SETMU Diamond Times 2021

DIAMOND TIMES 2021

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INSIDE

THIS ISSUE 04 • 06 • • 17 20 • 21 • 35 • 45 • 47 • 50 • 57 • • 66 • 72

Foreword: SETMU Director - Dr Zena Richards Alumni Tracking & Highlights 2007 – 2021 Donor Impact TTP Re-imagined Reflecting on the TTP Online Experience Mentor Reflections Enrichment Curriculum Co-ordinator Address: Prof. Liz Brenner Community Outreach Projects Special Recognition Creative Corner Class of 2021 Compendium Online Mentor Compendium

NOTICE BOARD 2022 PROVISIONAL TTP SESSION DATES (PENDING COVID-19 REGULATIONS)

Online Maths and Science Supplementation Curriculum (OMSSC) Session 19 March - 02 April 2022 Educator Enrichment Programme: Online 28-31 March 2022 Educator Enrichment Programme: Face to Face 6-12 July 2022 Residential Academic Enrichment Curriculum (RAEC) Session 06 - 17 July 2022 October Online Mathematics and Science Supplementation Curriculum (OMSSC) Session 01 - 29 October 2022

CREDITS Programme Director – Dr Zena Richards Editor – Magabjane Makobe & Ashne Billings Photography – MS Pictures, TTP Learners Sub Editors/Contributors – Arthee Roopnarain and Linah Sesheba Design & Layout – Design Divas TARGETING TALENT PROGRAMME

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FOREWORD Finally!!! The class of 2021! Bravo!!

Your cohort has had to live through two years of the COVID-19 pandemic. I can only imagine what a challenge this must have been for you.

The COVID-19 pandemic has robbed us all of a sense of community and we have all been impacted in some way. Sadly, many of us have lost loved ones, or know someone who has.

Even though we all share in this unprecedented grief and loss, your participation in the TTP online has been amazing.

DR ZENA RICHARDS Director of the Student Equity and Talent Management Unit (SETMU)

Gratitude to our donors for their unwavering support in the development of learners with academic potential.

SETMU team, TTP curriculum team, and the ICT support team from the Engineering Academic Development Unit, we salute you for your commitment to nation building and educating our youth who are our future leaders.

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I am aware that several of you have struggled with feelings of hopelessness, and meaninglessness, and that some of you have even been questioning the purpose of life.

No, being in the valley is not pleasant, but the reality is that we will always have bigger mountains to climb.

So, have you allowed these experiences to leave you feeling “POOR”? Let’s unpack it.

The acronym for “POOR” is:

Passing O ver O pportunities R epeatedly Have you been passing over opportunities repeatedly because of fear? If you have, let’s adopt a new definition of FEAR when it comes to failure. Let’s think of it in terms of a new acronym:

DIAMOND TIMES 2021

Fail E arly A nd R esponsibly Instead of fearing failure, embrace it as part of the process for success. Expect it, and manage it, so that when we do fail, it doesn’t wipe us out so completely that we cannot begin again. We dust ourselves off, receive the feedback, learn the lessons, and “begin again, this time more intelligently.”

My wish for you is: May you never fear failure again!

You have the power to stand for, to fight for—and vote for—healthier conditions that will create a healthier society. This moment is your invitation to use your education to begin to heal our afflictions, by applying the best of what you have learnt in your head and felt in your heart. This moment has shown us what Dr Martin Luther King tried to tell us decades ago when he so clearly understood that “we are caught in an inescapable network of mutuality, tied into a single garment of destiny.” In essence, his words remind us that: “Whatever affects one directly, affects all indirectly.”

On behalf of the SETMU team, we wish you only success. Remember that

“ ”

Motivation is what gets you started. Habit is what keeps you going. - Jim Ryun

TARGETING TALENT PROGRAMME

When you started TTP three ago, it was part of your life and learning goals.

When setting goals, you need to think about how to achieve them, what you need to do to achieve them, and how much time you need to get there. But, the real driving force that will actually make you sweat for any goal is asking yourself WHY you need to achieve that goal. Why is it a priority? Why is it so important?

REMEMBER: Living a life of purpose shows who you are deep inside; your beliefs, values and love for living. It’s about following your heart and doing what you like to do with passion and purpose. This might initially feel overpowering and go too “deep” but that’s precisely where you have to go - deep into your heart, past the busy, superficial daily chores and demands of life.

Life is about decisions - great, bad, happy, miserable, purpose-filled or not (along with all the other choices we make throughout the day). For this reason, it’s crucial to deliberately and passionately seek to pursue joy, fulfillment and purpose in spite of the situations or individuals who might appear to be trying to take it away from you.

To the Grade 10 and 11 learners, I hope you are encouraged by the perseverance and commitment of the Grade 12 learners.

Embracing perseverance and commitment will allow you to make the most of the opportunities granted to you.

Keep safe and stay well.

Dr Zena Richards

5

20 0

Overall NSC

IEB

Bachelors Pass

TTP Pass Rate

ALUMNI TRACKING

2020 COHORT TRACKING TARGETING TALENT PROGRAMME TRACKING 20149 Learners

GETING PROGRAMME TRACKING 456 TALENT Distinctions in the TTP. Below is a summary infographic All alumni are tracked yearly in order to find TARGETING PROGRAMME TRACKING RATE AND and TALENT PASS of the activities thePROGRAMME 2009 - 2020 TTP alumniTRACKING out about their various destinations TARGETING TALENT RATES BACHELOR'S ADMISSION ASS TYPE are exploring. academic trajectories after their participation PASS RATE AND ADMISSION RATES BACHELOR'S Learners 95% PASS RATE AND Nationa 130 Distinctions TYPE AND PASS RATE RATES BACHELOR'S ADMISSION PASS

2020 2020

52

100 80

100

60

2020

2020 40 88%

80

5%

88%

60

20

40

272 (100%)

36%

0

76%

TARGETING TALENT PROGRAMME T Awards

100%

76% PASS TYPE 2020

BACHELOR'S ADMISSION RATES

100

95% 95%

Overall NSC

Bachelors

0

Access Rate

100

80

IEB

Bachelors Pass

5% Bachelors Overall NSC IEB Diploma

Pass Rate Diploma

Bachelors Pass

88%

98%

272/272

5%

80

60TTP

88%

Access Rate 60

Pass Rate

40

TTP

GRAND Learners GRAND(100%) 456TOTAL Distinctions TOTAL

Learners 456 Distinctions

95%

100%

95%

36%40 76%

20

98%

100%

1

(100%)

36%

76%

(100%) 20 Overall NSC IEB 0 Overall NSC Pass Rate IEB Bachelors Pass

0

(100%)

100

Bachelors Pass

Learners 130 Distinctions

TTP

Access Rate Access Ra

TTP

(100%)

Pass Rate

(100%)

100% 80 National Provincial 88% 98% Awards Awards Learners Learners 60 Learners 456 Distinctions Learners Provincial National 130 Distinctions OVERALL 144 Distinctions Learners Awards 456 Distinctions Awards 40 144 Distinctions NUMBER OF 5% 36% 76% Learners Diploma DISTINCTIONS OVERALL 20 RATE AND National Provincial 130 Distinctions PASS Learners AND RATE PASS 130 Learners Provincial Distinctions Awards NUMBER OF AwardsNational = RATES ADMISSION BACHELOR'S 3 Distinctions Learners 0 RATES BACHELOR'S ADMISSION Awards Awards GRAND TYPE PASS 2020 DISTINCTIONS 2020 PASS3 TYPE Distinctions (100%) OVERALL Overall NSC IEB TTP 100 = TOTAL 100 NUMBEROVERALL OF 95% 100% Bachelors Pass Pass Rate 80 100% NUMBER OF 88% 95% 98% 80 DISTINCTIONS 88% 98% 60 =DISTINCTIONS 60 NUMBER OF STUDENTS PER Bachelors = 40 Bachelors

4

95%

4

73395% 95%

5% Diploma

Diploma

S NG AR

22

(6%)

5%

67Learners

36%

76%

733 733 149

FIELDS OF STUDY 36% PREFERRED 76%

20 Learners NUMBER OF STUDENTS PER 456SCIENCES Distinctions PREFERRED FIELDS OF STUDY 0 (25%)

214 (6%)

Overall NSCOverall NSC IEB

54

IEB TTP

52 Learners 49 130 Distinctions

54

HEALTH Bachelors Pass Bachelors Pass SCIENCES SCIENCES (25%) Pass Rate

STUDYING

1 13 3

Pass Rate

(23%)

TTP

Access Rate Access Rate

272/272 272/272 (100%)

NUM National Awards

NUMBER OF STUDENTS PER

OFSTUDY STUDENTS PER PREFERRED NUMBER FIELDS OF (100%)

PREFERRED FIELDS OF STU

54 PREFE 149 22 214 67 Learners 54 REASONS 149 OVERALL 67 22 Learners FOR TAKING 456 Distinctions 38 144 Distinctions (6%) 214 Distinctions 144SEEKING FOR TAKING GAP YEAR 49 3Learners28 GAPSTUDYING A GAP YEAR (6%) OF EMPLOYMENT 12 NUMBER YEAR 49 52 A GAP YEAR52 Learners STUDYING (9%) National Provincial DISTINCTIONS STUDYING 130 Distinctions 38 49 (23%) (6%) Learners (6%) COMMERCE Learners 28 (13%) 456 Distinctions HEALTH SCIENCES

ENGINEERING

3

ENGINEERING

(18%)

(13%)

HEALTH SCIENCES

(6%)

HUMANITIES

(25%)

1

SCIENCES

(18%)

214 (6%) COMMERCE

SCIENCES

(23%) HEALTH

SCIENCES

(25%) (23%)

National Provincial ENGINEERING 38 (18%) 2021 130 Distinctions HUMANITIES 12 (6%) Awards ENGINEERING 38 (18%) AND WORKING Awards Awards Awards = ACTIVITIES (9%) NUMBER OF TTP STUDENTS COMMERCE Have not (13%) 28COMMERCE AT PREFERRED HIGHER OVERALL receivedSTUDYING feedback Have not SEEKING OVERALL 28 (13%) WORKING WORKING EDUCATION INSTITUTIONS fromAND Universities received feedback HUMANITIES 12 (6%) NUMBER OF EMPLOYMENT NUMBERNUMBER OFSEEKING TTP STUDENTS OF from Universities HUMANITIES 12 (6%) (9%) EMPLOYMENT ATJOBS PREFERRED HIGHER DISTINCTIONS STUDYING DISTINCTIONS (9%) UPGRADING DidWORKING not receive EDUCATION INSTITUTIONS JOBS 2021 (9%) AND WORKING 100 (46%) STUDYING admission into MARKS Did not receive =ACTIVITIES= 2021 NUMBER OF TTP STUDENTS (9%) AND WORKING University-applied admission into ACTIVITIES AT PREFERRED HIGHER NUMBER OF TTP STUDENT AWAITING UPGRADING too late University-applied 31 (14%) NUMBE WORKING (14%) 100 (46%) EDUCATION INSTITUTIONS AT PREFERRED HIGHER CONFIRMATION MARKS (6%) too late WORKING EDUCATION INSTITUTIONS

4

JOBS

SEEKING Learners EMPLOYMENT Learners 3 Distinctions d 3 Distinctions JOBS

6 %)

20

Learners STUDYING 3 Distinctions REASONS

34 (9%) 2021 (6%) ACTIVITIES

22

3 733

(6%) GRAND 0 Distinctions 144(100%) TOTAL(100%) GAP YEAR

152 3

733 1 272 40

22 272 272 4 214 (6%)

GRAND TOTAL

GAP YEAR

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100%

OVERALL 272/272 PASS RATE AND RATES 149 2020 NUMBER OF BACHELOR'S ADMISSION 272 TYPE PASS 272/272 272 272/27 149 52 DISTINCTIONS TARGETING TALENT PROGRAMME TRACKING 2020 TARGETING TALENT PROGRAMME TRACKING 2020 95% 149 52 67 =52 149 Bachelors 67 20

earners stinctions

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95%

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95%

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133 3 1 3733

3

733 733 2 GAP YEAR 20 STUDYING31 (14%) 2 (0%) 1 19 20 (6%) 26 REASONS 22 26 12 2 (14%) 214 1(0%) FOR TAKING (6%) (6%) 19 (14%) (6%) 2 REASONS 54 REASONS 214 A GAP YEAR 22 22 AWAITING Self-reflection Self-reflection CONFIRMATION

6

(9%)

UPGRADING (14%) MARKS UPGRADING Taking a break (9%) MARKS (9%) from studying Taking a break AWAITING from studying One alumnus is awaiting confirmation from an AWAITING CONFIRMATION (6%) international bursar for an overseas university application.

(9%) CONFIRMATION Ill mental health Ill mental health

One alumnus is awaiting confirmation from an

(6%)

(6%)

(6%)

GAP YEAR

100 (46%) 100 (46%) 31 31 (14%) (9%) (25%) 20 54 20 (9%)

NUMBER OF STUDENTS PER NUMBERDIAMOND OF STUDENTSTIMES PER 2021 PREFERRED FIELDS OF STUDY PREFERRED FIELDS OF STUDY (14%) SCIENCES

STUDYING

SCIENCES

(25%)

PREFER

ROGRAMME TRACKING 0

%)

Overall NSC

IEB

Bachelors Pass

Access Rate DISTINCTIONS =

272/272 733

TTP

Pass Rate

(100%)

149 Distinctions

ATE AND Learners DMISSION RATES 456 95%

98%

NUMBER PREFERRE

52

Provincial 22National 214 Awards Awards

Learners REASONS 130 Distinctions

(6%)

100%

FOR TAKING A GAP YEAR

OVERALL NUMBER OF Access Rate DISTINCTIONS Have not TTP received feedback = from Universities

272/272 (100%) 3 733

EB Pass Rate

Did not receive admission into University-applied too late

GAP YEAR

1

Self-reflection

22

1

L OF ONS

3 9%)

Ill mental health

3

GAP YEAR

JOBS

26 214 (6%) (6%)

3 (9%)

PREFERRED FIELDS OF STUDY

WORKING

SCIENCES

54 (25%)

HEALTH SCIENCES

49 (23%)

AWAITING CONFIRMATION ENGINEERING

YING RKING

3 (9%)

1(0%)

COMMERCE

HUMANITIES

38 (18%) 28 (13%) 12 (6%)

2 (14%)

One alumnus is awaiting confirmation from an international bursar for an overseas university application.

G

2 (14%)

HU

(9%)

NUMBER AT PRE EDUCAT

54 (25%)

2 (14%)

49 (23%) 38 (18%) 28 12 (6%)

One alumnus is awaiting confirmation from an COMMERCE international bursar for an overseas university application.

(13%)

STUDYING 2021 AND WORKING ACTIVITIES NUMBER OF STUDENTS PER

UPGRADING MARKS

HEALTH SCIENCES

ENGINEERING

SEEKING EMPLOYMENT

4 %) 26 (6%)

3

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WORKING NUMBER OF STUDENTS PER PREFERRED FIELDS OF STUDY

1(0%)

STUDYING

H S

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STUDYING AND WORKING

SCIENCES AWAITING CONFIRMATION

Focusing on religious studies

JOBS

2021 ACTIVITIES

UPGRADING MARKS

(6%)

3

SEEKING EMPLOYMENT

(9%)

Taking a Provincial break National from studying (6%) Awards Awards

STUDYING

S

HUMANITIES

NUMBER OF TTP STUDENTS AT PREFERRED HIGHER EDUCATION INSTITUTIONS

100 (46%) 31 (14%) 20 (9%) 19(9%) 12 (6%)

NUMBER OF TTP STUDENTS AT PREFERRED HIGHER EDUCATION INSTITUTIONS

100 (46%) 31 (14%) 20 (9%) 19(9%)

TARGETING TALENT PROGRAMME

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ALUMNI TRACKING 2020 OVERALL TTP TRACKING

2020 OVERALL PROGRAMME TRACKING OVERALL ACCESS RATE

94%

2651

1468

TOTAL OVERALL ALUMNI

TRACKED OVERALL ALUMNI

55%

1183 UNTRACKED Reasons: Change in contact details Indifference to the programme Deceased Opted out of the tracking process

TRACKING RESPONSE RATE

FIELDS OF STUDY MOST ENROLLED IN

21%

Science

INTERMISSION FROM WORK/STUDY

15

225

SEEKING EMPLOYMENT

57

Frequency

209

UPGRADING MARKS

16 1%

Commerce

19%

1018

205

WORKING

ACTIVITIES in 2020

STUDYING

Frequency

69%

Engineering

281

Honours degree

104 33

Higher Certificate

31

Diploma

24

4%

1%

Health Sciences

Bachelor’s degree

Postgraduate Diploma

Frequency

19%

2020 TRACKED ALUMNI QUALIFICATIONS OBTAINED TO DATE

298 20%

Popular work destinations

STUDYING AND WORKING

64 4%

19%

Frequency

204

YEARS OF STUDY 5%

Frequency

Humanities

339

55

2nd year

230

3rd year

205

Frequency

PREFERRED INSTITUTIONS OF STUDY

448 144 58 51 34 8

Highest Qualification 1st year

4th year (professional degree)

118

Honours

28

5th year (professional degree)

14

6th year (professional degree)

8

Doctorate

4

Masters

2

Occasional Studies

2

Postgraduate Certificate

2

Postgraduate Diploma

2

Writing Board Exams

2

DIAMOND TIMES 2021

TARGETING TALENT PROGRAMME

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ALUMNI HIGHLIGHTS Mulweli Matamela Mulweli Matamela, 2015 TTP Alumni from Mbilwi Secondary School in Limpopo, completed her Bachelor of Engineering in Industrial Engineering at the University of Pretoria in 2019. Currently, Mulweli works at ETA Operations as an Optimisation Engineer.

Xoliswa Zondo Xoliswa Zondo, 2011 BALE Alumni from Waverley Girls High School in Gauteng, completed her Bachelor of Science in Biological Sciences in 2011 at the University of the Witwatersrand. Additionally, Xoliswa completed a Postgraduate Diploma in Management (PDM) at Wits Business School in 2012, a certificate in Project Management at the University of La Verne, California, USA in 2017, and a Masters in Business Administration (MBA) at Wits Business School in 2020. Currently, Xoliswa is an SABC Sports Presenter and an Environmental Consultant at Blackhead Consultancy.

Sebenzile Msibi Sebenzile Msibi, 2013 TTP Alumni from Leshata Secondary school in Gauteng, completed her Bachelor of Occupational Therapy at the University of Pretoria in 2020. Currently, Sebenzile works at Middleburg Hospital in Mpumalanga as an Occupational Therapist.

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DIAMOND TIMES 2021

Rhulani Kobeni Rhulani Kobeni, 2011 GUTS Alumni from Leshata Secondary in Gauteng, completed his Bachelor of Science in Information Technology (IT) at Richfield previously known as PC Training & Business College. Currently, Rhulani is pursuing his Bachelor of Science Honours whilst working at Richfield Private College as an IT Lecturer.

Monique Jafta Monique Jafta, 2014 TTP Alumni from Fred Norman Secondary School in Gauteng, completed her BCom Honours in Business Management with specialisation in Marketing at the University of the Free State in 2018.

Additionally, Monique is currently doing a short course in Business Systems Analysis at the University of Cape Town. Currently, Monique works at Allan Gray as a Junior Business Analyst.

Ngoanapedi Komane Ngoanapedi Komane, 2012 TTP Alumni from Glen Cowie Secondary School in Limpopo, completed her Bachelor of Science Honours in Actuarial Science at the University of the Free State. Currently, Ngoanapedi works at Momentum Metropolitan Holdings as an Actuarial Analyst.

Khadija Rhoda Khadija Rhoda, 2011 BALE Alumni from Malboro Garderns Combined School in Gauteng, completed her Bachelor of Science in Biological Science, a Bachelor of Science Honours in Pharmacology at the University of the Witwatersrand and is currently in the process of completing a Master’s of Science in Pharmaceutics at Wits as well. Additionally Khadija has a Postgraduate Certificate in Education (FET Life Sciences and Senior Phase Natural Science) from UNISA. Khadija is currently a Science & Technology Educator.

TARGETING TALENT PROGRAMME

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CELEBRATING OUR GRADUATING ALUMNI Congratulations to all TTP alumni who have recently completed their qualifications! You are a source of inspiration to all our current learners. Below are some of the TTP’s recent graduates.

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Vusani Lephauphau (TTP alumnus 2016) graduated from the University of the Witwatersrand with a Bachelor of Science in chemical engineering

Tlakale Seloane (TTP alumni 2016) graduated from University of the Witwatersrand with a Bachelor of Science in chemical engineering

Fisokuhle Sithole (TTP alumna 2016) graduated from University of the Witwatersrand with a Bachelor of Education degree

Andzani Mabunda (TTP alumnus 2014) graduated from University of the Witwatersrand with a Post graduate diploma

DIAMOND TIMES 2021

Mmaphale Karabo Mogashoa (TTP alumna 2015) graduated from the University of the Witwatersrand with a Bachelor of Science

Wendy Thathane (TTP alumna 2012) graduated from UNISA with a Bachelor of Accounting Science

Gerald Kirui (TTP alumnus 2016) graduated from University of the Witwatersrand with a Bachelor of Science (Eng) Electrical Engineering - Information Engineering

Melicious Mandy Jacobs (TTP alumna 2017) graduated from UNISA with a Bachelor of Science IN Biomedical sciences

Lungile Cleopatra Buthelezi (TTP alumna 2015) graduated from the University of Johannesburg with a National diploma in Mechanical engineering

Kgaugelo Madiba (TTP alumna 2017) graduated from the University of Johannesburg with a Bachelor of Accounting Sciences

TARGETING TALENT PROGRAMME

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Pravin Kheswa (TTP alumna 2015) graduated from the University of the Witwatersrand with a Bachelor of Science in Physiotherapy

Priscilla Karabo Letsoalo (TTP alumna 2012) graduated from the University of the Witwatersrand with a Bachelor of medicine and Bachelor of surgery

Refilwe Matlaletsa (TTP alumna 2016) graduated from the University of the Witwatersrand with a Bachelor of Science (Biological Science)

Shella Thobejane (TTP alumna 2016) graduated from the University of the Witwatersrand with a Bachelor of Science in nuclear science and engineering concurrently with Bachelor of Science honours in physics.

Hlengiwe Nondumiso Mfeka (TTP alumna 2016) graduated from the University of KwaZulu-Natal with a Bachelor of Commerce in Finance & Supply Chain Management

Lesego Queen Moepi (TTP alumna 2015) graduated from the University of the Witwatersrand with a Bachelor of Commerce in Politics, Philosophy and Economics

DIAMOND TIMES 2021

Pertunia Seema (TTP alumna 2015) graduated from the University of the Witwatersrand with a Bachelor of Science in Metallurgy and Materials Engineering

Nobuhle Msezane (TTP alumna 2016) graduated from the University of the Witwatersrand with a Bachelor of Arts Honours

Jeanette Mokgotho (TTP alumna 2014) graduated from the University of the Pretoria with a BEd (Bachelor of Education)

Tlangelani Mashila (TTP alumna 2015) graduated from the University of the Witwatersrand with a Bachelor of Science in Chemical Engineering

Eugene Thabiso Sibanda (TTP alumnus 2016) graduated from the University of Johannesburg with a Bachelor of Science Honours in physics (Condansed matter)

Christina Magabe (TTP alumna 2013) graduated from the University of the University of Johannesburg with a BEng Tech in Electrical Engineering

TARGETING TALENT PROGRAMME

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Kleinboy Maripane (TTP alumnus 2015) graduated from the University of the Witwatersrand with a Bachelor of Science in chemical engineering

Tennille Bee (TTP alumna 2014) graduated from the University of the University of the Witwatersrand with a Bachelor of Education (Secondary Teaching)

Ndzalama Shivambu (TTP alumna 2016) graduated from the University of the University of the Witwatersrand with a Bachelor of Accounting Science

Nqobile Mkhize (TTP alumna 2016) graduated from the University of the University of the Witwatersrand with a Bachelor of Science in Mathematics of Finance

Lwanele Misokuhle Ntuli (TTP alumnus 2016) graduated from the University of the Witwatersrand with a Bachelor of Science in mining engineering

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DIAMOND TIMES 2021

2007 – 2021 DONOR IMPACT the programme and funded 47 learners from eight provinces.

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.

• SANRAL independently funded a cohort of 49 learners in 2013 to 2015.

• 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.

• In 2017, PRIMEDIA and Standard Bank funded 17 and 47 learners respectively.

These learners completed the programme in June 2019.

• During the same period, 94 learners funded by the Limpopo Department of Education successfully completed the programme.

• The Department of Science and Technology (DST) commenced their funding period from 2011 to 2016; DST funded 830 learners in the programme.

• In 2013, BP South Africa Education Foundation Trust independently funded learners from 2013 to date. Thus far, BPSA EFT has funded 1328 learners who have completed the programme as of October 2020.

• 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

TARGETING TALENT PROGRAMME

• In 2016 the Manufacturing, Engineering and Related SETA (merSETA) funded 23 learners, who completed the programme in June 2018.

• In 2018, the African Explosives and Chemical Industries (AECI) funded 9 learners. These learners completed the programme in October 2020.

• In 2019, the Education, Training and Development Practices (ETDP) SETA started their funding cycle. Thus far, the ETDP SETA has funded 179 learners since 2019. Their funding cycle ends in 2023.

• In 2021, Assmang and Boleng started their funding cycle. Thus far, the Assmang and Boleng Trust has funded 50 learners.

Their funding cycle ends in 2023.

• In 2021, Cell C started their funding cycle.

Thus far, Cell C has funded 60 learners.

Their funding cycle ends in 2023.

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DIAMOND TIMES 2021

A GIANT HAS FALLEN: ETDP SETA LIMPOPO PROVINCIAL MANAGER

TARGETING TALENT PROGRAMME

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TTP RE-IMAGINED In 2021, The TT Online Programme was split into 3 sessions;

1 April-May Online Mathematics and Science Supplementation Curriculum (OMSSC) Sessions 24 April -15 May 2021

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2

3

June-August Online Enrichment Academic Curriculum (OEAC) Session 26 June-14 August 2021

October Online Mathematics and Science Supplementation Curriculum (OMSSC) Sessions 1-30 October 2021

Due to the ongoing Covid-19 pandemic, it was necessary to, once again, conduct the TTP enrichment and supplementation sessions virtually. Learners were required to attend 30-minute synchronous sessions.

During the October online supplement session, the synchronous sessions were extended to one hour to assist the learners in their gateway subjects leading up to the year-end examination period.

The TTP aims to have a holistic impact in the learners’ lives. The learners engaged in several psychosocial educational activities during the OMSSC session. The purpose of these activities was aligned with the programme’s aim to impact the learners’ lives from a psychological and social perspective, in addition to their academic supplementation.

The following psychosocial activities were hosted with the April - May OMSSC Session:

The following psychosocial activities were hosted with the October OMSSC Session:

• • • • • •

School Liaison Financial Aid KPMG Allen Gray VW Scholarship Maree Career Matrix (MCM) Feedback Session • Careers day

• Social Curriculum Research (SRC) Q&A • Life of a teenager • Careers Development

In 2020, the enrichment session was conducted on weekends only. This year, the

unit decided to host a blended model since schools were scheduled to close from 10

DIAMOND TIMES 2021

July until 26 July. Mathematics and Science lessons were conducted on weekends, i.e.

Friday (Grade 11) and Saturday afternoons (Grade 12) and on Saturday mornings for Grade 10s. The other enrichment subject synchronous sessions were conducted on a daily basis over a 2-week period. In keeping with an effective online pedagogy, sessions did not exceed 3 hours per day. Learners were encouraged to engage with the content asynchronously in order to be prepared and critically engage in their upcoming synchronous session. The purpose of hosting Mathematics and Science sessions over a 6-week period was two-fold:

1. they are gateway subjects for entry into higher education, 2. the unit was acutely aware of the impact the pandemic had on consistent school attendance, thus the main aim was to support the learner in these subjects.

As a result, the grade 12 learners were supported in school Mathematics and Science until their preliminary examinations. The enrichment sessions also hosted additional computer literacy sessions (MS Word and Excel) and motivational talks to assist the learners in navigating the circumstances they found themselves in.

REFLECTING ON THE TTP ONLINE EXPERIENCE The reflections below represent learners’ experience of the TTP Online sessions mentioned above.

TTP Learner Suikerland Secondary School, Grade 10 TTP has helped us to a great extent, academically, physically and emotionally.

Since we started with our online sessions, we can see the improvements in our school work.

Some of the things we found hard at school seem easier now; we understand better and actually look forward to studying. We were introduced to new lessons and subjects, which were not yet covered at school because of the sub-standard academic year.

Our academic engagement has been really perpetual. We’ve become better learners through these fascinating subjects.

TARGETING TALENT PROGRAMME

“The expert in anything was once a beginner”Helen Hayes. That was indeed proven to us during our TTP classes because most of the subjects were new and we were doing them for the first time. Now we are handling it like pros. The teachers are very passionate and patient with us, they were very invested and understanding. We became very comfortable with them and felt like we can talk freely.

They were very particular so we didn’t have to wonder around and be confused as to what we have to do. The subjects are very interesting and mind blowing. We’ve learnt a

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lot and got exposed to many career paths, and some of us are considering changing them because we now look at the world differently thanks to critical diversity, scientific thinking and philosophy, amongst others. Meeting new teachers helped us adjust to different teaching styles and learn new skills. We were very engaged with our teachers and mentors because they are just nice, amazing people.

mindfulness and meditation. Philosophy taught us to question more so I guess we’ll be having a lot of questions and investigating them using our skills from scientific thinking, social research, computer science and forensic science. We are now confident and ready to face the world. Understanding our diversity and respecting other people’s opinions and beliefs.

Family and friends have been really supportive and keen to lend a helping hand whenever we felt overwhelmed or struggling with a few things. Our families were very understanding and had our backs from the get go, they gave us less house chores so that we had time to participate and study. Our friends and family were very interested and would ask what we learned after sessions and that encouraged us to keep going. TTP is our new family, we’ve made a lot of friends even though some of us were shy at first we were able to build genuine connections. Our family and friends have been of great help and support and we are very grateful for each and every one of them.

Critical diversity helped us to understand and accept people who are different from us, to love and embrace the beauty of the universe. People with different beliefs, cultures, skin colour, academic and socioeconomic backgrounds. We’ve learnt to love and believe in ourselves and to stop doubting ourselves. Some subjects taught us to be critical thinkers, to think like scientists and philosophers and challenge the world and find reasons to what we see or believe. We now understand that we must think before acting and how to react in situations we find ourselves in.

“

The future belongs to those who learn more skills and combine them in creative. Robert Green

”

Communication, time management and being critical thinkers are some of the many skills we have learnt during this program. Some of us realized that we are good at writing. Most of us know how to dance and sing which is something that we never thought we can do cause we were always scared to get out of our little bubbles. We know how to calm down and relax during hectic moments from

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“

Difficulties strengthen the mind as labour does the body and the greater the obstacles the more glory in overcoming it. - Lucius Annaeus Seneca

”

This quote keep us moving and looking beyond our difficulties. When we struggled with logging into Ulwazi and meeting deadlines, we sometimes felt overwhelmed and under pressure. Procrastination and time management are two of the big things we also struggled with but our mentors helped us with making schedules so we don’t put

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everything till last minute and avoid feeling under pressure or overwhelmed. The IT guys helped us with network and technical issues.

So with every problem we faced we worked together and found solutions.

We are all looking forward to meeting our teachers and mentors for our next sessions.

Engaging with our fellow TTP learners and learning new things and ideas to expand our knowledge. We are also looking forward to having a nice laughter in class and just enjoying those few hours together. We are hoping that in our next session we get to do it in person and finally meet each other.

Hector Peterson Secondary School, Grade 10 Being selected to be part of the TT programme has bought happiness to us and our families.

It is the greatest thing that has ever happened to each of our lives. In this essay, we are discussing our experiences as TTP Learners and how it has helped us in our lives.

Attending the TTP sessions has helped us a lot, especially during this covid-19 pandemic because TTP teachers were teaching us other topics that we haven’t done at school.

We have not been going to school as usual and that make the teacher to not be able to have enough time to cover all the topics. The TTP sessions has helped us a lot because we have gained more knowledge and learnt new things.

We have learnt a lot from our teachers and mentor. The subjects that we are doing from TTP are helping us because they relate to the subjects we do at school. For example in mathematics we’ve learnt trigonometry, thus this will help us to have more understanding and we won’t struggle. We learnt many things from different subjects in TTP. Other subjects teach how to respect people different to us. We gained some skills during the TTP sessions.

We have learnt communication skills that help us to engage well with different learners from different schools. We also have learned the most interesting skills like dancing and

TARGETING TALENT PROGRAMME

rapping. Able to use technology and work as a team. We gained critical skills and scientific thinking skills.

We apply the learnings from TTP to our lives in many ways. Firstly, we will be able to solve mysteries like murder cases because we had learnt those skills from forensic sciences.

Secondly, we know how to make better decisions by developing our critical thinking.

We also clarify what people beliefs whether they are true or not. We know how to manage time, lastly we are able to end arguments without creating a feud.

Although we enjoyed the TTP sessions, there were challenges that we have faced. During the classes sometimes we had network issues and that make some of us not to be able to attend classes properly. We had difficulties in understanding other subjects but we overcame that by studying together.

Attending sessions on weekends was the tough challenge we faced because we were not used to wake up in the morning and we had lots of work to do but we overcame that challenge setting up a timetable.

We have learnt many things on TTP and we enjoyed very much. We are looking forward for the next sessions but next time we would like to engage more with our teachers. Thank you.

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Grenville High School, Grade 10 TTP has really been a great journey for all of us ever since we applied. We have all enjoyed this experience and have been able to acquire a variety of great skills from the programme. As Grenvillians, we are very grateful to the Programme and everyone who is involved.

TTP has been able to help us understand all life aspects. The modules that we did were quite interesting. We were taught in a more detailed manner and have all been able to gain more understanding when it comes to subjects we do in school such as physical sciences, life sciences, mathematics, languages and even life skills. The other modules were new to us, but didn’t really confuse us that much. In fact, they have helped us in identifying what careers we would like. Modules like engineering and computer science have taught us how to solve everyday problems in an effective manner. We were surprised to learn what artificial intelligence has done (robots might even take over, if humans are not careful).

Social research and information literacy have taught us how to search for information and use it appropriately. Philosophy and critical diversity have enabled us to think more critically and not be biased. Life skills reminded us of who we want to be and what we want to work towards. With regards to yoga and meditation, music and dance, we have learnt to be relaxed and have fun.

During our mentor sessions, our mentors made us realise that we were having problems regarding management of tasks and showed us how to deal with them.

Our lecturers were really supportive, understanding and fun, though we couldn’t see their faces sometimes. They made sure that we understood everything that they

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were prepared to educate us. Even though we were scared of asking questions, they pushed us to do so. They made us realise the importance of engaging with them during lessons. They honestly made topics fun and easy to understand.

Expressing yourself is really difficult and TTP provided a safe place for us to express ourselves. The mentor sessions that we had also encouraged us to interact more with friends and family as it will help with our mental health. TTP has given us the platform to engage with learners from all over the country, which has really been great and helpful since we actually got to know each other.

The greatest skills we learnt were using Microsoft apps and the ability to be efficient users. Being able to compile an official email and using online platforms. We have gained time management skills and learnt how to cope under pressure .We have learnt how to take responsibility if our work is not submitted on time. We have developed resilience skills, critical and creative thinking skills as well as breathing skills.

We were made aware of how discriminative we can be without even realising it. Now we know how to avoid discrimination because we know the effects it may have on both the victim as well as the discriminator. We have learnt how to prioritise tasks according to their importance. How to cope with peer pressure and most importantly, how it really feels to be in university.

One of the greatest challenges was interacting with everyone, but the SETMU staff really helped us overcome that. We were able to overcome our fear of speaking on the mic because of the encouragement we received.

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Looking forward to going to Wits and actually being on campus.

• • Kamogelo Mosetlo is looking forward to “exploring the university grounds, going to the laboratory and be able to touch the materials and conduct an experiment myself. Seeing the library, the museum at the university and also being able to go to a record studio. I can’t wait for the next holidays to see what TTP has in store for us, I am hoping for new modules and so much more” • Onkarabile Dumema is looking forward to “learning more from new modules. I hope that my participation will help me get a clear vision of what career I’m interested in” • Tiisetso Morwane is looking forward to “an exciting journey to feed my curiosity along with dance and mindfulness class” • Lebogang Mooki is looking forward to “learning more and understanding other

•

•

•

people’s perspectives and enjoying my TTP journey” Kamogelo Ralesigo is looking forward to “interacting with new people from different parts of the country and embracing diversity between all the other learners” Reabetswe Thebe is looking forward to “gaining more knowledge from the programme, a positive mind-set and learning about new cultures, languages and customs.

Most importantly, socialising with different kinds of people around the country” Itumeleng Tebeli is looking forward to “going into depth in modules such as Engineering and Forensic Science” Lebogang Mosisidi is looking forward to” forensic science and critical diversity sessions”

We appreciate everything SETMU has done for us.

Hunadi Maredi, Maphokwane High School, Grade 12 An honest truth is I enjoyed my TTP experience more than anything. It was so thrilling and beneficial. Best experience.

Being selected out of so many learners from my school, gave me hope and courage to always strive for the best.

There I was, shy on the first contact session at Wits. I remember it as if it was yesterday, being amongst different people who spoke different languages actually intimidated me.

I had called my sister asking her to come fetch me, but the mentors told me to go with the flow and that the following week I would have adapted to the new environment and people around me. Trust me, that wasn’t a lie. By the time we had to go back home, I didn’t want to leave because I was already

TARGETING TALENT PROGRAMME

used to everyone.

TTP actually highlighted so much in my life. I can’t stress enough the way it impacted me academically. Having lecturers who explained chapters very well, made things simpler for me to understand. Doing experiments topped everything up, especially for us who didn’t have laboratories at school.

My advice to a person starting the programme will be to grab everything you’re exposed to.

TTP to me was like my family, the only way I think helped me managed everything (TTP and school work) was always envying to hear from them especially Mama Zena and the rest of my group. That made even sessions exciting and interesting.

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Ngwathe Secondary School, Grade 10

Q

IMPACT ON YOUR ACADEMIC ENGAGEMENT AT SCHOOL

• TTP has played a big role in my life, it increased my degree of attention, curiosity, interest, optimism and passion, which will extend to the level of motivation in my academic performance and behaviour at school.

• Since I’ve attended the classes, my focus has increased and it has increased my knowledge in my academic work. It had also provided me a greater degree of flexibility and I also felt link between what I was taught online and my ordinary school work.

• TTP has given us new knowledge and new ideas to become successful students.

• Has given me skills that I won’t be able to forget

Q

ENGAGEMENT WITH YOUR SUBJECTS AND TEACHERS

• Learning different subjects was actually a blessing in disguise, mostly being taught subjects that you don’t do at school. I had to engage in learning in different ways and I really enjoyed learning and knowing more about those subjects. I’m very happy that I’ve learnt many things.

• My engagement with teachers was very good, actually because they held our engagement in high esteem, so when I was engaged I took an active role in learning. I was able to work independently and make effective choices about my learning.

• Most of the time I engaged with the subjects being taught and teachers. I always paid attention in all my lessons and always took notes. I always made sure that I prepared myself before the lessons so that I could ask questions where I didn’t understand to get clarity.

26 26

Q

ENGAGEMENT WITH FRIENDS AND FAMILY

• The support I got from my family and friends was amazing. They were with me all the time and that encouraged me that I can do whatever I want to achieve in life and prosper.

• I also used what I had been taught in Targeting Talent Programme to engage with my family and made new friends using Life Skills techniques.

• For my Talent Targeting Programme friends I engaged with them, doing all the group work together, having discussions about what we have been taught and always displayed positive attitudes and enthusiasm.

• We always communicated with them and got to know them better and they were just like my siblings

Q

SKILLS LEARNT SO FAR

• Communication skills: At first I was very scared to unmute myself but one day I told myself that I can do this. I had the courage to unmute and I’ve learnt to listen and read carefully and respond specifically.

• Ability to meet deadlines: I’ve learnt how to meet deadlines also.

• Time management: I’ve learnt how to make effective use of time to accomplish whatever I want to achieve.

• Problem-solving skills: I’ve also learned how to apply problem solving skills.

• Decision-making skills: At first I didn’t know that I was the one in charge of my life but due to mentor sessions I’ve learnt that I have to make decisions in my life such as prioritising my time and if I’m experiencing things such as peer pressure I’m the one responsible to put a stop on it.

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• Coping with stress and emotions skills: I didn’t know how to deal with the pressure from school and having to complete all the tasks in time but Life Skills sessions made me wiser and aware of different strategies you could use to deal with stress, coping and being resilient.

• Writing the research skills: At first I didn’t know the steps followed when making a research but Social Research lessons taught me the steps and now I can make the research on my own without having difficulties.

• Flexibility and adaptability skills: The dance lessons and mindfulness lessons taught me the importance of keeping my body flexible and my mind healthy at all the times.

• Teamwork skills: From the projects given from the lessons, I’ve learnt on how to work as a team, cooperate with others and help one another. Now I can work with others and make the group work enjoyable and interactive.

Q

HOW DID YOU APPLY LEARNINGS FROM TTP TO YOUR LIFE, TO YOUR UNDERSTANDING OF DIFFERENT PEOPLE AND SUBJECTS? • Within the group there was the creation of an open, energetic, non-judgmental space and that made me open enough to feel spontaneous. I loved hearing other people’s stories and perspectives and I learned through some of them. I’ve also learnt a lot from different subjects, mostly which I don’t do at school, I felt curious about them and they also made a huge impact in my life to study sciences even more.

• I’ve applied my Life Skills lessons on how to make new friends with TTP classmates.

• My philosophy lessons made me to be a critical thinker and examine life.

• I’ve also learnt team working skills that I applied in this project.

• As I was taught good communication skills I became a good communicator to my circle.

TARGETING TALENT PROGRAMME

• All self-image skills taught at Life Skills made me look myself in a different way and believe in myself.

• Since the Critical Diversity lessons I now embrace all the diversity and people’s differences.

Q

CHALLENGES FACED IN TTP AND HOW YOU HAVE OVERCOME THOSE

• At first I was afraid to unmute myself and speak, but time went and I had the courage to unmute myself, eventually that happened intentionally. I was able to unmute and spoke, it became a habit and I wasn’t afraid anymore.

• I was not really used to technology but I gave myself some time to learn how to use it because I needed to do my homework somehow. In the end I became familiar with it and I was able to use it.

• I had to complete all my quizzes on time and sometimes I was given a short period of time but I found out that I had to look at my calendar everyday so that I could complete them on time.

• I had difficulties like jumping from physically being at school to being virtually online but my mentors and lectures made me feel safe and TTP was actually like my second home.

Q

WHAT YOU LOOK FORWARD TO MOST FOR THE NEXT SESSION

• I’m actually looking forward to meeting my lecturers and all people face to face.

I just pray that this pandemic will be over by the time our second session takes place. I really want to be in the University of the Witwatersrand while I’m still in high school.

• I also look forward to attending the classes again because I enjoyed the last lessons so I’m one hundred percent sure that I’m going to enjoy the next ones too.

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Hunadi Maredi, Maphokwane High School, Grade 12

Q

IMPACT ON OUR ACADEMICS AND ENGAGEMENT WITH TEACHERS

The programme broadened our understanding of our school content, also boosted our confidence in our school work and improved the knowledge we already had from school by giving us a better understanding of the things we had already learnt. It made us realize that some things are actually fun and easy if you really put your mind into it and actually pay attention to the teacher. This therefore made us understand the homework we were given, meaning we completed them without hassles. We were manifested to new subjects, which also opened our eyes for possible career paths to follow as we were enclosed in a box where we weren’t exposed to other things so we kind of felt obligated to do work that needs the subjects we do at school only. We also learnt that when you write something you have to be particular as this will come in handy when we are in university, this will help us get straight to the point, which will make our work presentable and sensible. We also got a new understanding of the diverse cultures in our nation and how we should appreciate everyone as everyone is special and unique in their own way, which makes the environment around you happy and welcoming also broadening our socialising abilities.

Q

IMPACT ON OUR ENGAGEMENT WITH OUR FRIENDS AND FAMILY

The Targeting Talent Programme also brought about engagement between friends and Family. We got to meet new people with different backgrounds. We got to grow closer with the students at our school who 28

were fortunate enough to be selected. We had group tasks that lead to us having to get together and everyone knows that two or more minds are better than one. The Programme enhanced our social capabilities and engagement. Making new relationships has been one of the most exciting parts about being in this programme. It’s known that in a teenager’s life, it is quite important to interact with other people so you gain the skills of being a sociable person. We also got to engage with our families by sharing our experiences. This Programme actually brought a lot of people together even those who aren’t part of it.

Q

THE CHALLENGES WE FACED DURING THE TTP AND THE WAYS WE OVERCAME THEM

During the TTP online sessions, we faced a few challenges. Well, as young students it was hard for us to complete all our work on time and submit it on time. We say this because we were given a lot of work at once and had to submit most of it on the same day. Another challenge we’d say we faced was time management and keeping up with the work. We spent most of our time learning and doing work from TTP and did not really have time to bond with our family and friends, we also did not have time to rest. We found it hard to learn or be taught - trigonometry it was our first time learning it and it was not easy to follow everything and answer questions correctly. We spent most of our time doing work from TTP, well as there was too much work to be completed we sacrificed our spare time and time to bond with our family and friends to complete our work and try submit it on time.

For time management, we started drafting down/drawing timetables to keep up with

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Artwork by Hunadi Maredi

TARGETING TALENT PROGRAMME

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everything and it became easier for us to keep up with time and manage it. We also were able to keep up with work and complete it on time. As we spent most of our time learning, we used time when we were taking breaks or having meals to bond with our family and friends. During the day, we did not rest but we made sure that at night we sleep early in order to be able to wake up early and not tired the following day. As it was our first time learning trigonometry, we started teaching each other virtually and asked our friends and people who knew trigonometry to teach us. We made sure that we all understood everything that was being taught.

THE APPLICATION OF OUR LEARNINGS FROM TTP

Q

SKILLS WE LEARNT

TTP has improved our critical thinking or how we evaluate things from a different perspective. It has made us learn alternative ways on how to manage our time and how to approach challenges. This programme has made us improve our adaptation skills to different types of people. Our specification and formal argument skills have incredibly enhanced. We have also obtained goal setting skills as well as skills that help us recognise and battle peer pressure. We have also obtained skills that improve our punctuality as well as skills that improve our mindfulness. The TTP has indeed enriched us as Inanda Seminary Girls with a lot of life long and helpful skills.

Tshegofatso Tlomatsane, Refilwe Secondary School, Grade 12 Looking back reminiscing on the greatest distance we came, from Grade 10 to Grade 12, the memories we made from face-to-face contact session and also online sessions serves as footprint along our path to the present. My TTP experience started in 2019 at the Wits University, where our first June contact session, was amazing, overwhelming and intimidating at the same time due to being surrounded by many learners from different location around South Africa. During the first week at TTP, I was experiencing mixed emotions but as time went by, I began to enjoy the edutainment and the session we received from our lecturers, mentors, motivational speakers and educational places we visited.

For me, TTP is more than a pre-university programme aimed to improve our Mathematics and Sciences. TTP changed my perspective to become more focused to my goals and studies. It also taught me

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that I must have passion, perseverance and resilience to achieve my goals in life. TTP helped me to manage my time better and gave steps to choose a career that is best for me through Dr Mama Zena, Dr Dlamini, our mentors and motivational speakers. Through exquisite places such the Apartheid Museum & Nelson Mandela’s Museum, Birchwood Hotel, campus at Wits University and travelling to Wits University. TTP broadened my mind to realise that teamwork, diversity in the world, considering other people around me and staying focused to my goals is important for us.

I remember our session about the development of Technology in the world, the 4th INDUSTRIAL REVOLUTION, it was a fantastic experience for me, and I enjoy spending my time and learning from my mentors, lectures, SETMU and other TTP learners. The lessons I got from TTP I will

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carry them with me everywhere I go, and I will always keep this quote I have obtained from TTP that: If you can’t fly, then run; if you can’t run, then walk; if you can’t walk, then crawl;

but whatever you do you have to keep moving forward.

THANK YOU TARGETING TALENT PROGRAMME.

Morwatshehla Thato, Motloboni Combined School, Grade 12 When I was in a well of darkness, TTP came and rescued me, TTP shed the light into my life.

All my life I was that person who didn’t know the purpose of education. I did do well in my grades- received all the components from teachers- but I lacked a lot of things. I lacked wisdom, enthusiasm, motivation, inspiration, and all those things that keep a person moving forward. Despite having good grades I still didn’t believe I could achieve anything in life ‘til I was introduced to TTP. I remember when I was first told - in grade 10 - that I was selected to participate in the TTP programme, I thought for moment someone recognised my potential and offered me this great opportunity and I was grateful for that.

When I first arrived at Wits I was so nervous, being exposed to a wide range of diversity was something new to me. I knew it was going to be hard to adapt to such environment. But TTP taught me how to engage well with people from different backgrounds and accept who they are. I felt at home.

TTP had a great impact on my academic engagement. I started seeing my academic interests at school. I developed the love for my subjects and enjoyed asking my teachers questions. One of the things I also enjoyed doing was sharing my TTP experiences and the knowledge that I’ve gained from TTP with my friends and family.

TARGETING TALENT PROGRAMME

My career choice is Aeronautical Engineering.

It is because of TTP that I chose this career.

I remember during the June 2019 contact sessions when I had my first engineering lesson at Wits, when the lecturer was introducing to us the types of engineering I picked out this career path - Aeronautical engineering - and I did more research about it. I found myself developing an intense interest for it.

From TTP I have learned a lot of skills. I have learnt how to multitask, keep myself motivated, managing time, overcoming challenges, using learning platforms and skills of conducting a research.

TTP has benefited me academically, emotionally and psychologically. All those things I lacked before, TTP has given them to me. I’ve gained wisdom, enthusiasm, confidence and inspiration. TTP has built me to become a better person and guided me into the path of becoming the best vision of myself.

I take away two lessons from TTP. The first lesson is; always value your time. Time is precious and must be used wisely, ensuring that you’re productive every minute. The second lesson is accepting change. We all have to change in order to grow. Change allows us to discover ourselves and to be more understanding.

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I’m the Superhero of my future!

Artwork by Morwatshehla Thato

“

To all the Grade 11s and 10s, always know that you have got potential, you’re capable – which is one of the reasons TTP chose you. Aspire to do 32

great things in life. Anything is possible even the word itself ‘Impossible’ says I-mpossible.

”

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Nkhesani Maluleke, Machepelele Secondary School, Grade 12 Being part of the Targeting Talent Programme has really shown me the potential that I possess. I was just an average learner in class and I always considered the results that I get in class as the result that are best for me. When I was introduced to TTP I saw a whole new world with opportunities.

I started questioning myself if these are indeed the results that I can get. After being introduced TTP, I was a changed person who knew what I wanted and what kind of life l wanted for myself I was no longer that shy girl who would sit in class without understanding and waiting for one of the learners in class to tell the teachers that they did not understand. l started asking and enquiring if I didn’t understand a particular chapter. After changing my ways of doing things, my results also started smiling back at me.

I didn’t stop there I was always looking for a way to improve my marks and for me to find a solution. I started by going to my different subject teachers and asking them to help me with studying methods that they think will work for me. I was introduced to different kinds of studying strategies, which I had to try out and see which studying method works for me.

My relationship with my family has always being my pillar of strength. The love and care that I received from my family has made me who I am today. The support that I get from my family and friends has made me see failure as a form of learning because I had stumbled a lot and my family and friends have always being supportive and less condemning which made me see the importance of having family and friends that are not judgmental.

TARGETING TALENT PROGRAMME

The Targeting Talent Programme has made it easier for me to end up choosing a career path that I love and that I want to spend the rest of my life working in. In TTP, I have learnt that one should choose a career path that they love not a career path that one thinks they will have a good salary and at the end you will gradually lose interest and you will no longer love the career path that you might have chosen and somehow find yourself having to wake up every day with a sad face the minute you think of going to work.

In TTP I have learnt many skills which I am going to use in future. TTP has taught me to use my time wisely because time wasted is never regained. I have also learnt a skill of making friends and interacting with other people of different races and language. TTP has helped me a lot because if I wasn’t introduced to TTP I would still be in my comfortable zone without trying to learn new things and explore new ideas.

I have improved academically since I was introduced to TTP. I also got the opportunity to make friends and being introduced to a higher institution at a younger age. I have been given the opportunity to learn about subjects that I didn’t learn in school that will help when I get to university.

I have learnt to respect myself and respect the people that are around me. I have learnt to never judge a book by its cover. One of the things that I will be taking from TTP is time management. I have learnt a lot about time management and how important it is to manage my time. I have also learnt to take any opportunity that comes my way because opportunities come once in a lifetime or you might not have the privilege to get that opportunity.

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To learners who are still in the TTP, I would like you to use the opportunity that you’re given wisely. I want you to know that there are many learners out there who are dying to have an opportunity like this, but they do not have one. Use this opportunity to learn many things that will be of help to you in the future. I would like you to move out of your comfortable zones and try and learn new

things. Also try and manage your time wisely because the half past six of today that you lost will not be the same as the half past six of tomorrow in the morning. The early bird catches the fat worm. It is better to work like a slave today and enjoy later rather than to enjoy today and suffer later.

Artwork by Percy Nkogatse

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MENTOR REFLECTIONS One word to describe your feelings towards your mentees

Mentors overall rating of the OAEC session

GOOD

50%

EXCELLENT

50%

TARGETING TALENT PROGRAMME

35

Mentor challenges experienced during the session

20

Connectivity challenges (i.e. network, loadsheding etc.)

Extra-curricular activities (societies, other work commitments etc.)

6 6

Balancing university and TTP online

3

Numerous learner challenges

Other

1

Mentor learnings gained from the session Co-mentoring experience (relationship between you and your co-mentors)

23 22

Support received through debriefing sessions

21

To be of service to others

Self-development

20

Sharing knowledge

20 17

Facilitated learner engagement

Data allocation

36

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Mentors’ perspectives on mentees benefits Teamwork

Engaged with mentor curriculum

“We worked well together, we were a united front and we kept consistency in energy”

“I think our learners were very happy with our implementation methods of the curriculum. We tried to also make the sessions’ fun by trying to get to know them through use of games as icebreakers. I think they felt comfortable and heard throughout our sessions and may have learnt a lot of things from the curriculum we followed.”

Interpersonal development “In every way possible really, apart from the fact that they got the exposure to university material and just how things work. I believe they learned things like confidence, communication and team work and a bit of emotional intelligence as i believe the fact that we tell them what is right and what is wrong when talking to the next person really shaped them into wonderful respectful human beings.”

“They got to boost their confidence and trust themselves. They learned how to think positively and focus more in protecting their self-esteem. They also learned studying methods that cater for their characters and personalities. They learned how to stop procrastinating and become effective with their time. They benefited career advice and university insights”

“The weekly planned content was really appreciated by the learners and addressed concerns they have been having and also they had the opportunity to ask us any questions they had” Provided with career information “The mentees got insights into career-related matters and were quite inquisitive about life experiences that we shared. “

Strategies that encouraged mentee participation Debate sessions

Ice breakers

“We started our sessions with debate questions to create conversation before we dived into the content of the day. “

“We introduced quizzes a bit more on their request. They had identified that they are most involved when we do a quiz. So we sometimes started and ended the meetings with a few quiz questions and discussions around the specific questions.”

“Make lessons a debate. Introducing a topic using suspense. Using other materials like videos and music to have fun. We had a lot of humour in our sessions.”

TARGETING TALENT PROGRAMME

“We had to create other exercises so that learners can open up and participate, it was not easy though but at the end learners were able to participate effectively.”

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“By encouraging engagement by greeting individuals just a form to break the ice and constantly emphasising how that boosts one’s self-confidence.”

Music and video content “10 mins before the session, we would join and play some nice music. We would welcome the learners by saying welcome to our YouTube Channel, please subscribe and feel free to engage in the public chat.

Throughout the session, we would also take 5 minute breaks to play music. We would also pick on the learners and ask them to unmute.

We found videos related to the content and used these to engage the learners. We also played funny jokes.”

Probing “We would ask learners individually to contribute to sessions instead of just listening.

We would ask them in the Telegram group if they wanted us to address particular topics, and we would always allocate moments for them to unmute and engage on whatever we are talking about at the time.”

“Asked the learners to call out the next person to participate. If a learner commented on the public chat, we’d ask them a followup question and ask them to respond with the mic...that boosted the participation and engagement.”

“We told them that to be marked present they had to participate either through unmuting or typing in the chat function. We also reminded them that lack of participation. Would result in a strike. “

Mentor “Aha” moments “When mentoring a certain age group, it’s also important to know what they enjoy doing outside of the formal mentoring space. This sprung up for me when we randomly asked the learners in our group what are their favourite cartoons. Something simple but meaningful for them to realize the genuine interest we have in knowing them better.”

“Mama Zena always spoke about mindfulness, and i decided to go do some deeper research on that topic.

This was an important experience for me because i learnt that i must listen, be present, not too quick to react, being present. I think these are very important attributes that a mentor must have and which I will apply going forward with more intention.”

“My mentees wanted me to share more of myself and my personal experiences. I think this was great advice as it will help them understand me more as a person and probably relate more to me. I will definitely be using this tactic more in my other mentoring opportunities.”

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“That although I may be seeing myself as useless or really not feeling that great about the turnout of events in my life but was refreshing to see and know that there is someone out there I can still inspire and someone doesn’t see all the faults in me but instead see’s someone whom they would grow up to like”

“Personally - some mentees would mention things they had experienced/ experiencing and l also had to share moments were l had experienced the same things.

Emotionally - there are instances were learners would share emotional stories and l had to apply myself.”

“Time management. Self-discipline. Self-decency. Appreciation, caring and support.”

TTP lecturers reflections and farewell to grade 12s TTP lecturers are important stakeholders in the implementation of the programme. However, behind these enthusiastic and dedicated lecturers are their subject coordinators who tirelessly participate in providing the best curriculum and designing the best pedagogy in order that learners reap maximum benefits.

Meet our Mathematics and Science coordinators.

SCIENCE COORDINATOR Matthew Higginson Hello, my name is Matthew and I am the HOD of Physical Sciences at Michael House in the KZN Midlands. I’ve been a part of TTP since 2008, and this year I’ve been given the honour of being a Physical Science Coordinator, coordinating the Physical Science teachers from Grade 10 to Grade 12.

It’s been interesting to share ideas and thoughts with them about how we were going to approach the Physical Science Curriculum. I’d like to thank my team for their hard work behind the scenes, and I’d like to congratulate Zena and her team once more; I’m not sure how you managed to get all of the devices to the learners and everyone up to speed in order to get the program ready online. So, congratulations to you and your team on everything you’ve accomplished.

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What an experience for the Grade 12 learners; the last two years have been very interesting. Working online has been nothing short of a miracle; I’m not sure how we did it, but we did it, working on Friday afternoons, Saturday afternoons, and sometimes Saturday mornings, and you guys were always fully engaged, so congratulations; it was really interesting to see that the questions that came out, to see the way you guys were thinking and the way that you guys were processing the information.

Congratulations and thank you for staying focused in all of the lessons; I know I’ve been telling you to learn your definitions a lot, but you guys were definitely involved in all of your lessons, so congratulations.

Moving forward, your prelims and finals are

approaching; you are now fully prepared, focused, and ready for those prelims, and we are prepared for the future. Good luck in the future, and remember one thing: you must be servant leaders. The best leaders lead from the top, but they always remember the people they lead. Always remember to give back to the community, and always remember your roots. Be humble in all of your accomplishments, and best of luck in the future.

I can’t congratulate you enough for being chosen for this programme and for the way you’ve handled it; congratulations and best wishes for the future. I’m looking forward to hearing how well you guys do at university next year from Zena. Best wishes, guys.

Cheers’’.

MATHEMATICS COORDINATOR Dumisani Tshabalala As we know, the Covid-19 pandemic is currently affecting the country, so the 2021 TTP Programme has had a significant impact in many ways. Because of the system disruption caused by the pandemic, Maths and Science have been difficult for many learners, but with the Covid-19 pandemic, those difficulties have become more intense.

I’ve seen the TTP Targeting Project dive right into the gaps created by the Covid-19 pandemic and retry to bridge them. I believe that in the coming years, we will see the ramifications of the Coivid-19 pandemic, and that a number of learners, particularly those who are not a part of the project, will demonstrate significant difficulties and deficits in their understanding of Mathematics.

This year’s focus has been on resuming and resolving some of the challenges brought on by COVID-19.

Thank you very much TTP, you Rock!

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Reflecting on the online programme: SETMU staff The online team plays a vital role in the seamless implementation the programme. Their work should be commended. Let’s hear about their online experiences.

Linah Sesheba It’s crazy to think that it has been nearly 2 years since we last had a contact session. The last time we physically saw any TTP learners, it was 2019 and our bright faced grade 10s (and the current existing grade 12 learners) were new to the Programme and finding their feet. Now, nearly 2 years later, many of you have undergone a growth spurt, and have changed dramatically, whilst others still resemble those bright faces we last saw in 2019, but are growing gradually along. Needless to say, the OAEC session for 2021 has had a bittersweet element for me, as this this was the last session for the group of TTP learners we last saw, face to face, before the dreaded pandemic struck.

The programme has come far since those nerve-wrecking early days of the pandemic. Online learning, whilst still daunting and exhausting, is not something outside the realm of possibility anymore. In many ways, we have become accustomed to the constant change and uncertainty the pandemic has brought and in that way, we have been challenged to adapt in order to grow.

I still miss the feeling of seeing a new cohort of bright-faced grade 10s getting off the buses at Wits Campus, but I also see the value of preparing your bright minds for a future that is moving increasingly online. And so I hope that the sessions we have had this year have helped you in realising and embracing this duality. We have lost a lot to this pandemic: school days, loved ones, friendships etc. However, you have also been given incredible opportunities. The opportunity to challenge yourselves, to learn more about yourselves and life, access to data and devices, to experience new things etc. That is the joy of being alive; there are always opportunities.

With vaccinations open to all over 18s (at the time I write this), I hope more and more of you take the opportunity to vaccinate so that we finally see your faces in the coming year. I look forward to the opportunity to make new memories with the grade 10s and 11s when we finally get the opportunity to see you. I hope you are all enjoying your TTP journey so far and know, as the commencement ceremony would have showed you, there is so much more to come for you all. I hope you are all looking forward to it. To the existing grade 12s, I wish you well in the journey ahead. I hope your hard work pays off in your exam results and I truly hope you take the lessons we have tried to instil in you and use them wisely. The future, as daunting and uncertain as it may seem sometimes, is always worth fighting for.

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Palesa Mathibela The online sessions were extremely engaging. I gained experience and knowledge in the use of various types of online tools that are both useful and effective. I learnt a great deal.

I liked how this gave learners the opportunity to recognise, explore, and apply a variety of online platforms and tools that can help make their future experiences more engaging.

The lecturers were excellent, with a pleasant manner of interaction and a well-organized presentation. I’m already looking forward to the next one.

Jonathan Sampson The lecturers were very helpful and they shared the content very well ensuring that all learners understood the content before they moved on to the next chapter.

The TTP learners really enjoyed the new subjects that was thought to them during the TTP intensive period and they were very interactive during these sessions.

Kutloano Mailula Being part of the online TTP sessions was an amazing and fulfilling experience for me. I got to see how the learners engaged with the lectures and their hunger for learning was radiated throughout the engagement process. I had never been part of the TTP programme before and I personally believe that COVID robbed me and the learners of the opportunity to engage in physical contact sessions. However, this does not take away from the fact that the learners still had a good experience of being part of the programme, despite the sessions taking place online. Varying stakeholders put in the effort to ensure that learners still received the best experience online, particularly the online team. The love for learners and being invested in their development was a priority for the team and this was most probably the driving force behind the efforts we all put in. It was so amazing to observe how the team worked well together, despite the pressure that was experienced.

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Ashne Billings Due to the long-lasting impact of COVID-19, the TT Online Programme was continued in 2021. Although, the 2021 TT Online Programme was similar and familiar, I personally felt very estranged from the TTP as a whole. Online learning is generally very different to traditional contact learning.

However, I thought that online learning for the programme was a whole different ball game. Ask learners about the TTP and the first memories are those made at Plenary, Psychosocial events and those long walks to and from classes. Attempting to capture and maintain the spirit of TTP online was thought of as challenging. However, I can confidently say that SETMU did their level best to ensure that this is/was the most meaningful experience for the learners. I often listened to the grade 12 learners reflecting on their experiences at face-to-face sessions and I sadly thought to myself “COVID has robbed us of so much” but then I listen to how they had adapted and pushed themselves to extract all benefits that the online programme had to offer. They did not accept the challenges they were faced with within online learning, they found solutions and made it work. Even consulted with lecturers above and beyond the curriculum, despite their busy schedules. I can ultimately say, that as much as I thought of the TTP spirit living within those face to face sessions, I realised that the spirit of TTP lives within these learners, regardless of where they are and the medium on which they learn. The TTP spirit lives within them, cheering on their resilience and encouraging them to persevere amidst the adversity faced.

Pearl Mazwai One tends not to know or forgets the hard work that goes into putting together/coordinating things, i.e. course material, time tables, registers, everything that happens behind the scenes.

This has been a very humbling experience for me. For being part of such a great initiative, SETMU. The days were tough, for all involved, I think, from the learners, the lectures, SETMU staff and the IT team. But because we all worked as a team, things worked out well.

It was indeed a great experience. The timetable was put together nicely. The lecturers had the lessons/presentations all prepared. IT was always available to assist with any tech issues.

The staff was always present to take the registers and assist where needed.

The interactions between the learners and lecturers was just short of amazing.

Put technology and a dedicated team together, you get outstanding results.

Truly honoured to be part of this team.

Come October!! This team is ready for you!!

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Arthee Roopnarain Saying goodbye to the old and hello to the new is always difficult. I remember saying goodbye to the face to face sessions in 2019, I remember thinking “this will never work!”

Looking back at video clips and pictures of face to face sessions always stirs up feelings of nostalgia. How I miss those days! On the contrary, it was COVID 19 that presented SETMU with a titanic opportunity- sink or float- do or die.

So we said goodbye and embraced “newness” ….. what an experience! Looking back at 2019, the road we travelled was littered with bumps and potholes but we drove hard, we persevered and we reached yet another destination.

This session has represented growth, learning from past mistakes, honing in on what works and capitalising on team strengths to ensure that you, the TTP learners, experience that TTP magic. I call it magic because irrespective of everything that can go wrong (and things can go wrong…. internet gremlins wreak havoc with us as well!) we always ensure that the show continues… it’s just magic.

To the grade 12 learners, even though we did not see each other for the past 2 years, you have a wealth of experiences to treasure and learn from. Like diamonds, you have been resilient, despite COVID 19, you have completed the Programme, you continue to shine…..congratulations to you!

To our grade 10 and 11 learners, I am always in awe by your motivation, perseverance and the grit you show- continue guys, make the best of your journey: live, experience, push your boundaries and forget your comfort zone.

We do not know what lies in store for us in 2022, when it comes to COVID 19. Here’s hoping that we see you at Wits in 2022, but if we do not- know that the online sessions will aim to rock your world, yet again!

Vaccinate, be safe and be ambassadors of the Programme- you are diamonds.

Artwork by Tintswalo baloyi

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TTP CLASS OF 2021 ADDRESS

PROF. LIZ BRENNER TTP Enrichment Curriculum Coordinator

I am proud to have been associated with the TTP since its inception, first as a teacher and subject area coordinator, and more recently as the curriculum coordinator for the enrichment component.

Arguably, one of the most lasting impressions for the TTP learners has been provided by the immersive “university” experience

TARGETING TALENT PROGRAMME

during the June/July enrichment component of the programme when they have lived in the university residences, and used the laboratories, lecture venues and sports facilities at Wits and experienced a little of what university life would hold for them in the future. The Covid-19 pandemic has put a stop to that for the past two years.

Nevertheless, the curriculum team has worked hard to provide an experience that learners will remember. Although the programme was once again taken online, instead of only meeting over the weekend for an extended period as we did in 2020, this year, learners were given the opportunity to engage in chat sessions with the facilitators and peer mentors in an intensive two week period during the school vacation. Maths and Science engagements extended for a longer period over weekends. Curriculum material was designed for online learning so that learners could work through this prior to the chat sessions and then ask questions and participate in discussion of the material.

At the same time, the facilitators had an idea of where misconceptions lay, and could address these via online feedback or in the chat sessions. Although, we obviously couldn’t host sports sessions, learners were given the opportunity of doing mindfulness and yoga online as well as learning dance and music in addition to the more academic subject areas, like mathematics, science, computer science, engineering, language, critical diversity, life skills, social research, information literacy, molecular literacy, scientific thinking, philosophy, forensic

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science, international relations, and agency.

Virtual laboratory sessions were conducted through a virtual tour of the laboratories, videoed practicals and online engagement with the facilitator and a teaching assistant before the learners were required to complete an online questionnaire around their understanding of the principles behind the practicals.

Having taught TTP learners since 2007, it has been wonderful to see the success of the alumni at university, to observe them as peer mentors and role models and as we teach each new cohort, it is so encouraging to see the enthusiasm with which the TTP learners engage with what is offered to them and to notice the improvement in their learning, critical thinking and development. It is evident from the achievements of our TTP alumni that this is a unique programme and one to be nurtured for many years ahead.

Artwork by St.Boniface

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COMMUNITY OUTREACH PROJECTS At the beginning of their TTP careers, learners attend social research lectures and are expected to design and implement a project. The social research lectures teach the learners basic research methodology.

Learners are then urged to practice research skills taught to them, when they conduct a profile of their community and a needs assessment of the area. It is vital to learn about the process of research as research applies to all career paths and is pivotal in all faculties at university.

In grade 10 or in grade 11 (new) learners are taught the basics of research and are introduced to the theoretical underpinnings

of research, data analysis and ethical considerations. Learners then build on this knowledge in grade 11 and are taught how to implement their projects. In their final June contact session, the grade 12 learners showcase their talent and hard work during the Celebration of Work.

By implementing these research projects learners are able to assist communities in their respective areas which ensures that the programme itself is far reaching, helping the learners stretch their knowledge base and then to assist their communities. We congratulate the following 2021 winners:

1st Place: Nghonyama High School The research was set out to explore the needs which our community (Nghonyama High) may be experiencing, as well as how these needs could be met. In doing this research, numerous factors such as class size, shortage of classrooms and furniture to accommodate learners, poor foundation laid in lower grades were discovered and these factors emerged from the qualitative data ( interviews and focus group with the school management and learners. Through the help of the community members (students, educators, stuff and the school governing body) we chose to renovate our science and biology laboratories as this well help to enhance learners knowledge as well as

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improving their level of achievement. Renovating the science and biology laboratories will result in a positive change of increasing the school’s results and this is because not only will the laboratories be healthier to work in but as well create a better and safer environment to perform experiments and presentations. With reference to slides no. 17, BUCO and Mbiza’s sand & bricks will be responsible in renovating both laboratories and henceforth the school will be responsible in maintaining the labs.

2nd Place: Tiyani Secondary School

This study was carried out at Tiyani Secondary School of Vhembe district, which currently faces a significant conflict with the feeding system and how it works. This study aims to ensure that it is beneficial to everyone by establishing order and adding to the equipment that it already has. The study is designed to help with improvement of the feeding system that Tiyani already has, and to discover more about the challenges it faces,

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surveys and interviews were used to collect data from participants in the community. The group of sample participants was made of 54 people in which 40 were students of different grades and the other 14 were staff. The data was collected and analysed according to what each person said. After analyzing the data, it showed that most had mentioned the feeding system as unorganised and non-beneficial to all students. The lack of dishes in the kitchen was also mentioned, following the mentioning of disorganisation of learners during break time. Qualitative and quantitative methods were used to gather information through the individuals and focus groups, with observations, interviews and surveys being used as tools to gather information. Supervising teachers were able to be available and monitors volunteered to help with keeping order. Now 25 learners have volunteered to be monitors during break time. Each break time all learners can receive their food in less than 30 minutes. An analysis of our project shows that the aim can be fulfilled by the plan and the goals can be achieved. Pupils can be benefitted by an organised and adequate system.

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3rd Place: Motloboni Combined School

This study was carried out at Tiyani Secondary School of Vhembe district, which currently faces a significant conflict with the feeding system and how it works. This study aims to ensure that it is beneficial to everyone by establishing order and adding to the equipment that it already has. The study is designed to help with improvement of the feeding system that Tiyani already has, and to discover more about the challenges it faces,

TARGETING TALENT PROGRAMME

surveys and interviews were used to collect data from participants in the community. The group of sample participants was made of 54 people in which 40 were students of different grades and the other 14 were staff. The data was collected and analysed according to what each person said. After analyzing the data, it showed that most had mentioned the feeding system as unorganised and non-beneficial to all students. The lack of dishes in the kitchen was also mentioned, following the mentioning of disorganisation of learners during break time. Qualitative and quantitative methods were used to gather information through the individuals and focus groups, with observations, interviews and surveys being used as tools to gather information. Supervising teachers were able to be available and monitors volunteered to help with keeping order. Now 25 learners have volunteered to be monitors during break time. Each break time all learners can receive their food in less than 30 minutes. An analysis of our project shows that the aim can be fulfilled by the plan and the goals can be achieved. Pupils can be benefitted by an organised and adequate system.

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SPECIAL RECOGNITION Music Appreciation Normally during TTP contact sessions, the learners would work in groups to complete this activity. This year they were provided with two back tracks, had to select one, and had to compose lyrics to the song (which was done via WhatsApp). The pandemic forced learners to adhere to social distancing so you can imagine what a task it must have been to collate all the individual components into one song without the assistance of sound engineers. We now know why these learners were selected to be part of TTP, besides having high academic potential they have talent as well! Congratulations to Group T. • • • • •

Akani Hlongwane Ngwanasemenya Seemela Bianca Kgaditsi Nkuriso Mashaba Casey Ramorwalo

• • • • • • • • • • • • • • • • • • • •

Ofhani Fhedzi Collins Makgetloa Patience Mokgabudi Kamogelo Bothetele Phathutshedzo Tshivule Khuthadzo Ramovha Reabetsoe Kekana Khutjo Mongalo Sello Setumo Lephephane Ramogayane Sharon Rikhotso Lusani Khorombi Tetelo Shai Mikani Seshoka Tshegofatso Tlomatsane Mpapatse Magapa Tumisho Manyama Musa Nkuna Zwivhuya Munyai Ngwanankgudi Madihlaba

Group T Lyrics

“

INTRO YEA, IT’S GROUP T NANANANANANANA

CHORUS HAKHENSA (WE THANK YOU) TTP FOR EVERYTHING YOU’VE DONE FOR US YOU’VE BEEN WITH US THROUGH THE MOST AND YES WE SAY HAMI KHENSA (WE THANK YOU) X3

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1ST VERSE TTP REAL LEBOGA, YOU’VE BEEN THERE SINCE DAY ONE MAMA Z YOU’RE THE REALEST THANK YOU FOR ALL THAT YOU’VE DONE FOR US TTP REA LEBOGA, HINA HAMI KHENSA YOU’VE BEEN WITH US SINCE DAY ONE TO THAT WE SAY HAMI KHENSA ETDP, THE MENTORS, LECTURES AND OF COURSE YOU DOCTOR Z YOU’VE DONE SO MUCH FOR US AND TO THAT THINA WE SAY HAMI KHENSA

SECOND VERSE (RAP) TTP HA KHENSA YOU HAVE BEEN THERE FROM GRADE 10 TO GRADE 12 BUT IT FEELS LIKE AGES. EVEN WHEN WE MESSED UP, YOU WERE PATIENT WITH US. I MEAN ALL THE RESOURCES WE NEVER LACKED. YOU WERE THERE TO GROOM US THE, TO TEACH US, THERE TO GROW OUR POTENTIAL TO THE FULLEST. FOR ALL THAT WE THANK YOU BUT ABOVE IT ALL WE THANK YOU!

CHORUS 2 HAKHENSA TTP FOR EVERYTHING YOU’VE DONE FOR US YOU’VE BEEN WITH US THROUGH THE MOST AND YES WE SAY HAMI KHENSA X3

SOLO AND WE SAY, THANK YOU FOR ALL THE GOOD TIMES THANK YOU FOR ALL THE LESSONS YOU PROMISED TO SHARE WITH THE WHOLE WORLD

CHORUS HAKHENSA TTP FOR EVERYTHING YOU’VE DONE FOR US YOU’VE BEEN WITH US THROUGH THE MOST AND YES WE SAY HAMI KHENSA X2

OUTRO (HARMONIES) NANANANANANANA HA KHENSA -THANK YOU HAMI KHENSA - WE THANK YOU

”

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Dance

“Adaptability & Flexibility” The choreography and the music selection were carefully chosen to introduce learners to various styles integrated into one dance routine. This was specifically aimed at increasing the work ethic and consistency of the learners.

Songs chosen were: 1. Go Crazy by Chris Brown & Young Thug 2. Zip it Up by Bling Dawg featuring Bogle 3. KPUU KPAA by Shatta Wale 4. AP by Pop Smoke We congratulate the following learners for ranking 1st place and showing off their dance moves!

Grade 10 GROUP A • Boithato Sebolai • Tefo Mohotlheng GROUP B • Lo-Cresha Olyn • Tebogo Othibeng • Tirelo Mosiapoe GROUP C • Mbalentle Manose • Kamogelo Mosetlo GROUP D • Kgaugelo Maleka • Sibahle Masinga • Akwande Mazibuko • Hlologelo Mokgalapa • Mabula Monethe • Amahle Ngcobo • Yoliswa Nkehli • Akwande Mazibuko • Hlologelo Mokgalapa • Mabula Monethe

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• • • •

Amahle Ngcobo Yoliswa Nkehli Zinathi Ntlabati Nomasonto Simelane

GROUP E • Isaac Leopeng • Tsheamo Maleka • Michelle Nana • Theresho Ramushu • Asisipho Shenxane GROUP F • Keitumetse Chokwe • Siyamthanda Dhladhla • Delight Kubhayi • Mpumelelo Masilela • Tebogo Mogano • Shadley Morris • Nonjabulo Sibisi • Ashdene Titus • Danisa Vukeya • Jennifer Zulu

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Grade 11 GROUP I • Trust Mafiri • Thabiso Makena • Pontsho Mashao • Mokebe Mogwane • Lesedi Sello • Nareya Mabinya • Lesego Monaiwa • Hlonipho Leshilo

GROUP J • Karabo Fuela • Mativula Hlongwana • Tlakusani Kwinika • Beyonce Mashabela • Rangoato Mohlala • Nqobile Ntuli • Ntshembo Rikhotso • Dorothy Shivambu

Grade 12 GROUP Q • Keneilwe Moeng • Mahlatsie Makola • Mpho Mosipha

• • • •

GROUP R • Mmapula Manamela

GROUP T • Musa Nkuna • Tumisho Manyama • Thato Morwatshehla • Casey Ramorwalo • Sello Setumo

GROUP S • Mixo Mongwe • Nsovo Nkuna • Siku Mpenyana

Tshepo Mochekgechekge Katlego Komape Mmabatho Morwatshehla Thapelo Mashao

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Learner participation in external competitions The Jakes Gerwel Fellowship is an aspirational fellowship which identifies high potential students who, through financial support, high quality teacher education and professional induction, become expert teachers, educational leaders and social entrepreneurs who will lead system change to achieve quality education for all learners.

The World Knowledge Olympiad has been owned and managed by Jakes Gerwel Fellowship since 2018.

The World Knowledge Olympiad is a longstanding national Olympiad for grade 6 – 12 learners in South African schools.

The aim of the olympiad is to test the general knowledge of learners from grades 6 – 12 and encourage them to access appropriate media sources to expand their knowledge and understanding of the world around them.

In so doing learners develop 21st century skills such as curiosity, self-driven learning, personal initiative and global awareness.

The World Knowledge Olympiad provides an opportunity to challenge your school and your learners to test their general knowledge against the rest of the country.

Grade 6 and 7 learners write the primary schools’ paper and grades 8 – 12 write the secondary schools’ paper.

Brian Kodibona

“

Each learner that participates in the World Knowledge Olympiad will receive a certificate. (taken from the WKO website, 2021)

The global quiz for curious young minds

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”

Brian Kodibona, a grade 12 TTP learner from Moreko High School entered this competition in 2020 and participated in 2 rounds of the Olympiad and the qualified for the final round of the World Knowledge Olympiad. Brian was

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placed in the top 5 grade 11s with a WKO score of 26007.

Brian was awarded a certificate for his participation in the WKO in 2020.

has progressed to the second round of the World Knowledge Olympiad. He is currently awaiting the result for the final round.

Brian also participated in South African Mathematics Olympiad from grade 9 to 12.

In 2021, Brian enrolled for his second take at the World Knowledge Olympiad. Brian

Well one Brian, TTP acknowledges your achievements.

Eskom Expo for Young Scientists is an exposition, or science fair, where students have a chance to show others their projects about their own scientific investigations. At the annual prestigious Eskom Expo for Young Scientists International Science Fair (ISF), selected students from 35 Expo Regions in South Africa then compete against the best young scientists from around the country and around the world.

Siemens, the German multinational conglomerate, provided three bursaries.

Among those on the shortlist was Lunga Nkosi from Hoërskool Bergvlam who developed a cardio-electric generator by transforming mechanical kinetic energy by using the heartbeat/pulse of a person.

Siemens has a longstanding partnership with the Eskom Expo for Young Scientists. CEO for Siemens Southern and Eastern Africa, Sabine Dall’Omo says “This collaboration is focused on our commitment to investing in and developing the skills of our future engineers, for the long term. For us, it is about creating sustainability and a legacy in Africa.”

Mangwanelo Mayilule

TARGETING TALENT PROGRAMME

The contribution from Siemens to this year’s expo included 3 university bursaries for grade 12 students pursuing engineering.

These engineering bursaries were awarded to Chante’ Cloete (Hoerskool Steinkopf), Shone Nyamandwe (Zeerust Combined

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School) and Kutlwano Tshatiwa, a grade 11 student from (Gabonewe Secondary School.

Other prizes included project kits for learners from disadvantaged communities, tablets for high performing students from all 9 provinces and SITRAIN, a training course taught by experienced, certified experts from Siemens.

All the prizes sponsored by Siemens, including the donation to the Eskom Expo are valued over R1.8 million (taken from the Exposcience site, 2021) Pearl Mangwanelo Mayilule from Maphokwane Secondary school in Limpopo

was awarded the Siemans Projector kit for disadvantaged communities. This was offered to the Maphokwane Secondary School and the learner was awarded a Siemans Tablet and SITRAIN training courses. She won a silver medal for her experiment.

Pearl entered a project titled “The effect of different grilling fuels and time on the concentration of Benzo-a-pyrene in beef”.

When asked about her science experiment she said:

“

I grilled beef with wood, charcoal and propane gas. The highest concentration of Benzo-a-pyrene was found in beef grilled with wood. Benzo-a-pyrene is a carcinogen The reason I chose this project is because I already extremely concerned about the eating habits and the health of the food we eat as of South Africans, especially that we love shisa nyama.

I’m grateful that TTP taught me how to uphold a limitless mindset and to make the most of every opportunity I get.

Well done Pearl, TTP acknowledges your achievements

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”

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CREATIVE CORNER Poems Mmathapelo Pilane, Baitiredi Technical Commercial High School, Grade 10 Where do you come from?

You really came into my life like a thief in the night I so wonder what do you want from us Ow to murder and destroy us To isolate us from our beloved To kill and steal our contentment.

You are really wicked You are really treacherous You are really a silent killer You have no clemency Instantaneously, we are all aliens In our own planet the planet we believed is our own possession but it has been proclaimed off limits COVID-19 You really changed our lives so much We all now feel anxious About where we go and what we touch Home schooling and online classes are not enough for us we are in envy of having physical contact with our teachers .

Pressure is a lot for us Pressure and hard work is now part of our daily routine.

We are always academically worried

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We are not privileged enough To get sufficient education You took everything from me that I enjoy The hugs that I really love from my loved ones.

Socializing with my friends being in contact with people being at my favourite sport going to church going to school and also traveling around You are really wicked Social distancing Washing hands more often Wearing masks Isolation Are now part of our daily routine COVID-19 Because of you , sometimes I am emotionally drained I am physically tired I am spiritually drained I am academically drained You are really an energy drainer.

Because of you Deaths are now part of our daily lives Tears are now part of our daily lives You took our freedom from us Maybe you are friends with apartheid You took our satisfaction from us Ow how I hate you COVID -19

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Patience Lekala, Moreko High School, Grade 11 My Saviour Yesterday I cried, Today I smiled, Because you are by my side, Because you are my ride.

With you I’m indestructible, With you I’m unpredictable, Because you are knowledgeable.

Thank you TTP

Hluvuka High School A poem about our TTP EXPERIENCE On the seventeenth of June Our hearts were not at ease but the skies were blue We were confident but worried too.

We had dreams we wanted to accomplish and our ticket was at school.

We were exposed to new things Which we couldn’t have, had it not been for TTP All the lessons felt like dreams And we all came out stronger than we had been

We walked tall with our parents They said we made it and we smiled We waited to get home to jump about But right there, with the others, we felt the best feeling ever

Friendships, tasks, confidence we brought with us Laughter, happiness, music and dance brought that for us We explored and experienced, now we’re better than before with the rest But the most precious thing we learnt Was to give each other a helping hand.

We were welcomed with opened arms The first lesson, we felt so proud We still failed to believe where we had come And we set our goals right there, from the start.

Sello Mohube Sello, Rantobeng High School, Grade 11 TO A BUTTERFLY Never been the one of glare Never been the one of sound I was a caterpillar all on my own But never liked it, being alone Then came a breeze, strong and confident Took me by surprise and I didn’t look back Showing me the world feeling so happy Nurturing and guiding me, I saw a parent And over the period I grow like a caterpillar, inside its cocoon 58

falling but telling me to rise up teaching me everything I need to know I not only saw a guardian but a mentor It is with that, that I await the day I get to fly on my own without your hand The day I get out of my cocoon and embrace who I am A beautiful butterfly.

DIAMOND TIMES 2021

Inanda Seminary When we were stranded You came and found me You opened my eyes For the better Now I see a brighter future With possible achievements And possible riches

You came when I was stranded And swept me off my feet To rebuild me To give me a better understanding and future You came when I was stranded.

Boniface High Scool “Us “ The hope given by talent targeting programme is the reason they wake up when all are resting The reason they sleep to recharge And the reason they wake up again Even if they are tired They’ll drag their feet until vitamin D boosts them , And when they go out in the public after sweaty yet cold nights of studying They shine like the stars they are Before they were never true to themselves Scared of what they might say- people Their ears up like elfs waiting for the words to lay-the criticism from the people Insecure they were of their capabilities Now they shall walk into a room And their confidence shall rub off to the occupiers They shall be noticed And when they speak The occupiers of the room shall raise their to listen carefully with interest in learning from them Learning what they are being taught at TTP You’ll catch them having meaningful conversations on societal issues With friends ,their families and amongst themselves

TARGETING TALENT PROGRAMME

Trying to find new ways to tackle them With more resources from TTP If they are not having those conversations ..catch them studying to enrich their knowledge On how to help the society be more open minded To be more inclusive of all diverse groups of people Because of TTP they are more exposed to diverse people Relating to them and embracing each other’s differences Learning new things everyday They are lifelong learners Holiday or not they are hard workers Assignment due or not …. ..they are always grinding With more skills now They have more to teach .. ..and know they have more to learn So much more to learn in this journey called education where everyone is appointed a pace by the universe The finish line feels so far yet so near As they look back on the journey travelled And the one ahead -excited for it They are us, we are they

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Artworks Artwork by Remmogo High School, Grade 10

Artwork by Tumisho Manyama, Nghonyama Secondary School

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DIAMOND TIMES 2021

Artwork by Trust Makhasha, Kheto Nxumayo Agricultural High School, Grade 11

TARGETING TALENT PROGRAMME

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Artwork by Mixo Mongwe, Nghonyama High School, grade 12

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DIAMOND TIMES 2021

Fred Norman Secondary School It’s not every day where you get an opportunity of a lifetime to be apart of a Targeting Talent Programme held by a prestigious University of the Witwatersrand, where they offer standard yet outstanding performance in all courses provided; whereby you are not judged by your culture, doubted by your diverse range of morality and ethics but accepted for the hard work and dedication you have towards education. We quote Nelson Mandela once said “Education is the most powerful weapon in which you can use to change the world” - with that being said the privilege we have received shall never go unnoticed or discarded. It wouldn’t have been possible without all the people who contributed in making our dream a reality all because of the potential seen in our youth.

TARGETING TALENT PROGRAMME

Being apart of the Targeting Talent Programme helped build a thread of better opportunities in the growth of our understanding of what it means to have a variety of cultures that shouldn’t be overlooked by the quality of education obtained but valued by the sacrifices and commitment towards striving for an equal opportunity to receive the “same” level of education without differentiating between constant living race.

No greater good comes without challenges nor sacrifices, the daily challenging factors we’ve experienced thus far is not being able to subsequently voice our opinions all because of the fear of being wrong or misunderstanding a topic at hand, it leading to doubtful confidence to simply “unmute” and speak with ease and comfort. Having classes during the holidays meant giving up

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our free time and most definitely the best holiday’s filled with lasting memories , it isn’t seen as a regret but the best decision ever made for the greater good of our futures.

We would have loved to meet all our determined and motivational lecturers who has had a profound impact in improving the minimum knowledge we have so far but for

the safety of our lives and those of our loved ones we had to resort to alternate methods of online learning which was terrifying to be honest at first because we had little basic knowledge on how to access the material needed but as time went by it we got a hang of it.

The love and support given by our friends and family has been nothing but a blessing in disguise because honestly that’s where our motivation is sourced from. To be someone in life you need to have a solid foundation that carries all the advantages of being a role model to society.

Lessons from Critical Diversify and Life Skills played an exceedingly rare yet important content in our lives that we seem to take for granted. We’ve applied the knowledge learnt in these subjects to our everyday lives by staying resilient no matter what life throws at us. The pandemic has made learning quite difficult but we continue to strive under these circumstances by keeping in touch with our

DIAMOND TIMES 2021

teachers and staying ahead with our school work by using platforms such as YouTube and Mind-set to our advantage. Another way we’ve applied the concepts taught to us is by educating our peers and family about the impact of discrimination and embracing

diversity because we know that we have to be the change we want to see in the world and live in a society where discrimination is a word of the past, where the memories that were used to turn us against each other bring us closer together.

Kind Regards, Group F Nonjabulo Sibisi Keitumetse Chauke

TARGETING TALENT PROGRAMME

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CLASS OF 2021

COMPENDIUM

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DIAMOND TIMES 2021

Akani Hlongwane

Bianca Kgaditsi

Boikano Mabelani

Bonolo Molala

Brian Kodibona

Casey Ramorwalo

Chanelle Ngobeni

Charity Makgae

Claudia Lekgothoane

Collins Makgetloa

Comford Ngoveni

Dimakatso Matilala

Emmanuel Rambau

Given Sikweni

Hunadi Maredi

Innocentia Chego

Ishamael Mokabane

Kagantsho Maila

Kagiso Msiza

Kamogelo Bothetele

TARGETING TALENT PROGRAMME

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Karabo Maepa

Katlego Komape

Keabetswe Sello

Keneilwe Moeng

Kgotlelelo Nyathi

Khuthadzo Ramovha

Khutjo Mongalo

Koketso Matemane

Kwena Madihlaba

Lehlogonolo Makgolane

Lehlogonolo Mankge

Lephephane Ramogayane

Lindiwe Mokwana

Lusani Khorombi

Mahlatsie Makola

Malunga Mulaudzi

Mangwanelo Mayilule

Maupi Chidi

Mikani Seshoka

Mixo Mongwe

DIAMOND TIMES 2021

Mmabatho Morwatshela

Mmapula Manamela

Mmathotho Machitela

Molebatsi Seroka

Mosibudi Moagi

Mpapatse Magapa

Mpho Matala

Mpho Mosipa

Mpho Ramahotswa

Munangwa Mudau

Murunwa Netshivhangani

Musa Nkuna

Nape Motau

Nganankgudi Sekwati

Ngwanankgudi Madihlaba

Ngwanasemenya Seemela

Nicole Mushwana

Nkateko Khoza

Nkesani Maluleke

Nkuriso Mashaba

TARGETING TALENT PROGRAMME

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Nsovo Nkuna

Ntsako Makhubele

Ofhani Fhedzi

Orefile Ntsoane

Pathutshedzo Tshivule

Patience Mokgabudi

Percy Nkogatse

Phemelo Mahlatsi

Queen Matsoma

Rangani Tshibvumo

Reabetsoe Kekana

Reaiah Ngoveni

Rebotile Mohlala

Reshoketswe Nkotolane

Risuna Mkhari

Sara Malemela

Ngwanankgudi Madihlaba

Sharon Rikhotso

Sibusiso Rabapana

Siku Mpenyana

DIAMOND TIMES 2021

Taetso Sebetha Maria

Tebogo Moshabane

Temoso Makgopa

Tetelo Mampa

Tetelo Shai

Thabo Lehlalerwa

Thapelo Mashao

Thatho Morwatshela

Thato Nkosi

Tsakane Mauwane

Tsangwane Selae

Tsepho Mochekgechekge

Tsepiso Mathilda Mahlangu

Tshegofatso Tlomatsane

Tumelo Selotole

Tumisho Manyama

Wendy Maboa

Xiluva Mabuza

Zwivhuya Munyai

TARGETING TALENT PROGRAMME

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ONLINE MENTOR COMPENDIUM

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DIAMOND TIMES 2021

Bongane Sigauque

Bonolo Sojane

Zandile Cwayi

Frans Maluleke

Gumani Mukhuba

Jedidja Ntumba

Joyce Mohuba

Kabelo Maribe

Karabo Petja

Lesedi Tsheola

Makanaka Chinyemba

Masingita Concilia

TARGETING TALENT PROGRAMME

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Melokuhle Xulu

Nqobile Mkhize

Pabalelo Sedibane

Panashe Chikwaikwai

Rethabile Maphoso

Tatenda Jimu

Thato Tema

Tlakale Seloane

Tonic Chauke

Tshepo komane

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Mmatebogo Sekhoela

Tshiamo Modise

Tshilidzi Tshivhase

Tsholofelo Maretela

DIAMOND TIMES 2021

Artwork by Trust Mafiri

TARGETING TALENT PROGRAMME

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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 Facebook: Targeting Talent Programme (TTP) Twitter: Targeting Talent (@targeting talent) LinkedIn: www.linkedin.com/groups/12029197/profile