuwa Primary School Queenstown Sponsor: Thando Sishuba and friends, Cyril Ramaphosa and Vancut Ikageng Jnr. Secondary School Matatiele Sponsor: MTN Mbanga Primary School Dutywa Sponsor: Development Bank of Southern AfricaÂ Sandlulube Jnr. Secondary School Mount Frere Sponsor: Investec Thembalabantu High School Zwelitsha Adopter: Nedbank Foundation Trust Additional sponsors: Iliad Africa

2010

2006

2010

Computers

2010

School furniture

2006

Computers

2012

Free State Mahlohonolo Intermediate School Botshabelo Sponsor: Development Bank of Southern Africa Thari ya Tshepe Intermediate School Botshabelo Sponsor: Development Bank of Southern Africa

2010

Gauteng Bokamoso Secondary School Themba Sponsor: iSchool Africa Hlakaniphani Junior Primary School Dlamini Adopter: Edcon Additional sponsor: Raphael, Oxford University Press Igugulethu Primary School Vlakfontein Adopter: Development Bank of Southern Africa Igugu Primary school Mofolo Sponsor: The Trust Inkululeko Yesizwe Primary School Vlakfontein Sponsor: Standard Bank Graduates, Twenty 30 and Biblionef Ivory Park Secondary School Ivory Park Sponsor: Deloitte, Oxford University Press

2010

Educational resources

2010

Stationary

2010

2009

Library books

2009

Educational resources

School Kanana Primary School Thembisa Adopter: Vodacom Additional sponsors: Biblionef, Hitachi Power Africa, Oxford University Press Kids Milestone School Blue Hills Midrand Adopter: AON Benfield Additional sponsors: Oxford University Press Makgetse High School Themba Adopter: Volkswagen SA Additional sponsors: iSchool Africa, Oxford University Press Msengavhazhimo Primary School Sponsor: PPC Ngaka Maseko High School Mabopane Sponsors: MTN and Adopt-a-School Foundation Pace College School Jabulani Adopter: Brait Foundation Paul Mosaka Primary School Pimville Adopter: Chartis Insurance Sefikeng Primary School Bryanston Sponsor: Investec

Year of adoption

Strategic planning, leadership and management

Teambuilding and motivational interventions

Infrastructure development

Educator development

Learner development

Social welfare

Extra curricular

School safety and discipline

Additional resources

2008

Educational resources

2011

Educational resources Grade R Educational toys

2010

Dictionaries

2010

Educational resources for Foundation phase

2006

MTN public phone shop

2011

Educational resources

2010

Educational resources

2010

Library books

KwaZulu-Natal Bhekhulwandle Primary School Mmanzimtoti Sponsor: Development Bank of Southern Africa Dargle Primary School Howick Adopter: Cyril Ramaphosa Emnqundekweni Primary School Bulwer Adopter: Mondi Shanduka Newsprint Hamu High School Vryheid Adopter: Mondi Group Hlathikhulu High School Escourt Adopter: Mondi Shanduka Newsprint or Grindrod Indawana Lower Primary School Underberg Adopter: Mondi Shanduka Newsprint Maphumezana Primary School Umlazi Adopter: The Grindrod Family Masijabule High School Cato Ridge Sponsor: Rentworks

2010

2006

2007

2010

2014

2007

2011

2010

Computers

School Zandlazethu High School Pongola Sponsor: Adopt-a-School Foundation Zwelibomvu Primary School Pinetown Sponsor: Development Bank of Southern Africa

Year of adoption

Strategic planning, leadership and management

Teambuilding and motivational interventions

Infrastructure development

Educator development

Learner development

Social welfare

Extra curricular

School safety and discipline

Additional resources

2011

2010

Limpopo Abraham Serote Secondary School Boleu Adopter: Nedbank Foundation Trust Deo Gloria Primary School Thabazimbi Adopter: Northam Platinum Letheba High School Botlokwa Sponsor: Adopt-a-School Foundation Luvhalani Primary School Tshakuma Sponsor: MTN and Adopt-a-School Foundation Mamvuka Secondary School Dzanani Adopter: Development Bank of Southern Africa Mbokota Primary School Elim Sponsor: MTN Rhenosterkloof Primary School Bela-Bela Adopter: Cyril Ramaphosa Sikhwivhilu Primary School Dzanani Adopter: Development Bank of Southern Africa Additional sponsor: Adopt-a-School Foundation St. Paul High School Groblersdal Adopter: Nedbank Foundation Trust Tshimbuluni Primary school Tshakuma Sponsor: MTN and Adopt-a-School Foundation Vingerkraal Secondary School Bela-Bela Adopter: Cyril Ramaphosa Zaaiplaas Primary School Sehlakwane Sponsor: Sasol

2012

2011

2006

MTN Public Phone Shop

2010

Computers

2013

2010

2013

2006

MTN public phone shop

2013

2008

Mpumalanga Sambo Primary School Steenbok Sponsor: Development Bank of Southern Africa Sijabulile Primary School Sterkspruit Sponsor: Development Bank of Southern Africa

2010

School Warburton Combined School Warburton Adopter: Brait Foundation

Year of adoption

Strategic planning, leadership and management

Teambuilding and motivational interventions

Infrastructure development

Educator development

2011

Learner development

Social welfare

Extra curricular

School safety and discipline

Additional resources

Educational resources

Northern Cape Blaauwskop Primary School Upington Sponsor: Development Bank of Southern Africa

2010

Kakamas High School Adopter: Shanduka Group and Staff Francois Visser Primere Skool Adopter: Shanduka Group and Staff Tshiamo Primary School Kimberly Sponsor: Development Bank of Southern Africa

2010

North West Letlhabile Middle School Legonyane Sponsor: MTN

2006

MTN public phone shop

Mankala Technical High School Mabopane Sponsor: MTN

2006

MTN public phone shop

Molebatsi High School Motlhe Village Sponsor: MTN

2006

MTN public phone shop

Motlhana Primary School Motlhe Village Sponsor: MTN:

2006

MTN public phone shop

Motlhe Primary School Motlhe Village Sponsor: MTN

2006

MTN public phone shop

Rebone Middle School Motlhe Village Sponsor: MTN

2006

MTN public phone shop

Rethusitwe Primary School Kromkuil Village Sponsor: MTN

2006

MTN public phone shop

Thabo ya Batho Middle School Bosplaas Sponsor: Development Bank of Southern Africa

2010

Western Cape Vuyani Primary School Gugulethu Sponsor: Development Bank of Southern Africa

2010

KAGISO SHANDUKA TRUST SCHOOL PROFILES

413 schools have been adopted through Kagiso Shanduka Trust. This whole school development programme has a phased in approach. The table summarises the work done to date.

School

TABLE KEY

Infrastructure development

Schonkenville Primary School

Leadership development and management training for School Governing Bodies, School Management Teams and educators. This process enables the development of a strategic plan for the school.

Transformation and empowerment workshops or leadership development

This includes addressing basic infrastructure needs in school such as renovations, classrooms and ablution facilities. It also includes incentive infrastructure, such as science and computer laboratories, libraries and sports facilities, for schools who have met performance targets.

Curriculum and social development

Curriculum programmes currently involved educator development and learner support in English, mathematics and science.

Tsatsi Primary School

Isaac Mhlambi Primary School

Credo Primary School

Kwakwatsi Secondary School

Ntshwephepha Primary School

Sediba- Thuto Seconda ry School

Phiritona Secondary School

Barnard Molokoane Combined School

A.M. Lembede Primary School

Ntha Intermediate School

Thakameso Combined Secondary School

Infrastructure development

Transformation and empowerment workshops & Leadership development workshops

Curriculum and social development

School

Infrastructure development

Transformation and empowerment workshops & Leadership development workshops

Curriculum and social development

School

Meduwaneng Primary School

Qalabotjha Secondary School

Poelano Primary School

Phomolong Secondary School

Phuleng Primary School

Mathlabateng Primary School

Seeisoville Primary School

Ledibohong Primary School

Maokeng Intermediate School

Kopanelang Thuto Primary School

Iketsetseng Combined School

Neo Primary School

S.H.S Mofube Primary School

Sachsenweimer Primary School

Mfundu Thuto Secondary School

Dorgengdraai-wes Primary School

Renyakalletse Primary School

Wonderkring Primary School

Adeline Meje Primary School

Kgatelopele Primary School

Zamaleka Primary School

Kraanvloevlakte Primary School

Phomello Primary School

Banjaland Primary School

Aha Setjhaba Primary School

Bodibeng Secondary School

Rebatla Thuto Secondary School

Boikemisetso Primary School

Infrastructure development

Transformation and empowerment workshops & Leadership development workshops

Curriculum and social development

School

Infrastructure development

Transformation and empowerment workshops & Leadership development workshops

Curriculum and social development

School

Boiteko Primary School

Dr Reginald Cingo Secondary School

Boitlamo Secondary School

Dr Sello Primary School

Bokantsho Primary School

Falesizwe Secondary School

Bongane- Lebohang Secondary School

Fontein Primary School

Bopa- Setjhaba Primary School

Gerhardusdam Primary School

Botjaba- Tsatsi Primary School

Groenpan Primary School

Brentpark Combined School

Guguletu Intermediate School

Brentvale Primary School

Hamiltonsrust Primary School

Burmah Primary School

Ipatleleng Primary School

Cedar Secondary School

Jordaan Primary School

Deneysville Primary School

JSM Setloane Secondary School

Dibaseholo Primary School

Kahobotja- Sakubusha Secondary School

Doringdraai- Wes Primary School

Kananelo Secondary School

Dorrington Matsepe Intermediate School

Kearabetswe Primary School

Infrastructure development

Transformation and empowerment workshops & Leadership development workshops

Curriculum and social development

School

Infrastructure development

Transformation and empowerment workshops & Leadership development workshops

Curriculum and social development

School

Kgolagano Secondary School

Motswela Secondary School

Le Notsi Secondary School

Nampo Farm School

Leonie Primary School

Nkgopoleng Secondary School

Likubu Primary School

Nomsa Secondary School

Lovedale Primary School

Noordskool Primary School

Mahlabatheng Primary School

Nova Scotia Primary School

Malakabeng Intermediate School

Ntsoanatsatsi Primary School

Matlwangtlwang Secondary School

Pele- Ya- Pele Secondary School

Metsimaholo Primary School

Phehellang Secondary School

Metsimatle Secondary School

Phephetso Secondary School

Mfundo Thuto Secondary School

Phirihadi Primary School

Moeding Primary School

Phitshana Primary School

Moepeng Intermediate School

Platberg Primary School

Mokwallo Primary School

Reaitumela Intermediate School

Infrastructure development

Transformation and empowerment workshops & Leadership development workshops

Curriculum and social development

School

Infrastructure development

Transformation and empowerment workshops & Leadership development workshops

Curriculum and social development

School

Refeng Thabo Secondary School

Tjaba Tsohle Primary School

Refengkgotso Primary School

Tsebo- Ulwazi Secondary School

Rehauhetswe Secondary School

Tshediso Xolani Primary School

Relebohile Intermediate School

Uitzien Intermediate School

Retshedisitswe Secondary School

Uplands Primary School

Rhenosterdraai Primary School

Wonderkop Primary School

Rietfontein Primary School

Yakhisiswe Secondary School

Samuel Sebego Paki Secondary School

Lister Skhosana Primary School

Selogilwe Primary School

Sandersville Combined School

Serfontein Primary School

Motheo District

Sindekile Primary School

Albert Moroka High School

Susanna Primary School

Mpatleng Secondary School

Tataiso Primary School

Lenyora la Thuto Secondary School

Thabang Secondary School

Setjhaba Semaketse Combined School

Infrastructure development

Transformation and empowerment workshops & Leadership development workshops

Curriculum and social development

School

Infrastructure development

Transformation and empowerment workshops & Leadership development workshops

Curriculum and social development

School

Tlotlanang Combined School

Makgulo Intermediate School

Goronyane High School

Phano Intermediate School

Lefikeng High School

Lerole Intermediate School

Seemahale Secondary School

Sebabatso Primary School

Strydom High School

Lebelo Intermediate School

Phetogane Secondary School

Nkgothatseng Intermediate School

R.T Mokgopa Secondary School

Nteboheng Primary School

Kobue Intermediate School

Sankatana Intermediate School

Namanyane Primary School

Popano Secondary School

Ereskuld Intermediate School

Batjha Primary School

Tawana Primary School

Khothatso Intermediate School

W.Thejane Intermediate School

Mmulakgoro Intermediate School

Sediti Secondary School

Ntebaleng Intermediate School

Selokisa Intermediate School

Phallang Intermediate School

Infrastructure development

Transformation and empowerment workshops & Leadership development workshops

Curriculum and social development

School

Infrastructure development

Transformation and empowerment workshops & Leadership development workshops

Curriculum and social development

School

Reentseng Primary School

Ntumediseng Secondary School

Retsamaile Primary School

Reamohetse Secondary School

Thatohatsi Intermediate School

Christian Liphoko Secondary School

Bolokehang Intermediate School

Moroka Secondary School

Nthabeleng Primary School

Amohelang Intermediate School

Mpolokeng Primary School

Bothobapelo Intermediate School

Khune Primary School

Hohle Intermediate School

Mokwena Primary School

Katamelo Intermediate School

Nkhabele Primary School

Mabela Intermediate School

Poonyane Primary School

Mahlohonolo Intermediate School

Kgauho Secondary School

Mmusapelo Intermediate School

Kgora Thuto Secondary School

Monokotswai Intermediate School

Leratong Secondary School

Nkhothatseng Intermediate School

Ntemoseng Secondary School

Ntenaleng Intermediate School

Infrastructure development

Transformation and empowerment workshops & Leadership development workshops

Curriculum and social development

School

Infrastructure development

Transformation and empowerment workshops & Leadership development workshops

Curriculum and social development

School

Ntediseng Intermediate School

Moutlwatsi Intermediate School

Nthapelleng Intermediate School

Tlhabaki Intermediate School

Qelo Intermediate School

TM Seitloane Intermediate School

Rankwe Intermediate School

Mmalakgoro Intermediate School

Raohang Intermediate School

Ntateleng Intermediate School

Refihlile Intermediate School

Botsime Intermediate School

Seithati Intermediate School

Kabue Intermediate School

Semomotela Intermediate School

Mabatho Intermediate School

Thari Ya Tshepe Intermediate School

Bradfort Secondary School

Thato Intermediate School

Dibeng sa Tsebo Primary School

Tlotlisang Intermediate School

Ditholwana Primary School

Ikaelelo Intermediate School

Fadimehang Primary School

Maserona Intermediate School

Pontsheng Primary School

Motlatla Intermediate School

Seroki Primary School

Infrastructure development

Transformation and empowerment workshops & Leadership development workshops

Curriculum and social development

School

Infrastructure development

Transformation and empowerment workshops & Leadership development workshops

Curriculum and social development

School

Serope Primary School

Refentse Primary School

Thabo Primary School

Seiphemo Primary School

Tlholo Primary School

Selosesha Primary School

Emang Primary School

St. Augustine Primary School

Gamabetwa Primary School

St. Paul Primary School

Matsitselele Primary School

Tala Primary School

Mmafane Primary School

Thubisi Primary School

Moipone Primary Scho

Tshipinare Primary School

Mokae Primary School

Tsimatsima Primary School

Mokitlane Primary School

Senakangwedi Secondary School

Morago Primary School

Mokoto Primary School

Ramahutshe Primary School

Ratau Primary School

Infrastructure development

Transformation and empowerment workshops & Leadership development workshops

Curriculum and social development

SCHOOLS ON OUR WAITING LIST

There are 350 schools on our adoption waiting list. These schools have dire needs and the Foundation matches potential donors to schools on the waiting list, taking donors and schools through the adoption process. NO

NAME OF SCHOOL AND LOCATION

PROFILE

GAUTENG 1

Barnato Park High School Johannesburg

Learners: 936 Grades Offered: 8 - 12

Berea Primary School Johannesburg

Learners: 300 Grades Offered: R - 5

Bonwelong Primary School Johannesburg

Learners: 1690 Grades Offered: 1 - 7

Cyrildene Primary School Johannesburg

Learners: 493 Grades Offered: 1 - 7

Dr Beyers Naude Secondary School Johannesburg

Learners: 860 Grades Offered: 8 - 12

Ikageng Primary School Johannesburg

Learners: 446 Grades Offered: 1 - 6

Lucas Motshabanosi Middle School Winterveldt

Learners: 653 Grades Offered: 7 - 9

TK Mokonyane Primary School Marula

Learners: 275 Grades Offered: R - 6

Thuto Thebe Middle School Ga-Rankuwa

Learners: 458 Grades Offered: 7 - 9

Letlotlo Secondary School Mabopane

Learners: 732 Grades Offered: 8 - 12

Emzimkhulu Primary School Johannesburg

Learners: 570 Grades Offered: R - 7

Emfundisweni Junior Primary School Johannesburg

Learners: 881 Grades Offered: 1 - 4

Ekukhanyeni Primary School Wattville

Learners: 1010 Grades Offered: R - 7

Emadwaleni High School Johannesburg

Learners: 520 Grades Offered: 8 - 12

Fairsand Primary School Johannesburg

Learners: 321 Grades Offered: R - 7

Golang Primary School Johannesburg

Learners: 331 Grades Offered: 1 - 7

Isikhumbuzo Comprehensive Secondary School Johannesburg

Learners: 1300 Grades Offered: 8 - 12

Isiziba Primary School Johannesburg

Learners: 1079 Grades Offered: R - 7

NAME OF SCHOOL AND LOCATION

PROFILE

Fons Luminis Secondary School Soweto

Learners: 1334 Grades Offered: 8 - 12

Jabavu East Primary School Sowteto

NAME OF SCHOOL AND LOCATION

PROFILE

Manamelong Primary School Pretoria

Learners: 1030 Grades Offered: R - 7

Learners: 500 Grades Offered: R - 6

Eqinisweni Secondary School Johannesburg

Learners: 2164 Grades Offered: 8 - 12

Thamsanqa Secondary School Johannesburg

Learners: 1498 Grades Offered: 8 - 12

Lebone Secondary School Johannesburg

Learners: 1138 Grades Offered: 8 - 12

Morutathutho Primary School Johannesburg

Learners: 500 Grades Offered: R - 7

Albert Street School Johannesburg

Learners: 150 Grades Offered: 1 - 7

Livhuwani Primary School Johannesburg

Learners: 675 Grades Offered: R - 7

Mandisa Shiceka High School Krugersdorp

Learners: 1728 Grades Offered: 8 - 12

Leratong Primary School Johannesburg

Learners: 329 Grades Offered: R - 7

Molefe Mooki Primary School Pretoria

Learners: 652 Grades Offered: R - 7

McBain Charles Primary School Johannesburg

Learners: 660 Grades Offered: R - 7

Bosmont Primary School Johannesburg

Learners: 850 Grades Offered: R - 9

Namo Primary School Tswane

Learners: 564 Grades Offered: R - 7

Bapedi Primary School Johannesburg

Learners: 562 Grades Offered: 1 - 9

Sibonile School for the Visually Impaired Johannesburg

Learners: 142 Grades Offered: 1 - 9

Dumezweni Primary School Johannesburg

Learners: 587 Grades Offered: R - 4

Troyville Primary school Johannesburg

Learners: 607 Grades Offered: 4 - 9

Vuwani Secondary School Johannesburg

Learners: 1700 Grades Offered: 8 - 12

Thuto Lehakwe Senior Secondary School Mohlakeng

Learners: 426 Grades Offered: 8 - 12

Senyamo Primary School Johannesburg

Learners: 474 Grades Offered: R - 7

Vuyani Primary School Johannesurg

Learners: 1194 Grades Offered: R - 7

Diepsloot Primary School Randburg

Learners: 1147 Grades Offered: 1 - 7

Mochochonono Primary School Johannesurg

Learners: 250 Grades Offered: R - 4

Hoerskool Erasmus Bronkhorspruit

Learners: 704 Grades Offered: 8 - 12

Welgedag Primary School Johannesurg

Learners: 615 Grades Offered: R - 7

Siyabonga Secondary School Johannesburg

Learners: 1150 Grades Offered: 8 - 12

Zimisele Secondary School Johannesurg

Learners: 962 Grades Offered: 8 - 12

Imbali Combined School Johannesburg

Learners: 549 Grades Offered: R - 9

Kagiso Ext 14 Secondary School Johannesburg

Learners: 912 Grades Offered: 8 - 10

Bertrams Junior Primary School Johannesburg

Learners: 311 Grades Offered: 1 - 4

Durban Deep Primary School Johannesburg

Learners: 1037 Grades Offered: 1 - 7

Dududuza Primary School Springs

Learners: 402 Grades Offered: R - 7

The Way Christian School Pretoria

Learners: 200 Grades Offered: R - 12

Masithwalisane Secondary School Bosburg

Learners: 1490 Grades Offered: 8 - 12

Impumelelo Junior Secondary School Johannesburg

Learners: 159 Grades Offered: R - 4

Observatory Girls Primary School Johannesburg

Learners: 480 Grades Offered: 1 - 7

NAME OF SCHOOL AND LOCATION

PROFILE

Reamohetsoe Primary School Johannesburg

Learners: 641 Grades Offered: R - 7

Soshanguve South Secondary School Pretoria

NAME OF SCHOOL AND LOCATION

PROFILE

Job Maseko Primary School Springs

Learners: 955 Grades Offered: R - 7

Learners: 745 Grades Offered: 8 - 12

JB Matabane Secondary School Midrand

Mabu-A-Tlou Primary School Hammanskraal

Learners: 970 Grades Offered: R - 7

Salvazione School Johanneburg

Learners: 282 Grades Offered: R - 7

Sekampaneng Primary School Pretoria

Learners: 1016 Grades Offered: 1 - 7

St Ansgars Combined School Johannesburg

Learners: 1133 Grades Offered: R - 12

Thuto Mfundo Adult Education Centre Johannesburg

Learners: 700 Grades Offered: 12 - 12

Thakgalang Primary School Springs

Learners: 421 Grades Offered: R - 7

Olievenhoutbosch Primary School Midrand

Learners: 1064 Grades Offered: R - 7

Nageng Primary School Johannesburg

Learners: 892 Grades Offered: R - 7

Letsibogo Girls High School Johannesburg

Learners: 1110 Grades Offered: 8 - 12

United Church School Johannesburg

Learners: 652 Grades Offered: 1 - 12

Olievenhoutbosch Christian School Midrand

Learners: 161 Grades Offered: R - 4

Little Eden Society Johannesburg

62 63 64 65 66 67 68

NAME OF SCHOOL AND LOCATION

PROFILE

106

Zintonga Junior Secondary School Umtata

Learners: 716 Grades Offered: R - 9

Learners: 1290 Grades Offered: 8 - 12

107

Ncumbe Junior Secondary School Mount Frere

Learners: 454 Grades Offered: R - 6

Khindlimukani Junior Secondary Johannesburg

Learners: 151 Grades Offered: 7 - 9

108

Bele Junior Secondary School Tsolo

Learners: 600 Grades Offered: R - 9

Pimville Primary School Johannesburg

Learners: 354 Grades Offered: R - 7

109

Khwezi Lomso Comprehensive Nelson Mandela Bay

Learners: 1490 Grades Offered: 8 - 12

110

Step Ahead Primary School Matatiele

Learners: 262 Grades Offered: R - 9

111

Lingelethu Senior Primary School Matatiele

Learners: 313 Grades Offered: R - 7

112

Hill Side Secondary School Port Elizabeth

Learners: 1025 Grades Offered: 8 - 12

113

Kwazakhele High School Port Elizabeth

Learners: 841 Grades Offered: 8 - 12

114

Ithembelihle Comprehensive School Nelson Mandela Bay

Learners: 943 Grades Offered: 8 - 12

115

Tyhilulwazi Senior Secondary School Matatiele

Learners: 734 Grades Offered: 8 - 12

116

Sophakama High School Port Elizabeth

Learners: 585 Grades Offered: 8 - 12

117

Ncedo Senior Secondary School Port Elizabeth

Learners: 1015 Grades Offered: 8 - 12

WESTERN CAPE 86

Zwelihle Primary School Hermanus

Learners: 870 Grades Offered: R - 7

Vista Nova School Cape Town

Learners: 431 Grades Offered: R - 12

Dr Nelson R. Mandela High School Cape Town

Learners: 1330 Grades Offered: 8 - 12

Yellowwood Primary School Cape Town

Learners: 1098 Grades Offered: R - 7

Esselen Park Secondary School Cape Winelands

Learners: 1467 Grades Offered: 8 - 12

Capricon Primary School Cape Winelands

Learners:692 Grades Offered: R - 5

Easter Peak Primary School Cape Town

Learners: 633 Grades Offered: R - 7

EASTERN CAPE 93

Learners: 96 Grades Offered: 10 - 12

118

S.E.K Mqhayi Senior Secondary School Port Elizabeth

Learners: 347 Grades Offered: 8 - 12

Learners: 290 Grades Offered: Preschool

Sifonondile Secondary Senior School Elliot

Templeton High School Bedford

Learners: 596 Grades Offered: R - 12

119

Ntabeliza Junior Secondary School Mthatha

Learners: 430 Grades Offered: R - 9

Everest Primary School Johannesburg

Learners: 850 Grades Offered: R - 7

Mpakama Junior Secondary School Mbashe

Learners: 405 Grades Offered: R-9

120

Lwandlekazi High School Port Elizabeth

Learners: 350 Grades Offered: 8 - 12

Madiba Primary School Johannesburg

Learners: 740 Grades Offered: R - 7

Tramore Senior Primary School Matatiele

Learners: 270 Grades Offered: R - 7

121

Phakamisa Secondary School Port Elizabeth

Learners: 612 Grades Offered: 8 - 12

Laerskool Jozua Naude JohannesburgÂ

Learners: 354 Grades Offered: R - 7

Enqobokeni Primary School Queenstown

Learners: 139 Grades Offered: R - 7

122

Qaphelani Senior Secondary School Port Elizabeth

Learners: 648 Grades Offered: 8 - 12

Ekurhuleni Primary School Germiston

Learners: 1350 Grades Offered: R - 7

Hebron Christian Independent Primary School Queenstown

Learners: 52 Grades Offered: 1 - 4

123

Lwazilwethu Secondary School Port Elizabeth

Learners: 400 Grades Offered: 8 - 1

Fortune Kunene Primary School Johannesburg

Learners: 1261 Grades Offered: R - 7

Hlomendlini Junior Secondary School Matatiele

Learners: 612 Grades Offered: R - 9

124

Kwa Magxaki High School Port Elizabeth

Learners: 1150 Grades Offered: 8 - 12

Job Rathebe Junior Secondary School Johannesburg

Learners: 748 Grades Offered: 7 - 9

100

Nompumelelo High School Queenstown

Learners: 850 Grades Offered: 8 - 12

125

Chatty Secondary School Port Elizabeth

Learners: 1060 Grades Offered: 8 - 12

Ahmed Timol Secondary School Johannesburg

Grades Offered: 8 - 12 Learners: 1150

101

Nyathini Senior Primary School Mount Ayliff

Learners: 368 Grades Offered: 1 - 6

126

David Livingstone Senior Secondary School Port Elizabeth

Learners: 950 Grades Offered: 8 - 12

Northview High School Johannesburg

Learners: 1330 Grades Offered: 8 - 12

103

Sketlane Junior Secondary School Matatiele

Learners: 529 Grades Offered: 1 - 9

127

E.Z Kabane High School Port Elizabeth

Learners: 946 Grades Offered: 8 - 12

Stretford Primary School Johannesburg

Learners: 1018 Grades Offered: R - 7

102

Pondolwendlovu Senior Secondary School Transkei

Learners: 333 Grades Offered: 10 - 12

128

Insight Learning Centre Queenstown

Learners: 175 Grades Offered: R - 12

Mahlenga Secondary School Pretoria

Learners: 228.0 Grades Offered: 8 - 12

104

Sikhumbeni Senior Primary School Umtata

Learners: 112 Grades Offered: R - 6

129

Loyiso Secondary School Port Elizabeth

Learners: 764 Grades Offered: 8 - 12

Nyiko Primary School Johannesburg

Learners: 1072 Grades Offered: 1 - 7

105

Siseko High School Middledrift

Learners: 273 Grades Offered: 8 - 12

130

Arcadia Secondary School Port Elizabeth

Learners: 1118 Grades Offered: 8 - 12

NAME OF SCHOOL AND LOCATION

PROFILE

NAME OF SCHOOL AND LOCATION

PROFILE

NAME OF SCHOOL AND LOCATION

PROFILE

131

Ndzondeleko High School Port Elizabeth

Learners: 1362 Grades Offered: 8 - 12

156

132

JA Ncaca Primary School Uitenhage

Learners: 424 Grades Offered: R - 4

157

St Lukes Public School East London

Learners: 511 Grades Offered: R - 7

182

Treasure Trove Public School Bakerville

Learners: 703 Grades Offered: R - 7

133

Nathaniel Pamla High School King William's Town

Learners: 731 Grades Offered: 8 - 12

158

Zamukhanya Lower High Primary School King Williams Town

Learners: 474 Grades Offered: R - 7

183

Mampho Secondary School Migdol

Learners: 633 Grades Offered: 8 - 12

134

Little Sparklers Hope Prepartory School Queenstown

Learners: 0.0 Grades Offered: R - 5

159

Kwatayi Junior Secondary School Dutywa

Learners: 322 Grades Offered: R - 7

184

Labojang Primary School Bloemhof

Learners: 20 Grades Offered: 1 - 7

135

Mankazana Primary School Amathole

Learners: 200 Grades Offered: R - 7

160

Kwa-Bhola Public School East London

Learners: 85 Grades Offered: R - 7

185

Noka Ya Lorato Primary School Rustenburg

Learners: 840 Grades Offered: R - 7

136

Draaibosch Farm School East London

Learners: 103 Grades Offered: R - 7

161

Timane Senior Primary School Dutywa

Learners: 89 Grades Offered: R - 6

186

Tiger Kloof Educational Institution Vryburg

Learners: 666 Grades Offered: R - 12

137

Thubelihle Senior Secondary School Port Elizabeth

Learners: 563 Grades Offered: 8 - 12

162

Nyaniso Senior Secondary School Matatiele

Learners: 324

187

Ramono Middle School Saulspoort

Learners: 434 Grades Offered: 7 - 9

138

Mthunzi Tsolekile Public School Amathole

Learners: 290 Grades Offered: R - 12

163

Bertram Secondary School Port Elizabeth

Learners: 1293 Grades Offered: 8 - 12

188

Mafale Primary School Jericho

Learners: 475 Grades Offered: R - 7

139

Seplan Junior Secondary School Askeaton

Learners: 380 Grades Offered: R - 9

164

Guqaza Junior Secondary School Ngqeleni

Learners: 378 Grades Offered: R - 9

189

Thuto Tshwarangando Organisation Coligny

Learners: 0.0 Grades Offered: 2 - 7

140

Tausanqa Senior Secondary School Port Elizabeth

Learners: 335 Grades Offered: 8 - 12

NORTH WEST

190

Akofang Primary School Klerkdorp

Learners: 923 Grades Offered: R - 7

Mpumelelo Primary School Sterkspruit

Learners: 438 Grades Offered: R - 7

191

Boitemogelo Primary School Hammanskraal

Learners: 813 Grades Offered: R - 7

Ntsizwa Senior Secondary School Mount Ayliff

Learners: 291 Grades Offered: 10 - 12

192

Dooka Primary School Hammanskraal

Learners: 550 Grades Offered: R - 7

Mzontsundu High School Port Elizabeth

Learners: 882 Grades Offered: 8 - 12

144

Coselelani Public Secondary School Port Elizabeth

Learners: 350 Grades Offered: 8 - 12

145

ST James (RC) Secondary School Port Elizabeth

Learners: 656 Grades Offered: 8 - 12

146

Bashee Comprehensive High School Dutywa

Learners: 575 Grades Offered: 10 - 12

147

Zamuxolo Junior Secondary School Dutywa

Learners: 360 Grades Offered: R - 9

148

Cookhouse Secondary School Cacadu

Learners: 271 Grades Offered: 8 - 12

149

Gqumahashe Primary School Alice

Learners: 182 Grades Offered: R - 7

150

Qhayiyalethu FET Buffalo City

Learners: 335 Grades Offered: 10 - 12

151

Nkosemntu Motman Combined School Queenstown

Learners: 1300 Grades Offered: R - 12

152

Mmangweni Junior Primary School Tsolo

Learners: 48 Grades Offered: R - 3

153

Sigidi Junior Secondary School Mount Ayliff

Learners: 271 Grades Offered: R - 9

154

Sikhemane Junior Secondary School Mount Ayliff

Learners: 356 Grades Offered: R - 9

155

Nokatana Junior Secondary School Dutywa

Learners: 170 Grades Offered: R - 9

141 142 143

Learners: 204 Grades Offered: R - 9

Tywaka Junior Secondary School Dutywa

181

Tlhapi-Moruwe Primary School Bojanala

Learners: 650 Grades Offered: R - 8

165

Borite Primary School Sun City

Learners: 348 Grades Offered: R - 6

166

Dingake Primary School Ditsobotla

Learners: 544 Grades Offered: 1 - 6

167

Gaesegwe Primary School Vryburg

Learners: 728 Grades Offered: 1 - 6

168

Gopane Primary School Zeerust

Learners: 394 Grades Offered: R - 6

193

Phafane Senior Secondary School Burgersfort

Learners: 275 Grades Offered: 8 - 12

169

Makekeng Primary School Bojanala

Learners: 687 Grades Offered: 1 - 6

194

Mabogopedi High School Thohoyandou

Learners: 834 Grades Offered: 8 - 12

170

Maokaneng Primary School Lichtenburg

Learners: 543 Grades Offered: 1 - 6

195

Krause Primary School Waterberg

Learners: 126 Grades Offered: 1 - 7

171

Morongwa Primary School Sun City

Learners: 220 Grades Offered: R - 6

196

Kgotloana Primary School Dendron

Learners: 907 Grades Offered: R - 7

172

Opadiatla Primary School Itsoseng

Learners: 443 Grades Offered: R - 7

197

Hilmary Learning Centre Thohoyandou

Learners: 615 Grades Offered: R - 7

173

Ponelopele Primary School Lichtenburg

Learners: 292 Grades Offered: R - 6

198

Boxahuku Combined School Tzaneen

Learners: 675 Grades Offered: R - 9

174

Rearabilwe High School Lerato

Learners: 650 Grades Offered: 8 - 12

199

Mafasa High School Treves

Learners: 175 Grades Offered: 8 - 12

175

Seema Makapan Middle School Bojanala

Learners: 200 Grades Offered: 8 - 10

200

Soka-Leholo Higher Primary School Dwarsriver

Learners: 190 Grades Offered: 5 - 7

176

Tau Sebele Middle School Makapanstad

Learners: 229 Grades Offered: 7 - 9

201

Nkowankowa Primary School Tzaneen

Learners: 755 Grades Offered: R - 7

177

Thate Molatlhwa Middle School Bophirima

Learners: 476 Grades Offered: 7 - 9

202

Maelebe Primary School Steelpoort

Learners: 992 Grades Offered: R - 7

178

Tsholofelo Primary School Itsoseng

Learners: 473 Grades Offered: R - 6

203

Mukula Secondary school Tzaneen

Learners: 500 Grades Offered: 8 - 12

179

Vlakpan Primary School Lichtenburg

Learners: 199 Grades Offered: R - 7

204

Makobateng Senior Secondary School Polokwane

Learners: 294 Grades Offered: 8 - 12

180

Tshepang Secondary School Itsoseng

Learners: 293 Grades Offered: 8 - 12

205

Baphadima Secondary School Steelpoort

Learners: 214 Grades Offered: 8 - 12

LIMPOPO

NAME OF SCHOOL AND LOCATION

PROFILE

206

Mahlo Primary School Burgersfort

Learners: 479 Grades Offered: R - 7

207

Lehlake Primary School Phokoane

208

NAME OF SCHOOL AND LOCATION

PROFILE

231

Hoerskool Frikkie Meyer Thabazimbi

Learners: 1016 Grades Offered: R - 7

Learners: 752 Grades Offered: R - 7

232

Bolopa Primary School Polokwane

Learners: 479 Grades Offered: R - 7

Northam Comprehensive School Northam

Learners: 449 Grades Offered: 8 - 12

233

Mahwahwa High School Tzaneen

Learners: 691 Grades Offered: 8 - 12

209

Malovhana High School Makhado

Learners: 228 Grades Offered: 8 - 12

234

Mapaana Primary School Tzaneen

Learners: 410 Grades Offered: R - 7

210

Mamokgari High School Polokwane

Learners: 147 Grades Offered: 8 - 12

235

Letupu Secondary School Waterberg

Learners: 425 Grades Offered: 8 - 12

211

Ngwatshipe a Mapepe Pre-school Motetema

Learners: 18 Grades Offered: R -1

236

Khubvi Primary school Makhado

Learners: 369 Grades Offered: R - 7

212

Mbilwi Secondary School Thoyandou

Learners: 723 Grades Offered: 8 - 12

237

Ikageng Primary Schol Grobblersdal

Learners: 422 Grades Offered: R - 7

213

Mogoboya Primary School Mopani

Learners: 444 Grades Offered: R - 7

238

Dikgeu Primary School Polokwane

Learners: 228 Grades Offered: R - 7

214

Mapalagadi Primary School Grobblersdal

Learners: 689 Grades Offered: R - 7

239

Manini Primary School Sibasa

Learners: 1025 Grades Offered: R - 7

215

Laerskool Northam Primary School Northam Northam

Learners: 435 Grades Offered: R - 7

240

Naletsana Combined School Koedoeskop

Learners: 447 Grades Offered: R - 12

216

Tshivhade Primary School Mashau

Learners: 383 Grades Offered: R - 7

241

Muvimbi Primary School Masakona

Learners: 371 Grades Offered: R - 7

217

Swobani Secondary School Tshilwavhusiku

Learners: 412 Grades Offered: 8 - 12

242

Maokeng Primary School Modimole

Learners: 1283 Grades Offered: R - 7

218

Chrome Mine Primary School Chromite

Learners: 376 Grades Offered: R - 7

243

Thivhilaeli Secondary School Sibasa

Learners: 850 Grades Offered: 8 - 12

Botlokwa Special School Botlokwa

Learners: 201 Grades Offered: Special school

244

Makakavhale Secondary School Thohoyandou

Learners: 817 Grades Offered: 8 - 12

245

Marotobane Primary School Nebo

Learners: 518 Grades Offered: R - 7

246

Motloboni Combined School Ga-Kgapane

Learners: 647.0 Grades Offered: R - 10

247

Tshilwavhusiku Razwimisani Special School Tshilwavhusiku

Learners: 190 Grades Offered:

248

Tshikurukuru Primary School Hamutsha

Learners: 533 Grades Offered: R - 7

249

Pula-Madibogo Primary School Turfloop

Learners: 1215 Grades Offered: R - 7

219

NO 256

NAME OF SCHOOL AND LOCATION Vulindlela Public School Harrismith

PROFILE Learners: 90 Grades Offered: R - 6

KWAZULU-NATAL 257

Qoqulwazi Secondary School Richards Bay

Learners: 416 Grades Offered: 8 - 12

258

Siyawela Primary School Dannhauser

Learners: 700 Grades Offered: R - 7

259

Eqhweni Comined School Escourt

Learners: 1035 Grades Offered: R - 7

260

Cwebezela Senior Primary School Umlazi

Learners: 388 Grades Offered: R - 7

261

Kuhlekonke High School Richards Bay

Learners: 583.0 Grades Offered: 8 - 12

262

Qophumlando Senior Primary School Newcastle

Learners: 600 Grades Offered: 4 - 7

263

Bonomunye Primary School Empangeni

Learners: 457 Grades Offered: R - 9

264

Makheme Primary School Richards Bay

Learners: 339 Grades Offered: R - 7

265

Ekwazini High School Richards Bay

Learners: 1124 Grades Offered: 8 - 12

266

Kwesethu High School Pinetown

Learners: 1053 Grades Offered: 8 - 13

267

Sithandiwe Primary School Umlazi

Learners: 1010 Grades Offered: R - 7

268

Mabhodla Primary School Richards Bay

Learners: 705 Grades Offered: R - 7

269

Zwelethu High School Durban

Learners: 1127 Grades Offered: 8 - 12

270

Dendethu Primary School Sundumbili

Learners: 300 Grades Offered: R - 7

271

Isiphephelo High School Kwambonambi

Learners: 617 Grades Offered: 8 - 12

272

Siyabuswa Primary School Umzinyathi

Learners: 403 Grades Offered: R - 7

273

Bagibile High School Eshowe

Learners: 442.0 Grades Offered: 8 - 12

274

Hilda Makhanya Primary School Durban

Learners: 347 Grades Offered: R - 6

220

Muthundinne Primary School Muthundinne

Learners: 267 Grades Offered: R - 7

221

Mankhole Secondary School Gompies

Learners: 492 Grades Offered: 8 - 12

222

Modimole Primary School Modimole

Learners: 1336 Grades Offered: R - 7

223

Ramabele Secondary School Polokwane

Grades Offered: 8 - 12 Learners: 272

224

Siloam Primary School Nzhelele

Learners: 767 Grades Offered: R - 7

225

Laerskool Thabazimbi Thabazimbi

Learners: 1108 Grades Offered: R - 7

250

Learners: 1061 Grades Offered: 8 - 12

Doornkloof Combined School Mooi River

Learners: 309 Grades Offered: 4 - 12

226

Learners: 870 Grades Offered: 8 - 12

Bohale Secondary School Henneman

275

Kopano Secondary School Polokwane

251

Learners: 548 Grades Offered: 7-9

Kwamame Primary School Mahlabathini

Learners: 647 Grades Offered: R - 7

227

Learners: 736 Grades Offered: R - 7

Dithotaneng Intermediate School Henneman

276

Vongani Primary School Malamulele

252

Dover Combined Farm School Empangeni

Learners: 1030 Grades Offered: R - 12

228

Learners: 818 Grades Offered: 8 - 12

Learners: 1124 Grades Offered: 8 - 12

277

Harry Oppenheimer Agricultural High School Potgietersrus

Lebogang Secondary School Welkom

253

Isnembe Secondary School Tongaat

Learners: 527 Grades Offered: R - 9

229

Learners: 125 Grades Offered: 8 - 12

Learners: 1057 Grades Offered: 1 - 7

278

Noko High School Polokwane

Ntuthuzelo Public School LejweleputswaÂ

254

Masuku Primary School Isiphingo

Learners: 660 Grades Offered: R - 7

230

Learners: 309.0 Grades Offered: R - 7

Learners: 1234 Grades Offered: 1 - 7

279

Laerskool Koedoeskop Koedoeskop

Rekgone Primary School Mangaung

255

Relebeletse Combined School Mangaung

Learners: 1679 Grades Offered: R - 7

280

Emphusheni Primary School Isiphingo

Learners: 411 Grades Offered: R - 4

FREE STATE

NAME OF SCHOOL AND LOCATION

PROFILE

281

Siphosethu Primary School Durban

Learners: 374 Grades Offered: R - 7

282

Entonjeni High School Ladysmith

283

NAME OF SCHOOL AND LOCATION

PROFILE

306

Reakantswe Intermediate School Windsorton

Learners: 385 Grades Offered: 9 - 12

Learners: 526 Grades Offered: 8 - 12

307

Redirile Primary School Kimberly

Prince Mayayiza High School Vryheid

Learners: 664 Grades Offered: 8 - 12

308

284

Magubulundu Junior Secondary School Vryheid

Learners: 240 Grades Offered: 8 - 10

285

Zamani Senior Primary School Umzimkhulu

286

NAME OF SCHOOL AND LOCATION

PROFILE

331

Mapala Combined School Hammanskraal

Learners: 614 Grades Offered: 7 - 9

Learners: 744 Grades Offered: 7 - 9

332

Kwazamokuhle Secondary School Middleburg

Learners: 1354 Grades Offered: 8 - 12

Hoerskool Langberg Olifantshoek Olifantshoek

Learners: 972 Grades Offered: 8 - 12

333

Khanyisa Primary School Bronkhorstspruit

Learners: 134 Grades Offered: 1 - 7

309

Ikageng Intermediate School Pixley ka Seme

Learners: 246 Grades Offered: R - 9

334

Kiwi Primary school Lydenburg

Learners: 89 Grades Offered: R - 7

Learners: 148 Grades Offered: R - 7

310

Hanover Primary School Hanover

Learners: 955 Grades Offered: R - 7

335

Maphakama Junior Secondary School Nelspruit

Learners: 405 Grades Offered: R - 9

Malabela High School Hluhluwe

Learners: 529 Grades Offered: 8 - 12

311

Dikgatlhong High School Kimberly

Learners: 869 Grades Offered: 8 - 12

336

Umthombopholile Primary School Lydenburg

Learners: 168 Grades Offered: 1 - 7

287

Remington Primary School Ladysmith

Learners: 66 Grades Offered: R - 7

312

Die Kuil Intermediate School Kimberly

Learners: 1453 Grades Offered: R - 8

337

Steelcrest High School Middleburg

Learners: 660 Grades Offered: 8 - 12

288

Paulpietersburg Public Primary School Paul Pietersburg

Learners: 960 Grades Offered: R - 7

313

Barkly West Higher Primary School Barkly West

Learners: 572 Grades Offered: 4 - 7

338

Cabangani Primary School Piet Retief

Learners: 652 Grades Offered: 5 - 9

289

Mzokhanyo Junior Secondary School Haeding

Learners: 338 Grades Offered: R - 7

314

Gamagara High School Dibeng

Learners: 508 Grades Offered: 8 - 12

339

Welgevond Primary School Piet Retief

Learners: 298 Grades Offered: R - 7

290

Babanango Primary School Vryheid

Learners: 520 Grades Offered: R - 7

315

Tlhwahalang High School Warenton

Learners: 1311 Grades Offered: 9 - 12

340

Malibongwe Primary School Piet Retief

Learners: 661 Grades Offered: R - 7

291

Hafuleni Secondary School Harding

Learners: 1290 Grades Offered: 8 - 12

316

Reneilwe Primary School Kimberly

Learners: 360 Grades Offered: R - 7

341

Phaphamani Primary School Piet Retief

Learners: 236 Grades Offered: R - 7

292

Thuthukani Special School Empangeni

Learners: 305 Grades Offered: R - 7

342

Qalani Primary School Piet Retief

Learners: 763 Grades Offered: R - 4

Siphephele Junior Secondary School Isipingo

Learners: 450 Grades Offered: 8 - 12

343

Mvuzo Primary School Middleburg

Learners: 1054 Grades Offered: 1 - 7

St. Christopherâ&#x20AC;&#x2122;s Primary School KwaDukuza

Learners: 113 Grades Offered: R - 7

344

Shapeve Primary School Embalenhle

Learners: 1611 Grades Offered: R - 7

Ebomvini Primary School Port Shepstone

Learners: 866 Grades Offered: R - 7

345

Twyfelhoek Combined School Amersfoort

Learners: 356 Grades Offered: R - 9

Kwamdolo Primary School Nongoma

Learners: 306 Grades Offered: R - 6

346

Enkhokhokhweni Primary School Nelspruit

Learners: 909 Grades Offered: R - 7

293 294 295 296

NORTHERN CAPE

MPUMALANGA Amon Nkosi Primary School Barberton

Learners: 480 Grades Offered: 1 - 4

Batlagae Primary School

Learners: 660 Grades Offered: R - 7

319

Beretta Primary School Acornhoek

Learners: 1187 Grades Offered: R - 7

320

Hendrina Primary School Middleburg

Learners: 1322 Grades Offered: R - 7

321

Hlelimfundo Secondary School Hammanskraal

Learners: 1260 Grades Offered: 8 - 12

317 318

297

St Boniface High School Galeshewe

Learners: 1800 Grades Offered: 8-12

322

Isibanisesizwe Primary School Nelspruit

Learners: 1490 Grades Offered: 1 - 9

298

Boresetse High School Barkly West

Learners: 993 Grades Offered:

323

Sibusisiwe High School Nelspruit

Learners: 1116 Grades Offered: 8 - 12

299

Hotazel Combined School Hotazel

Learners: 453 Grades Offered: R - 7

324

Qedela Secondary School Piet Retief

Learners: 1289 Grades Offered: 8 - 12

300

Mosalakae Public School Barkly West

Learners: 875 Grades Offered: 1 - 4

325

KI Thwala Secondary School Nelspruit

Learners: 1461 Grades Offered: 8 - 12

301

Kudumane Primary School Mothibistad

Learners: 524 Grades Offered: R - 7

326

Sibhulo Senior Secondary School Nelspruit

Learners: 975 Grades Offered: 8 - 12

302

Pampierstad High School Jan Kempdorp

Learners: 955 Grades Offered: 8-12

327

Zinikeleni Secondary school Silobela

Learners: 1329 Grades Offered: 8 - 12

303

Vaalharts High School Jan Kempdorp

Learners: 251 Grades Offered: 8-12

328

Skhila Secondary School Lydenburg

Learners: 699 Grades Offered: 8 - 12

304

Realeboga Intermediate School Jan Kempdorp

Learners: 559 Grades Offered: R - 9

329

Tongaview Primary School Kwalugedlane

Learners: 857 Grades Offered: 1 - 7

305

Rietvale High School Kimberley

Learners: 610 Grades Offered: 9 - 12

330

Izithandani Combined School Nelspruit

Learners: 930 Grades Offered: R - 9

FINANCIAL STATEMENTS

ADOPT-A-SCHOOL FOUNDATION Registration number: 2002/029810/08 NPO Registration number: 040-957 NPO

CONTENTS

FINANCIAL STATEMENTS FOR THE YEAR ENDED 30 JUNE 2015 The financial statements have been audited by our external auditors PricewaterhouseCoopers Inc. and are in compliance with the applicable requirements of the Companies Act 2008. These annual financial statements have been prepared by Andrea Anthony and reviewed by Julian Mixon (CA) SA.

Directorsâ&#x20AC;&#x2122; Report

Approval of the annual financial statements

Independent auditorâ&#x20AC;&#x2122;s report

Statement of financial position

Statement of comprehensive income

Statement of changes in equity

Statement of cash flows

Notes to the financial statements

Page

91 - 115

ADOPT-A-SCHOOL FOUNDATION DIRECTOR’S REPORT for the year ended 30 June 2015

Country of incorporation and domicile: South Africa Nature of business:

To assist schools in need by mobilising resources from individuals and companies willing to invest in the development of South Africa’s future human capital.

Directors:

Matamela Cyril Ramaphosa Donné Nicol Thokoana James Motlatsi Ntjantja Ned Helena Dolny Sydney Seolonyane Griffiths Zabala Zanele Mbere Steven Lebere

Registered address: Business address:

Ground Floor, Building 2, 95 Protea Road, Chislehurston, 2196 85 Grayston Drive, Sandton

Postal address:

P O Box 2782 Rivonia Johannesburg Gauteng, 2128

Auditors:

PricewaterhouseCoopers Inc.

Company Secretary:

Chipo Pswarayi

Francisca Shonhiwa (Resigned 27 November 2014) Mshiyeni Belle Yaganthrie Ramiah Silas Mashava Yvonne Themba Rebone Malatji Eric Ratshikhopha Lucky Moeketsi

In accordance with the provisions of the Companies Act, No 71 of 2008 (as amended), (“the Act”), Chipo Pswarayi in her capacity as Company Secretary confirms that, in respect of the year ended 30 June 2015, the Company has lodged with the Registrar of Companies all returns prescribed by the Act and that all such returns are, to the best of her knowledge and belief, true, correct and up to date.

ADOPT-A-SCHOOL FOUNDATION STATEMENT OF RESPONSIBILITY BY THE BOARD OF DIRECTORS for the year ended 30 June 2015

Approval of the Annual Financial Statements In accordance with the requirements of the Companies Act of South Africa, the directors are responsible for the preparation of the annual financial statements which conform to International Financial Reporting Standards (IFRS) and fairly present the state of affairs of the Adopt-aSchool Foundation as at the end of the financial year, and net income and cash flows for that period. It is the responsibility of the independent auditors to report on the fair presentation of the financial statements. The directors are ultimately responsible for the internal controls. Management enables the directors to meet these responsibilities. Standards and systems of internal controls are designed and implemented by management to provide reasonable assurance as to the integrity and reliability of the financial statements in terms of IFRS and to adequately safeguard, verify and maintain accountability for the Foundation assets. Accounting policies supported by judgements, estimates and assumptions which comply with IFRS are applied on a consistent and going concern basis. Systems and controls include the proper delegation of responsibilities within a clearly defined framework, effective accounting procedures and adequate segregation of duties.

……………………………………… Matamela Cyril Ramaphosa CHAIRMAN

Based on the information and explanations given by management, the directors are of the opinion that the accounting controls are adequate and that the financial records may be relied upon for preparing the financial statements in accordance with IFRS and maintaining accountability for the Foundation’s assets and liabilities. Nothing has come to the attention of the directors to indicate that any breakdown in the functioning of these controls, resulting in material loss to the Foundation, has occurred during the year and up to the date of this report. The directors have a reasonable expectation that the Foundation has adequate resources to continue in operational existence for the foreseeable future. For this reason, they continue to adopt the going concern basis in preparing the financial statements. The financial statements of the Foundation for the year ended 30 June 2015, prepared in accordance with IFRS, which are set out on pages 87-115 were approved by the board of directors on 4 September 2015 and are signed on its behalf by:

……………………………….. Steven Lebere DIRECTOR 85

ADOPT-A-SCHOOL FOUNDATION INDEPENDENT AUDITOR’S REPORT TO THE MEMBERS OF ADOPT-A-SCHOOL FOUNDATION for the year ended 30 June 2015

INDEPENDENT AUDITOR’S REPORT TO THE MEMBERS OF ADOPT-A-SCHOOL FOUNDATION We have audited the financial statements of Adopt-a-School Foundation set out on pages 87 to 115, which comprise the statement of financial position as at 30 June 2015, and the statement of comprehensive income, statement of changes in equity and statement of cash flows for the year then ended, and the notes, comprising a summary of significant accounting policies and other explanatory information.

accounting policies used and the reasonableness of accounting estimates made by management, as well as evaluating the overall presentation of the financial statements.

Directors’ Responsibility for the Financial Statements The company’s directors are responsible for the preparation and fair presentation of these financial statements in accordance with International Financial Reporting Standards and the requirements of the Companies Act of South Africa, and for such internal control as the directors determine is necessary to enable the preparation of financial statements that are free from material misstatement, whether due to fraud or error.

Opinion In our opinion, the financial statements present fairly, in all material respects, the financial position of Adopt-a-School Foundation as at 30 June 2015, and its financial performance and its cash flows for the year then ended in accordance with International Financial Reporting Standards and the requirements of the Companies Act of South Africa.

We believe that the audit evidence we have obtained is sufficient and appropriate to provide a basis for our audit opinion.

Other reports required by the Companies Act As part of our audit of the financial statements for the year ended 30 June 2015, we have read the Directors’ Report for the purpose of identifying whether there are material inconsistencies between the report and the audited financial statements. The report is the responsibility of the respective preparers. Based on reading this report we have not identified material inconsistencies between the report and the audited financial statements. However, we have not audited the report and accordingly do not express an opinion on the report.

Auditor’s Responsibility Our responsibility is to express an opinion on these financial statements based on our audit. We conducted our audit in accordance with International Standards on Auditing. Those standards require that we comply with ethical requirements and plan and perform the audit to obtain reasonable assurance about whether the financial statements are free from material misstatement An audit involves performing procedures to obtain audit evidence about the amounts and disclosures in the financial statements. The procedures selected depend on the auditor’s judgement, including the assessment of the risks of material misstatement of the financial statements, whether due to fraud or error. In making those risk assessments, the auditor considers internal control relevant to the entity’s preparation and fair presentation of the financial statements in order to design audit procedures that are appropriate in the circumstances, but not for the purpose of expressing an opinion on the effectiveness of the entity’s internal control. An audit also includes evaluating the appropriateness of

PricewaterhouseCoopers .Inc. Director: A Tshesane Registered Auditor Johannesburg 04 September 2015 86

ADOPT-A-SCHOOL FOUNDATION STATEMENT OF FINANCIAL POSITION as at 30 June 2015

Figures in Rands

Notes

2015

2014

ASSETS Non-current assets

6 167 245

2 251 180

1 098 311

1 084 783

Equity-linked instruments

2 932 548

1 166 397

Financial asset at fair value through profit or loss

2 136 386

39 625 454

24 403 768

Property, plant and equipment

Current assets Trade and other receivables

2 454 844

2 000 968

Cash and cash equivalents

37 170 610

22 402 800

45 792 699

26 654 948

13 517 348

6 415 969

5 858 974 7 658 374

5 858 974 556 995

32 275 351

20 238 979

2 947 210 29 328 141

1 337 861 18 901 118

45 792 699

26 654 948

EQUITY AND LIABILITIES Equity Members interest Retained earnings Non-current liabilities Long-term financial liability

Current liabilities Trade and other payables Deferred revenue

5 6

ADOPT-A-SCHOOL FOUNDATION STATEMENT OF COMPREHENSIVE INCOME for the year ended 30 June 2015 Figures in Rands Revenue Interest income Other income Operating and project expenses Fair value gain/(loss) Profit/(loss) for the year Other comprehensive income Total comprehensive profit/(loss) for the year

Notes

2015

7 8 9 11

87 828 983 1 863 442 3 756 (84 488 623) 1 893 821 7 101 379 7 101 379

2014 57 495 042 1 107 611 401 031 (54 119 835) (10 594 575) (5 710 726) (5 710 726)

ADOPT-A-SCHOOL FOUNDATION STATEMENT OF CHANGES IN EQUITY for the year ended 30 June 2015

Figures in Rands

Members Interest

Total Equity

6 267 721

5 858 974

12 126 695

(5 710 726)

556 995

5 858 974

6 415 969

Total Comprehensive profit for the year

7 101 379

Balance at 30 June 2015

7 658 374

5 858 974

13 517 348

Balance at 30 June 2013 Total Comprehensive loss for the year Balance at 30 June 2014

Retained Earnings

ADOPT-A-SCHOOL FOUNDATION STATEMENT OF CASH FLOWS for the year ended 30 June 2015

Figures in Rands Cash flows from operating activities Cash generated from operating activities Interest received Unrealised loss on foreign exchange Cash flows from investing activities Acquisitions of property, plant and equipment Proceeds from sale of property, plant and equipment Acquisition of equity-linked investment

Notes 10 10

2 11

Cash flows from financing activities Increase in cash and cash equivalents Cash and cash equivalents at the beginning of the year Cash and cash equivalents at the end of the year

2015

2014

15 335 468 13 468 270 1 863 442 3 756

11 895 785 10 659 670 1 107 611 128 504

(567 658) (567 658) -

(708 500) (748 498) 40 000 (2)

14 767 810 22 402 800

11 187 285 11 215 515

37 170 610

22 402 800

ADOPT-A-SCHOOL FOUNDATION NOTES TO THE FINANCIAL STATEMENTS for the year ended 30 June 2015

Accounting policies The principal accounting policies which have been applied in preparing the Foundation’s annual financial statements are set out below.

1.1

Basis of preparation The financial statements are prepared in accordance with International Financial Reporting Standards as issued by the International Accounting Standard Board (“IFRS”) and in the manner required by the Companies Act, No 71 of 2008 of South Africa. The financial statements have been prepared in accordance with the going concern principle under the historical cost convention, as modified for other financial assets (including derivative instruments) shown at fair value. The preparation of financial statements in conformity with IFRS requires the use of certain critical estimates. It also required management to exercise its judgement in the process of applying accounting policies of the Foundation. The company financial statements are presented in South African rand’s, unless otherwise stated which is the company presentation and functional currency.

1.2

Revenue recognition Income is recognised to the extent that it is probable that the economic benefits will flow to the Foundation and the revenue can be reliably measured. The following specific recognition criteria must also be met before revenue is recognised. Donations whether of cash, assets or services shall be recognised in the period it is received when and only when all of the following conditions have been satisfied: a) b)

the Foundation obtains control of the donation or the right to receive the donation; the amount of the donation can be measured reliably.

Donations shall be recognised at the fair value of the donations received. Interest income is accrued on a time basis, by reference to the principal outstanding and at the interest rate applicable. 1.3

Cash and cash equivalents Cash and cash equivalents includes cash on hand and deposits held on call with banks, and other short-term highly liquid investments with original maturities of three months or less and bank overdrafts. In the statement of financial position, bank overdrafts are shown within borrowings in current liabilities.

ADOPT-A-SCHOOL FOUNDATION NOTES TO THE FINANCIAL STATEMENTS for the year ended 30 June 2015 1.4

Trade and other payables Trade payables are obligations to pay for goods or services that have been acquired in the ordinary course of business from suppliers. Accounts payable are classified as current liabilities if payment is due within one year or less (or in the normal operating cycle of the business if longer). If not, they are presented as non-current liabilities. Trade payables are recognised initially at fair value and subsequently at amortised cost using the effective interest method.

1.5

Property, plant and equipment Property, plant and equipment are stated at cost, net of accumulated depreciation and/or accumulated impairment losses, if any. Such cost includes the cost of replacing part of the property, plant and equipment. When significant parts of property, plant and equipment are required to be replaced at intervals, the foundation recognises such parts as individual assets with specific useful lives and depreciates them accordingly. All other repair and maintenance costs are recognised in the income statement as incurred. Any revaluation surplus is recorded in other comprehensive income and hence, credited to the asset revaluation reserve in equity, except to the extent that it reverses a revaluation decrease of the same asset previously recognised in profit or loss, in which case, the increase is recognised in profit or loss. A revaluation deficit is recognised in profit or loss, except to the extent that it offsets an existing surplus on the same asset recognised in the asset revaluation reserve. An annual transfer from the asset revaluation reserve to retained earnings is made for the difference between depreciation based on the revalued carrying amount of the assets and depreciation based on the assets original cost. Additionally, the cost and accumulated depreciation as at the revaluation date are proportionately increased to the revalued amount of the asset. Upon disposal, any revaluation reserve relating to that particular asset being sold is transferred to retained earnings. The carrying values of property, plant and equipment are reviewed for impairment when events or changes in circumstances indicate the carrying value may not be recoverable. If any such indication exists and where the carrying values exceed the estimated recoverable amount, the assets are written down to their recoverable amounts.The recoverable amount of property, plant and equipment is the greater of fair value less costs to sell and value in use. In assessing value in use, the estimated future cash flows are discounted to their present value using a pre-tax discount rate that reflects current market assessments of the time value of money and the risks specific to the asset. Impairment losses are recognised in the statement of comprehensive income. An item of property, plant and equipment is derecognised upon disposal or when no future economic benefits are expected to rise from the continued use of the asset. Any gain or loss arising on derecognition of the asset (calculated as the difference between the net disposal proceeds and the carrying amount of the item) is included in the statement of comprehensive income in the year the item is derecognised.

ADOPT-A-SCHOOL FOUNDATION NOTES TO THE FINANCIAL STATEMENTS for the year ended 30 June 2015 1.5

Property, plant and equipment (continued) The following rates are used for depreciation of property, plant and equipment: IT equipment Motor vehicles Office equipment

1.6

33.33% 20.00% 33.33%

Trade and other receivables Trade receivables are amounts due from customers for merchandise sold or services performed in the ordinary course of business. If collection is expected in one year or less (or in the normal operating cycle of the business if longer), they are classified as current assets. If not, they are presented as non-current assets. Trade receivables are recognised initially at fair value and subsequently measured at amortised cost using the effective interest method, less provision for impairment

1.7

Provisions Provisions are recognised when the Foundation has a present legal or constructive obligation as a result of past events and it is probable that an outflow of economic resources will be required to settle the obligation and the amount of the provision can be reliably measured or estimated. Provisions are measured at the present value of the expenditures expected to settle the obligation using a pre-tax discount rate that reflects current market assumptions on the time value of money and the risks specific to each liability. The increase in the provision due to the passage of time is recognised as interest expense.

1.8

Equity-linked instruments Equity linked instruments are classified as derivatives. A derivative is a financial instrument that derives its value from an underlying variable, which requires little or no initial investment and is settled at a future date. All derivative instruments are accounted for at fair value through profit or loss. Derivative financial instruments are initially recognised at the fair value on the date on which they are entered into and, are subsequently remeasured at their fair value with changes in fair value recognised in the statement of comprehensive income. They are carried as assets when their fair value is positive and as liabilities when negative. Embedded derivatives included in hybrid instruments are treated and disclosed as derivatives when their risks and characteristics are not closely related to those of the host contract and the host contract is not carried at fair value through profit or loss. Once separated from their host contracts, they are measured at fair value through profit or loss. Host contracts are accounted for in accordance with their classification.

ADOPT-A-SCHOOL FOUNDATION NOTES TO THE FINANCIAL STATEMENTS for the year ended 30 June 2015 1.9

Long-term financial liability Financial liabilities are recognised when the Foundation becomes a party to the contractual provisions of the instrument. Financial liabilities are initially recognised at fair value, plus in the case of a financial liability net at fair value through profit or loss, transaction costs. All financial liabilities other than derivative liabilities are subsequently carried at amortised cost. Interest thereon is calculated and recognised over the borrowing period using the effective interest method. Financial liabilities are derecognised when extinguished, being when the obligation is discharged, cancelled or expires. Preference shares, which are mandatorily redeemable on a specific date, are classified as liabilities. The dividends on these preference shares are recognised in the statement of comprehensive income as an interest expense.

1.10

Financial assets Classification of financial assets Management determines the appropriate classification of financial instruments on initial recognition. Financial assets at fair value through profit or loss Financial assets at fair value through profit or loss are financial assets held for trading. A financial asset is classified in this category if acquired principally for the purpose of selling in the short-term. Derivatives are also classified as held for trading, unless they are designated as hedges. Asset in this category are classified as current assets id expected to be settled within 12 months, otherwise they are classified as non-current. Recognition and measurement of financial assets Financial assets carried at fair value through profit or loss are initially recognised at fair value, and transaction costs are expensed in the income statement. Financial assets are derecognised when the rights to receive cash flows from the investments have expired or have been transferred and the company has transferred substantially all risks and rewards of the ownership. Gains or losses arising from changes in the fair value of the ‘financial assets at fair value through profit or loss’ category are presented in the income statement within ‘Fair value gains/(losses)’ in the period in which they arise. Dividend income from financial assets at fair value through profit or loss is recognised in the income statement as part of other income when the company’s right to receive payments is established.

ADOPT-A-SCHOOL FOUNDATION NOTES TO THE FINANCIAL STATEMENTS for the year ended 30 June 2015 1.10

Financial assets (continued) Determination of fair value of financial assets Fair value at initial recognition is best evidenced by the transaction price, except where comparisons with other observable current market transactions in the same instrument may indicate otherwise. Fair value may also be reliably determined by discounted cash flow models and option pricing valuation techniques whose variable include only data from observable markets. If such valuation models using inputs from observable market data indicate fair values which are different to cost at initial recognition, the resulting gains or losses are immediately recognised in income. Should non-observable market data be used in such models, the resulting gains or losses are deferred and recognised over the term of the financial instrument. The fair values of financial assets are determined based on bid prices, if quoted on active markets, excluding transaction costs. If there is no active markets, as with unlisted instruments, the fair values are estimated using valuation techniques as appropriate. Examples of such techniques include references to recent similar armâ&#x20AC;&#x2122;s length transactions, discounted cash flow techniques, option pricing models and other valuation techniques commonly used by market participants. In using discounted cash flow techniques, management makes use of best estimates of cash flows and applies discount rates which are market-related for financial assets with similar terms and conditions. When using option pricing models, inputs are based on observable market indicators at balance sheet date. Determination of fair value of financial assets Gains or losses are therefore only recognised to the extent that they relate to changes in market factors which can be considered in determining price.

ADOPT-A-SCHOOL FOUNDATION NOTES TO THE FINANCIAL STATEMENTS for the year ended 30 June 2015

1.11

New Accounting Standards The Foundation has adopted the following new and amended IFRS: International Financial Reporting Standards and amendments effective for the first time for 30 June 2015 year-end

Number

Effective Date

Executive summary

Amendments to IAS 32 – ‘Financial Instruments: Presentation’ on financial instruments asset and liability offsetting

1 January 2014

The IASB has issued amendments to the application guidance in IAS 32, ‘Financial instruments: Presentation’, that clarify some of the requirements for offsetting financial assets and financial liabilities on the balance sheet. However, the clarified offsetting requirements for amounts presented in the statement of financial position continue to be different from US GAAP.

IASB issues narrow-scope amendments to IAS 36, ‘Impairment of assets’ on recoverable amount disclosures

1 January 2014

These amendments address the disclosure of information about the recoverable amount of impaired assets if that amount is based on fair value less cost of disposal.

Standards, amendments and interpretations published that are not yet effective and have not been early adopted by the company. New accounting interpretations and amendments to IFRS have been issued, but are not yet effective. The company will comply with the new standards from the effective date. The following list contains standards and interpretations issued but not yet effective:

ADOPT-A-SCHOOL FOUNDATION NOTES TO THE FINANCIAL STATEMENTS for the year ended 30 June 2015 1.11

New Accounting Standards (continued) International Financial Reporting Standards and amendments issued but not effective for 30 June 2015 year-end

Number

Effective Date

Executive summary

Amendments to IAS 1,’Presentation of financial statements’ disclosure initiative

1 January 2016

In December 2014 the IASB issued amendments to clarify guidance in IAS 1 on materiality and aggregation, the presentation of subtotals, the structure of financial statements and the disclosure of accounting policies.

Amendment to IAS 16, ‘Property, plant and equipment’ and IAS 38, ’Intangible assets’, on depreciation and amortisation.

1 January 2016

15 – Revenue from contracts with customers.

1 January 2017

IFRS 9 – Financial Instruments (2009 &2010) • Financial liabilities • Derecognition of financial instruments • Financial assets • General hedge accounting

1 January 2017

In this amendment the IASB has clarified that the use of revenue based methods to calculate the depreciation of an asset is not appropriate because revenue generated by an activity that includes the use of an asset generally reflects factors other than the consumption of the economic benefits embodied in the asset. The IASB has also clarified that revenue is generally presumed to be an inappropriate basis for measuring the consumption of the economic benefits embodied in an intangible asset. The FASB and IASB issued their long awaited converged standard on revenue recognition on 29 May 2014. It is a single, comprehensive revenue recognition model for all contracts with customers to achieve greater consistency in the recognition and presentation of revenue. Revenue is recognised based on the satisfaction of performance obligations, which occurs when control of good or service transfers to a customer. This IFRS is part of the IASB’s project to replace IAS 39. IFRS 9 addresses classification and measurement of financial assets and replaces the multiple classification and measurement models in IAS 39 with a single model that has only two classification categories: amortised cost and fair value. The IASB has updated IFRS 9, ‘Financial instruments’ to include guidance on financial liabilities and derecognition of financial instruments. The accounting and presentation for financial liabilities and for derecognising financial instruments has been relocated from IAS 39, ‘Financial instruments: Recognition and measurement’, without change, except for financial liabilities that are designated at fair value through profit or loss.

ADOPT-A-SCHOOL FOUNDATION NOTES TO THE FINANCIAL STATEMENTS for the year ended 30 June 2015 1.11

New Accounting Standards (continued) International Financial Reporting Standards and amendments issued but not effective for 30 June 2015 year-end

Number

Effective Date

Executive summary

Amendment to IFRS 9 -’Financial instruments’, on general hedge accounting

1 January 2018

The IASB has amended IFRS 9 to align hedge accounting more closely with an entity’s risk management. The revised standard also establishes a more principles-based approach to hedge accounting and addresses inconsistencies and weaknesses in the current model in IAS 39. Early adoption of the above requirements has specific transitional rules that need to be followed. Entities can elect to apply IFRS 9 for any of the following: • The own credit risk requirements for financial liabilities. • Classification and measurement (C&M) requirements for financial assets. • C&M requirements for financial assets and financial liabilities. • The full current version of IFRS 9 (that is, C&M requirements for financial assets and financial liabilities and hedge accounting). The transitional provisions described above are likely to change once the IASB completes all phases of IFRS 9.

ADOPT-A-SCHOOL FOUNDATION NOTES TO THE FINANCIAL STATEMENTS for the year ended 30 June 2015 1.11

New Accounting Standards (continued) Annual Improvements 2012 issued December 2013 Improvements to IFRSs (Issued Dec 2013) was issued by the IASB as part the ‘annual improvements process’ resulting in the following amendments to standards issued and effective for the first time for 30 June 2015 year-ends: International Financial Reporting Standards and amendments issued but not effective for 30 June 2015 year-end

IFRS

Effective Date

Subject of amendment

Amendment to IFRS 13, ‘Fair value measurement’

1 July 2014

IAS 16, ‘Property, plant and equipment’, and IAS 38, ‘Intangible assets’

1 July 2014

When IFRS 13 was published, paragraphs B5.4.12 of IFRS 9 and AG79 of IAS 39 were deleted as consequential amendments. This led to a concern that entities no longer had the ability to measure short-term receivables and payables at invoice amounts where the impact of not discounting is immaterial. The IASB has amended the basis for conclusions of IFRS 13 to clarify that it did not intend to remove the ability to measure shortterm receivables and payables at invoice amounts in such cases. Both standards are amended to clarify how the gross carrying amount and the accumulated depreciation are treated where an entity uses the revaluation model. The carrying amount of the asset is restated to the revalued amount.

IAS 24, ‘Related party disclosures’

1 July 2014

The split between gross carrying amount and accumulated depreciation is treated in one of the following ways: • either the gross carrying amount is restated in a manner consistent with the revaluation of the carrying amount, and the accumulated depreciation is adjusted to equal the difference between the gross carrying amount and the carrying amount after taking into account accumulated impairment losses; or • the accumulated depreciation is eliminated against the gross The standard is amended to include, as a related party, an entity that provides key management personnel services to the reporting entity or to the parent of the reporting entity (‘the management entity’)

ADOPT-A-SCHOOL FOUNDATION NOTES TO THE FINANCIAL STATEMENTS for the year ended 30 June 2015 1.11

New Accounting Standards (continued) Annual Improvements 2013, issued December 2013 The IASB published the final standard for the 2011 – 2013 cycle of the annual improvements with amendments that affected 4 standards issued and effective for the first time for 30 June 2015 year-ends: IFRS

Effective Date

Subject of amendment

IFRS 1, ‘First-time adoption of International Financial Reporting Standards’

1 July 2014

The basis for conclusions on IFRS 1 is amended to clarify that, where a new version of a standard is not yet mandatory but is available for early adoption; a first-time adopter can use either the old or the new version, provided the same standard is applied in all periods presented.

IFRS 13, ‘Fair value measurement’

1 July 2014

The amendment clarifies that the portfolio exception in IFRS 13, which allows an entity to measure the fair value of a group of financial assets and financial liabilities on a net basis, applies to all contracts (including non-financial contracts) within the scope of IAS 39 or IFRS 9.

100

ADOPT-A-SCHOOL FOUNDATION NOTES TO THE FINANCIAL STATEMENTS for the year ended 30 June 2015 1.11

New Accounting Standards (continued) Annual Improvements 2014, issued September 2014 The September 2014, the IASB issued Annual improvements to IFRSs 2012 – 2014 Cycle, which contains five amendments to four standards, excluding consequential amendments. The amendments are effective for annual periods beginning on or after 1 January 2016. IFRS

Effective Date

Subject of amendment

IFRS 5 ‘Non-current Assets Held for Sale and Discontinued Operations’

1 January 2016

This is an amendment to the changes in methods of disposal – Assets (or disposal groups) are generally disposed of either through sale or through distribution to owners. The amendment to IFRS 5 clarifies that changing from one of these disposal methods to the other should not be considered to be a new plan of disposal, rather it is a continuation of the original plan. There is therefore no interruption of the application of the requirements in IFRS 5. The amendment also clarifies that changing the disposal method does not change the date of classification.

101

ADOPT-A-SCHOOL FOUNDATION NOTES TO THE FINANCIAL STATEMENTS for the year ended 30 June 2015 Figures in Rands 2

Property, plant and equipment Cost

Motor vehicles

Office equipment

IT equipment

Total

1 174 729

69 839

351 530

1 596 098

- Additions

536 796

22 670

189 032

748 498

- Disposals

(122 583)

At 30 June 2014

1 588 942

92 509

540 562

2 222 013

417 715 -

149 943 -

567 658 -

2 006 657

92 509

690 505

2 789 671

At 30 June 2013

(558 922)

(47 980)

(216 707)

(823 609)

- Depreciation

(285 011)

(16 391)

(105 619)

(407 021)

93 400

At 30 June 2014

(750 533)

(64 371)

(322 326)

(1 137 230)

- Depreciation - Disposals At 30 June 2015

(378 748) (1 129 281)

(12 556) -(76 927)

(162 826) (485 152)

(554 130) (1 691 360)

Carrying Amount 30 June 2014

838 409

28 138

218 236

1 084 783

Carrying Amount 30 June 2015

877 376

15 582

205 353

1 098 311

At 30 June 2013

- Additions - Disposals At 30 June 2015 Accumulated depreciation

- Disposals

102

ADOPT-A-SCHOOL FOUNDATION NOTES TO THE FINANCIAL STATEMENTS for the year ended 30 June 2015

Figures in Rands 3

2015

2014

Trade and other receivables Trade receivables VAT receivable

153 078 2 301 766 2 454 844

1 160 591 840 377 2 000 968

11 338 668

10 601 197

The carrying amount of trade and other receivables approximates their fair value. 4

Cash and cash equivalents

Call account Current account Money market account London bank account

5 218 664

566 984

20 039 021

10 669 034

574 257

565 585

37 170 610

22 402 800

Trade and other payables Provision for leave pay Trade payables PAYE, UIF, SDL provision Other

The carrying amount of trade and other payables approximates their fair value.

103

467 101

406 898

2 200 229

785 750

275 525

116 488

4 355

28 725

2 947 210

1 337 861

ADOPT-A-SCHOOL FOUNDATION NOTES TO THE FINANCIAL STATEMENTS for the year ended 30 June 2015

Figures in Rands 6

2015

2014

605 000 23 294 481 5 428 660 29 328 141

860 000 15 488 784 2 552 334 18 901 118

Deferred revenue Back to School Party Projects still in progress Projects starting in next financial year

Deferred revenue consist of: - Donations received for Back to School Party projects commencing in 2015. - Projects that are still currently in progress. - Donations received for projects, commencing in 2015/2016 financial year. 7

Revenue 6 236 388 6 487 956 3 622 628 71 482 011 87 828 983

Anchor Back to School Party London fundraising event Project

4 400 910 6 441 089 7 344 019 39 309 024 57 495 042

The Foundation has four main revenue streams: - Anchor revenue is generated from fundraising events and donations received for the foundation specifically and is used to cover operating expenses. - Table Sales and pledges from the annual Back to School party 2014. - Revenue generated from the sale of tables and sponsorship from donors to host the event in London. Further donations towards London will be received after June 2015. - Project revenue is generated from donations from various donors and is used to fund specific Adopt-a-School projects. 8

Other income Profit on property, plant and equipment Foreign exchange gain

104

3 756

10 816 390 215

3 756

401 031

ADOPT-A-SCHOOL FOUNDATION NOTES TO THE FINANCIAL STATEMENTS for the year ended 30 June 2015

Figures in Rands 9

2015

2014

29 018 78 893 348 181 111 248 18 000 104 088 7 379 554 130 357 776 4 946 214 14 337 78 324 24 014 92 296 21 171 3 159 047 71 521 245 994 10 261 631

32 791 53 600 153 547 76 534 17 039 127 958 6 932 407 021 3 678 552 88 139 16 090 93 071 49 506 2 975 814 140 555 200 826 8 117 975

Insurance Motor expenses Professional fees Project expenses¹ Projects – local travelling² Fundraising - projects Rent Telephone and fax3 Workman’s compensation

263 574 262 627 307 691 66 993 687 3 812 504 1 319 921 523 009 369 551 374 428 74 226 992

203 119 136 612 93 973 40 248 305 2 837 667 1 503 727 511 888 282 494 184 075 46 001 860

Total operating and project expenses

84 488 623

54 119 835

Expenses Operating expenses Accounting fees Advertising Audit Fees 6 Bank charges Cleaning Computer expenses Courier and postage Depreciation Directors emoluments 5 Interest paid Fundraising 4 Legal fees Printing and stationery Refreshments Rent Office repairs and maintenance Staff costs Staff, board endowments and teambuilding Staff training Project expenses

105

ADOPT-A-SCHOOL FOUNDATION NOTES TO THE FINANCIAL STATEMENTS for the year ended 30 June 2015

Figures in Rands 9

2015

2014

14 208 902 29 091 134 23 693 651 66 993 687

13 693 606 12 111 885 14 442 814 40 248 305

646 825 1 808 400 578 014 779 265 3 812 504

562 851 1 241 923 493 142 539 751 2 837 667

319 204 50 347 369 551

211 088 71 406 282 494

Expenses (continued) 1

Project expenses

Expenses that are solely related to the Adopt-a-School projects. These exclude travel, telephone and fax. Social and skills development Infrastructure Salary and wages

Projects â&#x20AC;&#x201C; travel

Accommodation Flights Petrol Subsistence

Telephone and fax

Cellphone and 3G Office, telephone and fax

Fundraising costs

Fundraising costs increased during 2015 due to the fundraising event held in London in May 2015. London expenses amounted to R 2 235 975 while the remaining costs were allocated towards local events. 5

Directors emoluments

No directors remuneration was paid during the year. 6

Audit fee

Amount of R298 181 was recognised as revenue. 106

ADOPT-A-SCHOOL FOUNDATION NOTES TO THE FINANCIAL STATEMENTS for the year ended 30 June 2015

Figures in Rands 10

2015

2014

7 101 379

(5 710 726)

554 130 (2 008 716) (1 863 442) 1 893 821 (3 756)

407 023 (1 107 611) 10 594 575 (10 816) (128 504)

(453 876) 12 036 372 13 468 270

(994 613) 7 610 342 10 659 670

Opening balance

Investment in Emikaworx

Cash generated from operating activities Profit/(Loss) for the year Adjustments for: Depreciation Non cash donation Interest received Fair value loss/(profit) Profit on property, plant and equipment Unrealised profit on foreign exchange Movements in working capital: Decrease in accounts receivable Increase in accounts payable

Equity-linked instrument a) Grindrod Limited

Closing balance

In July 2014, it was announced to Grindrod Limited shareholders that Grindrod Limited had concluded a Black Economic Empowerment (BEE) transaction which had resulted in a 8,4% shareholding in Grindrod Limited held by a Consortium for a total consideration of R1,6 billion. Adopta-School, owns 9.5% of Emikaworx that owns 27.63% of the Consortium. Adopt-a-School effectively owns 2.63% of the Consortium and the Consortium owns 64,000,000 shares in Grindrod Limited. The acquisition of the effective 2.63% interest in the Consortium is classified as an equity linked instrument and treated as an option. The fair value movement is recognised through profit or loss. Adopt-a-School is not exposed to the risks that a normal ordinary shareholder would be exposed to as it has pledged its shares in the Consortium to Grindrod Limited as security if it were unable to repay the R20 million it received in funding.

107

ADOPT-A-SCHOOL FOUNDATION NOTES TO THE FINANCIAL STATEMENTS for the year ended 30 June 2015

Figures in Rands 11

2015

2014

Equity-linked instrument (continued) a) Grindrod Limited Adopt-a-School Foundations’ 2.63% interest is valued using the share price of Grindrod Limited. Since acquisition, the Grindrod Limited share price has declined resulting in the decline in the value of this investment however the value to Adopt-a-School is limited to nil. The Consortium is led by Brimstone Investment Corporation Limited (“Brimstone”) holding a 59.21% share, Emikaworx holding 27.63%, Solethu Investments Proprietary Limited (“Solethu”) holding 13.16%. Adopt-a-School previously held an effective 10% interest in Grindrod SA Proprietary Limited and restructured their shareholding through the Consortium at listed company level and this resulted in a fair value loss of R 11 760 970 for the previous year.

b) Sandvik Mining RSA Opening balance Acquisition Fair value gain

1 166 397

2 1 166 395

1 766 151 2 932 548

Closing balance

1 166 397

In April 2014, Adopt-a-School entered into a Black Economic Empowerment transaction with Sandvik Mining RSA Proprietary Limited (“Sandvik Mining”). The acquisition of the effective 12.5% interest in Sandvik Mining RSA is classified as an equity linked instrument and the fair value movement is recognised through profit or loss. The BEE Shareholders are not exposed to the risks and rewards that a normal ordinary shareholder would be exposed to as they will only receive trickle dividends while the preference shares are outstanding and will only be able to share in the residual when the preference share funding is fully repaid. Therefore in substance, the BEE Shareholders are not exposed to any down side risk on the investment and will only enjoy potential upside benefit in the form of dividends and fair value appreciation. At 30 June 2015, the value of equity-linked investment in Sandvik was valued at R2 932 548. This valuation uses the midpoint of a valuation range and takes into account the following assumptions:

108

ADOPT-A-SCHOOL FOUNDATION NOTES TO THE FINANCIAL STATEMENTS for the year ended 30 June 2015 Figures in Rands 11

Equity-linked instrument (continued) b) Sandvik Mining RSA (continued) • • •

Dividends will grow annually by 5.3% A 10 year lock-in period in which the Foundation is entitled to receive a 10% trickle dividend A cost of equity of 10%

Micwaber 617 Proprietary Limited (“Micawber 617”), a wholly owned subsidiary of the Foundation holds 50% of Micawber 615 Proprietary Limited (“Micawber 615”) which in turn holds 25.009% of Sandvik Mining. Micawber 617 funded its 50% share of their total subscription price of R 163 765 000 by issuing preference shares to the value of R 81 882 498 to Sandvik Holdings SA Proprietary Limited. The remaining R 2 was paid in cash by the Foundation. Fair Value measurement The following table provides the fair value measurement hierarchy of the company’s assets.

Date of valuation Assets measured at fair value: Equity Linked Instrument Equity Linked Instrument

Quoted Prices in Significant Active Markets Observable (Level 1) Inputs (Level 2)

30 June 2014 30 June 2015

Significant Unobservable Inputs 1 166 395 2 932 548

The following table presents the changes in Level 3 instruments for the year ended 30 June 2014. Opening balance Gains and losses recognised in profit or loss

1 166 397 1 766 151

Closing balance

2 932 548

The following table presents the changes in Level 3 instruments for the year ended 30 June 2014. Opening balance

21 760 970

Acquisition of Sandvik Mining

2 (20 594 575)

Gains and losses recognised in profit or loss Closing balance

1 166 397

109

ADOPT-A-SCHOOL FOUNDATION NOTES TO THE FINANCIAL STATEMENTS for the year ended 30 June 2015

Figures in Rands 12

2015

2014

Financial asset at fair value through profit or loss Oiltanking Grindrod Calulo Holdings (OTGC) Opening balance Acquisition Fair value profit/(loss) Closing balance

2 008 716 127 670

2 136 386

In July 2014, Adopt-a-School Foundation subscribed for a 3% share in OTGC for R2 008 716. OTGC is an independent bulk liquid storage provider in South Africa. The shareholding is made up as follows: Oiltanking holding a 46% stake, Calulo Petrochemicals holding a 20.5% stake, Adopt-a-School Foundation holding a 3% stake, with the remaining 30.5% shareholding being held by Grindrod. Adopt-a-School previously held an effective 10% interest in Grindrod SA Proprietary Limited and restructured their shareholding through the consortium at listed company level and also received this investment as a donation as part of the unbundlng process. This acquisition of the effective 3% in OTGC Holdings is classified as an investment at fair value and the fair value movement is recognised through profit or loss. The fair value of this investment was calculated using the net asset value of OTGC. 13

Related party transactions Key Management Key Management consists of directors as listed in the Directors Report. Balances and transactions with related parties The transactions with related parties have been disclosed in note 11 & 12.

Financial risk management The Foundationâ&#x20AC;&#x2122;s financial instruments consist primarily of long-term debt, an equity-linked instrument, cash and cash equivalents and accounts payable and receivable. In the normal course of its operations, the Foundation is exposed to credit and liquidity risks. In order to manage these risks, the Foundation may enter into transactions, which make use of financial instruments. The Foundation does not however speculate in or engage in the trading of financial instruments. 110

ADOPT-A-SCHOOL FOUNDATION NOTES TO THE FINANCIAL STATEMENTS for the year ended 30 June 2015 14

Financial risk management (continued) The overall objective of the risk management process in the Foundation is to enhance stakeholder value. Controls are focused on risks that could prevent the Foundation from achieving its business objectives and adding the desired value for stakeholders and safeguarding its reputation. Oversight of risk management in the Foundation is the responsibility of the Board of Directors. A. Credit Risk Credit risk is the risk that a counter-party to the financial instrument will be unable to pay in full when due. Credit risk consists mainly of cash and cash equivalents and accounts receivable. Credit risk management The goal of credit risk management is to keep credit risk exposure within acceptable parameters. The Foundation continually looks for opportunities to strengthen its credit risk controls, with particular attention on avoiding undue concentrations. The Foundation employs a range of policies and practices to mitigate credit risk. Cash and cash equivalents are held by two entities and the Foundation deposits cash with one of the four largest banks in South Africa (Standard Bank of South Africa) which has high quality credit standing and a BBB credit rating from international rating agencies. Additional cash is deposited with Grindrod Bank. For financial assets recognized on the statement of financial position, the exposure to credit risk equals the carrying amount. The following represents the maximum exposure at 30 June 2015 and 2014 respectively to credit risk of balance sheet position and off balance sheet financial instruments before taking account of any collateral held or other credit enhancements after allowance for impairment and netting where appropriate.

Financial assets neither past due nor impaired: Gross maximum exposure Cash and cash equivalents Accounts receivable There are no offsets to the gross maximum exposure.

111

2015 R

37 323 688 37 170 610 153 078

23 563 391 22 402 800 1 160 591

ADOPT-A-SCHOOL FOUNDATION NOTES TO THE FINANCIAL STATEMENTS for the year ended 30 June 2015 14

Financial risk management (continued) B. Liquidity risk Liquidity risk is the risk that the Foundation is unable to meet its payment obligations when they fall due, the consequences of which may be the failure to meet obligations to repay liabilities and fulfil commitments to lend. Liquidity risk consists of the long-term liability and trade and other payables. Liquidity risk management Liquidity risk management refers to maintaining sufficient cash and the availability of funding through an adequate amount of cash resources and committed credit facilities. The Foundation manages the liquidity risk inherent in the above maturity analysis of financial liabilities by ensuring that the Foundation has financial assets available that will mature at approximately the same time as the financial liabilities. The Foundation also does not accept funding terms that are shorter than the lock-in period of the investment. The Foundation generates sufficient cash flows from operations to limit the impact of liquidity risk. The following contractual maturity of liabilities on undiscounted basis is disclosed: 2015 Financial liabilities at amortised cost

R Redeemable on demand (open ended)

Trade and other payables 2014 Financial liabilities at amortised cost Trade and other payables

Maturing within 1 year

Maturing within 1-5 years

R Maturing in more than 5 years

2 947 209 R Redeemable on demand (open ended)

R Total 2 947 209

Maturing within 1 year

Maturing within 1-5 years

1 337 861

R Maturing in more than 5 years

R Total 1 337 861

112

ADOPT-A-SCHOOL FOUNDATION NOTES TO THE FINANCIAL STATEMENTS for the year ended 30 June 2015 14

Financial risk management (continued) C. Market risk Market risk is the risk that the Foundationâ&#x20AC;&#x2122;s earnings or capital or its ability to meet business objectives will be adversely affected by changes in the volatility of market interest rates or prices. Therefore the fair value or future cash flows of financial instruments will fluctuate because of changes in market prices. Market risk comprises three types of risks: currency risk, interest rate risk and price risk. D. Interest rate risk Interest rate risk is the risk that the fair value of future cash flows of a financial instrument will fluctuate because of changes in the market interest rates. Interest rate risks arises from interest-bearing financial instruments recognised in the statement of financial position that attract floating interest rates (e.g. cash and cash equivalents and long term borrowings) and affects the interest receivable and payable on those financial instruments. Loans issued at fixed rates and financial assets with fixed rates expose the foundation to fair value interest rate risk. The foundation manages cash flow risk by ensuring that as far as possible there are no interest bearing financing. The foundation further also invests cash and cash equivalents in the money market and call accounts. Interest rate risk management The foundationâ&#x20AC;&#x2122;s exposure to interest rate risk is managed centrally by management using sensitivity analysis that measure the estimated change to the statement of comprehensive income and equity of either an instantaneous increase or decrease of 1% (100 basis points) in the market from the rates applicable on 30 June 2015 for each class of financial instrument with all other variables remaining constant. The foundations exposure to interest rate risk is outlined below: 2015 R 37 170 610

Cash and cash equivalents

113

2014 R 22 402 800

ADOPT-A-SCHOOL FOUNDATION NOTES TO THE FINANCIAL STATEMENTS for the year ended 30 June 2015 14

Financial risk management (continued) E. Price Risk The risk that the fair value of future cash flows of a financial instrument will fluctuate because of changes in market prices (other than those arising from interest rate risk or currency risk), whether those changes are caused by factors specific to the individual financial instrument or its issuer, or factors affecting all similar financial instruments traded in the market. Price risks arises on financial instruments because of changes in commodity prices or equity prices. Financial instruments giving rise to equity price risk are those attributable to the holding of equity in other entities. Price risk management The foundation is exposed to price risk associated with equity securities because of investments held by the foundation and classified in the statement of financial position as either equity linked instruments or as financial assets at fair value through profit or loss. The foundations exposure to price risk is outlined below:

Equity linked instruments Financial assets at fair value through profit or loss There are no offsets to the gross maximum exposure

114

2015 R

2014 R

2 932 548 2 136 386 5 068 934

1 166 397 1 166 397

ADOPT-A-SCHOOL FOUNDATION NOTES TO THE FINANCIAL STATEMENTS for the year ended 30 June 2015 14

Financial risk management (continued) F. Currency risk The foundation operates in South Africa, it has a bank account outside South Africa and is thus exposed to foreign exchange risk arising primarily with respect to the British pound sterling (GBP). Currency exposure arising from the foreign bank account is managed primarily through maintaining a positive balance and not making borrowings in a foreign currency. Currency risk management As at 30 June 2015, if the ZAR had weakened/strengthened by 10% against the GBP (ÂŁ) with all other variables held constant, profit for the year would have been R57 426 (2014: R56 559) higher/lower, mainly as a result of foreign exchange gains/losses on translation of GBP denominated cash and cash equivalents.

Subsequent events No significant events occurred after the reporting period.

115

NOTES

116

NOTES

F O U N D AT I O N Postnet Suite 167 Private Bag X 9924 Sandton 2146 Tel: +27 11 592 6435 Fax: +27 86 260 4399 info@adoptaschool.co.za www.adoptaschool.org.za NPO REGISTRATION NUMBER 040 | 957 | NPO A project of

Printing sponsored by the Caxton and CTP Group

Design and layout by Betelgeuse Advertising