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Special Edition ICOMOS-South Africa, as an affiliate of ICOMOS International, is concerned with furthering the conservation, protection and rehabilitation of heritage resources in South Africa as well as liaison and co-operation between individuals and organizations working in the field both nationally and internationally. SPECIAL EDITION ICOMOS members worldwide celebrate International Monuments and Sites Day on 18 April. The theme for 2013 is The Heritage of Education. Although it is possible to find several definitions of education, all of them refer to a form of learning knowledge, skills and habits in which of a group of people are ICOMOS Contact Details: transferred from one generation to the next through teaching, training or Office: research. Education also means the c/o Cape Town Heritage Trust transmission of beliefs and values and can PO Box 16092, Vlaeberg, 8018, South Africa Tel: + 27 21 421-0287 therefore be considered as one of the Fax: +27 21 421-0285 main means for constructing the future. Email: [email protected] ICOMOS celebrates the heritage of President: education across the world and over Pascall Taruvinga [email protected] millennia. It is argued that evolution of Cell: 079 219 8952 culture and human beings as a species depended on this transmitting knowledge Newsletter Editorial Committee: to the next generation Helene Vollgraaff [email protected] Cell: 072 243 5228 The ICOMOS website notes that several heritage properties linked to education ICOMOS-SA website: have reached international recognition http://icomos-sa.org and are inscribed on the UNESCO World ICOMOS-SA Newsletter 18 April 2013 Page 1 Heritage List: the sites of the Bauhaus The Historic Schools Project on the other (Germany), the University and historic hand, is an important heritage project precinct of Alcalá de Henares (Spain), the that South Africa can be proud of. Laura university campuses in Caracas Robinson and Ivan Flint report on this (Venezuela) and Mexico City. At the same important project that focuses on these time, several historic towns and centres schools that are defined as presently inscribed on the List house buildings and under-resourced South African secondary complexes related to education. In other schools which have formerly played a cases, buildings, ensembles or places are significant role in the formation of our protected at national or local levels. present day nation. In South Africa, we also have a long Source: www.icomos.org/en/ history of education. One can argue that indigenous education heritage does not receive the recognition it deserves. Historic Schools Project: Towards Centres of Cultural and Educational Excellence Laura Robinson and Ivan Flint Background to the project The HSRP is therefore striving for the creation of sustainable schools of The Historic Schools Restoration Project excellence at educational sites of (the ‘HSRP’) in the words of the Executive historical significance. These will lead the Director ,Archbishop Njongo Ndungane, is way for real comprehensive educational ‘ … an initiative of the Department of Arts transformation in our country. and Culture in conjunction with stakeholders in the religious and non- The Vision of the project is: governmental fraternity to rekindle the ‘To nurture future African leaders of life of many educational institutions – big caliber and integrity who are able to meet and small, with or without a religious the critical needs of community and background – that have any trace of country, in a values-based, historical significance in the history of the transformational environment.’ country.’ It is inspired by the bicentennial of the prophet Ntsikana who was And the Mission is: instrumental in promoting literacy among the AmaXhosa. “To revitalize the rich heritage of the historical schools and transform them into sustainable and aspirational African ICOMOS-SA Newsletter 18 April 2013 Page 2 institutions of educational and cultural excellence.’ The first phase of the project There are over fifty historic schools in the country. To ensure the viability of the project and delivery on the proposed objectives it was necessary to limit the initial phase of the project to a View of Healdtown, Eastern Cape, taken across the gorge from the road leading manageable number from Fort Beaufort. President Nelson Mandela attended Healdtown. of schools. Nine rural or semi-rural schools business, academia, the arts, faith have been chosen, eight of which were communities and organisations of civil founded during the 19th century. These society. schools were ranked among the leading black schools in the country. It is Many of the historic schools are of great envisaged that success in these schools heritage value and most of the original will result in their becoming exemplars for buildings of these schools – almost all in what other rural schools can achieve. The need of complete restoration – date back focus is on historic schools that offer to the 19th century and constitute a rich tuition from Grade 8 through to Grade 12. heritage that waits to be reclaimed. The alumni of these schools include South Identification of historic schools Africa’s first democratically-elected president, Nelson Mandela, the first two The nine “pilot” schools include Adams presidents of Botswana, Sir Seretse College, Healdtown Comprehensive Khama and Sir Ketumile Masire, as well as School, Inanda Seminary, Lemana High Dr Eduardo Mondlane of Mozambique. School, St Matthew’s High School, Tiger Other alumni include Govan Mbeki, Ellen Kloof Educational Institution, Ohlange Kuzwayo, Joshua Nkomo, Wendy Luhabe, High School, Inkamana High School and Nkosazana Dlamini-Zuma, Judge Pius Vryheid Comprehensive School. Langa, Baleka Mbete, Ruth Mompati and Chief Mangosuthu Buthelezi. Also included are prominent leaders in ICOMOS-SA Newsletter 18 April 2013 Page 3 In the initial stages extensive work was each school property. The exceptions to undertaken on two critical aspects of the this included Inanda Seminary (KwaZulu- project; one being the assessment and Natal), Tiger Kloof (North West), and to needs of the educational curricula and the some extent, Inkamana High School and current status quo of education at the Adams College (both KwaZulu-Natal). various schools (which this article will not address), and the other being the All the pilot schools are situated on sites extensive analysis of the physical of scenic beauty and in some instances, (including heritage and environmental) environmental significance. The sense of qualities of the school campuses. place experienced on the campuses (as well as the general isolation from settled Site visits to the nine schools showed that areas), is one of the important factors that the physical infrastructure at most of the have no doubt contributed to the heritage schools was in a very poor condition. At that these schools have to offer. It should two of the schools (Healdtown and St be noted that both Adams College and Matthews) there is a virtual collapse of Inanda Seminary, when first built, were services with the provision of water, situated in a rural area and not, as is the electricity and sewage being huge case now, surrounded by settlements. challenges for these rural Eastern Cape Schools. So whilst the rich educational, Although not all the historic schools social and architectural heritage of these remain rooted in a particular religious schools remains high, in reality a number ethos, it is obvious that the establishment were almost dysfunctional. of the schools by various missionary groups, and the presence of a religious Before even considering the heritage community nearby, continues to play an aspects of the schools it was agreed that a important role in the school life and full analysis of each of the school practice – and quality - of education. campuses was of prime importance. This would include obtaining basic information Heritage Studies relating to land-ownership, site diagrams and identification, services and To date, resources have permitted the infrastructure. Where required, a survey commissioning of two heritage studies – was commissioned to establish the site for Healdtown (Eastern Cape) and Lemana boundaries and position the buildings and Secondary School (Limpopo). The reports landscape features on the site. included recording of the school campus, in terms of both the built environment It was frightening to learn how little and the cultural landscape, a heritage baseline information was available on a assessment that has been informed by an number of the schools and in effect, the analysis of the architecture, research on team started from scratch in building up a history relating to the development of the record of basic information relevant to school and its social significance and oral ICOMOS-SA Newsletter 18 April 2013 Page 4 The Historical Schools Restoration Project is a remarkable opportunity to revitalize a number of historically significant schools that have suffered due to the Bantu Education policies imposed upon them. A start has been Boys’Hostel at Lemana School in Limpopo. made and it is hoped that more work will roll out in the future. Apart from the lead history gathered through interviews. The taken by national government the reports conclude with a set of guidelines involvement and support of the respective and an issues report. Provincial Governments is a key factor in making the project sustainable. What has been achieved up until now? The schools represent a most significant It is encouraging to note that work has part of our history and heritage, both started on the two Eastern Cape Schools, historically and up to the present day. The Healdtown and St Matthews, where much project is ambitious and challenges are needed basic infrastructure is being experienced in terms of the sheer amount upgraded and in some cases installed. This of resources that area needed to build up in turn will lead to the progressive some of the schools and make them into restoration and rehabilitation of a number functional institutions of learning once of the heritage buildings on the school again.
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