DIAM ND TIMES 2 0 2 3 THE FINAL EDITION
INSIDE THIS FINAL ISSUE • 52
Reflecting on the Mentor Component:
• 03
Notice Board
• 04
2007 – 2023 Donor Impact
• 06
TTP Class of 2023 Address: Prof. Ruksana
54
Reflecting on TTP Experience: Mentors
Osman and Prof. Diane Grayson
64 •
Reflecting on the Educator Enrichment
• 08 • 09
2023 Alumni Tracking & Highlights
• 12
Reflecting on the TTP Tracking Component
18 •
Reflecting on the TTP Curriculum and
50 •
Workshop: Ashne Billings
Reflecting on TTP’s Evolution: Dr. Zena Richards
24 •
Dr Kendall Petersen and Frans Maluleke
• 72
Reflecting on the Educator Workshop: Educator Facilitators
78 •
Community Outreach Projects
• 87
Special Recognition
Pedagogy: Matthew Higginson/Dumisani
• 92
Creative Corner
Tshabalala/Dr Zena Richards
• Class of 2023 Compendium 112
Reflecting on the TTP Experience:
• Publications over time 126
Learners
• The Commencement 128
Learner gratitude
• Social media links 131
NOTICE BOARD 2023 TTP SESSION DATES Online Maths and Science Supplementation Curriculum (OMSSC) Session 01 - 22 April 2023 Educator Enrichment Programme: Face-to-Face 30 June-6 July 2023 Residential Academic Enrichment Curriculum (RAEC) Session 30 June-14 July 2023 Online Mathematics and Science Supplementation Curriculum (OMSSC) Session 2-19 August 2023
CREDITS Programme Director – Dr Zena Richards Editor – Ashné Billings Photography – Mudau Airview Sub Editors/Contributors – Linah Sesheba, and Dr Kendall Petersen Contributors - SETMU Team Design & Layout – Design Divas
TTP THE JOURNEY
3
2007 - 2023 DONOR IMPACT • The TTP was successfully launched in 2007, with a cohort of 267 grade 10 learners and 46 of their educators. The learners and educators were from 41 schools across three provinces; namely, Gauteng, Limpopo and Mpumalanga, funded by Goldman Sachs and the Telkom Foundation. • For the 2010 intake, the TTP was jointly funded by Beyond Petroleum South Africa (Pty) (BP SA) and the South African National Roads Agency (Pty) (SANRAL) for the period, 2010-2012. A total of 191 learners from three provinces, namely Gauteng, Limpopo and Mpumalanga, completed the programme. • During the same period, 94 learners funded by the Limpopo Department of Education successfully completed the programme. The cohort of learners were from the Limpopo province. • The Department of Science and Technology (DST) commenced their funding period from 2011 to 2016; DST funded 830 learners in the programme. The cohorts of learners were from all 9 provinces in South Africa. • In 2013, BP South Africa Education Foundation Trust independently funded learners from 2013 to 2020. BPSA EFT has funded 1328 learners, having completed their funding cycle in October 2020. Funded learners were from three provinces, namely Gauteng, Limpopo and Mpumalanga. • The Industrial Development Corporation (IDC) commenced their funding for the TTP in 2011 with 21 learners from Limpopo. In 2015, the IDC re-invested in the programme and funded 47 learners from eight provinces. The cohorts of learners were from all provinces in South Africa except the Western Cape. • SANRAL independently funded a cohort of 49 learners from 2013 to 2015. The 49 learners
4
were from three provinces, namely Gauteng, Limpopo and Mpumalanga. • In 2016, the Manufacturing, Engineering and Related SETA (merSETA) funded 23 learners, who completed the programme in June 2018. The 23 learners were from two provinces, namely Gauteng, and Limpopo. • In 2017, PRIMEDIA and Standard Bank funded 17 and 47 learners, respectively. These learners completed the programme in June 2019. These learners were from Gauteng, Mpumalanga, Free State and North West provinces. • In 2018, the African Explosives and Chemical Industries (AECI) funded nine learners. These learners completed the programme in October 2020. Funded learners were from Northern Cape and Mpumalanga. • In 2019, the Education, Training and Development Practices (ETDP) funded 99 learners. These learners completed the programme in August 2021. In 2021 and 2022, the ETDP SETA reinvested to fund a further 80 learners. Thus far, the ETDP SETA has funded 257 learners since 2019. Their funding cycle ended in 2023. The cohorts of learners were from the Limpopo province. • In 2021, Assmang and Boleng started their funding cycle and funded 50 learners. They reinvested to fund a further ten learners in 2022. Thus far, the Assmang-Boleng Trust has funded 60 learners. Their funding cycle ended in 2023. The cohort of learners were from the Northern Cape province. • In 2021, Cell C funded 60 learners. They reinvested to fund a further 14 learners in 2022. Thus far Cell C has funded 74 learners since 2021. Their funding cycle ended in 2023. The cohorts of learners were from all provinces in South Africa.
DIAMOND TIMES 2023
TTP THE JOURNEY
5
TTP CLASS OF 2023 ADDRESS: WITS REPRESENTATIVES
6
Prof. Diane Grayson Senior Director: Academic Affairs, Wits University
Prof. Ruksana Osman Deputy Vice Chancellor: Academic, Wits University
The Targeting Talent Programme (TTP) has been a signature programme at Wits since 2007 in providing access to university studies for over 3000 students from disadvantaged communities. Unlike many access programmes that only provide extra lessons in maths and science, TTP took a holistic approach to supporting learners to grow intellectually, psychologically, emotionally, and socially. While TTP did have a significant impact on learners’ understanding of mathematics and science, visible in their high performance in the NSC examinations, it also provided them with the opportunity to learn about new subjects, like forensic science, develop
various academic skills, formulate personal goals, identify their careers interests, embrace critical diversity, and participate in physical activities such as sports and dance. TTP students also carried out extended research projects that were aimed at benefiting their local communities. Two other important components of TTP were an annual winter programme for educators from TTP learners’ schools, and well-designed programme for Wits students who served as mentors for the learners and, through the mentor programme, experienced substantial personal growth themselves.
DIAMOND TIMES 2023
In addition to the direct benefits of TTP for learners, TTP also forged strong relationships with their parents, educators and school and provincial education officials, which helped draw together a number of stakeholders in support of quality education. We are full of admiration for Dr Zena Richards, who has led the TTP since inception, and the committed, conscientious, and capable staff members contributing to this programme. TTP has largely been a donor-supported programme. While the design of TTP, with three residential sessions per year for learners, enabled the holistic learner development mentioned earlier, this approach has also been expensive. Over the past few years, and especially since the COVID-19 pandemic, it has been increasingly difficult for donors to provide the financial support needed to sustain the TTP model. In addition, the number of school-based support programmes has increased substantially since TTP started. On
the other hand, post pandemic, we are seeing an increased need among our Wits students for the kind of mentoring and holistic support and development that TTP learners experienced. We have thus decided to capitalise on what we have learnt from the TTP over the past 16 years and set up a new unit in our Student Affairs Division called Student Transitions and Persistence. This unit will develop and run a mentorship programme for all new first year Wits students and well as programmes to help students navigate key transitions in their student journey, including from high school to university and from undergraduate studies to postgraduate studies and the world of work. Through the TTP Wits has provided lifechanging opportunities to thousands of young people. By setting up the new unit in Student Affairs and drawing on what we have learnt from TTP, we are confident that we will significantly enhance the lives of thousands more young people in the years ahead.
Drawing by Mosa Phaahla, Rantobeng High School TTP THE JOURNEY
7
REFLECTING ON TTP’S EVOLUTION: DR. ZENA RICHARDS Over the years, the impact of the TTP became increasingly visible, garnering recognition from various programmes as a viable strategy to address university readiness and eligibility. The programme’s success was further amplified by the formal tracking of graduates and the invaluable contribution of over 1200 mentors, Wits students who served as role models for learner aspirations. These mentors not only inspired the TTP learners but also gained valuable exposure to the world of work, contributing to their own personal growth and development. As the TTP expanded its reach, partnerships with relevant corporations and departments of education were forged, sharing best practices and creating a network of support for educational development. The programme’s sustainability became a key strategic focus, with a commitment to closing the achievement gaps that still persist in South Africa post-democracy. The impact of the TTP was acknowledged by the Minister of the Department of Basic Education and other corporate sectors, further validating its significance. Perhaps one of the most remarkable achievements of the TTP lies in its replication across various higher education sectors, increasing the national talent development pool. This expansion not only ensures the continuity of the programme’s mission but also amplifies its impact, reaching even more young minds and empowering them to realize their full potential.
8
As we bid farewell to the Targeting Talent Programme, we do so with a sense of accomplishment and gratitude. The legacy it leaves behind is one of empowerment, opportunity, and transformation. It has paved the way for future generations, inspiring them to dream big and reach for the stars. The TTP’s journey may be coming to an end, but its impact will continue to reverberate through the lives of countless individuals who have been touched by its transformative power demonstrated by the 3277 learners and 806 educators since its inception. To the SETMU team, TTP curriculum team and all those who have contributed to the success of the Targeting Talent Programme, I extend my heartfelt appreciation. Your dedication, passion, and unwavering belief in the potential of every young mind has created a legacy that will be remembered for years to come. May the spirit of TTP live on, inspiring us to continue nurturing talent and building a brighter future for all. Hamba kahle futhi uhlale kahle. Dr Zena A.k.a: fondly known as mama Zena
DIAMOND TIMES 2023
Admission to Bachelors' Degree (2009-2022)
21
129
80%
Percentage
70%
50%
Percentage
90%
80%
70%
60%
50%
Percentage
2011
10%
40%
2009
20%
21
30%
30%
20%
0%
40%
10%
Percentage
60%
Admission to Diploma (2009-2022)
Access Rate
90%
Admission to Higher Cer�ficate (2009-2022)
0%
2011
2012
2013
2012
2009
Did not achieve=16 Non-Respondents=81
2014
2015
2016
2017
2
Cohort
Top 5 Area
2013 2014
2823
Admission to Higher Cer�ficate (2009-2022)
2016
Comme related fi
Frequenc
21
2017
Admission to Bachelors' Degree (2009-2022)
2015
Did not achieve=16 Cohort Non-Respondents=81
Top 5 Areas of qualification
University of Johannesburg
Preferred Commerce of Institutions related fields studyFrequency 461
Frequency
Science
Preferred Preferred Institutions of of institutions study study
370
University of theUniversity of University of University of University of Johannesburg Cape Town Pretoria Other Witwatersrand Limpopo
2009 - 2022
100%
Admission to Bachelors' Degree (2009-2022)
Admission to Diploma (2009-2022)
2823
Admission to Higher Cer�ficate (2009-2022)
Did not achieve=16 Non-Respondents=81
Preferred Institutions of study
16 year Targetin
16 YEAR TARGETING TALENT 2823 PROGRAMME TRACKING 129
461
2019
1400
Frequency of dis�nc�ons
Frequency of dis�nc�ons
Percentage
Percentage
Percentage
Percentage
Overall Access
1200
161 schools participated in the TTP
800
Number of Numb =
12 Highlighting Success
TTP THE JOURNEY
1000
Frequency
600
as of qualification
Other 12
Cohort
Witwatersrand
400
283 166 0 University of the Other Witwatersrand 2009 2011of2012 2020 2021 2022 Frequency University the 2013 2014 2015 2016 2017 2018 2019
0
Frequency
Number of Number of undergraduates = 1157 undergraduates = 115
200
370
Humani�es Humani�es 166 Frequency
Cohort
200
Frequency
Frequency of dis�nc�ons
2009 2011 2012 2013 2014 2015 2016 2017 2018 2019 2020 2021 2022
Health Sciences 283 Frequency
Frequency
Number of TTP Number of T Alumni = 3070 Alumni = 30
2022
Health Sciences
Science 370 Frequency
161 schools 161inschools participated the TTP participated in th Ove Ra
2021
Science
400
Highlighting Success
600
161 schools participated in the TTP
800
Overall Access Rate = 98%
1000
Number of Educators = 875
1200
161 schools participated in the TTP 161 schools participated in the TTP Overall Access Rate = 98% Overall Access Rate = 98% Number of TTP Alumni = 3070 Number of TTP Alumni = 3070 Number of Educators = 875 Number of Educators = 875 Number of undergraduates = 1157 Number of undergraduates = 1157 Number of postgraduates = 515 Number of postgraduates = 515 Number of TTP Alumni = 3070
374
461
1400
Number of postgraduates = 515
Engineering Commerce Frequency fields Total number ofrelated distinctions Engineering Commerce Frequency Total number of related distinctions Frequency fields 374 461 Frequency
utions of red utions of
Number of undergraduates = 1157
Highlighting Success
Highlighting S Highlightin
2020
Frequency of dis�nc�ons Frequency of dis�nc�ons
2018
Percentage Percentage
2017
Percentage Percentage
2016
Cohort Cohort
Frequency
Engineering
Rate = 98% 374
Number of Educators = 875
Highlighting Success Highlighting Success
g redTalent Programme Tracking
Frequency of dis�nc�ons
2015
461
Frequency Overall Access
Health Sciences
Top 5 Areas of qualification Top 5 Areas of qualification
Engineering
2014
Commerce related fields
161 schools participated in the TTP
Number of TTP Alumni = 3070
Science
0%
Humani�es
0% 10%
166
10% 20%
400 600 200 400
Frequency
30% 40%
of University of University of Johannesburg Pretoria University of of University 18 2019 2020 of 2021 2022 Johannesburg Pretoria
283
800 1000 600 800
Frequency
1200 1400 1000 1200
Science Health Sciences Humani�es Frequency Frequency Sciences Frequency Science Health Humani�es Frequency Frequency Frequency 370 283 166 370 283 166 University200 of0the University of University of University of University of Other University of University of Johannesburg Cape Town University of Pretoria University 2009 of the2011 2012 2013 2014 2015 2016 2017 2018 2019 2020 2021 2022 University of Witwatersrand Limpopo Frequency Other 2009 2011 2012 2013 2014 2015 2016 Pretoria 2017 2018 2019Johannesburg 2020 2021 2022 Cape Town 0 Witwatersrand Limpopo Cohort 2009 2011 2012 2013 2014 2015Cohort 2016 2017 2018 2019 2020 2021 2022 12Frequency 2009 2011 2012 2013 2014 2015 2016 2017 2018 2019 2020 2021 2022 12 Cohort Cohort
40% 50%
ondents=81 chieve=16 ondents=81
Frequency Frequency
Total number of distinctions Frequency 374 461 374 461 Total number of distinctions 12
50% 60%
Frequency
1400
0 2011 2012 2013 2014 2015 2016 2017 201 2009 2009 2011 2012 2013 2014 2015 2016 201 Cohort Cohort
Top 5 AreasSuccess of qualification Highlighting
Cohort
1200
2022
90%
2021
80%
2020
70%
2019
1000
2018
60%
2017
Admission to Diploma (2009-2022)
2014 Cohort 2015 2016
800
2013
50%
2012
1400
60% 70%
129
2011
600
2009
200
400
2022
40%
2021
30%
2020
0
2019
200
2018
20%
2017
5 Areas of qualification TopTop 5 Areas of qualification Top 5 Areas of qualification
University of UniJohannesburg versity of Johannesburg
10%
2016
2013
2015
Percentage
2012
2014
400
370
Frequency of dis�nc�ons
2011
2013
Access Rate
70% 80%
Frequency
2009 2011 2012 2013 2014 2015 2016 2017 2018 2019 2020 2021 2022
200
600
2009
2012
Frequency of Number undergraduates 370 = 1157
100%
21 1 chieve=16
Frequency
400 0
2011
Access study Rate
20% 30%
Uniersity of ohannesburg Uniersity of hannesburg
1000
Science Percentage
0%
10%
Number of postgraduates Other = 515 Frequency
o Higher 009-2022) o Higher 09-2022)
1200
Preferred 16 yearAccess Targeting Talent Programme Tracking Preferred Engineering Commerce Rate of Engineering Commerce related fields Institutions of Talent Programme 16 yearInstitutions Targeting Tracking study related fields
80% 90%
129 129
1000
1400
2022
20%
90% 100%
Admission to Diploma (2009-2022) Admission to Diploma (2009-2022)
1200
2021
Did not achieve=16 Did not achieve=16 Non-Respondents=81 Non-Respondents=81
1400
University of the University of University of University of University of800 800Witwatersrand Johannesburg Cape Town Pretoria Limpopo 600
30%
2009 0%
Total number of distinct Total number of distin 2020
0%
2019
10%
40%
2018
20%
2121
50%
Frequency
30%
60%
Humani�es
40%
70%
166
50%
80%
Frequency
60%
90%
Engineering
70%
374
80%
Admission to Higher Cer�ficate (2009-2022) Admission to Higher Cer�ficate (2009-2022)
283
100%
University of the Witwatersrand
129 129
Frequency
12
2823 2823
90%
Uni-
versity of Access Rate Johannesburg Access Rate
100%
Admission to Bachelors' Degree (2009-2022) Admission to Bachelors' Degree (2009-2022) Admission to Diploma (2009-2022) Admission to Diploma (2009-2022)
Frequency
Matric Pass types Matric Pass types
Health Sciences
2009-2022 1616 year Targeting Talent Programme Trackin 2009-2022 year Targeting Talent Programme Track Matric Pass types
ass types
ce elds
University of Johannesburg
versity of University of University of University of Johannesburg Cape Town Pretoria popo
Matric Pass types
009-2022 009-2022 Pass types
elors' 022) elors' 022)
2009-2022
9
TARGETING TALENT PROGRAMME 2022 NSC INFOGRAPHIC Targeting Talent Programme 2022 NSC infographic Pass Rate
IEB comparison
Pass rate and bachelor admission rates
Diploma Pass
Bachelors Pass
(n=3)
(n=45)
80% 60% 40%
94% 100%
89,3% 98,4%
80,1%
100% Percentage
6%
94%
120%
33,4%
20%
100% Pass rate
100% Access rate
0%
National
75%
TTP
IEB
Bachelor Pass
Pass Rate
Number of distinctions
Studying
Number of Alumni 17%
Activity in 2023
48
Awaiting Confirmation
Number of Distinctions
140 4%
Upgrading Marks
Institutions of study
11 (29%) 7 (18%)
University of the Witwatersrand
4%
Studying and seeking employment
University of Johannesburg
Sefako Makgatho Health Sciences University 4 (11%)
2 (5%) 2 (5%) 2 (5%) 2 (5%)
University of Cape Town
Preferred field of study
University of KwaZulu Natal University of Limpopo University of Pretoria
Science Related Fields
Commerce Related Fields
Health Sciences Related Fields
(32%)
(18%)
(18%)
12
7
7 ?
Engineering Related Fields
Humanities Related Fields
Other
(13%)
(5%)
(3%)
5
10
2
2 (5%)
University of Western Cape
6 (16%)
Other
Preferred Institutions of Study
29%
18%
11%
1
DIAMOND TIMES 2023
2022 OVERALL
PROGRAMME TRACKING Targeting Talent, Investing in Excellence, Facilitating Access Targeting Talent, Investing in Excellence, Facilitating Access
2022 2022 Overall Overall Programme Programme Tracking Tracking 2022 Overall Programme Tracking
Targeting Talent, Investing in Excellence, Facilitating Access
OVERALL TRACKING NUMBER OVERALL TRACKING NUMBER
OVERALL TRACKING NUMBER Number of Alumni
TTP Cohort Tracked
3050
2009-2021
Number of Alumni
TTP Cohort Tracked
2009-2021
3050
TTP Cohort Tracked
Number of Alumni
Reasons for removal Outstanding Responses
1053
Outstanding Responses
Info Obtained
Tracking Response rate
4 Learners deceased 10 opted out of Reasons for removal tracking 4 Learners deceased 10 opted out of tracking
Removed from tracking
1955
65%
14
Info Obtained
Tracking Response rate
Removed from tracking
1053
1955
65%
14
Outstanding Responses
Info Obtained
Tracking Response rate
Removed from tracking
1053
1955
65%
14
PREFERRED UNIVERSITIES PREFERRED UNIVERSITIES
3050 2009-2021 STUDYING INFORMATION
HIGHEST QUALIFICATION OF ALUMNI TRACKED IN 2022 HIGHEST QUALIFICATION OF ALUMNI TRACKED IN 2022
Reasons for removal
4 Learners deceased 10 opted out of tracking
STUDYING INFORMATION
Bachelor’s degree
PREFERRED UNIVERSITIES STUDYING Studying INFORMATION and Working
35%
% NUMBER %OF ALUMNI CURRENTLY STUDYING NUMBER OF ALUMNI CURRENTLY STUDYING
NUMBER OF ALUMNI CURRENTLY STUDYING
59
Qualifications Obtained
Post graduate diploma Bachelor’s degree Master’s degree
59 499 44
Master’s degree Honour’s degree Diploma
44 223 36
Diploma Post graduate diploma Higher certificate
36 59 24
Higher certificate Master’s degree (BTech) Bachelor of Technology
24 44 22
Bachelor ofDiploma Technology (BTech) Post graduate Cerficate
22 36 16
Post graduate Cerficate Higher certificate Advanced National Certificate
16 24 13
Advanced Certificate Bachelor ofNational Technology (BTech) Advanced Diploma
13 22 10
Advanced Diploma Post graduate Cerficate National diploma
10 16 8
National diploma Advanced National Certificate Advanced Certificate
8 13 4
Advanced Certificate Advanced Diploma Certificate
4 10 3
Certificate National diploma Doctoral degree
3 8 2
Doctoral degree Advanced Certificate National Certificate
2 41
Qualifications Obtained
913 913
404 35%
13% 152
Studying and Working
Qualifications Obtained
404
152
112
913
35%
%
Post graduate diploma
Studying and Working
112 112
13%
404
13%
Studying
1152 1152
152
Studying
Studying
% NUMBER OF ALUMNI % CURRENTLY STUDYING NUMBER OF ALUMNI CURRENTLY STUDYING
% NUMBER OF ALUMNI CURRENTLY STUDYING
7%
6%
86 7%
65 6%
86
65
7%
6%
86
65
1152
Targeting Talent, Investing in Excellence, Facilitating Access OBTAINED BY ALUMNI QUALIFICATIONS ALUMNI STUDYING TargetingPERTalent, Investing in Excellence, Facilitating Access OBTAINED BY ALUMNI QUALIFICATIONS
5%
5%
53 5%
53 5%
53
53
%
5%
5%
NUMBER OF ALUMNI CURRENTLY STUDYING
53
53
% NUMBER OF ALUMNI % CURRENTLY STUDYING NUMBER OF ALUMNI CURRENTLY STUDYING
COHORT ALUMNI STUDYING PER COHORT ALUMNI STUDYING PER COHORT
% 16% 15% 22% 24% 36% 33% 50% 71% 94% 96% Cohorts 2009 2011 2012 2013 2014 2015 2016 2017 2018 2019 16% 15% 22% 24% 36% 33% 50% 71% 94% 96% % alumni **some who have obtained a qualification are studying a Cohorts 2009 2011 2012 2013 2014 2015 2016 2017 2018 2019
2nd, 3rd or 4th degree **some alumni who have obtained a qualification are studying a 2nd, 3rd or 4th degree
93% 2020 93% 2020
98%
97%
65%
2009 98%
2011 97%
2012 2013 2014 2015 2016 2017 2018 2019 2020 2021 65% 91% 87% 83% 60% 48% 16% 1% 0% 0%
2009
2011
2012 2013 2014 2015 2016 2017 2018 2019 2020 2021
% 98% Cohorts 2009
97%
65%
2011
1% 2012 2013 2014 2015 2017work 2018 and2019 2020 1% 2016 from 21 2021
% Cohorts % Cohorts
82% 2021 82% 2021
16% 15% 22% 24% 36% 33% 50% 71% 94% 96% 93% 82% 2009 2011 2012 2013 2014 2015 2016 2017 2018 2019 2020 2021
**some alumni who have obtained a qualification are studying a 2nd, 3rd or 4th degree
PREFERRED FACULTIES
FREQUENCY FREQUENCY FREQUENCY
National Certificate Certificate Higher diploma
1 31
Higher diploma(Mtech) Doctoral degree Master of Technology
121
MasterNational of Technology (Mtech) Certificate
11
Targeting Talent, Investing in Excellence, Facilitating Access OBTAINED BY ALUMNI QUALIFICATIONS
% Cohorts
250
SCIENCE RELATED FIELD
250 241
SCIENCE RELATED FIELD HEALTH SCIENCE RELATED FIELD
241 250 220
HEALTH SCIENCE RELATED FIELD SCIENCE RELATED FIELD COMMERCE RELATED FIELD
220 241 206
COMMERCE RELATED FIELD HEALTH SCIENCE RELATED FIELD ENGINEERING RELATED FIELD
PREFERRED FACULTIES
PREFERRED FACULTIES
17,9% 17,9%
ENGINEERING RELATED FIELD COMMERCE RELATED FIELD HUMANITIES RELATED FIELD
87 206
HUMANITIES RELATED FIELD ENGINEERING RELATED FIELD
7,9%
87
HUMANITIES RELATED FIELD
7,9%
7,9%
17,9% 17,9%
91% 87% 83%
91% 87% 83%
Upgrading marks
15
Upgrading marks
15
21,7% 20,9%
21,7%
Studying and working
Upgrading marks
122
60% 48% 16% 1%
1%
Intermission
122
Intermission from work and studying
133 133
Seeking employment
Working/ Learnership /Internship 133 Working/
2020-93% of Alumni are studying and 7% fall within the below categories
0%
0% 0%
21
Doing community service Doing
1
community service
1 0%
21
0%
633
Learnership /Internship
633
Working/ Learnership /Internship
633
Doing
0%community service 9
9
Studying and Seeking Employment Studying and Seeking Employment
0%
9
0% 0%
ACTIVITIES IN 2022 32%
52%
32%
52%
32%
WORK DESTINATION
1%
ACTIVITIES IN ACTIVITIES 2022 IN 2022
7%
17,9%
1
1
7%
Seeking employment
1
Master of Technology (Mtech)
0%
15
7%
Seeking employment
0%
Higher diploma
2021-82% of Alumni are studying and 18% fall within the below categories 2021-82% of Alumni are studying and 18% fall within the below categories 2020-93% of Alumni are studying and 7% fall within the below categories 2020-93% of Alumni are studying and 2021-82% of Alumni are studying and 7% fall within the below categories 18% fall within the below categories
1%
6% Studying and working
0%
studying Intermission from work and studying
122
21,7% 20,9%
6%
60% 48% 16% 1%
1%
6%
Studying and working
20,9%
17,9%
206 220 87
499
Bachelor’s degree Honour’s degree 223 HIGHEST QUALIFICATION OF499 ALUMNI TRACKED IN 2022 223 Honour’s degree
Studying and Seeking Employment
3
Gapyear
3
Gapyear
3
Gapyear
0%
1022
Studying
1022
Studying
1022
Studying
52%
WORK DESTINATION
WORK DESTINATION
TTP THE JOURNEY
11
REFLECTING ON THE TTP TRACKING COMPONENT. The Targeting Talent Programme (TTP), a pre-university access programme, seeks to increase the academic, social, and psychological preparation of learners with academic potential from under-resourced schools, for admission to South African higher education institutions. The programme has been successful in meeting its aims in this regard for 17 years. We know this to be the case because post the completion of each cohort’s journey in the programme, the trajectories of its alumni are tracked. The Student Equity and Talent Management Unit (SETMU) has victoriously managed to track its alumni from 2010 to date and has over 13 years of information for its alumni. With the exception
of those who are deceased, opted out of the tracking process, and/or are unreachable for the following reasons: •
Cohorts who completed the programme 10-15 years ago are harder to reach (see Figure 1) » » » » »
This is mainly due to: Change in contact details. Less free time to be tracked (working or studying and working) Indifferent about the programme and programme benefits Mental and/or physical health challenges
100% 90% 80% 70% 60% 50% 40% 30% 20% 20% 10% 0% 2009 2011 2012 2013 2014 2015 2016 2017 2018 2019 2020 2021 2022 41% 65% 66% 73% 79% 84% 75% 73% 80% 82% 96% 96% 100% Figure 1: Tracking response rate across cohorts
12
DIAMOND TIMES 2023
Despite the above-mentioned challenges, the majority of alumni consistently interact with our tracking forms or calls, resulting in the following response rates over time: Years
Duration of tracking
TTP Alumni Tracking Response Rates (%)
2017
8 months
64%
2018
8 months
66%
2019
7 months
63%
2020
10 months
55%
2021
12 months
60%
2022
8 months
65%
2023
6 months
80%
The Unit has always strived to achieve a 70% response rate and has finally achieved and exceeded that in 2023. When comparing it to other tracking studies in national and international contexts, the highest response rate found in literature for a medium sized sample was approximately 60% in both
contexts. A big thank you to our alumni for supporting the cause and giving back through TTP tracking. Another way in which alumni were able to give back was through the following event:
Invitation SETMU Alumni Engagement
Date: Saturday, 21 October 2023 | Time: 10h00-11h30 Venue: Wits Science Stadium Lecture and Tutorial Venues, Braamfontein Campus West Come learn more about some of the best practices needed for the workplace
RSVP: ashne.billings-padiachey@wits.ac.za In this event, established alumni were given an opportunity to address their studying peers on their best practices, learnings and skills required for the world of work. Here, Wits students could: 1. Develop their knowledge about their desired occupation and field. 2. Gain access to a potential learning community.
TTP THE JOURNEY
3. Expand their network and connect with the relevant professionals. 4. Learn from best practices to enhance their preparation for the workplace. Some of our alumni have chosen to give back and contribute to this magazine in the following ways:
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picture. I had heard about the University of Witwatersrand from the grapevine and that was it, the only thing I knew was that it was based in Johannesburg, and I became interested in knowing more, hence I arrived at home and did research about both the programme and the university. In March 2020, I was invited, together with my former teammates, to attend a welcoming event at the Royal Marang Hotel in Polokwane. That was where I got a wakeup call that it was happening and this was an opportunity to grasp with both hands, with no hestation.
Tintswalo Baloyi (2022 TTP Alumna) Motloboni Combined School My journey in the TTP in a nutshell With all ecstasy that is in me, together with the power bestowed in me, I take this opportunity presented to me and as I grasp it, I would like to extend my gratitude to the mother of the Targeting Talent Programme, our prestigious and lovely donors in particular and our hardworking and vivacious SETMU team, your hard work does not go unnoticed.
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Being surrounded by learners from various schools was the thrill for me, the diversity and the networking blew me away. I even created friends that day, of which we are still in contact in this current day, and we are thankful for this programme for giving us the platform to build lifelong friendships. As we all know, in 2020 we were introduced to the “new normal” where we interacted virtually, with our faces behind masks and that was the case for TTP. It had to adjust its culture of holding face-to-face sessions during school holidays to hosting them online.
I remember my journey in TTP like it happened yesterday. My bright hazel eyes were full with optimism and enthusiasm three years ago when I was told that I was selected to be part of the most wonderful, advocated and immaculate programme called the Targeting Talent Programme which is hosted by the University of Witwatersrand as well as the Student Equity and Talent Management Unit, I felt talented and a surge of excitement befell me as I realised that my capabilities are thereof finally being taken into account.
Although it was hard, it was worthwhile. I got a chance to learn new technological skills that are helpful to me today. When we were given the devices, I was so happy because I had never owned a tablet before, so it was a big deal on my side. When I first received my 80GB of data, I felt like I was dreaming. Finally, I was going to save my money from buying weekly data but most importantly, I had access to websites for schoolwork and life was made easier for me. I also got exposed to mentormentee sessions and at that time, I didn’t even know what a mentor was and the role he/she would play in my life. After attending several sessions, I started getting the hang of it and I enjoyed every minute of the sessions. Lessons I hold most to my heart, that are applicable as of now, in my varsity life, have to be about prioritization and time management. There are principles that I learnt from my mentors that are of high value in my life in this present day.
“Yes!” I shouted. I was so jubilant because the University of Witwatersrand was in the
Fast forward, when I got an email saying that I will be going to the University of Witwatersrand
DIAMOND TIMES 2023
from the 6th to 17th of July 2022, I was over the moon. I was going to meet friends that I had been communicating with electronically for the previous two years, face to face. I could not wait any longer for us to go to wits and experience what our seniors had experienced as well. Time arrived for us to grace Wits university with our presence. The journey to Johannesburg from my village was super long, I had mini naps in between but I was joyful. We arrived around 15h00 and we went to the auditorium to take pictures. The cameraman kept on telling me to stand still but the joy that was rushing in my veins made me to do quite the opposite of what I was instructed to do. The cameraman ended up helping me to standstill by helping me maintain my posture [it was embarrassing in between]. After the photoshoot, we went to The Matrix Dining Hall to have our first welcoming dinner. TTP alumna, Tumelo Marule gave a welcoming speech which made me feel at home and at ease. The food was amazing, and the chefs had done an impeccable job. Personally, I was all in for the food. The next morning, I had to wake up at 3am so I could bathe comfortably without being in a rush. Around 6am, my fellow Royalties and I headed to The Matrix for breakfast and from there, we had classes to attend. Engineering, Molecular Literacy, Mathematics, Physical Sciences, Agency, Life Skills, Critical Diversity and Computer Science were the most incredible subjects to learn. The hip-hop dance session with the Fatality Dance Crew was mind-blowing and quite relaxing, not forgetting Yoga, it was a very exciting sporting activity to do. What is TTP without Macarena, cha-cha slide and the famous Chicken dance? “Take it back now y’all”. “Please come find me, my name is Macarena.” With TTP, we were able to give back to our communities [schools] through the Social Research Project, where we identified the main need of our community and found the appropriate methodologies to provide the need. I was exposed to things such as quantitative and qualitative research, rationale and contingency plans; of which I was not
TTP THE JOURNEY
used to. Presenting our final project to a panel and a large group of grade 11 learners induced adrenaline in my body, as I was not used to presenting publicly. That moment gave me courage and confidence and from then, I aced my presentations at school and my presentations skills became of high quality. The most interesting part is that we interacted with our communities, we saw things from a different dimension, and we had fun. I hold a lot of memories that will never fade because of TTP. The theme of 2022 was integrity, which I have learnt the good way through music. The Royalties mentors taught me about synchronicity of which was best applicable when we came all together as Grade 12s to create our song. Our famous line in the song was: ‘’Re ja mazambane every day” which means, “We eat potatoes every day,” because we always had potatoes on our dinner plate. I wouldn’t be doing the dining hall chefs any justice if I did not commend them for reversing our minds by saying “Good Morning” while it was in the evening and “Good Evening” in the morning. TTP taught me that you can have fun with no substance involved, with the surprise event, “Dj Night” where we had lots of fun by dancing to Hip-Hop, Amapiano and other music genres. It is by these efforts made by Mama Zena and her team that we were able to enjoy ourselves and be free. Paparazzi, as we called him, gave us a hard time by following everywhere with his camera but we enjoyed it and that is one of the best moments of my life. TTP gave me a platform to speak, a space to be myself and a home to dwell in. Today, I have lifelong friends because of TTP, and I walk with pride wherever I go for having been part of this life-changing programme. A big shoutout to everyone who made the implementation of this programme to be a success. Thank you TTP. Danko Mama Zena, Danko!
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than grade 10. I was at that point used to a lot more people, was able to start and hold a conversation, engage in the discussions held in our groups and I was basically more comfortable being around people. My grade 12 was awesome, I felt at home away from home. The September camp was a bittersweet moment. Bitter to say goodbye to people I have grown fond of and sweet to have crossed paths with and have got the opportunity to know them. Throughout the programme, I learned communication, collaboration, and interpersonal skills. I learned about diversity, and the importance of setting goals, working towards them, and dreaming big. I was enlightened on the power of determination, never giving up and being goal driven. I was taught that I am not defined by my failures but by my achievements, and that I must take failure as a lesson to do better next time. ‘Some of life’s biggest lessons do not come from success only, but also from failure and challenges. Katlego Mashiane (2019 Alumna) Khamane Secondary School
The programme motivated me to aspire to greatness and do more with my life.
As a girl from rural parts of the province of Mpumalanga, being enrolled in the TTP programme changed my life. It gave my June and September holidays so much purpose and a lot for me to look forward to, academically, socially, and psychologically. Academically, I had to learn and relearn concepts that I learned at school and new ones. Socially, I had to engage with peers from different parts of the country. Psychosocially, I had to engage in various psychosocial educational activities such as vision boarding, to help enrich and supplement my academics. It exposed me to the university environment, diversity, and other young intelligent minds. It further stimulated my growth and development outside the classroom environment.
After I got to university to study, I felt like I had been here for the past three years. It was easy to navigate through the main campus of Wits University and find my classes. I found it easier to interact with different people from different backgrounds as I was well-informed about diversity. I was able to engage in class discussions and group projects. I was comfortable approaching my lecturers after class to ask for clarity on certain concepts I did not understand during the lecture.
I was very shy and conservative before being part of the programme. After being part of the programme and interacting with peers at both a social and an academic level, I started being less shy. My grade 11 was way better
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I did not feel lonely, miserable, and home sick as much as I was used to being away from home during my holidays. I was able to cope well with being away from home for the first three months of block 1. I was able to utilize the computer resources in the computer labs on campus as I did not have a laptop. Adapting to university life was a lot easier and the gap between high school and the university was not as wide to bridge and overcome in general, thanks to my TTP experience.
DIAMOND TIMES 2023
The TTP programme put me in a better place to navigate through my first-year university experience and beyond. It taught me skills that have worked for me and are still working for me to date.
and knowledge it gave me were both eyeopening and life changing. This programme is wonderful, it is a pity not every learner in South Africa can be part of it. But it truly changes the lives of the few who are fortunate enough to be part of it.
Last sentiments towards the programme The TTP programme has made me a better individual. The memories I made during the programme are priceless and the experience
As the wise have said ‘helping one person might not change the world, but it can change someone’s world’. TTP changed my world and my view of the world.
Drawing by Nonjabulo Sibisi and Keitumetse Chokwe (Fred Norman Secondary School)
TTP THE JOURNEY
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REFLECTING ON THE TTP CURRICULUM AND PEDAGOGY The TTP OMSSC Curriculum Coordinators and RAEC Curriculum team reflected on the 2023 curricula and how they were designed.
DUMISANI TSHABALALA Maths Curriculum Coordinator
A luta continua! The most significant mathematical discovery to date is still Fermat’s Last Theorem. Around 1637, Pierre de Fermat wrote the assertion in the margin of a book he was studying as a theorem and continued, “I have a beautiful proof that would not fit in the margin,” adding that he had a proof for his discovery. However, Fermat’s Last Theorem defied proof, leading some to wonder if Fermat has ever had accurate proof. As a result, Fermat’s assertion was referred to as a conjecture rather than a theorem. After 358 years of work by mathematicians, the first successful proof was published in 1994 by Andrew Wiles and formally published in 1995. Even though not a conjecture, the equivalence of Fermat’s last theorem in mathematics and science education can arguably be credited to the work that seeks to conceptualise what Mathematics and Science potential is, and understand how institutions of learning can harness this potential and work with it so that it is realised. This work is even more demanding in a country like South Africa in which the gap between the rich and poor is extremely wide, and the cultural identities are diverse. In my view, the Targeting Talent Project (TTP) core mission and vision are captured in the above-stated education challenges. In this short reflective write up I focus on curriculum design to share my almost 17 years of
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experience in the TTP programme. I do not talk about the Covid -19 pandemic and what we learned from navigating online learning; rather, I pay attention to the curriculum design from the first year of the project to date. I then discuss my views on the impact of the TTP Mathematics curriculum on learners. Finally, I leave a word of encouragement to the current Grade 12 learners. In 2007, the TTP project was launched, and because it was responding to a problem in the education field, the process of developing the curriculum followed what is known as education design research. At first, we considered what we believed mathematics is to develop the first iteration of the TTP Mathematics curriculum. This curriculum focused on the habits of the mind and was divorced from the curriculum that the learners were doing at school. This is due to the fact that we once believed—and still do—that teaching encompasses a wide range of activities beyond merely imparting knowledge of facts and information and strategies for solving typical and foreseeable high school examination problems.
We were, and still are, of the opinion that teachers must provide students with the knowledge, skills, beliefs, and values they require in order for them to be able DIAMOND TIMES 2023
to pose and solve problems. This process entails enabling learners first to develop their independence, use appropriate language, and take an investigative approach to problems. This process entails enabling learners first to develop their independence, use appropriate language, and take an investigative approach to problems. Our initial assumption was that the school curriculum as captured in the curriculum policy statement was not adequate to support the above-stated belief and objective. However, upon implementing this curriculum, we quickly realised that while our curriculum exposed learners to critical thinking, it was not sufficient in improving learners’ attainment in their respective school assessments. This is an important point to note because it shares concrete evidence that critical thinking courses do not necessarily translate fluency into carrying out high school mathematics procedures and do not guarantee that learners will better understand what they are being taught at school. Upon reflecting on the realisation that schools’ marks were not improving, we began to consider that perhaps we should target the school curriculum and our developed curriculum separately. This ushered in the second iteration of the TTP Mathematics curriculum in which different sessions focused on different objectives. The April and September sessions were set for school content while the June session was reserved for explanations and stretching learners beyond the curriculum. This worked very well because we began to see learners’ achievement at Grade 12 level improving. Contrary to a number of school intervention programmes, the TTP programme is not satisfied when learners merely do well
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at the end of Grade 12; rather, TTP is largely concerned itself with seeing leaners through until they enter the door of employment or start their own business. In this regard, it became apparent to us that passing Grade 12 with good grades is one thing, enabling learners to ne successful beyond matric is exactly what we want achieve. Once again, we needed to go back to the drawing board. At the crux of all curriculum design and development discussions, we were simultaneously debating what pedagogy can support this curriculum. Pedagogical explorations moved from being framed within a facilitation approach in the first interaction of the curriculum to a learner-centered approach in the second interaction of the curriculum. Through this debate of pedagogy, we realised the last and final dimension of the TTP Maths curriculum was to work on the pedagogy and consider that it is possible to have one session focusing on both the habits of the mind and the school curriculum content. Regardless of all the lessons I can write about curriculum development, I believe that the real lessons for me are captured in the experiences I have shared with all individuals who have
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been part of the TTP programme. Indeed, over the years I have been blessed to work with some of the most talented learners across the land who, despite the social circumstances, have shown incredible talent and ability in Mathematics. My interactions with these students have been extremely beneficial in a variety of ways, primarily because they have challenged and shaped my own teaching style. I stand here shaped, sculpted, and forged by the incredible experiences at TTP, which have supported and encouraged my own professional development. As I reflect on the journey, from days when we used to go to provinces and to the poorest corners
of the country, to moments when we had to challenge racism. Archbishop Tutu observes that ubuntu “… speaks to the very essence of being human… It means that my humanity and my journey is caught up, is inextricably bound up, in all of you. We belong in a bundle of life… a person is a person through other people.” I am deeply conscious that I have been blessed and favored to be a part of TTP; that I am who have become because of the deep generosity of spirit, love, friendship, and hope that have been invested in me by this wonderful Targeting Talent Project
MATTHEW HIGGINSON Physical Science Curriculum Co-ordinator
This year WITS University proudly continued its TTP programme, in an effort to guide Grade 12 learners toward success in academics and higher-level achievements. The focus of this year’s programme was to equip students with the necessary knowledge and skills for their upcoming exams while also aiming to empower TTP learners to excel at a higher academic level. With the added advantage of having learners physically present at WITS and engaging in face-to-face lessons during the July session, the TTP programme offered an all-encompassing experience that combined academic enrichment with holistic development. Recognizing the challenges that students encounter during this pivotal year, the programme embraced a multifaceted approach to ensure a well-rounded preparation for their university journey in the following year. The Science team’s main objectives encompassed two key areas. First, considerable effort was dedicated to addressing core subject matter, refining exam techniques, and providing practice assessments to ensure that
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students were thoroughly prepared to excel in their final exams. Second, beyond the scope of exam preparation, the programme encouraged the cultivation of critical thinking, problem-solving, and analytical skills. These skills enabled learners to approach academic challenges with newfound confidence and creativity.
A noteworthy highlight of this year was the opportunity to engage with the mentors who were on the TTP programme when they were at school. It was wonderful to hear that they have excelled at WITS and have adeptly managed their studies. The insights and success stories shared by these mentors DIAMOND TIMES 2023
proved to be inspiring and motivating for me as their TTP teacher.
Heartfelt appreciation goes to the SETMU staff for orchestrating this impactful programme, recognizing its substantial contribution to the learners’ lives and their preparation for examinations. Gratitude is also extended to the technical support team, whose consistent willingness to assist has played a pivotal role in the smooth functioning of the programme. In conclusion, the TTP programme of 2023 has served as a guiding light, preparing Grade 12 learners not only for their imminent exams but also for the challenges and opportunities of the academic journey that lies ahead. The programme’s overarching mission of fostering holistic growth and academic success stands as a testament to WITS University’s commitment to nurturing young minds.
TTP RAEC CURRICULUM TEAM
The year 2023 marks the 17th and final year of the TTP being implemented at the University of the Witwatersrand. To reflect on this momentous ending, it was apt that the 2023 theme for the programme was “The Journey”. The cohort consisted of 204 grade 12 learners from 9 provinces, 58 mentors (Wits registered students), and a total of 72 lecturers, Teaching Assistants (TAs), Technicians and Sports facilitators. Concurrently, the Educator Enrichment Workshop was hosted from 30 June 2023 to 6 July 2023. A total of 50 Mathematics, Life Science and Physical Science educators from 4 provinces attended the workshop. The programme theme of the session, The Journey, informed the design of the subject curriculum delivery. The learners were exposed
TTP THE JOURNEY
to the following academic enrichment subjects: Maths, Science, Language, Digital Literacy, Computer Science, Engineering, Molecular Literacy, Agency, Critical Diversity, Social Research, Information Literacy, and Life Skills. An engineering exhibition was hosted where learners presented their mouse trap cars, assembly line and paper aeroplane design. Education is not solely focused on academic learning in the TTP context as a critical focus is on the importance of giving back to their communities. This was demonstrated in the grade 12 Celebration of Work Social Research presentations, held over 2 days, 10-11 July 2023, with the focus on challenging status quo and becoming agents of positive change. In addition, the learners were exposed to the following psycho-social subjects namely: Dance, Drama for Life, various sporting
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codes such as Netball, Yoga, Pilates, Tennis, Futsal, Cricket, Frisbee and Volleyball. For the first time in TTP’s history presented a stage production called The Journey where learners used their personal narratives to embody the conclusion of TTP as the final cohort. Exposure to the NSFAS and Financial Aid process and Allen Gray Orbis Foundation Scholarship presentation, and engaged in a Vision Board workshop, and a LASSI-feedback session which was particularly important as the learners are in grade 12 and have to prepare for life post TTP. The learners embarked on an exciting visit to the Gold Reef City Theme Park for their final excursion. A highlight of note for many as learners and their group mentors learnt how Johannesburg became known as the City of Gold, embarked on an educational underground tour of a mine, and observed the process of gold extraction and processing. The day was packed with fun-filled activities, as some conquered their fears on rides such as the Anaconda, the Tower of Terror, and the Golden Loop. Others chose to exercise caution and explored rides such as the Giant Wheel and the Turning Shells.
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The final Farewell Dinner and Commencement Ceremony provided emotional opportunities for closure. It is quite symbolic that when we started the journey in 2007, the programme learners experienced snow, and now as we conclude the programme in 2023, it snowed once more.
One of the symbolisms of snow is Transformation and Renewal. Just as snow has the ability to transform the world around it, SETMU encourages the exiting cohort to embrace change and to transform their communities and world at large.
DIAMOND TIMES 2023
TTP THE JOURNEY
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REFLECTING ON THE TTP EXPERIENCE: LEARNERS The section below reflects learners’ journeys over the 2/3 years of their participation in the TT programme: Oratilwe Thokolo (Dendron Secondary School) The journey of a thousand miles begins with a single step. It’s a heartache that there always comes a time where one has to take the last step. Honestly, some journeys don’t deserve to have an end, I mean looking at TTP, it doesn’t seem alright that this journey is coming to an end. TTP was not just an expedition, it was my chance to be seen, heard and understood. This is my walk and I am not ready for it to come to halt but it is really an end. I guess I must just accept. I’m not sad, you are.
“
TTP was a trip of hope, learning, gratitude, and appreciation. I used to believe that people required a lot to feel human but being here taught me that an everyday “please and thank you” are the daily phrases of success. Little things matter, I discovered.
”
In case you didn’t know, I always said thank you to any mentor or cooking staff member who gave me a tray without food or silverware. All of these things May seem less important but they mean a lot.
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Mama Zena, good morning. Good morning, Pearl. Good morning, OB. Good morning, Tristan. This was on my list every day since I had grown used to it. I grew accustomed to always seeing the positive side of things. Never did I go a day without eating. Muesli with yoghurt was my favourite cereal. I made careful to take a juice box instead of water because I could use the bottle TTP handed me to drink water. I was fond of coffee because it burned my tongue, but as my Agency class has taught me, you should be prepared to handle challenges as they arise. You want to know how I currently consume it? Simple: For sensitive babies like me, chill the hot beverage with cold water. We had more than six groups, and each one competed with the others, with the exception of our sister group*U*. We fought everyone else. We clashed over our vocals, which made me realize that I can sing. With our stapa stapa song, we always beat the other groups. I have no idea what it meant, but we were stapparing. Every day, I walked from the main dining hall to the flower hall. That’s where Mama Zena warned us on July 5th not to allow mediocrity to control our lives. I saw her cry, smile and dance simultaneously being our mother and Dr. Zena Richards. I’m sad that this travel is coming to an end. I won’t be walking two lines with my name and school on my neck and chest. I’ll have to shout now to keep everyone quiet, whereas TTP made it much simpler. Raise your hand if you agree. I’ll miss being forced to use the
DIAMOND TIMES 2023
restroom and being ordered to keep my peace if I don’t. It was for a worthy cause. My mentors have given me a cause to keep going. One of them once advised me not to sprint with my hands in my pockets so that I could steady myself if I fell. The mentor had no idea how much that meant to me, but I am grateful for the lesson. They weren’t therapists, but they made me feel better when I wasn’t feeling well. Unfortunately, my journey ends here. I wished to be one of the dancers on the commencement ceremony but my two left feet kept disappointing me. However, drama for life kept me alive. It was the last lesson of the day
every day. We would be tired and sweaty from running all day from Jubilee Hall to flower hall, then east Campus to west and to Bozzoli but I knew that I belonged. This was great. This was a wonderful memory that I will cherish for the rest of my life. To conclude, remember that there are various paths in life, some of which are comfortable, uncomfortable, challenging, and not so enjoyable. These are the elements that contribute to an outstanding journey. Yes, getting to Gold Reef City was a trip, but TTP is the main talk. I am thankful.
Gundo Mukwevho (Capricorn High School) Two lines of hopeful minds trudging on to their respective venues and their mentors surrounding them with good energy; beautiful voices ringing out through the WITS campus as the learners sing songs from their childhoods and cultures and hundreds of charitable staff members working tirelessly to provide a spectacular experience for us learners- these are all things that come to mind when I think of TTP. I am endlessly grateful to have been a part of this programme but as we all know, all journeys eventually come to an end, though the conclusion of the programme is bittersweet. The conclusion of the programme is bittersweet for me. From the onset of the programme, TTP has changed lives and stirred greatness from even the most unexpected places. TTP has awarded opportunities to people who were always destined for greatness but needed an extra push. This programme was that extra push. This isn’t simply an educational programme; it is a journey to the higher self. TTP has changed my life and made me discover new parts of myself. Despite my two left feet and severely weak muscles, I came to enjoy dancing and walking with my
TTP THE JOURNEY
groupmates. I have learned new social skills and have become more adaptable. TTP taught me to find confidence in myself even when I do not know what I am doing, to improvise, to be creative, to think fast to be adaptable. I found the confidence to showcase my strengths and talents, and the perseverance to find new ones. My journey as a TTP learner doesn’t end
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Drawing by Kgethego Mphelane - Moreko High School
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DIAMOND TIMES 2023
with the programme. Even in its conclusion, the impact that TTP has had in hundreds of lives will last forever. The memories and connections we have built are invaluable. The life lessons and wisdom instilled upon us by highly skilled teachers will stay with us forever. Journeys end, but we still look back at how far we have come and smile at the path ahead. The future awaits and potential for new
horizons to be reached should not be ignored. My journey with TTP is ending, and though I am sad that I will never experience this unity, love and care from the SETMU staff again, I am happy that I did it, that I worked hard to come as far as I have. No words can express how grateful I am, to have been invited into the TTP journey.
Yoliswa Nkehli (Inanda Seminary School) MY TTP JOURNEY “Close the gap!”, “Two lines!” A snapshot of what I hear a million times in a day. “Come on Yoliswa, you can do it” from a Sepedi speaking stranger waiting for me at the end of the “gap”. Who knew that a stranger all the way from Limpopo could be so dear to my heart? My journey with TTP is an ongoing one, that continues to voyage even when it is finished. My journey was composed by a group of people hand to hand. Hands of people who believed in me, who invested in me before I even arrived. From the fast hands that typed my name and printed it, to the delicate hands that carefully tucked my sheets in to ensure I find it in a perfect condition. Hands that clicked “BOOK” on FlySAFAIR, to the hands that were wide open for me at OR Tambo. The hands that pointed me to the right direction to the generous hands that directed funds towards my growth. Not to forget the hands that flipped, and fried to ensure that I am well fed, or those who double-click “Cha cha slide” to warm me up in the morning. The hands clapping in unison to celebrate little wins to those pressing the slideshows to enrich my mind with advanced knowledge. The hands holding me as I take a leap of faith into a brand new world.
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“
TTP is a village that raised me. TTP came at exactly the right time. It caught me just before I ran out of motivation and put me under pressure. Pressure in many, many ways - pressure I do not necessarily understand but pressure that turned me into a diamond with many carats of strength that is to reflect light into the built environment.
”
TTP is a journey where Girl meets World. Even though the path has come to an end, my journey goes beyond that endpoint. The lessons packed in my suitcase are immortal. They will never die!
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Dayvine Moleleki (Langberg High School) THE JOURNEY With a journey full of self-discovery and getting your dreams nurtured, l regard myself as blessed to be part of such an impeccable programme. This once in a lifetime TTP experience exposed me to people and places I never even dreamt of experiencing at this stage.
How overwhelming and poignant it is that it’s all coming to an end after 17 years of producing diamonds. It feels bittersweet to be part of the phenomenal group that made it to the end. MAY GOD BLESS EVERY EACH AND EVERY PERSON THAT MADE THIS POSSIBLE
Aluve Mahlanyana (Hector Peterson Secondary School) MY TTP JOURNEY The past two years of my life have been filled with growth, learning, and incredible experiences all because of the Targeting Talent Programme that focused on enhancing my skills. This journey has been nothing short of transformation, and I am grateful for the opportunities I have been given. When I first joined the programme, I had a basic understanding of how varsity life is, and I lacked confidence in my abilities. I struggled with vocabulary and expressing my thoughts coherently. However, the dedicated lecturers and mentors in the programme believed in my potential and provided me with the guidance and support I needed to improve. The programme not only focused on my skills but also fostered critical thinking, creativity, and effective communication. I learned how to write compelling essays, deliver persuasive speeches, and engage in meaningful discussions with my peers.
programme helped me overcome these hurdles. They encouraged me to persevere, provided constructive feedback, and pushed me to strive for excellence. As the years passed, I witnessed a transformation within myself. I became more comfortable speaking in English, developed a love for literature, and began to view language as a powerful tool for expression. The journey I experienced through the Targeting Talent Programme instilled in me a deep appreciation. I am forever grateful for the opportunities and growth this programme has provided me. I have grown not only as a student but also as an individual. The skills and confidence I gained during these three years will continue to positively influence my academic and professional endeavours. As I embark on the next phase of my educational journey, I am excited to apply what I have learned. The Targeting Talent Programme has been an incredible gift that has enriched my life in invaluable ways, shaping me into a more confident and articulate individual.
The experiences not only boosted my selfesteem but also enhanced my ability to think on my feet and effectively express myself. The journey was not without its challenges. There were times when I felt overwhelmed and doubted my abilities. However, the supportive mentors and my fellow mentees within the
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DIAMOND TIMES 2023
Drawing by Khutso Makudubela - Makala Secondary School)
TTP THE JOURNEY
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Bokamoso Bome (Galaletsang Science Secondary School) My journey with TTP has been a roller coaster ride, it was exciting, overwhelming and I’m still in disbelief. However I’ll forever be grateful to have been part of this prestigious programme. I’ve gained confidence and maturity. I became more willing to be taught, learn and experience new things. Through the programme I saw myself breaking out of my shell and becoming the best version of myself. I’ve formed bonds that have the potential to last up a lifetime. I have mysteriously developed love for sports and I’m doing exceptionally well. I love how
TTP exposed me to new sports like frisbee and futsal these two are currently my favourite. I love the young independent woman TTP has created in me. I can proudly say TTP has taught me how to fish and now I’m ready to step out into the world and prosper. THANK YOU TTP!!! Special thanks to Mama Zena because indeed she has been a mother to all of us. Special thanks to the SETMU staff for always ensuring that the programme is up and running.
Bulelwa Ritsurre (Suikerland Secondary School) TTP THE JOURNEY I never knew that a person like me would be blessed with such an amazing opportunity. Who? Me? At wits? It’s still unbelievable. TTP has had an impact in all my aspects of life. My academic performance has surely increased because of the extra lessons I receive. When I didn’t understand it quite well in class I knew that the extra lessons I’ll be receiving, will help me. So far I’ve engaged well with my teachers and subjects as I was exposed to new subjects here at wits. I’ve learned to communicate with other people who are not the same race or gender as me. Who are not from the same area as I am. Career wise, my choices change every time as I ask my mentors on which course they are doing, I find interest in most of them. As Mama Zena said that TTP doesn’t give you the fish but TTP helps me fish. Now I know how to use a computer, I know about algorithms and creating my own pictures using a computer. I was exposed to various cultures and beliefs, I’ve learnt about the diversity in everything and every where. I was exposed to things many people weren’t exposed to. My take away is that we are all different people from different backgrounds, let’s treat each other with kindness as we don’t know what the other person is going through.
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My overall experience was amazing, as TTP the journey comes to an end. I believe that TTP is an unending journey because the exposure that I had made me realize how blessed and honored I am to be where I am now. I realized that many children where I come from need exposure to university life also so I know that one day TTP will resume.
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I don’t like sports, but I realized that I am good at it which was a shocker for me. The lectures were amazing as the used a different method of teaching which made me discover that I now understand better. Oh yes how can I forget about the dance? I really don’t know how to dance that well, but I will certainly use
DIAMOND TIMES 2023
the moves I learnt at TTP. Acting was never in my mind but now it is, the drama for life lessons gave me a different perspective of acting and looking at myself growing and coming out of my comfort zone was great. Gold reef city has to be my biggest highlight, the rides and the food. The apartheid museum was also amazing as I relived in the past for a few hours. I now have exposure to online learning and also grateful for the experience and inspiring motivation from other alumni, the mentor and mentee sessions always topped it all.
THE TTP JOURNEY IS ENDLESS.
Diketso Mkuchane It’s been a great journey for us to experience this. I know I’m proud and grateful I’m finishing the three years programme cycle but it’s the beginning of the end. TTP taught us a lot of things and mostly importantly it taught us gratitude. There is no other programme better than this, this programme made Doctors, Engineers, Lawyers and many more and in this programme we are all diamonds and in the end of the programme we will all be shining diamonds. I’m so glad I was chosen to be part of this journey of TTP. I like how we meet new people from different provinces. Get to know each other better and exchange ideas and share goals. It helps
TTP THE JOURNEY
you to understand yourself better and even realise things about yourself you never knew about yourself. TTP made me be friends with people and some treat me like I’m their family. So from the bottom of my heart I’m forever grateful for everything SETMU team as ever done for us, and I want to take this moment and opportunity to tell Mama, Dr Richard Zena a big thank you, Mama Zena you are Mother of Mothers I have a lot of words in my head but I just can’t find the right words to express how grateful I am to be part of this wonderful journey and all the memories will be with me and every achievement I accomplish I will definitely make sure you know about me.
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Primrose Gwai (Galaletsang Science Secondary School) I had a long journey with TTP programme. TTP impacted my academics in a positive way. It increased my knowledge and taught me how to socialize or learn through online platforms. I got a chance to interact with my amazing lectures online. They always make sure I have a clear understanding of what the topic we’re doing is about. TTP taught me how to socialize respectfully with my family and friends, whether they are older than me or not. I should always show RESPECT. I benefitted much from it and I now have a better understanding of my school work. JULY RAEC I experienced a lot from this programme. The programme introduced different sports that I didn’t know about to me. The sports were exciting even though sometimes I’d fall and get injured when playing. The things I enjoyed most were drama and dance. Somewhere somehow, I didn’t get the dance moves, but I always find a way to get the dance moves. Since it was my first-time doing drama, I found drama interesting, getting to know different walks. That was really nice. I enjoyed spending time at Gold Reef City. Sadly, I couldn’t take other rides because of the heights. I didn’t
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know I was scared of heights until I went to Gold Reef. I now know because of the programme. March/April OMSSC Sessions Big Blue Button helped me to learn through online platforms. I got a chance to interact with my lecturers and peers online. It helped me to learn through online platforms. The most outstanding thing for me is my mentors. The good relationship that we have does it for me. They’re always there for us and they always make sure that we are happy and protected. We are a little loving family. Psychosocial activities helped me to never underestimate myself, belittle myself and to always take care of my mental health. Psychosocial activities taught me about the requirements needed for certain careers. Things needed for me to have an access to university. TTP is really an amazing programme. I’m grateful to be a TTP Learner, all thanks to the SETMU staff.
DIAMOND TIMES 2023
Learn Makaringe (DZJ Mtebule High School) and Senwelo Sechogela (Baitiredi Technical and Commercial School) Dear TTP team We hope this newsletter finds you well in good health and high spirits. As we are about to end with the programme, it is essential to take a moment and appreciate and acknowledge the hard work and dedication that anyone had on the programme.
The contacts sessions had shaped us in such a way that we are armed for university and ready to tackle every challenge. We met friends and now we are family. It was not easy at first because one had to come out of the comfort zone but because of the safe space between us we managed to overcome and enjoy the moment.
Highlights during the whole experience The end Online and contact sessions It has been a long journey indeed. This opportunity can’t compare to any, this was a whole new experience to us. We have learned a lot during both online and contact sessions at WITS. If it was not for the online classes we wouldn’t have the knowledge to use the Ulwazi website, we had amazing sessions with our mentors and learning how to use internet tools.
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It is the end of our cycle and the programme, but it is not the end of the family. We will continue to communicate and check up on each other. To Mama Zena and all the SETMU staff, our donors ETDP SETA and Assmang and Boleng Trust thank you for believing in us. TTP has taught us how to fly and we are going to do exactly that.
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The moment you doubt whether you can fly, you cease for ever to be able to do it.
If somebody offers you an amazing opportunity but you are not sure you can do it, say yes – then learn how to do it later.
J. M. Barrie
Richard Branson
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Lehlogonolo Mahopo (Glen Cowie Secondary School/Guardian Angels College) Things have been going very well for me since you came into my life. With everything that I have been through, I have grasped more than I expected. I have learnt about the different aspects of life and how it is. The journey I took was not easy, but with my family, SETMU, the donors, mentors and mentees I can manage. I have been able to engage frequently with others and get myself to know people. I got out of my comfort zone, but what I can say is
TTP THE JOURNEY
it was worth it. I made new friends. It has not been easy with my journey, but I will be okay because I know I am not alone in this. It is sad to say it is our last journey together where we used one path, when time arrives we will go our separate ways. BUT on that note, I will never forget you and will always remember you.
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Siyanda Shabangu (Suikerland Secondary School) Gratitude unlocks the fullness of life. It turns what we have into enough, and more. Gratitude is in the heart’s memory. When I had my first online class, I was very scared that I might’ve left behind on my schoolwork, I actually went to school that day. When I checked the topics that we were going to do, the first thing that came to my mind was “we did this at school”. I thought the programme was going to set me back but as time went by I realized that I really needed them. The sessions were an opportunity for me to properly grasp the information I missed or didn’t understand or missed. The data that is given to us allows me to access more information and update my study material. The courses we didn’t opened my eyes about careers I didn’t even know existed and the mentors offered good career advice. The programme helped me get out of my comfort zone. My communication skills improved since I was in a space, I wasn’t used to with people I didn’t, so I had to make
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friends. The Life Skills sessions helped me with conflict resolution skills. For almost all my life I hated dancing and I convinced myself that I had two left feet. The hip-hop dance sessions made dancing fun and I can now proudly say that with the few dance moves I’ve learned I am ready to open the circle and dance. It saddens me to hear that we are almost at the end of our TTP journey but with the tools I’ve gained from it I am not scared of the destination. I’ve learnt not to judge nor stereotype. I take away integrity and gratitude. I leave the programme with strong bonds and friendships that I’ve built. Most importantly I take away the warm jackets that TTP has given us. I take pride in being a witsie. No words can explain the gratitude in me for the wonderful opportunity that you’re given me, for seeing potential and the best in me . Thank you for investing in me and believing in me.
THANK YOU!!!!
DIAMOND TIMES 2023
Lehlogonolo Marokane (Dendron Secondary School) Thank you Targeting Talent Programme I was always this shy girl who always overthinks before she can voice her view, I would always ask myself what would other people think of me? will they laugh at me? So, I end up being quiet. I never believed in my English vocabulary which was something that always discourage me to interact with other people so I thought it will be best if I just keep quiet and say nothing. Let me tell you something TTP really changed me, I was transformed into this new person that I, myself, don’t even know but trust me,
I like the new me. TTP taught me to believe in myself, build my self-confidence, voice out my views and not forgetting interacting with learners from different provinces. I was given a chance to be myself, I promise TTP provide people like me a safe space to be themselves where you can be yourself without getting judged but instead help you to be the greatest vision of yourself. I always wished I could do drama, but I never got the chance to do so but this year I experienced what drama is and I even discovered that I could act. I am really grateful, thank you TTP.
Lineth Vukosi Mabunda (Nghonyama High) The Wonderful Journey The old saying is true indeed, A JOURNEY OF A THOUSAND MILES STARTS WITH JUST A SINGLE STEP. I believe that the Targeting Talent Programme (TTP) started small and then it eventually grew to what it has become today. Two years ago, before I got the opportunity of being a TTP learner, I was this girl who lacked so many things, such as self-esteem, diverse mind-set and most importantly, CONFIDENCE.
TTP THE JOURNEY
I knew nothing about university, college was the limit for me. I could not think broadly and that really limited me of my capabilities. Everything changed after TTP and today I am proud to have been part of this amazing journey. The programme itself is highly motivational and inspiring, because it exposes individuals to success stories, personal experience experts and so many things. Such exposure has reignited my passion, boosted my motivation,
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inspired me to set new goals and strive for continuous improvement. In other words, it has empowered me to become a lifelong learner. Addition to this, by interacting with TTP fellow learners and the mentors, actively participating in discussions and sharing of ideas has boosted my confidence in my abilities and has made me to become more comfortable expressing my thoughts and opinions. And today I am proud to say that, instead of passively consuming content, I actively engage in/create a discussion about the content with others, make connections, and challenge the material and thereafter reflect on what we have learn or read. Furthermore, the support from Targeting Talent Programme helped me to understand that everyone has unique challenges and experiences, so it is important to embrace challenges and to learn from failures. In
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other words, it helped me to build resilience, develop a growth mind-set and to overcome setbacks, not to forget about my social life which has changed drastically. I used to walk in a room and wonder if people like me also have the habit of overthinking and worrying excessively about the future. Through TTP, I learned to get out of my comfort zone and now I walk in a room and wonder if I like them, learned to let go of worries about the future and focus on the present moment. Last but not least, one of the authors, once said “It is easy to get started, but the real fight is to keep going even on the days you don’t feel like it”. It was one of those days when TTP came into my life. It came as a candle and made my life bright, and today I am proud to say that it taught me to live my life like a candle, a candle does not lose its light by lighting another candle, and instead it makes the room even brighter. TTP certainly came with its advantages and even though it is coming to an end, the memories, the joy, the knowledge, the university experience and the exposure to critical diversity that came with it will forever be in my heart and forever cherished. Thank you TTP for giving me a family. Proud TTP learner
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Ncebakazi Maila (Moreko High School) “It is good to have an end to journey toward; but it is the journey that matters in the end…”. TTP had impacted my life a lot, it is sad that it is coming to an end but what matters is that it changed many children’s lives in South Africa. Since I have been part of TTP my engagement in class has improved. I always ask questions in class and also voice out my opinions as we are being taught that we should always question whatever we don’t understand. Through this programme I got to learn that it’s either you ask a question now and be a fool for 5 seconds than to keep quiet and remain a fool forever. My marks have drastically improved and I am proud to say that it is because of TTP. I’ve got to learn that family is more important than everyone. When your friends turn their backs on you, your family will be the only one who will be there for you. Through TTP I got to see how privileged I am to have a family. Making friends was always a tough subject to me but I was given tips on how to communicate with my peers and make friends with them during the Life Skills lessons.
mates as they take care of us. They always make sure that we are not late for any lessons. I’ve acquired different studying strategies from learners and mentors which I will utilise to improve my marks. I liked Yoga, Frisbee and Tennis and I wish that I could continue playing these sports when I’m in varsity, it’s just so hard for me to choose the one I like the most. At first it was hard for me to adjust to the dance routines as I have two left feet. I would usually hide myself in the crowd while we were dancing as I was so shy. Through the encouragement from my mentees and the confidence I gained through this programme I was able to overcome my fears and I learnt that dancing is not about perfection, it is about one enjoying themselves.
I liked the fact that we have mentors. They are very important to me and my whole group
TTP THE JOURNEY
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Michelle Nana (COSAT) and Mihle Mooi (COSAT) OUR TTP JOURNEY With regards to our academic engagement at school, the TTP has taught me to not be afraid of asking questions in class and with the help of my co mentees inspiring me to ask questions. It has also taught us things we didn’t learn at our school, which is a big advantage for us. In terms of my engagement with the subjects and teachers, as we have mentioned, it has taught us to ask questions, manage our time in each and every class and have a positive attitude to the teachers and their subjects. Our friends and family are our co mentees and mentors, they are kind, generous and have so much care because even in anytime of they say you’d hear someone asking, “are you okay”?” The TTP has helped me, Michelle, in finding my career as I was told by the engineering lecturer that the course, I wanted which is BSc in Aviation is not in South Africa and the only course available was Aeronautical Engineering. That has helped me a lot and I’m aspiring to study Aeronautical Engineering at Wits next year. The skills we have learnt from TTP is creative thinking and agency. We got exposed to varsity life and heard that every day or every week students write tests which was a reality check on us to push harder in our academics.
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We got to learn various sports and we learnt the fact that we must stay true to ourselves, stay prepared and have self-management. Highlights (July RAEC sessions) 1.
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Overall experience- We had fun even when I was nervous sometimes. The whole TTP experience, starting from lectures, singing, dancing, Gold Reef City, and running from East to the West Campus and advice and lessons from mentors was a very great experience. Sport- We got to learn various sports, especially tennis 🎾, which we would like to play it at Wits next year. Lectures- We enjoyed all lectures because each and every lecture had its own message to aspiring students, especially the agency lecture which changed my life. Dance- We love dancing and we love our last TTP dance routine. Drama- We appreciate the drama teacher for teaching me a lot about drama, for getting us out of my comfort zone and do us. Excursion- This is the best thing we have ever experienced in our lives. As Mihle, I faced my fear of heights and I want to go to gold reef city again when I have money.
DIAMOND TIMES 2023
Leburu Reatlegile, Mosiapoa Keitumetse, Mokgethi Bophelo, and Segomotso Boitshoko Nametsegang High School Learners THE GREATEST JOURNEY As they always say “if someone offers you an amazing opportunity but you are not sure you can do it just say yes, then learn how to do it later”. We had no idea of what actually the programme was about when we were introduced to it but as time went by we realised it is the programme that will help us to be the better future us. TTP helped us to improve our marks at school because it provided us with extra sessions online and also contact sessions. TTP has a huge impact in our academic engagement at school because the contents we were struggling to understand at school we understood them better when lectures and teachers in TTP explained them to us. Lectures are patient with us when we struggle about something. TTP lectures teach you how to believe in yourself and subjects are interesting such as Critical diversity where we are taught how to treat others and Agency where we are learning things to be aware of in life such as leaning to eat frogs, meaning that you must accept that there will be bad times in your life. Another thing TTP taught us is that we
TTP THE JOURNEY
must always build good relationships with our families and TTP gave us families and friends who will benefit for our success, it helped us to socialize and make new friends. About career choices, Agency sessions helped us to know where we actually want to see ourselves in the future, meaning it helped us to choose the right careers not what we love but what we will be able to do. We benefited a good family from TTP, confidence, future and respect for ourselves and others. We are taking many lessons in TTP with us, such as being hopeful, being kind but not to the extent that you end up losing yourself and to always be grateful. Our highlight in the overall experience is being able to understand and being given a chance to participate in everything and also that we are able to push even when it’s hard and feeling like giving up we have to be strong and keep moving. Sport gave us the best memories and made us to be interested in other sports that are fun and being flexible and healthy too. It made us see that we must not underestimate ourselves, we must believe in ourselves and do the right thing because the right thing is
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the right thing to highlight on lectures is that they promote understanding via explanations of particularly difficult concepts. They help to easily acquire knowledge and apply it, they help us make connections with factual knowledge, they are kind to us and they are patient with us. When coming to dance and drama, some of us did not believe in ourselves and we did not realise that we had talents, and we can stand up and shine, but TTP taught and helped us to be able to show our hidden talents. What we love the most is that when we are doing Drama and dance there is no one laughing at one another. The trips we had in TTP since last year and this year were amazing. Our Gold Reef City trip was more enjoyable because we got to overcome and face our fears of heights and we were braver to go for heights that were scarier and that was the best moment of our lives. Coming to Ulwazi for sessions, TTP taught us to use Big blue button for discussions and it gave us skills to be more comfortable with using Big Blue Button which is privilege to us
because some of the learners in our school do not know how to use digital technology to attend and learn online. The chats we had with our peers and lectures from TTP helped us to view life in different good ways because they taught us things we will face in life, and they gave us advice on how to overcome obstacles we find ourselves in. Mentor sessions helped us to be confident and they were teaching us on how to behave when we get to university. Mentors were always making sure that we got used to participating in order for us to be more comfortable when we get to contact session. We benefited a lot from psychological activities such as the life of a teenager where we were taught on how to be responsible with our lives and career choices helped us to be able to understand what courses we want to study when we get to university and what are the requirements of that course. Having people to advise us in life was the best opportunity we got from TTP and by that we conclude by saying “WE ARE WHERE WE ARE BECAUSE OF TTP”
Makgotso Kgatle (Maphokwane High School) TTP really helped me to understand most of the content that I am being taught at school because it taught me skills that I can use so that I can analyse my work and be able to concentrate in class. It also taught me skills I can use so that I understand my schoolwork better. I liked how my Math and Science teachers were engaging with me in class because they gave us exam tips and how we must approach different questions in order for us to score higher marks. They also made sure that we spend a lot of time on topics or questions we don’t understand. TTP taught me the importance of having a good relationship with my family and friends so that they can be able to guide and support me through anything I come across in life. It also taught me to choose the right choice of
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friends who will build me and not destroy me. I learnt that my family loves me no matter what is going on in my life and they are the ones that will be with me when all the other people left me. On my career choice TTP gave me a clear version of the career I want to embark on. As I want to do computer science next year, the computer science classes we had taught me the basic things I need to know on how to use a computer and what kind of information the computer can be able to display to the user.
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The skills that I learnt in TTP is time management and how to act in different situations. Another thing DIAMOND TIMES 2023
I learnt was to be the best version of myself and be responsible for my actions. The things that I benefitted from TTP was to improve my academic performance and self-confidence. TTP also taught me to believe in myself and love myself more.
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The lessons that I will take from TTP is to respect everyone regardless of their gender, ethnicity and race. I also learnt that I have to
consider another person’s feelings before I say something bad to them or about them. My highlights about the contact session is the different sports that we play and the wonderful mentors that they gave us. They treat us with love and respect and treat us like their own siblings. I also enjoyed the dance and drama because it’s not something I am used to do and trying new things is a good thing for me to experience. The lectures were also engaging and very helpful. My highlights of the online sessions is that I get to connect with my mentors, mentees and teachers without having to be together. The activities that we had with our mentors were fun and it helped everyone to bring their own points of views and perspectives.
Masego Itumeleng (Remmogo High School) Words of appreciation. Greetings the house at large. The one standing before you is Itumeleng Masego with my pure heart filled with gratitude and I am here to share accomplishments and express my appreciations about TTP. When I think of the abbreviation” TTP “I think of millions of things, I can even name them from A to Z, count them from 1 to infinity without getting tired I mean it’s pointless to get tired when you’re in this programme. It was in March 2022 when I started my journey with TTP, and the word I used within the experience was “Transformative“. Through different activities offered by the programme, I recall telling my mom I want to quit because of pressure and being accountable for everything and I was like I need my own time, I have a life to live and people to see, I need a break from the programme. Where much is given, much is expected she responded and I had to sit down to question myself and that was the day I knew I had to change and change forever and I’m grateful because I was able to explore and develop knowledge, crucial skills, learnt to use my lexicon and exercise agency. TTP THE JOURNEY
I am expressing my gratitude to the SETMU team and my mentors who selflessly shared their wisdom with me. You have helped me, guided, and supported me in navigating the expectations of the university life and by that I have learnt a lot. The bonds I have formed with my mentees have a good impact on me. I am talking about inspiration, motivation, diversity ideas, those made me to improve my understanding of what is happening in this world and gave me a sense of empathy. In conclusion I stand before you not only as a grateful beneficiary of TTP but as a testament to the transformative power of educational initiatives like this. I came here as a zero and TTP released me as a hero. Thank you TTP for believing in me investing on my future and making me the best person ever. I promise to carry on like this and give back to my community, I want to be an inspiration to people and support them on their journey just like TTP has supported me physically and emotionally. I believe I will own a programme like this in my life.
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Shalom Mashanyu (Hluvuka High School) Dear TTP It is an honour to be writing this letter as many didn’t have the chance to do so. As a learner from a rural area, I didn’t think I would ever get an opportunity to be in a programme and environment like this. This has taught that where you come from doesn’t determine where you are going. With TTP I have learnt diversity. I have learnt that you do not have to treat people the way other people do, you can be the change that everyone needs . I learnt to be confident in my own skin as I am me and no one should be able to that away from me. 15-year-old me in 10th grade would be so proud of the person I have become today. I have become an independent individual who is able to stand up for themselves. I can stand proudly and shout my name without any fear. I am able to stand up on thank and perform without my legs shaking.
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I am proud of where I come from, where I am and happier about where I am going. I am able to look back and be grateful for the chance I was given to be able to discover the me that was hidden. I am thankful for being given a chance to discover all the talents I didn’t know I had.
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I am proud to be a TTP learner and will forever stand up straight as a good representative of the TTP. I will forever be grateful to have taken part of the last year of TTP. Shalom Thank you TTP.
Tshabopja Moshoma (Makala Secondary School)
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Who am I to be this lucky at this early stage? To be taken into a beautiful shelter with all the luxury I didn’t even think I deserved, probably because of the environment and the mentality it implanted in me. However, they were erroneous, because nothing is impossible. If my forefathers failed to do better, it is my time now to do more than the word better and leave a mark. It is truly from the heart to leave the next generation with resources and motivation that will change the world and allow them to invent new and mysterious things.
for me. They have helped me to build up my confidence. As a teenager, you face so many challenges that make or break you, but TTP has equipped me with qualities that make me a gladiator in school uniform. They have instilled a strong foundation in me that consists of hard work, dedication, perseverance, and persistence, which can only be instilled by a loving and caring mother. SETMU is one of those metaphorical mothers who do not give up on their seeds, but rather they help them prosper.
TTP has changed my perspective on academic matters. I have received so much motivation and support from my mentors, those are what helped to build the person standing in front of you today. Being asked to describe how TTP has impacted my academic engagement is a challenge because they have done so much
In order to be successful and rich with knowledge, I have learned to see my subjects and teachers as my friends who aspired to help me grow, rather than just seeing them as obstacles to overcome in my life. The enjoyment that I used to find in eating and watching television, I now find in being taught. DIAMOND TIMES 2023
Drawing by Likhona Maginindane - The Centre of Science and Technology
TTP THE JOURNEY
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I now find it within my subjects, and I now find it in acquiring new knowledge and being extraordinary. I used to be an introverted person but now I can speak to people and increase my social circle. As John Donne said, “NO MAN IS AN ISLAND”, so it was not going to be an easy thing to continue being isolated from the world, family, and friends. I have now learned to see my companions and family members as my pillars of strength. In addition, just imagine a young smart lady like me growing up having social anxiety and not being able to communicate with people. How would it have been in the real world? It was a rhetorical question, but SETMU had an answer through the July RAEC session, and during our critical diversity classes. I have learnt to face every conundrum with a positive mindset rather than just going in expecting failure and disappointment. I have learned to draw inspiration from the things that are around me rather than just finding disappointment in them, for example, living in a rural area that is very poor when it comes to resources. As a poet, I used to be disappointed in not finding things to write about as I thought I would in the big cities. I thought I would write about big cities and their buildings that look like they touch the sky and how I would stand at the very top of them and marvel at the earth’s wonders. Instead, I write about the mountains and streams that change with
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every season, and how they give me a sense of serenity that cannot be found anywhere else other than with Mother Nature. I faced many challenges. These included being technologically uneducated and unable to operate a computer. Speaking the queen’s language every day was also a challenge, as I was so used to speaking my mother tongue every day of my life since my school is not an English medium school. Being expected to finish projects in a short amount of time was also a problem. I taught myself how to operate a computer, and now I find myself being fluent in a language that is not my own. I have learnt to prioritize things in my life like schoolwork and I have developed my time-management skills. I look forward to meeting new people and obtaining more life-changing information that will forever shape me and strengthen me in life. I look forward to engaging more with my teachers, and my fellow group mentees and creating more lifelong memories. I also look forward to enjoying more of your cuisine and doing more projects because I am now a well-oiled and highly efficient machine. The qualities that I am looking forward to having at the end of my journey with TTP include having an idea of what university life is going to be like and the challenges that I will
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encounter and how to overcome them, as well as being able to complete assignments within a short period of time. Finally, I hope to be able to produce magnificent results while working under pressure. It is with a heavy and sad heart that I come to the end of my journey with TTP; the place I used to call home and the people I used to call my family. It is with a sad heart that we must part ways, but I hope we will remain in contact because you form part of the most memorable moments in my life. To everybody who has been there, supportive and encouraging, I really appreciate it. To all the newcomers,
believe me when I say this place is not home but a place where dreams come true. Thank you very much for believing in me when I did not even believe in myself that I will come this far with the potential that I have. For all those who participate in the new journey of being part of the TTP, I say all the best. Remember the little sleeplessness when you slumber, and know that poverty will attack you like a lazy boy. I came to TTP as a zero now I’m going home as a hero. SAYING THANK YOU IS MINIMIZING THE DEPTH OF MY SINCERE GRATITUDE!!
Nemaorani Matamela (Dzata secondary school) At first it all felt like a dream, like a fantasy when I was called during class and was told that I am a TTP nominee, it was all mixed emotions and joy predominating. From this moment thus now, quite a lot of things have happened in such a short space of time that incredibly impacted my life. At TTP I found a home, I found a family, my brothers and sisters. This programme has given me the platform to interact with other students and form good friendships. I really grew both intellectually and as a person, making connections and links that have altered my very persona. Being part of the TTP was the most enriching experience of my life. I found self-respect and most importantly integrity and a couple of things craved by most but found by only a few. The theme of this year is “The journey” and this is to show how far we’ve come and grow as well. In actual fact, in whatever you what we’ve done. This was also to say we must not ever lose a good name! Embellishing on this point: Living a life of purpose, a life of significance means giving it your best, being who you were
TTP THE JOURNEY
created to be, being the best you were meant to be and serving for the greater good at any point in your life. This programme helped me to bridge the gap between high school and tertiary education. I attended lectures and got to experience what they all about. Over and above… I attended other psychological educational activities that stimulated our growth outside of the classroom. I am really grateful to be part of such a holistic and comprehensive programme. It gave me an inspiration to do more in the future. It was all about the dissemination of knowledge and skills of which we’re going to take back to our communities to share with our peers. Filled with gratitude and appreciation, I can’t help but feel for the ones who couldn’t have a similar opportunity, and with that i think i owe it to my sponsors and SETMU to take back what i have learnt and experienced back home and help more learners. Bittersweet moment as the journey of TTP comes to an end, yet another journey begins.
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Drawing by Ntwanano Ngobeni - DZJ Mtebule High School
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Masala Siphei (Litshovhu Secondary School) and Thembani Radebe (Inanda Seminary) The unfamiliar journey we embarked on, unplanned but yet the most precious We have always been learners that were performing well in our school work and obtaining good marks but after joining the TTP we became most disciplined, alert, curious of what we were learning about and wanted to understand better at what we were doing and not just doing it, and with that we were now learning more effectively, transitioning into better people with better plans for themselves and performing even much better. TTP taught us that it is okay to ask for help and there’s no such thing as a stupid question, and with that in class we now ask more questions in order to understand when we don’t, and have better relationships with our teachers and ask more questions unlike before. We have also mastered the skills of planning ahead and we now know how to tackle our subjects especially during exam season. We came here confused of our choice of study after high school but with the career guidance, motivation and encouragement we can now confidently say we know what we want Overall experience
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The unplanned moments are always the most memorable. We had not planned to meet our mentors and mentees, but it just felt right to engage with them. The overall experience in the TTP was life changing. We encountered situations that forced us out of our comfort zones, and all in all was essential to the growth of our characters.
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TTP THE JOURNEY
Being introduced to a variety of sports that we had no idea some even existed like Frisbee was a very enlightening experience and being able to bond with our fellow mentees during sports hours, having to engage with our lecturers in person and finally match the face to the voice being that online screen and being able to freely ask questions knowing you will receive informative answers, this all truly felt like a blessing indeed. Although some of us have two feet, we did enjoy dance classes and as the TTP always tells us, it’s about having fun, you don’t NEED to perfect the moves, just keep moving and having fun, even during drama class we were able to just have fun and express ourselves fully, maybe even say we discovered hidden talents we were not aware of. Highlights The most memorable lecture was the Agency lecture. We believe we had experienced lifelong learning through this class. We have learned that sometimes we need to eat the frog, which means tallow ourselves to be in uncomfortable situations in order to grow. We have also been advised on how to eliminate Procrastination using the 123 method. Sports was a great time for us to bond as a team. We were competitive in the court but friendly outside. We really portrayed ideal sportsmanship by being humble in winning and gracious in defeat. It was difficult at times to navigate through big blue button as well as MS teams. Network connectivity issues were the dominant setback. We have however used these tools to uplift our skills set as these are the platforms used at a university level. There was ever a dull moment during the mentor- mentee sessions. We had the privilege to form bonds with our groups members without having meet them in person. The mentors equipped us with life skills which we hope to keep in our hearts on the journey of life. The excursion to Gold Reef City was a great time to overcome fears, mainly of heights. The
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notorious Tower Of Terror proved to us that with the cheering of your group members could allow you to do brave and phenomenal things. Although some of us felt our hearts stop for a millisecond, the ride was a great moment to
scream out all our stresses and keep us alert. Being the final cohort of the TT Programme, we are overwhelmed by bitter sweet emotions. It is an honor to experience such enrichment.
Nomvula Tata (Langberg High School) My TTP journey has been such a great experience I had so much fun along the way. The programme itself has also had a great impact on my academic performance at school because it helped me to be more engaging in class and to ask for help. About the career I want to pursue at first it was very difficult me for me to decide but I got a clear image because I got exposed to many other different classes. I want be become a lawyer because I want to fight against injustice many people are being killed and innocent people are being send to jail. The skills I learnt management skills which is now a very important factor in my life I now know how to work with time and to so things on my time. I benefited from TTP because i have learned to become a better version of myself. The lesson I am taking away is “Always be yourself there is no better you
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than you always give the respect you want to receive. “Always be kind to others and have a forgiving heart“. And you should never respond negative to Negative. My overall experience at the university has been amazing the Gold Reef City excursion was so much fun the motivations I got from my group mentors and mentees made me actually think that there are people out there that are not family but the closer you get with them they grow into your family. For me it will always be a story I will always remember because they are meant to be remembered forever. The sport I loved more is Pilates because I got relax my body at some point with soft music which is something that I have tried it was really amazing. I enjoyed all the classes, but Agency was new to me, and I
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loved it because I learned about my abilities to do things. Something I am taking with me is “It’s never too late to behave differently“ and “You have to get it wrong to get it right failure is just another root to success“ lectures were so nice because we got to share our feelings with them and ideas and at some points shared the sad moments in our lives and give advice to one another. For me it was indeed a great experience and I would wish for anyone out there to have especially the ones who have no one to talk to . They also made sure that everyone understood, and everyone engaged. From mentors’ sessions and activities, it was so nice seeing mentors always encouraging us to work hard that the world is tough out there
TTP THE JOURNEY
you have to work for what you want. Sharing moments together the singing and dancing played with the snow together was so amazing seeing everyone so happy. On my journey as a TTP learner I will keep on teaching others how I was taught I will forever and ever be grateful. I would love to say thank you to my donors Assmang / Boleng Trust. You are highly appreciated and thank you Mama Zena. The journey does not end here, we will make our donors and everyone else proud. I can stand firm anyone in this world and say I’m a proud TTP learner and I so happy that I got a opportunity to be part of this programme.
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LEARNERS’ GRATITUDE Evening Mama Zena The main aim behind the message is to show gratitude. I want to take this opportunity and thank you and The Setmu Team. In the whole Africa a programme like this is rare to find. I never saw the impact the programme had on me until this year’s RAEC. It changed my perspective, improved how I see myself and I can proudly say I am disciplined. Today I sat down and set up my goals, studied the timetable and finished my vision board and pasted them on the wall. I have never been confident and felt so disciplined and humble like this in my life and it’s all because of TTP. Life is all about self-management than time management. What TTP has instilled in me changed my life and made me a better person. I have been naughty, mischievous and careless but now I am a better person all because of you Mama Zena.
I so wish that each and every child across the country had the privilege to be in such a programme and meet people who are positive and whom inspire to aspire us to be greater people and change the world in every aspect that I can. Thank you, Mama Zena, and also to the whole SETMU team. May God bless you with everything that you wish for. With Regards Ditle Thari Ye-Tshepe
I will forever be grateful because I am now a diverse, disciplined and humble person, even though change is hard but with the lessons I learnt during agency and critical diversity I will succeed.
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Drawing by Lebogang Sebola - Makala Secondary School
TTP THE JOURNEY
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REFLECTION ON THE MENTOR COMPONENT
Over the years, the mentor component of the Targeting Talent Programme has grown/ developed into one of the core components of the programme. While this component has had several iterations over the years, it has always been reliant on Wits students, many of whom are alumni of the programme, who
volunteer to give back to the broader TTP community. An external evaluation conducted of the TTP in 2019/2020 recognised the impact of the mentoring component and commended the significant benefits that the mentoring programme had for the mentors themselves.
Here is a reflection from our mentor coordinators: Dr Kendall Petersen and Frans Maluleke Over the last 17 years, the roles of the student volunteers have evolved as the needs and objectives of the programme have evolved. When the programme started in 2007, student volunteers were referred to as peer volunteers, and their main role was physically accompanying the learners to their various venues. Peer volunteers eventually became known as residential assistants, and this process continued over time. The central role of the Wits students evolved from merely looking after the learners and accompanying them to their various venues, but came to encompass the role of an older sibling to the learners. In this capacity, they were then referred to as mentors. The mentors in the Targeting Talent Programme are expected to fulfil a critical role in facilitating the overall experience of the learners in the programme, especially during the contact sessions. In addition to providing guidance and support, mentors share their knowledge and expertise about educational pathways, career options and available resources. They help learners understand the academic
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requirements for various career fields and degree options. They enable learners in the programme to network and establish connections, which they will take with them throughout higher education and into the world of work. On a different note, mentors are also responsible for building confidence, selfawareness and self-efficacy in the mentees, as well as contributing to their personal and professional development. Because the range of the roles played by the mentors is so broad, it is important that they possess certain skills or attributes. These include having a passion for giving back, leadership potential, reliability, critical thinking, as well as cultural sensitivity, empathy and understanding, amongst others. Above all else, mentors are required to serve as role models, and as such, one of the primary requirements for mentors in the programme is that they themselves demonstrate the qualities that the programme seeks to develop in the learners. These qualities had been alluded to repeatedly in the past by mentors who had participated in the programme.
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As a result of this, the TTP introduced a rigorous and comprehensive process for identifying, selecting, and training student volunteers who wish to be mentors in the programme. This was informed by a series of rubrics that were developed within the unit. The process also included a comprehensive evaluation component, the data for which will be triangulated from feedback provided by mentees, from mentor peer reviews, mentor session evaluations, as well as observations from lead mentors and programme implementation team members. Mentoring is an impactful practice. Given the broad yet comprehensive range of the roles played by the mentors in the programme, it is clear that the impact that they have had over the years has been significant. As the main interface for the learners in the programme, mentors have contributed to the overall impact by establishing the rapport with the learners that helps lay the foundation for the positive experience of the programme. By providing
TTP THE JOURNEY
individualised support, practising active listening, communicating effectively, building motivation and confidence, mentors ultimately contribute to the success of the programme. It is with immense gratitude that we acknowledge our mentors (current and previous) for their invaluable contribution to the programme. Being a mentor not only requires you to be a role model and a guide, but ultimately a leader, and becoming a leader is often challenging. We thank the mentors who have over the years stepped up, and stepped out of their comfort zones, to assume such critical roles within the programme. While it may not always be immediately evident what kind of impact you have had on your learners, you can rest assured that your presence in their “TTP lives” will not go unnoticed. It is our hope that you continue on your journey of self-development, and that you grow into the incredible leaders we know you have the potential to be. We thank you.
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REFLECTING ON TTP EXPERIENCE: MENTORS The mentor component is the backbone of the programme. The aims of the mentor component are: • Providing a big brother/sister role to learners; • Providing the role of a guide by accompanying learners to the various venues, updating them on vital programme information and acting as the mediators between the programme implementation team and learners; • Providing a role of mentorship, motivation and support to the learners; • Providing important information from the grassroots level to programme coordinators with the aim of improving each contact session.
ORIINGA MAUDU (GROUP W)
Online Mentor My name is Oriinga Maudu. I am a TTP 2020 alumnus from Capricorn High School, Limpopo. I am currently studying towards a Bachelor’s Degree in Computer Science at the University of the Witwatersrand. I began my journey mentoring for the TTP in March 2022 as an online mentor. I have since participated in both online mentoring sessions (March 2022, 2023) and face-to-face RAEC sessions (June 2022, 2023). My experience mentoring online could be expressed as a constant pursuit of creativity. The TTP is very intentional on the structure of the interactions between mentors and mentees during these sessions and as such a lot of
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This component not only aims to enrich learners but also aims to develop mentors’ skills. The secondary objectives of the mentor component include: • Developing leadership, communication, professionalism, problem solving, conflict management, time management, ability to manage diversity, teamwork and interpersonal skills in mentors. There are various types of mentors and these all have different experiences of the sessions in which they mentored.
care had to be taken towards my personal preparation for how I would conduct these sessions. In 2022, during my first mentoring session, I found there to be a great difference in the approach I would have taken in a more face-to-face setting, in which I would employ slow lessons over a great amount of time. The online setting necessitated a very direct and interactive approach. I found subtlety to be very ineffective at getting a response from mentees. Despite me having some idea of what may or may not work in an online setting, the implementation of these ideas was a far different obstacle. Not being able to get instant feedback or in most cases not being able to see nor hear the people you are talking to is a humbling experience, to say the least. I often felt very awkward when I would speak into a camera as if my laptop were a person.
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Mentoring for the TTP has been a truly wo r t h wh i l e and informative experience. I have learnt knew skills and met amazing people along the way.
Regardless I believe my first online mentoring session was quite enjoyable and fruitful, I believe, for both me and the mentees.
online mentoring experience in March 2023 was very enjoyable and fulfilling. Perhaps the peak of my mentoring journey thus far.
In March 2023, I approached online mentoring a little differently. Taking inspiration from the popularity of the live podcast format and other forms of online entertainment (YouTube, Twitch, etc.) I employed a more one-sided approach towards mentoring. Instead of expecting a two-sided dialogue from mentees, I suggested a more mentor dominated format. I believe this allowed for a far more creative and comfortable setting for me as a mentor and allowed me to add more intentionality to the sessions. The relatively short sessions felt more filled out and there were far fewer instances of awkward pauses. All in all, my
Reflecting on my experience mentoring both online and face-to-face, I would see them as completely different worlds. There is an ease to capturing attention of mentees in a face-toface setting that simply is not there online. I felt I had to work harder to get a response from mentees online and that completely changed my approach to how I entered those sessions. Mentoring for the TTP has been a truly worthwhile and informative experience. I have learnt knew skills and met amazing people along the way. I am truly grateful for the opportunity to give back to the programme that had helped me.
LERATO MOTSITSI
from Welkom High School in the Free State. I am currently pursuing a Bachelor of Health Sciences Honours in Chemical Pathology.
Online Mentor Greetings, My name is Lerato Motsitsi, I am a proud TTP alumna, who was part of the 2017 – 2019 cohort
TTP THE JOURNEY
Reflecting on my journey as an online mentor, I acknowledge the substantial growth I have experienced, both on a personal and a professional level. Throughout the online
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in my approach with learner interactions, adjusting and tailoring the sessions based on circumstances. Creativity through designing innovative activities and resources that capture learner interest, yet still stimulating their critical thinking. Proficiency in digital platforms and navigating online spaces, as we relied on digital tools to plan and conduct the sessions, I found myself learning to be more efficient in these to create seamless sessions.
sessions, where we planned, read through material to enhance our preparedness and actively engaged with learners, there has been numerous skills I have acquired. Excellent communication skills both verbal and written, was essential in the planning of sessions with co-mentors and also enabled me to engage learners in discussions and interactions effectively. Adaptability, especially in online spaces where network can be a hinderance. I was able to be flexible
PHUTHUMILE GINA (GROUP W)
Returning Mentor The reflections below are that or mentors who have returned to participate in mentorship component of the programme and have participated at least one time before the July RAEC session. March 2023 was the first time I mentored online. The experience was better than I expected because I thought the engagement would be low since I we were all behind our gadgets, however working with experienced
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One of the many things that I enjoy about online mentoring is how while mentoring and guiding the learners you embark on a learning journey as you plan and do the sessions and begin to apply these learnings outside the confines of TTP. I have seen how the above-mentioned skills been invaluable in my academic and professional life. I have been able to balance work and my academics. These have instilled a sense of efficiency and helped me communicate in effectively. I would like to extend my heartfelt gratitude to the SETMU team for granting me the opportunity to mentor and grow in this role. Lastly to the remarkable class of 2023, I offer my heartfelt wishes as you embark on this journey. I encourage you to continue pursuing your goals, persisting through challenges, and enjoying the journey. All the best!
co-mentors helped a lot as they were able to correct me when i was wrong and show me the way things needs to be done. My face-to-face mentoring experience has been amazing as I was working with a very energetic group. The new mentors were very much reliable, and when things needed to be done, they were done. They made sure I understand the process and was also given a chance to show up. I appreciate that a lot. The learners online are not that active, sometimes it is due to connectivity issues, or they don’t want to unmute at all because
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they’re scared or maybe they’re not alone in a room, whereas faceto-face they’re more interactive, they talk a lot, they ask questions, they also love singing. I got more chocolates at plenary compared to last year, and my amazing co-mentors as we always had fun, we laughed together, we worked very well together. Overall, I learnt and applied leadership skills, effective communication skills, and also learning how to show up. To the Class of 2023: Prove yourself to yourself not others. Go get those distinctions, don’t panic, you’re in your own race and your capable enough as well as equipped to make
NJABULO MBETHE (GROUP Q)
it in every situation you get yourself in. Remember to practice your agency and be true to who you are.
applications and discussions on what options they have next year.
Online Mentor My name is Njabulo Mbethe, 2019 TTP alumna. I attended Sitintile High School, Mpumalanga. I’m currently BSc Biological Sciences. Mentoring online is nothing like mentoring in the contact sessions. Unlike face-to-face mentoring where the SETMU staff and facilitators prepare everything, you prepare for the mentor-mentee sessions. As always, the lessons learnt in mentoring go both ways. The importance of thorough preparation is what made the lessons a success. As mentors, we did not have teaching skills whatsoever, but we were encouraged and went out to research. We had discussions with the learners about important skills, especially since they will be starting university next year. These include guides to email etiquette, study skills, time-management, bursary & university
TTP THE JOURNEY
I got to do simple things that I thought were challenging, such as preparing PowerPoint presentations, which I hope to use when I present my research project in 2 years time. We were trained on how to use Big Blue Button and all the features one can use there. The biggest lesson from my online mentoring experience was the importance of preparation, we had to make sure we were prepared and could answer learner’s questions. As a student myself, I know one can tell when a person is presenting information unprepared, it further encouraged me to prepare before attending classes, one understands better and does better when prepared. Moreover, I got to work on my timemanagement skills and discipline. I had to be disciplined enough to do my part of the work, make sure my devices were charged and was available for meetings with my co-mentors. I
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was a leader, a team player and a learner, because I also learnt in the process of sharing my experience and knowledge. I am grateful to have been trusted enough to take such an amazing responsibility. To matric class of 2023. I hope you take all the effort and knowledge shared with you in different aspects of life and from different people. It is all important and connected. You want to look back and be glad you took the help you got in your life seriously and took yourself seriously. You’ve seen how it is done, give back, start small and mentor your siblings. Remember to play hard and work harder!
KENAOPE LESHILO (GROUP W)
New Mentor These mentors were newly recruited to participate in the July RAEC session and the below represents their reflections. My name is Kenaope Leshilo, I’m doing my second year in Bachelor of Accounting Science. My experience as a TTP mentor has honestly been a ride to experience. Not only has it given me a platform to take the valuables but has equally required a lot from me emotionally, psychologically and mostly physically. It has required me to be the best version of myself even in the times I was reluctant to be. One of my highlights from the programme was the Gold Reef City excursion. It stands out as my because I got to witness my learners break the borders of shyness and introversion amongst themselves and also the effectiveness in our communication as mentors being at its high peek and managing to go on more rides then anticipated and have fun, which evidenced the coordination in our leadership as mentors. I learnt to be more patient which is something that I had less of, executing good leadership, effective and efficient communication, active listening and good problem solving skills. Not
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only did I acquire the skills but I had to apply them as I found that, I needed to be more patient with my learners and my co-mentors as we come in different dynamite packages and a space to take is a space to give to allow growth. I had to lend an active ear to my fellow mentors, mostly to my mentees, to form a sense of understanding and bond. I had to learn how to not just solve problems but implement measures to prevent them in future also learning that nothing is done where communication is not practiced. It’s crucial to remember that in life the results you get are influenced by what life gives back but perpetuated by what you give in return. And that as much as you give away fractions of yourself, you need to bring it back to yourself and not forget be gentle on yourself too especially when you made a mistake. During my training I learnt that somethings are not personal, they are part of what needs to be done because they are the right thing to do in that point in time. And that your success isn’t measured by how frequently you failed but how many times you’ve quit, and that you might not understand why something needs to be done at that moment in time but if you focus on the results it gives it will eventually make sense.
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My advice to the class of 2023 is that your race is your race and you’re the only runner partaking in the race. Be sure of who you and where you’re from... especially to a place like university. Remember that your most toughest race is with yourself, as only you can make you lose or win, trust is in what you are capable of achieving and not what you currently have.
TSHEPANG MALEFANE (GROUP Q)
REFLECTIONS OF A JOURNEY: The Targeting Talent Programme’s 17Year Odyssey Seventeen years ago, a remarkable QUEST began – an endeavour that would shape the lives of many, inspire innovation, and forge lasting bonds. I had the grace of being a part of this journey. The Targeting Talent Programme embarked on a transformative journey, weaving together the threads of growth, learning, and collaboration. This moment is one of reflection, upon the profound impact of this odyssey, the memories etched in my heart, and the personal growth I experienced along the way. I am Tshepang Malefane, a TTP alumnus from the 2018-2020 cohort, born and bred in Gauteng, Johannesburg. I am currently in my third year of study, pursuing a Bachelor of Science Degree in Actuarial Sciences and Mathematical Statistics, at Wits University. All this greatness can be attributed to my having been a part of TTP. I commenced my TTP journey with a sense of anticipation and eagerness. As a learner,
TTP THE JOURNEY
I entered this programme, embracing the opportunity to cultivate my talents and expand my horizons. Through guidance and support, I embarked on a journey of self-discovery, unearthing my passions and strengths. The foundation laid set the stage for the transformative experiences to come. Throughout this TTP expedition, I encountered challenges and triumphs, navigating the peaks and valleys of personal and professional growth. I faced obstacles headon, developing resilience and determination. The lessons learnt during these formative stages propelled me forward, fuelling my drive to make a lasting impact. Ultimately, this shaped the person that I am today. For me, TTP was not solely about individual growth – it was about fostering a community of continuous learning. As I progressed through the programme, absorbing knowledge, insights, and skills, I found myself inspired to give back. This desire propelled me to become a mentor, a role where I could share my experiences, guide others, and create a ripple effect of positive change. The transition from mentee to mentor showcased my personal growth and my commitment to paying it forward. Moreso, it was an opportunity for me
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... I found myself inspired to give back. This desire propelled me to become a mentor, a role where I could share my experiences, guide others, and create a ripple effect of positive change.
to contribute to the change that I myself, had received. At this very moment, I find myself standing at a significant crossroad – a full-circle moment. This forms the highlight of my TTP journey. The journey that began with me as a learner, a mentee, has come full circle as I assumed the role of a mentor. This transition symbolises not only my growth but also the programme’s success in nurturing and empowering talent. I am a living testament… A testament to the transformative power of the TTP journey, where one’s journey of self-discovery merges with the opportunity to inspire and guide others. The full-circle moment encapsulates the essence of the TTP expedition – an odyssey of self-discovery, collaboration, and mentorship. And for this, I am eternally grateful. As I reflect upon my time in the programme from both stances, I carry with me the invaluable lessons learned, the friendships forged, and the joy of witnessing and impacting the growth of others. I embrace this transformative experience as I venture
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into new horizons, forever grateful for the Targeting Talent Programme’s role in shaping my journey. I promise to continue to thrive, sharing my wisdom, and nurturing talents, and bid my life to leaving a lasting legacy inspired by the remarkable journey that was the Targeting Talent Programme. And as this chapter closes, it reminds of the incredible quote that says: “it is not the ending. It is just the point in the story where you turn the page”. Mama Zena, you did it! Lastly, to the Matric Class of 2023, I want you to always remember that the only real failure in life, is the failure to try. Never give up trying your best, because, in the end, everyone who tries succeeds, and if you have not yet succeeded, then you have not reached the end. Be proud of who you are and all that you have already achieved. Keep moving ahead and set your goals high – fill your book of life with stories of success! Believe in yourself. Finally, remember that the only thing that stands between you and the top of the ladder, is the ladder, use it wisely! Ke lebohile!
DIAMOND TIMES 2023
THOZAMILE NTSENGE (GROUP T)
To the wonderful TTP family and the readers of this publication, greetings to you all. I would also like to extend a special greeting to my Group T “The Tigers” family. It is with a grateful heart and an even greater sense of accomplishment that I am writing this to say thank you for allowing me to be a part of this journey and to also reflect on my own growth as a mentor. My name is Thozamile Ntsenge, and I am a 3rd year student at the Wits School of Education and a candidate fellow at the Jakes Gerwel Fellowship. It is an honour for me to be able to share with everyone my experiences in this amazing project on its last year. I would first like to express my deepest gratitude to each and every individual that I have encountered in this project because it is your support, your guidance, and your commitment towards ensuring the success of TTP that was instrumental in shaping my own journey and allowing me to shape the journey of the wonderful individuals that I have had the privilege to mentor. My experiences in the TTP July RAEC contact session have been plentiful. I have felt a sense of inspiration from each interaction, each class, each sports session, and all the other activities that I was exposed to. I have unearthed a new set of skills to add to my arsenal. Active listening, effective communication, and the ability to adapt to different situations are all skills that I have gained which helped me to be able to respond accordingly to the needs of the group that I was working with.
TTP THE JOURNEY
My highlights of the TTP July RAEC session has to be being able to witness the talent and the potential that each of the mentees that I have worked with possesses. I have seen them grow from being shy to being active, growing from strength to strength, overcoming hurdles and reaching new hights. In their triumphs and achievements, I have learnt that the power of guidance and support is truly amazing. I also want to add that another highlight for me would be being able to push myself out of my comfort zone and doing things that I never thought I would want to do such as dancing, drawing, being in a play, or playing certain sports. Speaking of sports, I was so impressed by myself when I found out I can play netball very well and I am also thankful to the Tigers family who cheered me on and reinforced my newly founded adoration for netball. The skills I have mentioned above which I have learnt in the session and from the mentorship training are going to be a really crucial part of all aspects of my life, whether personally or professionally. I can confidently say that all that I have learnt is sufficient to equip me to keep being involved in projects outside of mentoring where I am involved in positively affecting people’s lives. An example of this that I can use is that I am currently
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working on a literacy improvement project with schools, and I have drawn so much inspiration from the SRC presentations that we had and what I learnt overall from TTP. I am involved in a few things that require me to work with people and I have no doubt that the skills I have learnt such as active listening will carry me a long way in this life. To the class of 2023, I would first like to urge you all to also consider getting into this wonderful mentoring space. Mentoring does not stop with the immediate participants, but it is a ripple effect that impacts communities
SANDILE MDLULI (GROUP R )
Embracing the Journey: A Mentor’s Perspective in the Targeting Talent Programme As mentors in the Targeting Talent Programme, we embarked on a remarkable journey filled with growth, inspiration, and transformative experiences. From the moment we joined this initiative, we knew that our role would extend far beyond academic guidance. We had the privilege of being part of a programme that aimed to provide learners from diverse backgrounds with the best possible chance for success in pursuing higher education. And now, as we are near the end of this incredible journey, we reflect on the moments that have shaped us as mentors and the lasting impact we have made on our mentees. From the very beginning, we were greeted with enthusiasm and determination from the eight groups: Q, R, S, T, U, V, W, and X. With each group consisting of seven mentors and approximately 26 mentees, representing all nine provinces of South Africa, we witnessed the rich tapestry of our nation’s talent and potential. Throughout the programme, we embraced every opportunity to create an environment of trust and support. Building strong
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by promoting growth, empowerment, social justice activism and a whole lot of other things. You have reached an important milestone in your educational journey and your journey with TTP. Always remember that perseverance and hard work are key values and to never forget the values of gratitude and kindness. You are a generation of changemakers, and I would like to urge you all to embrace the power that exists within you and all your talents and abilities because it is through them that you can change the world. Kea Leboga.
relationships with our mentees was a cornerstone of our mentorship approach. We engaged in meaningful conversations, shared personal stories, and listened attentively to their dreams and aspirations. As mentors, we recognized the importance of modeling accountability, responsibility, and respect, guiding our mentees to become the best versions of themselves. Our journey wasn’t limited to the classroom alone. We ventured beyond the programme’s boundaries, offering our mentees an unforgettable excursion to Gold Reef City. Witnessing their excitement as they conquered their fears on thrilling rides was truly rewarding. These moments of pure joy and shared experiences strengthened the bonds we had cultivated, fostering a sense of camaraderie and unity among us all. The Targeting Talent Programme demanded dedication and sacrifice, as we woke up early in the morning to gather in the dining hall and stayed up late to conduct night checks. We diligently ensured our mentees’ well-being and comfort throughout the programme, addressing any concerns and offering guidance whenever needed. The late-night conversations, the shared laughter, and the meaningful connections forged during these hours were invaluable.
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As mentors, we embraced the philosophy of “trusting the process.” We understood that building trust and establishing positive relationships took time and effort. We were patient, compassionate, and empathetic, allowing our mentees to express their fears, challenges, and triumphs. Through mutual respect and understanding, we saw our mentees grow in confidence, embracing their unique talents, and facing their academic and personal challenges head-on. The journey in the Targeting Talent Programme has been a transformative one for both mentors and mentees. We witnessed the potential within each learner, their resilience, and their unwavering determination to succeed. Together, we created a supportive, nurturing, and inclusive environment that empowered mentees to thrive.
In closing, we extend our deepest appreciation to the Targeting Talent Programme for giving us the opportunity to be a part of this incredible journey. The experiences, the connections, and the memories we have made will forever hold a special place in our hearts. As mentors, we are honored to have played a role in shaping the future of these remarkable young individuals. This journey has been nothing short of transformative, and we eagerly anticipate the bright paths that lie ahead for each mentee as they embark on their own unique journeys, armed with the lessons, skills, and friendships forged within the Targeting Talent Programme.
As we approach the end of this programme, we are filled with a mix of emotions—pride in our mentees’ accomplishments, gratitude for the shared moments, and a sense of fulfillment for the impact we have made. We have become more than mentors; we have become a family—a community that supports, encourages, and uplifts one another.
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REFLECTING ON THE EDUCATOR ENRICHMENT WORKSHOP
Ashne Billings The Educator Enrichment Workshop came into existence in 2007 and has been implemented ever since. The Educator Enrichment Workshop is an extension of the Targeting Talent Programme in that the programme is unable to extend to all learners in South Africa. It is thus envisioned that engagement in enrichment workshops with the educators from TTP feeder schools of the programme will facilitate a broad dissemination of knowledge and skills, which will be impactful for all the schools in the country. The Educator Enrichment Workshop aims to: • Upgrade the subject-specific, subjectdidactic and curriculum-specific knowledge of participating educators; • Upgrade the educators’ technical dexterity,
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which would better equip them to create their own materials for learners; • Assist in the creation of professional learning communities amongst educators which will facilitate the dissemination and generation of knowledge. It is envisaged that the educator enrichment workshop will impact the participating schools through the training of Mathematics and Science educators and equipping them with content and pedagogical knowledge. The SETMU Educator Enrichment Workshop has received the South African Council for Educators (SACE) Accreditation and educators who attended all sessions successfully are awarded with 15 Continuing Professional Development (CPD) points.
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Most of the educators were male (n=27; 54%) 54%, (27) with only 46% (n=23) being female. This distribution can be seen in the Figure 2.
MALE 27 (54%)
FEMALE 23 (46%)
The workshop was targeted at Maths, Life Sciences and Science educators. In attendance were 17 teachers for Life Sciences, 15 for Mathematics, and 18 for Physical Sciences. 18.5 18 Frequency of Educatiors
The workshop was attended by 50 educators funded by the Education, Training and Development Practices (ETDP) SETA, and the Assmang-Boleng Trust.
17.5 17 16.5 16 15.5 15 14.5 14 13.5
Physical Science
Mathematics
Life Science
Subjects Figure 2: Sex distribution of educators in attendance
Figure 3: Educators subject breakdown
The workshop took place from 30 June-6 July 2023 at the Education Campus of the University of the Witwatersrand in Parktown. During the workshop, educators were exposed to various developmental material, in addition to attending events such as a welcome dinner and a farewell dinner.
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Mr Alpheus Mudau (Maths educator: Capricorn High School) Good evening, I am pretending to be happy. I am not happy at all. I am not happy because since we were here for Talent Targeting, I was already targeting something through this programme. So, it means now things are not going to be the way I wanted. Let me just show my emotions by giving reflections, and I will start by sharing where and when did I know TTP. By the time I arrived at Capricorn High School, it was 2011. I was a little bit confused with the situation there, as there were learners that I was not sure of because they were wearing different jackets every Wednesday. I wanted to read what was written on the back of the jackets, which was difficult to understand. I decided to keep it myself so that I would not appear stupid. Finally, one day I understood. When we approached term 1, I saw the results for those learners and all the learners that I am teaching. I called them one by one, and this was on a Wednesday. I asked them why they wear wearing different jackets from the other learners. They just laughed and I said nothing
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more. After the lesson, I called one learner who told me that the jacket was from Wits and also tried to elaborate more. That is how I got to know about TTP, through the learners. I did not want to stop there. I went to admin to get more information about TTP. Admin confirmed the existence of the programme and an enrichment programme for educators as well.
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That is when I decided to give the programme a try. I remember when I was completing the form and the admin personnel assisted me as I was not good with computers. This was in 2013 before Zena became Dr Zena. You facilitated me. I was very much invisible and shy. There is something I picked up from our maths facilitator as he was lecturing geometry, I had never seen somebody who could unpack geometry the way he did. This was a strange moment on my side. I happened to develop love for the subject. In 2014, the school wanted me to move to the grade 12 class, and I refused. My point was that I wanted to master geometry. Fortunately, the principal is a very good leader in our school, agreed that I stay where I was and master geometry until I was ready to move. To this day, I have not moved to grade 12. Now, here comes my target. I tried something different in my class when teaching, as learners were failing all the time. Everything else that I had tried before had failed. I was blaming the maths department and the maths department was blaming me. So, I put to practice what I had learned from the programme, even though I knew I would step out of boundaries. This I did throughout all my lessons. This is not a made-up story that I am telling you, you can call my principal and ask for my class results. I am more focused on grade 11 maths, however, in 2022, I assisted grade 12 learners who are averaging 76%, they were even doing better than Life Orientation and all the languages. Let me share with you what happened with the class of 2022 in 2023. They wrote their June exam, and after that, they did an accountability session. When the principal was listing the number of distinctions per subject, here comes grade 12, which I am also very proud of having been part of. Out of 203 grade 12 learners, there we 88 distinctions. Teachers were starting to question why only now this was happening as this had never happened, since the inception of the school. By the virtue of having extra hands to see all the performances, from grade 8 to grade 12 I reminded them that the class in question got 100% in 2020 in grade 9. Now they are getting 88% and you are having questions? I
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asked them a simple question which was, how many distinctions do they want as managed? We are trying to do our level best to increase the number of pass rates and yet there are still questions. When the pass rate increases, questions are asked. When the pass rate was low questions were asked. The pass rate was good, what more was there to be done? Coming to the TTP, you may not know because nobody may have told you, especially the organisers, and the Wits University as a whole. The job that you are doing, is a very great job. In fact, you are giving our government if not the minister of education, a lesson, to say, this was supposed to be your duty. Sometimes when you talk to people about the results, they are surprised that we have so many maths learners. In my school, we have maths and maths literacy learners, we assure you today, for example, if a class has 320 learners, 25 of those learners do maths literacy. Like I said, I have been given the responsibility to see to it that maths department must run. Teachers say they are tired of many learners. My response to them is, having many learners is a blessing. Learners rather do maths instead of maths lit because they can see the results delivered because of the commitment of the teachers. Going back to my facilitator (Dr Jacques) here, is a game changer. One educator even said that he is a God send. Let me just tell you who he is from me. He is none other than a grandfather. A grandfather who can stand in between young and old teachers and drag everybody to come together and move forward. There are a lot of things that we learn from him. I have a small preparation because he even taught me how to prepare. I will be fast, I promise. We are not doctors so we can’t have long lists. This is about reflections on the TTP workshop programme. I have to mention a few things as an individual. There are things that I started to learn from this TTP. When you teach learners, you are not alone, and they are not the same. You must accommodate all the learners. When he said that, he remembers our learners back at school as we have different cultures of learners at our schools with different backgrounds. This is when I started
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to respect my learners. Now, there is this issue called time management. Our Dr is very good with time management. One time, in 2013, he suggested that we have one timekeeper, but I am assuring you now, since then, he has been the timekeeper himself. He is very good with this subject, and he likes difficult questions and is very patient. I never taught grade 12 since 2011 till today. I am just managing them, but I do not teach them full-time. He never be disappointed when I ask a silly question. He will just elaborate on the question. He is also a good facilitator because he is always keeping the teachers together. He will compliment you on whatever you are doing even though he can see that you fumbling and this motivates the teachers immensely. He is very good. Actually, he is gifted.
Lastly, let me thank my newly appointed educators, young teachers. You are blessed to become a teacher and you are trusted by the parents. Therefore, can you do what one song that says, “Brighten the corner where you are” If everyone can make his own space, and have a light, the whole hall will be clear and everybody will be assisted. We are not doing it for ourselves but for the nation. Don’t forget, as a province, we are always behind in terms of performance. It is our responsibility to make sure that our learners improve. When the national reads the results, our name should be in the top 5. It is up to us as educators, not parents, not the government but the teachers. Start with you and those learners that you are entrusted to teach and to change the environment.
I am going to close here. We learn to respect each other. My colleagues are aware of that. Always there to assist. Patience is there. Guiding learners is there. Even minding our language. He also taught us that when we teach our learners, we must listen to ourselves because we may demoralise the learners. Here comes something very crucial that we learned, and that is to teach conceptual teaching. That was a very huge term, but he tried to elaborate and now I understand that when I teach a learner it is not about teaching but also making sure that the learner is following what you are doing.
This is the end of what I wanted to say, but I am not happy. I am not happy because TTP is closing. I was aiming to produce 100%. Let me give you just one part of my grade 11 learners. They are 109. They fail paper 1 and they pass paper 2 and vice versa with the other schools. They pass because of our Dr. Out of the 109, 80 learners got level 7 and 12 learners got level 6. I have forgotten the other learners because I was rushing to come here.
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Thank you.
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that work needs to be done. They always submit their assignments first, even with other subjects. They are doing very well in mathematics and physical science. Thank you for starting or founding this programme. It is a pity that it is coming to an end. I was hoping that someone somewhere can just drop a lot of money so that the programme can continue and reach more learners in our country. Whatever happens in South Africa is actually bad for our education system. I would say the government is trying but they are not doing enough. Programs like this give the learners the opportunity to expand on their knowledge, to have greater skills. All in all, it gives them great improvement in all aspects of life.
Mr. Ndumiso Hlangu (Physical Science: Centre of Science and Technology) Good evening, everyone. I prepared a speech, but it is all gone. So, I am going to reflect on what has happened throughout this programme. Firstly, it is my first time in Gauteng for a very long time, like a week. The climate here did not treat me well, the air is so dry, and my sinusitis was flaring, but all in all, I was excited but now I am sad. I joined TTP in 2021 but had never attended any workshops. Firstly, it was during the recruitment of the learners. I had to write 14 recommendations and I was so angry as to why me? After having only met these learners 3 months ago. My departmental head, who is such a wonderful person, she trusts whatever I do. What I wanted to say was, thank you to Dr Zena Richards for starting this programme. I have seen the impact it has had on our learners. The learners that attend this programme, I was teaching them in grade 10, skipped them in grade 11 and now I have them again in grade 12. There is a group of them called “consultants” in my class. When we are solving problems, because when my teaching strategy learner centred, they do most of the work. Every time there is an issue or problem that I do not want to address as the teacher, we tackle it as class. One thing I have noticed about them is that they are independent, they do their work. They don’t need to be told
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Coming back to me. I attended the online workshop last year in April with Prof Marissa. It was so great that this year I changed the way I teach electric circuits. My lecturers at university were complaining that electric circuits are failed by learners, but my grade 10 class did so well in the first term and second term. This is when I saw that the strategy works. When I came here, I met the most energetic lecturer I have ever come across, our facilitator, Dr Ernest. At university, we were encouraged that when delivering a lesson, we must consider that it is the 21st century, but they never showed us. He did not tell us to use technology in class, but he showed us how to use the technology in classrooms. I learnt a lot from our facilitator Dr Ernest, and from my colleagues from the physics part. There are very smart people out here. I thought I had met smart people when I was studying. The educators I met here are super super smart. As a novice teacher, I am glad that I met them. One of the highlights is when we were shown how to use some of the things. My school, I would say as a township school, is wellresourced compared to others. There is a full lab with material that I do not know how to use and never seen in my entire life. By attending this session, I saw what everything was used for, and it also enhanced my teaching and I believe also my colleagues on how to demonstrate and how to enforce conceptual teaching. I think most of my colleagues will
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agree with me that physical science is seen as a monster of a subject. I think it is also one of the worst performed subjects in the country. I am thinking that maybe if all teachers in the country got this support from TTP, they would have a different point of view on how to approach their teaching. I have been using the same teaching technique and seeing teaching from a teacher’s point of view. In the session, however, I was seeing things from a learner’s point of view. I am very grateful for the opportunity that I was offered and also to Prof Marissa. I really enjoyed her sessions. I really enjoy teaching chemistry. I am also grateful for the knowledge she shared with us. Part of the speech that I have prepared for the organisers of the programme goes like this. Today as we bid farewell to the TTP programme, we acknowledge the incredible achievements and the lasting legacy it leaves behind. We celebrate the growth, the resilience, and the unwavering dissemination of those who have been part of this transformative journey. We honour the teachers who have
dedicated themselves to their craft (that’s for you my colleagues), and the learners who have embraced the knowledge with open hearts and minds. For the programme’s vision and commitment to excellence. There is also another programme at our school sponsored by Stellenbosch University and UCT but TTP is the cherry on top and the kids from the TTP are the cream of the crop. The goal of education is not to increase the amount of knowledge but to create possibilities for the child to invent, discover, and create an individual who is capable of doing new things. Let us carry forward the lessons learnt and the spirits of the TTP programme as we continue to champion education and the pursuit of knowledge. May we never lose sight of the profound impact that teachers and learners can have on society. As we commemorate the end of this chapter let us look to the future with hope, knowing that the seeds of change have been sown and the legacy of the TTP will continue to flourish in the hearts and minds of those it has touched. Thank you all.
Mr. Maropene Seakamela (Life Sciences: Dendron Secondary School) Good evening, everyone. My surname is Seakemela. I am a little bit emotional because when I met Zena in 2014, I was very young. The support that I got from her has been an incredible journey. I have been able to teach grade 12 Physics and Life Sciences in my first year and I am still teaching both subjects until now. There are so many strategies that we got from our facilitators and Zena, and they are still continuing. Dr Kazeni, Dr Caleb, thank you very much. Even though our relationship started last year it is still continuing even now. When we are having some problems at school, we usually talk. I even spoke to Dr Kazeni and Dr Caleb requesting their assistance. Our school produced very good results. We usually send the learners to the nationals and these learners are part of the TTP. Colleagues, let us make a promise that we will brighten the corner wherever we are. Thank you.
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REFLECTION ON THE EDUCATOR WORKSHOP: EDUCATOR FACILITATORS The educator facilitators spent much time developing their curricula. These were based on several theoretical underpinnings which informed the pedagogical approaches used in their respective sessions. The educators were said to be receptive to the curricula, and found them beneficial and impactful. The quotes below are educators’ testimonies of the workshop’s impact:
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I learnt a lot on how to tackle topics and how to use different methods to improve my skills.
Dr J Du Plessis provided new methods on how to teach Euclidian Geometry and Trigonometry and l enjoyed his lectures.
Because our mathematics instructor blew us away each day. We really really learnt a lot and we’re all gutted our time has come to an end.
To appreciate the opportunity and effort from the lecturers, i really gained a lot from this workshop i wish i can continue and never come to an end.
The facilitator went beyond my expectations, I’m trying to spice up thing , I’m no longer the same teacher i was before i attended this programme
We did practical’s and also were taught on how to use videos, simulations to teach different topics.
Engaging with a diverse group has exposed me to fresh perspectives, alternative approaches and innovative ideas. In other words it broadens and stimulated creative thinking.
The facilitators delivered great sessions, in which I got to learn different ways in which I can plan and deliver my lessons. I got to learn different methods of teaching certain topics and they are going to be of great help in delivering successful lessons.
Because the experience I got from the past two days is exactly what I was expecting. Now I know how to keep my learners active in class how they should cooperate and work together, make the subject interesting for them.
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At the educator farewell dinner, educator facilitators reflected on their engagements with educators in the workshop and share their insights into the impact thereof.
Dr Jacques Du Plessis (Mathematics Facilitator) Ladies and gentlemen, Today, I stand before you to celebrate a remarkable journey, a journey of 17 years that has transformed the landscape of education and unleashed the immense potential of talented teachers and learners. It is a journey that has been fueled by a vision to nurture young minds and empower them to reach unprecedented heights. Welcome to the story of the “Targeting Talent” programme. Education, they say, is the key to unlocking a brighter future. And at the heart of this key lie our teachers-the dedicated individuals who possess the power to shape the minds of learners and chart the course of their destinies. Through the “Targeting Talent” programme, we recognized the need to support these exceptional educators, the very architects of the next generation.
training, and support they needed to inspire and guide their students effectively. As the years went by, we witnessed the incredible impact of this initiative. Teachers who once felt overwhelmed and undervalued were now empowered and emboldened. Their skills were honed, their knowledge deepened, and their passion reignited. They became the catalysts of change, transforming classrooms into dynamic spaces of learning and discovery. The success of this venture is evident in the return of educators year after year. But we didn’t stop there. We knew that talent transcends traditional boundaries, and so we expanded our focus to include the field of life sciences. By broadening our scope, we ensured that the full spectrum of mathematical and scientific talent was recognized and
From its inception, the programme aimed to identify and cultivate talented learners who showed immense promise in the fields of mathematics and science. We understood that by investing in their education, we were investing in the future of our society. Thus, began our journey of talent development, where we sought to provide an environment conducive to their growth. Central to our mission was the recognition that talented teachers were the driving force behind these young minds. We understood that in order to foster greatness, we needed to nurture the talents of both students and teachers alike. And so, the Excellent Mathematics and Science Teacher Support Programme was born-a programme designed to provide educators with the resources,
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nurtured. We wanted to provide opportunities for students and their teachers to explore the wonders of biology, genetics, and medicineto ignite their curiosity and unleash their potential. Throughout this incredible journey, it has been an absolute honor to collaborate with educators who have dedicated their lives to shaping the future. You have selflessly poured your hearts and souls into the task of moulding young minds. Your passion, dedication, and unwavering commitment have been instrumental in propelling your students towards greatness, and I must say, it has been my honour to share with you the subject experiences that shaped me as an educator. It is important to remember that the impact of a single educator cannot be underestimated. Behind every success story, there is a teacher who inspired, guided, and believed. Without the guidance of a talented educator, the likes of Elon Musk and Bill Gates would not have become the icons they are today. The talent, of a John Kani, Miriam Makeba, Gloria Bosman, Yvonne Chaka Chaka and Sipho Hotstix Mabusa would never have been the glory that it is, if not for a teacher believing in them and inspiring them to greatness. I remember these talented black artists who sang their music to an audience that broke down the barriers put up by a divisive government of the time. These visionaries, these trailblazers, were once students whose talents were Identified, nurtured and cultivated by exceptional teachers like those that are in the room.
Dr Ernest Mazibe (Physical Science Facilitator) Good evening, My name is Doctor Ernest Mazibe. I joined this workshop or programme, rather, last year. I was introduced by Professor Marissa and I would like to thank her and I know she’s not with us today to celebrate but I would still like to thank her for trusting me with this task. I would say, I am an experienced teacher and have been doing this for about ten years and she’s been doing it for many years. However,
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Today, as we celebrate the “Targeting Talent” programme, let us take a moment to reflect on the countless lives that have been transformed. Let us acknowledge the immeasurable impact that education, when combined with the dedication of talented teachers, can have on our society. Today, I want to take a moment to acknowledge the extraordinary efforts of Dr Zena Richards and her team. Your vision, hard work, and meticulous execution of each TTP session have been nothing short of remarkable. It is truly an honour to be part of this team. Thank you. You and the team will be remembered and honoured for a very long time after the doors of SETMU ls closed. To our educators: May you continue to invest in the future, recognizing the untapped potential in every young mind. Let us stand united in our commitment to provide the necessary resources, support, and opportunities to unlock the talents that lie dormant within our students. In closing, I am filled with gratitude for the educators who have walked this journey with us, for their tireless efforts to shape the minds of our future leaders. When you leave here tomorrow, continue to build a world where every talented learner has the chance to flourish and make their mark on the canvas of life. Thank you.
she believed in me and she recruited me and I would really like to thank her in her absence. The Physical Science side comprised of myself, and Professor Rollnick. I would speak on behalf of us, talking about the dedication that we have seen from the teachers and how they worked together to address the questions that we posted to them. Typical examples of questions that learners get to work on. It was interesting to see how the teachers worked together and addressed these questions and shared their methods of helping learners understand the work.
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Of course, we are the facilitators that you’d expect to be more knowledgeable whereas there was a lot learned from the teachers as well and it was quite interesting for me to see how the teachers were tackling some of the problems in physics which was an opportunity for us as well to learn from the teachers which was a beautiful sight. This is something that I believe in, and you are more than welcome to disagree with me. I do believe that it is not so easy to conduct practical demonstrations if you do not know how they work and which concepts it explains, I do not think you’d use it. Because of the belief that I have, we have structured our workshop in a way that we promote practical investigations. I am under the impression that some schools have facilities locked up in labs, to find that with little or no confidence those facilities or equipment just stay there in the labs and what happens is just textbooks, chalkboards, and so on. So, we structured our workshop in a way that we promote practical investigations with the teachers but also simulations that you can use to demonstrate physical phenomena which we believe would benefit your learners. Prof Marissa and I do hope and believe that we have contributed to the knowledge and confidence of the teachers to use the materials
Dr Caleb Madikonza Life Science Facilitator) Good evening As you can see, I am excited to be here, and I promise that I will take something like 33 minutes and about 45 seconds. I joined this programme last year upon invitation by Professor Eunis who is out at an international conference in Italy and is representing us. I am here representing the Life Science group which includes Professor Eunis, and Doctor Monde. We can never work successfully in science or whatever we do without my two colleagues, Doctor Sne and Mr Phil. I may not speak for them, but I am speaking for myself with my excitement and I am proud
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that are possibly available at your disposal at your various schools. We do hope and believe that you will go out there and apply the skills and knowledge that you applied here at the workshop and that you will be able to create conducive learning opportunities for your learners and colleagues. My story pretty much ends here. Thank you very much. It was lovely to see how you work together and so forth. Thank you!
to be here to be a member of this endeavour. Thank you so much to the organisers and those who invited me and who supported us. They have communicated very well, thank you for the communications and having to meet you Ora and Ashney, thank you. This journey, for me started last year. Doctor Zena stole my quote. My first quote is from one wise social leader who said “Education is the most powerful weapon which you can use to change the world” I would like to amend it a bit and say, education, quality education that is facilitated by high quality teachers is the most powerful weapon which you can use to change the world. Education on its own is a concept and it cannot happen without the practical handlers, the practical users of the concept. Those
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group of educators that I do not care when I go into class, I just go in there to teach what I want them to learn, and of course, I was just teasing them, and this generated into a very good discussion. This shows that these teachers that we have, are intrinsically motivated and have self-drive to improve their repertoire of practice by participating together with the rest. Teachers, even though this programme has come to an end, do not come to an end. You need to be thinking about how to tap into each other. Tap into all of us and tap into further studies. There are some with Master’s degrees here, think about PhD. Challenge yourself and go further. There are some with BEducation degrees, think about Honours, think about Masters so that you continue becoming better. people who can convert policies into practice and here they are. Please give yourselves a round of applause. We are here, ladies and gentlemen because of the desire for quality education and quality education is a common good. Quality education must be common because everyone must experience it. The programme was set up to develop educators into quality educators to enable them to implement quality education. That is very important. Once it has become a common good, that education becomes a public good. All my colleagues, Dr Jacques and Dr Zena, have already mentioned that a good education is necessary, it is needed and that is what we are inspiring for. That is why we have this spread of teachers from everywhere so that it spreads everywhere and becomes common to everyone. At the heart of this, I am also thankful to our colleagues here, the teachers who volunteered their holidays and time to come here and work towards the effort of communing education in the form of quality education. My experience from this and last year has shown that teachers are motivated. They have not been sent here, they came on their own and that is very important. To me, it means that teachers from everywhere in the country have so much interest in being better teachers for the good of their learners. I jokingly said to my
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Ladies and gentlemen, the educators that I worked with, showed very high interest in working with computers. It is one aspect that we take for granted. If there is anyone listening out there, please, about areas of development for our teachers, in working with computers going further (IT) and teaching methods. We assume that teachers know it all, but every interactive experience takes them a step further and that has been my experience. Sourcing resources in the Cloud but how does one start thinking about sourcing resources? It is a skill that needs professional development. I saw this happening and it is exciting seeing sharing of personal experiences in a practical environment where there a no challenges and are happy to contribute. I also discovered that I could learn too from the teachers. From their questions and from their contributions and interactions. Learning does not end. The Life Science teachers that I interacted with this time was unfortunately the last time today, lamented the end of the programme and wished that it would have continued and expand for themselves and the benefit of other teachers and learners. I would like to wish all the teachers that I interacted with, who have been on this programme and benefited, successful practice in the future and I also want to wish you continued growth. Thank you.
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Drawing by Rivoningo Chauke
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COMMUNITY OUTREACH PROJECTS Community engagement has been one of the main tenets of the TTP since inception. One of the main opportunities that learners have always had to give back to their communities in the programme is through the Social Research Curriculum. The Social Research Curriculum is the only component of the enrichment curriculum that is scaffolded in nature, requiring learners to have engaged in the curriculum of the previous year in order to move forward. This scaffolding culminates with the grade 12 learners showcasing their hard work during the Celebration of Work. The June-July enrichment session serves as a culmination of the Social Research Curriculum taught to learners from the start of their TTP experience. Learners are taught basic research methodology and are then urged to practice research skills taught to them when they conduct a profile of their community and a needs assessment of the area. Learners then build on this knowledge in grade 11 and in grade 12 are taught how to implement their projects. In 2023, the Celebration of work event was held over 2 evenings, the 10th and the 11th of July 2023. During the evening slot of the 10th, all the Grade 12 learners participated in the short-listing round. From
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these presentations, the top six performing schools were selected to present to a panel of adjudicators on the 2nd slot of the 11th. From the top six, the top three winning schools were presented with a prize at the grade 12 commencement ceremony. With this being the final year of implementation, a new award, called the “Biggest Impact” prize was awarded to the school that managed to raise the most amount of money for their project. This prize highlighted that our learners, when they actively engage within their communities, can be the agents of change our country need for the future. The research component of SETMU seeks to link directly into the University’s strategic framework to contribute to the development of Wits as a leading research-intensive university. By implementing these research projects, learners are able to assist communities in their respective areas which ensures that the reach of the programme itself is extended. It also helps the learners stretch their knowledge base and then assist the communities. Below are the abstracts of the top 3 winning schools per cycle and the special award abstract.
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TOP THREE SCHOOLS (2-YEAR CYCLE)
Winner: Moreko Secondary School Our research focuses on identifying the need in our community. The sample space used was 190 learners. We have used mixed method research where qualitative method was used to identify the different problems within the community, 80 learners participated in interviews and focus groups. The quantitative method was used to identify the main need in the community. 110 learners participated in the surveys. Our surveys were on google forms which organized the data and presented us with the results in form of pie charts which was easier for us to analyze and identify the main need. Out of 110 learners who participated in the surveys 42 learners identified a functional library as the main need in their community. The library which was present in the community was not working but
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was used as a storeroom for old textbooks. They identified that a fully functional research library where there are laptops with internet connection is the main need. With the help of the library committee and other members of the community. We have achieved our goal of implementing a fully functioning research library with gadgets, internet connection, study guides and books to read (novels) as requested by our sample. The new books that are now put in the library are the books that were already available in the school. We cleared out and cleaned the library. We were able to find a recycling company and will collect the old textbooks that are no longer relevant on the 21st of July 2023 the library is now a more conducive space.
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2nd Place: Suikerland Secondary School We firstly conducted surveys and research whereby the community pointed out that the main need as having clean and hygienic toilets. We conducted a research on what our community was lacking in terms of academic and hygiene. We chose a sample of 28 people to conduct the research on. 70% of our interviewees chose the bathrooms as the main need. They outlined that the conditions in the toilets where very bad, there are no doors in some of the toilets, there are no basins to wash hands and that the walls are not clean. We then sat down as community members and brainstorm ideas on how to fulfill the need. In our previous project we came to conclude that we should talk to the School Governing
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Body. We went and presented our plan luckily they agreed to assist us. The school during the holidays decided to renovate the toilets. They installed new doors in every toilet, they painted the walls and covered the writings on them. We school reopened we found them to be all fixed. We plan and are executing a plan on how to sustain them. We spoke to our Life Orientation teacher about the plan to spread awareness amongst the learners. The learners will be taught on how dangerous it is to have dirty toilets and how to sustain them. We talked to the school staff and asked them to keep toilets clean and make sure the bins are emptied.
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3rd Place: Litshovhu Secondary School The aim of this research is ensuring that the outcomes are the learners of Litshovhu secondary school being able to perform experiments in a proper laboratory, the goal being that we turn a current laboratory that is being used as a staffroom back to a working laboratory again. We have a laboratory available but yet not being used as a laboratory but as a staffroom by the educators. Learners do not perform experiments practically however the procedures of the experiments are articulated to them and usually observed in the internet. Qualitative and quantitative method of research are used in our research. We made use of questionnaires, interviews and quantitative observation to collect our data. The questionnaires were handed to grade 1012 learners as they were the ones interested in
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being involved. We reviewed the questionnaires and analysed all the votes and feedback. Our findings are that 26 learners chose a science laboratory as a common need and 8 learners combined chose other needs. Majority of the learners we sampled chose a science laboratory as a common need compared to the other needs. Our school is situated in the rural areas, where the socio-economic factor is inadequate. Infrastructures and buildings are not enough to accommodate all the learners and educators properly. Experiments that are done practically advantages the learners in the retention of science content and increases understanding. We managed to clean the lab hence placing all the lab chemicals and apparatus that are in the science laboratory at their rightful places.
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TOP THREE SCHOOLS (3-YEAR CYCLE)
Winner: The Centre Of Science & Technology The main aim of the project was to identify a problem that everyone at our school faced and find solutions for the problem. After identifying the major problem, we aimed to implement the solutions that we proposed, hoping to achieve a friendlier, safe and comfortable environment for all the learners at our school. We used a survey to get details for the community profile and we used a questionnaire to find out and identify the problems that most learners faced. The results were that most learners at our school face bullying (mostly verbal and cyber bullying). Learners were reportedly hurting each other by bad mouthing and shaming others with methods such as writing hateful comments on the toiles’ walls, resulting in the learners’ self-esteem and confidence decreasing. Cyber bullying is a result due to learners having easy access to the internet. We were able to continue implementing our project to achieve our goals of getting
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permission from the school, raising funds, having antibullying sessions, electing peer supporters, painting the school toilets, and ultimately reducing the number of cases for bullying at our school. We were able to get permission from the school for implementation and the principal found a supplier with which we had an agreement of taking a R2 profit from each item sold. We managed to raise enough funds to have anti-bullying sessions and buy everything needed to paint the toilets. The learners were more aware of what bullying is, how to identify it and what to do when they or someone else is being bullied, shown through giving us insightful answers when we asked them questions at the end of the sessions. The learners and teachers alike were happy with our awareness sessions and the school toilets’ walls being clean.
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2nd Place: Inanda Seminary The particular reason for this project is to ensure that our community partner meets their mission, which is to provide a Christian educational environment with an African ethos for its members to develop holistically in leadership, life skills, integrated technology, critical thinking, social development and sports. Judging from the statistics from the research conducted last year (2022), the community partially meets its mission. The community partner for the research project conducted last year is Inanda Seminary. It is an all-girls African boarding school situated in Inanda, a township in KwaZulu -Natal. The need identified in this community is the lack of proper boarding facilities. Students stated that the shower doors in the bathroom are too short and the sinks are extremely unhygienic. They further stated that these issues are the root of social problems such as bullying (students looking under the door while other students are bathing and making fun of them). The unhygienic sinks have led to the students feeling very uncomfortable in the hostels and also leading an unhealthy lifestyle due to
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the unhealthy environment. A questionnaire was conducted for the members of this community on Google forms. Both qualitative and quantitative methods were used to collect data. The sample included four representatives for each grade chosen randomly, however, an extra grade 8 student was chosen because the grade 8 students are new to the environment and haven’t had any adaptations yet. The solution identified is to buy new plastic doors for the showers and renew the sinks. For the damage caused by the social issues associated with the needs, we were unable to deal with them as we could not get professional help. We were also unable to make enough funds to implement the plan so we had to resort to buying plastic curtains for the showers and deep cleaning the sinks. A house keeping committee will be used to ensure that the bathrooms are always in a hygienic state. In conclusion, the community is not fully meeting their mission as there is a need for better facilities.
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FUNDRAISING ACTIVITIES
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3rd Place: Suikerland Secondary School Science learners were failing significantly mainly because all the experiments they had to write about were performed either on paper or in laptops. These methods failed to accommodate different types of learners hence they lost basic understanding of the experiments from lower grades. Qualitative and quantitative methods and tools (surveys and questionnaires) were used to acquire information. The research conducted and results received from the surveys and questionnaires then showed that a laboratory is the main need. The main aim of this project is to facilitate access to better and understandable experiments to learners, for exam and project purposes and that can only be done through building a laboratory. By using trial and error method it was finalised so that the available storeroom at our school can be utilised. The first proposed solution was building a laboratory from scratch, the contingency for the main plan was to find donors in order
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to buy a mobile container, contingency to that contingency plan was to buy small clear containers. Building a laboratory was impractical due to the mountainous implications encountered, the contingency plan to buy a mobile container failed due to possible donors and funders responding late and with small amounts. Buying small containers would’ve been possible if we the storeroom wasn’t available for utilisation with less costs. It was decided that the storeroom is the best idea hence we started cleaning it using cleaning materials donated by the community. The final outcome isn’t exactly what had been envisioned since the space was smaller but it can accommodate a group of 10 learners for experiments with all necessary chemicals and safety equipment. This project will be sustained by the science department and fundraisers held yearly specifically for the laboratory. We achieved our goal.
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BIGGEST IMPACT
School: Maphokwane High School The purpose of the project was to identify the needs of our community (school). The needs which were investigated were the renewal of sports facilities, the school hall and the science laboratory. The study was designed as follows, we used both the quantitative and qualitative methods of research. As part of qualitative research, we distributed 200 questionnaires amongst learners from grade 8 to 12 and also educators, the questionnaires served as both the qualitative and quantitative methods of research as it consisted of both open and close ended questions. Interviews were conducted as part of qualitative methods of research. 41% of our sample thought that it was best if the sports facilities can be renewed ,34% thought it was best for the operation of the school laboratory ,10% chose other needs. We presented the needs to the principal and the SMT. After the school’s council meeting and analysis of the needs presented before
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them, they agreed that they will assist with the implementation of the first 2 of the identified needs which are the school’s sports ground and the school’s laboratory but they requested that we first implement the school’s laboratory. The reason for such decision was because a laboratory plays a huge role in the understanding of critical subjects such as science. The council agreed that they will implement the sports facilities before the 15th of August 2023. According to the finance team R9075 was received from the fundraising event that was hosted on the 12th May 2023. At our school, the department of Maths and Science have agreed that they will contribute R20000 from the MST account and our school’s sponsor has sponsored us with R35000 to be able to get the full set of science equipment. The lab was implemented and the implementation of the sports field is in present.
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SPECIAL RECOGNITION
It is without doubt that the TT Programme has been impactful to all its beneficiaries. Learners leave the programme having learnt content, pedagogical approaches, hard and soft skills, career information and life lessons, all of which enhance them not only academically, but also psychologically and socially as per the aims of the programme. The quote that TTP lives by “To whom much is given, much is expected” means that TTP expects that learners grab every opportunity available to them and that they apply all learnings and skills. One learner has taken heed to this and has started a Mental Health Awareness campaign/support group called We Can & We Will. Below is her reflection: I remember our last Critical Diversity class. We were asked how we are going to give back to the society. How will we pass on the teachings we got at TTP. Today I can proudly say I represented What TTP stands for very well. Unity. I have started a support group in which we fight against Bullying at school. We fight against depression, anxiety, self-harm, low self-esteem, discrimination and stereotyping. We teach the importance of togetherness and speaking up. We teach that everyone is equally important as it is what I learnt most from TTP. I learnt that mental health is a very important factor and should be taken care of. With that said the campaign (We_Can_&_We_Will) wouldn’t be here if it wasn’t for TTP. Thank You so much for the impact you had in my life. It had led me to be this courageous, ambitious, driven and passionate again. Please pass this message to the SETMU team. Tiyani Precious Mashaba is very very thankful.
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Language and Writing Prize Giving One of the TTP enrichment subjects is Language and Writing, where learners are taught how to write and structure their writing, which includes incorporating an argument to articulate their points in their written pieces. One TTP learner excelled in this and was awarded a novel called the Bluest-Eye by Toni Morrison. Right: Writing Prizing giving (Ntsika Madondile - The Centre of Science and Technology)
Water and Sanitation Education Programme Aqua Enduro learners must mimic a municipality and they have to assess the municipality’s ability to provide safe and reliable potable water, identify all risks from the source to the end user and come up with a Water Safety Plan for their municipality. The best team (best water safety plan) wins the overall team prize. Learners were also assessed individually looking at academic prowess, leadership, commutation etc., and the best 27 out of 54 learners participating will win a bursary. Each province had a team of 6 learners competing for the week and at the end of the week, results were announced.
During the Water & Sanitation awards ceremony there were top 27 learners who were awarded bursaries and one of our TTP learners also participated in a Water and Sanitation Competition. Tshepano Gaobusiwe was 1 of 2 learners from Baitiredi Technical and Commercial High School and in all of the Northern Cape to have participated and won a bursary prize to use at any Higher Education Institution in South Africa. TTP congratulates Tshepano on his achievements.
In the Northern Cape, there were 40 learners interested in Water-related fields who were selected to participate in the Aqua Enduro.
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Limpopo Poetry Slam The Limpopo poetry slam was hosted by Nwa Njika at Njhakanjaka hall. The objective of the event was to uplift people with poetry talents, however those who are not heard in the community. The hostess gave poets a chance to show case their talents. The competition was categorical. Tshabopja Mashoma, a TTP learner from Nghonyama High School in Limpopo participated in this competition and won first prize (I got a trophy, medal, certificates and R2000 cash prize) in Sepedi Praise category. TTP congratulates Tshabopja on her achievements.
Dance Winners Group Q • Rankoe Phosa • Tebogo Manthata
Group U • Nametso Tsimane • Mosa Basi
Group R • Simphiwe Shongwe • Zinathi Ntlabati • Kut-Lo Lentshikang • Boithato Sebolai • Keitumetse Chokwe • Mihle Mooi • Nomcebo Thusi • Danisa Vukeya • Isaac Leopeng
Group W • Akwande Mazibuko • Mahlako Moretsele • Reabetswe Windwaai • Tebaone Tlamme Group X • Sinqobile Shezi • Tefo Mohotlheng • Tsheamo Maleka • Olorato Lepedi
Group S • Ntsika Madondile • Ashdene Titus • Jennifer Zulu Group T • Gontse Mabela • Amahle Ngcobo • Nontuthuko Ntaka • Mbalentle Manose • Mabula Monethe • Nolitha Maabane
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Drama for Life Winners
1st place winners • Group W 2nd place winners • Group X 3rd place winners • Group R
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CREATIVE CORNER
Painting and Drawings Ntsakelo Ramutsindela (Capricorn High School), Mosa Basi (Baitiredi Technical and Commercial High School) and Ripfumelo Rikhotso (Hluvuka High School)
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Drawing by Group S
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Drawing by Sinqobile Shezi (Inanda Seminary School)
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Drawing by Puseletso Tsele (Ngwathe High School)
Drawing by Tefello Rooibaaitjie (Remmogo High School), Naomi Louw (Langberg High School) and Khumo Morwalela (Galaletsang Science Secondary School)
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Poem Ofile Boye (Group U) TTP KEPT A GARDEN A garden of the heart. TTP planted all the good things. That gave my life its start. TTP turned me to the sunshine. And encouraged me to dream. How did you find the the energy and strength, to do do all things you did? To be a teacher, a nurse and counselor to me since from 2021. How did you manage to do It all TTP, to be a chauffeur support and friend. Yet you found me to be your member. I just can’t comprehend. I seen now it was LOVE and befk!ve. Your inexhaustible LOVE. I was Lucky because when I was worried you gave me hope. When i was confused you taught me how to cope. When i felt I couldn’t go you carried me long miles. Thank you TTP.
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Drawing by Nontuthuko (Ntaka- Inanda Seminary School)
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Poem Tshepang Semenya (Dendron Secondary School) KNOCK KNOCK Knock,knock I knocked on confidence’s door But she wasn’t home Then I cried and left Knock, knock I knocked on understanding’s door But she didn’t open Then I cried and left I sat under a tree Still crying and sad Fear and despair come to me Hoping to be my friends Then suddenly they ran And I wondered why Then I heard it Roaring with the might of a lion Knock, knock she said I’m the TTP Why are you crying she asked The doors wont open I answered She took my hand Ran to Confidence and kicked her door down Moved to understanding and did the same And when doors finally opened They were not alone Their friends were all with them And their friends became my friends And I was their friend Knock, knock no more The doors are now always open Thank you TTP Thank you SETMU
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Drawing by Tebogo Manthata
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Poems Rethabile Mphali (Glen Cowie Secondary School/Guardian Angels College) TARGETING TALENT PROGRAMME… It is more than just a programme It is a community, a team and a family It is a mission, a vision and a passion It unlocks the potential in every mentee It nurtures their talents, their dreams and hopes It is more than just a curriculum It is a journey, challenge and a reward It gives mentees the skills and knowledge It enriches their hearts, mind and souls It inspires them to grow, learn and lead TTP is changing lives through education It is making a difference in our lives It is awesome, amazing and great! Thank you, Mama Zena, SETMU and our donors!
Tefo Mohotlheng(Wrenchville High School)
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Drawing by Reabetswe Windwaai (Wrenchville High School), Kagontle Frans (Galaletsang Science Secondary School), Pababelo Nkutlwang (Baitiredi Technical and Commercial High School), Tebaone Tlamme (Galaletsang Science Secondary School)
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Artwork by Tiisetso Morwane (Grenville High School)
Drawing by Ntwanano Ngobeni
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Poem Obakeng Modise (Grenville High School) THE JOURNEY Embarking on a journey, With fear in my heart, A path unknown, Waiting to be charted, a fresh start. With the sunrise as my compass, No longer held by doubt or fear, The road stretches out before me, Unfolding like a story untold, Every step, like a brushstroke, Painting the tale of my soul. I learn to let go of the baggage, That once weighed my spirit down, For the journey is about shedding, I meet fellow travellers on this road, Each with their own tale to tell, In their stories, I find compassion. I face the trials that come my way, For the journey is not just a destination, But the lessons learned each passing day. With resilience and perseverance, I climb the highest of peaks, Gaining strength from the challenges, As my spirit soars and my soul seeks. And as I look back on the distance travelled, A sense of gratitude fills my soul, For the journey, has shaped me to be whole. So, I walk this endless path, With an open heart, embrace the unknown, With every step, I grow and evolve, On this grand journey called life, I HAVE GROWN. Thank you TTP.
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Poem Danisa Nkiasi Precious Vukeya (Hluvuka High School) and Michelle Simphiwe Shongwe (Suikerland Secondary School) “TTP”, A journey to remember
Someday I’ll stand at the edge of the building The tallest I’ve ever seen I’ll hear the winds whisper my name in praises They’ll tell me that I finally made it Made it in this path I have been taken A journey one could only wish to grasp A TTP experience of greatness I am the pride honour of its truthful existence Where winds whispered my name, I ascend, Telling tales of a journey, my heart will defend. There’s beauty in outstanding accomplishments And perfection in milestones and challenges The cool breeze will tingle upon my face The sunshine striking the surface of my skin Delicacy in every emotion I will feel Reminisce about the lessons that got me here It is this day that I’ll finally discover Full potential is not defined over night My heart shouts a million stars of dazzling ambitions That TTP has installed inside my heart
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Keitumetse Chokwe (Fred Norman Secondary School) SCHOOLS SHOULD BE LABORATORIES OF ANTI-RACISM We SHOULD have moved past this but here we STILL are. Fighting the same war that our predecessors fought. “No one is born hating another person because of the colour of his skin, or his background, or his religion. People must learn to hate, and if they can learn to hate, they can be taught to love, for love comes more naturally to the human heart than it’s opposite.”- Nelson Mandela I’m baffled by the fact that in 2023 we are still in a steady war with racism. Apartheid is a painfully engraved history of South Africa. We are taught about it and even made to write exams about it yet it doesn’t sink in. It doesn’t bother us. It’s just names of people which we are forced to remember and forget as soon as we leave the classroom because
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it only matters when it’s for marks. Yes, we are taught about the history of South Africa and the heroic names like Nelson Mandela, Steve Biko, Helen Suzman, Oliver Tambo, Albertina Sisulu, Walter Sisulu, Ruth First, David Webster, Robert Sobukwe, Joe Slovo, Winnie Mandela, Desmond Tutu, Frederik Willem de Klerk, Ahmed Kathrada, Mahatma Gandhi, Chris Hani and Helen Joseph all who gave us the upper hand in the never-ending war against racism. Soweto Uprising, another turning point in South African history- more like a race ran to only find the finish line at the starting point. To this day I still see my fellow classmates with hierarchical mindsets. I’ve had Coloured and Indian friends who felt identifying as black was blasphemy. I’ve seen my fellow black classmates find it hard to voice their opinions in Afrikaans class without being called out for pronouncing words “incorrectly”. “You
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know you should hear her Afrikaans speech. I promise it sounds ten times better than that of those who speak Afrikaans at home 24/7”these words spoken by my Grade 5 teacher still stick to the back of my mind like how glue sticks to the back of a page. My Afrikaans teachers find it intriguing that a black learner like me can speak Afrikaans and feel the need to celebrate me because “not many others like me can do it”. Why is it that the colour of my skin determines my capabilities? It’s just melanin. Melanin that does not make me less superior to you just because you are what is seen as “less black”. The same melanin that doesn’t restrict my tongue to learning new words and the same melanin that does not affect my ability to perform well in my school work or rather shouldn’t. In the past the government segregated us and now we do the segregation ourselves. Subconsciously. As soon as you are able to spell your name letter for letter you are able to tell what makes you different from others. But why are my differences so significant? So significant that a child as young as six years old can tell. I’ll tell you why. It’s because these same differences are being diminished, as frequent as my alarm clock ringing in the morning. Yes, diminished in the very same classrooms that we are taught to overcome stereotypes and prejudice. Now what do I mean by that. If I wasn’t asked to raise my hand to tell the teacher how many languages I spoke, I would have not noticed. If I wasn’t asked to raise my hand if I was black, I would have not noticed. I would have not noticed that the person next to me was different. It would have not mattered that two of my friends were coloured and I was the only black one. But eventually it did. It now mattered because I KNEW I was different. We KNEW we were different from one another because our differences were as noticeable as the morning light piercing through the room on a summer’s day. It was at that point where we developed filtering system in our minds. Subconsciously. Systems that were able to detect why the learners of my class were different to me. The same filters that made me feel superior at some points and inferior at others. All because
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we are constantly being reminded why we are different and not told how to embrace those differences. Like Audre Lorde once said, “It is not our differences that divide us. It is our inability to recognize, accept, and celebrate those differences”. Today the colours of our skin still put barriers between us. The same barriers our brothers and sisters died trying to break down. Subliminally we find it better to make friends with people that “look like us” and that speak the same languages as us. We all contribute to racism blindly like a moth being attracted to the light of a fire only to get burnt by it. Subliminally I repeat. What if you looked at me and the first thing your saw wasn’t the colour of my skin? What if I wasn’t condemned for knowing how to speak four of the official South African languages but rather commended for it? What if race wasn’t important? What if being black wasn’t seen as a limitation by my teachers? What if I didn’t have to tick my race on school forms because why is it so important? And in the end what is racism without race or ethnicity? Nothing. Unfortunately, we can’t erase ethnicity and discard of it. But then again what is racism without racists? Nothing. Then the question we should ask ourselves is how do we become anti-racist? Schools should be laboratories of anti-racism. There is the answer, schools. If only learners in schools were not taught about racism in the same, old, boring, systematic way for marks. If only we weren’t taught about the people that fought against racism but rather how and why they did it. If only we were not taught about the racism that occurred years back but rather focused on the ongoing struggle today. Then and only then would our schools produce anti-racist citizens. Fortunately, it’s not too late as I believe that from the dust we will rise, through the storm we shall prevail, all we need is a beacon of hope which lies in the hearts and souls of learners, students, activists and I. All we need to do is become the light we want to see in the world.
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Poem Keitumetse Chokwe (Fred Norman Secondary School) Hi old Me You’ve trampled all over my dreams You’ve shunned my emotions as if they were inhumane You made me feel undesirable in this cold, dark place where sin is a norm and those that do good are shamed I started living with no meaning My ambitions became a sudden blur I beared scars that no one could see Pain that no one could feel Wounds that no bandage could cover And a smile that deceived so many My reflection became an unknown figure You had me crying out for help when no one could hear me You made me feel caged in my own mind as my thoughts paralyzed me I then felt my soul detach itself from my body as my unspoken words suffocated me Oh my past, when you thought you had me defeated but TTP came along and resurrected me Through your grasp of malediction I broke through Are you stunned because I’ve learnt to swim against your waves of uncertainty and overcome my fears? Now I stand tall with my head held high even though the thorns of my past pierce through the skin of my legs and dig up old wounds I still stand And even though regret weighs me down I still stand I’m like a block of stone, everytime you chip away at me you sculpt me perfectly to reveal my hidden power And like the trees when the wind blows harshly I still stand Hello new Me
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Refective Poem Romuwana Nare (Dzata Secondary School) Transformational Journey In a world where talents shine so bright, There lies a programme, with purpose and might Targeting the gifted, The talented ones with dreams to fulfil So that it can nurture their potential and their dreams With open arms, they gather the best, In a symphony of talents, they manifest A programme designed to inspire and ignite, A flame within souls, burning ever so bright. The Talent Targeting Programme ! A programme that changed my life, Gave me the tools to conquer strife. Boosted my confidence, and opened doors, Showed me what I was made for. Through TTP, I found my way, Learned new skills every day. From maths to science, and more, I discovered what I was made for. With each passing day, my confidence grew, And I knew what I had to do. To chase my dreams, and make them real, TTP gave me the strength to feel. I’m forever grateful for this programme, For giving me wings to fly and to ram. It showed me what I was capable of, And gave me the courage to spread my love. All thanks to TTP, and their guiding light. I’m forever grateful, for all they’ve done, And will always remember, the journey I’ve begun.
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Drawing by Delight Kubhayi (Suikerland Secondary School)
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Hlologelo Mokgalapa (Dendron Secondary School)
Source: Abigail Sel, CMO at XA Talent, extracted from LinkedIn
Although the journey ends here the memories still remain The joy and excitement of a new day stays inside my heart Through my quest I realised that the quality of my thoughts defines The quality of my life and it is about time I leave the negative energy behind And let my mind become a temple of peace. Through my journey in TTP I Finally understand that there is no better me than me so I should take pride in my identity.
Thank you TTP
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Poem Danisa Nkiasi Precious Vukeya TTP taught me to never give up
To not look back and to hold my ground Unbreakable “TTP”, A journey to remember, From the building’s edge, I surrender Mama Zena’s hospitality, and Dr. Kendall’s care, A warm embrace, a nurturing atmosphere. Seventeen years of memories, etched in our souls, As the final chapter unfolds, and our love grows warm TTP’s legacy, reaching far and wide, A tapestry of moments, stitched side by side, From classrooms to fields, we embraced the call, Chasing dreams, breaking down every wall. The bonds we forged, like family, strong and true, Supporting each other, as we grew, Seventeen years of camaraderie, hand in hand, Leaving footprints of greatness across the land. But as this journey comes to an end, We cherish the memories, each one a precious blend, As we bid farewell, with gratitude and cheer, Knowing that TTP’s legacy will always be near. The end of an era, but the start of another TTP’s impact, forever in our hearts, Like stars in the sky, TTP roams up high They showed us how to conquer Now it’s our time to rise up high See you on the other side
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CLASS OF 2023 COMPENDIUM
Group Q
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Aluwani Mukwevho
Antendaho Khakhu
Arehone Mukwevho
Bulelwa Ritsurre
Dayvine Moleleki
Gundo Mukwevho
Hlologelo Mokgalapa
Kitso Pholoholo
Lebogang Tlharipe1
Lesley Ntshe
Mogau Mokgomme
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Nomasonto Simelane1
Nomvula Tata
Nothando Maluleke1
Rankoe Phosa
Singita Marholeni1
Siyanda Shabangu
Tebogo Manthata
Tiisetso Morwane
Tiyanjane Nijingayamoto
Tshifhiwa Munonde
Tshimologo Makatong
Vutivi Mabunda
Yoliswa Nkehli
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Group R
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Aluve Mahlanyana
Boithato Sebolai
Boithato Sebolai
Delight Kubhayi
Dintle Tieties
Isaac Leopeng
Kagisano Disipinyane
Kasebidile Tshepang
Keitumetsi Chokwe
Kgaugelo Maleka
Khutso Makudubela
Kut-lo Lentshikang
Kutlwano Galeboe
Mihle Mooi
Miranda Delhi
Ngoakwana Ramapulana
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Nomcebo Thusi
Ntwanano Ngobeni
Ofentse Peu
Simphiwe Shongwe
Switsatsatsa Maswanganyi
Tebogo Mogano
Theolette Louw
Tsalano Molale
Venus Mogajane
Zinathi Ntlabati
Ashdene Titus
Asisipho Shenxane1
Group S
Amogelang Maolwane
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Arnold Nkoana
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Didintle Gaetsewe
Diketso Mkuchane
Jennifer Zulu
Katlego Baloyi
Kefilwe Modise
Khanyisile Martin
Lebohang Sebola
Lehlogonolo Marokane
Lelethu Mfene
Lesedi Kgokolo
Mikuthi Zitha
Mohammed Uddin
Nelisiwe Sikhonde
Nonjabulo Sibisi
Nontobeko Ngqulunga
Nsovo Sibanda
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Ntsika Madondile
Ntwanano Bvuma
Tshepano Gaobusiwe
Tsholofelo Bojosi
Obakeng Modise
Thatego Kganyago
Group T
Amahle Ngcobo
Boitshoko Segomotso
Bongiwe Springbok
Gontse Mabela
Ikhona Booi
Itumeleng Tebeli
Kamogelo Ngobeni
Kgothatso Molale
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Khanyisile Mkhize
Lineth Mabunda
Mabula Monethe
Matamela Nemaorani
Mbalentle Manose
Mpeane Mphelane
Naledi Mocoeneng
Nolitha Maabane
Nontuthuko Ntaka
Onkarabile Dumema
Puseletso Tsele
Reatlegile Leburu
Thabo Modiba
Theresho Ramushu
Tshepiso Serekego
Yoliswa Kalakong
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Group U
Boikobo Boye
Bophelo Mokgethi
Collen Nemavhulani
Likhona Maginindane
Makgotso Kgatle
Maselaelo Serumula
Michelle Nana
Moloko Rallele
Morongwa Mathipa
Mosa Basi
Mpumelelo Masilela
Nametso Tsimane
Ncebakazi Maila
Ntsakelo Ramutsindela
Onthatile Phakalasane
Ontiretse Gaobuse
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Phathutshedzo Siavhe
Reorapetse Mekgoe
Ripfumelo Rikhotso
Selloane Leotlela
Sibahle Masinga
Sibongiseni Mosi
Sinah Malatetja
Siphe Mpisane
Kamogelo Ralesigo
Kamogelo Sako
Tshepang Semenya
Group V
Bokamoso Bome
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Hetisani Maswanganyi
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Kgaugelo Malebati
Kgotlelelo Tladi
Lehlogonolo Mahopo
Liema Nxu
Masego Itumeleng
Matlou Kgomo
Nametsegang Lehumanego
Nyiko Maswanganye
Oratilwe Thokolo
Petunia Kadiaka
Primrose Gwai
Reabetswe Thebe
Reaipela Sehemo
Rivoningo Chauke
Shonisani Mathikhithela
Sive Sijiyo
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Tebogo Masuka
Thari Ye-Tshepe Ditle
Tiyani Mashaba
Tshabopja Moshoma
Unathi Booi
Group W
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Akwande Mazibuko
Baatseba Choenyane
Banele Khumalo
Kagontle Frans
Kamogelo Mosetlo
Keitumetse Mosiapoa
Khangala Sadiki
Lebogang Mooki
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Lesedi Motswaledi
Lo-Cresha Olyn
Lutho Thwalo
Mahlako Moretsele
Molatelo Kgoale
Pabalelo Nkutlwang
Reabetswe Windwaai
Remofilwe Sebaeng
Reogopotse Dilotsothle
Romuwana Nare
Sandile Mayimele
Sisanda Mathunjwa
Somila Rooiland
Tebaone Tlamme
Thilivhali Madula
Tsakani Mashele
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CLASS OF 2022 COMPENDIUM Tshepang Fore
Vuenti Khosa
Yinhla Mthombeni
Group X
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Andile Fezeka Halle Sithole
Khumo Morwalela
Kopano Mogadile
Learn Makaringe
Lebogang Mosisidi
Lutho Sosanti
Luyanda Mngadi
Mandisa Molapo
Mankopane Gomba
Masala Siphei
Naomie Louw
Nthobatsang Moloantoa
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Olorato Lepedi
Palesa Mtombeni
Refentse Ntsime
Rethabile Mphali
Senwelo Sechogela
Shalom Mashanyu
Sinqobile Shezi
Siyamthanda Dhladhla
Tefello Rooibaadjie
Tefo Mohotlheng
Thembani Radebe
Tsheamo Maleka
In absentia
Tumelo Kgoedi
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Zola Ndyalivane
Paseka Tshavalala
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PUBLICATIONS OVER TIME
Published Papers Andrews, D., & Osman, R. (2015). Redress for academic success: possible lessons for university support programmes from a high school literacy and learning intervention. South African Journal of Higher Education, 29(1). Pp.354-372
Brenner, E. (2015). Increasing access to higher education: reflections on a border crossing curriculum designed for an enrichment programme for talented high school learners. South African Journal of Higher Education, 29(1). Pp.313-334
Geyer, K., & Walton, E. (2015). Schooling in the shadow of benevolence: the experience of scholarship recipients in affluent schools. South African Journal of Higher Education, 29 (1). Pp. 335-353
Liccardo, S., Botsis, H., & DominguezWhitehead, Y. (2015). Background knowledge and epistemological access: Challenges facing Black women in a SET scholarship programme. South African Journal of Higher Education, 29(1). Pp.373-389
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Maree, J.G., (2015). Barriers to access to and success in Higher Education: Intervention Guidelines. South African Journal of Higher Education,29(1). Pp.390-411
Reeves, M. M., Mashiloane, L., Bowman, B., Richards, Z., & Koen, J. (2015). Developing equitable selection criteria for talent development programmes in inequitable contexts. South African Journal of Higher Education, 29(1). Pp.294-312
Richards, Z. (2015). Conceptions of academic talent: implications for talent identification and development. South African Journal of Higher Education, 29(1). Pp.270-293.
Walton, E., Bowman, B., & Osman. R (2015) “promoting access to higher education in an unequal society.” South African Journal of Higher Education 29.1 (2015). Pp. 262-269
DIAMOND TIMES 2023
Conference Proceedings Sesheba, L., Richards, Z., & Phala. T. (2023). Experience with rolling out online teaching to “unconnected” students in South Africa: A Pre-university Access programme initiative. SAERA Conference. East London.
Billings-Padiachey, A. (2023). Discussing methods of increasing or maintaining tracking response rates: A South African preuniversity programme tracking study. SAERA Conference. East London.
Richards, Z., & Petersen, K. (2023). The Importance of the Biographical Questionnaire in Facilitating Access to Higher Education. SAERA Conference. East London.
10th SAERA CONFERENCE
Hosted by Rhodes University 30 October – 3 November 2023 East London, South Africa
ABSTRACT & PROGRAMME BOOK
Billings, A. C., & Motsisi, C. K. (2023). Linking mentorship with transformative teaching and learning in a pre-university access programme. EASA Conference. Cape Town.
Sibisi. N. T (2023). Enriching professional development through the TTP Educators Enrichment Programme - Insights from Math and Science Educators. EASA Conference. Cape Town.
Sesheba. L. (2023). Exploring the value add of re-engaging high school learners in community projects in a post COVID-19 world: the case of the Targeting Talent Programme. EASA Conference. Cape Town.
Richards. Z., & Petersen. K. (2023). Exposing shifts in perceptions and experiences of diversity. Intra-racial discrimination (colourism) among selected South African high school learners EASA Conference. Cape Town.
TTP THE JOURNEY
EASA ANNUAL CONFERENCE 2023 SECOND ANNOUNCEMENT AND CALL FOR PAPERS
Theo Paul Vorster
THEME: OCEANS OF WISDOM, MOUNTAINS OF KNOWLEDGE, WINDS OF CHANGE
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THE COMMENCEMENT
As learners exit the programme, it symbolizes a new beginning for them. TTP learners exit the programme as young adults and go off into the world with a skillset learnt in the programme. SETMU congratulates learners on successfully completing the Targeting Talent Programme and starting this new phase in their lives. It is symbolic that just as how a young adult exits the nest, the TTP has also reached its maturity and concludes having served its purpose for 17 years. Additionally, just as our snowflake experience in 2007 symbolized the start of a significant and impactful programme, in 2023, it symbolises the commencement of everything new.
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Drawing by Nikito Dlamini (Group Q)
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Drawing by Nonjabulo Sibisi and Keitumetse Chokwe (Fred Norman Secondary School)
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DIAMOND TIMES 2023
PLEASE FOLLOW TTP_SETMU ON SOCIAL MEDIA INSTAGRAM @ttp_setmu
TWITTER @ttp_setmu
LINKEDIN & ALUMNI PAGE TTP SETMU LINKEDIN ALUMNI PAGE Association of Wits’ Targeting Talent Programme (TTP) LinkedIn only for ALUMNI-grade12’s to join at the end of the three year programme
https://linktr.ee/setmu
www.wits.ac.za/setmu/
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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