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

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

• Implement our model of Whole School Development, which aims to address the Strategic academic, infrastructural, social and security environment in schools by ensuring that the schools have the necessary management and community leadership to objectives support an environment conducive to learning and teaching. • Create opportunities for small stakeholders to get involved in improving schools in need.

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

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

• Work with communities to improve education.

• Maintain strong relationships with all stakeholders.

1 TABLE OF CONTENTS

ADOPT-A-SCHOOL FOUNDATION OVERVIEW 3

CHAIRPERSON’S REVIEW 6

EXECUTIVE DIRECTOR’S REVIEW 10

HIGHLIGHTS FROM THE FIELD 16

AWARENESS AND FUNDRAISING CAMPAIGNS 24

FUNDRAISING EVENTS 27

HOW TO GET INVOLVED 31

ADOPT-A-SCHOOL FOUNDATION GRADUATES 34

ADOPT-A-SCHOOL FOUNDATION ESSAYS 38

SCHOOL PROFILES 49

WAITING LIST SCHOOLS 77

ANNUAL FINANCIAL STATEMENTS* 83

*PWC only audited the financial statements from page 87 to 115

The audited financial statements are for Adopt-a-School Foundation only and do not include the work for the 413 schools in the Kagiso Shanduka Trust programme.

2 OUR FOOTPRINT

SCHOOLS SUPPORTED LEARNERS BENEFITTED Schools adopted 612 734 796 in South Africa Schools adopted in other countries

Mozambique 1

Limpopo 16 TEMPORARY JOB SMALL COMMUNITY OPPORTUNITIES BUSINESSES Mpumalanga 11 CREATED SUPPORTED Gauteng 50 6 728 1 093 North-West 27 Free State* 418

KwaZulu-Natal 53

Lesotho 4

NEW FACILITIES Northern Cape 8 BUILT Eastern Cape 18 454 Western Cape 6 Feeding scheme kitchens - Administration facilities - Science laboratories - Computer laboratories *In 2013, Adopt-a-School Foundation started working in 413 schools in the Free State as the - Ablution facilities - Sports facilities joint implementing agent of Kagiso Shanduka Trust’s whole school development programme. - Classrooms - Libraries - Grade R facilities - School halls

EDUCATORS STAKEHOLDERS DEVELOPED BENEFITTED 1 513 6 267 Literacy - Mathematics Strategic planning - Leadership - Accounting - ITC - Science - Teambuilding programmes

OUR IMPACT IN

LEARNERS RECEIVED LEARNERS RECEIVED NUMBERS EYESIGHT TESTS SPECTACLES 34 348 2 008

3 Strategic planning, leadership and management: WHOLE SCHOOL Empowering and capacitating School Governing Bodies, School Management Teams, school educators and Learner Representative Councils is one of the most meaningful DEVELOPMENT interventions conducted by Adopt-a-School Foundation. 26 Learner Representative Councils have attended leadership camps and over 300 learners have been directly impacted. 279 Strategic planning retreats have taken place and over 6 000 stakeholders have benefitted.

Teambuilding and motivation: The Foundation believes that building cohesive teams will enable the school to functional effectively. Ensuring optimal dynamics within the school means that the school is able to carry out its roles and responsibilities effectively.

Over 1 900 individuals have benefitted from teambuilding programmes in our schools.

Infrastructure: Meeting basic infrastructure needs means providing schools with access to water, electricity, ablution facilities and safe learning environments. Specialised facilities, enabling excellence in teaching and learning, include fully resourced Grade R facilities, libraries, science and computer laboratories. The Foundation has built 454 facilities. These infrastructure projects have created over 6 700 jobs and supported over 1 000 businesses. These facilities include 32 computer laboratories, 17 science laboratories, 16 libraries and 43 ablution facilities. Educator development: Curriculum development in all subject areas and development programmes in remedial teaching, counselling skills, library management and sports coaching.

Over 1 500 educators have been developed in key curriculum areas including mathematics, science, accounting, language and literacy. 65 Grade R practitioners have received support.

4 Social welfare: Vegetable gardens,eyesight and audiology testing, life skills programmes and initiatives to support orphaned and vulnerable school children are implemented to support the wellbeing of the learners and enhance their learning experience.

Over 34 300 learners have received eyesight tests with over 2 000 learners receiving spectacles. 19 feeding scheme kitchens have been built.

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

11 schools have received fencing to secure their property.

Extra-curricular and co-curricular activities: Sports development, environmental clubs, reading clubs and leadership clubs are encouraged and supported by the Foundation, promoting both mental and physical growth and development for the learners.

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

Learner development: Support programmes for language, literacy, numeracy and mathematics “Whole School Development is about from Grade R to Grade 12 are critical to ensure learners master the enthusiastic and passionate school fundamentals to succeed. leadership and hardworking pupils Over 6 400 learners have directly benefitted from language and with supportive parents, living in a literacy programmes. Over 7 400 learners have benefitted from community that values its schools.” science programmes and over 13 000 learners have benefitted – Cyril Ramaphosa, Chairperson, from mathematics programmes. Adopt-a-School Foundation.

5 “When we see it in the faces of our children we know: FROM OUR there will always be, for us, a worthy future.” MESSAGE – National Development Plan 2030 Vision Statement

CHAIRPERSON South Africa has achieved significant milestones development in schools across the country and in education since 1994. Today, hundreds of encourage active citizenship. thousands more children have access to decent education. At least 97% of children of school Collaborations between public and private going age are attending school and over 60% of organisations are paving the way for the country’s schools do not charge school fees, sustainable and effective development in providing almost 9 million children with free this sector. A case in point is the unique education. partnership between the Kagiso Shanduka Trust (established in 2013 by Kagiso Trust and However, stark inequalities still exist in our rural Shanduka Foundation) and the Free State and township communities. Many schools in Department of Education. Adopt-a-School these localities are under significant pressure Foundation is one of the joint implementing to provide quality education due to factors such agents for this programme. Together with as insufficient teaching resources, lack of basic government, this partnership, now in its infrastructure, weakened school leadership second year of implementation, has already capacity, and social challenges affecting learners. begun to transform 231 of the 413 schools in the programme. This is a significant milestone The Department of Basic Education has released for the Foundation and it is envisaged that the an updated strategy which takes stock of and learnings from this programme will ultimately plans for key developments in basic education form the basis of a district based model that up to 2030. While many of the priorities remain can be replicated in other provinces. the same, the new plan accounts for the lessons learnt and also accommodates the priorities The magnitude of this programme has also of the National Development Plan. The long- placed strain on the Foundation’s capacity. term vision remains the same – to ensure that As our footprint and team of development every young South African receives a quality specialists grows, so does the need for education. additional anchor funds to cover operational costs. Adopt-a-School Foundation is well placed to support this vision because its primary The Foundation hosted its eighth Back to objectives are to work with government and School Party last year and, in May this year, the private sector to promote sustainable returned to London to host its second

6 international fundraising event. Leveraging I am also very pleased to see the remarkable and school communities whose commitment and from our previous successful fundraising improvement in the quality of the matric results active participation is crucial to the success of our events, Kagiso Shanduka Trust hosted their in our adopted schools, with more and more development programmes. very own Back to School Party in Bloemfontein. matriculants qualifying for bursaries for their These are our flagship fundraising initiatives tertiary education. Four of our matriculants By working together with business, government, which enable us to interact with our supporters received bursaries from the Cyril Ramaphosa communities and individuals we have achieved and raise significant funds to support our Education Trust in 2014 and have all performed meaningful change in hundreds of schools. As we programmes. They also provide the platform to very well in their first year of university. continue to advocate for corporate investment create awareness and invite the public to get and constructive citizenship, we can attest to the involved in our initiatives. The future millions of rands invested in school development. Shanduka Group has provided substantial We can enumerate the classrooms built and In January 2015, the Foundation embarked financial, infrastructural, administrative and teachers trained. More importantly we can on a pilot storytelling project in order to strategic support to Adopt-a-School over appreciate the lives we have impacted; because understand the impact of its work, in a the past 11 years through the Shanduka their stories are a true measure of our success. bigger and broader context. By knowing and Foundation. Shanduka Group is undergoing understanding the personal journeys of the significant changes as it enters into a new teachers, pupils and parents in our adopted merger with Pembani Group. Therefore, schools, we will be able to better understand moving forward, the Shanduka Foundation will and appreciate the impact of our investments. establish itself as an independent organisation. The organisation will continue to deliver on its The Foundation continues to build good mandate of contributing to quality education Cyril Ramaphosa relationships with our strategic partners who and small business development in South Africa. Chairperson play an instrumental role in the success of These changes will not affect the operations of our programmes. One of our highlights is Adopt-a-School Foundation as it will continue the much appreciated endorsement by the as a project of the organisation, which will be Nelson Mandela Foundation for our annual renamed the Cyril Ramaphosa Foundation. Back to School for a Day campaign. We are also pleased that many of our existing school I would like to acknowledge and sincerely thank sponsors have expanded their involvement our passionate and dedicated staff, our board and we have welcomed a number of new members, the organisations and individuals partners on board. who partner with us and commit invaluable resources to our programmes and the schools

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

THE BOARD Except for the Executive Director, the Foundation’s Directors are all non- executive. The non-executive directors are chosen for their skills and experience that are relevant to the work of the Foundation.

The Board is ultimately accountable and responsible for the performance of the Foundation and ensures that the work is executed efficiently and cost effectively. The Board governs the Foundation and its management, and is involved in all activities that are material for this purpose.

The following board committees oversee the effective work of the Foundation:

Executive Committee: Responsible for overseeing the operational work of the Foundation as directed by the Board of Directors.

Finance and Risk Committee: Reviews the principles, policies and practices adopted in preparation of the financial statements and ensures that the annual financial statements comply with statutory requirements. It also reviews management’s performance in relation to financial matters to ensure the adequacy and effectiveness of the Foundation’s financial, operational, compliance and risk management activities.

Strategy and Fundraising Committee: Facilitates the development of organisational strategy, fundraising strategy and an implementation plan.

Human Resources, Remuneration and Nominations Committee: Provides guidance in all human resources and remuneration policy matters as well as nominations of members to the board.

8 Cyril Ramaphosa Donné Nicol Stephen Lebere Dr James Motlatsi Sydney Seolonyane Griffiths Zabala Chairperson, Chief Executive Officer, Executive Director, Deputy Chairperson, Retired, former District Managing Member, Adopt-a-School Cyril Ramaphosa Adopt-a-School Adopt-a-School Education Co-ordinatior, Integrated Consulting Foundation Foundation Foundation Foundation and Gauteng Department of Management Services Chief Executive Officer, Education Teba Limited

Helena Dolny Ntjantja Ned Mshiyeni Belle Yaganthrie Ramiah Zanele Mbere Silas Mashava Founder, Chief Executive Officer, Head: International Chief Executive, Sanlam Head: Personal and Sustainable Football Grey Matters Hollard Foundation Affairs, South African Brand, Sanlam Limited Business Banking, Specialist, Dreamfields Reserve Bank Standard Bank

Eric Ratshikhopha Lucky Moeketsi Yvonne Themba Rebone Malatji Retired, former Retired, former Director, Group Human Financial Controller, Executive Director, Deputy Director Capital, Shanduka McOpCo Restaurants & Xstrata SA General, Mpumalanga Group Corporate Accounting, Department of McDonald’s South Africa Education

9 EXECUTIVE DIRECTOR’S REVIEW

Much of the effort of Adopt-a-School and public sectors working together with a Foundation in the past year has been focused shared vision to achieve greater transformation on collaboration and deepening of partnerships. in education. In this review we share a more This is premised on our belief that effective detailed progress report on the impact and partnerships greatly increase the latitude and achievements of Kagiso Shanduka Trust to date. reach of our projects, enhance efficiencies and ensure that skills, knowledge and best practices Every year, we report on the progress made are widely shared. in our implementation of Whole School Development in the adopted schools. We Strong partnerships complement the are pleased that WSD is currently being implementation of our Whole School implemented in 92% of the adopted schools. Development (WSD) model. Our focus on The graph below indicates how we have collaboration is evident in the strong relations grown our WSD approach, since it was adopted we hold with the Department of Basic Education in 2009. and the strategic corporate partnerships that have contributed to our growth and success 100% over the years. 90% 80% Since July 2014, we have managed over 343 70% different projects in 199 schools across South 60% Africa, each having been adopted by various 50% corporates and individuals. In addition to our organic growth we are in the second year of 40% implementing WSD in 413 schools as part of the 30% Kagiso Shanduka Trust’s schools development 20% project in partnership with the Free State 10% Department of Education. The Kagiso Shanduka 0% 2009 2010 2011 2012 2013 2014 2015 Trust’s WSD programme is a unique example of a successful collaboration between the private % of schools where we are implementing WSD

10 To ensure proper implementation of WSD in all of our revealed a number of findings, including the impact schools, our approach has been to bring in additional of the number of progressed learners who sat for adopters into the schools we are already working the Grade 12 final exams last year. Another major in. The success of this approach is evident in the challenge has been the movement of educators due number of small and medium sized adopters that to resignations, retirements and general changes in partner with us in multiple schools. school posts.

The Foundation advocates for strategic planning, 82,0% 75,8% 76,2% leadership and governance programmes in all of The Annual National Assessments (ANA) have its adopted schools. This programme continues highlighted the challenges of mathematics and to be a successful intervention to empowering literacy education in South African schools. Although school leadership and management. This year, the assessments are still in their infancy stages, we the Foundation has conducted strategic planning, utilise them as an indication of the impact of our leadership and governance programmes in 15 interventions in schools. The foundation grades schools. The framework for this programme has been play a critical role in ensuring that children have revised to ensure that there are standard measures, the fundamental skills of reading, writing and outputs and sustainable support systems. KST has 2012 2013 2014 understanding mathematics to prepare them to conducted 215 empowerment and transformation succeed at high school. Average matric performance in adopted schools workshops since 2013. KST has also started investing in further leadership programmes in some of the Due to the decline in performance in a number of our more dysfunctional schools. Despite the small decline in the overall pass rate, adopted schools, the declining state of mathematics we are pleased with the quality of our results. Over and literacy at foundation level and the challenges Academic Performance 58% of our learners qualified to study a bachelor’s experienced in schools due to the changes in In 2014, our adopted schools achieved an average degree or diploma and some of the learners curriculum and policy, Adopt-a-School Foundation matric pass rate of 76.2%. This was a 5.8% decline performed extraordinarily well, achieving up to seven is reassessing and revising our strategic social and from the average pass rate our schools achieved in distinctions. These are remarkable achievements academic interventions. We are also placing more 2013 and slightly higher than the national pass rate. considering that these learners come from schools focus on developing our foundation phase educators The Foundation undertook a detailed assessment that are located in some of the country’s most and providing support to the parents of the younger of the performance of our schools. Our assessment impoverished communities. children.

11 currently priced at 25% below the market rate. This is campaigns that raise both funds and public worthy assurance of our efforts to deliver sustainable awareness for the Foundation. We are the beneficiary solutions in a cost effective manner. of the annual Deloitte Pretoria Marathon and the new NGO partner for the Capitec Color Run. This Partnerships year we partnered with construction company Saint Collaborating with like-minded organisations and Gobain as the benefactor of their 350th anniversary individuals remains instrumental to the success celebrations and distributed 20 000 dictionaries to of our projects. Our work with the KwaZulu-Natal our schools in partnership with Oxford University Department of Education’s Accelerated Schools Press and their “Every Child Deserves a Dictionary” Infrastructure Development Initiative (ASIDI) to campaign. upgrade and rebuild three schools (previously made of mud structures) is nearing completion and we are We are grateful for our strategic partnerships with very excited to present these fully resourced schools a number of organisations who support our work. to the communities in the Amajuba District. The project will continue into 2016 as we roll out WSD in DRA Mineral Projects donate their engineering, these schools. architectural and technical services to the Operational sustainability Foundation. Finding sustainable funding solutions is an on-going Our partnership with the Industrial Development priority for the Foundation. Shanduka Foundation Corporation (IDC) continues to strengthen. In 2014, Africost’s quantity surveying team have assisted established an Investment Committee which looks the IDC officially adopted another nine primary us with revising our costing model and providing at investment opportunities for long term funding schools – the feeder schools to their 20 adopted high important support and training in this process. streams for the different entities. This investment schools. Together we are systematically addressing approach has resulted in Adopt-a-School Foundation all of the developmental needs of the schools over Iliad Africa continues to donate building materials, having a 0.03% shareholding in JSE listed company a period of time and aim to have a significant and through its Buco Retail Outlets, to our infrastructure Grindrod Limited and 50% of 25.09% in Sandvik lasting impact on the performance of these schools. projects. Mining South Africa. This is our seventh year of working with the Lafarge Law firm,Cliffe Dekker Hofmeyrassist the Foundation In addition, our annual fundraising events remain an Education Trust in the Bodibe Village in the North with legal requirements, including our investment important source of funding for our programmes. In West and the Mzimela Village in KwaZulu-Natal. The transactions, tax advice, HR documents, contracts October 2014, our eighth Back to School Party raised Trust hosted its third Community Awards programme and general legal issues. over R4 million and in May this year, we hosted our in both villages this year, where a number of schools, second event in London and raised close to R5 million. educators and learners were recognised for their PricewaterhouseCoopers has once again provided achievements. the Foundation with a significant discount in the Adopt-a-School prides itself in having a cost-effective auditing of our Annual Financial Statements. building model. In a recent evaluation of our costing We work with over 75 other companies and model, we conducted research into the pricing of thousands of individuals who contribute their time, We are grateful for the marketing support we receive infrastructure development in South Africa. The money and skills to our organisation. We are proud from Betelgeuse Advertising who designs this annual research showed that our infrastructure projects are to be the NGO partner of a variety of marketing review and Caxton and CTP Publishers and Printers

12 who print it for us free of charge. In addition, which is a wonderful cost effective solution for outdoor advertising agency Adreach has sponsored schools without proper library infrastructure. our street pole marketing campaign in 2015. Premier Optical and Optometrist, Dr Dire Thomas, We appreciate the supportive and collaborative bring mobile eyesight testing clinics to our primary relationship we continue to share with many of our schools and together we have tested the sight of service providers who specialise in different sectors. over 30 000 school children in some of the most Many of these partners offer additional time and rural communities of South Africa. resources at no cost to the Foundation. We continue to work very closely with the BrainBoosters is an organisation focusing on Department of Basic Education at all levels innovative Early Childhood Development (ECD) (national, provincial and district) based on the type programmes. We partnered with them to conduct of intervention we are implementing. The DBE research in our rural primary schools and have remain supportive of our work and we continue to run a number of ECD Catch Up Programmes for ensure that our interventions are aligned to their Grade R - 3. Kagiso Shanduka Trust is implementing strategies and that we work together to achieve our BrainBoosters programmes throughout their common goals. and CSI funds to South Africa’s neediest schools. As primary schools in the Free State. we enter our fourteenth year of operation, we will The Adopt-a-School Foundation team continue to go back to the chalkboard to assess and Tsebo Education Network runs education Our team has grown extensively over the past improve our strategies, ensuring that Whole School programmes to support Grades 10, 11 and 12 twelve years, ensuring that we deliver quality Development remains relevant and sustainable. in mathematics, physical science, English and projects to schools in need. Our infrastructure team accounting with the focus on improving the quality comprises of civil engineers and quantity surveyors I trust you will enjoy our 2014/2015 annual review. of matric pass rates. and our social and skills development team consist of educational specialists, former educators and Young and Able is a youth advisory services social workers. Along with administrative, finance company that runs youth leadership programmes and fundraising and communications teams, the as well as our strategic planning, governance and Foundation has 28 full-time staff members. The teambuilding programmes. Foundation also runs a successful internship programme, equipping young professionals with Stephen Lebere Mabatimi Management Services also support our the necessary skills and experience to help them Executive Director strategic planning and leadership programmes. They succeed in the working world. specialise in leadership development, management training skills, teambuilding, conflict resolution and Since its inception in 2002, Adopt-a-School strategic planning. Foundation has established itself as a significant and capable contributor in the South African education Mobile Library Solutions have steel mobile library sector. We strive to empower school communities, units with books, a television and educational DVDs raise awareness and connect private individuals

13 Adopt-a-School Foundation, in partnership Kagiso Shanduka Trust follows a theory of with Kagiso Trust’s Beyers Naude Schools change ethos which states that reaching out Development Programme, is the implementing to an educator through training, support A BRIEF agent for the Kagiso Shanduka Trust, now in its and the provision of learning materials; 2nd year of implementation. and simultaneously improving the school environment through infrastructure provision, OVERVIEW Kagiso Shanduka Trust has a unique partnership results in significantly improved learner with the Free State Department of Education. results. In addition, targeted improvement Together they are implementing whole school towards school and district office leadership development in 413 schools in two districts in significantly enhances the learning and teaching the province. environment. The combination of these factors “The Free State Department ensures sustainability of the interventions. of Education and Kagiso Shanduka Trust have a shared vision to make education an empowering experience and to equip children with the skills and knowledge to contribute towards the development of our society. Together we can make a difference in the future of South Africa.” – Tate Makgoe, MEC for Education in the Free State

14 Progress A summary of the work done in the KST adopted The programme has taken a phased in schools is provided in the School Profiles chapter approach and is measured on improved of this report. www.kst.org.za has been set up to performance, effective leadership and share the progress of this unique partnership. community involvement.

2013 LEARNERS IMPACTED EDUCATORS Needs Analysis 308 schools DEVELOPED Empowerment and 37 schools 206 831 Transformation Workshops 1 004 2014 Needs Analysis 54 schools

Empowerment and 178 schools TEMPORARY JOB SMALL COMMUNITY Transformation Workshops OPPORTUNITIES BUSINESSES CREATED SUPPORTED Infrastructure Development 66 schools Curriculum Development 97 Schools 812 92

Programmes NEW FACILITIES FACILITIES BUILT RENOVATED Visual Support Programmes 40 schools 2015 97 44 Needs Analysis 0 Empowerment and 6 schools Transformation Workshops Infrastructure Development 30 schools LEARNERS RECEIVED LEARNERS RECEIVED EYESIGHT TESTS SPECTACLES Curriculum Development 110 schools Programmes 15 967 539 Visual Support Programmes 40 schools INVESTED SINCE MARCH 2013 175 million

15 TRANSFORMING SCHOOLS HIGHLIGHTS FROM IN KWAZULU-NATAL THE FIELD

Adopt-a-School Foundation is working with the Information Computer Technology (ICT), language, Department of Education in KwaZulu-Natal to literacy and numeracy. transform three schools in rural communities in the Amajuba district near Empangeni. In addition to Adopt-a-School’s Whole School Development initiatives, the DBE will be providing a The project to rebuild Lembe, Enhlanhleni and CAPS refresher course, a Facilitation Methodologies Ingweniphaphama Primary Schools forms part of Refresher Programme and a Curriculum Management Government’s national plan for the eradication of and Assessment Refresher Programme. mud schools in South Africa; the Accelerated School Infrastructure Development Initiative (ASIDI). In an effort to address some of the socio-economic challenges affecting these learners, a support The DBE estimates that there are 510 mud schools programme for orphans and vulnerable children will left in South Africa. Mud schools are defined as those be established. All children will have their eyesight where buildings are constructed of mud, very often tested and spectacles, or further medical care, will be with rusted through corrugated iron roofing and with prescribed to those learners with eyesight problems. little shelter provided from the elements. This project is already having a significant impact on these school communities. As of July 2015, the project The project involves demolishing the mud structures has created 187 temporary job opportunities for in KZN and constructing new facilities for all three unemployed parents of learners and has procured the schools. Infrastructure development in the first two services of 21 local businesses. schools will be completed in November 2015 with the third school being completed in March 2016. The project will run for five years ensuring that the Advocacy and strategic planning workshops have schools are fully sustainable when Adopt-a-School exits been conducted in all three schools and strategic the project. plans have been put into action. These schools house the hopes and aspirations of over Further skills development interventions will include 350 young learners and their families. The passion leadership and governance, Early Childhood for teaching is evident and there is shared vision for Development practitioner training, librarian training excellence. With the current progress taking place, the and educator development in mathematics, science, potential to achieve their goals is within their reach.

16 INGWENIPHAPHAMA PRIMARY Between 1995 and 1996 a new principal, Mr Moses Forum in Vryheid, engaged with the Department of SCHOOL: THE JOURNEY SO FAR Mahlangu, and three new teachers were appointed. These Transport to build a road into the community, which was four educators have remained until today. Together they realised in 1999, and the road became a catalyst for greater In 1972, a group under the leadership of the former Induna formalised the school’s systems, curriculum, and learning access. Ndima, came together to request permission from a culture, despite a lack of staff and resources, and the farmer, Mr Dominee, to build a school. The hope was that demands of teaching multiple grades in shared classrooms. While these plans were underway, the school continued their children’s future would include an education, which Also, because of the inaccessibility of the school, the under difficult conditions. Without a roof, the classrooms was significant, as the majority of them were uneducated. teachers lived in the classrooms during the week. were exposed to the elements and resultant lost hours of The farmer agreed and the school was built with materials education. This was Ingweniphaphama’s reality until the for the roof, doors, and windows being purchased by the In 1998, in a terrible storm, the school roof was destroyed community began construction of the new school in 2002. community. They called it Ingweniphaphama, which means, and the community united to restore the situation. First the tiger is awakening. they built a small cottage for the teachers so that they In 2004, Mr Mhlangu arranged a borehole and ensured had proper accommodation. The leadership then came that it was also accessible to the community. In 2008, For 12 years it operated as a farm school and education together and, with the support of Mr Dominee, decided Mr Mhlangu ensured electricity was available in the mud was informal, until it was eventually registered with the to move the school to a more suitable location. Principal structures. Though they faced many difficulties, the Department of Education in 1984. Mhlangu, as a member of the Rural Road Transportation teaching staff, led by Mr Mhlangu, refused to accept they

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

were victims of circumstance. Instead it was the passion project partnership between Government’s Accelerated new chapter in the life of Ingweniphaphama. The principal and commitment of the staff and the desire of the learners Infrastructure Development Initiative and Adopt-a-School alludes to opening the school to the broader community that saw their mud school endure. This is reflected in their Foundation. and surrounding, under-resourced schools so that they may impressive results. Ingweniphaphama achieved an overall all benefit from its resources. There is a buzz in the school pass rate of 92 % in 2014 and 97 % in the first part of The first step was the delivery of container classrooms about the many potential projects and activities that could 2015. However, this has not been an easy road. The state in 2014 which meant the 94 learners and four teachers become a part of Ingweniphaphama’s offerings, things that of physical infrastructure resulted in a loss of support could move out of the mud structure during construction. go above and beyond the delivery of the set curriculum. by community members over the years and a decline Ironically, these temporary classrooms immediately in numbers meaning Ingweniphaphama faced possible changed the way the school community viewed itself and The new facility is the reward for the community that closure on numerous occasions. education. This changed mind-set was also as a result established Ingweniphaphama and never gave up on their of the workshops, trainings and planning sessions that vision. It is the realisation of a dream that started many The turning point came in 2014 when Ingweniphaphama the Foundation is leading the school through as part of years ago inside the mud walls of a school on the ridge of was selected as one of three schools as part of a pilot the Whole School Development model. This is a brand the Ingweni Mountain.

18 A CONVERSATION WITH PRINCIPAL MOSES MHLANGU:

Q: What has this experience of the transformation of Ingweniphaphama been like for you so far?

A: It has been a long journey. There is no short cut in Imagine if we, as educators, all came together to education. We found ourselves with challenges. But talk about how to achieve this? We can become an it was not the walls that decided our fate, it was what education family. Even the community must become was in our minds. I told myself that I am the leader, part of that. We need to offer adult education, skills that I must do my best. Even though people looked training for those who are out of school for some at us and did not think there was much happening time, workshops on computers and in the library, here, because we did not have the facilities, they did many things. not look at the human beings inside. When we talk to these learners we do not talk of the mud structure, As the school grows we cannot just grow the learners, we talk of education. we have to grow as well. It is about stimulating the whole environment. My main goal is that when a This mud structure is a reminder of where we have teacher steps into the class they are able to teach come from. It is the record of this community’s as they never have done before. Our objective is efforts, our ideas, and our hopes for the future. not to copy from somewhere but to also tailor this Honestly, the new school was always in our mind, to our environment. So we have to create our own not the mud structure. We were already in the new roadmap. As the school is built up from the ground, school in our minds. we also have to rise to the challenge by building ourselves as well. Q: What does it mean to have this new facility? Q: From the perspective of where you are today, That must end. If we make this a resource for under- A: If you consider the bigger perspective then we what is your dream for Ingweniphaphama? resourced schools then we will raise the standard of need to come together as one chain in education. education in our area. I would love to have those teachers in the A: I want to create a centre of learning. This surrounding schools, especially the science teachers, community needs a place to excel. By this I mean that I have many years’ experience in high school, so I come here and do workshops with our equipment. our numbers will grow as the infrastructure grows, know what happens there. Added to this, I specialise By doing this we will be serving our learners right until but the community must also grow with us. in maths and science, so I know where we are lacking. the end of their school journey. It is not enough for My plan is to invite principals of the secondary If we lay a strong foundation here, then support that us to give them our best in primary and then they are schools and to talk to them about education, to allow as it grows, we will ensure the best for our kids. But disadvantaged as they move off to secondary schools them access to our facilities. They must know that to do this I need support from the department, the that are not as well equipped. A strong high school this is a resource for them and their learners too. neighbouring schools, the community, its leaders, all needs a strong primary and visa-versa. Presently kids from the surrounding areas travel to the different stakeholders. We can make this a centre Vryheid to be exposed to resources and facilities. of learning.

19 WHOLE SCHOOL YOUTH MENTORSHIP DEVELOPMENT WITH THE IDC AND LEADERSHIP In 2012 the Industrial Development Corporation (IDC) adopted Youth development is another important element of the 20 high schools across South Africa. In 2014, they adopted a Whole School Development model. The Foundation believes further nine primary schools – which are feeder schools to their that to invest in change, we must develop the youth and they adopted high schools. will shape their own futures. Adopt-a-School Foundation

runs leadership development camps for learners with the In three years, the IDC has invested over R50 million into these intention of empowering them to take ownership of their schools through Adopt-a-School Foundation. All 29 schools schools’ improvement, motivate their peers and initiate their have undergone strategic planning, leadership and governance own development programmes. We have run 23 of these programme. Twenty three facilities, including kitchens, camps and we are witnessing remarkable attitude changes classrooms, ablution facilities, science laboratories and palisade in many of these young people. We are also proud to partner fences, have been built in the high schools and 12 schools have with Cell C for a mentorship programme where 27 girls from undergone renovations. eight of our adopted schools were involved in an intensive 12 month mentorship programme with some of South Africa’s top Two hundred science and mathematics educators have received business women. further training and support programmes are being offered to learners. Over 2400 learners in the adopted primary schools have undergone eyesight tests and some 100 learners were diagnosed with eyesight problems and have received spectacles. In addition, the IDC staff donate sanitation packs to high school learners and run career guidance sessions. “To invest in change we develop the youth. They will shape their own tomorrows.”

Stephen Lebere, Executive Director, Adopt-a-School Foundation

20 In Mzimela, 14 learners received academic performance awards. Ngqamzana Primary School Received the Sports Award and the Innovation Award. Three of the top performing educators (in mathematics, English and Science) received Best Educator Awards in the form of shopping vouchers and Samsung Galaxy tablets.

In Bodibe, 24 learners received awards for their achievements. Naletsane Primary School received awards for the Best School Leadership; Mmuagabo Primary School received the Enterprise and Community Award and Matlabe Primary School received the Sports Award for improving their sports endeavours and initiatives. Three educators received awards for achieving 96%, 98% and 100% in primary school science, primary school mathematics and high school English respectively. LAFARGE EDUCATION TRUST SHANDUKA FOUNDATION COMMUNITY AWARDS AWARDS Lafarge Education Trust undertake annual award ceremonies in the two Eleven learners received the communities where they have adopted clusters of schools. These include Shanduka Foundation Best Overall 11 schools in the Bodibe Village in the North West province and 28 schools in Learner award. Since 2007, Shanduka the Mzimela District in KwaZulu-Natal. The award ceremonies celebrate top Foundation has given this award to achievers and give recognition to educators, learners and community members a learner from each adopted school who have shown a special commitment to education and achieved excellence that achieves an average of 70% and in their endeavours. Providing incentives and rewards to hard working learners above, displays good behaviour and has proven to be an impactful initiative. leadership skills and is involved in extramural activities.

21 BETWEEN JULY 2014 THE MORIFI VILLAGE, AND JUNE 2015 LESOTHO Since 2012, Adopt-a-School Foundation has been working with four primary schools in the Morifi Village in Lesotho. These schools are adopted by our Deputy Chairperson, Dr James Motlatsi, who was born in this rural village, located four hours south of Maseru, LEARNERS RECEIVED Lesotho’s capital city, on the Free State border. medical care and without this intervention, may never have EYESIGHT TESTS the opportunity to visit an optometrist. Despite their remote location, basic facilities and minimal 25 854 resources, the schools continue to perform well. To date, Adopt- Over 650 learners had their eyes tested. Thirty children a-School has installed security fences, renovated two school were diagnosed with conditions such as Myopia, Hyperopia, buildings and a number of facilities, provided furniture and Astigmatism and Anisometropia. Twenty-six of these mobile libraries, conducted a visual support programme and run children were provided with spectacles to improve their a strategic planning workshop. In addition, Dr Motlatsi provides vision, and four were provided with medication to address bursaries to deserving young learners. their specific allergies.

Visual support programme: Dr Thomas trained four community members in the Bringing the classroom back into focus fundamental techniques of vision screening and referral The difference that a pair of spectacles can make to a child’s practices. This is part of a broader effort by Adopt-a- schooling experience is immeasurable and is so often taken for School to up skill the school communities and to promote granted. sustainable development. Once spectacles are fitted, Dr Thomas educates the children, their parents and

In early 2015, Adopt-a-School Foundation and optometrist, teachers on how to properly care for their glasses. After LEARNERS RECEIVED Dr Dire Thomas, took a mobile optometry clinic to the Morifi village. three months he returns to see how the spectacles have SPECTACLES Many of the children in this village have not had access to such helped the children and if any additional care is required. 775

22 CREATIVE GAZETTES 01

FOR ADOPTED FROM THE EDITORIAL TEAM

HIGH SCHOOLS Greetings our fellow readers, 01 Adopt-a-School Foundation, in partnership with literacy we greet you in the wonderful organisation, Mine in Education, run a literacy focused name of education and media. programme that encourages learners to improve their We would like to present to you use of the English language. In this programme, learners our new kid on the block Eke write, design, edit and use all creative elements available Chronicle Magazine. This is the first to produce a quarterly gazette. Eketsang High School in magazine that has been created Gauteng, Glen Cowie Secondary School in Limpopo and by the learners for learners. The Siwali and Mariazell High Schools in the Eastern Cape have magazine is not only for educating developed their own school newsletters. others but to inspire others and showcasing the different that are Mine in Education also facilitates a DROP EVERYTHING AND within us learners. The main aim READ period where formal teaching is paused and a full hour of the magazine is to animate the is dedicated to reading. hidden talents of the learners. School is fun but it would be funnier if learners are given that one opportunity to express their feelings through writing poems, speeches, short stories and mostly telling stories that encourage and motivate other learners.

The magazine is giving learners their voice to speak out about their views on all the aspects of education. The magazine will also be focusing on different events as well, such as academic, career guidance, health games, cartoons, dialogues, celebrations, civics cross word puzzles, jokes, sport to name but a few. You are free to suggest novel ideas we will greatly appreciate that.

We would be pleased if all learners could bring in their poems, speeches, short stories, jokes, cartoons etc. After all this is your magazine and as your editorial team we believe in the spirit of collectivism. Hope you will enjoy reading your magazine!!!!

23 AWARENESS AND FUNDRAISING CAMPAIGNS

BACK TO SCHOOL FOR A DAY ON MANDELA DAY Through the Back to School for a Day initiative, Adopt-a-School Sowing seeds of hope at Tshilidzi Primary School Foundation invites South Africans to go back to school to In an effort to enhance the nutritional value of school lunches, improve the physical teaching environment and enrich the Adopt-a-School Foundation mobilised its partners and teamed lives of learners by sharing their time and knowledge. up with environmental NGO Green Beings, to build a vegetable garden at Tshilidzi Primary School in Soweto. We were joined by In 2015, the campaign – now in its fourth year – was endorsed executives from DRA, Mondi Group, Shanduka Black Umbrellas by the Nelson Mandela Foundation and recognised as a and Shanduka Foundation. We also planted five indigenous trees meaningful volunteer activity for Mandela Day. In July, Adopt- around the school grounds, to add to the twenty young trees a-School Foundation, together with over 40 organisations that we planted in 2014. Green Beings will work with the school and hundreds of volunteers, put their hands up for education over the next year to ensure the garden is maintained and cared and went Back to School for a Day for Mandela Day. Many for. They will run training sessions for the garden staff and run organisations went above and beyond the 67 minutes in an educator capacity development workshop which teaches honour of Madiba by dedicating a full day to service these educators how to use gardens as outdoor classrooms. schools.

This initiative has inspired hundreds of organisations and www.adoptaschool.org.za/backtoschoolforaday thousands of corporate volunteers to share their time, skills, “We [email protected] delighted to give and material resources. It has proven the value of, and need our full backing for the for, active citizenship. Above all, this one day of collective action first time to this wonderful has a positive and lasting impact on tens of thousands of movement and encourage school children. all South Africans to rally behind this initiative as we Tshilidzi Primary School holds a special place in the history of the celebrate Mandela Day. Foundation as it was the first school taken under its adoption Education was always a programme. It is also the former school of the Foundation’s cause close to Tata’s heart chairman, Cyril Ramaphosa, and the school where the Back to and what better way to School for a Day initiative was launched in 2012. honour both his memory and his legacy.” – Sello Hatung, CEO, Nelson Mandela Foundation. 24 ARCHITECTURE FOR SOCIAL GAIN

In 2015, construction company, Saint-Gobain, partnered with Adopt-a-School Foundation to implement special education-focused campaigns in celebration of their 350th anniversary.

The Architecture for Social Gain Awards aimed to recognise and reward local talent in the design of educational spaces. One of the categories allowed for architects to design a proposal for an adopted school. Motshegofadiwa Primary School in Hammanskraal, Gauteng, is the school selected to benefit from the category winner, Kate Otten Architects. The winning entry involved a strategic intervention to upgrade the existing school facilities. It involves the adaptive re-modelling of an existing carport into a temporary administration facility which will free up a much needed classroom. It also includes the installation of gutters and rainwater tanks, provision of access to running water to the existing ablution facilities, the planting of an orchard and a sustainable vegetable garden. The proposal includes an opportunity for further skills development and a further six phases of proposed interventions to upgrade the entire school. Phase one will be built in partnership with Adopt-a-School Foundation, Kate Otten Architects and Saint Gobain in 2016.

The second campaign in honour of this anniversary is the partnership with Adopt-a-School Foundation to build a new feeding scheme kitchen for Inyonemhlophe Secondary School in KwaZulu- Natal, a classroom block for Sonwabo Primary School in the Western Cape and an ablution facility for Mvelaphanda Primary School in Gauteng.

25 CAPITEC COLOUR RUN EVERY CHILD DESERVES Adopt-a-School Foundation is the NGO partner of the Colour Run A DICTIONARY in South Africa, whose new headline sponsor is Capitec Bank. The Colour Run is the largest event series in the world and is Adopt-a-School Foundation is a proud partner of the Oxford known as the ‘Happiest 5km on the planet’. The race is hosted in University Press ‘Every Child Deserves a Dictionary’ campaign 10 towns in seven provinces across South Africa and Capitec Bank which involves 20 000 dictionaries being donated to adopted donates R10 from every race ticket sold to support resources for schools across South Africa in 2015. The campaign aims to an adopted school in each area the race visits. The first Colour Run create awareness around the value of education and language. took place in Durban and over R40 000 was raised to purchase library books and stationary for Ndukwenhle High School in the Ten thousand dictionaries were donated directly from Oxford Umlazi Township. University Press and distributed to schools in five provinces. The campaign was then opened up to the public, who could ‘pledge’ a dictionary, online, at no cost to themselves. Within two months, pledges for the additional 10 000 dictionaries were made. The dictionaries are aimed at Grade 4 to 9 learners and are complemented with worksheets, manuals and in some instances, dictionary training workshops.

26 FUNDRAISING EVENTS

BACK TO SCHOOL PARTY

The eighth Back to School Party was held on 18 October at the Sandton Convention Centre. Once again, over 1 000 guests donned their school uniforms and enjoyed magical entertainment from the Soweto Gospel Choir, Mango Groove and comedy from Ndumiso Lindi. Two young learners from Olifanstvlei Primary School acted as junior Masters of Ceremony and the talented King Shaka High School choir performed. The evening was themed around a celebration of 20 years of democracy.

Through table sales, generous pledges and an exciting auction run by our London auctioneer, Ed Rising, we raised over R4 million. R1.5 million was allocated to undertake a strategic planning, leadership and governance programme in Dutyini Primary School; build a Grade R facility including resources and teacher development at Motshegofadiwa Primary School and provide eyesight testing clinics (including provision of spectacles) for Isu’lihle Primary School, Fairview Primary School and Mbonisweni Primary School.

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

27 LONDON FUNDRAISER

On 28 May 2015, we hosted our second international fundraising dinner in London. This exclusive event saw over 250 guests and sponsors attending and over R5 million was raised for our projects. Our guests included CEOs and executives from global multinational companies, Miss World, Rolene Strauss, South Africa’s High Commissioner to the UK, Obed Mlaba, and the Deputy High Commissioner, Bongiwe Qwabe.

The event was sponsored once again by Bank of America Merrill Lynch and supported by Shanduka Foundation.

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

– Richard Gush, Country Executive, Bank of America Merrill Lynch.

28 BACK TO SCHOOL PARTY – BLOEMFONTEIN

On 2 July 2015, the Kagiso Shanduka Trust and the Free State Department of Education hosted a Back to School Party in Bloemfontein. Four hundred guests, dressed in school uniforms, attended this inaugural fundraising dinner at the Emoya Estate. The event was hosted by Deputy President and Shanduka Foundation Chairperson, Cyril Ramaphosa, Free State Premier Ace Magashule, Free State MEC for Education, Tate Makgoe and Kagiso Trust Chairperson, Reverend Frank Chikane.

The event celebrates the unique partnership between the Kagiso Shanduka Trust and the Free State Department of Education and emphasises the value of collaboration in making a meaningful and lasting impact in education. Over R1.8 million was raised through individual and corporate pledges on the night which will support Kagiso Shanduka Trust’s Free State Whole School Development programme in 413 schools in the Fezile Dabi and Motheo districts.

29 A SOCIAL MEDIA ANALYSIS

FACEBOOK LIKES OUR FANS BY COUNTRY OUR SOUTH AFRICAN FANS BY CITY

BY GENDER Country Fans City Fans

FACEBOOK South Africa 790 Johannesburg, Guateng 305 United States of America 31 Cape Town, Western Cape 89 United Kingdom 20 Pretoria, Gauteng 80 FANS Philippines 12 Durban, KwaZulu-Natal 58 FEMALE MALE India 12 Port Elizabeth, Eastern Cape 16 45% 55% Australia 11 Sandton, Gauteng 12 Canada 7 Polokwane, Limpopo 11 930 Germany 4 Rustenburg, North West 11 Botswana 4 Bloemfontein 11 Lesotho 4

TWITTER FOLLOWERS BY GENDER THE INTERESTS OF AAS TWITTER FOLLOWERS

56% Comedy TWITTER MALE 53% 26% Politics and current 74% 1 186 FOLLOWERS events 69% 1 514 TWEETS 48% FEMALE Entrepreneurship 74% 67% Business News 54% and General 80%

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

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

ADOPT A SCHOOL Adopt-a-School Foundation not only impacts on the lives and development of learners in adopted schools but also on the quality of education and the sustainability of the schools it works in. We aim to spend a minimum of five years in each adopted school and to foster a caring relationship between the Foundation, the funder, the school, and the community to create a sustainable and meaningful impact.

The adoption process involves a number of key elements: • For a school to be eligible for adoption we require demonstrable evidence of the acute needs of the school. We then ascertain the willingness on the part of the school governing body, educators, parents, and learners to participate actively and accept responsibility for the project.

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

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

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

31 ASSIST A SCHOOL

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

WHAT YOUR DONATIONS CAN ACHIEVE

R1 000 – R10 000

Sanitary Sports School pads equipment uniforms R10 000 – R100 000

Vegetable Eyesight tests Library gardens and spectacles books R100 000 – R500 000+

Educator Leadership Classrooms development development and libraries

Feeding scheme Science Ablution kitchens laboratories facilities

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

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

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

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

BACK TO SCHOOL WISH LISTS • Uniforms • Computers, laptops and tablets • Stationary • Photocopying machines, printers and • Calculators and maths sets other office equipment • Vegetable seeds and gardening tools • Educational toys for Grade R facilities • School appropriate library books

33 ADOPT-A-SCHOOL FOUNDATION GRADUATES

MANDISA MLITWA FORTUNATE MUKOVHE RANGWANENI

Mandisa Mlitwa matriculated from King Shaka High School in Fortunate matriculated in 2014 from Tshivhase Secondary 2012. As one of the top performing learners she earned a bursary School in Vhembe, Limpopo with six distinctions. She lived in the from Grindrod to study towards her BCom Accounting degree at Mbilwi Village some two hours from Musina and would wake up the University of KwaZulu-Natal. In 2014 she was recognised by the at midnight every night to study before getting ready to catch her Cyril Ramaphosa Education Trust for her outstanding achievement 5am transport to school. Mandisa Mlitwa in her 2nd year of university. She attributes her successful matric year to the motivation from Mandisa currently interns at Grindrod during every vacation and her church, the support of her teachers and friends at school, but was invited to attend the Deputy President’s Youth Expo in KZN. most importantly to her mother, who would wake her up to study She was also afforded the opportunity to address the Deputy and walk her to catch her transport to ensure that she was not President earlier this year when he hosted a weekend for CRET late for school. Her mother would always check up on her and students and alumni. made sure she was prepared for each test and assignment.

This is Mandisa’s own account of her on-going internship Fortunate’s outstanding achievements, despite her difficult experience: circumstances, resulted in her receiving a Cyril Ramaphosa “I thank the Grindrod Freight Services team for taking time out of Education Trust bursary to study a Bachelor of Commerce at the their busy schedules to guide, coach and support me throughout University of Johannesburg. Fortunate Mukovhe Rangwaneni my holiday work experience. I am grateful to the Shanduka Foundation for their support, always giving me exposure to such “I am passionate about learning. I read anything opportunities. I was accepted to work as an Intern at Grindrod I can get my hands on. South Africa needs skilled Intermodal, a division of Grindrod Freight Services in June 2015. professionals in accounting and I want to play my part.” – Fortunate Mukovhe Rangwaneni I knew nothing about this industry when I arrived. Through my work experience I have learnt a lot of new skills. I feel I have Fortunate has continued to achieve excellent results in her first improved my communication skills and increased my confidence year of university. Her performance so far, has been noted by to ask questions and for help. It is a great experience being treated KPMG who has offered her a three year KPMG Training Contract like an adult.” – effective following her graduation in 2018 – as a Trainee Accountant with the company. Koketso Baloyi

34 KOKETSO BALOYI

Koketso Baloyi spent her schooling career in environments characterised by “When your school lacks the basics, people find it easier to believe that mediocre teaching staff committed to making the most of what was available of limited work is acceptable. So when you have new developments like this, it takes away resources. that story you told yourself: “My school is in the dust, I don’t have what I need to succeed. Now that your excuse is gone, mediocre work becomes unacceptable… Their dedication made a lasting impression on the 20 year old and has ultimately It’s the light at the end of the tunnel.” shaped and directed the course of her life. One of the key turning points was her enrolment in Moses Maren Mission Technical Secondary School, south of Koketso matriculated in 2012 at the top of her class with six distinctions and Johannesburg. What she experienced there both humbled and inspired her. secured a full bursary from WITS University. She is now in her third year studying towards a Bachelor of Accounting Science. The lessons learnt during her final “What you see on the outside is very different from what you find on the inside. years of schooling were key to helping her make the transition to university. What we lacked in resources was made up for in the attitude that radiated from the Hardship, in Koketso’s case, was the necessary fuel for personal growth and teachers and the values they instilled in us. The teachers come there for something cultivating an approach to work. Her experiences have helped her balance the more than teaching, they’ve got something about them that made up for all the pressures of her course with socialising, the daily commute, and responsibilities resources we lacked. It’s humbling. It makes your conscience kick in and question at home. how you can be a better person yourself. That is rare, to find someone just going “Reading is what I do. I could never stop.” – Koketso Bayloi the extra mile for you. They made a point of understanding the backgrounds we came from so when they taught they understood the issues we were dealing with If you could speak to the youth of South Africa, what would you say? and they knew how to approach us. Even with the troublesome learners, they still “It is really up to the individual. Most people go to school because that is what you showed love.” have to do. But if you think about it a bit more, someone has also woken up to come and teach you. We always hear about teachers complaining, but they still do Moses Maren’s particular recipe for education instilled a love for both learning and it. Seeing the effort that others go to just for me makes me want to meet them half teaching in Koketso and played a major role in putting her on her current path. way. This attitude is entirely up to you and many just do it because they have to. Others just look at it as getting a matric certificate. That is thinking small. The communities served by Moses Maren are characterised by a spectrum of socio- economic issues and challenges: child-headed households, high unemployment, Absolutely anything is possible if you put your mind to it. If you want support, it is and fractured families. Teenage pregnancy, substance abuse, youth apathy and there, it just depends on the kind of individual you are. Everything and everyone crime are woven into the school’s daily reality. you have is a potential tool to help you move forward. It is just not acceptable to get stuck looking only at what you have and not at how this can help move you The involvement of private donors and organisations has, literally, built the school forward. from the ground up. Koketso speaks of Adopt-a-School as not only having provided the necessary infrastructure and resources, but also helped facilitate a change in My parents did not have a lot, but they gave me a lot of love. At school also, the the attitude and culture of the leaners and school as a whole. Having the necessary teachers gave me their love. I have used this to get me to where I am. One day I tools for learning is one thing, but filling these gaps has the potential to also shift the will share this, tangibly, with others because to keep it would be selfish. ‘Anything is way that people view education. possible’ is not a dream, it is really, really possible.”

35 KOKETSO MBEWE

“I come from Stinkwater, which is notorious for crime and drugs and when you walk on the streets you really feel that history. And when you tell someone you come from such a place, it’s like they automatically label you or struggle to believe that you could make it. There is very little activity there that you could point to and say these are good things that are inspiring and occupying the young people.”

Twenty one year-old Koketso Mbewe speaks of home in Hammanskraal, north of Pretoria, with a mixture of fondness and frustration.

Koketso, a chemical engineering student at the University of Pretoria, is a Stinkwater success story. She matriculated from Modilati Secondary School and earned five distinctions and two Bs in her final examinations. Her physical science mark was the highest, just short of 100%.

Koketso took advantage of the many opportunities that her school offered. Extra mural activities, trips and camps, all of these were opportunities to gain access to the wider world. This was the “exposure” that has, and continues, to be such an important part of her personal development.

“My first exposure to Adopt-a-School was in Grade 8 when I attended their learner awards ceremony in Sandton. I got to meet Mr Cyril Ramaphosa which became the highlight of my year. I remember telling a friend that I was not going to wash my hands that day after shaking hands with him.”

Modilati Junior Secondary School stands out in her area. “It really has a reputation, so when you find yourself in the school you also push yourself to go further to live up to that reputation”.

Koketso was also against the grain at school in her love for maths and science subjects. The sciences in particular appealed to her personality and she derived great pleasure from the practical application of the theory she was so good at. Before Adopt-a-School built her school a fully equipped science laboratory, all practical experiments were done by “imagination”.

What is your hope for South Africa? I hope for a country where young people are initiators. We must look for ways up and out rather than folding our arms and giving up in frustration. I hope for a country that yearns for knowledge and something better. I hope for a country where we do not just think for ourselves, but seek the bigger picture.

36 LOFTTY MMOLA “Before, it was just a school. After Adopt-a-School Foundation arrived, we felt like it was our school.” Loftty Mmola was raised in Kagiso, near Krugersdorp, – Loftty Mmola North West of Johannesburg. He explains that In 2003 Adopt-a-School Foundation adopted growing up there was tough. Thuthuzekani Primary School. The provision of new facilities and resources, such as a library, much “Being in the corporate world today I am exposed to a needed desks and textbooks, sports facilities, a school lot of different things, I am able to find role models. In stage, breathed new life into the school. Even more Kagiso there are not many role models, we have high importantly for Loftty, it was a sign that someone levels of crime, unemployment, and illiteracy.” believed in him. That year he was awarded the Cyril Ramaphosa floating trophy for Best Student in Grade 7. “I remember when we had to share desks, classes were overcrowded, noisy, and teachers struggled “When others believe in you it is easier to believe in to keep control. Sometimes we even had to share yourself and this was my situation as a new world of classrooms for language. How do you concentrate possibilities opened up and I began to see my own when the teacher’s focus is split? There were no potential. sports facilities. You are not inspired to go to school when the environment is not conducive to learning.” “After being adopted, we had a lot of facilities at school. This said to me that as long as you are willing, there is Trust granted Loftty a bursary to study Bcom Speaking about his Thuthuzekani Primary School, always someone out there who cares and who is willing Accounting at the University of KwaZulu-Natal in 2009. located in Swaneville, an area close to Kagiso, Loftty to assist, to see you succeed. This kept me inspired. It recalls the daily 10km round trip on foot. At the time was an incentive. It was the environment I had been In 2013, at the age of 22, Loftty completed his the school was characterised by a lack of community looking for.” Economic Honours and was given an internship ownership and participation, as well as vandalism and at Shanduka Resources. His current role has him theft. But Loftty was persistent, partly motivated by The improving environment saw teachers and learners conducting economic analysis, as well as looking at his parents and a handful of teachers committed to reinvigorated and slowly the community gathered in transformation and sustainability projects on the their profession. support through a new found sense of ownership. company’s mining interests. Here he is getting a step “Before, it was just a school. After Adopt-a-School closer to being a part of solutions that are both sound “Even though we didn’t always have the resources, the Foundation arrived, we felt like it was our school.” business and social or community oriented. He feels motivation or the role models and people to look up at home in this role as the Shanduka Foundation has to, I always wanted to change the situation in which In High School, he attended Lodirile Secondary School been a constant in his life in one way or another over we lived. I wanted to one day motivate someone, I where he maintained his commitment and energy, with the last decade. wanted to mentor someone, I wanted to create a job support of dedicated teachers and mentors who gave for someone. It was those ideas that kept me going, freely of their advice and support. With a consistently “My goal is to have an impact in my generation. You and as I kept on and faced the challenges, the more good academic record which was bolstered by a can’t just come into this world and leave without driven I became.” number of awards, the Cyril Ramaphosa Education creating something. Otherwise it is a waste of time.”

37 ESSAY COMPETITION

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

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

THE GREATEST PART OF BEING A CHILD

My name is Defin. I am 7 years old. I am a girl. I like to go to school. I like being a child because my feet do not smell, my mum kisses my toes. She buys me shoes and clothes. The greatest part of being a child is that I don’t have to pay for anything. I get everything for free. I want to be a nurse. I want to check if people have headaches, running stomach and if they have AIDS. I want to help them to get better and so that they can go home. I am a child, I dream. I dream about happy things. I dream about toys. I dream about animals. I dream about kids Please note, going to school like me. Essays have not been edited.

38 RUNNER UP: RUNNER UP: FOUNDATION PHASE FOUNDATION PHASE Akhanya Mareya Kamohelo Kadi Grade 3 Grade 3 Chumani Primary Phuleng Public School

MY PET MY SPECIAL TALENT

My pet is a rabbit. The name of my My special talent is soccer. I like to rabbit is Sniffy. I name it Sniffy because play soccer. It is my favourite sport. I it likes to sniff a lot. Sniffy is black and like to exercise a lot. It helps me to be white in colour. It lives in a house made fit and strong. When I play soccer my by wood and net. My Sniffy eat carrots body feels relaxed and it stretches my and cabbage. After eating its food it muscles. Being a soccer player is not drinks water but not a lot. easy. It needs a lot of time and energy. When you are a soccer player you don’t I like to play with it but inside its cage need to be special. People will make because I can’t take it out of the cage - you special and famous. Soccer brings the dogs will kill it. It is a female rabbit so people together. I encouraged my it can have babies. The important thing friends to play soccer. about the rabbit is, it can clean itself. I also clean her once a week. I used a Playing soccer keeps me away from powder called D.T.T. which is for killing bad friends. It does not take a long time flees. I do not want Sniffy to have babies to play or learn soccer. It opens doors because my mom and dad will spend for you. It is a very enjoyable sport. My more money to buy food for them. It favourite soccer player is Itumeleng is very important to take care of a pet Khune. He is my role model and he when you have one. inspires me.

39 WINNING ESSAY: INTERMEDIATE PHASE My talent, my blessing. With my talent, I can be whatever I want to be. I can also be a talk show host or a sports commentator. Andile Kholoza Grade 6 INTERMEDIATE PHASE Selogilwe Primary School RUNNER UP: Kunene Malibongwe MY SPECIAL TALENT Inkululeko Yesizwe Primary School Grade 6 My name is Andile Kholoza. I participated in the 2014 National Spelling Bee competitions. I was very happy to present my Free THE GREATEST PART OF BEING A CHILD State Province. It was the first ever Spelling Bee to be held in South Africa. My name is Kunene Malibongwe. I live in Vlakfontein. I am 11 years old and I am in grade 6. I want to share with you the experience of I was very happy to be part of history in the making. Everyone has being a child. his or her talent. God gave us all those beautiful gifts. Mine is very beautiful and special to me. I like to spell words, short words, long Being a child is so much fun, you live in your own world, mostly the complicated words, some difficult, those I don’t know what they world of imagination. Being a child is very cool you live in a stress- mean, I spell them all. Spelling is not my only talent, I also sing, free world. You don’t think where the next meal will come from. dance and perform dramas, but English is my number one talent. Even the rights of a child make us children very special. We are I can do poetry, public speaking, reading and retelling stories. I special to our parents, every adult and mostly our creator God. We always enter English competitions. are told that Jesus was once ordered his disciples to allow children to come to him not to forbid him. I was the Spelling Bee queen in 2014. My province treated me well. My talent got me a trip in an aeroplane from Bloemfontein Last year towards my birthday, my parents said they won’t be to Jo’burg. Then a shuttle took us to Pretoria to the Manhattan able to organise some fun for me due to financial matters. I cried Hotel. I got a big suite that I shared with my fellow competitor. I because it was going to be a birthday of disappointment. I did not was treated to good food and I dined with the best people from understand why they could not make my birthday special to me it government and other provinces. My talent really showed me life. seemed like my parents did not want to organise a party for me. I am very happy in my little world that makes me proud. My family After some time my mom called me and said I should bath and be and my community is very proud of me including my teachers. I do ready but she did not say where we were going. Suddenly a car my school work. I’ve never failed. I want to make my country proud stopped next to our house, it was my brother he came to collect one day when I go to the Spelling Bee International competition. me but could not tell me where were going. When we reached I will raise our South African flag very high. That day I will say, our destination we found my mom, dad and friends were at the “I’m proud to be a South African. My special talent in languages parking lot at the O.R Tambo international airport. will make me an icon in the future. By using my talent, I can be a television presenter. My favourite is news reading. I know if I know Everybody was full of smiles and my father was waving some words, I can read and write well. tickets at me. He hugged me and gave me some tickets. I realised

40 that they were plane tickets to Durban where my birthday and involving ourselves in drugs and more. School is like a mother celebration was organised. I could not believe what I was seeing, which breastfeeds us with information that could change our lives I even asked my friend to pinch me as to make sure that I was forever so as our background and touch situations which we face not dreaming. on our daily basis.

We arrived in Durban and boarded a taxi to Moses Mabida I love school a lot because it keeps us off the streets and this has stadium for my birthday celebration. We had fun with friends a positive influence in our minds, it creates self-development. In and family members. What a marvellous birthday celebration. school is where we learn more about our history and humanity. To all school drop outs I say go back to square one because that is RUNNER UP: INTERMEDIATE PHASE where your future lies. Try and fail and never fail to try. Being born poor is not our fault but to die poor is definitely our faults. Xoliswa Dhladhla Warburton Combined School Grade 6 WINNING ESSAY: GET PHASE Matshidizula Shandukani MY FAVOURITE THINGS ABOUT SCHOOL Sikhwihlu Primary School Grade 7 Favourite stands for something you prefer over another. I love school because without school there is no education, without THE ROLE OF THE YOUTH IN THE SOUTH AFRICAN education there is no future and without future there is no life. ECONOMY

I go to school for many reasons I come from a home which Although South Africa recorded positive economic growth rates experiences poverty, I don’t get anything I need. So I go to since the introduction of democracy in the mid 90’s, the South school because I don’t want my children to grow under the African development indicates show that in 2009, 47.8 percent of same situation as I am. I go to school because I don’t like the unemployed people 16-24 year of age with a further 27.6 percent way my mother is struggling, I know that by education my in the 35-34 years of age bracket. mother won’t be suffering. I don’t want them to suffer until death. These youth to adult unemployment role statistics clearly point out the substantial difficulties of youth participation in the labour I go to school because I don’t enjoy living in a community but market. On the other hand, the youth unemployment is a demand when I have my own money I intend on leaving the community. I side problem as the number of jobs created in the economy is too will rather change it to a better community. I will build an airport, small. police station or jail, hospital and park. My favourite thing about school is that it gives us an education and education is the key On the other hand the youth unemployment is a supply side to success. It changes a person from zero to hero from old to problem because many youth South Africans lack the appropriate gold, and from bitter to glitter, education is power. School keeps skills, work-related capabilities and higher education qualifications us busy and keeps us away from doing bad things such as crime required for a high skills economy.

41 It is evident that this unemployment rate may be decreased by the a definition that includes the most common element founds in youth individuals who are creative and are able to apply their skills literature. together with careful risk-taking that is associated with starting up and running of a new business. The objectives of this assignment RUNNER UP: GET PHASE are measure the hidden entrepreneurship of the youth in South Thato Dlamini Africa, and to investigate the factors that affect the development of Reanyakalleste Public School the youth entrepreneurship South Africa. Grade 7 Economic growth and jobs creation is still one of South Africa’s biggest challenges. The South African educational systems as HOW WOULD YOU SPEND ONE MILLION RAND? such are unable to equip students with the combination of skills and practical experience necessary to start and run a business A million rand is a lot of money and I would spend it very wisely successfully. because it will reach a point where it will end, but money like that can go a long way. People in the business community and those associated with entrepreneurship development and training is concerned I would take the money and help people with it, by paying for roads about the relevance and quality of student’s entrepreneurial to be fixed. I would also start my own business of construction learning experiences. Effective ways need to be to facilitate where we fix roads and repair old buildings. The construction learner’s transitions from school to productive career-orientated business would create more job opportunities to the educated employment and eventually to an entrepreneurial career. people who are struggling to get jobs because they are waiting for The gap between employer’s requirement for skilled workers and their job posts. the skills the youth bring to the labour market has been widening. The transition from the education system to the world of work I would be very cautious about how I spend every cent of the needs serious attention. Education for equipping entrepreneurial money because it is the one chance that I would make a life time learners with much needed economy. opportunity of. Many things would be made out of it. I would donate to charities and be a loan shark to keep my money growing Transforming youth job-seekers job makers are considered to be and helping people at the same time. an important strategy to prevent or alleviate poverty. Youth often lack the start-up capital and experience to start their own business, I would spend my money on my community and municipality, by not least because commercial banks are relevant to provide the donating groceries to poor people who are struggle for example relatively small amounts of credit they need, without collateral or people who go to sleep on empty stomachs and people who other forms of security. spend close to a month or two weeks without eating anything and children who are leaving school to work for their families because Entrepreneurship has attracted a lot of attention over the last past there is no income at all or have no elders in the household. These decade, there can be a little doubt about the importance of the are some of the problems I would attend to in my community. entrepreneurial activities and the role in modern society. Since there are many definitions of this concept it may be useful to state

42 I would change the way people look at our community by putting RUNNER UP: GET PHASE traffic lights in our Ramulotsi and there will be less accidents in our community. The traffic officer will test the drivers whether the Sinazo Magma drivers have had too much to drink, that would stop drivers who Kuyasa High School cause accidents by drinking or driving. Grade 9

After all of that, I would also take care of myself and my needs, I WHAT DOES IT MEAN TO BE A BORN FREE? would buy my dream car, a brand new black Navara Sport and a wonderful house in suburbs of Johannesburg, so that people of my Being born free is the most wonderful gift any born free in South community will look up to me and admire my success and loyalty. Africa has ever received. It doesn’t only mean that we black I also intend to buy shares from mines and big companies that people can do anything we want to do whenever we want to do it. supply electricity. I could even do international business with the Freedom comes from deep within you. USA and other countries in Africa to help with problems of load shedding. We all know that most people in our country were exposed to the days of apartheid. They were not free at all. When leaving their My money would affect my community in a positive way because houses they had to prepare for the worst. They were all created in would create more business opportunities and solved many to live together in one place by God, but in those days only few problems. There would be less complaints in the community people cared. because I would help start programmes helping people achieve their dreams and getting them to place they could not imagine. As a black person I understand what freedom is. I didn’t go through apartheid but history will always be there to tell us about I would not be selfish or bossy when I am a millionaire, I would the past. Now we don’t have to watch where we step and where always remember where I came from and the people I have left we don’t. Everybody speaks their own language and we are all back at home. I quote Bishop Desmond Tutu when he gave a proud of who we are. speech about “Ubuntu” which literally means Human-ness. We are because of others so humanity goes a long way. If you are selfish Nowadays anyone is free to speak to whomever they want to or bossy it will come back to bite you in the back. speak to. We walk on every street like we own it. We all have freedom of speech. Nobody has to ask for permission before they I would like to say to all millionaire spend your money wisely and get a word out of their mouths. take care of your people. Unless if you were born rich, never forget the situations we have left back at home because those are South Africa is truly a rainbow nation because everywhere you the situations we have left back at home because those are the go, you will see a little bit of this and that, meaning that we are situations other people cannot get out of. different kinds of people all in one place. Now we are all free, we get equal education and we go to which ever school we want to go to.

43 We don’t have to check if a chair is for a white or black person. without saying that the crowd that encountered her daily was People from other countries are not afraid to visit us anymore. You always left tight-lipped and fascinated by such beauty, little did will see people smiling at each other like it’s nobody’s business. we know that even her own existence was being held hostage by Being born free means that we should never have to go through uncertainty. what the past generation has went through. Now we can be friends with whomever we want. Her days were spent in delusion, resulting in an endless monologue based on confusion. External beauty is the greatest All thanks to the past generation we are now free and we all have deceiver within the human eye because as we saw this perfect equal rights. Even those who died during the struggle also played a being, we did not pick up on the fact that she was in a huge battle big role in our lives. with her inner self. As a prodigal daughter that was lost within herself, she noted the state of emergency to unfold her true self WINNING ESSAY: FET PHASE because she could not bear the misery that weighed tons on her shoulders. She had the burning desire to find herself and Sharon Mathenjwa during that journey, she discovered her purpose and that she was Grade 11 destined for greatness. In the long-run, she got to see that even Pace Commercial Secondary School roses had thorns. She discovered that the person whom she tried to resemble, did not contribute to her internal happiness, however, THE GREATEST DISCOVERY she took a different route of self-introspection to reinvent herself.

Our genuine beautification is in the eye of the beholder and The point of the matter is that the truth may be fabricated upon beyond any spiritual bound, the highest debt we owe to ourselves you, but if you have found the real you, all the misery dashes into is to be in quest for self-discovery. the mist air. You will incinerate what is unjust because you are more conscious and knowledgeable about yourself. We cannot It is of tremendous predicament to be lost in your own reflection. escape the reality of who we are, neither let the tides of the day The person you now perceive in the mirror has transformed into a to carry us adrift, because the greatest discovery lies within a complete stranger, thus concealing the human behind the mask. thorough self-based assessment. Rome was not built in one day, neither will this journey of self-discovery be a walk in the park, This is latched onto a woman who was lost in despair. We walked hence it takes more than courage to endure the sharp pains of across her on a daily basis, heading to her distinctive field that self-discovery. enables her to earn a stipend. She dressed like an American, specifically representing an ideal woman. She was an expert within Self-acceptance is one value that is not taken into consideration. the apparel department, she had a flawless skin and a remarkable However, throughout the lessons of life – self-discovery is the pulchritudinous smile. She walked ostentatiously, wearing her advocate of inner peace. Overall, this is not a facile journey and it empire waist silk dress, a pendant necklace, a toggle bracelet and requires no alacrity. the power house floral stilettos. She switched from a Brazilian hair to a Malaysian hair in two consecutive weeks. This is of no doubt that she worked tirelessly on her external fulfilment and it goes

44 RUNNER UP: FET PHASE due to the fact that he or she believe that they have taken their Kwanele Dladla job, are we not all Africans? It seems that we are losing the main Grade 11 meaning of the word Africans as we are turning into vultures Moses Maren Secondary School preying on one another, is this what we call democracy?

WHAT DOES DEMOCRACY MEAN TO ME AND MY Every ugly picture tells a beautiful story we as South Africans COMMUNITY? suffered apartheid but today the health programmes are ran to help children from disadvantaged backgrounds. FET colleges are operated to help the not so great achievers academically to A democracy is a system that gives a country the ability to choose discover their talents. The word democracy is great depending on their own leaders, however to me democracy is an encrypted word how you value it. in our minds to allow us to make choices without critical thinking about the consequences. Personally I view it a legal corruption. RUNNER UP: FET PHASE During apartheid black people were not fairly treated as they Arezona Feldman were not offered proper educational facilities. You would find 60 Grade 10 learners in one class, 8 sat pair desk having to share one textbook. Brentpark Secondary School My mother (Agnes Dladla) told me she lost her sister whom was pregnant at the hospital due to lack of well trained and equipped HOW HIV/AIDS AFFECT ME AND MY COMMUNITY doctors. Police trucks would come to the townships and kill as well as arrest black people for no reason the blood was spreading The invasion of a chronic disease call HIV/Aids has struck our through the streets and even now they still possess our country’s country… history. HIV is the acronym meaning Human Immune Deficiency virus and I felt that we losing the fight after we had won the struggle. Today Aids meaning Acquired Immune Deficiency S syndrome. Citizens of approximately 38% of teenagers in public schools are pregnant South Africa have been abducted by the disease HIV Aids, and our due to lack of support and information , is this freedom? Having brothers and sister are known as strangers. They see HIV/Aids as a 47% of children not finishing their matric then hide behind quick way to criticise or insult their neighbours- showing absolutely democracy while we are creating an undignified country. In South no courtesy towards the subject. People in my community who Africa 30% is the pass mark while in private schools 50%. This goes have been diagnosed with the disease don’t even bother to drink to show there is no quality and that we still view blacks as inferior their treatment. and whites superior. They say education is the key to success. Yes, but perseverance is the way to success so in order to prosper take The contagious disease usually spreads when touching the blood your time doing right things. of a person who has the disease, while you also have an open wound. It can also spread if you have unprotected sex with a I guess we will always be segregated as the whites made us to be, person who has been diagnosed with the disease. To me HIV/Aids am saying this because how can an African beat another African is a dark cloud upon us, but we hope to see the light as scientists

45 have still not found a cure for the disease. People who are This might sound like an illusion, but humans are dying and our diagnosed with the disease drink a pill called the ARV which can people are crying- sorrow has taken over whilst our happiness is keep them alive if they continue drinking this tablet. drowning.

My community is heartless- the reason for my saying this is RUNNER UP: FET PHASE because they discuss the plight, not caring whose feelings they Simphiwe Mabuza hurt. Innocent children who are born with the disease are being Grade 11 given the cold shoulder for the deeds of their parents. HIV/Aids Warburton Secondary School is moving faster than a train, hoping to conquer all, while we as a community sit back and watch… THE MOST INTERESTING BOOK I HAVE EVER READ People who been affected by the disease still manage to drink alcohol and not eat healthy foods. This could lead us to death as Growing up, I would sometimes hear people say ‘Never judge a they are weakening their immune systems. These factors make book by its cover’ with little understanding I overlooked the idiom’s us feel like going back in time to when we used to a HIV/Aids free real meaning, but I had to read between the lines the day I read an country, when South Africans were able to unite, despite of the size awful sluggish green coloured book from the library. of your body. Being part of my community I have always wondered if a young little boy named Nkosi Johnson could appreciate life It has a height of about 25centimetre when in stand position, a whilst he was sick- born with the disease HIV/Aids- who are we to width of about 13cm and is about 2,5cm thick and covered by a be so irresponsible, negligent and ale to completely ignore this smooth but thick cover page. The title written in large Italian and deadly disease? We accept the defeat of this disease yet we still red font, surely the publishing company made sure one noticed quote the phrase “never give up”. the book.

Life had been a roller coaster for me until this tragic disease struck This book is made up of a total of 440 pages. The first page is all my family. Tears don’t bring back the dead. The least we could do about the title in bold red font on white, then the second page while we are alive is to ensure that we live a healthy life. Those is where we get to know the author, when was the book written who died did the opposite, we as citizens should unite against this and the year it hit the shelves. We also get to know about the disease – not divide because the disease is here to stay. publishing company ‘Barbour publishing Inc’.

It people in our communities could stop gossiping behind the The fourth page is about the Author thanking all those who had a backs of others, we might just fight HIV/Aids. If my people see you helping hand to the success of the book. We are also treated to a losing weight they think that you have HIV/Aids. They immediately bible verse, Isaiah Chapter 26 verse 4. Then the fifth page is about start gossiping about it, soon everyone thinks and say you have the prologue, with the last page under the cover at the back telling us disease. more about the author ‘her biography’. “But she is running out of time to correct a terrible mistake”, this is how the back cover page treats us to an imagination of what happens inside.

46 The book has 32 chapters and in almost all the chapters we are introduced to characters in the book. We have about twenty characters and there is an interconnection of all the characters to the main character. A Teenage girl whom in each and every chapter has her different characteristics revealed.

The English and grammar in use in the book is out of this world. All the figures of speech you can imagine, simile, metaphor, personification etc. All the idioms, all the word families, noun, verbs, adjectives and adverbs. We are also treated into quotes from famous people around the world, to the extent that we get to sing a song and also recite a poem by Shakespeare.

The book is about a teenage girl. Naomi, who was content with her life… Until her mother died… Until her sombre father needed her to tend to the family store everyday… Until her several siblings started relying on her for their needs…Until her ‘English’ friend showed her how confining her life had become… Until her heart started long for romance.

Indeed the book is interesting because it a practical example of how we teenagers ought to deal with the challenges we face each and every day. It may b challenges brought to us by nature or challenges we bring towards us on our own, the kind of education a teenager understands better.

I have read a lot of interesting books, books like Gifted hands by Dr Benjamin Carson, Three weeks in Paris by Barbara Bradford and many more, but The Storekeeper’s Daughter by Wanda E Brunsetter is the most interesting book I have ever read.

47 SCHOOL PROFILES SUMMARY

48 This is a birds-eye view of our Whole School TABLE KEY Development model in action. Some of the schools below are under full adoption Strategic planning, Leadership development and management training for School Governing Bodies, School programmes with a minimum of a 5 year leadership, governance and Management Teams and educators. This process enables the development of a strategic involvement and some have been adopted management plan for the school. for shorter periods of times or given once Teambuilding and All workshops involving teambuilding and motivational interventions at the school. off assistance. motivational interventions The provision and maintenance of all school facilities, renovations and the provision of Where is it illustrated that schools have Infrastructure development access to water and electricity. This development also includes the provision of resources and furniture relevant to specific facilities. received support in a specific area, it is Educator development programmes including curriculum development, counselling skills, important to note, that this does not mean Educator development remedial education, first aid training and sports coaching. that all of the necessary development Academic support programmes, career guidance programmes, leadership programmes needs have been fulfilled. Whole School Learner development and access to libraries. Development is an on-going process that requires a variety of different interventions Life skills programmes, vegetable gardens, visual and audio support programmes, parental workshops and Home Affairs campaigns. Support for orphans and vulnerable children, to create effective and conducive education Social welfare including uniforms, toiletries, food parcels and access to feeding scheme kitchens. environments. Extracurricular activities Sports development and the establishment of environmental clubs, reading clubs, etc. Provision of school security resources including school fencing and disciplinary Adopt-a-School Foundation relies on School safety and discipline corporate and individual sponsorships programmes. to effectively implement Whole School All additional resources and donations (computers, furniture, library books, Additional resources Development in all of the schools in our calculators, etc.) programme.

49 Strategic Teambuilding Year of planning, and Infrastructure Educator Learner Extra School safety School Social welfare Additional resources adoption leadership and motivational development development development curricular and discipline management interventions Eastern Cape Advance For Life Christian School East London Adopter: Shanduka Foundation 2010 Educational resources Additional sponsors: Oxford University Press Chumani Primary School East London Adopter: Lafarge Mining South Africa 2013 Educational resources Additional sponsors: Oxford University Press Cowan High School Port Elizabeth Adopter: PPC and Adopt-a-School School desks 2009 Foundation Educational resources Additional sponsors: Oxford University Press Dutyini Jnr. Secondary School Mount Ayliff Adopter: Phumelela Gaming and Leisure Educational resources Additional sponsors: Johnnic, BP 2006 Desks Southern Africa, Huawei,Telkom Foundation, Adopt-a-School Foundation, Premier Optical, Oxford University Press Kuyasa Senior Secondary School Dimbaza 2012 Adopter: Nedbank Foundation Trust Additional sponsors: Iliad Africa Mafube Jnr. Secondary School Matatiele Adopter: Phumelela Gaming and Leisure Additional sponsors: Johnnic, learners Stationary 2005 from University of Carine Wilson Educational resources secondary School in Ottawa Canada, Adopt-a-School Foundation and Africa Empowered and Global Dignity Maraizell Secondary School Adopter: Industrial Development Corporation 2013 Educational resources Additional sponsors: Oxford University Press Mzomhle High School Mdantsane Educational resources 2009 Adopter: FeverTreeConsulting and Adopt- Calculators a-School Foundation Rhode Senior Secondary School Mount Frere Adopter: Southern Power Maintenance 2014 Educational resources Additional Sponsors: Oxford University Press Siwali Secondary School Lusikisiki Adopter: Industrial Development 2012 Educational resources Corporation Additional sponsors: Oxford University Press Tholang High School Matatiele Adopter: Industrial Development 2013 Educational resources Corporation Additional sponsors: Oxford University Press

50 Strategic Teambuilding Year of planning, and Infrastructure Educator Learner Extra School safety School Social welfare Additional resources adoption leadership and motivational development development development curricular and discipline management interventions Zamokuhle Junior Secondary School Matatiele Adopter: Industrial Development 2014 Corporation Additional sponsors: Oxford University Press Free State Kgabareng High School Viljoenskroon Adopter: Industrial Development Corporation 2013 Educational resources Scientific calculators Additional sponsor: Africa Empowered and Global Dignity, Oxford University Press Ngwathe Secondary School Viljoenskroon Adopter: Industrial Development Corporation 2013 Educational resources Additional sponsor: Africa Empowered and Global Dignity, Oxford University Press Ntsoanatsatsi Public Primary School Viljoenskroon Adopter: Industrial Development 2014 Corporation Additional sponsors: Kagiso Shanduka Trust Gauteng Bathabile Primary School Midrand Educational resources Adopter: Oxford University Press 2013 Water tanks Additional sponors: Standard Chartered Bank Bokgoni Technical High School Atteridgeville Adopter: Volkswagen S.A. 2009 Educational resources Additional sponsors: Oxford University Press Boschkop Primary School Pretoria Adopter: FeverTreeConsulting (Pty)Ltd Educational resources 2008 Additional sponsors: Biblionef, Room to Sports equipment Read, Barclays Capital, Oxford University Press Bovet Primary School Alexander Adopter: Absa Retail and Business Bank 2013 Educational resources Additional sponsors: Oxford University Press, Waggener Edstrom South Africa Diepsloot Combined School Diepsloot Adopter: Absa Capital Educational resources 2006 Additional sponsors: PWC, Biblionef, Calculators Sasria, PPC Cement, Oxford University Press, Eagle Canyon Golf Estate Eketsang Secondary School Katlehong Adopter: SCAW Metal S.A. 2013 Educational resources Additional sponsors: Oxford University Press, Standard Chartered Bank

51 Strategic Teambuilding Year of planning, and Infrastructure Educator Learner Extra School safety School Social welfare Additional resources adoption leadership and motivational development development development curricular and discipline management interventions Elethu Themba Combined School Eikenhof Furniture Adopter: Merrill Lynch 2008 Educational resources Additional sponsor: Biblionef, Oxford Toiletries University Press, Dischem Foundation George Khosa High School Adopter: MTN Group 2013 Educational resources Additional sponsors: Oxford University Press, Real People Ikage Primary School Alexander Adopter: Absa Retail and Business Bank 2013 Educational resources Additional sponsors: Waggener Edstrom South Africa, Oxford University Press Isu’lihle Primary School Zola North Adopter: Barefoot (Pies Descalzo) 2012 Educational resources Foundation Additional sponsors: Oxford University Press Kaalfontein Primary School Midrand Adopter: IMATU 2013 Educational resources Additional sponsors: Biblionef, Development Bank of Southern Africa, Oxford University Press Lawley Primary School Lawley Adopter: L’Oreal 2009 Additional sponsors: Biblionef, DRA, Water For All Lodirile High School Swaneville Adopter: Sasria Educational resources 2013 Additional sponsors: 94.7 Highveld Laptops and wifi Stereo, Allen and Overy, Oxford University Press, Detecon Makhoarane Primary School Dobsonville 2012 Adopter: Putprop Limited Mayibuye Primary School Midrand Office furniture Adopter: Relational Database Consulting 2009 Educational resources Additional Sponsor: Biblionef, Bitanium Consulting and Barloworld Logistics Africa Meadowlands Primary School Meadowlands Adopters: Grandmark International 2009 Educational resources Additional sponsors: Biblione, J.P. Morgan, Oxford University Press and Adopt-a-School Foundation Modilati Jnr. Secondary School Themba Adopter: ETC Solutions 2013 Educational resources Additional sponsors: Merrill Lynch, iSchool Africa, Adopt-a-School Foundation and Wipro Technologies Mohloli Secondary School Vereeniging 2014 Adopter: Scaw Metals SA

52 Strategic Teambuilding Year of planning, and Infrastructure Educator Learner Extra School safety School Social welfare Additional resources adoption leadership and motivational development development development curricular and discipline management interventions Mokgome Secondary School Adopter: Delta Partners Additional sponsors: Adopt-a-School 2012 Stationary Foundation, School-in-a-Bag, UJ Alumdraai Ladies Day House, Iliad Africa, Oxford Univsersity Press Moses Maren Technical High School Eikenhof Adopter: IDC Dictionaries 2013 Additional sponsors: Adopt-a-School Indigenous and Fruit Trees Foundation, MacSteel, Oxford University Press, Standard Chartered Bank Motshegofadiwa Primary School Hammanskraal Adopter: Merrill Lynch Additional sponsors: MTN, Tshwane MTN public phone shop 2006 Municipality, Net Group, Bantu Sports, Educational resources Room to Read , Biblionef, Bobs for Good Foundation, WaterKloof High School learners, Adopt-a-School Foundation Mvelandzandhivho Primary School Tshiawelo Adopter: Oxford University Press 2011 Educational resources Additional sponsors: Deloitte, Bantu Sports, Radio Highveld, Waltons Mvelaphanda Primary school Tembisa 2013 Educational resources Adopter: Vermont sales Additional sponsor: Saint Gobain Nomnekane Primary School Devon Adopter: Industrial Development 2014 Educational resources Corporation Additional sponsors: Oxford University Press Noordgesig Primary School Johannesburg 2013 Educational resources Adopter: Diepkloof Shareblock Plaza Olifantsvlei Primary School Eikenhof Adopter: Shanduka Group and staff Solar lanterns Additional sponsors: University of 2005 Educational resources Innsbruck, Exclusive Books, Mc Donalds, Room to Read, Biblionef, Oxford University Press Qhobosheane Primary School Johannesburg Adopter: Diepkloof Shareblock Plaza 2013 Educational resources Additional sponsors: Oxford University Press Riversand Primary School Diepsloot Adopter: Chartis Insurance (AIG) 2010 Educational resources Additional sponsor: PPC, Oxford University Press, Seacom Thabo-Tona Primary School Nigel Adopter: Friends of the Coca-Cola System Educational resources 2012 and Shanduka Beverages Soft toys Additonal sponsors: Zando, Oxford University Press, Build-a-Bear

53 Strategic Teambuilding Year of planning, and Infrastructure Educator Learner Extra School safety School Social welfare Additional resources adoption leadership and motivational development development development curricular and discipline management interventions Thathani Primary School Zola North Adopter: Standard Bank Corporate and Investment Banking 2006 Educational resources Additional sponsors: Room to Read, Biblionef, Adopt-a-School Foundation, Oxford University Press Thuthuzekani Primary School Krugersdorp Adopter: Investment Solutions 2006 Soft toys Additional sponsors: Johnnic and Westcon AME, Biblionef, Adopt-a-School Foundation and Oxford University Press Tsakani Primary School Kagiso iSchool Africa Adopter: Aard Mining Equipment 2011 Dictionaries (Matasis) Library books Additional sponsors: Adopt-a-School Foundation, Bantu Sports Trust Tshilidzi Primary School, Chiawelo Adopter: Standard Bank Corporate and Investment Banking Educational resources 2000 Additional sponsors: Johnnic and Kitchen equipment Gold Fields, Room to Read, Biblionef, Oxford University Press, Adopt-a-School Foundation, Seacom Zenzeleni Primary School Alexandra Adopter: Absa Retail and Business Bank 2013 Educational resources Additional sponsors: Oxford University Press Zikhethele High School Adopter: Industrial Development Corporation 2013 Educational resources Additional sponsors: Oxford University Press Zonkizizwe High School Zonkizizwe Sponsor: Deloitte 2012 Educational resources Additional sponsors: Oxford University Press KwaZulu-Natal Bizimali Secondary School Nkandla Water tanks 2013 Adopter: Industrial Development Borehole Corporation Bhekamazimela Primary School Gingindlovu Adopter: Lafarge Education Trust 2011 Educational resources Additional sponsors: Oxford University Press, Adopt-a-School Foundation Ekhudonseni Primary School KwaDlangezwa Adopter: Lafarge Education Trust 2011 Educational resources Additional sponsors: Oxford University Press, Adopt-a-School Foundation Endlovini Primary School Mtunzini Adopter: Lafarge Education Trust 2011 Educational resources Additional sponsors: Oxford University Press, Adopt-a-School Foundation

54 Strategic Teambuilding Year of planning, and Infrastructure Educator Learner Extra School safety School Social welfare Additional resources adoption leadership and motivational development development development curricular and discipline management interventions Enhlanheni Primary School Dannhauser 2014 Adopter: KZN Department of Education (ASIDI Programme) Eniwe Primary School Felixton 2014 Adopter: Lafarge Education Trust Ezakheleni High School Empangeni Adopter: Lafarge Education Trust 2011 Educational resources Additional sponsors: Oxford University Press, Adopt-a-School Foundation Folweni High School Umlazi 2007 Adopter: Standard Bank Corporate and Investment Banking Funwayo Primary School Empangeni Adopter: Lafarge Education Trust 2011 Educational resources Additional sponsors: Oxford University Press, Adopt-a-School Foundation Hlahlindlela Secondary School Durban 2014 Educational resources Adopter: Grindrod Ingweni Phaphama Primary School Abajumbi 2014 Adopter: KZN Department of Education (ASIDI Programme) Inhlakanipho High School Durban Adopter: Grindrod 2014 Educational resources Additional sponsors: Oxford University Press Iniwe Secondary School Felixton 2015 Plans to be announced Adopter: Lafarge Education Trust Inyonehlophe Secondary School Isiphingo Adopter: Saint Gobain 2013 Additional sponsors: Calulo Bunker Services, Unilever Inqabayamazimela High School Empangeni Adopter: Lafarge Education Trust 2011 Educational resources Additional sponsors: Oxford University Press King Shaka High School Umlazi School furniture Adopter: Grindrod SA Text books 2009 Additional sponsors: Unicorn Caluco Scientific calculators Bunkers, Vanguard Rigging, Africa Educational resources Empowered and Global Dignity, Iliad Africa Khanyakufikile Primary School KwaDlangezwa Adopter: Lafarge Education Trust 2011 Educational resources Additional sponsors: Oxford University Press, Adopt-a-School Foundation Lembe Primary School Utrecht 2014 Adopter: KZN Department of Education (ASIDI Programme)

55 Strategic Teambuilding Year of planning, and Infrastructure Educator Learner Extra School safety School Social welfare Additional resources adoption leadership and motivational development development development curricular and discipline management interventions Lethimfundo Primary School Empangeni Adopter: Lafarge Education Trust 2011 Educational resources Additional sponsors: Oxford University Press, Adopt-a-School Foundation Lindelihle Primary School Mthumini Adopter: Lafarge Education Trust 2011 Educational resources Additional sponsors: Oxford University Press, Adopt-a-School Foundation Manzamnyana Primary School KwaDlangezwa Adopter: Lafarge Education Trust 2011 Educational resources Additional sponsors: Oxford University Press, Adopt-a-School Foundation Masakhane Secondary School Empangeni 2015 Plans to be announced Adopter: Lafarge Education Trust Mashanandane High School KwaDlangezwa Adopter: Lafarge Education Trust 2011 Educational resources Additional sponsors: Oxford University Press Mbonisweni Primary School Hambanathi 2012 Educational resources Adopter: Shanduka Foundation Mehlathathani Primary School Empangeni Adopter: Lafarge Education Trust 2011 Educational resources Additional sponsors: Oxford University Press, Adopt-a-School Foundation Mzimela Primary School Eshowe Adopter: Lafarge Education Trust 2011 Educational resources Additional sponsors: Oxford University Press, Adopt-a-School Foundation Ndabayakhe Primary School Uthungulu 2014 Adopter: Lafarge Education Trust Ndukwenhle Secondary School Umlazi Educational resources Adopter: Grindrod 2014 Stationary Additional sponsors: Capitec, Oxford University Press Ngqamzana Primary School Empangeni Adopter: Lafarge Education Trust 2011 Educational resources Additional sponsors: Oxford University Press, Adopt-a-School Foundation Njingili High School Eshowe Adopter: Lafarge Education Trust 2011 Educational resources Additional sponsors: Oxford University Press, Iliad Africa Ntshidi Primary School Empangeni Adopter: Lafarge Education Trust and ExxonMobil Exploration and Production 2011 Educational resources South Africa Additional sponsors: Oxford University Press

56 Strategic Teambuilding Year of planning, and Infrastructure Educator Learner Extra School safety School Social welfare Additional resources adoption leadership and motivational development development development curricular and discipline management interventions Nteneshane Primary School Empangeni Adopter: Lafarge Education Trust 2011 Educational resources Additional sponsors: Oxford University Press, Adopt-a-School Foundation Oyemeni Primary School Empangeni Adopter: Lafarge Education Trust 2011 Educational resources Additional sponsors: Oxford University Press, Adopt-a-School Foundation Phangindawo Primary School Grade R Resources Cato Ridge 2011 Jungle Gyms Adopter: Beiersdorf Consumer Products Blankets Shwashweni Primary School Empangeni 2014 Adopter: Industrial Development Corporation Sibambisene Primary School Empangeni Adopter: Lafarge Education Trust 2011 Educational resources Additional sponsors: Oxford University Press, Adopt-a-School Foundation Sibhakuza High School KwaDlangezwa Adopter: Lafarge Education Trust 2011 Educational resources Additional sponsors: Oxford University Press Sigodo Primary School Eshowe Adopter: Lafarge Education Trust 2011 Educational resources Additional sponsors: Oxford University Press, Adopt-a-School Foundation Sihubela High School Empangeni Adopter: Lafarge Education Trust 2011 Educational resources Additional sponsors: Oxford University Press Summit Primary School Chatsworth 2013 Adopter: Röhlig-Grindrod Logistics Welabasha High School Empangeni 2013 Adopter: Industrial Development Corporation Yetheni Primary School Yetheni Adopter: Lafarge Education Trust 2011 Educational resources Additional sponsors: Oxford University Press, Adopt-a-School Foundation Zimeme High School KwaDlangezwa Adopter: Lafarge Education Trust 2011 Educational resources Additional sponsors: Oxford University Press Zinqobele Secondary School Mthunzini Adopter: Lafarge Education Trust 2011 Educational resources Additional sponsors: Oxford University Press, Iliad Africa

57 Strategic Teambuilding Year of planning, and Infrastructure Educator Learner Extra School safety School Social welfare Additional resources adoption leadership and motivational development development development curricular and discipline management interventions Limpopo Glen Cowie High School Jane Furse 2013 Educational resources Adopter: Industrial Development Corporation Phagamang High School Senwabarwana 2013 Educational resources Adopter: Industrial Development Corporation Tshivase Secondary School Vhufuli 2013 Educational resources Adopter: Industrial Development Corporation Vhufuli Senior Primary School Thohoyandou 2014 Educational resources Adopter: Industrial Development Corporation Mpumalanga Emjindini Secondary School Barberton Adopter: Pan African Resources (Barberton 2013 Educational resources Mines) Additional sponsors: Oxford University Press, Iliad Africa Fairview Primary School Barberton (A new school) Adopter: Pan African Resources (Barberton 2011 Educational resources Mines) Additional sponsors: Oxford University Press Lelhasedi High School Shatale Adopter: Industrial Development 2013 Educational resources Corporation Additional sponsors: Oxford University Press Makhathini Intermediate School Mhluzi 2009 Educational resources Adopter: Shanduka Coal Makhosana Manzini High School Mkhulu Adopter: Industrial Development 2013 Educational resources Corporation Additional sponsors: Oxford University Press Mapaleni High Primary School Bushbuckridge Adopter: Industrial Development 2014 Corporation Additional sponsors: Oxford University Press Phakamani Primary School Driekoppies 2014 Educational resources Adopter: Shanduka Foundation Vukubone High School Piet Retief Educational resources Adopter: Kangra Coal 2011 Calculators Additional sponsors: Oxford University Press, Iliad Africa

58 Strategic Teambuilding Year of planning, and Infrastructure Educator Learner Extra School safety School Social welfare Additional resources adoption leadership and motivational development development development curricular and discipline management interventions Northern Cape Banksdrift Secondary School Hartswater (New school) Adopter: Investec and Northern Cape Desks 2009 Department of Basic Education Educational resources Additional sponsors: Oxford University Press Emthanjeni Primary School De Aar Adopter: Industrial Development 2014 Educational resources Corporation Additional sponsors: Oxford University Press Kgomotso High School Pampierstad Adopter: Industrial Development 2013 Educational resources Corporation Additional sponsors: Oxford University Press Monwabisi High School De Aar Adopter: Industrial Development 2013 Educational resources Corporation Additional sponsors: Oxford University Press North West Bodibe Intermediate School Bodibe Adopter: Lafarge Education Trust 2009 Educational resources Additional sponsor: Adopt-a-School Foundation and Oxford University Press Boithaopo High School Kraaipan Adopter: Industrial Development 2013 Educational resources Corporation Additional sponsor: Oxford University Press Boitekong High School Rustenburg 2013 Educational resources Adopter: Merafe Resources Additional sponsor: Oxford University Press E.H.Mogase Primary School Bodibe Adopter: Lafarge Education Trust 2009 Educational resources Additional sponsor: Adopt-a-School Foundation and Oxford University Press Kau Primary School Bosplaas Adopter: Phumelela Gaming and Leisure Grade R resources 2012 Ltd Educational resources Additional sponsors: Adopt-a-School Foundation and Oxford University Press Maiketso Primary School Adopter: Industrial Development Corporation 2014 Educational resources Additional sponsors: Oxford University Press Makgwe Primary School Bodibe Adopter: Lafarge Education Trust 2009 Educational resources Additional sponsors: Adopt-a-School Foundation and Oxford University Press

59 Strategic Teambuilding Year of planning, and Infrastructure Educator Learner Extra School safety School Social welfare Additional resources adoption leadership and motivational development development development curricular and discipline management interventions Matlaba Primary School Bodibe Adopter: Lafarge Education Trust Grade R resources 2009 Additional sponsor: Old Mutual Educational resources Additional sponsors: Oxford University Press Meriti Secondary School Rustenburg Adopter: Merafe Resources 2013 Educational resources Additional sponsors: Oxford University Press Mmuagabo Primary School Bodibe Adopter: Lafarge Education Trust 2009 Educational resources Additional sponsor: Adopt-a-School Foundation, Oxford University Press Mokakana Primary School Bodibe Adopter: Lafarge Education Trust 2009 Educational resources Additional sponsors: Adopt-a-School Foundation and Water For All Molekane Primary School Bodibe Grade R resources Adopter: Lafarge Education Trust 2009 Educational resources Additional sponsors: Old Mutual, Adopt-a- School Foundation Motlhako Primary School Bodibe Computers Adopter: Lafarge Education Trust 2009 Printers Additional sponsor: Adopt-a-School Educational resources Foundation, Oxford University Press Mphebatho Primary School Bosplaas Adopter: Phumelela Gaming and Leisure Computers Ltd Furniture 2010 Additional sponsors: Solo Resources, Photocopying machine Adopt-a-School Foundation, Oxford Educational resources University Press and Development Bank of Southern Africa Naletsana Primary School Bodibe Adopter: Lafarge Education Trust 2009 Educational resources Additional Sponsor: Old Mutual, Oxford x University Press Ramokoka Primary School Ramokoka Village (a new school) 2008 Educational resources Adopter: PPC Setswakgosing High School Moprokweng Adopter: Industrial Development 2013 Educational resources Corporation Additional sponsors: Oxford University Press Shudintlhe Intermediate School Bodibe Adopter: Lafarge Education Trust 2009 Educational resources Additional sponsors: Oxford University Press Tau Rapulana High School Bodibe Computers Adopter: Lafarge Education Trust 2009 Educational resources Additional sponsors: Oxford University Science equipment Press

60 Strategic Teambuilding Year of planning, and Infrastructure Educator Learner Extra School safety School Social welfare Additional resources adoption leadership and motivational development development development curricular and discipline management interventions Western Cape Atlantis High School Reygersdal Adopter: Industrial Development 2013 Educational resources Corporation Additional sponsors: Oxford University Press Parkview Primary School Adopter: Industrial Development Corporation 2014 Educational resources Additional sponsors: Oxford University Press Sea Point High School Educational resources Sea Point 2011 Science equipment Adopter: Oxford University Press Sonwabo Primary School Gugulethu Adopter: Saint Gobain 2010 Educational resources Additional sponsor: Shanduka Foundation, Development Bank of Southern Africa, Oxford University Press Thandukhulu High School Mowbray Adopter: Industrial Development 2013 Educational resources Corporation Additional sponsors: Oxford University Press OTHER SADC COUNTRIES

Lesotho Morifi A.M.E Primary School Mohale’s Hoek Adopter: Dr. James Motlatsi 2012 Educational resources Additional sponsors: Oxford University Press Morifi L.E.C. Primary School Mohale’s Hoek Adopter: Dr. James Motlatsi 2012 Educational resources Additional sponsors: Oxford University Press Morifi Community High School Mohale’s Hoek Adopter: Dr. James Motlatsi 2013 Educational resources Additional sponsors: Oxford University Press Morifi R.C. Primary School (St. Thomas) Mohale’s Hoek Adopter: Dr. James Motlatsi 2012 Educational resources Additional sponsors: Oxford University Press Mozambique

Escola Primaria Completa de Ressanno Textbooks Garcia 2012 Furniture Adopter: Shanduka Group and Aggreko

61 Strategic Teambuilding Year of planning, and Infrastructure Educator Learner Extra School safety School Social welfare Additional resources adoption leadership and motivational development development development curricular and discipline management interventions ASSISTED SCHOOLS

Eastern Cape Mphuti Primary School Dutywa 2010 Sponsor: Development Bank of Southern Africa Hukuwa Primary School Queenstown 2006 Sponsor: Thando Sishuba and friends, Cyril Ramaphosa and Vancut Ikageng Jnr. Secondary School Matatiele 2010 Computers Sponsor: MTN Mbanga Primary School Dutywa 2010 School furniture Sponsor: Development Bank of Southern Africa Sandlulube Jnr. Secondary School Mount Frere 2006 Computers Sponsor: Investec Thembalabantu High School Zwelitsha 2012 Adopter: Nedbank Foundation Trust Additional sponsors: Iliad Africa Free State Mahlohonolo Intermediate School Botshabelo 2010 Sponsor: Development Bank of Southern Africa Thari ya Tshepe Intermediate School Botshabelo 2010 Sponsor: Development Bank of Southern Africa Gauteng Bokamoso Secondary School Themba 2010 Sponsor: iSchool Africa Hlakaniphani Junior Primary School Dlamini Adopter: Edcon 2010 Educational resources Additional sponsor: Raphael, Oxford University Press Igugulethu Primary School Vlakfontein 2010 Stationary Adopter: Development Bank of Southern Africa Igugu Primary school Mofolo 2010 Sponsor: The Trust Inkululeko Yesizwe Primary School Vlakfontein 2009 Library books Sponsor: Standard Bank Graduates, Twenty 30 and Biblionef Ivory Park Secondary School Ivory Park 2009 Educational resources Sponsor: Deloitte, Oxford University Press

62 Strategic Teambuilding Year of planning, and Infrastructure Educator Learner Extra School safety School Social welfare Additional resources adoption leadership and motivational development development development curricular and discipline management interventions Kanana Primary School Thembisa Adopter: Vodacom 2008 Educational resources Additional sponsors: Biblionef, Hitachi Power Africa, Oxford University Press Kids Milestone School Blue Hills Midrand Educational resources 2011 Adopter: AON Benfield Grade R Educational toys Additional sponsors: Oxford University Press Makgetse High School Themba Adopter: Volkswagen SA 2010 Dictionaries Additional sponsors: iSchool Africa, Oxford University Press Msengavhazhimo Primary School 2010 Educational resources for Foundation phase Sponsor: PPC Ngaka Maseko High School Mabopane 2006 MTN public phone shop Sponsors: MTN and Adopt-a-School Foundation Pace College School Jabulani 2011 Educational resources Adopter: Brait Foundation Paul Mosaka Primary School Pimville 2010 Educational resources Adopter: Chartis Insurance Sefikeng Primary School Bryanston 2010 Library books Sponsor: Investec KwaZulu-Natal Bhekhulwandle Primary School Mmanzimtoti 2010 Sponsor: Development Bank of Southern Africa Dargle Primary School Howick 2006 Adopter: Cyril Ramaphosa Emnqundekweni Primary School Bulwer 2007 Adopter: Mondi Shanduka Newsprint Hamu High School Vryheid 2010 Adopter: Mondi Group Hlathikhulu High School Escourt 2014 Adopter: Mondi Shanduka Newsprint or Grindrod Indawana Lower Primary School Underberg 2007 Adopter: Mondi Shanduka Newsprint Maphumezana Primary School Umlazi 2011 Adopter: The Grindrod Family Masijabule High School Cato Ridge 2010 Computers Sponsor: Rentworks

63 Strategic Teambuilding Year of planning, and Infrastructure Educator Learner Extra School safety School Social welfare Additional resources adoption leadership and motivational development development development curricular and discipline management interventions Zandlazethu High School Pongola 2011 Sponsor: Adopt-a-School Foundation Zwelibomvu Primary School Pinetown 2010 Sponsor: Development Bank of Southern Africa Limpopo Abraham Serote Secondary School Boleu 2012 Adopter: Nedbank Foundation Trust Deo Gloria Primary School Thabazimbi 2011 Adopter: Northam Platinum Letheba High School Botlokwa 2011 Sponsor: Adopt-a-School Foundation Luvhalani Primary School Tshakuma 2006 MTN Public Phone Shop Sponsor: MTN and Adopt-a-School Foundation Mamvuka Secondary School Dzanani Adopter: Development Bank of Southern Africa Mbokota Primary School Elim 2010 Computers Sponsor: MTN Rhenosterkloof Primary School Bela-Bela 2013 Adopter: Cyril Ramaphosa Sikhwivhilu Primary School Dzanani Adopter: Development Bank of Southern 2010 Africa Additional sponsor: Adopt-a-School Foundation St. Paul High School Groblersdal 2013 Adopter: Nedbank Foundation Trust Tshimbuluni Primary school Tshakuma 2006 MTN public phone shop Sponsor: MTN and Adopt-a-School Foundation Vingerkraal Secondary School Bela-Bela 2013 Adopter: Cyril Ramaphosa Zaaiplaas Primary School Sehlakwane 2008 Sponsor: Sasol Mpumalanga Sambo Primary School Steenbok 2010 Sponsor: Development Bank of Southern Africa Sijabulile Primary School Sterkspruit 2010 Sponsor: Development Bank of Southern Africa

64 Strategic Teambuilding Year of planning, and Infrastructure Educator Learner Extra School safety School Social welfare Additional resources adoption leadership and motivational development development development curricular and discipline management interventions Warburton Combined School Warburton 2011 Educational resources Adopter: Brait Foundation Northern Cape Blaauwskop Primary School Upington 2010 Sponsor: Development Bank of Southern Africa

Kakamas High School Adopter: Shanduka Group and Staff

Francois Visser Primere Skool Adopter: Shanduka Group and Staff

Tshiamo Primary School Kimberly 2010 Sponsor: Development Bank of Southern Africa North West Letlhabile Middle School Legonyane 2006 MTN public phone shop Sponsor: MTN Mankala Technical High School Mabopane 2006 MTN public phone shop Sponsor: MTN Molebatsi High School Motlhe Village 2006 MTN public phone shop Sponsor: MTN Motlhana Primary School Motlhe Village 2006 MTN public phone shop Sponsor: MTN: Motlhe Primary School Motlhe Village 2006 MTN public phone shop Sponsor: MTN Rebone Middle School Motlhe Village 2006 MTN public phone shop Sponsor: MTN Rethusitwe Primary School Kromkuil Village 2006 MTN public phone shop Sponsor: MTN Thabo ya Batho Middle School Bosplaas 2010 Sponsor: Development Bank of Southern Africa Western Cape Vuyani Primary School Gugulethu 2010 Sponsor: Development Bank of Southern Africa

65 KAGISO SHANDUKA TRUST SCHOOL PROFILES

66 413 schools have been adopted through Kagiso Shanduka Trust. This whole Transformation and empowerment Curriculum school development programme has a phased in approach. The table Infrastructure workshops & and social School development summarises the work done to date. Leadership development development workshops

TABLE KEY Schonkenville Primary School

Leadership development and management training for School Governing Bodies, School Tsatsi Primary School Infrastructure development Management Teams and educators. This process enables the development of a strategic Isaac Mhlambi Primary School plan for the school. This includes addressing basic infrastructure needs in school such as renovations, classrooms Credo Primary School Transformation and and ablution facilities. It also includes incentive empowerment workshops or infrastructure, such as science and computer leadership development Kwakwatsi Secondary School laboratories, libraries and sports facilities, for schools who have met performance targets. Ntshwephepha Primary School Curriculum programmes currently involved Curriculum and social educator development and learner support in development English, mathematics and science. Sediba- Thuto Seconda ry School

Phiritona Secondary School

Barnard Molokoane Combined School

A.M. Lembede Primary School

Ntha Intermediate School

Thakameso Combined Secondary School

67 Transformation Transformation and empowerment Curriculum and empowerment Curriculum Infrastructure Infrastructure workshops & and social workshops & and social School development School development Leadership development development Leadership development development workshops workshops

Meduwaneng Primary School Qalabotjha Secondary School

Poelano Primary School Phomolong Secondary School

Phuleng Primary School Mathlabateng Primary School

Seeisoville Primary School Ledibohong Primary School

Maokeng Intermediate School Kopanelang Thuto Primary School

Iketsetseng Combined School Neo Primary School

S.H.S Mofube Primary School Sachsenweimer Primary School

Mfundu Thuto Secondary School Dorgengdraai-wes Primary School

Renyakalletse Primary School Wonderkring Primary School

Adeline Meje Primary School Kgatelopele Primary School

Zamaleka Primary School Kraanvloevlakte Primary School

Phomello Primary School Banjaland Primary School

Aha Setjhaba Primary School Bodibeng Secondary School

Rebatla Thuto Secondary School Boikemisetso Primary School

68 Transformation Transformation and empowerment Curriculum and empowerment Curriculum Infrastructure Infrastructure workshops & and social workshops & and social School development School development Leadership development development Leadership development development workshops workshops

Boiteko Primary School Dr Reginald Cingo Secondary School

Boitlamo Secondary School Dr Sello Primary School

Bokantsho Primary School Falesizwe Secondary School

Bongane- Lebohang Secondary School Fontein Primary School

Bopa- Setjhaba Primary School Gerhardusdam Primary School

Botjaba- Tsatsi Primary School Groenpan Primary School

Brentpark Combined School Guguletu Intermediate School

Brentvale Primary School Hamiltonsrust Primary School

Burmah Primary School Ipatleleng Primary School

Cedar Secondary School Jordaan Primary School

Deneysville Primary School JSM Setloane Secondary School

Dibaseholo Primary School Kahobotja- Sakubusha Secondary School

Doringdraai- Wes Primary School Kananelo Secondary School

Dorrington Matsepe Intermediate School Kearabetswe Primary School

69 Transformation Transformation and empowerment Curriculum and empowerment Curriculum Infrastructure Infrastructure workshops & and social workshops & and social School development School development Leadership development development Leadership development development workshops workshops

Kgolagano Secondary School Motswela Secondary School

Le Notsi Secondary School Nampo Farm School

Leonie Primary School Nkgopoleng Secondary School

Likubu Primary School Nomsa Secondary School

Lovedale Primary School Noordskool Primary School

Mahlabatheng Primary School Nova Scotia Primary School

Malakabeng Intermediate School Ntsoanatsatsi Primary School

Matlwangtlwang Secondary School Pele- Ya- Pele Secondary School

Metsimaholo Primary School Phehellang Secondary School

Metsimatle Secondary School Phephetso Secondary School

Mfundo Thuto Secondary School Phirihadi Primary School

Moeding Primary School Phitshana Primary School

Moepeng Intermediate School Platberg Primary School

Mokwallo Primary School Reaitumela Intermediate School

70 Transformation Transformation and empowerment Curriculum and empowerment Curriculum Infrastructure Infrastructure workshops & and social workshops & and social School development School development Leadership development development Leadership development development workshops workshops

Refeng Thabo Secondary School Tjaba Tsohle Primary School

Refengkgotso Primary School Tsebo- Ulwazi Secondary School

Rehauhetswe Secondary School Tshediso Xolani Primary School

Relebohile Intermediate School Uitzien Intermediate School

Retshedisitswe Secondary School Uplands Primary School

Rhenosterdraai Primary School Wonderkop Primary School

Rietfontein Primary School Yakhisiswe Secondary School

Samuel Sebego Paki Secondary School Lister Skhosana Primary School

Selogilwe Primary School Sandersville Combined School

Serfontein Primary School Motheo District

Sindekile Primary School Albert Moroka High School

Susanna Primary School Mpatleng Secondary School

Tataiso Primary School Lenyora la Thuto Secondary School

Thabang Secondary School Setjhaba Semaketse Combined School

71 Transformation Transformation and empowerment Curriculum and empowerment Curriculum Infrastructure Infrastructure workshops & and social workshops & and social School development School development Leadership development development Leadership development development workshops workshops

Tlotlanang Combined School Makgulo Intermediate School

Goronyane High School Phano Intermediate School

Lefikeng High School Lerole Intermediate School

Seemahale Secondary School Sebabatso Primary School

Strydom High School Lebelo Intermediate School

Phetogane Secondary School Nkgothatseng Intermediate School

R.T Mokgopa Secondary School Nteboheng Primary School

Kobue Intermediate School Sankatana Intermediate School

Namanyane Primary School Popano Secondary School

Ereskuld Intermediate School Batjha Primary School

Tawana Primary School Khothatso Intermediate School

W.Thejane Intermediate School Mmulakgoro Intermediate School

Sediti Secondary School Ntebaleng Intermediate School

Selokisa Intermediate School Phallang Intermediate School

72 Transformation Transformation and empowerment Curriculum and empowerment Curriculum Infrastructure Infrastructure workshops & and social workshops & and social School development School development Leadership development development Leadership development development workshops workshops

Reentseng Primary School Ntumediseng Secondary School

Retsamaile Primary School Reamohetse Secondary School

Thatohatsi Intermediate School Christian Liphoko Secondary School

Bolokehang Intermediate School Moroka Secondary School

Nthabeleng Primary School Amohelang Intermediate School

Mpolokeng Primary School Bothobapelo Intermediate School

Khune Primary School Hohle Intermediate School

Mokwena Primary School Katamelo Intermediate School

Nkhabele Primary School Mabela Intermediate School

Poonyane Primary School Mahlohonolo Intermediate School

Kgauho Secondary School Mmusapelo Intermediate School

Kgora Thuto Secondary School Monokotswai Intermediate School

Leratong Secondary School Nkhothatseng Intermediate School

Ntemoseng Secondary School Ntenaleng Intermediate School

73 Transformation Transformation and empowerment Curriculum and empowerment Curriculum Infrastructure Infrastructure workshops & and social workshops & and social School development School development Leadership development development Leadership development development workshops workshops

Ntediseng Intermediate School Moutlwatsi Intermediate School

Nthapelleng Intermediate School Tlhabaki Intermediate School

Qelo Intermediate School TM Seitloane Intermediate School

Rankwe Intermediate School Mmalakgoro Intermediate School

Raohang Intermediate School Ntateleng Intermediate School

Refihlile Intermediate School Botsime Intermediate School

Seithati Intermediate School Kabue Intermediate School

Semomotela Intermediate School Mabatho Intermediate School

Thari Ya Tshepe Intermediate School Bradfort Secondary School

Thato Intermediate School Dibeng sa Tsebo Primary School

Tlotlisang Intermediate School Ditholwana Primary School

Ikaelelo Intermediate School Fadimehang Primary School

Maserona Intermediate School Pontsheng Primary School

Motlatla Intermediate School Seroki Primary School

74 Transformation Transformation and empowerment Curriculum and empowerment Curriculum Infrastructure Infrastructure workshops & and social workshops & and social School development School development Leadership development development Leadership development development workshops workshops

Serope Primary School Refentse Primary School

Thabo Primary School Seiphemo Primary School

Tlholo Primary School Selosesha Primary School

Emang Primary School St. Augustine Primary School

Gamabetwa Primary School St. Paul Primary School

Matsitselele Primary School Tala Primary School

Mmafane Primary School Thubisi Primary School

Moipone Primary Scho Tshipinare Primary School

Mokae Primary School Tsimatsima Primary School +

Mokitlane Primary School Senakangwedi Secondary School

Morago Primary School

Mokoto Primary School

Ramahutshe Primary School

Ratau Primary School

75 SCHOOLS ON OUR WAITING LIST

76 There are 350 schools on our adoption waiting list. These schools have dire needs and the Foundation matches potential donors to schools on the waiting list, taking donors and schools through the adoption process.

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GAUTENG Fons Luminis Secondary School Learners: 1334 Manamelong Primary School Learners: 1030 19 38 Soweto Grades Offered: 8 - 12 Pretoria Grades Offered: R - 7 Barnato Park High School Learners: 936 1 Johannesburg Grades Offered: 8 - 12 Jabavu East Primary School Learners: 500 Eqinisweni Secondary School Learners: 2164 20 39 Sowteto Grades Offered: R - 6 Johannesburg Grades Offered: 8 - 12 Berea Primary School Learners: 300 2 Johannesburg Grades Offered: R - 5 Thamsanqa Secondary School Learners: 1498 Lebone Secondary School Learners: 1138 21 40 Johannesburg Grades Offered: 8 - 12 Johannesburg Grades Offered: 8 - 12 Bonwelong Primary School Learners: 1690 3 Johannesburg Grades Offered: 1 - 7 Morutathutho Primary School Learners: 500 Albert Street School Learners: 150 22 41 Johannesburg Grades Offered: R - 7 Johannesburg Grades Offered: 1 - 7 Cyrildene Primary School Learners: 493 4 Johannesburg Grades Offered: 1 - 7 Livhuwani Primary School Learners: 675 Mandisa Shiceka High School Learners: 1728 23 42 Johannesburg Grades Offered: R - 7 Krugersdorp Grades Offered: 8 - 12 Dr Beyers Naude Secondary School Learners: 860 5 Johannesburg Grades Offered: 8 - 12 Leratong Primary School Learners: 329 Molefe Mooki Primary School Learners: 652 24 43 Johannesburg Grades Offered: R - 7 Pretoria Grades Offered: R - 7 Ikageng Primary School Learners: 446 6 Johannesburg Grades Offered: 1 - 6 McBain Charles Primary School Learners: 660 Bosmont Primary School Learners: 850 25 44 Johannesburg Grades Offered: R - 7 Johannesburg Grades Offered: R - 9 Lucas Motshabanosi Middle School Learners: 653 7 Winterveldt Grades Offered: 7 - 9 Namo Primary School Learners: 564 Bapedi Primary School Learners: 562 26 45 Tswane Grades Offered: R - 7 Johannesburg Grades Offered: 1 - 9 TK Mokonyane Primary School Learners: 275 8 Marula Grades Offered: R - 6 Sibonile School for the Visually Impaired Learners: 142 Dumezweni Primary School Learners: 587 27 46 Johannesburg Grades Offered: 1 - 9 Johannesburg Grades Offered: R - 4 Thuto Thebe Middle School Learners: 458 9 Ga-Rankuwa Grades Offered: 7 - 9 Troyville Primary school Learners: 607 Vuwani Secondary School Learners: 1700 28 47 Johannesburg Grades Offered: 4 - 9 Johannesburg Grades Offered: 8 - 12 Letlotlo Secondary School Learners: 732 10 Mabopane Grades Offered: 8 - 12 Thuto Lehakwe Senior Secondary School Learners: 426 Senyamo Primary School Learners: 474 29 48 Mohlakeng Grades Offered: 8 - 12 Johannesburg Grades Offered: R - 7 Emzimkhulu Primary School Learners: 570 11 Johannesburg Grades Offered: R - 7 Vuyani Primary School Learners: 1194 Diepsloot Primary School Learners: 1147 30 49 Johannesurg Grades Offered: R - 7 Randburg Grades Offered: 1 - 7 Emfundisweni Junior Primary School Learners: 881 12 Johannesburg Grades Offered: 1 - 4 Mochochonono Primary School Learners: 250 Hoerskool Erasmus Learners: 704 31 50 Johannesurg Grades Offered: R - 4 Bronkhorspruit Grades Offered: 8 - 12 Ekukhanyeni Primary School Learners: 1010 13 Wattville Grades Offered: R - 7 Welgedag Primary School Learners: 615 Siyabonga Secondary School Learners: 1150 32 51 Johannesurg Grades Offered: R - 7 Johannesburg Grades Offered: 8 - 12 Emadwaleni High School Learners: 520 14 Johannesburg Grades Offered: 8 - 12 Zimisele Secondary School Learners: 962 Imbali Combined School Learners: 549 33 52 Johannesurg Grades Offered: 8 - 12 Johannesburg Grades Offered: R - 9 Fairsand Primary School Learners: 321 15 Johannesburg Grades Offered: R - 7 Kagiso Ext 14 Secondary School Learners: 912 Bertrams Junior Primary School Learners: 311 34 53 Johannesburg Grades Offered: 8 - 10 Johannesburg Grades Offered: 1 - 4 Golang Primary School Learners: 331 16 Johannesburg Grades Offered: 1 - 7 Durban Deep Primary School Learners: 1037 Dududuza Primary School Learners: 402 35 54 Johannesburg Grades Offered: 1 - 7 Springs Grades Offered: R - 7 Isikhumbuzo Comprehensive Secondary School Learners: 1300 17 Johannesburg Grades Offered: 8 - 12 The Way Christian School Learners: 200 Masithwalisane Secondary School Learners: 1490 36 55 Pretoria Grades Offered: R - 12 Bosburg Grades Offered: 8 - 12 Isiziba Primary School Learners: 1079 18 Johannesburg Grades Offered: R - 7 Impumelelo Junior Secondary School Learners: 159 Observatory Girls Primary School Learners: 480 37 56 Johannesburg Grades Offered: R - 4 Johannesburg Grades Offered: 1 - 7

77 NO NAME OF SCHOOL AND LOCATION PROFILE NO NAME OF SCHOOL AND LOCATION PROFILE NO NAME OF SCHOOL AND LOCATION PROFILE

Reamohetsoe Primary School Learners: 641 Job Maseko Primary School Learners: 955 Zintonga Junior Secondary School Learners: 716 57 82 106 Johannesburg Grades Offered: R - 7 Springs Grades Offered: R - 7 Umtata Grades Offered: R - 9

Soshanguve South Secondary School Learners: 745 JB Matabane Secondary School Learners: 1290 Ncumbe Junior Secondary School Learners: 454 58 83 107 Pretoria Grades Offered: 8 - 12 Midrand Grades Offered: 8 - 12 Mount Frere Grades Offered: R - 6

Mabu-A-Tlou Primary School Learners: 970 Khindlimukani Junior Secondary Learners: 151 Bele Junior Secondary School Learners: 600 59 84 108 Hammanskraal Grades Offered: R - 7 Johannesburg Grades Offered: 7 - 9 Tsolo Grades Offered: R - 9

Salvazione School Learners: 282 Pimville Primary School Learners: 354 Khwezi Lomso Comprehensive Learners: 1490 60 85 109 Johanneburg Grades Offered: R - 7 Johannesburg Grades Offered: R - 7 Nelson Mandela Bay Grades Offered: 8 - 12

Sekampaneng Primary School Learners: 1016 WESTERN CAPE Step Ahead Primary School Learners: 262 61 110 Pretoria Grades Offered: 1 - 7 Matatiele Grades Offered: R - 9 Zwelihle Primary School Learners: 870 86 St Ansgars Combined School Learners: 1133 Hermanus Grades Offered: R - 7 Lingelethu Senior Primary School Learners: 313 62 111 Johannesburg Grades Offered: R - 12 Matatiele Grades Offered: R - 7 Vista Nova School Learners: 431 87 Thuto Mfundo Adult Education Centre Learners: 700 Cape Town Grades Offered: R - 12 Hill Side Secondary School Learners: 1025 63 112 Johannesburg Grades Offered: 12 - 12 Port Elizabeth Grades Offered: 8 - 12 Dr Nelson R. Mandela High School Learners: 1330 88 Thakgalang Primary School Learners: 421 Cape Town Grades Offered: 8 - 12 Kwazakhele High School Learners: 841 64 113 Springs Grades Offered: R - 7 Port Elizabeth Grades Offered: 8 - 12 Yellowwood Primary School Learners: 1098 89 Olievenhoutbosch Primary School Learners: 1064 Cape Town Grades Offered: R - 7 Ithembelihle Comprehensive School Learners: 943 65 114 Midrand Grades Offered: R - 7 Nelson Mandela Bay Grades Offered: 8 - 12 Esselen Park Secondary School Learners: 1467 90 Nageng Primary School Learners: 892 Cape Winelands Grades Offered: 8 - 12 Tyhilulwazi Senior Secondary School Learners: 734 66 115 Johannesburg Grades Offered: R - 7 Matatiele Grades Offered: 8 - 12 Capricon Primary School Learners:692 91 Letsibogo Girls High School Learners: 1110 Cape Winelands Grades Offered: R - 5 Sophakama High School Learners: 585 67 116 Johannesburg Grades Offered: 8 - 12 Port Elizabeth Grades Offered: 8 - 12 Easter Peak Primary School Learners: 633 92 United Church School Learners: 652 Cape Town Grades Offered: R - 7 Ncedo Senior Secondary School Learners: 1015 68 117 Johannesburg Grades Offered: 1 - 12 Port Elizabeth Grades Offered: 8 - 12 EASTERN CAPE Olievenhoutbosch Christian School Learners: 161 S.E.K Mqhayi Senior Secondary School Learners: 347 69 Sifonondile Secondary Senior School Learners: 96 118 Midrand Grades Offered: R - 4 93 Port Elizabeth Grades Offered: 8 - 12 Elliot Grades Offered: 10 - 12 Little Eden Society Learners: 290 Ntabeliza Junior Secondary School Learners: 430 Templeton High School Learners: 596 119 70 Johannesburg Grades Offered: Pre- 94 Mthatha Grades Offered: R - 9 school Bedford Grades Offered: R - 12 Lwandlekazi High School Learners: 350 120 Everest Primary School Learners: 850 Mpakama Junior Secondary School Learners: 405 Port Elizabeth Grades Offered: 8 - 12 71 95 Johannesburg Grades Offered: R - 7 Mbashe Grades Offered: R-9 Phakamisa Secondary School Learners: 612 121 Madiba Primary School Learners: 740 Tramore Senior Primary School Learners: 270 Port Elizabeth Grades Offered: 8 - 12 72 96 Johannesburg Grades Offered: R - 7 Matatiele Grades Offered: R - 7 Qaphelani Senior Secondary School Learners: 648 122 Laerskool Jozua Naude Learners: 354 Enqobokeni Primary School Learners: 139 Port Elizabeth Grades Offered: 8 - 12 73 97 Johannesburg Grades Offered: R - 7 Queenstown Grades Offered: R - 7 Lwazilwethu Secondary School Learners: 400 123 Ekurhuleni Primary School Learners: 1350 Hebron Christian Independent Primary School Learners: 52 Port Elizabeth Grades Offered: 8 - 1 74 98 Germiston Grades Offered: R - 7 Queenstown Grades Offered: 1 - 4 Kwa Magxaki High School Learners: 1150 124 Fortune Kunene Primary School Learners: 1261 Hlomendlini Junior Secondary School Learners: 612 Port Elizabeth Grades Offered: 8 - 12 75 99 Johannesburg Grades Offered: R - 7 Matatiele Grades Offered: R - 9 Chatty Secondary School Learners: 1060 125 Job Rathebe Junior Secondary School Learners: 748 Nompumelelo High School Learners: 850 Port Elizabeth Grades Offered: 8 - 12 76 100 Johannesburg Grades Offered: 7 - 9 Queenstown Grades Offered: 8 - 12 David Livingstone Senior Secondary School Learners: 950 126 Ahmed Timol Secondary School Grades Offered: 8 - 12 Nyathini Senior Primary School Learners: 368 Port Elizabeth Grades Offered: 8 - 12 77 101 Johannesburg Learners: 1150 Mount Ayliff Grades Offered: 1 - 6 E.Z Kabane High School Learners: 946 127 Northview High School Learners: 1330 Sketlane Junior Secondary School Learners: 529 Port Elizabeth Grades Offered: 8 - 12 78 103 Johannesburg Grades Offered: 8 - 12 Matatiele Grades Offered: 1 - 9 Insight Learning Centre Learners: 175 128 Stretford Primary School Learners: 1018 Pondolwendlovu Senior Secondary School Learners: 333 Queenstown Grades Offered: R - 12 79 102 Johannesburg Grades Offered: R - 7 Transkei Grades Offered: 10 - 12 Loyiso Secondary School Learners: 764 129 Mahlenga Secondary School Learners: 228.0 Sikhumbeni Senior Primary School Learners: 112 Port Elizabeth Grades Offered: 8 - 12 80 104 Pretoria Grades Offered: 8 - 12 Umtata Grades Offered: R - 6 Arcadia Secondary School Learners: 1118 130 Nyiko Primary School Learners: 1072 Siseko High School Learners: 273 Port Elizabeth Grades Offered: 8 - 12 81 105 Johannesburg Grades Offered: 1 - 7 Middledrift Grades Offered: 8 - 12

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Ndzondeleko High School Learners: 1362 Tywaka Junior Secondary School Learners: 204 Tlhapi-Moruwe Primary School Learners: 650 131 156 181 Port Elizabeth Grades Offered: 8 - 12 Dutywa Grades Offered: R - 9 Bojanala Grades Offered: R - 8

JA Ncaca Primary School Learners: 424 St Lukes Public School Learners: 511 Treasure Trove Public School Learners: 703 132 157 182 Uitenhage Grades Offered: R - 4 East London Grades Offered: R - 7 Bakerville Grades Offered: R - 7

Nathaniel Pamla High School Learners: 731 Zamukhanya Lower High Primary School Learners: 474 Mampho Secondary School Learners: 633 133 158 183 King William's Town Grades Offered: 8 - 12 King Williams Town Grades Offered: R - 7 Migdol Grades Offered: 8 - 12

Little Sparklers Hope Prepartory School Learners: 0.0 Kwatayi Junior Secondary School Learners: 322 Labojang Primary School Learners: 20 134 159 184 Queenstown Grades Offered: R - 5 Dutywa Grades Offered: R - 7 Bloemhof Grades Offered: 1 - 7

Mankazana Primary School Learners: 200 Kwa-Bhola Public School Learners: 85 Noka Ya Lorato Primary School Learners: 840 135 160 185 Amathole Grades Offered: R - 7 East London Grades Offered: R - 7 Rustenburg Grades Offered: R - 7

Draaibosch Farm School Learners: 103 Timane Senior Primary School Learners: 89 Tiger Kloof Educational Institution Learners: 666 136 161 186 East London Grades Offered: R - 7 Dutywa Grades Offered: R - 6 Vryburg Grades Offered: R - 12

Thubelihle Senior Secondary School Learners: 563 Nyaniso Senior Secondary School Learners: 324 Ramono Middle School Learners: 434 137 162 187 Port Elizabeth Grades Offered: 8 - 12 Matatiele Saulspoort Grades Offered: 7 - 9

Mthunzi Tsolekile Public School Learners: 290 Bertram Secondary School Learners: 1293 Mafale Primary School Learners: 475 138 163 188 Amathole Grades Offered: R - 12 Port Elizabeth Grades Offered: 8 - 12 Jericho Grades Offered: R - 7

Seplan Junior Secondary School Learners: 380 Guqaza Junior Secondary School Learners: 378 Thuto Tshwarangando Organisation Learners: 0.0 139 164 189 Askeaton Grades Offered: R - 9 Ngqeleni Grades Offered: R - 9 Coligny Grades Offered: 2 - 7

Tausanqa Senior Secondary School Learners: 335 NORTH WEST Akofang Primary School Learners: 923 140 190 Port Elizabeth Grades Offered: 8 - 12 Klerkdorp Grades Offered: R - 7 Borite Primary School Learners: 348 165 Mpumelelo Primary School Learners: 438 Sun City Grades Offered: R - 6 Boitemogelo Primary School Learners: 813 141 191 Sterkspruit Grades Offered: R - 7 Hammanskraal Grades Offered: R - 7 Dingake Primary School Learners: 544 166 Ntsizwa Senior Secondary School Learners: 291 Ditsobotla Grades Offered: 1 - 6 Dooka Primary School Learners: 550 142 192 Mount Ayliff Grades Offered: 10 - 12 Hammanskraal Grades Offered: R - 7 Gaesegwe Primary School Learners: 728 167 Mzontsundu High School Learners: 882 Vryburg Grades Offered: 1 - 6 LIMPOPO 143 Port Elizabeth Grades Offered: 8 - 12 Gopane Primary School Learners: 394 Phafane Senior Secondary School Learners: 275 168 193 Coselelani Public Secondary School Learners: 350 Zeerust Grades Offered: R - 6 Burgersfort Grades Offered: 8 - 12 144 Port Elizabeth Grades Offered: 8 - 12 Makekeng Primary School Learners: 687 Mabogopedi High School Learners: 834 169 194 ST James (RC) Secondary School Learners: 656 Bojanala Grades Offered: 1 - 6 Thohoyandou Grades Offered: 8 - 12 145 Port Elizabeth Grades Offered: 8 - 12 Maokaneng Primary School Learners: 543 Krause Primary School Learners: 126 170 195 Bashee Comprehensive High School Learners: 575 Lichtenburg Grades Offered: 1 - 6 Waterberg Grades Offered: 1 - 7 146 Dutywa Grades Offered: 10 - 12 Morongwa Primary School Learners: 220 Kgotloana Primary School Learners: 907 171 196 Zamuxolo Junior Secondary School Learners: 360 Sun City Grades Offered: R - 6 Dendron Grades Offered: R - 7 147 Dutywa Grades Offered: R - 9 Opadiatla Primary School Learners: 443 Hilmary Learning Centre Learners: 615 172 197 Cookhouse Secondary School Learners: 271 Itsoseng Grades Offered: R - 7 Thohoyandou Grades Offered: R - 7 148 Cacadu Grades Offered: 8 - 12 Ponelopele Primary School Learners: 292 Boxahuku Combined School Learners: 675 173 198 Gqumahashe Primary School Learners: 182 Lichtenburg Grades Offered: R - 6 Tzaneen Grades Offered: R - 9 149 Alice Grades Offered: R - 7 Rearabilwe High School Learners: 650 Mafasa High School Learners: 175 174 199 Qhayiyalethu FET Learners: 335 Lerato Grades Offered: 8 - 12 Treves Grades Offered: 8 - 12 150 Buffalo City Grades Offered: 10 - 12 Seema Makapan Middle School Learners: 200 Soka-Leholo Higher Primary School Learners: 190 175 200 Nkosemntu Motman Combined School Learners: 1300 Bojanala Grades Offered: 8 - 10 Dwarsriver Grades Offered: 5 - 7 151 Queenstown Grades Offered: R - 12 Tau Sebele Middle School Learners: 229 Nkowankowa Primary School Learners: 755 176 201 Mmangweni Junior Primary School Learners: 48 Makapanstad Grades Offered: 7 - 9 Tzaneen Grades Offered: R - 7 152 Tsolo Grades Offered: R - 3 Thate Molatlhwa Middle School Learners: 476 Maelebe Primary School Learners: 992 177 202 Sigidi Junior Secondary School Learners: 271 Bophirima Grades Offered: 7 - 9 Steelpoort Grades Offered: R - 7 153 Mount Ayliff Grades Offered: R - 9 Tsholofelo Primary School Learners: 473 Mukula Secondary school Learners: 500 178 203 Sikhemane Junior Secondary School Learners: 356 Itsoseng Grades Offered: R - 6 Tzaneen Grades Offered: 8 - 12 154 Mount Ayliff Grades Offered: R - 9 Vlakpan Primary School Learners: 199 Makobateng Senior Secondary School Learners: 294 179 204 Nokatana Junior Secondary School Learners: 170 Lichtenburg Grades Offered: R - 7 Polokwane Grades Offered: 8 - 12 155 Dutywa Grades Offered: R - 9 Tshepang Secondary School Learners: 293 Baphadima Secondary School Learners: 214 180 205 Itsoseng Grades Offered: 8 - 12 Steelpoort Grades Offered: 8 - 12

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Mahlo Primary School Learners: 479 Hoerskool Frikkie Meyer Learners: 1016 Vulindlela Public School Learners: 90 206 231 256 Burgersfort Grades Offered: R - 7 Thabazimbi Grades Offered: R - 7 Harrismith Grades Offered: R - 6

Lehlake Primary School Learners: 752 Bolopa Primary School Learners: 479 KWAZULU-NATAL 207 232 Phokoane Grades Offered: R - 7 Polokwane Grades Offered: R - 7 Qoqulwazi Secondary School Learners: 416 257 Northam Comprehensive School Learners: 449 Mahwahwa High School Learners: 691 Richards Bay Grades Offered: 8 - 12 208 233 Northam Grades Offered: 8 - 12 Tzaneen Grades Offered: 8 - 12 Siyawela Primary School Learners: 700 258 Malovhana High School Learners: 228 Mapaana Primary School Learners: 410 Dannhauser Grades Offered: R - 7 209 234 Makhado Grades Offered: 8 - 12 Tzaneen Grades Offered: R - 7 Eqhweni Comined School Learners: 1035 259 Mamokgari High School Learners: 147 Letupu Secondary School Learners: 425 Escourt Grades Offered: R - 7 210 235 Polokwane Grades Offered: 8 - 12 Waterberg Grades Offered: 8 - 12 Cwebezela Senior Primary School Learners: 388 260 Ngwatshipe a Mapepe Pre-school Learners: 18 Khubvi Primary school Learners: 369 Umlazi Grades Offered: R - 7 211 236 Motetema Grades Offered: R -1 Makhado Grades Offered: R - 7 Kuhlekonke High School Learners: 583.0 261 Mbilwi Secondary School Learners: 723 Ikageng Primary Schol Learners: 422 Richards Bay Grades Offered: 8 - 12 212 237 Thoyandou Grades Offered: 8 - 12 Grobblersdal Grades Offered: R - 7 Qophumlando Senior Primary School Learners: 600 262 Mogoboya Primary School Learners: 444 Dikgeu Primary School Learners: 228 Newcastle Grades Offered: 4 - 7 213 238 Mopani Grades Offered: R - 7 Polokwane Grades Offered: R - 7 Bonomunye Primary School Learners: 457 263 Mapalagadi Primary School Learners: 689 Manini Primary School Learners: 1025 Empangeni Grades Offered: R - 9 214 239 Grobblersdal Grades Offered: R - 7 Sibasa Grades Offered: R - 7 Makheme Primary School Learners: 339 264 Laerskool Northam Primary School Northam Learners: 435 Naletsana Combined School Learners: 447 Richards Bay Grades Offered: R - 7 215 240 Northam Grades Offered: R - 7 Koedoeskop Grades Offered: R - 12 Ekwazini High School Learners: 1124 265 Tshivhade Primary School Learners: 383 Muvimbi Primary School Learners: 371 Richards Bay Grades Offered: 8 - 12 216 241 Mashau Grades Offered: R - 7 Masakona Grades Offered: R - 7 Kwesethu High School Learners: 1053 266 Swobani Secondary School Learners: 412 Maokeng Primary School Learners: 1283 Pinetown Grades Offered: 8 - 13 217 242 Tshilwavhusiku Grades Offered: 8 - 12 Modimole Grades Offered: R - 7 Sithandiwe Primary School Learners: 1010 267 Chrome Mine Primary School Learners: 376 Thivhilaeli Secondary School Learners: 850 Umlazi Grades Offered: R - 7 218 243 Chromite Grades Offered: R - 7 Sibasa Grades Offered: 8 - 12 Mabhodla Primary School Learners: 705 268 Botlokwa Special School Learners: 201 Makakavhale Secondary School Learners: 817 Richards Bay Grades Offered: R - 7 244 219 Botlokwa Grades Offered: Special Thohoyandou Grades Offered: 8 - 12 Zwelethu High School Learners: 1127 school 269 Marotobane Primary School Learners: 518 Durban Grades Offered: 8 - 12 245 Muthundinne Primary School Learners: 267 Nebo Grades Offered: R - 7 220 Dendethu Primary School Learners: 300 Muthundinne Grades Offered: R - 7 270 Motloboni Combined School Learners: 647.0 Sundumbili Grades Offered: R - 7 246 Mankhole Secondary School Learners: 492 Ga-Kgapane Grades Offered: R - 10 221 Isiphephelo High School Learners: 617 Gompies Grades Offered: 8 - 12 271 Tshilwavhusiku Razwimisani Special School Learners: 190 Kwambonambi Grades Offered: 8 - 12 247 Modimole Primary School Learners: 1336 Tshilwavhusiku Grades Offered: 222 Siyabuswa Primary School Learners: 403 Modimole Grades Offered: R - 7 272 Tshikurukuru Primary School Learners: 533 Umzinyathi Grades Offered: R - 7 248 Ramabele Secondary School Grades Offered: 8 - 12 Hamutsha Grades Offered: R - 7 223 Bagibile High School Learners: 442.0 Polokwane Learners: 272 273 Pula-Madibogo Primary School Learners: 1215 Eshowe Grades Offered: 8 - 12 249 Siloam Primary School Learners: 767 Turfloop Grades Offered: R - 7 224 Hilda Makhanya Primary School Learners: 347 Nzhelele Grades Offered: R - 7 274 FREE STATE Durban Grades Offered: R - 6 Laerskool Thabazimbi Learners: 1108 225 Bohale Secondary School Learners: 1061 Doornkloof Combined School Learners: 309 Thabazimbi Grades Offered: R - 7 250 275 Henneman Grades Offered: 8 - 12 Mooi River Grades Offered: 4 - 12 Kopano Secondary School Learners: 870 226 Dithotaneng Intermediate School Learners: 548 Kwamame Primary School Learners: 647 Polokwane Grades Offered: 8 - 12 251 276 Henneman Grades Offered: 7-9 Mahlabathini Grades Offered: R - 7 Vongani Primary School Learners: 736 227 Lebogang Secondary School Learners: 1124 Dover Combined Farm School Learners: 1030 Malamulele Grades Offered: R - 7 252 277 Welkom Grades Offered: 8 - 12 Empangeni Grades Offered: R - 12 Harry Oppenheimer Agricultural High School Learners: 818 228 Ntuthuzelo Public School Learners: 1057 Isnembe Secondary School Learners: 527 Potgietersrus Grades Offered: 8 - 12 253 278 Lejweleputswa Grades Offered: 1 - 7 Tongaat Grades Offered: R - 9 Noko High School Learners: 125 229 Rekgone Primary School Learners: 1234 Masuku Primary School Learners: 660 Polokwane Grades Offered: 8 - 12 254 279 Mangaung Grades Offered: 1 - 7 Isiphingo Grades Offered: R - 7 Laerskool Koedoeskop Learners: 309.0 230 Relebeletse Combined School Learners: 1679 Emphusheni Primary School Learners: 411 Koedoeskop Grades Offered: R - 7 255 280 Mangaung Grades Offered: R - 7 Isiphingo Grades Offered: R - 4

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Siphosethu Primary School Learners: 374 Reakantswe Intermediate School Learners: 385 Mapala Combined School Learners: 614 281 306 331 Durban Grades Offered: R - 7 Windsorton Grades Offered: 9 - 12 Hammanskraal Grades Offered: 7 - 9

Entonjeni High School Learners: 526 Redirile Primary School Learners: 744 Kwazamokuhle Secondary School Learners: 1354 282 307 332 Ladysmith Grades Offered: 8 - 12 Kimberly Grades Offered: 7 - 9 Middleburg Grades Offered: 8 - 12

Prince Mayayiza High School Learners: 664 Hoerskool Langberg Olifantshoek Learners: 972 Khanyisa Primary School Learners: 134 283 308 333 Vryheid Grades Offered: 8 - 12 Olifantshoek Grades Offered: 8 - 12 Bronkhorstspruit Grades Offered: 1 - 7

Magubulundu Junior Secondary School Learners: 240 Ikageng Intermediate School Learners: 246 Kiwi Primary school Learners: 89 284 309 334 Vryheid Grades Offered: 8 - 10 Pixley ka Seme Grades Offered: R - 9 Lydenburg Grades Offered: R - 7

Zamani Senior Primary School Learners: 148 Hanover Primary School Learners: 955 Maphakama Junior Secondary School Learners: 405 285 310 335 Umzimkhulu Grades Offered: R - 7 Hanover Grades Offered: R - 7 Nelspruit Grades Offered: R - 9

Malabela High School Learners: 529 Dikgatlhong High School Learners: 869 Umthombopholile Primary School Learners: 168 286 311 336 Hluhluwe Grades Offered: 8 - 12 Kimberly Grades Offered: 8 - 12 Lydenburg Grades Offered: 1 - 7

Remington Primary School Learners: 66 Die Kuil Intermediate School Learners: 1453 Steelcrest High School Learners: 660 287 312 337 Ladysmith Grades Offered: R - 7 Kimberly Grades Offered: R - 8 Middleburg Grades Offered: 8 - 12

Paulpietersburg Public Primary School Learners: 960 Barkly West Higher Primary School Learners: 572 Cabangani Primary School Learners: 652 288 313 338 Paul Pietersburg Grades Offered: R - 7 Barkly West Grades Offered: 4 - 7 Piet Retief Grades Offered: 5 - 9

Mzokhanyo Junior Secondary School Learners: 338 Gamagara High School Learners: 508 Welgevond Primary School Learners: 298 289 314 339 Haeding Grades Offered: R - 7 Dibeng Grades Offered: 8 - 12 Piet Retief Grades Offered: R - 7

Babanango Primary School Learners: 520 Tlhwahalang High School Learners: 1311 Malibongwe Primary School Learners: 661 290 315 340 Vryheid Grades Offered: R - 7 Warenton Grades Offered: 9 - 12 Piet Retief Grades Offered: R - 7

Hafuleni Secondary School Learners: 1290 Reneilwe Primary School Learners: 360 Phaphamani Primary School Learners: 236 291 316 341 Harding Grades Offered: 8 - 12 Kimberly Grades Offered: R - 7 Piet Retief Grades Offered: R - 7

Thuthukani Special School Learners: 305 MPUMALANGA Qalani Primary School Learners: 763 292 342 Empangeni Grades Offered: R - 7 Piet Retief Grades Offered: R - 4 Amon Nkosi Primary School Learners: 480 317 Siphephele Junior Secondary School Learners: 450 Barberton Grades Offered: 1 - 4 Mvuzo Primary School Learners: 1054 293 343 Isipingo Grades Offered: 8 - 12 Middleburg Grades Offered: 1 - 7 Batlagae Primary School Learners: 660 318 St. Christopher’s Primary School Learners: 113 Grades Offered: R - 7 Shapeve Primary School Learners: 1611 294 344 KwaDukuza Grades Offered: R - 7 Embalenhle Grades Offered: R - 7 Beretta Primary School Learners: 1187 319 Ebomvini Primary School Learners: 866 Acornhoek Grades Offered: R - 7 Twyfelhoek Combined School Learners: 356 295 345 Port Shepstone Grades Offered: R - 7 Amersfoort Grades Offered: R - 9 Hendrina Primary School Learners: 1322 320 Kwamdolo Primary School Learners: 306 Middleburg Grades Offered: R - 7 Enkhokhokhweni Primary School Learners: 909 296 346 Nongoma Grades Offered: R - 6 Nelspruit Grades Offered: R - 7 Hlelimfundo Secondary School Learners: 1260 321 NORTHERN CAPE Hammanskraal Grades Offered: 8 - 12

St Boniface High School Learners: 1800 Isibanisesizwe Primary School Learners: 1490 297 322 Galeshewe Grades Offered: 8-12 Nelspruit Grades Offered: 1 - 9

Boresetse High School Learners: 993 Sibusisiwe High School Learners: 1116 298 323 Barkly West Grades Offered: Nelspruit Grades Offered: 8 - 12

Hotazel Combined School Learners: 453 Qedela Secondary School Learners: 1289 299 324 Hotazel Grades Offered: R - 7 Piet Retief Grades Offered: 8 - 12

Mosalakae Public School Learners: 875 KI Thwala Secondary School Learners: 1461 300 325 Barkly West Grades Offered: 1 - 4 Nelspruit Grades Offered: 8 - 12

Kudumane Primary School Learners: 524 Sibhulo Senior Secondary School Learners: 975 301 326 Mothibistad Grades Offered: R - 7 Nelspruit Grades Offered: 8 - 12

Pampierstad High School Learners: 955 Zinikeleni Secondary school Learners: 1329 302 327 Jan Kempdorp Grades Offered: 8-12 Silobela Grades Offered: 8 - 12

Vaalharts High School Learners: 251 Skhila Secondary School Learners: 699 303 328 Jan Kempdorp Grades Offered: 8-12 Lydenburg Grades Offered: 8 - 12

Realeboga Intermediate School Learners: 559 Tongaview Primary School Learners: 857 304 329 Jan Kempdorp Grades Offered: R - 9 Kwalugedlane Grades Offered: 1 - 7

Rietvale High School Learners: 610 Izithandani Combined School Learners: 930 305 330 Kimberley Grades Offered: 9 - 12 Nelspruit Grades Offered: R - 9

81 FINANCIAL STATEMENTS

82 ADOPT-A-SCHOOL FOUNDATION CONTENTS Page Registration number: 2002/029810/08 NPO Registration number: 040-957 NPO Directors’ Report 84

FINANCIAL STATEMENTS Approval of the annual financial statements 85 FOR THE YEAR ENDED 30 JUNE 2015 Independent auditor’s report 86 The financial statements have been audited by our external auditors PricewaterhouseCoopers Inc. and are in compliance Statement of financial position 87 with the applicable requirements of the Companies Act 2008. These annual financial statements have been prepared by Andrea Statement of comprehensive income 88 Anthony and reviewed by Julian Mixon (CA) SA. Statement of changes in equity 89

Statement of cash flows 90

Notes to the financial statements 91 - 115

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

Country of incorporation and domicile: South Africa

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

Directors: Matamela Cyril Ramaphosa Francisca Shonhiwa (Resigned 27 November Donné Nicol 2014) Thokoana James Motlatsi Mshiyeni Belle Ntjantja Ned Yaganthrie Ramiah Helena Dolny Silas Mashava Sydney Seolonyane Yvonne Themba Griffiths Zabala Rebone Malatji Zanele Mbere Eric Ratshikhopha Steven Lebere Lucky Moeketsi

Registered address: Ground Floor, Building 2, 95 Protea Road, Chislehurston, 2196 Business address: 85 Grayston Drive, Sandton

Postal address: P O Box 2782 Rivonia Johannesburg Gauteng, 2128

Auditors: PricewaterhouseCoopers Inc.

Company Secretary: Chipo Pswarayi

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

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

Approval of the Annual Financial Statements

In accordance with the requirements of the Companies Act of South Based on the information and explanations given by management, Africa, the directors are responsible for the preparation of the annual the directors are of the opinion that the accounting controls are financial statements which conform to International Financial Reporting adequate and that the financial records may be relied upon for Standards (IFRS) and fairly present the state of affairs of the Adopt-a- preparing the financial statements in accordance with IFRS and School Foundation as at the end of the financial year, and net income maintaining accountability for the Foundation’s assets and liabilities. and cash flows for that period. Nothing has come to the attention of the directors to indicate that any breakdown in the functioning of these controls, resulting in material It is the responsibility of the independent auditors to report on the fair loss to the Foundation, has occurred during the year and up to the presentation of the financial statements. date of this report. The directors have a reasonable expectation that the Foundation has adequate resources to continue in operational The directors are ultimately responsible for the internal controls. existence for the foreseeable future. For this reason, they continue to Management enables the directors to meet these responsibilities. adopt the going concern basis in preparing the financial statements. Standards and systems of internal controls are designed and implemented by management to provide reasonable assurance as to The financial statements of the Foundation for the year ended 30 June the integrity and reliability of the financial statements in terms of IFRS 2015, prepared in accordance with IFRS, which are set out on pages and to adequately safeguard, verify and maintain accountability for 87-115 were approved by the board of directors on 4 September 2015 the Foundation assets. Accounting policies supported by judgements, and are signed on its behalf by: estimates and assumptions which comply with IFRS are applied on a consistent and going concern basis. Systems and controls include the proper delegation of responsibilities within a clearly defined framework, effective accounting procedures and adequate segregation of duties.

……………………………………… ……………………………….. Matamela Cyril Ramaphosa Steven Lebere CHAIRMAN DIRECTOR

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

INDEPENDENT AUDITOR’S REPORT TO THE MEMBERS OF ADOPT-A-SCHOOL FOUNDATION

We have audited the financial statements of Adopt-a-School Foundation set out accounting policies used and the reasonableness of accounting estimates made on pages 87 to 115, which comprise the statement of financial position as at 30 by management, as well as evaluating the overall presentation of the financial June 2015, and the statement of comprehensive income, statement of changes statements. in equity and statement of cash flows for the year then ended, and the notes, comprising a summary of significant accounting policies and other explanatory We believe that the audit evidence we have obtained is sufficient and appropriate information. to provide a basis for our audit opinion.

Directors’ Responsibility for the Financial Statements Opinion The company’s directors are responsible for the preparation and fair presentation In our opinion, the financial statements present fairly, in all material respects, of these financial statements in accordance with International Financial Reporting the financial position of Adopt-a-School Foundation as at 30 June 2015, and its Standards and the requirements of the Companies Act of South Africa, and financial performance and its cash flows for the year then ended in accordance for such internal control as the directors determine is necessary to enable the with International Financial Reporting Standards and the requirements of the preparation of financial statements that are free from material misstatement, Companies Act of South Africa. whether due to fraud or error. Other reports required by the Companies Act Auditor’s Responsibility As part of our audit of the financial statements for the year ended 30 June Our responsibility is to express an opinion on these financial statements based on 2015, we have read the Directors’ Report for the purpose of identifying whether our audit. We conducted our audit in accordance with International Standards on there are material inconsistencies between the report and the audited financial Auditing. Those standards require that we comply with ethical requirements and statements. The report is the responsibility of the respective preparers. Based on plan and perform the audit to obtain reasonable assurance about whether the reading this report we have not identified material inconsistencies between the financial statements are free from material misstatement report and the audited financial statements. However, we have not audited the report and accordingly do not express an opinion on the report. An audit involves performing procedures to obtain audit evidence about the amounts and disclosures in the financial statements. The procedures selected depend on the auditor’s judgement, including the assessment of the risks of material misstatement of the financial statements, whether due to fraud or error. In making those risk assessments, the auditor considers internal control relevant PricewaterhouseCoopers .Inc. to the entity’s preparation and fair presentation of the financial statements in Director: A Tshesane order to design audit procedures that are appropriate in the circumstances, Registered Auditor but not for the purpose of expressing an opinion on the effectiveness of the Johannesburg entity’s internal control. An audit also includes evaluating the appropriateness of 04 September 2015

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

Figures in Rands Notes 2015 2014

ASSETS

Non-current assets 6 167 245 2 251 180 Property, plant and equipment 2 1 098 311 1 084 783 Equity-linked instruments 11 2 932 548 1 166 397 Financial asset at fair value through profit or loss 12 2 136 386 -

Current assets 39 625 454 24 403 768 Trade and other receivables 3 2 454 844 2 000 968 Cash and cash equivalents 4 37 170 610 22 402 800

45 792 699 26 654 948

EQUITY AND LIABILITIES

Equity 13 517 348 6 415 969 Members interest 5 858 974 5 858 974 Retained earnings 7 658 374 556 995

Non-current liabilities - - Long-term financial liability 12 - -

Current liabilities 32 275 351 20 238 979 Trade and other payables 5 2 947 210 1 337 861 Deferred revenue 6 29 328 141 18 901 118

45 792 699 26 654 948

87 ADOPT-A-SCHOOL FOUNDATION STATEMENT OF COMPREHENSIVE INCOME for the year ended 30 June 2015

Figures in Rands Notes 2015 2014 Revenue 7 87 828 983 57 495 042 Interest income 8 1 863 442 1 107 611 Other income 9 3 756 401 031 Operating and project expenses 11 (84 488 623) (54 119 835) Fair value gain/(loss) 1 893 821 (10 594 575) Profit/(loss) for the year 7 101 379 (5 710 726) Other comprehensive income - - Total comprehensive profit/(loss) for the year 7 101 379 (5 710 726)

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

Figures in Rands Retained Earnings Members Interest Total Equity

Balance at 30 June 2013 6 267 721 5 858 974 12 126 695

Total Comprehensive loss for the year (5 710 726) - (5 710 726)

Balance at 30 June 2014 556 995 5 858 974 6 415 969

Total Comprehensive profit for the year 7 101 379 - 7 101 379

Balance at 30 June 2015 7 658 374 5 858 974 13 517 348

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

Figures in Rands Notes 2015 2014 Cash flows from operating activities 15 335 468 11 895 785 Cash generated from operating activities 10 13 468 270 10 659 670 Interest received 1 863 442 1 107 611 Unrealised loss on foreign exchange 10 3 756 128 504

Cash flows from investing activities (567 658) (708 500) Acquisitions of property, plant and equipment 2 (567 658) (748 498) Proceeds from sale of property, plant and equipment - 40 000 Acquisition of equity-linked investment 11 - (2)

Cash flows from financing activities - -

Increase in cash and cash equivalents 14 767 810 11 187 285 Cash and cash equivalents at the beginning of the year 22 402 800 11 215 515 Cash and cash equivalents at the end of the year 37 170 610 22 402 800

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

1 Accounting policies

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

1.1 Basis of preparation

The financial statements are prepared in accordance with International Financial Reporting Standards as issued by the International Accounting Standard Board (“IFRS”) and in the manner required by the Companies Act, No 71 of 2008 of South Africa.

The financial statements have been prepared in accordance with the going concern principle under the historical cost convention, as modified for other financial assets (including derivative instruments) shown at fair value.

The preparation of financial statements in conformity with IFRS requires the use of certain critical estimates. It also required management to exercise its judgement in the process of applying accounting policies of the Foundation.

The company financial statements are presented in South African rand’s, unless otherwise stated which is the company presentation and functional currency.

1.2 Revenue recognition

Income is recognised to the extent that it is probable that the economic benefits will flow to the Foundation and the revenue can be reliably measured. The following specific recognition criteria must also be met before revenue is recognised.

Donations whether of cash, assets or services shall be recognised in the period it is received when and only when all of the following conditions have been satisfied:

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

Donations shall be recognised at the fair value of the donations received.

Interest income is accrued on a time basis, by reference to the principal outstanding and at the interest rate applicable.

1.3 Cash and cash equivalents

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

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

1.4 Trade and other payables

Trade payables are obligations to pay for goods or services that have been acquired in the ordinary course of business from suppliers. Accounts payable are classified as current liabilities if payment is due within one year or less (or in the normal operating cycle of the business if longer). If not, they are presented as non-current liabilities.

Trade payables are recognised initially at fair value and subsequently at amortised cost using the effective interest method.

1.5 Property, plant and equipment

Property, plant and equipment are stated at cost, net of accumulated depreciation and/or accumulated impairment losses, if any. Such cost includes the cost of replacing part of the property, plant and equipment. When significant parts of property, plant and equipment are required to be replaced at intervals, the foundation recognises such parts as individual assets with specific useful lives and depreciates them accordingly. All other repair and maintenance costs are recognised in the income statement as incurred.

Any revaluation surplus is recorded in other comprehensive income and hence, credited to the asset revaluation reserve in equity, except to the extent that it reverses a revaluation decrease of the same asset previously recognised in profit or loss, in which case, the increase is recognised in profit or loss. A revaluation deficit is recognised in profit or loss, except to the extent that it offsets an existing surplus on the same asset recognised in the asset revaluation reserve.

An annual transfer from the asset revaluation reserve to retained earnings is made for the difference between depreciation based on the revalued carrying amount of the assets and depreciation based on the assets original cost. Additionally, the cost and accumulated depreciation as at the revaluation date are proportionately increased to the revalued amount of the asset. Upon disposal, any revaluation reserve relating to that particular asset being sold is transferred to retained earnings.

The carrying values of property, plant and equipment are reviewed for impairment when events or changes in circumstances indicate the carrying value may not be recoverable.

If any such indication exists and where the carrying values exceed the estimated recoverable amount, the assets are written down to their recoverable amounts.The recoverable amount of property, plant and equipment is the greater of fair value less costs to sell and value in use. In assessing value in use, the estimated future cash flows are discounted to their present value using a pre-tax discount rate that reflects current market assessments of the time value of money and the risks specific to the asset.

Impairment losses are recognised in the statement of comprehensive income.

An item of property, plant and equipment is derecognised upon disposal or when no future economic benefits are expected to rise from the continued use of the asset. Any gain or loss arising on derecognition of the asset (calculated as the difference between the net disposal proceeds and the carrying amount of the item) is included in the statement of comprehensive income in the year the item is derecognised.

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

1.5 Property, plant and equipment (continued)

The following rates are used for depreciation of property, plant and equipment:

IT equipment 33.33% Motor vehicles 20.00% Office equipment 33.33%

1.6 Trade and other receivables

Trade receivables are amounts due from customers for merchandise sold or services performed in the ordinary course of business. If collection is expected in one year or less (or in the normal operating cycle of the business if longer), they are classified as current assets. If not, they are presented as non-current assets.

Trade receivables are recognised initially at fair value and subsequently measured at amortised cost using the effective interest method, less provision for impairment

1.7 Provisions

Provisions are recognised when the Foundation has a present legal or constructive obligation as a result of past events and it is probable that an outflow of economic resources will be required to settle the obligation and the amount of the provision can be reliably measured or estimated.

Provisions are measured at the present value of the expenditures expected to settle the obligation using a pre-tax discount rate that reflects current market assumptions on the time value of money and the risks specific to each liability. The increase in the provision due to the passage of time is recognised as interest expense.

1.8 Equity-linked instruments

Equity linked instruments are classified as derivatives.

A derivative is a financial instrument that derives its value from an underlying variable, which requires little or no initial investment and is settled at a future date. All derivative instruments are accounted for at fair value through profit or loss.

Derivative financial instruments are initially recognised at the fair value on the date on which they are entered into and, are subsequently re- measured at their fair value with changes in fair value recognised in the statement of comprehensive income. They are carried as assets when their fair value is positive and as liabilities when negative.

Embedded derivatives included in hybrid instruments are treated and disclosed as derivatives when their risks and characteristics are not closely related to those of the host contract and the host contract is not carried at fair value through profit or loss. Once separated from their host contracts, they are measured at fair value through profit or loss. Host contracts are accounted for in accordance with their classification.

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

1.9 Long-term financial liability

Financial liabilities are recognised when the Foundation becomes a party to the contractual provisions of the instrument. Financial liabilities are initially recognised at fair value, plus in the case of a financial liability net at fair value through profit or loss, transaction costs. All financial liabilities other than derivative liabilities are subsequently carried at amortised cost. Interest thereon is calculated and recognised over the borrowing period using the effective interest method.

Financial liabilities are derecognised when extinguished, being when the obligation is discharged, cancelled or expires. Preference shares, which are mandatorily redeemable on a specific date, are classified as liabilities. The dividends on these preference shares are recognised in the statement of comprehensive income as an interest expense.

1.10 Financial assets

Classification of financial assets

Management determines the appropriate classification of financial instruments on initial recognition.

Financial assets at fair value through profit or loss

Financial assets at fair value through profit or loss are financial assets held for trading. A financial asset is classified in this category if acquired principally for the purpose of selling in the short-term.

Derivatives are also classified as held for trading, unless they are designated as hedges. Asset in this category are classified as current assets id expected to be settled within 12 months, otherwise they are classified as non-current.

Recognition and measurement of financial assets

Financial assets carried at fair value through profit or loss are initially recognised at fair value, and transaction costs are expensed in the income statement.

Financial assets are derecognised when the rights to receive cash flows from the investments have expired or have been transferred and the company has transferred substantially all risks and rewards of the ownership.

Gains or losses arising from changes in the fair value of the ‘financial assets at fair value through profit or loss’ category are presented in the income statement within ‘Fair value gains/(losses)’ in the period in which they arise. Dividend income from financial assets at fair value through profit or loss is recognised in the income statement as part of other income when the company’s right to receive payments is established.

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

1.10 Financial assets (continued)

Determination of fair value of financial assets

Fair value at initial recognition is best evidenced by the transaction price, except where comparisons with other observable current market transactions in the same instrument may indicate otherwise. Fair value may also be reliably determined by discounted cash flow models and option pricing valuation techniques whose variable include only data from observable markets. If such valuation models using inputs from observable market data indicate fair values which are different to cost at initial recognition, the resulting gains or losses are immediately recognised in income. Should non-observable market data be used in such models, the resulting gains or losses are deferred and recognised over the term of the financial instrument.

The fair values of financial assets are determined based on bid prices, if quoted on active markets, excluding transaction costs. If there is no active markets, as with unlisted instruments, the fair values are estimated using valuation techniques as appropriate. Examples of such techniques include references to recent similar arm’s length transactions, discounted cash flow techniques, option pricing models and other valuation techniques commonly used by market participants.

In using discounted cash flow techniques, management makes use of best estimates of cash flows and applies discount rates whichare market-related for financial assets with similar terms and conditions. When using option pricing models, inputs are based on observable market indicators at balance sheet date.

Determination of fair value of financial assets

Gains or losses are therefore only recognised to the extent that they relate to changes in market factors which can be considered in determining price.

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

1.11 New Accounting Standards

The Foundation has adopted the following new and amended IFRS:

International Financial Reporting Standards and amendments effective for the first time for 30 June 2015 year-end

Number Effective Date Executive summary Amendments to IAS 32 – ‘Financial Instruments: Presentation’ on 1 January 2014 The IASB has issued amendments to the application guidance in IAS 32, financial instruments asset and liability offsetting ‘Financial instruments: Presentation’, that clarify some of the requirements for offsetting financial assets and financial liabilities on the balance sheet. However, the clarified offsetting requirements for amounts presented in the statement of financial position continue to be different from US GAAP. IASB issues narrow-scope amendments to IAS 36, ‘Impairment of 1 January 2014 These amendments address the disclosure of information about the assets’ on recoverable amount disclosures recoverable amount of impaired assets if that amount is based on fair value less cost of disposal.

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

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

1.11 New Accounting Standards (continued)

International Financial Reporting Standards and amendments issued but not effective for 30 June 2015 year-end

Number Effective Date Executive summary Amendments to IAS 1,’Presentation of financial statements’ 1 January 2016 In December 2014 the IASB issued amendments to clarify guidance in IAS 1 disclosure initiative on materiality and aggregation, the presentation of subtotals, the structure of financial statements and the disclosure of accounting policies. Amendment to IAS 16, 1 January 2016 In this amendment the IASB has clarified that the use of revenue based ‘Property, plant and equipment’ and IAS 38, methods to calculate the depreciation of an asset is not appropriate ’Intangible assets’, on depreciation and because revenue generated by an activity that includes the use of an asset amortisation. generally reflects factors other than the consumption of the economic benefits embodied in the asset. The IASB has also clarified that revenue is generally presumed to be an inappropriate basis for measuring the consumption of the economic benefits embodied in an intangible asset. 15 – Revenue from contracts with customers. 1 January 2017 The FASB and IASB issued their long awaited converged standard on revenue recognition on 29 May 2014. It is a single, comprehensive revenue recognition model for all contracts with customers to achieve greater consistency in the recognition and presentation of revenue. Revenue is recognised based on the satisfaction of performance obligations, which occurs when control of good or service transfers to a customer. IFRS 9 – Financial Instruments (2009 &2010) 1 January 2017 This IFRS is part of the IASB’s project to replace IAS 39. IFRS 9 addresses • Financial liabilities classification and measurement of financial assets and replaces the multiple • Derecognition of financial instruments classification and measurement models in IAS 39 with a single model that • Financial assets has only two classification categories: amortised cost and fair value. • General hedge accounting The IASB has updated IFRS 9, ‘Financial instruments’ to include guidance on financial liabilities and derecognition of financial instruments. The accounting and presentation for financial liabilities and for derecognising financial instruments has been relocated from IAS 39, ‘Financial instruments: Recognition and measurement’, without change, except for financial liabilities that are designated at fair value through profit or loss.

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

1.11 New Accounting Standards (continued)

International Financial Reporting Standards and amendments issued but not effective for 30 June 2015 year-end

Number Effective Date Executive summary Amendment to IFRS 9 -’Financial instruments’, on general hedge 1 January 2018 The IASB has amended IFRS 9 to align hedge accounting more closely accounting with an entity’s risk management. The revised standard also establishes a more principles-based approach to hedge accounting and addresses inconsistencies and weaknesses in the current model in IAS 39.

Early adoption of the above requirements has specific transitional rules that need to be followed. Entities can elect to apply IFRS 9 for any of the following: • The own credit risk requirements for financial liabilities. • Classification and measurement (C&M) requirements for financial assets. • C&M requirements for financial assets and financial liabilities. • The full current version of IFRS 9 (that is, C&M requirements for financial assets and financial liabilities and hedge accounting).

The transitional provisions described above are likely to change once the IASB completes all phases of IFRS 9.

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

1.11 New Accounting Standards (continued)

Annual Improvements 2012 issued December 2013

Improvements to IFRSs (Issued Dec 2013) was issued by the IASB as part the ‘annual improvements process’ resulting in the following amendments to standards issued and effective for the first time for 30 June 2015 year-ends:

International Financial Reporting Standards and amendments issued but not effective for 30 June 2015 year-end

IFRS Effective Date Subject of amendment Amendment to IFRS 13, ‘Fair value measurement’ 1 July 2014 When IFRS 13 was published, paragraphs B5.4.12 of IFRS 9 and AG79 of IAS 39 were deleted as consequential amendments. This led to a concern that entities no longer had the ability to measure short-term receivables and payables at invoice amounts where the impact of not discounting is immaterial. The IASB has amended the basis for conclusions of IFRS 13 to clarify that it did not intend to remove the ability to measure short- term receivables and payables at invoice amounts in such cases. IAS 16, ‘Property, plant and equipment’, and IAS 38, ‘Intangible 1 July 2014 Both standards are amended to clarify how the gross carrying amount assets’ and the accumulated depreciation are treated where an entity uses the revaluation model.

The carrying amount of the asset is restated to the revalued amount.

The split between gross carrying amount and accumulated depreciation is treated in one of the following ways: • either the gross carrying amount is restated in a manner consistent with the revaluation of the carrying amount, and the accumulated depreciation is adjusted to equal the difference between the gross carrying amount and the carrying amount after taking into account accumulated impairment losses; or • the accumulated depreciation is eliminated against the gross IAS 24, ‘Related party disclosures’ 1 July 2014 The standard is amended to include, as a related party, an entity that provides key management personnel services to the reporting entity or to the parent of the reporting entity (‘the management entity’)

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

1.11 New Accounting Standards (continued)

Annual Improvements 2013, issued December 2013

The IASB published the final standard for the 2011 – 2013 cycle of the annual improvements with amendments that affected 4 standards issued and effective for the first time for 30 June 2015 year-ends:

IFRS Effective Date Subject of amendment IFRS 1, ‘First-time adoption of International Financial Reporting 1 July 2014 The basis for conclusions on IFRS 1 is amended to clarify that, where a Standards’ new version of a standard is not yet mandatory but is available for early adoption; a first-time adopter can use either the old or the new version, provided the same standard is applied in all periods presented.

IFRS 13, ‘Fair value measurement’ 1 July 2014 The amendment clarifies that the portfolio exception in IFRS 13, which allows an entity to measure the fair value of a group of financial assets and financial liabilities on a net basis, applies to all contracts (including non-financial contracts) within the scope of IAS 39 or IFRS 9.

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

1.11 New Accounting Standards (continued)

Annual Improvements 2014, issued September 2014

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

IFRS Effective Date Subject of amendment IFRS 5 ‘Non-current Assets Held for Sale and Discontinued 1 January 2016 This is an amendment to the changes in methods of disposal – Operations’ Assets (or disposal groups) are generally disposed of either through sale or through distribution to owners. The amendment to IFRS 5 clarifies that changing from one of these disposal methods to the other should not be considered to be a new plan of disposal, rather it is a continuation of the original plan. There is therefore no interruption of the application of the requirements in IFRS 5.

The amendment also clarifies that changing the disposal method does not change the date of classification.

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

Figures in Rands

2 Property, plant and equipment

Motor vehicles Office equipment IT equipment Total Cost At 30 June 2013 1 174 729 69 839 351 530 1 596 098 - Additions 536 796 22 670 189 032 748 498 - Disposals (122 583) - - (122 583) At 30 June 2014 1 588 942 92 509 540 562 2 222 013 - Additions 417 715 - 149 943 567 658 - Disposals - - - - At 30 June 2015 2 006 657 92 509 690 505 2 789 671

Accumulated depreciation At 30 June 2013 (558 922) (47 980) (216 707) (823 609) - Depreciation (285 011) (16 391) (105 619) (407 021) - Disposals 93 400 - - - At 30 June 2014 (750 533) (64 371) (322 326) (1 137 230) - Depreciation (378 748) (12 556) (162 826) (554 130) - Disposals - -- - - At 30 June 2015 (1 129 281) (76 927) (485 152) (1 691 360)

Carrying Amount 30 June 2014 838 409 28 138 218 236 1 084 783 Carrying Amount 30 June 2015 877 376 15 582 205 353 1 098 311

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

Figures in Rands 2015 2014

3 Trade and other receivables Trade receivables 153 078 1 160 591 VAT receivable 2 301 766 840 377 2 454 844 2 000 968

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

4 Cash and cash equivalents

Call account 11 338 668 10 601 197 Current account 5 218 664 566 984 Money market account 20 039 021 10 669 034 London bank account 574 257 565 585 37 170 610 22 402 800

5 Trade and other payables

Provision for leave pay 467 101 406 898 Trade payables 2 200 229 785 750 PAYE, UIF, SDL provision 275 525 116 488 Other 4 355 28 725 2 947 210 1 337 861

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

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

Figures in Rands 2015 2014

6 Deferred revenue

Back to School Party 605 000 860 000 Projects still in progress 23 294 481 15 488 784 Projects starting in next financial year 5 428 660 2 552 334 29 328 141 18 901 118

Deferred revenue consist of:

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

7 Revenue

Anchor 6 236 388 4 400 910 Back to School Party 6 487 956 6 441 089 London fundraising event 3 622 628 7 344 019 Project 71 482 011 39 309 024 87 828 983 57 495 042

The Foundation has four main revenue streams:

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

8 Other income

Profit on property, plant and equipment - 10 816 Foreign exchange gain 3 756 390 215 3 756 401 031

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

Figures in Rands 2015 2014

9 Expenses

Operating expenses Accounting fees 29 018 32 791 Advertising 78 893 53 600 Audit Fees 6 348 181 153 547 Bank charges 111 248 76 534 Cleaning 18 000 17 039 Computer expenses 104 088 127 958 Courier and postage 7 379 6 932 Depreciation 554 130 407 021 Directors emoluments 5 - - Interest paid 357 776 - Fundraising 4 4 946 214 3 678 552 Legal fees 14 337 - Printing and stationery 78 324 88 139 Refreshments 24 014 16 090 Rent 92 296 93 071 Office repairs and maintenance 21 171 49 506 Staff costs 3 159 047 2 975 814 Staff, board endowments and teambuilding 71 521 140 555 Staff training 245 994 200 826 10 261 631 8 117 975 Project expenses Insurance 263 574 203 119 Motor expenses 262 627 136 612 Professional fees 307 691 93 973 Project expenses¹ 66 993 687 40 248 305 Projects – local travelling² 3 812 504 2 837 667 Fundraising - projects 1 319 921 1 503 727 Rent 523 009 511 888 Telephone and fax3 369 551 282 494 Workman’s compensation 374 428 184 075 74 226 992 46 001 860

Total operating and project expenses 84 488 623 54 119 835

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

Figures in Rands 2015 2014

9 Expenses (continued)

1 Project expenses

Expenses that are solely related to the Adopt-a-School projects. These exclude travel, telephone and fax.

Social and skills development 14 208 902 13 693 606 Infrastructure 29 091 134 12 111 885 Salary and wages 23 693 651 14 442 814 66 993 687 40 248 305

2 Projects – travel

Accommodation Flights 646 825 562 851 Petrol 1 808 400 1 241 923 Subsistence 578 014 493 142 779 265 539 751 3 812 504 2 837 667

3 Telephone and fax

Cellphone and 3G 319 204 211 088 Office, telephone and fax 50 347 71 406 369 551 282 494 . 4 Fundraising costs

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

5 Directors emoluments

No directors remuneration was paid during the year.

6 Audit fee

Amount of R298 181 was recognised as revenue.

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

Figures in Rands 2015 2014

10 Cash generated from operating activities

Profit/(Loss) for the year 7 101 379 (5 710 726)

Adjustments for: Depreciation 554 130 407 023 Non cash donation (2 008 716) - Interest received (1 863 442) (1 107 611) Fair value loss/(profit) 1 893 821 10 594 575 Profit on property, plant and equipment - (10 816) Unrealised profit on foreign exchange (3 756) (128 504)

Movements in working capital:

Decrease in accounts receivable (453 876) (994 613) Increase in accounts payable 12 036 372 7 610 342 13 468 270 10 659 670

11 Equity-linked instrument

a) Grindrod Limited

Opening balance - - Investment in Emikaworx - - Closing balance - -

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

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

Figures in Rands 2015 2014

11 Equity-linked instrument (continued)

a) Grindrod Limited

Adopt-a-School Foundations’ 2.63% interest is valued using the share price of Grindrod Limited. Since acquisition, the Grindrod Limited share price has declined resulting in the decline in the value of this investment however the value to Adopt-a-School is limited to nil.

The Consortium is led by Brimstone Investment Corporation Limited (“Brimstone”) holding a 59.21% share, Emikaworx holding 27.63%, Solethu Investments Proprietary Limited (“Solethu”) holding 13.16%.

Adopt-a-School previously held an effective 10% interest in Grindrod SA Proprietary Limited and restructured their shareholding through the Consortium at listed company level and this resulted in a fair value loss of R 11 760 970 for the previous year.

b) Sandvik Mining RSA

Opening balance 1 166 397 - Acquisition - 2 Fair value gain 1 766 151 1 166 395 Closing balance 2 932 548 1 166 397

In April 2014, Adopt-a-School entered into a Black Economic Empowerment transaction with Sandvik Mining RSA Proprietary Limited (“Sandvik Mining”).

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

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

Figures in Rands

11 Equity-linked instrument (continued)

b) Sandvik Mining RSA (continued)

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

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

Fair Value measurement

The following table provides the fair value measurement hierarchy of the company’s assets.

Quoted Prices in Significant Significant Date of Active Markets Observable Unobservable valuation (Level 1) Inputs (Level 2) Inputs Assets measured at fair value: Equity Linked Instrument 30 June 2014 - - 1 166 395 Equity Linked Instrument 30 June 2015 2 932 548

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

Opening balance 1 166 397 Gains and losses recognised in profit or loss 1 766 151 Closing balance 2 932 548

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

Opening balance 21 760 970 Acquisition of Sandvik Mining 2 Gains and losses recognised in profit or loss (20 594 575) Closing balance 1 166 397

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

Figures in Rands 2015 2014

12 Financial asset at fair value through profit or loss

Oiltanking Grindrod Calulo Holdings (OTGC)

Opening balance - - Acquisition 2 008 716 - Fair value profit/(loss) 127 670 - Closing balance 2 136 386 -

In July 2014, Adopt-a-School Foundation subscribed for a 3% share in OTGC for R2 008 716. OTGC is an independent bulk liquid storage provider in South Africa. The shareholding is made up as follows: Oiltanking holding a 46% stake, Calulo Petrochemicals holding a 20.5% stake, Adopt-a-School Foundation holding a 3% stake, with the remaining 30.5% shareholding being held by Grindrod.

Adopt-a-School previously held an effective 10% interest in Grindrod SA Proprietary Limited and restructured their shareholding through the consortium at listed company level and also received this investment as a donation as part of the unbundlng process.

This acquisition of the effective 3% in OTGC Holdings is classified as an investment at fair value and the fair value movement is recognised through profit or loss.

The fair value of this investment was calculated using the net asset value of OTGC.

13 Related party transactions

Key Management Key Management consists of directors as listed in the Directors Report.

Balances and transactions with related parties The transactions with related parties have been disclosed in note 11 & 12.

14 Financial risk management

The Foundation’s financial instruments consist primarily of long-term debt, an equity-linked instrument, cash and cash equivalents and accounts payable and receivable.

In the normal course of its operations, the Foundation is exposed to credit and liquidity risks. In order to manage these risks, the Foundation may enter into transactions, which make use of financial instruments. The Foundation does not however speculate in or engage in the trading of financial instruments.

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

14 Financial risk management (continued)

The overall objective of the risk management process in the Foundation is to enhance stakeholder value. Controls are focused on risks that could prevent the Foundation from achieving its business objectives and adding the desired value for stakeholders and safeguarding its reputation.

Oversight of risk management in the Foundation is the responsibility of the Board of Directors.

A. Credit Risk

Credit risk is the risk that a counter-party to the financial instrument will be unable to pay in full when due. Credit risk consists mainly of cash and cash equivalents and accounts receivable.

Credit risk management

The goal of credit risk management is to keep credit risk exposure within acceptable parameters. The Foundation continually looks for opportunities to strengthen its credit risk controls, with particular attention on avoiding undue concentrations.

The Foundation employs a range of policies and practices to mitigate credit risk. Cash and cash equivalents are held by two entities and the Foundation deposits cash with one of the four largest banks in South Africa (Standard Bank of South Africa) which has high quality credit standing and a BBB credit rating from international rating agencies. Additional cash is deposited with Grindrod Bank.

For financial assets recognized on the statement of financial position, the exposure to credit risk equals the carrying amount.

The following represents the maximum exposure at 30 June 2015 and 2014 respectively to credit risk of balance sheet position and off balance sheet financial instruments before taking account of any collateral held or other credit enhancements after allowance for impairment and netting where appropriate. 2015 2015 R R Financial assets neither past due nor impaired: Gross maximum exposure 37 323 688 23 563 391 Cash and cash equivalents 37 170 610 22 402 800 Accounts receivable 153 078 1 160 591

There are no offsets to the gross maximum exposure.

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

14 Financial risk management (continued)

B. Liquidity risk

Liquidity risk is the risk that the Foundation is unable to meet its payment obligations when they fall due, the consequences of which may be the failure to meet obligations to repay liabilities and fulfil commitments to lend. Liquidity risk consists of the long-term liability and trade and other payables.

Liquidity risk management

Liquidity risk management refers to maintaining sufficient cash and the availability of funding through an adequate amount of cash resources and committed credit facilities.

The Foundation manages the liquidity risk inherent in the above maturity analysis of financial liabilities by ensuring that the Foundation has financial assets available that will mature at approximately the same time as the financial liabilities. The Foundation also does not accept funding terms that are shorter than the lock-in period of the investment.

The Foundation generates sufficient cash flows from operations to limit the impact of liquidity risk.

The following contractual maturity of liabilities on undiscounted basis is disclosed:

2015 R R R R R Redeemable Maturing Financial liabilities Maturing Maturing within on demand in more than Total at amortised cost within 1 year 1-5 years (open ended) 5 years

Trade and other payables 2 947 209 2 947 209

2014 R R R R R Redeemable Maturing Financial liabilities Maturing Maturing within on demand in more than Total at amortised cost within 1 year 1-5 years (open ended) 5 years

Trade and other payables 1 337 861 1 337 861

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

14 Financial risk management (continued)

C. Market risk

Market risk is the risk that the Foundation’s earnings or capital or its ability to meet business objectives will be adversely affected by changes in the volatility of market interest rates or prices. Therefore the fair value or future cash flows of financial instruments will fluctuate because of changes in market prices. Market risk comprises three types of risks: currency risk, interest rate risk and price risk.

D. Interest rate risk

Interest rate risk is the risk that the fair value of future cash flows of a financial instrument will fluctuate because of changes in the market interest rates. Interest rate risks arises from interest-bearing financial instruments recognised in the statement of financial position that attract floating interest rates (e.g. cash and cash equivalents and long term borrowings) and affects the interest receivable and payable on those financial instruments. Loans issued at fixed rates and financial assets with fixed rates expose the foundation to fair value interest rate risk. The foundation manages cash flow risk by ensuring that as far as possible there are no interest bearing financing. The foundation further also invests cash and cash equivalents in the money market and call accounts.

Interest rate risk management

The foundation’s exposure to interest rate risk is managed centrally by management using sensitivity analysis that measure the estimated change to the statement of comprehensive income and equity of either an instantaneous increase or decrease of 1% (100 basis points) in the market from the rates applicable on 30 June 2015 for each class of financial instrument with all other variables remaining constant.

The foundations exposure to interest rate risk is outlined below: 2015 2014 R R Cash and cash equivalents 37 170 610 22 402 800

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

14 Financial risk management (continued)

E. Price Risk

The risk that the fair value of future cash flows of a financial instrument will fluctuate because of changes in market prices (other than those arising from interest rate risk or currency risk), whether those changes are caused by factors specific to the individual financial instrument or its issuer, or factors affecting all similar financial instruments traded in the market.

Price risks arises on financial instruments because of changes in commodity prices or equity prices. Financial instruments giving rise to equity price risk are those attributable to the holding of equity in other entities.

Price risk management

The foundation is exposed to price risk associated with equity securities because of investments held by the foundation and classified in the statement of financial position as either equity linked instruments or as financial assets at fair value through profit or loss.

The foundations exposure to price risk is outlined below:

2015 2014 R R

Equity linked instruments 2 932 548 1 166 397 Financial assets at fair value through profit or loss 2 136 386 - 5 068 934 1 166 397

There are no offsets to the gross maximum exposure

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

14 Financial risk management (continued)

F. Currency risk

The foundation operates in South Africa, it has a bank account outside South Africa and is thus exposed to foreign exchange risk arising primarily with respect to the British pound sterling (GBP). Currency exposure arising from the foreign bank account is managed primarily through maintaining a positive balance and not making borrowings in a foreign currency.

Currency risk management

As at 30 June 2015, if the ZAR had weakened/strengthened by 10% against the GBP (£) with all other variables held constant, profit for the year would have been R57 426 (2014: R56 559) higher/lower, mainly as a result of foreign exchange gains/losses on translation of GBP denominated cash and cash equivalents.

15 Subsequent events

No significant events occurred after the reporting period.

115 NOTES

116 NOTES NOTES FOUNDATION

Postnet Suite 167 Private Bag X 9924 Sandton 2146

Tel: +27 11 592 6435 Fax: +27 86 260 4399 [email protected] www.adoptaschool.org.za

NPO REGISTRATION NUMBER 040 | 957 | NPO

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