SETMU Diamond Times

DIAMOND TIMES 2022

CELEBRATING 16 YEARS OF THE TARGETING TALENT PROGRAMME

What makes TTP unique and successful is its holistic approach in addressing inequality within communities that are most in need.

BENEFICIARIES OF THE PROGRAMME:

The learners who are assisted with critical university-level skills through the use of information technology, library resources, time management and the capacity for self-directed learning. TTP helps learners to develop the strengths that underpin successful performance at university level.

Learners spend their days engaging in a holistic development programme by attending lectures in Science, Technology, Engineering, Mathematics (STEM), Social Research, English, Computer Science, Critical Diversity, Sports, as well as wellness programmes like Yoga, Pilates and Dance.

are selected from their second year of study and learn hands-on the Wits values of caring leadership and lifting as you rise. Most TTP mentors are programme alumni who are committed to giving back and paying forward what they had gained as learners in the programme. In addition to the mentors, the programme also makes use of lead mentors who, in addition to providing guidance to the learners, also serve as source of guidance and support to the mentors, effectively mentoring the mentors. Lead mentors are selected on the basis of demonstrating outstanding potential and it is clear how the programme helps develop their confidence and leadership skills. In so doing, the programme contributes to the expansion of the pool of competent future leaders that enter the workforce as graduates of the university and participants of the programme.

WITS AND OTHER UNIVERSITIES IN SOUTH AFRICA

not an official programme objective, the TTP also contributes towards addressing this problem in the form of its alumni, who often progress beyond their junior degrees to attain postgraduate qualifications, and/ or enter gainful and lucrative employment thanks to the solid foundation laid by the TTP. TTP builds leaders who care, and who are committed to giving without expecting anything in return, except the success of others.

The

Future:

In 2007, when the programme started, there were 267 grade 10 learners from 41 schools in three provinces, namely Gauteng, Limpopo, and Mpumalanga. Our gratitude goes to the Telkom Foundation and Goldman Sachs Foundation who were the initial funders. We thank all the corporations and provincial governments that responded to the call to fund this great initiative to date.

DR JUDY DLAMINI Wits Chancellor

The role of tertiary institutions goes beyond their physical boundaries. Their success relies on the quality of the students that they receive and nurture to success. Forwardthinking institutions understand this and do something to ensure the quality of that supply. That is why Wits believes in the Targeting Talent Programme and that is why I am a proud supporter. Ever since I became Chancellor, I’ve had the privilege of meeting and addressing the bright eyed TTP learners. In the 16 years of its existence the programme has supported 3 022 learners from across the country, with students coming from township and rural schools, from grade 10-12.

Educators and families are an important element to drive excellence.

TTP maintains relationships with parents, educators, principals and provincial education authorities through annual provincial family workshops. In addition, Mathematics, Physical Science and Life Sciences educators from feeder schools become part of the Educator Enrichment Programme. The educators are assisted at Wits during the July break to build subjectspecific and curriculum- specific knowledge. Professional learning communities among educators are created by the programme which assists in the dissemination and generation of knowledge.

Wits students who mentor the learners

Wits does not nurture talent for the benefit of Wits alone. TTP alumni get accepted across various South African universities and other institutions of higher learning and have a record of securing employment when they complete their studies.

TTP’s success:

It is not surprising that TTP’s grade 12 learners have a history of achieving high results and gaining access to programmes of their choice due to their academic excellence. The TTP pass rate for 2021 was 97% with 90% of TTP learners achieving a Bachelor’s pass. This is compared to the 76% pass rate of the NSC matric class that achieved 36% a Bachelor’s pass.

University dropout rates in South Africa are reportedly incredibly high, with between 50-60% of first-year students dropping out without completing their studies. While

The Student Equity and Talent Management Unit (SETMU) is an exclusively donor-funded unit, and since the current funding cycle is coming to an end, the threat exists that the Targeting Talent Programme might survive beyond 2023. We know that there are good philanthropists and corporations who will not allow this to happen. The support given by the programme builds the critical academic, social, and psychological skills of our future leaders, making them wellrounded responsible citizens who know and appreciate the power of giving back. Education is a liberator and an equaliser. It’s our only hope to achieve an equal society. We appeal to those entities who are in a position to do so, to contribute to the continued implementation of this muchneeded initiative.

My message to the class of 2022: Your success lies in your own hands, dream big, and match your dreams with consistent hard work! Never give up on your dreams! Good luck, we believe in you!

ALUMNI HIGHLIGHTS

Somatologist, Nhlanhla Ubisi, 2017 Alumna from Makhosana Manzini High School, Mpumalanga, obtained her Somatology Diploma, at CPUT.

Congratulations to Wendy Machaba (2015 TTP alumna) for obtaining her Bachelor of Commerce in Politics, Philosophy and Economics Degree.

Congratulations to Nontobeko Ndaba (2017 TTP alumna) for obtaining her Bachelor of Science (Construction Studies), from The University of the Witwatersrand.

Congratulations to Lungelo Khuzwayo (2014 TTP alumnus) for obtaining his Bachelor of Science in Microbiology and Genetics, from the University of KwaZulu-Natal.

Public Relations Liaison, Rorisang Mmutle, 2015 Alumna from Grenville High School, North West Province, obtained her Diploma in Commerce in Public Relations at Boston City Campus and Business College and is currently pursuing Bachelor of Commerce in Management Marketing.

Public Relations Liaison, Rorisang Mmutle, 2015 Alumna from Grenville High School, North West Province, obtained her Diploma in Commerce in Public Relations at Boston City Campus and Business College and is currently pursuing Bachelor of Commerce in Management Marketing.

Environmental Scientist, Ikaneng Ramaipato, 2017 TTP Alumna from Tholang Senior Secondary School, Gauteng Province, obtained her BSc (Biological Science) Degree, BSc (Hons) (Animal, Plant and Environmental Science) Degree, from University of the Witwatersrand.

Industrial Engineering Trainee, Maphale Bonolo Bogopa, 2017 Alumna from Glen Cowie Secondary School, Limpopo, obtained her Diploma in Industrial Engineering, at Vaal University of Technology.

BPharm Student, Nosipho Madonsela, 2018 Alumna from Mjokwane Secondary School, Mpumalanga, is pursuing her Bachelor of Pharmacy Degree, at Tshwane University of Technology.

Congratulations to Nobuhle Msezane (2016 TTP alumna) for obtaining her Bachelor of Arts Honours Degree.

Congratulations to Tshifhiwa Sigodi (2009 TTP alumna) for obtaining her MBA from WITS Business School.

Congratulations to our very own Masego Manganye (2019 TTP alumna) for passing her Private Pilot License at the Blue-Chip Flight School. She hopes to inspire other TTP learners to pursue a career as a pilot. In her own words: “The road to becoming a pilot might not be easy, but it doesn’t mean that it’s completely out of reach. I believe that anyone out there with a burning desire to take to the skies and become a pilot is already halfway there. Like the old saying goes, your wings already exist.”

Junior Process Engineer, Khutso Molokwane, 2012 TTP Alumnus from St. Brendan’s Catholic Secondary School, Limpopo Province, obtained his Bachelor of Science in Chemical Engineering Degree, from University of the Witwatersrand.

Congratulations to Doctor Cossa Ivan (2015 TTP alumnus) from Sitintile High School, for obtaining his Bachelor of Medicine, Bachelor of Surgery (MBBS) from the Astrakhan Medical State University in Russia.

Risana Chauke is a 2009 alumna and works as a Process Engineer at Steinmuller Africa. She holds a Bachelor of Science in Chemical Engineering (2015) and a Master of Engineering in Mechanical and Industrial Engineering (2021), both obtained at the University of the Witwatersrand. Risana also is the Head of Community Development Office at her own organizations called Heaven’s Ultimate Gift (HUG).

2007 – 2022 DONOR IMPACT

• The TTP was successfully launched in 2007, with a cohort of 267 grade 10 learners and 46 of their educators. The learners and educators were from 41 schools across three provinces; namely, Gauteng, Limpopo and Mpumalanga, funded by Goldman Sachs and the Telkom Foundation.

• For the 2010 intake, the TTP was jointly funded by Beyond Petroleum South Africa (Pty) (BP SA) and the South African National Roads Agency (Pty) (SANRAL) for the period, 2010-2012. A total of 191 learners from three provinces, namely Gauteng, Limpopo and Mpumalanga, completed the programme.

• During the same period, 94 learners funded by the Limpopo Department of Education successfully completed the programme. The cohort of learners were from the Limpopo province.

• The Department of Science and Technology (DST) commenced their funding period from 2011 to 2016; DST funded 830 learners in the programme. The cohorts of learners were from all 9 provinces in South Africa.

• In 2013, BP South Africa Education Foundation Trust independently funded learners from 2013 to 2020. BPSA EFT has funded 1328 learners, having completed their funding cycle in October 2020. Funded learners were from three provinces, namely Gauteng, Limpopo and Mpumalanga.

• The Industrial Development Corporation (IDC) commenced their funding for the TTP in 2011 with 21 learners from Limpopo. In 2015, the IDC re-invested in the programme and funded 47 learners from eight provinces. The cohorts of learners

were from all provinces in South Africa except the Western Cape.

• SANRAL independently funded a cohort of 49 learners from 2013 to 2015. The 49 learners were from three provinces, namely Gauteng, Limpopo and Mpumalanga.

• In 2016, the Manufacturing, Engineering and Related SETA (merSETA) funded 23 learners, who completed the programme in June 2018. The 23 learners were from two provinces, namely Gauteng, and Limpopo.

• In 2017, PRIMEDIA and Standard Bank funded 17 and 47 learners, respectively. These learners completed the programme in June 2019. These learners were from Gauteng, Mpumalanga, Free State and North West provinces.

• In 2018, the African Explosives and Chemical Industries (AECI) funded nine learners. These learners completed the programme in October 2020. Funded learners were from Northern Cape and Mpumalanga.

• In 2019, the Education, Training and Development Practices (ETDP) funded 99 learners. These learners completed the programme in August 2021. In 2021 and 2022, the ETDP SETA reinvested to fund a further 80 learners. Thus far, the ETDP SETA has funded 257 learners since 2019. Their funding cycle ends in 2023. The cohorts of learners were/are from the Limpopo province.

• In 2021, Assmang and Boleng started their funding cycle and funded 50 learners. They reinvested to fund a further ten learners in 2022. Thus far, the Assmang-Boleng Trust has funded 60 learners. Their funding cycle ends in 2023. The cohort of learners are from the Northern Cape province.

• In 2021, Cell C funded 60 learners. They reinvested to fund a further 14 learners in 2022. Thus far Cell C has funded 74 learners since 2021. Their funding cycle ends in 2023. The cohorts of learners are from all provinces in South Africa except the Eastern Cape.

• In 2022, an anonymous lnternational donor sponsored 1 learner from the Limpopo Province. The funding cycle ends in 2023.

DONOR ADDRESSES

The Student Equity and Talent Management Unit hosted three family workshops which aimed at explaining the role and purpose of the TTP to the families and educators of selected learners. The overarching aim was to develop sustainable educational partnership practices across schools, families and communities in order to enhance the learning outcomes for the child. The involvement of family and community members/schools in the education of their children enriches the learning environment and directly contributes to student achievement. The family supports the student emotionally and physically and the trust they have in the school to also support their child has a positive impact on the child’s success and well-being. However, partnerships between parents, community groups and schools need to be real partnerships. The family workshops assist the families in buying into the programme and encourage their partnership with the TTP. Donors were also asked to address their beneficiaries; their addresses can be seen below.

I hold a lot of caps, one of them being Khumani’s Corporate Social Responsibility Manager. What that means is I look after social investments for the mine. Whatever is related to supply development, enterprise development, community development, that is what I do. I am a mother, I am a wife, I’m a daughter, I’m an aunt, I am myself, so, I hold a lot of caps. I refuse to be defined and limited to just one title. Just as a reminder to everybody, you are a human being, you are being. You are not what society wants to define you to be.

BOITUMELO SEBOKO

Good morning, everyone. Halala TTP!!! Halala!!! Are you guys good this morning? I am glad to see the room being full as it is today. My name is Boitumelo Seboko.

Before I start, let me observe protocol. I would like to acknowledge the Department of Education of the Northern Cape, the Department of Higher Education of the Northern Cape, the Department of Basic Education, John Taolo Gaetsewe, the Witwatersrand University, SETMU, the Local House of Traditional Leaders in absentia if they are not here, but we always acknowledge makgosi warona in our traditional area. Parents, it would not have been possible without you allowing your children to be a part of this programme. To all learners, are you guys here? I hope you are not all sleeping.

You know I love the energy of youth, but maybe throughout the programme I’m going to experience that, so, Halala TTP learners!! Halala!! And I also want to acknowledge the School Governing Bodies of the participating schools. It would not have been possible if you had not allowed your school to participate in this programme. I also want to acknowledge the Senior Management teams of Assmang. Had they not agreed to invest in this programme, it would not have been possible as well. Ladies and gentlemen, all protocols observed.

From our side, education is one of our focus areas, but we see it as a strategic focus because it enables us to invest in education and create a legacy beyond money.

Agriculture and tourism would also be expanded. We participate quite a lot, or we invest in education. Education received the lion’s share in terms of investments from Khumani. We invest in a programme like this. We also invest in bursaries, so that a lot of learners like you are awarded bursaries. What I personally like about the Khumani Bursary is that it encourages learners. Most of our learners get at least four distinctions because they are encouraged as they can get extra money for airtime, data, and personal things the learners might need. Besides having to receive a laptop, tuition fee coverage, an allowance for food, accommodation, you also get to experience the extras, in terms of that. Also, in education, we invest in special needs for children that have cognitive disability and need a certain environment to be able to receive education. We do not

only look at the fully abled people but also focus on people with disability. We do also look at teacher development as part of our investment. I do not want to go through everything on investment, I wanted to take this opportunity to highlight that.

Today, I want to first focus on the female learner. We have conducted some of our social surveys and we have realised that our socio-economic context mostly speaks about the challenges of females and young girls and what they experience daily. We are encouraged to solve with government, the issue of teenage pregnancy which is impinging our learners from getting into the next level. I would like to say to the female learner, you are not alone. As a mine we have taken the time to understand what the challenges of a female are, and we will be participating further in terms of attending to that. However, the responsibility also sits with you to make the right decisions and implement what you learnt from this programme. The qualities of taking the right decisions. Taking decisions at the right time. Decisions on the kind of friends you keep, the company you keep, or whether to study or have fun with your friends. Those are the most important. That is what will take you away from succumbing to the social ills of John Taolo Gaetsewe. You have a heavy burden on you, for which we would like to work with government and off load off from you so you can focus on education, focus on going to school, focus on passing your Mathematics and focus on completing your degrees. As a female learner you have been told about the cultural differences between moving from high school to university. The nicest part is the freedom, the freedom to go to class or not, but again, the quality of your decisions is important. Always make sure to keep that alive and always check when making decisions. If the decision is against your values, is it what my mom always instilled in me, so that you do not come back from varsity with anything other than your

CSR Manager - Assmang Mines (Northern Cape Family Workshop)

degree. Importantly, enjoy the freedom, but remember it comes with the responsibility of decision making, the decision to go to your lecture. The lecturer is not going to tell you to come, whether the auditorium is filled or not, the lecture will happen. Remember, when you are in that lecture room, do not forget where you come from, do not forget why you are there, don’t be taken up by the vibe of what is happening around you. Remember that, as a female, you hold a very big responsibility to curb the path for those that are coming behind you. As you finish your degree, you are going to go into the workplace. For us, women in mining, we operate in a very maledominated space, and I would recommend for all females to read a book called “Lean In.” It talks about the female footprint in terms of leadership, in terms of areas where you are the only female around the table. As you walk into the working industry it will not be easy. You will be faced with female challenges. Hopefully by the time you come in, we would have sorted most of them. You will be faced with challenges such as domination around the table of leadership, domination in terms of the industry itself, if you are interested in joining mining.

When you are going through your tertiary, remember you are also in the university of life where you refine yourself, and experience self-development, and self-knowledge, preparing yourself for that industry that is dominated by females.

Even in government, there are no female representatives in leadership. Remember as you go through university, the workspace is waiting on you to contribute to that transformation. It is not only about you, but about you representing the females. You, becoming a role model and we at Khumani are very passionate about this. You saying to the rest of the females that it is possible to become a leader. You can be a CEO, you can be a director in a company as a female and really represent that femininity around the table.

To the male learner, it is just as challenging for you. The world is saying, we want female leaders. It is upon you to refine your masculinity as you go through university, you understand who you are as a man. You understand what you stand for as a man and you collaborate with the females that will be taken up on the pedestal so that you do not feel left behind as you are part of the transformation that the females are going to bring in future. Also take care of these females. A lot is happening around genderbased violence and is the responsibility of both males and females of this country to resolve gender-based violence. It is important for you as a man to know your masculinity and what it means to you. You will not feel intimidated once you know this and will not be forced to use violence against any female. Collaboration is also one of our values at Khumani Mines. We would like to see that collaboration amongst males and females in taking this country forward.

To the parents, we are grateful that you have allowed us access to your children to participate in this programme. For us it is a privilege to say we have beneficiaries that are participating in this programme. We really encourage you not to be disconnected to this Generation Z, the most misunderstood generation. Parents, it is important to have that connection with your children and personally as a parent, for me that means to

pray for my children. Our kids are faced with emotional and physical challenges because of the environment and many other things. Also, to highlight May as the month of mental wellness, understand what is happening in your child’s emotions. Our parents in our generation had “the stick” to discipline us. These days we need to be very innovative, we cannot just call the rod which is something we cannot do in our generation. We need to understand our kids. We need to understand where they are coming from, what they are going through, support them and only check in to see how they are doing emotionally. I get chills up my spine when I think about the learners that we have lost to suicide because we lost what they were going through. We did not reach out to them in time for them to feel that it is ok not to be ok. We have to as parents, pray for our kids, know what is happening to them emotionally. If they need emotional or professional support, we have to ensure that they receive that.

To the Department of Education, we look forward to co-creating solutions that respond effectively to the issues of education in the district and hopefully for the entire province. For those who do not know, the Northern Cape to going to become the next Gauteng. We sit with a lot of opportunities. We have a lot of minerals that are being discovered. As you go to Wits School of Mining, do not come back and work for a mine. Come back to want to own a mine because there are so many opportunities. We have a lot of space, land, and sun. How do we cultivate skills that take opportunity of those opportunities? How do we cultivate skills and ensure that we have the right geologists, the right engineers that can take advantage of that?

As a mining operation, we feel proud when we have an engineer that was born here, that went to Baitiredi High School, that went to Wits University and comes back and works in the mine. We want to see more finance heads coming out of here, people that will be looking after our health and wellness.

For the Education Department, we are available as always. We want to look at cultivating the relevant skills that will take the Northern Cape forward, given the available opportunities.

And just to close off, we are proud to be given an opportunity to participate in this programme. We also talk about this programme with our Senior Management and our Board of Directors. We pride ourselves in having an opportunity to cultivate female learners and male learners that are willing to do Mathematics which is a rare commodity in our days. Whatever it takes for us to retain people that do Mathematics and Science, we will do it. Recruited people that participate in Maths and Science, we will do it.

And with that being said, ladies and gentlemen, I thank you.

Good day to you, and it is my pleasure again to be addressing you here today. We are here again talking about the partnership that Cell

JUBA MASHABA

Cell C Chief Human Resources Officer (Virtual Family Workshop)

C has with the TTP programme, together with Wits University, wherein we are sponsoring 73 young students from 10 schools across all 8 provinces.

provide the skills of the future, not just for Cell C but for the entire economy.

whole world.

This is a 3-year programme that started off last year and we are very proud to have been associated with it over the next 2 years. You know, a lot of programmes are basically just for 1 year and this is really due to budgetary constraints, but despite our own challenges as Cell C, we’ve seen it fit to actually make a commitment over 3 years, and we’re contributing R9 000 000.00 towards it and we believe that it will really go a long way in assisting these students to basically do well in the matric subjects that they have. When we started off last year, we have already seen kind of a benefit coming out of this programme in terms of the improvement in the marks and the results with some of the students that have been on this programme and we are very hopeful that it will deliver more going forward.

NOMBULELO NXESI

dream. Education is in your powers. To the Wits SETMU team, the learners that are here, ETDP SETA officials that have accompanied myself, ladies, and gentlemen, I greet you this morning.

Very exciting day, a day where we come to celebrate great work. We have not come to mourn but to celebrate the achievements and hard work. It is indeed pleasing that we are all here to celebrate with you, to celebrate with the parents as our learners have taken part in the programme to ensure that your future is well endowed with the kind of things that you need for success. I really want to appreciate the collaboration that we had and also the resilience of the department on this programme and in particular, Ms Malima who really convinced us that this is the best thing to do, in investing in the future of our leaders and our children.

We know that we suffer a huge crisis of unemployment in this country and a significant part of that population of unemployed people are young graduates. This programme is really designed to align the aspirations of these young people with the subjects that are very critical to enabling them to get into tertiary institutions to study relevant university programmes and degrees that will enable them to find jobs relatively easy in the market going forward. We know this because we are a company that is involved in the technology space, and we are therefore aware of the developments that are happening. There’s a higher and growing increase of demand for employees with these, technical skills and so Maths, Science and Technology are the prime subjects that are going to enable these young kids to make it and hopefully get good results in matric that will enable them then to get into universities, and be able to do well in the technology-oriented programmes that will

As Cell C we are a business that is very much focused not just on turning the business around and deriving profits, which is the core objective of any business, but we are also very much into supporting worthy initiatives and contributing to the overall development of our people. Not just our customers, but people in general and especially those in need. So we have a number of initiatives that are already focused on supporting needy initiatives, and we refer to these as acts of kindness, and this constitutes one of those, but it’s not just something that we are just doing because it makes us feel better. It is something that we know that will deliver real tangible results for those individuals and for the broader economy in years to come.

Thank you for joining us, not just the students that are benefiting from this but all of you here. We would like to invite you all to be part of changing the world with us at Cell C and we look forward to furthering interaction with you through this programme but also as potential customers of this company. Thank you.

With your permission, Programme Director, let me thank you very much for this opportunity. Let me thank firstly the MEC for Education in the province Mme Boshielo. I want to acknowledge your passion, and your enthusiasm as it is very few in your position that will take this kind of interest and enthusiasm. This is what is encouraging to all of us. Thanks very much for that passion.

Today, in absentia, let us shift to management in the Department of Education in Limpopo, to the very many parents that are here who left everything to support their children, we really salute you. Without the parents, any ambition, any kind of commitment, any wishes that we have for our education, we always say that it has to be a pyramid. There should be a parent, there should be a teacher and there should be a learner. When we spoke about, even in the early days, education in our hands and education led by the people hence we spoke about people’s education. When we spoke about people’s education, we really wanted to see the parents being part of the education of their children and today you are exhibiting the very same

This programme is indeed uplifting our education and skills in the country. Indeed, this is the programme that is skilling and re-skilling, making sure that we are having many of those that will partake in the Mathematics and Science education.

We want to demystify or do away with the myth that Mathematics and Science are difficult subjects. They are not. Dr Mphahlele will tell you. Maybe he does when he motivates you. We want to have a large cohort of those that are taking Mathematics and Science in our schools and not be pushed to taking

ETDP SETA Chief Executive Officer (Limpopo Family Workshop)

We are very proud of this initiative because it is designed to enable these young people to do well in their critical subjects that are very important in the 4th industrial revolution that we are now under, not just in this country but across the

Mathematics Literacy for the sake of it, of which I am not saying that it does not add value. Having a large cohort and many of you taking Mathematics and Science, will pave the way and the future and you shall not want if you have a good pass in Mathematics and a good pass in Physical Science. I am saying this from experience. I am a Mathematics and a Physical Science student, and I did well, and I passed my Bachelor of Science and majored in Mathematics and Chemistry. I did not achieve anything less than 60% at third year university in Mathematics and Science. I want to say to you, it is do-able. Today I am standing here to be an example to you to say that you can do it. It is do-able. It is not rocket science to say that you cannot achieve it. If it was achieved by me, who are you not to achieve the best kind of marks. It is not only the marks that you are getting and the percentage of pass. It is what you are going to do with your Mathematics and Science in your area of work and field. They know where we work that, even with finance, I tell them that I am a mathematician. If you do not have structure, logic and sequence in your submission, take it away because I know what a structure is, what a sequence is, what logic is. Does it make sense? And therefore, in that I am able to run my administration appropriately so. I look at the document and see how it is presented, if it does not meet the standard that is required by me, I take it back.

It does not mean that it is going to channel you in any field of work. It is going to open a lot of avenues for you to navigate in life. Equipping you with the skills of Mathematics and Science. I think what is great in the programme is the fun part of it and therefore getting into the exposure of a university feel is what also is great in this programme because many of our students, when they get to first year without having had any feel prior to that, they get to be misled, they get to be confused, they get to be overwhelmed and then they associate themselves with

people that will derail their progress. You are therefore fortunate enough and you dare not waste the resources and the time that have been invested in you.

I am not going to talk about how much the ETDP SETA contributed to the programme, but I would like to say that ETDP SETA is indeed very grateful that it has joined this. It does not matter how much.

territories and research, and we really rely on your skills, on your capabilities and on your interest, to transcend beyond the current circumstances and make sure that you make your communities, your schools and our country very proud.

Once more, to the families that are here, we want to thank you as parents for not only supporting your children, but also accompanying them and being here as you come from various areas. We salute you and we understand that motivation of these children will be greater if they see that their parents are supporting them.

Most of the time we work on training of the district officials who go and support the teachers, the principals must go and support the HODs, the HODs must support the teachers and the teachers must go to the learners. By that time, it is so diluted. This one is directly to the core and that is why it has this kind of success. We really salute the department for this vision and making sure that things are happening where they matter most.

Again, to the learners that have been part of this programme, I would like to reiterate the fact that when an opportunity presents itself to you, it is very important that you grab that opportunity with both of your hands. Opportunity does not talk loudly, it just knocks softly, and when you grab the opportunity, difficult as it may be during the process, at the end, you will be grateful to see the results. I want to say that these small opportunities are the beginnings of greater results at the end of the day. One day you will find yourself being one of our most needed astronauts, or one of our most needed scientists, and these days we do need people that will venture into the new kinds of

To the department as led by the MEC, continue doing what is best for the country. This is what is most needed in addition to taking them to the programme, motivating our learners to understand that education is the only weapon that you can have to beat poverty, to beat unemployment, to beat inequalities in our country.

It does not matter where you come from, the circumstances do not matter, because your future is in your hands. Make sure that, because that future that is in your hands, you will nurture it and not destroy it. You guard it jealously. If you do so, you shall reap the kind of reward and fruit that is required.

is crying because of the crime that we are having, the substance abuse in our country, teenage pregnancy in our country, because there is not much that is engaging our learners. For you that are here, stay away from all of those. Stick to your vision. Stick to your mission. Seek support and assistance when you feel overwhelmed. All the people that are here, including the department, and I can vouch that the MEC, even if you are an individual, you go to her and say this is my biggest problem and a challenge in life. You will see the light. Never die alone. We know that the peer pressure is high, it is hard, it is difficult. Education is the greatest weapon that will make you to achieve your dreams and be who you want to be at the end of the day and conquer poverty, unemployment, inequalities and live a better life.

We wish you well. Those that will be applying for their university studies, this is the time for you to start your applications. I have no doubt that Wits will also assist in this programme so that all of you are able to make your applications on time. To those seeking for bursaries, the department is issuing bursaries. If they have not told you, I am telling you today. Do not stay home and say that you do not have money to study. That is not true. ETDP SETA is offering bursaries. Go to Mr. Makhudu if your situation is dire and indicate that you need a bursary to study. NSFAS is available. Make sure that you apply on time and get your bursary. Then you will have all those needs you need to get through your studies. The financial needs and the mental support. We know that you are having a lot of peer pressure as I have indicated, but never be obstructed in your route to freedom, freeing yourself. Education liberates. If you want to be liberated in this country, get to education, and be liberated. You are not going to be a victim of all the challenges that we see.

We want to urge and plead with you to take your education seriously. Our country now

I thank you and I salute you and I congratulate you for being part of this programme.

This programme has proved to be one of those successful programmes because it touches where the need is.

TTP BLENDED MODEL

TARGETING TALENT PROGRAMME

The objective of the Targeting Talent Programme (TTP) is to give learners from disadvantaged backgrounds with strong academic potential the best possible chance of success in pursuing higher education. This is done in a holistic and comprehensive way by preparing them academically, socially, and psychologically.

SETMU adopted and implement a blended model for the TTP from 2022 onwards. The blended model comprises two online Maths and Science Supplementation Sessions (toward the beginning and the end of the year respectively) and one residential or face-to-face academic enrichment session in the middle of the year.

While there are some similar programmes on offer for high school learners around the country, the TTP distinguishes itself on several significant levels. In terms of implementation, the TTP model makes use of the Wits Learning Management System (Ulwazi), which also exposes the learners to an active university LMS or online platform. Additionally, while there is a strong focus on academic enrichment for Maths and Science, the TTP employs a holistic perspective in the inclusion of a dynamic and multifaceted psychosocial component. This allows for the incorporation of a range of subjects from the Humanities, aimed at encouraging learners to develop skills such as critical thinking and creative problem solving.

mentors who advise them on their career choices, the challenges that they could face as part of university life, as well as ways to overcome them. In their interactions with mentors and the programme in general, learners are also able to explore ways of addressing problems they encounter in their schools and communities today, such as those regarding mental health and bullying.

In keeping with the university’s mission to position itself as an IT-savvy institution, online teaching and learning offers learners

the opportunity to explore different and current technologies and learning platforms. In addition, online instruction encourages learners to develop their creative and problem-solving skills, and encourages lecturers to explore new, flexible and adaptive ways of presenting their subject matter. Participants in the programme also have access to a range of learning materials and exposure to mentors, to continue their journey towards university readiness.

Exposure to online instruction allows learners to deepen their knowledge of the various subjects. In addition to exploring and understanding new content, learners could also return to specific content and brush up on

what they currently learn at school. Through online instruction, learners are encouraged to think of creative ways of engaging with the subject matter and to develop their problemsolving skills. Learners are also exposed to

Enrichment programmes are learner-centred programmes that target individual learners rather than classrooms or schools. The aim of the enrichment is not to impact on a school’s existing curriculum or teaching practices, but rather to supplement and extend a learner’s weekday curricular and extra-curricular experiences. In doing so, learners are allowed on the Wits campus and provided access to the venues, infrastructure, services, and residences to supply learners with an indepth simulation of what university life is like.

One of the major strengths of the TTP lies in the face-to-face contact sessions, the benefits of which cannot be underestimated. Face-to-face engagement provides the

opportunity for in-depth immersion and exposure to the university environment. This ultimately makes the university a less foreign space when the learners enter campus as undergraduate students. Learners have access to mentors, as well as hands-on experience in labs. Face-to-face

engagement encourages social interaction with learners from diverse communities, which allows for the development of a sense of community. Components such as sports, music and dance allow learners to challenge themselves physically and engage with their peers on a different level.

As a programme aimed at facilitating access to higher education, the TTP is fundamentally guided by social justice principles. It is no secret that South African society is characterised by glaring inequalities regarding access to resources. This is exacerbated by problems such as

loadshedding, poor network connectivity (especially in rural areas) and exorbitant data costs. It is therefore noteworthy that despite these challenges, the TTP was still able to record a 97% access rate for its online programme in 2021.

This face-to-face session, however, included the synchronous face-to-face sessions and asynchronous content online. Lecturers were thus requested to make use of the Ulwazi Learning Management System. The majority of lecturers reflected positive sentiments

regarding the usefulness of the LMS in the RAEC sessions. Lecturers used the LMS as a hub to store materials for learners to access and appreciated the convenience with which learners could access the LMS, reference and navigate between documents.

EDUCATORS’ ENRICHMENT WORKSHOP

Since the Student Equity and Talent Man agement Unit is unable to extend the Target ing Talent Programme (TTP) to all learners in South Africa, by engaging in enrichment workshops with the educators from feeder schools of the Targeting Talent Programme, it is envisioned that dissemination of knowledge and skills will take place and will be impactful for the schools at large.

The aim of the Educator Enrichment Programme is to:

• Assist the subject-specific, subjectdidactic, and curriculum-specific knowledge of participating educators.

• Upgrade the educators’ technical dexterity, thus equipping them to create their own materials for learners.

curriculum (Life Sciences, Physical Sciences, Mathematics), various pedagogical ap proaches and in the face-to-face

The blended model of online and face-toface contact sessions has distinct benefits. The first major benefit of the move to online instruction is that it allowed the programme to continue during the pandemic and the associated lockdown. Revising the programme and extending the length of the sessions, meant that learners were able to benefit from the increased exposure to the Maths and Science enrichment curriculum, as well as extra time to engage with lecturers, particularly since learners were attending school on a rotational basis.

Another significant distinguishing factor for the TTP is its robust mentoring component. Learners are able to relate to the mentors, most of whom are senior students and also alumni of the programme. Mentors serve as important sources of information and support, whom learners are able to approach not only with career- related or academic problems, but also about the multitude of struggles they face.

• Assist in the creation of professional learning communities amongst educators which will enable the dissemination and generation of knowledge.

Due to the COVID-19 pandemic, no Educators’ Enrichment Workshop was held since 2019. This year, 2 workshops took place, following the blended model applied within the TTP.

The first workshop took place virtually on Ulwazi, the Wits LMS, from 25-31 March 2022. The second workshop took place from 6-12 July 2022 at the Education Campus of the University of the Witwatersrand in Parktown. For both these workshops, an invitation was extended to Life Sciences, Physical Sciences, and Mathematics educators. Both work shops consisted of approximately 5 teaching days. Over the course of the 5 days, the educators were exposed to subject-specific

programme, plenary sessions were hosted. Within the face-to-face session. The educators also attended a welcome dinner and an excursion to the Johannesburg Market Theatre.

REFLECTING ON THE TTP EXPERIENCE: BLENDED MODEL

The reflections below represent learners’ experience of the blended model mentioned above.

TTP LEARNERS

Didintle Gaetsewe-(Grade 11, Remmogo High School)

The journey through this programme is not easy. It takes hard work, dedication and commitment for one to make it to the end. Nothing comes easy in this world as you have to work in order to survive, and when an opportunity shows itself, it is up to you to take it or leave it. Having to be in the Targeting Talent Project is a blessing, I say this because not many were fortunate enough to be part of it. It is truly a rare opportunity that one cannot deny.

I have learnt that the TTP is all about building. It builds people by giving and sharing knowledge, bringing people of different kinds together and encouraging them to build relationships. Getting to learn about each other and learning more about the world and people around us and teaching us the ways in which we can work together. Getting a little bit of experience of what to expect when coming to varsity.

Truly speaking, it was hard at first. When I first started the online sessions, it was a little bit hard for me to cope and understand as I was still not used to it all. There were times when we were introduced to topics I did not know about and it was really difficult to catch up with the kids who knew what was going on, as difficult as it was, I still managed to go through those sessions, and I learnt well. I had to learn to manage my time for less stress and pressure and most of all stay committed.

Then there is the university experience, now that was rough. Having to wake up very early in the morning, preparing for the day and following the strict schedule and going up and down stairs, it’s really quite the exercise. It was not all tough as we had fun playing and experimenting with different types of sports. You end up making new friends every chance you get, within and outside your group. Well, if you are a sheltered person, this is a way for you to get out of your shell and just step out of your comfort zone and explore.

how to handle them. I got more than I had expected. The lectures were really educating and helpful as I now know more about how I could cope with the everyday life.

My most favourite activity in all activities of the day were the dance classes. I enjoyed the lessons and had the utmost fun while doing it. The sports were good too as I learnt new tricks and tips for each sport.

As I have received this opportunity, I will embrace it as this is a true blessing in disguise. I am happy to be one of the lucky ones too. I would also like to thank my donor for the sponsorship and my family for the support. Lastly, I would like to thank TTP/ SETMU for this wonderful opportunity and experience.

Thank you.

Kopano Isago Mogadile (Grade 11, Wrenchville High School)

Last year we started with our first TTP sessions. And it was a great experience as we were sitting in our homes and facing our screens. I really loved the online sessions although I was getting easily distracted as I had no lecturer telling me to keep focused. I got used to waking up late to the point that procrastination kicked in, which badly affected my studies. We then had a session with my mentors about procrastination which

helped me get rid of that behaviour. From a small town of Kuruman, after it has been quite a while, I got a chance to attend the TTP face-to-face sessions held in the University of Witwatersrand. Our very first session was so amazing as we sat in the auditorium. Waiting for our lecture. Seeing my online teammates made learning more exciting as they were more fun than what I had expected.

learnt about the true meaning of diversity and critical diversity, as the critical diversity, the finance literacy and science classes were so insightful as they had me thinking about more deeper questions about how the world is and why, the things I could do and the possibilities of life the good and the bad and

“

I loved my stay in the Wits university and campus. I love the adventure I had together with the knowledge and skills I have learnt during my stay.

”

I

“

I remember being put in a group of 3, all from different schools and we had to work on designing a rocket. That was the moment I realised that TTP has connected me with great and wonderful peers. Thank you for an amazing experience TTP.

”

What an amazing experience it is after all. Learning the importance of group work and consistency no matter how tired you are literally as well as figuratively. I now know that the dreams l had and still have, have been irrelevant and unrealistic as many people would say. “Pressure needs to be applied to a diamond in order for it to shine” is a quote l heard from a previous TTP member. Agreeing to be part of this programme made me realise that l need to be comfortable sometimes with being uncomfortable. Not only did it help me educationally but also socially. My most favourite subjects us to be Critical Diversity as well as Life Skills. Critical Diversity got me to the realisation that have power and by using that power effectively l can make changes and take control over my life.

I was selected by TTP in grade 10. It was a 3-year programme, which is still going on and I am now in grade 11. At first, I did not know what this program was about. When we first started with the online sessions, I was so excited but also scared because I did not know how online sessions work. I met new people and me being in a group was something different, so I had to learn how to interact with other people. And we even got a chance to work with different mentors. Ever since that I started loving this program. This year which is 2022 in March I really enjoyed the online sessions, even though it was so short. I was looking forward to the face-to-

face sessions that is currently going on, and it is almost the ending.

I have experienced the difference between attending online lessons and contact lessons, the session we had in March was enjoyable but not good as the July session. My lowlights have to be waking up early, sleeping late and running to class.

Our experience so far is being part of TTP. This has been our most enriching experiences. We got to learn about certain things, our ability to work within a team. The March online sessions were enjoyable but sometimes we would have connectivity issues and would miss classes and also could not see the faces behind the voices. The July contact session so far has been amazing, lecturers and mentors always active and ready to answer any questions we might have.

We learnt to become responsible learners and to go for what fears you most because not everything in life is easy. It really helped us a lot and got us more knowledge to get rid of our fears and to speak out. we loved all the classes and activities we have done

here and the food as well. We are not really that good in running or being up and down all day, but we have gotten used to it.

Our outing 14 July at the Apartheid Museum was the most beautiful and exiting moment. Having to learn more about our history of South Africa was hurtful and worth it. I did not know that much of the history of South Africa, but now I know. The powerful words like “Good moral character is not something that we can achieve on our own. We need a culture that supports the condition. We are survivors! We are fighters.” I learn that N.R. Mandela Was a hero, fighter, justice services, equal person, and a man of the people.

Dayvine Moleleki (Grade 11, Langberg High School)

Theolette Louw (Grade 11, Langberg High School)

“

I love the face-to-face sessions and the sports and dance classes are my favourite. I look forward to next year’s face-to-face sessions.

”

“

The TTP experience as a whole is a once in a lifetime experience and I am grateful to be part of something that aims to nourish and develop unseen talent. My confidence has definitely grown more stronger.

”

Diketso Mkhutsane (Grade 11, Wrenchville High School)

“

My highlights have to be meeting new people in person which is a lot more fun, and we experience a lot of things such as playing sports meeting our mentors and lecturers in person and being in the lab.”

Naomi Louw (Langberg High School), Nomvula Tata (Langberg High School) and Ofile Boye (Galaletsang Science Secondary School- Grade 11 learners

I will ensure that I will ever and forever show the fruits we pick up from TTP and will plant the roots in some gardens that struggle to bloom something and help others also bloom.

Ha-la-la TTP, Ha-la-la. Forward we move stronger and wiser.

Sithobile Baloyi (Grade 12, Kheto Nxumayo Agricultural High School)

Good morning, good afternoon or good evening depending on the time you read this. My name is Baloyi Sithobile Sandy, and I am a grade 12 learner at Kheto Nxumayo Agricultural High School. I wrote this to share a little about my experience in TTP over the past three years.

I remember when I first applied to the programme, I was very nervous and scared and did not even believe in myself that much. I thought to myself that there was no chance that I could get selected. But the unexpected happened and I also got selected, I was so excited and nervous at the same time I just could not believe what I heard with my ears.

Due to COVID-19 we could not have contact sessions but online sessions instead. This was a little disappointing and scary because it was my first time having to attend something online, I did not even know what to do. But thanks to my knowledge of English, I was able to follow the instructions and log in. The challenges I faced during online sessions were having to wake up early especially on weekends because I was used to waking up late. Unless you participate in online sessions you will be bored there. It will feel like you are just staring at a tablet and waiting for the time to pass and log off.

Luckily, this year we were able to have contact sessions and I will not lie I had the

best time of my life. I did even want to come back home.

TTP is an academic enrichment programme and I for sure can attest to that. I joined this wonderful programme last year (2021) and it was hosted online as the country was in a state of emergency disaster classified as Covid-19. Of course, we were provided with wonderful devices and sufficient data to last us throughout the month each and every month. Targeting Talent Programme is a prestigious masterpiece compelled by future investors and developers and most importantly hosted by the University of the Witwatersrand.

If there is something I took out of TTP it is to always consult with my teachers. I have come to realize that I am supposed to engage with my teachers at school because after all they are there for me. TTP lessons exposed me to a lot of essential information that was educative and fun. I started really studying now. My lecturers taught me to practice a lot

So even though I do not accept some of the things my family does I can still choose to tolerate.

• Navigating my way through the digital world with ease i.e., Wits LMS (Ulwazi)

• Learning that I should never ever plagiarize and how to access the right information for my assignments on the internet e.g., Google

• To live with integrity

• Be inquisitive, considerate, and respectful

My marks went from zero to hero really quick. I can even speak in crowded places and have my voice without hesitation. The programme did not only help me academically but socially too. I was once an introvert and pushed people away but now I am comfortable to hang out with a large number of people. Even my socializing skills have improved. I want to say thank you to TTP for granting me this opportunity. It is something I will be grateful for the rest of my life. I can proudly say that I came to TTP as a little fish that used to live in water only but now I’m a crocodile that lives on both land and water with pride. Let me end by quoting one of the lines said by my fellow TTP learner at our commencement ceremony when she said “aspire to inspire before you expire” this are the words that stayed in my mind and are now my life motto. Thank you.

of past papers in order for me to know how to answer during my exams.

My teachers, mentors and SETMU emphasizes the fact that we should share information and knowledge. We have the privilege to have been chosen, so we can give back and be thankful by always doing this.

• Time management skills

• Always have visions and have clear goals on about achieving the goals

Waking up early in the morning was the only challenge I faced but the only way I overcame it was to adapt and I got used to it. Sports were great. Not only did I get to play two sports, but I enjoyed them.

Our lecturers were obviously different individuals, but they were awesomely great people, they were advising and were very smart academics.

I hated dance but it was not because of the experience but because I do not know how to do it.

Thanks, TTP, SETMU, SPONSORS AND MENTORS!!!

“

TTP has had the greatest impact in my life. I am who I am today because of TTP.

”

Ookame Moholeng (Grade 11, Galaletsang Science Secondary School)

“

I learnt from TTP that everyone is different and unique, and that as much as we are unique, we also need to respect and tolerate other people with differences.

”

“ We will forever be extremely grateful / thankful for the knowledge we got from TTP.

”

Dear friend, I never really got a chance to tell you how much I appreciate you. You are AMAZING! Since 2021, I felt a sense of belonging. I knew where my future lay, and in a way, I had place to call home. You gave me an opportunity. Obtaining high marks is not everyone’s cup of tea, but you have shown me that I am capable. You have granted me the knowledgeable understanding that I was struggling to get for myself. Friend, you taught me law, diversity let alone the skills I need for a better living. I must say, I’M IMPRESSED! Lectures are not only for our brothers and sisters but everyone from any background ever. Socializing was never really a thing I would give a thought; you have made me to come out of my comfort zone. You taught respect and integrity, and since then I was never embarrassed to greet those surrounding me. I made friends, and I spoke their languages. WHAT AN EXPERIENCE! I promise that every chance I got, I implemented what you taught me

to those you were not able to reach. I took notes and I listened. You have challenged me, but I made it through. I really was never a fan of waking up early, walking two thousand steps a day with a thousand of steps to climb up and down, and down and up. Muscle cramps were becoming my everyday struggle, but I knew that success would never be on a ramp. WAY TOO EASY!

I am no sports person at all, exercising is a dusty preparation but YOU! You have dug my ability that I never knew existed. I never knew I was good in teamwork, leading as well as cricket with volleyball on the side. Never have I ever got a chance to express my sport skills, but you knew exactly what to do. When I came here, I had two left legs, but with the most fantastic choreographers, you have made it all simple. I now am confident enough to say that I am the best dancer, I do not know where but SOMEWHERE!!! You are my place of HOPE, YOU ARE MY HOME, AND I WILL NEVER FORGET YOU!

connection with people you do not know their faces but only their voices. Trust me it was fun during online sessions especially mentor sessions, but the sessions were not as fun as face-to-face contact sessions.

from West Campus to East Campus was not that hard but what makes it hard is the fact that there are lot of stairs you have to take. Limited hours of sleep were tough, and I was sometimes sleepy in class.

If there is one subject, I loved being exposed to was Life Skills which taught us selfawareness, to be yourself and it also taught what real life is and that how you face your insecurities actually starts with knowing who you are before you can actually react in a certain manner.

What I took away from diversity classes is that we are one and we must remain one. We must have a diverse society where everyone is free and treated like a being not on what their skin colour is, that is something I would really like to take back to my community.

Engaging with my fellow mentees is my favourite. You would hear us and different groups singing laughing and just being there, caught up in the moment. That is what makes it more fascinating than the online sessions. Though there were challenges we had to face every day, one being the stairs, walking

I learnt to stay true to myself, have integrity and stop criticizing myself because I made this far.

“You cannot create experience you have to undergo it.” so here is my experience:

I started off as an online learner, who knew nothing about online learning.

It was so hard for me to adjust, I would literally inform the SETMU team that my device was giving me problems, it can’t access the website. As time went on, I actually realised that it was not the device but me since I was telling it what to do. Imagine having a

came a

Being

by great minds everyday

disadvantaged backgrounds” I define you as a character builder, a potential uplifter and truly a talent targeter.

“

”

Nolitha Maabane (Grade 11, Moreko High School)

“

I

zero I leave a hero. You are the key I have been waiting for, to open the door to a greater and better version of myself. I have improved in every aspect of my life, academically to how I carry myself out.”

surrounded

gave me a different way of viewing the world. Many define you as “helping learners from

Oratilwe Thokolo (Grade 11, Dendron Secondary School)

“ Never have I ever in my wildest dreams thought that I would be the one shining in the dark. TTP, you have been a good friend and allow me to praise you.

”

Pabalelo Nkutlwang (Grade 11, Baitiredi Technical and Commercial High School)

I remember the day we went back to school from term one holidays. Everything in Maths and Science was just recap. The energy I had for my schoolwork was on another level. I was looking forward to school thanks to you. I have not seen my report yet, but I know I will do great in every subject as your March session helped me to reduce the workload of Maths and Science and I got time to focus on my other subjects.

The minute I got here my eyes were everywhere I had to pinch myself to check if it was really me living this reality. I found the environment very mesmerizing. The lecturers are great to the point I want to take them home with to be my everyday teachers. As for sport I realised I have potential in sports I did not even know exists. What is left of me is trying to unleash the potential that I have who knows that one day I might become a champion.

It is sad that not everyone has the chance to

be in TTP. Only if everyone had the chance then we would have a great and better nation.

I now value things that I before thought of not important. I cannot wait to share things I have learnt and the songs we sang with my family and friends and certainly cannot wait for the July session next year. As I mentioned I came a zero and now I leave a hero.

how to dance but at least I was now given an opportunity to know one or two dances and I really enjoyed them. Oh, Mathematics and Physical Sciences classes, those if we were to rate them, I would give them hundred percent. I love working with numbers and that too also increased my way of thinking to solve problems. One other subject I enjoyed was Critical Diversity because it taught me that everyone is unique, and it is not about how we differ. Again, mentees and mentor’s sessions were the best cause we got to play games, talk about real life and what I liked is that we were open and engaging.

Coming to face-to-face lessons, hey there is a lot to tell. When I eventually arrived at Wits I was scared and happy at the same time. I was overwhelmed by lot of buildings and people too. Basically, I didn’t believe that I would come to one of the best universities in South Africa while I haven’t finished school. For me this is a big achievement, and I need

not to let go of this kind of opportunity. Well, I find face-to-face sessions more helpful, and they help me understand better because I can ask many things I want to. Oh! doing the dance sessions face-to-face is actually one of the best moments. Playing different kinds of sport was actually fun and enjoyable. I was able to learn new things about sports because I do love sports, I was actually a runner, but I stopped long ago. For me, the teachers were collaborating with one another, and they ensure that we get the best. My lowlights will definitely be the waking up early and walking long distances from West to East campus taking steps and running.

In conclusion, it is seen through that TTP will grant me a clear mission and vision of my life. As I would like to quote what Napoleon Hill said “whatever the mind can conceive and believe it can achieve and I am definitely going to achieve my goals.

Yours sincerely.

TTP has played a very big role in my life, it helped me to stand up for myself and get the best chance of success in pursuing higher education.

It ensures that I am prepared for university academically, socially, and psychologically. Furthermore, it enriches different kinds of skills even ones I didn’t know about.

I will start by explaining my experiences on online sessions. To be honest I really learnt a lot from online classes because I was able to help my classmates as we know Covid-19 was still an issue. Those online classes became keys to my door, and I did see doors opening. I have learnt skills like communicating with people as we were forced to unmute ourselves. At first, I was not happy about that, our mentors would be shouting at us every day and they would say they will give us strikes if we don’t talk so I got used to use the microphone. Secondly, I have learnt how to do dance moves, honestly, I did not know

Palesa Mtombeni (Grade 11, Ngwathe Secondary School)

“

I thank God everyday about being in this programme because I got a chance that will enhance my vision and mission for my future education in various ways. ”

Drawing by Nontuthuko Ntaka (Grade 11, Inanda Seminary School

MENTORS

Mentors are the backbones of both online and face-to-face components in the Targeting Talent Programme. In the OMSSC sessions, mentors engage with their mentees within the guidelines of a mentor curriculum. Mentors engage with learners on online platforms as the primary form of communication with the learners. In the RAEC sessions, mentors

assist SETMU with the implementation of the programme such as chaperoning learners to and from lecture venues and providing career advice amongst others. Mentors are immensely important to the carrying out the aims of the programme and their reflections are valuable. The reflections below represent mentors’ experience of the blended model.

ONLINE MENTORS

An opportunity like this rarely comes to someone’s life and I would like to first by extending my gratitude to the SETMU team for giving me the opportunity to mentor in this program. My name is Anzani Tshivhula, a proudly TTP mentor and a 2019 TTP alumna from Mbilwi high school, Limpopo. I am currently doing my final year in BSc Biological Sciences majoring in Human Physiology and APEs. Mentoring online for me was nothing but a starting point of personal growth and also improvement as a leader. At the beginning of the March online sessions one can say I was a headless chicken trying to just go with the flow, a special thank you to my co-mentor Frans Maluleke for being a great leader and nurturing us like how he did. During the course of mentoring, I picked up countless lessons, as a mentor effective communication and listening should be your best friends. My co-mentors and I would spend over 3 hours planning how to implement our online session, personally this made me the importance of planning, planning, and planning again.

Online mentoring comes with its own difficulties, internet connection, trying to create an environment where mentees can openly communicate and participate. This enforced me to be emotional intelligent, be a creative and fast thinker and also be good in teamwork. Right now, the same skills are grooming me to be an outstanding learner, I have learnt to involve people and ask for help where I see that I am lacking. The debriefing that we had, made to be comfortable with feedback (bad or good) and helped me to learn to involve self-introspection into my life. Every day I thrive to be a better person so I can help the next person around me. Patience was nothing that I thought I will ever have, but the pressure that came with online mentoring, precisely trying to get all the mentees to participate helped me to learn to be open mindedness and be adaptive to different persona.

I remember in the beginning of my journey as a mentor I feared voicing out my opinions and would just bottle in my feelings about certain things. What I like about TTP is that they have this culture of involving and creating a spotlight for each mentor, the debriefing we had with the SETMU team made me to come out of my shell and I will forever be grateful for the pressure because that pressure is the reason why now I do not fear volunteering to be the group leader at school and just voicing

out my opinions without fear.

Lastly, I would just like to thank my co-mentors who helped me throughout my journey, thank you for making me learn to draw my first timetable. Thank you for making realize that time management is not just a fancy word but something practical that needs dedication and self-discipline. Lastly thank you for making me to be comfortable to celebrate each other and to be a great leader that I am seeing right now. My grade 12s, grab each TTP lesson like it is a last piece of piece of bread available. No dream is too big for you but at the same time keep in mind hard work is your only weapon you have. Allow yourself to be a learner and whoever you do be intentional and give your all.

ANZANI TSHIVULA

I am Lethabo Rapholo, a proud TTP Alumnus from the 2018–2020 cohort, and I attended St. Brendan’s Catholic Secondary School in Limpopo. I am a student currently pursuing Bachelor of Science in Actuarial Science at the University of the Witwatersrand.

SKILLS OF GOLDEN MOMENTS

Organisational skills: Online synchronous activities during the session demanded sufficient preparation and needed the students to receive high-quality instruction. Mumbling

is not the best thing for a mentor to do. In order to ensure uninterrupted learning, one also had to ensure that internet connectivity was reliable during the session. Punctuality is a crucial component of professionalism and must be demonstrated.

Effective Communication: Everyone wants to be heard and never feel as if their words are being ignored. I had to develop active listening. I learned when and how to give my co-mentors and mentees a platform to express themselves. This allowed for a

“

My favourite quote says:

“Don’t downgrade your dreams just to fit your reality.” I wish you nothing but greatness.

”

LETHABO RAPHOLO

well-guided interaction and helped to open doors for me to build trust with everyone. I frequently checked to see if I am not the only one talking in the conversation and that has greatly improved my communication skills.

Quick thinking and Creativity: It is monumental for me to have a flexible mind so that I can be able to take any question that the learners bring up to the table with care during the sessions. Of course, we as mentors have not prepared them, so there may be learners who bring unexpected questions. Sessions must be enjoyable and maintain a positive vibe. Everyone can go silent during tedious conversation. As a mentor, I had to know how to rebuild the technique while maintaining the ability to communicate the information since silence speaks volume.

Open mindedness: TTP is a programme that welcomes students from many backgrounds, and since everyone has their own unique perspectives, it is crucial to categorize the

differences in order to make everyone feel accepted and protected. One thing I learnt to work on it is learning to accept people from diverse backgrounds because I do not often interact with people from those backgrounds in my daily life. I have improved my capacity for flexibility and new learning.

Leadership: I have gained knowledge about how to guide students in completing their assignments and ensuring that the work is manageable for us to complete. Additionally, I developed my vocalization skills. The majority of my online meetings, interviews, and the like allow me to speak without hesitation or selfdoubt at the moment.

Computational skills: Although I have never organized or led online meetings, TTP’s online learning required me to use platforms like Microsoft Teams, Zoom, and the Big Blue Button to conduct online discussions, polls, and quizzes. This allowed me to learn essential technology skills.

FACE-TO-FACE MENTORS:

My name is Lerato Motsitsi, I am a TTP alumna who was part of the 2017 3-year cohort, from Welkom High school in the Free State, I graduated in 2019. I am currently completing my third year in BSc Biological Sciences at the University of Witwatersrand. I had the opportunity to become a mentor for the program for 2022.

Returning to the program as an alumna I had my own expectations on what being a mentor would be like, however it was a whole new experience. Being a first-time mentor, I had the opportunity to learn and unlearn, to get out of my comfort zone and lead by example, to laugh and to be serious, to be brave and to not shy away from taking an opportunity to help. I had a great experience in working in a professional setting for the first time and engaging with incredible people from diverse backgrounds. The whole experience further ignited a love for helping young people and being part of a community of leaders.

The mini mentor sessions were always a delight, where we engaged in fun games and learned about each other’s cultures and languages. The Hip Hop routine was another highlight which really stretched me, yet was entertaining, if you began the routine with two left feet you left knowing how to move!

I enjoyed the sports, and to be honest having last played sports in high school, the adrenaline that came with participating has me convinced to return to these activities next year. The last key highlight was the commencement ceremony where I had the opportunity to hear from great guests and have a moment of appreciation from the SETMU team.

With TTP it is impossible to leave without acquiring any new skills or improving those that you already possess. Out of the many skills I learned was commitment, transparency

“

TO THE CLASS OF 2022:

You are all capable, all that is left is for everyone to unleash the potential through hard work. Make the last push matter towards your next stage of life. Be a brand of excellence ”

“

One of my main highlights was being so fulfilled to work with the young and bright mentees, I had a wonderful group that was not shy to sing, dance and participate in all activities. I thoroughly enjoyed attending and engaging with them in the Critical Diversity classes.

”

LERATO MOTSISI

and honesty, prioritizing, a whole new way to apply communication in a team setting. Not just learning equanimity, but practically applying it. Problem solving and leading, were other skills that were improved during this session. Reflecting, setting a routine and proper planning were major skills that I can thank TTP for teaching.

One thing that the RAEC session taught me that I will hold on to is, it possible to know of skills and think you have them but still fail to execute them. So, in applying the skills I have learned, it is always better to go back to the drawing board to remind yourself of what you committed yourself to, always reflect and ask for help when needed. I started taking initiative and grabbing opportunities when they were presented, stepping up and leading but being mindful when to give space to others.

I have had to apply and teach these very skills outside of the programme, my course requires immense groupwork and working with people that are leaders themselves can create conflict but now I can play my part and lead when it is

necessary to and give others the opportunity to do so, without overextending myself. Due to the early mornings we had during the session I decided to adopt the early morning routine when I returned, and this improved my daily activities.

I am truly grateful to the program and the SETMU team for making it possible for me to be part of this opportunity.

To the class of 2022, our backgrounds may influence where we start, but with every opportunity that presents itself to advance and better ourselves do not take these for granted, because they can change how we finish. Do not lose sight of the bigger picture, do not limit yourself, work hard and smart, apply the skills you have learned, use the resources that you have and remember to rest! All the best and keep shining!

to have been my lowlights of the July RAEC session. The intense two weeks brought back memories of my exam season the week prior the session, where there was a significant amount of stress, and sleepless nights. Meeting the mentees every morning with a big bright smile even though I was fatigued and probably wanted to go home had to be one of my highlights. A bittersweet one must be accompanying the mentees to their respective buses on the final day.

During the TTP July session as a mentor, I learnt the art of perseverance and patience because initially during training, the SETMU staff did mention that the program is going to require a lot from us and just like theory, we ought to think we have what it takes until you are doing it practically. Being available for 24 hours, 2 weeks straight is exhausting and demanding but there is always something you take away from the experience. TTP is all about teamwork and time management. If you are 30 minutes late, your whole day is off by 30 minutes and not only does that apply to TTP but life in general.

I apply methods of writing down my daily, weekly, and monthly checklist in my journal of things that I need to do or achieve. I have found that using this strategy helps me stay on top of my daily and monthly responsibilities and keeps me from becoming overburdened with work.

To the class of 2022, you have got this. I am sure you have heard millions of motivational speeches already, and sometimes they just work for five minutes before you’re back to your old habits. This is normal. Motivation, in my opinion, stems from relatability. Someone you cannot relate to cannot inspire you. Discover your why, and the rest will follow.

Greetings fellow readers. My name is Paledi Boitumelo, and I am a TTP Alumnus from the 2013-2015 Cohort. I attended my high school at Jane Furse Comprehensive School which is situated in the Limpopo province. I studied Quantity Surveying at the University of Johannesburg for my first degree, and I am now enrolled in the second year of BSc in Construction Studies at the University of Witwatersrand. I currently work as a quantity surveyor consultant for several construction and mining companies in and around Burgersfort, Limpopo, while also attending WITS full-time. And yes, it is sometimes difficult for me to balance both, but my priority is on my education.

BLENDED MODEL MENTORS:

I am Nqobile Mkhize, an MCom in Finance candidate. I hold a BCom (Hons) in Business Finance and a BSc in Mathematics of Finance, both from Wits University. I went to UJ Metropolitan Academy, in Gauteng and graduated from TTP in 2016.

more difficult to gauge how the sessions were being received. However, it was a driving force in making sure that the planning that went into the sessions was more creative and always better than the previous.

PALEDI BOITUMELO

My TTP experience was wholesome, more like a roller coaster ride and it truly challenged my limits to the core. The tiredness, the short nights, and the early mornings ought

E-mentoring has been an interesting experience. It came at a time when a lot was changing. However, it challenged one to think outside the box and learn to be spontaneous. Not having face-to-face interaction made it

Face-to-face on the other hand was more demanding due to the long hours. Despite this, it was very rewarding as one would get to engage more with the learners. The face-to-face interactions with learners were enlightening. The curiosity of the learners

“

I now have a different outlook on how I view and do things both professionally and personally after being a mentor at TTP. ”

makes one excited about the future of South Africa. Where some learners take in information as it is given, TTP learners always seek to gain a deeper understanding of the concepts given.

There are a lot of wonderful lessons that I have learned from both the online and face-to-face contact sessions. Having experienced both formats there are two main differences I have observed. Online mentoring does not afford one as much time to think of a solution when a challenge arises. It demands that one be able to think on their feet and provide suitable solutions immediately. On the other hand, face-to-face mentoring echoes that even though we find ourselves in a technologically advanced age, human interaction will always be necessary. It increases self-awareness and develops interpersonal skills.

The 2022 July RAEC contact session was very exciting and it brought back a lot of memories. The plenary sessions and hiphop lessons were my highlights during this contact session. Plenary brought everyone

together and was the perfect morning routine for the busy day ahead. From the singing before plenary to the cha-cha slide or the chicken dance and the birthday celebrations reminded me why community is so important. The hip-hop lessons were an opportunity to de-stress and challenge me while having fun.

Above all, this contact session has taught me a lot of things regarding my personal life, leadership style and how to handle myself as a professional. Situational leadership and the true meaning of mind over matter.

On the other hand, TTP has taught me how to preserve despite the challenges and fatigue that may tire on out. It has taught me to accept my state of mind, address it and remain committed to the cause. These lessons carry universal applications and have improved various parts of my life.

To the class of 2022, be intentional in striving for excellence and invest in yourself. We live in a highly competitive age, and we must continually seek ways to set ourselves apart from the rest. The seed you plant today will not necessarily bear fruit tomorrow but take care of it, nonetheless. When the time comes you will be glad that you were intentional. All the best with your final exams.

My name is Thato Tema. I am currently completing my MSc. (Med) degree in Clinical Microbiology. I have been a TTP mentor since 2019. Unfortunately, the COVID pandemic took a year out of my mentoring in 2020. In 2021, I resumed mentoring online. Online mentoring is a different experience from the contact session. However, to uphold the values of TTP, we all had to adapt to these changes and make the best of them.

Online mentoring was impersonal at first. However, it soon became the new norm. “Sorry, my network got disconnected, please repeat the question” and “my connection is poor, may I type on the chat” became the new anthem during our meetings. Humour and patience got us through these times. The skills I acquired from this new style of mentoring are not to be forgotten. Learning how to observe the mentees without literally looking at them is a skill I had to learn. Regardless of the mode of mentoring, the mentees still need to feel safe and feel heard. Therefore, asking for their contribution without putting them in an uncomfortable situation was something I quickly needed to master.

I had learnt the dynamic of my group and knew how often each mentee participates, therefore any change to that dynamic was called to my attention. I often had to reach out to the mentees after the meetings to find out if they are okay. Sometimes, that would be the platform where they get personal and outline how the programme can help them with whatever situation they are going through. As much as I learnt a lot from the online session, the contact session is still my preferred mode of mentoring.

There is nothing better than seeing the faces of your mentees in the morning on the way to plenary. Seeing the joy on their faces when they learn something new. Hearing them talk about how difficult Maths class was and how exciting the Engineering project was is something I would not change in our interactions. The contact session has more dimensions to it. One gets to understand the mentee in all spheres. That is what makes it a complete experience for both mentors and mentees. Furthermore, the impact I make as a mentor to the mentees is more tangible and that makes what I do even more motivating.

“

TTP has shown me that the way in which I lead does not have to be monotonous but should adjust as required by the situation while maintaining one’s integrity.

”

NQOBILE MKHIZE

“

The skills obtained in the contact session, especially as a Lead Mentor, are skills

I can use to improve my employability. Skills such as group communication, conflict resolution, and working in a time-sensitive programme are useful in any industry.

”

THATO TEMA

Furthermore, mentoring is a leadership position and any style of leadership learnt during the programme is transferrable to other spheres of my life.

To the class of 2022, I hope that you can take everything you learnt in the first part of your life and make it the baseline for the second

part – tertiary education. Remember that in this second part, you will learn more about yourself, and it is okay to change; as long as you keep representing yourself in the best light possible, in everything you do – academic, personal, and social. Good luck out there. You will be better than you have ever imagined.

My name is Gumani Mukhuba, a 2015 TTP alumnus from Tshikevha Christian School in Limpopo. I am currently completing my Aeronautical Engineering professional degree. Online mentoring brought challenges that pushed my cognitive and creative abilities to a new level. In the online world, there is no body language to read off. As a person, and a mentor who sub-consciously reads off this critical feature, I found myself in this realm where I had to adapt to a lack of this and additional communication cues such as facial expressions. This prompted my co-mentor and me to create a safe and encouraging space where mentees would speak up to people. All the icebreakers and games had to

be executed in a way that would encourage everyone to unmute & participate – and oh my goodness were they are not very receptive of this! Confidence is key in the online space as the mentees have little more than my visual energy to feed off. The major negative thing the forever haunting network issues.

Face-to-face mentoring is great as I get to interact with all mentees without any social communication feature missing. The standout feature is of course all of the things that we typically miss during the interactions behind the screen. It is a space within which I get to physically exert my energy off mentees, sing with them and have plenty of team-bonding exercises. Memories that are more tangible were created here which literally stick with you for life. An unforgettable experience shapes the mentoring experience into an emotional bond that makes a group a family.

The highlight from the June RAEC would have to be the way in which I had to support mentors in mentoring, as it is done in the TTP. Different group dynamics which I saw from a bird’s view brought a smile to me as it was evident everyone enjoyed themselves but in a different way. It is so interesting when I get to see the different mentoring personalities come to form a bond, which seemed eternal. Coming out from an online world to the physical world, the transition was seamless. I had missed social interactions at this level, and it was a much-needed experience to kick-off the post-lockdown life.

I had to adapt to this position and learn & fine-

tune skills. Flexibility was one of them. I had to do many things all in a short space of time. I finally understood the need for diaries and sticky notes. As TTP is dynamic programme, I had to learn to be a leader and be reliable in any situation. Time management was of essence as I experienced the programme from a central point whilst assisting with some of the programme’s logistical and administrative duties. Operating under pressure is one skill I never realized I had in abundance until the June RAEC. Somehow, I was able to power through the fatigue and intense cold mornings through to the cold evenings. Being able to cumulate all these skills all at once for was also a learning curve. I imagined that only one or two will be required at a time, but this was not the case. This programme has its own unique challenges every day and rising up to the challenge particularly means executing this set of skills in an equally unique way.

The learnings from the contact sessions(s) are what I take and apply in my daily life. Calibrating my mind to be thoughtful that everyone comes from a different background, with different beliefs & ways of doing things is now something that I keep in my mind every single day. Conflict resolution is also something I use every now & then. Afterall, it is only natural that disagreements happen and dealing with them in the most respectful and

calm way provides positive resolutions for all parties involved in the disagreement. It does not matter the situation or context, but this is what I have applied in my daily life ever since mentoring in the Targeting Talent Programme.

To the class of 2022, congratulations once more! You have finally made it through the multi-modal contact sessions. The skills harnessed from TTP will be of great essence beyond the contact sessions and matric.

GUMANI MUKHUBA

“

The resources that you have access to are golden, utilize them as you approach your final exams and shine like diamonds that TTP changed you into.

In addition, remember to follow your dreams and consistently work to turning them into reality.

”

Drawing by Mpeane Mphelane (Grade 11, Moreko High School)

STAFF

Tristan Jackson (Administrative Assistant Intern)

Q WHAT WERE YOUR EXPECTATIONS OF THE ONLINE SESSIONS?

I expected to spend the entire time looking out for names on the register and assisting with technical difficulties.

Q WHAT WERE YOUR EXPECTATIONS OF THE RAEC SESSIONS?

I expected intense non-stop interaction with learners. Handing out snacks, guiding learners to classes and not doing normal office work for the two weeks.

Q WHAT WAS YOUR EXPERIENCE OF ONLINE SESSIONS?

There were few technical difficulties and since we had an efficient way of saving the register, I was able to pay more attention to the lesson itself. It was enjoyable.

Q WHAT WAS YOUR EXPERIENCE OF RAEC SESSIONS?

Working with mentors was the most important aspect. They did a lot of the groundwork, and I actually did end up doing some office work. There were also a few unique experiences as we interacted with individuals both in and outside of the programme.

Q WHAT DID YOU NOT EXPECT?

I did not expect to have so much fun learning the dance routine each day.

Kendall Petersen (Researcher and Internal Evaluator)

Q WHAT WAS YOUR EXPERIENCE OF WORKING WITH THE MENTORS?

Overall, the mentors committed to the programme, and to facilitating an optimal experience for the learners.

Q DID MENTORS APPLY THE SKILLS LEARNT IN THEIR MENTOR TRAINING DURING THE RAEC SESSION?

Engaging with the mentors during the training was great. There is no way to adequately express how much work is involved as a mentor, and it was clear that it had come as a surprise to the new mentors when the RAEC session started. In general, they were able to adequately reflect on their training and apply it during the contact session.

Q WHAT WERE THE HIGHLIGHTS THAT STOOD OUT FOR YOU WHEN WORKING WITHIN THE MENTORING COMPONENT?

Prior to the RAEC session, there had been no face-to-face contact between the mentors and learners, though despite this, some had established significant connections within their respective online groups. I was especially pleased not only to see the connections the mentors were able to establish with the learners during the faceto-face session, but also to be approached by mentors who told me about the profound connections they had made. It was clear that the mentoring experience would have a consequential impact on the mentors’ personal leadership development journeys.

Mazwai (Administrative Assistant)

Q WHAT WERE YOUR EXPECTATIONS OF THE ONLINE SESSIONS?

With the first Online Sessions which was in 2021, I did not know what to expect. After

having had training on how to navigate the system (Ulwazi) and being equipped with resources, I was still very nervous. What if I was needed to resolve a query or a technical hiccup and got stuck? I had so much anxiety. However, I went in, took a deep breath, and told myself, I can do this.

Pearl

Q WHAT WERE YOUR EXPECTATIONS OF THE RAEC SESSIONS?

This was a very exciting and nerve wrecking time. I did not know what to expect as this was my first session in 2022. The exciting part was when I engaged with the schools, the educators, and the learners in preparation for the session. Everyone was super excited, and I was excited with them. I could not wait to meet everyone and finally put faces to names with everyone I had only liaised over the telephone or via emails for a whole year.

Q WHAT WAS YOUR EXPERIENCE OF ONLINE SESSIONS?

The Online Sessions turned out to be not as frightening I had expected them to be. After the first session, I gained confidence because I had managed to assist when I was needed. Having had the training and resources, things were much easier.

Q WHAT WAS YOUR EXPERIENCE OF RAEC SESSIONS?

The RAEC Session was so much fun. The preparation for the session. Being part of the behind-the-scenes team, was short of amazing. Meeting the educators and the learners face to face was awesome. Seeing how everything played out, from the preparations, getting educators and learners to Wits from the respective provinces and the smooth running of the daily schedule was great.

Q WHAT DID YOU NOT EXPECT?

What I did not expect was the amount of work involved when preparing for the RAEC Session. The most challenging part was getting documentation from educators and learners. The long hours put in a day. When an outsider looks at how smoothly and well run the sessions are, they do not see the furious work happening behind the scenes. As strenuous as it was, I had a lot of fun, and I am very grateful to be part of the TTP team which is doing amazing things. Keep Shining TTP, Keep Shining!!!

Nonhle Sibisi (Project Research Assistant)

Q WHAT WERE YOUR EXPECTATIONS OF THE RAEC SESSIONS?

I expected to learn more about the Targeting Talent programme, share exciting moments with TTP learners, the team and contribute to the success of the programme.

Q WHAT WAS YOUR EXPERIENCE OF RAEC SESSIONS??

The practical implementation of the programme made me realise the positive impact that TTP has. I got to meet TTP learners, their enthusiasm, faces filled with smiles and hope for a better future was very fulfilling and priceless. My passion lies in making positive impact to the society and TTP has given me the platform to contribute to strengthening the South African basic

education system and improve access to higher education.

Q WHAT YOUR EXPERIENCE OF IMPLEMENTING THE RESEARCH COMPONENT OF THE PROGRAMME?

The overall objection is to foster human progress through knowledge. The goal is to go beyond surveys, questionnaires, in-depth

interviews, focus group discussions and mainly transform raw data to communicate learners’ experiences and perceptions that touches on different aspects of the society. Working in the SETMU research component has given me an opportunity to get insights to TTP learners’ background, their career aspirations and how they strive for success regardless of the hurdles and social challenges.

Linah Sesheba (Project Researcher)

Q WHAT WAS YOUR EXPERIENCE OF WORKING ON THE COW EVENT?

It was great to host the Celebration of Work event face to face again after 2 years of hosting the event on Flipgrid. As much as I enjoyed exposing the learners to a new tool like Flipgrid and helping the learners gain new 21st century technology skills; there is something quite special about hearing learners share their two-thirds-year journey with a live audience that I had sorely missed.

Q WHAT WERE THE QUALITY OF THE PROJECTS?

The learners presented good projects which had the potential to improve their schools in various ways. Initially, the schools really struggled with the concepts of research and integrating those concepts into a project effectively. The team was definitely put through their paces as we had to mark more iterations of the projects than we normally do. However, we provided the learners with those opportunities to improve on their submissions as it was evident that they were struggling to grasp the concepts and

thus, needed as many chances to practice and improve as we could reasonably allow. The top performing schools displayed a satisfactory understanding of the research process; however, I do think that overall, the projects progress was not as further along as one would have hoped, which ultimately limited their impact. A lot of schools struggled to scale their projects into something that was achievable in the allocated time. This impacted on the learners’ ability to make their implementation plans a reality. Hopefully, before the year is complete, learners will still see their plans through.

Q WHAT WAS THE PROJECT FROM 2022 THAT CAPTURED THE ESSENCE OF SRC?

Without a doubt, it was the project from Tiyani Secondary school. This project aimed to improve the safety of their school by repairing damaged school property such as broken window glasses, broken doors and cracked toilets, some of which had occurred as a result of school vandalism. Through a combination of fundraising (the learners implemented a “smartphone Friday” where learners could bring their cell phones to school

for a fee, cash donations from parents and educators as well as a donation of building material from Cashbuild and P & L) they were able to raise enough funds to replace all damaged property. In addition, they also invited the local Hlanganani Police Station to talk to the learners about the impact and consequences of vandalism. This helped to curb the spread of vandalism which is partly the cause of the damage in the first place. They also managed to put in place a team of vandalism monitors comprising of learners and educators to monitor the school for any vandalism. The monitors wore badges so that they were easily identifiable. This ensured that the project was sustainable. This

Ashne Billings (Project Researcher)

project really captured the essence of the SRC component because the learners were clearly able to use the research skills that they gained from the sessions to identify a very pertinent issue within their environment. They were able to leverage those skills and the support of their community to map out a practical way to resolve that issue and to ensure that the solution was sustainable and would be supported and continued long after they (as TTP learners) have left the school, ensuring the project’s long-lasting impact. This is the kind of giving back ethos we hope to instil in all learners who partake in the social research curriculum.

that it works to close the gap in the planning was striking for me. However, having a team to rely on and call on whenever I required

Obakeng Mpudi (Senior Project Coordinator)

assistance was the highlight of it all. Much appreciation to the SETMU team, a definite force to be reckoned with!

QWHAT WAS YOUR EXPERIENCE OF PLANNING THE LEARNER PROGRAMME AND EDUCATOR WORKSHOP?

The process required much attention to detail and foresight to anticipate any challenges that we might experience. Both the programme and workshop were administratively taxing as all learners, mentors, staff, lecturers, and educators needed to be accommodated and this required that no stone be left unturned and every gap in the process was either planned for or strategically solved. This was my first experience in project management, and it challenged me to think beyond what my previous role (Researcher) in the programme was. I also found myself taking on tasks that were not necessarily allocated to me but assisted accordingly to ensure that the projects are implemented seamlessly.

Q WAS EVERYTHING PLANNED, IMPLEMENTED? PLEASE ELABORATE

For the most part, the projects were executed as planned. However, in some cases spontaneous problem solving saved the day in cases where the plan did not work out as expected. There definitely is room for improvement but overall, the projects were implemented successfully.

Q WHAT WERE THE MOST DIFFICULT MOMENTS WITHIN THE PLANNING TO IMPLEMENTATION PROCESS?

Realizing that there was perhaps a gap in the planning and that it might negatively impact on the project and the beneficiaries experience of the programme was anxiety provoking. Thinking on my feet and hoping

Q WHAT WAS YOUR EXPERIENCE OF PLANNING THE LEARNER PROGRAMME AND EDUCATOR WORKSHOP?

Being a part of the SETMU team has allowed me to stretch myself and learn my strengths and areas of development through the planning process of the learner programme and educator workshop. The planning of the two components of the TTP has exposed me to an element of social investment that has become important to how I engage with my role in the Unit.

Q WAS EVERYTHING PLANNED, IMPLEMENTED? PLEASE ELABORATE

The projects team worked to the best of their ability to ensure that all logistics were planned accordingly for both the learners and the educators. For the most part, adapting and shapeshifting allowed for unprompted situations to be approached with ease.

Q WHAT WERE THE MOST DIFFICULT MOMENTS WITHIN THE PLANNING TO IMPLEMENTATION PROCESS?

Wanting the programme to be implemented smoothly prompted me to always think about the tasks that were required of me. What I found challenging with the planning of the learner programme were the inadequacies of external stakeholders that the Unit had to rely on, however, constant communication within the Unit and the external stakeholders, resulted in a productive programme.

CURRICULUM COORDINATORS

PROF. LIZ BRENNER RAEC Curriculum Coordinator

“ It has indeed been a great pleasure to have been associated with the Targeting Talented Programme since its inception in 2007, first as a subject area coordinator for Molecular Literacy and then adding to that role in 2014 to become the curriculum coordinator for the Residential Enrichment component of the programme. ”

This year, we were fortunate in being able to host the grade 11 and grade 12 learners on campus. Over the past two years they have had an online experience. This was very different, and the excitement from the learners was palpable. From a teaching perspective, we used a blended approach, so that content was uploaded to the Wits Learning management system, Ulwazi, prior to the learners’ arrival. This meant that learners were able to view and/or study the material prior to and after their face-to-face contact sessions. All subject area facilitators reported that their face-to-face sessions were very interactive and that learners were very engaged. The grade 11 and 12 learners were also able to do hands-on practical’s in the university laboratories, and to meet peer teaching assistants who were either graduate interns or postgraduate students in the field of study. These sessions were one of the highlights of the programme. Subject areas covered for the grade 11s included Language, Critical Diversity, Social Research, Molecular Literacy, Engineering, Computer Science, Information Literacy, Life Skills, International Relations, as well as Maths and Science, and most excitingly included 2 new subject areas this year, viz, Financial Literacy and Social Media Law. The grade 11s also had an excellent sports programme with professional coaches. There was time to play sport at the end of every academic teaching day, and each learner played tennis, cricket, Futsal, netball, basketball, ultimate frisbee, beach volleyball and did Pilates, i.e., a different sport every day, so that they were exposed to sports that required individual skills as well as those that, in addition, required team work and they were exposed to the conditioning required for sport via a Pilates session.

The grade 12 teaching used a similar, blended approach. The subject areas for grade 12s were Language, Critical Diversity, Social Research, Molecular Literacy, Engineering, Computer Science, Life Skills, Agency, and Maths and Science. At the end of every second day, the learners spent 90 minutes doing yoga and mindfulness so that they could experience and explore these areas and work towards being able to use them as they leave the TTP programme and start their tertiary studies. Both grade 11 and 12 learners spent the evenings after dinner participating in the dance programme, an area that is always thoroughly enjoyed and talked about.

Grade 12s, I would like to take this opportunity of wishing you everything of the best for your matric examinations and to wish you well as you commence your journeys outside of the high school environment. Remember, that at times the intensity of obtaining a tertiary qualification or being in a work environment might seem daunting, but with commitment and perseverance everything is possible. As TTP alumni, you have been given the tools to ensure that you succeed in anything that you do. We look forward to hearing from you in 2023 when our current grade 11s will be in their final school year.

Curriculum Coordinator

The first and third contact sessions this year were online sessions. The learners had a great deal of lesson time. The sessions ran smoothly with no major interruptions. Thank you to the SETMU staff and everyone involved in IT for getting everything stored for the learners. It is no mean feat to get learners across the country all online at the same time.

I have been involved in the Targeting Talent Program (TTP) since 2008. During my time I have worked with a number of amazing people, both academic educators, and administrative staff. What I have learned over the past years is that everyone involved in TTP is there to make a difference in the learners’ lives and help them in any way possible.

Online pedagogy is slightly different from conventional teaching. We as a Physical Science team have enjoyed the challenges of learning new pedagogy and have continued to strive for excellence in the development of our skills. We were determined to contribute to a meaningful online experience for the TTP learners and we did our utmost to ensure structured learning through the digital medium. Recording the lessons has been extremely helpful and making the recordings available to use during revision time. This is particularly the case where there are difficult concepts and scientific ideas where we know students struggle.

My role as Physical Science Curriculum Coordinator is to develop a thoughtprovoking curriculum that extends the learners’ understanding. It is an interesting challenge as learners are from different schools and different backgrounds.

MATTHEW HIGGINSON

Physical Science

This program has a wonderful academic culture, and the learners are hungry for more work and extension. It is a learning environment where the demands on the learners are at the highest level. It is wonderful to see the excitement on the learners’ faces when they get to participate in this program.

One of the highlights of the year was the grade 12 graduation ceremony held at WITS at the end of the June contact session. Listening to the learners and hearing their stories about the program made me immensely proud. I was overwhelmed by the gratitude the learners showed towards the educators and the SETMU team. I was humbled by the

experience, and I was very grateful I had the opportunity to attend the event.

I have been very privileged to be involved in and have enjoyed the time that I have had with the learners and my colleagues. This program changes lives and the SETMU team have created an opportunity of a lifetime for all the TTP learners and educators.

In participating in the TTP project, I draw from this unique experience in education, which spans well over 15 years, and ranges from teaching in both the public and private sectors and includes designing and developing various programmes to boost mathematical performance. In the mix is the extensive experience of marking the Grade 12 IEB (Independent Examination Board) examination in the capacity of Senior Subexaminer and setting ADvTECH’s VCAA (Victorian Curriculum Assessment Authority) Grade 12 Paper 1s.

digital platform. This included reconsidering what the online curriculum is.

DUMISANI TSHABALALA

Mathematics Curriculum Coordinator

for education are fuelled by, firstly, a strong belief that every child can achieve academic excellence.

Secondly, I am deeply conscious that academics, mainly the STEAM (Science, Technology, Engineering Liberal Arts and Mathematics) subjects, have been given the power to access powerful social goods. As a result, access to objective success requires a firm grasp of Mathematics and Science.

My philosophy is that teaching is much more than the acquisition of facts and information and the teaching of methods and techniques to solve routine and predictable high school examination problems. Teaching entails capacitating learners with the necessary skills, knowledge, beliefs, and values to develop critical thinking and to be socially attuned. Critical thinking encompasses the development of autonomy, the correct use of language, and an investigative approach to everyday problems, which enables learners to pose and solve problems. The ability to listen, communicate, think and reason logically when applying the knowledge is also part of learning.

Migrating schooling to a digital space provided different, complementary experiences and significant changes for learners, parents, caregivers, and teachers. Indeed, parents needed to be a conscious integral part of the mix. Both learners and teachers had to navigate their way into the use of technology, knowing how to share documents and learning to connect in a remote space, to mention but a few changes. Redeveloping classroom culture and getting synchronous with the pacing and sequencing of the lesson were some of the critical adjustment areas. Parents, caregivers, and learners needed to only negotiate learning spaces within their dwellings, finding the balance between home life and schooling took centre stage in these negotiations.

I am a conscientious, self-motivated Mathematics educator with a heartfelt passion for education. More than being a Mathematics master teacher, I am an avid leader in the education space. My motivation and passion

Online learning and teaching brought forward the completion of the above-shared philosophy. Firstly, I want to put forward that experiences are the heart of all learning and a foundation for thinking and imagination. If learners are to ever dream more than what is traditional, they need to experience more than traditional things. This is precisely what the Targeting Talent Programme (TTP) presented to learners, teachers, and key stakeholders in responding to the Covid-19 pandemic. Indeed, TTP launched its first online sessions. This work began with ensuring that all students had a device and could connect online. The subsequent phases included migrating the ‘school’ to a

The real challenge, possibly a simultaneously salient lesson, was for teachers to rethink their teaching methodology and for learners to reconstruct their learning disposition. Indeed, online learning and teaching presented differently in focusing more on independent study. Even though this can be built into technology, the days of group activity, pair work, or simply asking a friend are constrained in the digital classroom. As such, learners take on the responsibility of learning solely on their own and without relying on peers. And there is power in learners taking a more active, independent role in their learning. Indeed, we do better when we do it ourselves!

The future is Now!

Days for purely physical classes are gone, and it is time to embrace a blended learning approach where profound concepts are taught during the physical session and practice and coaching is left for an online session.

“

”

“

Getting learners, teachers, and schools to succeed in STEAM-related subjects has proven to be my true calling. As such, I have been with the Targeting Talent Project (TTP) since 2008 and began coordinating Mathematics in 2021.

”

COMMUNITY OUTREACH PROJECTS

The grade 12 learners’ showcase their talent and hard work during the Celebration of Work. This session at the June-July RAEC session serves as a culmination of the social research curriculum taught to learners from the start of their TTP experience. Learners are taught basic research methodology and are then urged to practise research skills taught to them, when they conduct a profile of their community and a needs assessment of the area. Learners then build on this knowledge in grade 11 and in grade 12 are taught how to implement their projects. In 2022, the Celebration of work event was held in one day, the 16th of July 2022. During the morning slot, all the Grade 12 learners participated in the short-listing round. From these presentations, the top five performing schools were selected to present to a panel

of adjudicators on the 2nd slot of the day. From the top five, the top three winning schools were presented with a prize at the grade 12-comencement ceremony.

The research component of SETMU seeks to link directly into the University’s strategic framework to contribute to the development of Wits as a leading researchintensive university. By implementing these research projects learners are able to assist communities in their respective areas which ensures that the reach of the programme itself is far reaching. It also helps the learners stretch their knowledge base and then assist the communities. Grade 11 learners also attended the session and served as part of the audience. Below are the abstracts of the top 3 winning schools.

1st Place: Makala Secondary School

Community Research Project

A research project was done in respect to a community partner called Makala Secondary School. The aim of doing this research was to provide the school with smart devices which would enable the learners to conduct broader research on the subjects they are learning. This research was mainly done with the main objectives being technological support and enrichment of the learners.

The research was done to identify the need in the community and to find out if there were any ways the need would be provided for to the community. When the research was conducted eighty people from the community were sampled and information was gathered from them as part of the community profile. In order to collect the information needed, a mixed method of data collection (qualitative and quantitative) was used. A questionnaire and a survey were used. A questionnaire was completed by two teachers from different classes and six learners from different grades. From the questionnaire, seven major needs were identified and were used to compile a survey which was completed

by seventy-two people, eight teachers and sixty-four learners from the community. The data that was collected during the research was analysed using a tally marks table and a bar graph. A tally marks table was used so as to acquire an accurate count of all the responses that were gotten from the survey. The tally marks table was also a good option since it provided a good sum up of the responses which were then graphically represented using a bar graph. The major need, based off of the data analysis was then determined. Research shows that the initial smart devices identified as a major need were tablets. As the research project was progressing, the provision of tablets was changed to the provision of laptops. One of the reasons was that laptops are more advanced than tablets and would give a more realistic feel of being a researcher to the learners identified to be in need of the smart devices in the community partner. The decision to switch from tablets to laptops was taken by the project researchers and approved by the relevant officials.

In implementing the plan to fulfil the aim of the research, goals were set. Out of the

three goals that were set, potential donors who are to fund the implementation plan were identified as external resources and resources within the community too were identified. Permission to use these resources was granted by the school authorities. What is currently left of the project is to completely raise the funds required to purchase the new laptops and officially present them to the school as tools identified to enrich their learning. With the fundraising process

still underway, only R1000 was raised out of approximately R30000 of funds required to finance the project. However, some of the potential donors identified are showing an interest in donating to the project but further feedback is still awaited from them. The acquisition of the required funds, the purchasing of the laptops and their presentation to the school will mark the completion of the research project.

2nd Place: Tiyani Secondary School

Community Research Project

This study was carried out at Tiyani secondary school of Hlanganani Circuit in Vhembe District which currently faces a higher rate of vandalism. This study aims to ensure that the school environment is safe for learning and teaching to everyone by educating all the community members about vandalism and its impact with the help of SAPS and also repairing the damaged equipment that endangers the lives of the community members by using materials donated by different hardware. The study is

designed to help with the implementation of a safe school environment for learning and teaching and reducing the rate of vandalism by allocating vandalism monitors. Surveys, questionnaires and structured interviews were used to collect data from participants in the community and to discover more about the challenges it faces. The group of sampled participants was made out of 106 people in which 96 were students of different grades and the other 10 was educators. The data was collected using qualitative method and it was then analysed according to what the community members said. After analysing data, it showed that most participants mentioned the unsafe school environment due to damaged equipment such as broken window glasses and cracked toilet pots as the most concerning and prevalent need in the community. The goal was to ask for donations of equipment from different hardware and raise enough money to pay for labour in order to repair the damaged equipment in our community and to make it safe for learning and teaching.

A fundraising event was held to try and raise the money needed to pay for labour. The donation was approved by the Cashbuild Hardware, and we had to prioritize in the equipment wanted since the donation had a limit of R20 000. A letter of request was written

to Hlanganani police station, which is located in our village, two weeks after submitting the letter to the SAPS, the station officers came and addressed our community about vandalism and its impacts in this way the goal of educating our community members about vandalism was accomplished. Four monitors per class were selected voluntarily so, in which two were boys and the other 2 were girls, this helped in lowering the rate of vandalism in our community. In a way of replacing damaged equipment while patiently waiting for the donated material from Cashbuild to be delivered, we asked labour donation from a nearby welding where in damaged metal doors were recycled and new doors were made. New boards were

bought and a nearby plumber donated labour to make tables in replacement of the vandalized ones, by using metal parts of tables that were separated from boards due to vandalism. An analysis of our project shows that the aim has been undertaken adequately by the plan and the goals have been achieved. The rate of vandalism in our community has decreased, number of injury cases due to vandalized equipment such as a skin cut because of a cracked window has decreased and our community members are well educated about vandalism and its impact. Tiyani secondary is now a safer environment for learning and teaching.

3rd Place: Motloboni Combined School

that they will need. A qualitative method was used to conduct the study among the learners of Dzata Secondary School. The sample included all students at the school, all educators and the principal who were interviewed. Additionally, convenience sampling was used to select twenty-four class prefects.

Community Research Project

The problem that we have been researching was the lack of a library at Dzata Secondary School and its impact on the students. The overall purpose of this project is to design a library at our school where learners will be able to access different learning resources

The research revealed that the lack of a library has affected the school negatively as well as the students. Students do not have access to resources, and this affects their education. The research also revealed that schools in more deprived communities are more likely to not have a library, and that pressure on space and a lack of resources means more than half of schools with libraries reported they were actually being used as classrooms or meeting spaces rather than its intended purpose.

SPECIAL RECOGNITION

Apart from their academic supplement and enrichment, learners engage in extracurricular activities that enhance their learning experiences. Special recognition is given to those learners who have been awarded for their achievements both in and outside of TTP.

Dance

Learners participated in the TTP dance routine choreographed by Dance Culture. The dance instructors observed learner’s abilities and selected specific learners to render the TTP dance at the grade 12 Commencement Ceremony. These selected learners are listed per group below.

GROUP I

• Tefo Mohotlheng

• Boithato Sebolai

GROUP J

• Mosa Basi

• Gontse Mabela

GROUP L

• Nontuthuko Ntaka

• Akwande Mazibuko

• Amahle Ngcobo

• Zinathi Ntlabati

GROUP M

• Isaac Leopeng

• Michelle Nana

GROUP N

• Tebogo Mogano

• Danisa Vukeya

• Jennifer Zulu

• Ashdene Titus GROUP O

• Sinqobile Shezi

• Mihle Mooi

GROUP P

• Tebogo Manthata

GROUP Q

• Mapula Teane

• Lesedi Sello

• Hlonipho Leshilo

GROUP R

• Shudufadzo Netangula

Best 2021 Book Review

SETMU provided learners with novels/books for learners to cultivate their language proficiency by increasing their vocabulary and comprehension. Learners were requested to write a book review on the book allocated to them. The contribution below was rated to be the most innovative grade 12 book review.

no interest to me. Through reading this book I came to realise that they are more than that. Michelle Obama in particular, I believe to be a black woman every girl should in a way, or another be inspired by. Becoming, has taught me so much about being a graceful woman (whether having to earn your grace like Michelle or having to receive it on a silver platter), to work hard, smart, and intentionally to becoming a woman of stature; or to simply be a black woman who lives her best life and tries to “find normalcy” wherever life and her own choices plant her.

I have also learnt that Michelle is such an immaculate, intelligent, and powerful writer. Becoming is one of a kind, and I would recommend it to anyone, any day! I want to breakdown my recommendation remarks in two, how the book is good literature-wise, and how amazing and inspiring a woman Michelle Obama is.

“BECOMING” by Michelle Obama

When I was reading Becoming, I felt as though I was a good old-time friend of Michelle and she herself was narrating her story to me. It was as if I was living in America, throughout Michelle Robinson’s and most especially, Michelle Obama’s life. With this book, I felt all sorts of emotions, from dreading to read such a thick book and thinking of how I would not finish it; to actually getting to read it (a book never in my wildest dreams I would’ve wanted to read) and experienced joy, devastation, anxiety, confusion, and hope with Miché.

The Obamas to me were just mere Americans who once became the First family and were of

This is an exceptional must–read memoir. Michelle’s use of language is captivating, and she has such a rich and relevant vocabulary! As someone who writes sometimes, I have learnt a strategy or two about how to be a versatile narrator, paying attention to the differences in events and occasions. She set out scenes in the book, sometimes too well poised and formal (she was the First Lady after all), sometimes with rib–cracking humour, and sometimes with great concern of how she was often unsure of the future. She has such a good sense of humour, and that element made reading the book so much fun, because it brought out a humanly and relatable side of the Michelle Obama.

Khanyisa Mathe Makala Secondary School

An instance that stood out for me was when she was talking about 15 years old Hadiya Pendleton who was part of a marching band that performed at one of Barack’s inaugurations, and had later died due to gun violence, in her hometown, Chicago. That was so devastating, but I loved how she chose to narrate that.

A part of Michelle’s life that has captivated me also is her union with Barack. Without going much into depth about it, I love how they went from running in an open field, arms raised, carefree, young, and broke; to holding each other’s hands walking on the presidential red carpet, into a life of being the First family. Their relationship is not perfect, but it is amazing; how well they relate with each other and their children; like Barack who made sure that the duties of the White House did not stop him from dining with his family almost every night.

I also love how cool and grand Barack’s glow-up was; from driving a car with a hole on its floors to being driven in one of the most guarded and glamourous cars in the world. Too grand, I tell you.

As expected, Michelle’s life ought to change the minute she entered the through tall doors into the White House. It was drastically and dramatically life–changing for her, her family and all those who were in the White House. I love how she was so kind to their staff and treated them almost as equals; amusing me when she denied the housekeeping staff from doing their laundry. During their time in the White House, she made changes that were ground-breaking, and genuine. She tried by all means to never lose her true self in the bustling life of the White House; she even wrote, “My goal was what it had always been—to find normalcy where I could, to fit myself back into pockets of regular life.”

Some of the things that she inspired me with include but are not limited to; when she, still

a Robinson did not settle for a comfortable, comfortable and secure job (she did not enjoy) in an office in tall law buildings. She found another job that was more time-consuming, not as good as being a lawyer, but fulfilling. It showed me that she was intentional and genuine about community, family and serving others, just like her husband Barack.

Michelle Robinson–Obama is a firm believer in education, and she made sure to acquire so much of it herself, that when she founded initiatives like Reach Higher, her voice would shout with great weight and relevancy.

What touched me more than anything was her first initiative as FLOTUS, called Let us Move! She put her status to good use in achieving such a hearty movement for children’s health. She broke barriers and helped millions of families in acknowledging and leading a life of healthy eating, especially for their kids.

Her resilience lastly is an inspiration too. How she and Barack had to conceive both of their kids, dealing with slanders during the presidential campaign, and the overwhelming life of being in the whole world’s eye in the White House. Not forgetting when she wronged the whole of Britain by hugging the Queen of England!

One would argue that Becoming is an overrated book, simply because of who Michelle Obama is, but I beg to differ. Michelle has proven countlessly that she deserves all the hype and ratings she gets, in her book, through her writing skills, work ethic and the amount of hard work she had to go through to get to where she is today. Her book is immaculately penned and provides an excellent overview of how she had to go from rags to riches, and how she fought with courage every challenge that life sent her way.

It is undeniable that you have to have a dictionary close by, to find meanings of the many unfamiliar words she used, but that makes the book more interesting and shows

that Michelle is an intelligent person who deserves her position in society. It also gives an opportunity for the reader to be educated, something I suspect Michelle had a hand in, because education is very dear to her!

Now, I would have to write a whole book myself, about why and how the book inspires me (because it’s that much)! Her life as First Lady of the United States was inspiring, but she continues to inspire me even today, and although they have left Office, she continues being, becoming. And in her own words, “There’s power in allowing yourself to be known and heard, in owning your unique story, in using your authentic voice. And there is grace in being willing to know and hear others. This for me, is how we become.”

Best 2022 Book Review

First Place: Gundo Mukwevho (Capricorn Secondary School)

“Nervous Conditions” by Tsitsi Dangaremba

Second Place: Yoliswa Kalakong (KP Toto Technical and Commercial Secondary)

“Half of a Yellow Sun” by Chimamanda Ngozi Adichie

Third Place: Namatsegang Lehumanego (Baitiredi Technical and Commercial high school)

“Mhudi” by Sol Plaatje

Honourable Mentions:

Tshepang Fore (ST Boniface High School)

“Becoming” by Michelle Obama

Amahle Mngadi (Inanda Seminary School)

“Children of Blood and Bone” by Tomi Adeyemi

Mohammed Uddin (Capricorn Secondary School)

“Becoming” by Michelle Obama

Kopano Mogadile (Wrenchville High School)

“Becoming” by Michelle Obama

Title: Nervous Conditions

Author: Tsitsi Dangarembga

Publisher: The Women’s Press (London)

Year of publication: 1988

Nervous Conditions is a groundbreaking novel following Tambudzai, a young Zimbabwean girl and her journey of becoming educated like her maiguru and babamukuru. This endeavor is controversial for multiple reasons. Firstly, Tambu is a girl. Her achievements were overlooked and overshadowed by those of her brother Nhamo, despite their equivalence. In the eyes of her family, Nhamo was the far more brilliant choice for Babamukuru’s successor as the family patriarch and provider because of his sex. Secondly, Tambu was black and impoverished in post-colonial Rhodesia, conditions under which most black excellence crumbles. Education for Tambu was completely out of the question, even when she attempted to acquire the funds herself by selling mealies. This was until Nhamo’s unfortunate passing. In the first line of this novel, we learn that Tambu is indifferent to the loss of her arrogant, Western-wannabe brother. Instead, she looks forward to being the new shining star who will rescue her loved ones from starvation.

Tambudzai’s story explores many important themes. One of these themes is the effect of British colonialist oppression on black people. This is shown by the description of poverty and the low standard of living that Tambu’s family and many others were subject to. This is also reflected in the racist attitude of the white people in town towards Tambu trying to sell her mealies - an odd combination of pity and disgust. Additionally, the oppression of blacks caused all things European to be perceived as glamorous. Babamukuru and his family are placed on a pedestal because of their proximity to the West. They had a nice European house, had lived in London and had strange, posh accents. We see Nhamo

and Nyasha lose touch with their culture and eventually look down on it. In addition to the societal oppression, the black child deals with self-hatred. Tsitsi Dangarembga does a great job of highlighting this.

Another theme discussed is patriarchy and the oppression of women. At every turn of Tambu’s journey, she is faced with misogynistic remarks from her yes-man of a father, brother and other loved ones. Her worth is reduced to a commodity to be traded for bride price. Despite education being crucial to success and the financial soundness of having more than one breadwinner, her parents aren’t welcoming of the notion of her going to school. We also see this theme when Maiguru is only seen as a trophy-wife. No one in the family ever spoke about Maiguru’s degrees and academic achievements.

I would definitely recommend this novel. It is incredibly written and entertaining. The characters are relatable, flawed and feel like

real people. As an African who’s family dynamic is very similar to Tambu’s, I found this very enjoyable as it captured my emotions perfectly. I would also recommend this book to any non-Africans because it gives an insightful outlook and commentary on African society, which is interesting to learn. The story is heartbreaking, thought provoking, frustrating and exciting. This emotional rollercoaster is one worth riding.

Gundo Mukwevho Group M Grade 11

AFS Exchange and Study Abroad Programmes

In this programme you will travel to a new country, study at High School and live with a Global Family. You can choose the amount of time you would like to experience the exchange (1-8 months): an academic year, semester or trimester. This is a unique adventure where you are going to discover a new culture, learn a new language, become an Active Global Citizen and be part of a Global Community forever. You can choose between 50 + different destinations.

Who can participate in the program?

It is designed for young people from 14 to 18 years. If you are a curious adventurer and want to create change in the world, this is the program for you.

Gundo Mukwevho Capricorn Secondary School

What learners said about the exchange programme:

American Field Service (AFS) is a cultural exchange programme. It is a program whereby students from all around the world are given a chance to experience the American life and get to educate the Americans about their cultures, religions, the beauty, and great diversity our countries have to offer as well as fun facts about our origins. This is also a chance to break any

stereotype against your country as people learn to understand different aspects of your country. We also get to learn about the American lifestyle and get to teach people back home about certain methods to use for all community members to be able to live a more efficient and comfortable life as we would’ve adopted a few effective American styles or methods to better our country and its people. We are not sent to be sponges and just absorb, but to be willing to learn as well as teach.

The 2022 Northwest Schools Provincial Chess tournament 2022 is hosted annually by the Department of Arts, Culture, Sports & Recreation. This year, the tournament was held at the Northwest University in Potchefstroom, Northwest Province.

In order for you to qualify for the Nationals, you need to participate in local area tournament and win at least 4 out 5 rounds you play in the local tournament, and be in the top 7, then you qualify for the next tournament which is the Cluster level. The same applies for the District, Provincial and then the National level, which is where the country’s best chess players compete in order to represent the country at international level.

The South African National School Sport Championships 2022 was among one of the biggest chess tournaments in South Africa. Over 200+ players participated in the tournament from all nine provinces in our country from 4 age groups, namely, u/10,

u/13, u/16, and u/19. The time control for each round was 90 minutes for ninety moves followed by 30 minutes to finish the game with a 3-second increment starting from move one.

One TTP learner, Reabetswe Thebe from Grenville High School in the Northwest Province was accepted to participate in the South African National Chess Competition in Cape Town City. Reabetswe Thebe qualified as part of Top 7 players out of 28 players from all the provincial districts, to represent the Northwest Province at the South African National School Sports Championship 2022 from the 3 to 7 July 2022 at the University of Western Cape, Cape Town. Reabetswe won 3,5 (three and a half) of 5 games [3 wins, 1 draw & 1 loss] and obtained 6th position. The Northwest Province team achieved third place in the championship.

TTP congratulates him on his achievement and contribution within his provincial team.

Amahle Ngcobo Grade 11 - Inanda Seminary School

Sinelizwi Mngomezulu Grade 11 - Inanda Seminary School

Two TTP learners, Amahle Ngcobo and Sinelizwi Mngomezulu from Inanda Seminary School in KwaZulu Natal Province were accepted to participate in the AFS Cultural Exchange Programme in America. TTP congratulates these learners on their achievement.

Reabetswe Thebe Grenville High School

National Chess Competition

Amahle Ngcobo (Grade 11 - Inanda Seminary School)

This section of the newsletter highlights learner’s creativity and provided learners with a platform to express their experiences in the TTP.

Poems

Tshepang Semenya (Grade 11, Dendron Secondary School)

Glance

Glance, but do not stare

You are not supposed to see the scars that I bear

Do not listen, just speak

You do not want the answers that you seek

You smile, I smile back Look at mask

But do not notice the crack

There is a monster in there I am trying to hide

But he is nibbling at the ropes in which she is tied

She roars at me, forcing tears out of my eyes

Then smiles triumphantly like she is won a prize

“Why are you crying “

“I am fine “I say

It is not like you would understand anyway

Do not talk about me...let us talk about you

Underneath your mask...is there a monster too

Does it rip your heart and wave it in your face

Finds sticks and thorns to put in its place

No? I am sorry. I guess we do not relate. I will shut up now and pretend all is great

Glance, but do not stare

There is a monster Underneath the mask

Enter if you dare And if you dare Then I love you too

Group M

Poem inspired by a letter read in mathematics

Just like field lines our experiences do not intersect

The concentration of each group differs per unit volume

The diversity of cultures and languages allows us to acquire information as we are not illiterate The international relations between Cuba and South Africa a phenomenon to nibble on The state of South Africa captured by the Guptas actions

Will South Africa become better can only be determined by critical thinking and Bayes Algorithm Dribbling into the Apartheid Museum felt like time traveling to the past

The visuals eye opening like AI art

Eudemonia a concept taught by the relaxation concept

Time management a factor of dependence

Integrity at the forefront of our identity

Death

Why are you still roaming around us freely? Should not you be in some prison or dungeon locked in and the key thrown away? Haven’t you broken many hearts already?

You really have no shame. I have seen your cruelty, I’ve witnessed you, I’ve felt your pain Where you pass, only sorrows are left behind

You have broken spirits You have broken hearts You have teared families apart You have turned innocent children into orphans

You really have no shame Let alone manners

You barge into people’s houses without being invited Maybe knocking would have been better The sorrows you bring, don’t they bother you?

Do you even have a heart? I highly doubt that Where do you live? Maybe just maybe I could organise a heart transplant for you

You have closed so many doors for many You have shattered many dreams Are you proud of yourself? What did we ever do to you? If we have wronged, you somewhere somehow please forgive us We have had it Yes, we are scared of you if that was your mission

Now can you please leave us alone? We have had it with you Death.

All because of you

All because of you

I know how to play some sports

I know how to dance hip-hop

I know how to use most technology devices

I know how to conduct research I know a lot

You are really a life saver Oh, Targeting Talent Programme

You really changed my life to be better

You changed how I interact with my educators. Educators enjoy my presence in class more than before, As I now participate more in class.

My friends and family enjoy my company, As you changed my perspective

You taught me to stand against discrimination And treat everyone equally.

You are really a life-changer

When the sun rise

When the sun rise We will wipe our tears We will all come to life We will all face the world We will face our fears

When the sun rise Opportunities will call Success will come Blessings will shower us Like the rain coming from the sky

When the sun rise Mothers will ululate They will cry tears of joy We will wipe those tears With the black gown, black child As we climb the ladder

When the sun rise Poverty will be a history As we tell our story Happiness will evoke As we do the merry dance

Ntsika Oyama Madondile (Grade 11, The Centre of Science and Technology)

Morongwa Mathipa (Grade 11, Dendron Secondary School)

Mmathapelo Pilane (Grade 11, Baitiredi Technical and Commercial School)

When the sun rise

We will all live for today Not worrying for tomorrow Forgetting all our sorrows As we pass the ladder To the next generation The sun will rise

Awakened

Why me…?

I am the captain of my soul but yet, fear burns me down Anxiety makes me feel like a clown I try to catch you, but you slip away so quick I guess I cannot be blue All questions… Left unanswered As rivers flew down The moment was seen But time was foreseen Why me….?

It will take forever for me to fill you up But you are not guaranteed Eventually I will fill you up like a cup, and Break through inner self, And do this for yourself Why me…? The sheep has awakened Away from the paws of the dark wolf Away from a barn

The lights of success are near, nearer, and nearer With a Wakeup call from… A great MOTHER. TTP Why me…?

All they have was themselves Why could possibly be? What could possibly be? How could possibly be? Why me …?

It is time … I will not wait for you to shine… I will make you shine… You will be like a tungsten They will try to melt you down with words and actions but will not succeed. They will try to boil you down with criticism but will not succeed either

Words From The great MOTHER YOU ARE A TUNGSTEN YOU ARE MY STRENGTH YOU ARE MY CONFIDENCE

The great MOTHER is the title Gift is life, Unity is bravery Victory is power, The Angle Unites all

Tintswalo Baloyi (Grade 12, Motloboni Combined School)

Untitled poem

I crept into my deepest closets Feeling cold and numb At some time, I thought I was dumb I was down and dusted

Autumn came, Summer came All those times never made a difference The atmosphere was unsettling Life was a nightmare, it was never easy

They say you invest in excellence and facilitate access I say you changed my life for the best Pride embraces me when I call out your name You brought light in my life when it was dark You made me dance cha-cha slide when my mood was Sombre You lifted my spirit up during chicken dance and lit my face up with smiles with Macarena

For mindfulness you gave me yoga You made me embrace my Royalty They said I am royal You treated me as such

For all those warm moments at Jubilee You made my heart sail in ecstasy Even if the stairs were a nightmare You made my dream come true

You held my hand until the end Thank you TTP You are a life changer Thank you SETMU team You will forever remain reminiscent in my heart

Tefo Mohotleng & Kopano Mogadile (Grade 11, Wrenchville High School)

Mothebedi Diale (Grade 12, Rantobeng High School)

Been saved!

I was an introvert and now I am an extrovert

I was a tortoise, my head always in a shell when I am scared but now, I’m a giraffe, sticking my head high

I was helpless but TTP saw potential in me

I was kept in the dark, but TTP shone light upon me

I was insecure about my uniqueness, but TTP taught me diversity

My mindset was a barrier, TTP went beyond it

My life had no direction, TTP showed me the path

My life had no meaning, but TTP made it meaningful

Through the journey thank you TTP for making the ride fun.

Yoliswa Nkheli (Grade 11, Inanda Seminary School))

My midnight summers

Who knew that one day my underlying dream will bloom like a flower in summer?

Who would have thought that my personal power would be cherished and embraced

Who knew that there is someone who believes in my spark TTP knew

The Targeting Talent Program is like a slingshot, It targeted my stagnant dream

And shot it right at the engine

And ignited the fire that is burning. It took me from the mud And pressurised me, and crushed me And moulded me into this amazing diamond.

I had to be pushed and kickstarted in order to start thinking about my action plan for my dream

It took me out of my pillows

And put me on the field to be stretched

To be stretched physically, emotionally, and academically To be stretched mentally In all ways possible In the journey to my dream We took a pause To look back

At our past hero what they have done To make a change Standing on the shoulders of giants.

As I leave this program

The time has come to pack, I put skills in my suitcase I pack the critical thinking, time management, public speaking, Confidence, socialising, and influence on others TTP is like an angel standing in front of the gateway Of my dreams

Calling on to me to walk in with the correct resources Motivating me And believing in me Investing in my destination

Painting and Drawings

Drawing by Sinqobile Shezi and Nomcebo Mfeka (Grade 11, Inanda Seminary School) Painting by Kgaugelo Malebati (Grade 11, Capricorn High School)

TARGETING TALENT PROGRAMME

Painting by Theresho Ramushu (Grade 11, Capricorn High School)

Drawing by Trust Makhasha (Grade 12, Kheto Nxumayo Agricultural High School)

Painting by Kgaugelo Malebati (grade 11, Capricorn High School)-1 (2)

Painting by Theresho Ramushu (Grade 11, Capricorn High School) Painting of Reorapetse Mekgoe (Grade 11, Grenville High School)

Painting by Theresho Ramushu (Grade 11, Capricorn High School) Drawing by Shudufhadzo Netangula (Grade 12, Dzata Secondary School)

THANK YOU SPEECHES

Dear TTP

Here is to those who inspire you and don’t even know it.

I know that you might have a brief idea of what you have done for me but believe me when I say that you have not the slightest clue. You came into my life when I desperately needed a reason to move on and you somehow provided one without even knowing. You were the light at end of a very dark very long tunnel. You have pushed me to open doors which I long lost the keys to. As the circle of poverty, STI’s, violence, pain and hurt continues to chain our country, without even realizing it you have given me the keys to break those chains as well. And

not only will that affect my life, but I will make sure it reflects and even shines on the lives of people around me.

Here is to the unsung heroes. Here is to the unknown angels Here is to the unwritten stories. Here is to TTP

And though it is not enough. On behalf of learner’s, parents, and teachers: Thank you TTP.

Tshepang Semenya (Grade 11, Dendron Secondary School)

that I was introduced to that I have never done before but now I have, like Engineering, International Relations, Financial Literacy, Information Literacy, Molecular Literacy, Critical Diversity and Social Research as well. Some of the subjects were brain racking, like Engineering. It required major use of scientific principles to design and build space craft. Moreover, my other biggest highlight was collaborating with other learners, get to learn their languages, religions, their cultural norms, beliefs, and marital practices.

MY LIFELONG AND AUTHENTIC EXPERIENCE THAT I ENCOUNTERED AT THE TARGET TALENT PROGRAMME:

The Wits Student Equity and Talent Management Unit (SETMU) started as a pilot project in 2007 and soon grew into a fully-fledged offering focused on assisting learners and educators in under-resourced areas and targeting and developing talent. Furthermore, the success and sustainability of the programme is based on rigorous implementation, monitoring and evaluation, and a genuine understanding of South African youth. The Target Talent Programme has been beneficial to my life in several magnificent ways that I would kindly mention thoroughly.

The Target Talent Programme has impressively impacted my life in a major and exceptional manner. Through the Target Talent Programme, I have managed to gain proficient and fundamental skills that I am looking forward to applying in my current academics and in my future education. I have learned to think critically, creatively, to communicate with other learners from different backgrounds and engage with my mentors as well. At first, I flew high with my expectations, hoping that there will more fun and less studying but I realised that I should have just accepted whatever challenge that comes my way without having my own expectations instead.

My biggest highlights that I picked from the programme are the food definitely, the lessons that I partook in, especially the new subjects

The Target Talent Programme has gradually expanded my way of being out of my comfort zone and made me feel more comfortable to reaching out and managing my time accordingly as that was my biggest short-term goal, I was working on achieving. The Target Talent Programme has taught me discipline, respecting, and loving yourself as well as the people around you. It truly raised bright and clear awareness about critical diversity. From my observation and experience, I am proud to say that the Target Talent Programme is a programme that promotes and supports diversity because as learners we all treated each other equally with respect, love, care and as a collective family (humanity).

The idea behind this for me personally was to surely raise awareness to each and every learner in the programme that we should not judge other people because of their differences, regardless of whether that person is black or white. Eventually we all the same person and that diversity is everything that makes people different from each other. Instead of demolishing that we should be embracing it because the change starts with us, and we should be the change that we wish to see take place.

My idea of applying the skills I have learned

from the Target Talent Programme to assist other learners at my school is magnificent. I have prided myself with helping out in my school, community and the society at large. My experience and skills that I have learnt from the programme will definitely help me into persuading my short-term goals and long-term goals in the long run. By this, I mean practicing proper time management on my daily basis, exercise, eat healthy, respect other people and their different ethnic groups as well. Most importantly, thinking critically and never allowing my weaknesses take control over me instead use my weaknesses as my steppingstone.

Never backing down from a challenge is one thing the Target Talent Programme has empowered me with means of transcending from my own experiences and capabilities to greater achievements in future and in the now.

My advice to the future Target Talent Programme learners is that you should never give up in any situation, no matter how difficult a situation may be, learn to blend in and adapt in every new and different environment you encounter, regardless of the differences around you. Let us embrace diversity and grasp it with both hands and keep raising the sense of equity among each other.

In conclusion, our differences do not define us, instead they make us who we are and give us a sense of independence and uniqueness. This means you have courage to stand out from the mainstream and blossom.

Thank you.

Liyema

Nxu

(Grade 11, The Centre of Science and Technology)

Donors and SETMU Staff

Where does one even begin to tell a story of how their life was changed by one test. From the disadvantaged communities to the city of gold to challenge a change is what the targeting talent programme has done. The lives of so many learners drastically improved for the better. To what only started with a thread of vision in seeing the potential of learners expand gradually is now made possible all because of our Donors, and SETMU staff, who believed in the quality of education and made us understand the importance of investing in our futures.

The TTP online sessions were informative but less interactive because it was a very unfamiliar environment and to most of us there were difficulties such as the

connectivity issues and first-time uses of modern technology. Nonetheless the contact sessions really put us in a place of learning how to be independent and open minded to new experiences.

We reside in a society where fear is inevitable, which enables equality throughout a proud and determined diverse nation, by not constantly being overlooked by the general qualities you are expected to attain and being superior is not taken over by greed and selfishness, yet contempt to empower the learners from underprivileged schools in the spirit of Ubuntu and that somewhat defines the targeting talent programme for us.

“Success is only meaningful and enjoyable if it feels like your own” – Michelle Obama.

My name is Yoliswa Kalakong from Northern Cape, Kuruman. When you live in a place like Kuruman you do not get many opportunities. I am a girl with big dreams and a bright future, for a moment I thought my bright future would be dimmed because of my background.

One thing about me is that if something is school related, I am interested. When my teacher told me about TTP I was so excited and interested to be part of it. Days went by and I was chosen, we received our devices, and the online sessions began. I loved them so much, from Mathematics to the Mentor sessions. The network would fail me sometimes. I remember when it was loadshedding and there was no network, I cried. My mom kept on telling me to calm down, she was also happy to see how dedicated I am. A workshop was then hosted, and I attended with my mom, after watching the clips of the previous year’s her motherly instincts knew that I was in the right hands. Two learners told us about their experience, and I became eager. I told my classmates about the workshop, and they were happy for me, it was good knowing that they are happy for me.

Yinhla Mthombeni (Grade 11, Hluvuka High School)

Sandile Mayimele (Grade 11, Hluvuka High School)

It was finally time for the contact session. We travelled for hours but I was not sleepy at all, I wanted to see every place we pass and of course the University. We finally arrived and we were welcomed by our mentors. I knew that I was going to have fun. The mentors introduced the hand rule, when somebody raises their hand up, we all raise ours and keep quiet, that’s genius right?! We went to our rooms and I felt the independence, the was no mommy, it was just me and the tall buildings. It felt different. Smelt like heaven. More learners came in the morning, and we talked and made jokes. I thought language would be a barrier, but we all spoke English and taught each other words in our own languages. It was a reality check. I realized that I was lucky, I mean I was surrounded by great minds. Funny thing is when we had the Welcoming Dinner one of the staff spoke about Kuruman and how it

did not have opportunities and how loud the taverns are, that is all true. When you live you do not think you will be recognized by lifechanging programs. The SETMU staff are so wonderful and so caring. They take care of us and it is so unbelievable. TTP is so much fun. I mean after breakfast we would line up and sing competing with other groups. You would dance even though you have two left feet, it was about having fun. We would have conversations while running, have lunch while telling each other about school, family, and our hobbies. Our mentors are amazing. I love how different yet loving they are. Every mentee has a mentor to which they can relate. Our mentors would tell us about their experiences and what courses they do, they would also advise us. The lead mentors also made sure we were well taken care of. The mothers and fathers who cook for us, the lecturers, it was all amazing. When you are sick, they are there to take care of you and make sure you are fine. The SETMU staff is great. Mama Zena is truly a blessing; she takes care of all of us. TTP is such an amazing program and every leaner in TTP can testify to that. If it were not for the donors, it wouldn’t be possible. I would like to say thank you for investing in my future. Thank you for recognizing us and believing in us. Everything in TTP made you feel loved. When you missed home you would look around and see the love that surrounds you. I am very fortunate to have experienced that.

We are very grateful. We will stay grounded and humble. One day I want to have the same impact TTP had in my life to another child.

In conclusion, I would like to thank everyone who made this program successful. May God bless you and know that we will always remember the experiences that you offered us. I can proudly say I am part of the Talent Targeting Program.

Yoliswa Kalakong (Grade 11, KP Toto Technical and Commercial Secondary)

Dear

Nonjabulo Sibisi (Grade 11, Fred Norman Secondary School)

Ever since I have joined TTP I have been improving on my Mathematics and Physical Sciences level and for the fact that I have managed to eradicate my fear of public speaking it is because of the relationship that I had with my teachers. They taught me to take things step by step and I will manage. We also did some topics that I found a bit hard, but I finally managed to overcome that. I can even name my TTP mates as my family because we managed to connect physically and spiritually.

Face-to-face sessions is much better than online sessions because in the face-to-face sessions we got to learn different subject and we learnt few stuff such as sports and in the online sessions I had network connectivity problems and some of the lesson I did not understand what was taught somewhere somehow due to lack of connections.

I have learnt lot of skills of which they are decision making, teamwork, time management and problem solving. All of those things help me day by day to become a better person in the future. I am now able to talk to people from different cultures and provinces which seemed to be my struggle at first. I am able to solve day by day problems and I can now exercise the fact of treating people equally with respect and love.

One of the challenges that I seemed to have been to wake up early and exercise, but I got used to it. I started off by setting alarm phone and now I am able to wake myself up. And the most challenge was to speak English because my English language is not good, but I then realised that I should not care what other people think as long as I try, I know I will get there. I overcame that challenge by

speaking English with everyone even though it is not good. The overall experience was good, and I was inspired by mentors, and I want to study in university of Witwatersrand just like them.

I got to learn different subjects such as Life Skills, Computer Sciences, Engineering which made me feel like I am already a student in the university. It was my first time playing all those sports, but I enjoyed all of them more especially Futsal because it links together with my favourite sport soccer, so it was very easy to learn, and coaches went easy on us. The most sports that I had fun in was Cricket as it was the first experience but out of nowhere I had so much fun which was really an excitement to my heart.

Lectures were not so fast, and they even taught us the topic that we have not done yet at school so when I have them at school it will be easier for me to do them all thanks to TTP.

I know I cannot dance but I really enjoyed the dance class. To see the excitement of other learners when dancing really brings peace to my heart. I will make sure that I will practice more often until I get it right. The trip was really nice even though it was a long trip. My first time in Johannesburg made me feel like I went overseas. I would like to thank TTP, staff and also our donors to give us this opportunity of experiencing the university lifestyle and for improving our knowledge in Mathematics and Physical Sciences. I am now able to say that I know the deep definition of respect, and egalitarian and also TTP.

Tshimologo Makatong (Grade 11, Remmogo High School)

TTP is the name. Elevation is their name.

Rustenburg? Oh, that place with mines next to Mahikeng. It is never, “Oh that place where Dr … comes from” or “Oh that place where award winning actor … comes from”. Now thanks to TTP, two learner’s crazy dreams are closer to happening.

For one of us the journey with TTP would have started in 2021 but because mistakes with reports, which did not happen. Little did she know it was a blessing in disguise. “Divine timing” as the say.

We started our TTP in March 2022 and our lives have never been the same since. The online sessions helped shape our digital literacy. We were taught things we had not learned in school and things we did not even know existed so when we did them it was revision of some sort. Our academics really benefited from that.

The face-to-face session gave us the university experience and allowed us to get out of our comfort zones. Obakeng Modise and Lebogang Tlharipe were the two girls who had big dreams but no idea of where to

start but now they are two young women who not only have the dreams but the motivation and ambition to start working towards not only their goals but also their unlimited objectives.

We like to think of ourselves as Oprah Winfrey and Gayle King. Two black girls from a not so privileged backgrounds who were part of a program that nurtured their young minds.

The sports, waking up early and walking have instilled in us, self-discipline, independence, and time management skills. It has also showed us that the world does not revolve around us. We thought we lived in a multicultural area until we came to the University of Witwatersrand and had the shock of our lives

All the activities we have participated in have benefited us on ways we do not even know yet. We are truly grateful for the opportunity. We thank you for this opportunity, one day one of these buildings will be named after us. As the renowned scientist, Albert Einstein once said, “Education is not the learning of facts, but the training of the mind to think.”

Obakeng Modise (Grade 11, Grenville High School)

TALENT PROGRAMME

LETTERS TO FUTURE SELF

Within the mentor curriculum, mentors requested learners to write letters to their past and future selves. This was in attempt to get learners to reflect on their lived experiences and things that they would either do differently or continue doing. The letters below are learners’ words of wisdom to their younger or older selves.

Dear Future Self

Yep, it is me. And I am writing this letter to promise you that you are going to enjoy life. I am currently doing with all my might to ensure you become yourself. Well, I am currently in 2022, and life has me at the tip of a fork. I am battling myself each day. My crave for success makes me a hunter in a desert. Yes, very tough.

There are a few habits I wish you do not adapt from me. I am a very bad boy. I can do anything, but you are always on my mind

and I am doing it for you. I do not want you to write a letter to your future self, promising him a better life. Like I am doing right now. Whatever you may find from me, good or not, please appreciate it. I love you, now, tomorrow, and forevermore.

Keep well Kindly Regards

Kopano Mogadile (Grade 11, Wrenchville High School)

Letter to past self: Dear self,

Thank you for holding on, thank you for conquering your fears, and for facing all your challenges. I want you to be confident in yourself, I want you to embrace your imperfections and insecurities. I want you to continue being the loving, caring and kind person that you are, keeping in mind that some people will take advantage of it.

I want you to learn to love yourself the way that you are. Please make sure that the relationship you have with your parents and grandparents is a good always, and i ask that you please take each and every opportunity that comes your way. Participate in sports at school, and don’t be afraid to enter that international spelling bee competition that you are hesitating to enter.

Kamogelo Mosetlo (Grade 11, Grenville High School)

To Future Self

Dear Old Kamogelo Mosetlo

Hope you are smiling seeing this letter. Hope you are actually laughing because you wrote this letter at the last minutes. But you wrote it.

The young you write this to let you know how much I am expecting from you. I am expecting you to still keep a high head and be proud of where you come from. Keep on chasing your dreams until… Know that nothing is impossible. I hope you have stopped being doubtful in yourself. You are more confident than you have ever been. Mostly I hope you

are not being reckless with your money. You have followed rich dad’s advice and have good financial knowledge. I hope you have enjoyed everything, your matric dance, your university life, your first heartbreak and everything.

From your young self. Oh, and I hope you are still funny Kamosetlo.

Regards

The young (17 years old) Kamogelo Mosetlo (Grade 11, Grenville High School)

Dear future Reabetswe.

Hey big man, slow down for a second I have some great things to tell you big man. Everything that has happened throughout these past seconds, minutes, hours, days, weeks, months, and years has led you to this precious moment. You have successfully fulfilled your dreams. Everything adds up now. All the regrets, opportunities, mistakes, failures, successes, heart-breaking, and heart-warming moments are now all worth it. You are the successful man you have always wanted to be. Thank you for working hard. Thank you for stopping and killing the procrastination and laziness within you. So, keep on striving for success, life does not stop at this moment big man. Aluta Continua.

Yours faithfully,

Young Reabetswe (Grade 11, Grenville High School)

Letter to past and future self (Anonymous)

Hey girl

When you need some motivation or when you are down you should read this letter to help you feel better. I want you to remember that you are beautiful on the outside and inside. You’re enough, fearless, and divine. You should know that you can be anything you want.

Never let anyone bring you down you should show them that you are strong and powerful. Live your life the way you want and never let anyone’s opinion hurt you as it is not true.

Love yourself and be confident. I know you are dramatic, and you are gonna say why did i write you such a long thing so i am going to keep it short and say that take care of yourself and follow your heart.

Love you. Kind regards

Letter to my future self - Maselaelo Serumula (Grade 11, Dendron Secondary School)

Dear Asisipho

I appreciate the person you have become in these past few years and I am so proud of you that you have grown into becoming a bright flower. I know that these past few years have been intricating. Do you remember when you were stressing that you might not make it in high school with the goals that you wanted to achieve, and you were almost close to give up because of the high pressure and challenges you received but l remember you were pushing so hard to break down those walls that were blocking you from seeing and achieving your vision or goal.

Let me tell you this fact, you are so beautiful and there is no one like you. You are so unique because you can also see on the dark side. Your beauty does not go to waste because you are so intelligent. You are a representation of ‘beauty with brains’ phrase. You are a conqueror. You have grown enough now, and l believe you are filled with the confidence that will help you to face the world. Remember to enjoy your life to the fullest, be happy and do what pleases you. Do not take to heart everything that everyone says about you that is negative. Focus on the positive side that shines on your life. Do what makes you happy but do not forget that every action that you make has consequences.

The door to success is now in front of you and you just need the key to start your journey of success. Do not be scared to explore that journey. Stand up for yourself in whatever situation life throws at you and become that strong girl l know and that your parents also know you of. This world is not a place for the fragile people especially after high school. That is why even at you lowest moments you just need to remember where you come from, where you are going and where you want to see yourself. Do not break the promise that you made before entering those gates of varsity. Remember that you have your family that loves you, respect you and believe in you, so do not take them for granted. They are the ones that matter in your life right now. Remember that you want to make yourself even more proud and your family too. Your health also matters so look after it. Do not wish to be like others. I want you to look up in heaven when want to give up because that is where your help will come from. Go on and shine!

Yours faithfully Myself

Asisipho

CREATIVE DESIGNS

Shenxane (Grade 11, The Centre of Science and Technology)

Design by Theresho Ramushu (Grade 11, Capricorn High School)

Gundo Mukhevho’s designs (Grade 11, Capricorn High School)

GROUP PHOTOGRAPHS

TARGETING TALENT PROGRAMME

O

CLASS OF 2022 COMPENDIUM

Beyonce Mashabela Refilwe Secondary School

Bokang Swaedi Moreko High School

Doobsie Matentshe Moreko High School

Dorothy Shivambu Nghonyama High School

Hlonipho Leshilo Rantobeng High School

Karabo Fuela Kheto Nxumayo Agricultural High School

Kgagudi Mokabane Moreko High School Khanyisa Mathe Makala Secondary School

Lebogang Moela Moreko High School

Lebogang Mokgobi Motloboni Combined School

Lesedi Sello Rantobeng High School

Lesego Monaiwa Motloboni Combined School

Lesego Kgari Rantobeng High School

Lucent Baloyi Tiyani Secondary School

Lulama Maswanganyi Nghonyama High School Machipane Phokanoka Rantobeng High School

Nyeleti Hlavangwana Tiyani Secondary School

Palesa Rikhotso Kheto Nxumayo Agricultural High School

Patience Lekala Moreko High School

Pontsho Mashao Makala Secondary School

Manyaku Teane Rantobeng High School

Mativula Hlongwana Nghonyama High School

Mokebe Mogwane Moreko High School Mosa Phaahla Rantobeng High School

Moteku Tetelo Magolo Moreko High School

Mothebedi Diale Rantobeng High School

Muhluri Mawila Tiyani Secondary School Mulweli Gumani Dzata Secondary School

Nareya Mabina Makala Secondary School

Nqobile Ntuli Refilwe Secondary School

Ntshembo Rikhotso Tiyani Secondary School Nxavelo Chabalala Nghonyama High School

CLOSING WORD

DR ZENA RICHARDS Director (SETMU)

Gratitude to our Donors and their unwavering support for the dev of learners with academic potential. There is no doubt that without the major contribution from our business/ mining corporates and Educational SETA’simportant initiatives such as TTP would be lost. Such partnerships create and contribute to future social capital. For instance, by investing in the youth before they access Higher educational institutions; by providing future skills for a knowledge economy, donor sectors can influence its future talent recruitment and retention practices and as such invest in the creation of future social capital.

In particular, the Limpopo DOE must be acknowledged for their support of TTP since inception (2007).

Wits university - for the support and commitment to TTP as an access programme allowing learners to have an experience of university life a year before accessing, HE for the grade 12’s and two years before for the grade 11’s.

TTP curriculum team - salute to you- for your commitment to nation building and educating our youth of the future.

SETMU team - your commitment to youth development is admirable (during and post COVID 19). Despite difficult moments you have navigated the implementation process in a way that ensures respect for the diversity of TTP.

TTP mentors - As a team we have worked tirelessly to ensure that learners experience is a meaningful one. This has not gone unnoticed. Thank you for making the learners aspirations an achievable reality.

The Covid pandemic has robbed us of a sense of community where many of us had been affected, family members who had been infected, and many lost loved ones. Despite this your overwhelming participation in the TTP online sessions has been amazing. Hosting you on campus for your first face to face residential programme on campus this year was an amazing experience. To reengage with the TTP community (mentors/ lecturers/learners/staff); to put faces to the voices heard online has reminded us that

“

I

in the spirit of Ubuntu

Thabiso Makena Refilwe Secondary School

Tlakusani Kwinika Tiyani Secondary School

Trust Makhasha Kheto Nxumayo Agricultural High School Trust Mafiri Rantobeng High School

Rangoato Mohlala Moreko High School

Rifumo Ndlala Nghonyama High School

Rorisang Mokobane Rantobeng High School

Shandukani Munyai Dzata Secondary School

Shudufhadzo Netangula Dzata Secondary School

Sindy Makhuvele Motloboni Combined School

Sithobile Baloyi Kheto Nxumayo Agricultural High School

Tintswalo Baloyi Motloboni Combined School

Unarine Maphaha Dzata Secondary School

Vhuthuhavho Mamapa Dzata Secondary School

Yvonne Courties Dzata Secondary School

Tshepang Makhurupetjie Motloboni Combined School

AM BECAUSE We ARE’’-

Dr Zena Richards

Drawing by Mokgalapa Hlologelo & Marokane Lehlogonolo (Group L)

Marang Centre, Floor 2 Education Campus University of the Witwatersrand Johannesburg

T.+27 (0)11 717 8665 E.ttp.setmu@wits.ac.za W.www.wits.ac.za/setmu