KILT annual report Final Print Version FFFkilt.org.za/.../04082018_KILTannualreport2017_2018.pdf ·...

Investing in education and changing lives

ANNUAL REPORT 2 0 1 7 / 2 0 1 8

About KILT

KILT projects

Reports

Why KILT?

Challenges to basic education

Proactive Principals of Knysna

What KILT does

Phase 1 projects

Fire relief

Concordia High – a double win

Hornlee Primary – new energy

Brackenhill Primary – moving forward

Monitoring and evaluation

A view from the WCED

Looking forward – KILT's approach

Phase 2 projects

Long-term systemic approach

The KILT team

Participating KILT principals

Financial report

Donations to KILT

How you can get involved

School Charter

Contents01

The Knysna Initiative for Learning and

Teaching (KILT), founded by Gill Marcus,

was registered as a non-profit organisation

(NPO) on 19 January 2017, and received its

public benefit organisation (PBO) and tax-

exemption certificates effective 8 June 2017.

KILT has developed a strong relationship of co-

operation with the Eden District educational

authorities, Knysna Municipal District, other civil

society organisations, and 17 schools falling under this

umbrella. Fifteen non-fee-paying and two fee-paying

schools in the Knysna Municipal District, with around

12 000 learners, voluntarily form part of the KILT

programme.

Known as Circuit 4, the schools fall within the Eden

and Central Karoo District, classified by the Western

Cape Education Department (WCED) as under

severe resource and social pressure.

KILT's geographical area is a microcosm of the

contradictions of South African society: urban/rural,

very wealthy/very poor, education excellence/

underperforming and under-resourced education, and

global/isolated. This environment provides an

exceptional opportunity for developing a sustainable

and practicable multi-stakeholder basic-education

support system in Knysna, which can be a driver of

transformation for the entire community.

KILT Annual Report 2017/18 01

Developing

a sustainable

education

support system

in Knysna

as a driver of

transformation

for the entire

community

About KILT

KILT projects

Reports

Why KILT?

Challenges to basic education

What KILT does

Phase 1 projects

Fire relief

Concordia High – a double win

Hornlee Primary – new energy

Brackenhill Primary – moving forward

A view from the WCED

Looking forward – KILT's approach

Phase 2 projects

The KILT team

Financial report

Donations to KILT

School Charter

Contents01

The Knysna Initiative for Learning and

Teaching (KILT), founded by Gill Marcus,

was registered as a non-profit organisation

(NPO) on 19 January 2017, and received its

public benefit organisation (PBO) and tax-

exemption certificates effective 8 June 2017.

KILT has developed a strong relationship of co-

operation with the Eden District educational

authorities, Knysna Municipal District, other civil

society organisations, and 17 schools falling under this

umbrella. Fifteen non-fee-paying and two fee-paying

schools in the Knysna Municipal District, with around

12 000 learners, voluntarily form part of the KILT

programme.

Known as Circuit 4, the schools fall within the Eden

and Central Karoo District, classified by the Western

Cape Education Department (WCED) as under

severe resource and social pressure.

KILT's geographical area is a microcosm of the

contradictions of South African society: urban/rural,

very wealthy/very poor, education excellence/

underperforming and under-resourced education, and

global/isolated. This environment provides an

exceptional opportunity for developing a sustainable

and practicable multi-stakeholder basic-education

support system in Knysna, which can be a driver of

transformation for the entire community.

Developing

a sustainable

education

support system

in Knysna

as a driver of

transformation

for the entire

community

Supporting12 000 childrenin 17 schools

stcejorp gni ogn O

Work with

the WCED

(Eden)

Upgradeablutionfacilities

Introduce

O roboticsA

al tuitio

classes at hig

Raise funds to introduce

and support initiatives

ysical edu

cation

roved sp

facilities for all

E-learning and

internet connectivity

Teacher

master c

lasses

Schoolmanagement

and leadershipcourses

Foundation Phase

Six Bricks

Homework

study clubs

The massive challenge that KILT has identified, and what it has

already achieved in its first year, is totally due to the vision,

foresight, passion and commitment of the team – the Board, the

staff and Gill Marcus.

To quote Gill herself: “Talking is important but not sufficient.

Determine what can be done and then do it to the best of your

ability.”

I am grateful to all those who have worked for and with us for their

significant contribution. My special thanks to all who have supported

KILT, whether through the provision of funding or giving of their

time. The KILT Board and staff have been exemplary in their

dedication and hard work. A special word of thanks must go to

Steinhoff International which, notwithstanding the very serious

situation it is in, has been and remains our major donor, committed to

the KILT initiative.

Reflecting on the work of the past year, and the foundations being put

in place to take forward the educational excellence of the 17 schools,

their teachers, and above all their 12 000 children, the future is exciting

and full of promise for so many. Thank you all for your ongoing

support.

L A H Cohen

Non-Executive Chairperson 31 May 2018

ReportsNon-Executive Chairperson

KILT projectsPast, current and future

Implem

e nted projects

Leon Cohen

KILT Annual Report 2017/18 KILT Annual Report 2017/18

Supporting12 000 childrenin 17 schools

stcejorp gni ogn O

Work with

the WCED

(Eden)

Upgradeablutionfacilities

Introduce

O roboticsA

al tuitio

classes at hig

Raise funds to introduce

and support initiatives

ysical edu

cation

roved sp

facilities for all

E-learning and

internet connectivity

Teacher

master c

lasses

Schoolmanagement

and leadershipcourses

Foundation Phase

Six Bricks

Homework

study clubs

The massive challenge that KILT has identified, and what it has

already achieved in its first year, is totally due to the vision,

foresight, passion and commitment of the team – the Board, the

staff and Gill Marcus.

To quote Gill herself: “Talking is important but not sufficient.

Determine what can be done and then do it to the best of your

ability.”

I am grateful to all those who have worked for and with us for their

significant contribution. My special thanks to all who have supported

KILT, whether through the provision of funding or giving of their

time. The KILT Board and staff have been exemplary in their

dedication and hard work. A special word of thanks must go to

Steinhoff International which, notwithstanding the very serious

situation it is in, has been and remains our major donor, committed to

the KILT initiative.

Reflecting on the work of the past year, and the foundations being put

in place to take forward the educational excellence of the 17 schools,

their teachers, and above all their 12 000 children, the future is exciting

and full of promise for so many. Thank you all for your ongoing

support.

L A H Cohen

Non-Executive Chairperson 31 May 2018

ReportsNon-Executive Chairperson

KILT projectsPast, current and future

Implem

e nted projects

Leon Cohen

Education, along with food, healthcare and

shelter, is fundamental not only to the individual

but to the well-being and functioning of

families, communities and society as a whole.

Denial of access to education or a poor education

are among the greatest exclusions young people can

experience, because of the long-term negative impact

on the individual's potential, opportunities, livelihood

and sense of self-worth. These are disadvantages that

often persist over generations.

Excellent work is being done to improve the quality

of education in our country through many and

varied initiatives by government, corporates, NPOs

and individuals. Nonetheless it is clear that South

Africa's education system is not achieving the results

it should.

This is where KILT, working within the Knysna

municipal boundary (reaching from Brackenhill,

across Knysna to Rheenendal, Karatara and

Sedgefield), comes in.

Working with government, other NPOs and

individuals, KILT has developed a set of hands-on

initiatives that are already actively addressing the

education system as a whole. Our goal is to ensure

that every child in the Knysna municipal area can go

to any school and be assured of a learning and

teaching environment able to provide learners with a

solid foundation and the opportunity to achieve their

true potential.

We at KILT and the 17 participating schools (13

primary – three of which are farm schools – and

four high schools) have set ourselves the task of

providing the support needed to help local schools

surmount their significant challenges and get them to

where they need to be if this promise is to be

fulfilled.

We know that there are no short cuts to building a

solid educational foundation. Helping schools to help

themselves requires determination, purpose, clarity

and cohesion of programmes, financial and human

resources, and a passion to make a difference to the

lives and future of our children and society.

A year of practical, hands-on support for schools, teachers, learners and their communities

ReportsBoard Member & Executive Director

Gill Marcus

From small beginnings involving two institutions,

KILT now supports 17 of the 18 government

schools within the Knysna municipal area. They are

all voluntary participants. As a result of interactive

site visits where we and the schools identified priority

areas for support, the programmes that have been

developed are tailor-made to local needs.

Importantly, the school principals have created the

Proactive Principals of Knysna organisation, which

regularly shares ideas, information, best practice and

opportunities across their schools. There is a

monthly discussion between KILT and the

principals, hosted by each school in rotation, and this

interaction complements KILT's regular on-site

visits.

This annual report outlines the priorities that were

identified for 2017 / 2018 including the provision of

additional teachers, and assistant and remedial

teachers; the upgrading and maintenance of ablution

facilities; the introduction of LEGO Robotics; and

extra tuition support for Grade 12 learners. These

priorities form the baseline of support going

forward.

Having laid a solid foundation in its first year of

existence, in 2018 / 2019 and beyond – taking a

three- to five-year horizon – KILT aims to address

many of the challenges identified above. We

recognise that this requires a long-term commitment

and are inspired to persevere not only by the

remarkable support we have received and the

enthusiastic determination of the principals and their

teams, but also knowing that a difference is already

being made.

G Marcus

Board Member and Executive Director

31 May 2018

Enabling the future dreamers,thinkers and builders of Knysna

Education, along with food, healthcare and

shelter, is fundamental not only to the individual

but to the well-being and functioning of

families, communities and society as a whole.

Denial of access to education or a poor education

are among the greatest exclusions young people can

experience, because of the long-term negative impact

on the individual's potential, opportunities, livelihood

and sense of self-worth. These are disadvantages that

often persist over generations.

Excellent work is being done to improve the quality

of education in our country through many and

varied initiatives by government, corporates, NPOs

and individuals. Nonetheless it is clear that South

Africa's education system is not achieving the results

it should.

This is where KILT, working within the Knysna

municipal boundary (reaching from Brackenhill,

across Knysna to Rheenendal, Karatara and

Sedgefield), comes in.

Working with government, other NPOs and

individuals, KILT has developed a set of hands-on

initiatives that are already actively addressing the

education system as a whole. Our goal is to ensure

that every child in the Knysna municipal area can go

to any school and be assured of a learning and

teaching environment able to provide learners with a

solid foundation and the opportunity to achieve their

true potential.

We at KILT and the 17 participating schools (13

primary – three of which are farm schools – and

four high schools) have set ourselves the task of

providing the support needed to help local schools

surmount their significant challenges and get them to

where they need to be if this promise is to be

fulfilled.

We know that there are no short cuts to building a

solid educational foundation. Helping schools to help

themselves requires determination, purpose, clarity

and cohesion of programmes, financial and human

resources, and a passion to make a difference to the

lives and future of our children and society.

A year of practical, hands-on support for schools, teachers, learners and their communities

ReportsBoard Member & Executive Director

Gill Marcus

From small beginnings involving two institutions,

KILT now supports 17 of the 18 government

schools within the Knysna municipal area. They are

all voluntary participants. As a result of interactive

site visits where we and the schools identified priority

areas for support, the programmes that have been

developed are tailor-made to local needs.

Importantly, the school principals have created the

Proactive Principals of Knysna organisation, which

regularly shares ideas, information, best practice and

opportunities across their schools. There is a

monthly discussion between KILT and the

principals, hosted by each school in rotation, and this

interaction complements KILT's regular on-site

visits.

This annual report outlines the priorities that were

identified for 2017 / 2018 including the provision of

additional teachers, and assistant and remedial

teachers; the upgrading and maintenance of ablution

facilities; the introduction of LEGO Robotics; and

extra tuition support for Grade 12 learners. These

priorities form the baseline of support going

forward.

Having laid a solid foundation in its first year of

existence, in 2018 / 2019 and beyond – taking a

three- to five-year horizon – KILT aims to address

many of the challenges identified above. We

recognise that this requires a long-term commitment

and are inspired to persevere not only by the

remarkable support we have received and the

enthusiastic determination of the principals and their

teams, but also knowing that a difference is already

being made.

G Marcus

Board Member and Executive Director

31 May 2018

Enabling the future dreamers,thinkers and builders of Knysna

Challengesto basic education

l Reducing the learner-teacher ratio, which

is currently officially 40:1, but can be larger

for some subjects.

l Homework classes to support learners with

high potential, in all grades, year-round.

l Remedial teaching and support for those

learners where schools have identified

problems, including drug abuse among the

very young, an inability to concentrate, a lack

of reading skills, and most importantly, poor

comprehension.

l Psychological and counselling support

for children, families and teachers.

l Teacher motivation and skills,

an issue which has led KILT to introduce

master classes for educators that draw on best

practice and experience.

l Information and communications

technology (ICT) to enable improved

administration, and to enhance the availability

of teacher and learner resources.

l Improvements to classroom facilities.

A number of schools suffer from significant

space shortages which often leave them

without staff rooms, sick bays or the space to

create smaller classes by splitting bigger ones.

l A lack of sports facilities, equipment and

kit schools, resulting in children at many

being physically unfit and unable to benefit

from the advantages that sport brings.

l Many children attend school hungry.

l Transport challenges negatively impact

children attending school on time or

participating in after-school programmes.

KILT, working with the Principals and the WCED (Eden District), identified the challenges that shape our priorities:

Following ongoing discussions facilitated by Gill

Marcus, executive director of KILT, a number of

school principals came together in 2016 and

formed the Proactive Principals of Knysna to

work together, support and learn from each other,

and bring about greater co-ordination and co-

operation across the government schools in

Knysna.

Knysna is a small town in the heart of the Garden

Route, with a wide spread of social and economic

circumstances. Its normal population of about 75 000

can reach over 200 000 in the peak holiday season. A

mecca for tourism, Knysna's proximity to the

mountains, ocean, river estuary and lagoon provides a

range of experiences for residents and visitors alike.

When Gill came to live in Knysna at the start of 2015,

she was inundated with requests from WCED schools

for some form of assistance, particularly financial

support. Aware that the provision of quality education

on a sustainable basis to all children, irrespective of

race, gender or resources, is among the most

important contributions anyone can make to society,

she interacted with a number of schools to

understand their needs and priorities better.

There is no doubt that many excellent initiatives were

already in place, undertaken by organisations and

individuals, and they contributed significantly to an

improved schooling environment. However, as

interaction among the principals gained momentum, it

became increasingly clear that only by addressing the

education system as a whole, in a planned and

incremental manner, would it be possible to make a

real difference.

Out of this engagement, KILT was established.

The origins of KILT

The need for KILTMore than 50% of South African learners drop

out of school before Grade 12, and an estimated

80% of Grade 8 learners cannot read at the

required level. Moreover, pupil disengagement

from an increasingly younger age is at an all-time

Demonstrating the potential for South African

development, the Organisation for Economic Co-

operation and Development (OECD), a global policy

forum, reported in May 2015 that if all 15-year-olds

were to achieve a basic education, the South African

economy would grow by 2 624% over the average

lifetime of these learners.

This significantly enhanced growth is not dependent

on tertiary education, but on basic education,

particularly in the foundation phase.

It is clear that South African basic education holds the

key to the well-being and future of our children, the

health of our economy and the all-round prosperity

of our nation.

Why KILT?

“Education is an imperative and a fundamental human right. Lack of education can result in life-long exclusion from knowledge and opportunity.” Gill Marcus

Challengesto basic education

l Reducing the learner-teacher ratio, which

is currently officially 40:1, but can be larger

for some subjects.

l Homework classes to support learners with

high potential, in all grades, year-round.

l Remedial teaching and support for those

learners where schools have identified

problems, including drug abuse among the

very young, an inability to concentrate, a lack

of reading skills, and most importantly, poor

comprehension.

l Psychological and counselling support

for children, families and teachers.

l Teacher motivation and skills,

an issue which has led KILT to introduce

master classes for educators that draw on best

practice and experience.

l Information and communications

technology (ICT) to enable improved

administration, and to enhance the availability

of teacher and learner resources.

l Improvements to classroom facilities.

A number of schools suffer from significant

space shortages which often leave them

without staff rooms, sick bays or the space to

create smaller classes by splitting bigger ones.

l A lack of sports facilities, equipment and

kit schools, resulting in children at many

being physically unfit and unable to benefit

from the advantages that sport brings.

l Many children attend school hungry.

l Transport challenges negatively impact

children attending school on time or

participating in after-school programmes.

KILT, working with the Principals and the WCED (Eden District), identified the challenges that shape our priorities:

Following ongoing discussions facilitated by Gill

Marcus, executive director of KILT, a number of

school principals came together in 2016 and

formed the Proactive Principals of Knysna to

work together, support and learn from each other,

and bring about greater co-ordination and co-

operation across the government schools in

Knysna.

Knysna is a small town in the heart of the Garden

Route, with a wide spread of social and economic

circumstances. Its normal population of about 75 000

can reach over 200 000 in the peak holiday season. A

mecca for tourism, Knysna's proximity to the

mountains, ocean, river estuary and lagoon provides a

range of experiences for residents and visitors alike.

When Gill came to live in Knysna at the start of 2015,

she was inundated with requests from WCED schools

for some form of assistance, particularly financial

support. Aware that the provision of quality education

on a sustainable basis to all children, irrespective of

race, gender or resources, is among the most

important contributions anyone can make to society,

she interacted with a number of schools to

understand their needs and priorities better.

There is no doubt that many excellent initiatives were

already in place, undertaken by organisations and

individuals, and they contributed significantly to an

improved schooling environment. However, as

interaction among the principals gained momentum, it

became increasingly clear that only by addressing the

education system as a whole, in a planned and

incremental manner, would it be possible to make a

real difference.

Out of this engagement, KILT was established.

The origins of KILT

The need for KILTMore than 50% of South African learners drop

out of school before Grade 12, and an estimated

80% of Grade 8 learners cannot read at the

required level. Moreover, pupil disengagement

from an increasingly younger age is at an all-time

Demonstrating the potential for South African

development, the Organisation for Economic Co-

operation and Development (OECD), a global policy

forum, reported in May 2015 that if all 15-year-olds

were to achieve a basic education, the South African

economy would grow by 2 624% over the average

lifetime of these learners.

This significantly enhanced growth is not dependent

on tertiary education, but on basic education,

particularly in the foundation phase.

It is clear that South African basic education holds the

key to the well-being and future of our children, the

health of our economy and the all-round prosperity

of our nation.

Why KILT?

“Education is an imperative and a fundamental human right. Lack of education can result in life-long exclusion from knowledge and opportunity.” Gill Marcus

KILT's objective is to enable school principals

and their teams to transform their schools into

centres of excellence. They are striving to ensure

that they become schools of choice for parents,

knowing that their children will receive a top-

quality education throughout their school years,

irrespective of which school in the Knysna

municipal district they attend.

KILT works with and through the school principals,

who are the implementers, facilitators and accountable

authorities of the various initiatives. Comprehensive

and systematic interventions will contribute

meaningfully to improving the quality of education

and knowledge, achieving better academic results and

equipping young people to thrive in a rapidly evolving

society and world of work.

KILT aims to achieve this through:

l Mobilising resources and finance to support the

non-fee-paying schools in Knysna, including

through the funding of additional School

Governing Body (SGB) teaching posts to reduce

the learner-teacher ratios.

l Enhancing learning and teaching through the

provision of such resources.

l Working with the school principals to develop a

co-ordinated approach to achieving an improved

learning and teaching environment.

l Working together to strengthen the principals'

implementation ability, leadership and

management skills.

l Ensuring that each child, irrespective of race,

gender or financial resources, has the opportunity

to obtain a solid educational foundation.

These aims can be achieved only through

strengthening the education system as a whole.

KILT's preliminary whole-school consultation and

audits indicate that additional resources and consistent

support would significantly improve the motivation

and commitment of teachers and children.

Phase 1 of KILT's programmes saw the

successful implementation of key baseline

support processes and projects:

l Funding a total of 72 School Governing Body

positions

l Reducing learner-teacher ratios by funding

46 teacher posts

l Ablution infrastructure improvements and the

employment of 26 sanitary supervisors, security

personnel and administrators

l Grade 12 additional tuition classes by way of

Saturday schools and holiday camps

l Introducing LEGO Robotics.

Once funding was secured, implementation of KILT

initiatives was driven by the school principals, assisted

by volunteers.

Ensuring ongoing evaluation and assessment allows

KILT to monitor what is working best, what needs to

be improved or what is not succeeding and why.

“We currently have four KILT educators, of which two have been assigned to Grades 1 and 3, where they have made a significant impact on our learner academic performance, significantly increasing our pass rates.Leon Solomons, Principal, Sunridge Primary School

What KILT does

On 20 June 2017, a few days after the horrendous

Knysna fires, a long-planned workshop was held

between the KILT team and the school

principals. Generously hosted by Pezula, it was

aimed at providing a forum for all participants to

get to know each other, understand the role of

KILT and its expectations, and identify short-

and medium-term objectives and long-term

priorities with a five-year horizon.

A presentation about the organisational preparedness

and technical challenges in the use of e-learning and

the introduction of tablets in classrooms led to

discussions on the use of information technology,

smart classrooms, and the reliability and availability of

internet for teaching and administrative purposes, as

well as the imperative to ensure equipment was

securely stored.

Common challenges and priorities for high and

primary schools alike were identified. The need for

learner support was seen to be crucial: participants

recognised that comprehension – irrespective of

home language – was way below the desired level and

had a serious impact on the results obtained in exams

or evaluations. Support should not be confined to

Grade 12 learners, but should cover Grades 10 and 11

as well, while children with potential should be

identified and supported throughout their school life.

There was also clear recognition of the need to

provide further staff development across the board –

for principals and their deputies, teachers,

administrators and general staff. This should

encompass psycho-social support for staff and

children.

The development of an overarching charter of values

was recognised as an enabling vision that would allow

all participating schools to identify with a common set

of values, goals and objectives.

The workshop delegates identified monitoring and

evaluation of progress, as well as of specific

initiatives, as essential to ensure that all involved

learned from the programme.

All participants agreed that the workshop contributed

to an improved interaction among the schools,

enhancing their ability to communicate and share best

practice and experiences, and provide general support

to each other through the Proactive Principals Forum.

Monthly meetings of school principals are continuing.

Joint events, such as a pro bono concert with PJ

Powers in 2016 and the public premiere of the film

Beyond the River in 2017 (in conjunction with

Heartlines) were organised as part of the parent and

community outreach.

“I am excited to be part of the Proactive Principals as it gives Knysna High School a platform from which to develop partnerships. I look forward to the engagement with fellow principals and the community at large where we are striving to make our schools better for everyone. Education is the cornerstone of society and I believe that, working with these amazing people, we are closer to achieving the dream of a truly dynamic, diverse, respectful and caring society.”Mark Mosdell, Principal, Knysna High School

Proactive Principalsof Knysna

KILT's objective is to enable school principals

and their teams to transform their schools into

centres of excellence. They are striving to ensure

that they become schools of choice for parents,

knowing that their children will receive a top-

quality education throughout their school years,

irrespective of which school in the Knysna

municipal district they attend.

KILT works with and through the school principals,

who are the implementers, facilitators and accountable

authorities of the various initiatives. Comprehensive

and systematic interventions will contribute

meaningfully to improving the quality of education

and knowledge, achieving better academic results and

equipping young people to thrive in a rapidly evolving

society and world of work.

KILT aims to achieve this through:

l Mobilising resources and finance to support the

non-fee-paying schools in Knysna, including

through the funding of additional School

Governing Body (SGB) teaching posts to reduce

the learner-teacher ratios.

l Enhancing learning and teaching through the

provision of such resources.

l Working with the school principals to develop a

co-ordinated approach to achieving an improved

learning and teaching environment.

l Working together to strengthen the principals'

implementation ability, leadership and

management skills.

l Ensuring that each child, irrespective of race,

gender or financial resources, has the opportunity

to obtain a solid educational foundation.

These aims can be achieved only through

strengthening the education system as a whole.

KILT's preliminary whole-school consultation and

audits indicate that additional resources and consistent

support would significantly improve the motivation

and commitment of teachers and children.

Phase 1 of KILT's programmes saw the

successful implementation of key baseline

support processes and projects:

l Funding a total of 72 School Governing Body

positions

l Reducing learner-teacher ratios by funding

46 teacher posts

l Ablution infrastructure improvements and the

employment of 26 sanitary supervisors, security

personnel and administrators

l Grade 12 additional tuition classes by way of

Saturday schools and holiday camps

l Introducing LEGO Robotics.

Once funding was secured, implementation of KILT

initiatives was driven by the school principals, assisted

by volunteers.

Ensuring ongoing evaluation and assessment allows

KILT to monitor what is working best, what needs to

be improved or what is not succeeding and why.

“We currently have four KILT educators, of which two have been assigned to Grades 1 and 3, where they have made a significant impact on our learner academic performance, significantly increasing our pass rates.Leon Solomons, Principal, Sunridge Primary School

What KILT does

On 20 June 2017, a few days after the horrendous

Knysna fires, a long-planned workshop was held

between the KILT team and the school

principals. Generously hosted by Pezula, it was

aimed at providing a forum for all participants to

get to know each other, understand the role of

KILT and its expectations, and identify short-

and medium-term objectives and long-term

priorities with a five-year horizon.

A presentation about the organisational preparedness

and technical challenges in the use of e-learning and

the introduction of tablets in classrooms led to

discussions on the use of information technology,

smart classrooms, and the reliability and availability of

internet for teaching and administrative purposes, as

well as the imperative to ensure equipment was

securely stored.

Common challenges and priorities for high and

primary schools alike were identified. The need for

learner support was seen to be crucial: participants

recognised that comprehension – irrespective of

home language – was way below the desired level and

had a serious impact on the results obtained in exams

or evaluations. Support should not be confined to

Grade 12 learners, but should cover Grades 10 and 11

as well, while children with potential should be

identified and supported throughout their school life.

There was also clear recognition of the need to

provide further staff development across the board –

for principals and their deputies, teachers,

administrators and general staff. This should

encompass psycho-social support for staff and

children.

The development of an overarching charter of values

was recognised as an enabling vision that would allow

all participating schools to identify with a common set

of values, goals and objectives.

The workshop delegates identified monitoring and

evaluation of progress, as well as of specific

initiatives, as essential to ensure that all involved

learned from the programme.

All participants agreed that the workshop contributed

to an improved interaction among the schools,

enhancing their ability to communicate and share best

practice and experiences, and provide general support

to each other through the Proactive Principals Forum.

Monthly meetings of school principals are continuing.

Joint events, such as a pro bono concert with PJ

Powers in 2016 and the public premiere of the film

Beyond the River in 2017 (in conjunction with

Heartlines) were organised as part of the parent and

community outreach.

“I am excited to be part of the Proactive Principals as it gives Knysna High School a platform from which to develop partnerships. I look forward to the engagement with fellow principals and the community at large where we are striving to make our schools better for everyone. Education is the cornerstone of society and I believe that, working with these amazing people, we are closer to achieving the dream of a truly dynamic, diverse, respectful and caring society.”Mark Mosdell, Principal, Knysna High School

Proactive Principalsof Knysna

During the period under review, funding was

secured to enable KILT to provide the funds for

the schools, between them, to appoint 41

teachers, 5 assistant teachers, and 26 general

staff. They were all appointed on an annual

renewable contract basis into School Governing

Body (SGB) positions.

All principals identified the need for additional

teachers as a priority. While the learner-teacher norm

set by the WCED averages 40:1, this varies greatly

depending on the subject taught. In practice, some

classes have as many as 50 or more learners. In

addition, a few of the principals identified security

and basic administration as essential areas for

improvement.

As its first priority, KILT provided funding for each

school to employ additional staff, appointed by the

principal, in SGB positions.

The teachers are integrated into school life and are

held accountable in the same way as all other teachers,

with evaluation carried out by the school principal.

Prior to transfer of funds to the school for

disbursement every month, the principal advises

KILT of the performance of SGB teachers in regard

to absenteeism and quality of teaching.

This intervention has reduced the learner-teacher ratio

and increased the ability to provide schools with

teachers who have special skills, for example, remedial

teaching, as well as assistant teachers to help manage

large classes. It also addressed the imperative to

strengthen the education system from the foundation

phase upwards in a more consistent and thorough

manner.

In total, KILT funds 46 teachers, including assistant

teachers, with a maximum of four per school. The

remainder of the positions comprise three security

staff (based at Knysna Secondary to enhance safety at

their school hostel), three administrative staff and 20

cleaners/general workers. The total monthly cost is

R713 202, which will increase to R771 715 per month

from April 2018. KILT regards this commitment as a

cornerstone of support and, should sustainable

funding permit, the number of teachers/specialists

and assistant teachers appointed to SGB positions

could be expanded.

Teacher support Phase 1, Project 1

“Employing four additional educators has made it possible to reduce class sizes, particularly in the foundation phase. Everyone is aware that things are happening – it's creating a ripple effect throughout the school.” Constance Stuurman, Principal, Fraaisig Primary

More assistant teachers lead to closer

contact between teacher and learners

Funding was secured for a

comprehensive upgrade of the ablution

facilities of the schools. This was

completed at the end

of October 2017 using

several teams of local

artisans. Attention was

also paid to critical

safety and security

requirements.

As part of the initial

needs assessment, a team

of experts visited 13

schools to assess the state of the ablution

facilities. It was immediately apparent that the facilities

were in a deplorable condition: not only were they

filthy, covered in graffiti and ingrained dirt, and

unhygienic; the pipes, toilets and doors were broken in

many instances, while a number of facilities had

ongoing water and sewerage leakages.

Although physical infrastructure was not part of the

initial KILT proposal, the Board agreed that failure to

attend to the maintenance and upgrade of ablution

facilities would be detrimental to the whole

programme and decided to address this as a priority.

Five teams of local artisans were employed, working

in parallel, to repair, upgrade and paint the ablution

blocks. KILT spent R529 500 on labour costs to

upgrade the ablution facilities, and R572 200

purchasing material from BUCO Hardware, which

provided a generous discounted price in support of

the initiative.

While work was carried out on the ablution facilities a

number of other hazardous issues were addressed –

gas-tank storage cages, strengthening of walls, and

purchase of containers for the provision of storage

facilities.

So as to ensure that the facilities are properly

maintained, and to assist with improved security,

KILT provides allowances to the schools to fund SGB

positions for cleaning supervisors, a number of

security officers and administrative support staff.

Ablution facilitiesPhase 1, Project 2

On behalf of our SGB, staff and learners of Hornlee Primary School we wish to express our gratitude and appreciation towards KILT, its Board and the contractor for the upgrades in 2017 towards our ablution facilities as well as providing funding for two supervisors. Our learners really show their appreciation and treat the supervisors with respect. Michael Kleynhans, Principal, Hornlee Primary School

Ablution facility upgrades

During the period under review, funding was

secured to enable KILT to provide the funds for

the schools, between them, to appoint 41

teachers, 5 assistant teachers, and 26 general

staff. They were all appointed on an annual

renewable contract basis into School Governing

Body (SGB) positions.

All principals identified the need for additional

teachers as a priority. While the learner-teacher norm

set by the WCED averages 40:1, this varies greatly

depending on the subject taught. In practice, some

classes have as many as 50 or more learners. In

addition, a few of the principals identified security

and basic administration as essential areas for

improvement.

As its first priority, KILT provided funding for each

school to employ additional staff, appointed by the

principal, in SGB positions.

The teachers are integrated into school life and are

held accountable in the same way as all other teachers,

with evaluation carried out by the school principal.

Prior to transfer of funds to the school for

disbursement every month, the principal advises

KILT of the performance of SGB teachers in regard

to absenteeism and quality of teaching.

This intervention has reduced the learner-teacher ratio

and increased the ability to provide schools with

teachers who have special skills, for example, remedial

teaching, as well as assistant teachers to help manage

large classes. It also addressed the imperative to

strengthen the education system from the foundation

phase upwards in a more consistent and thorough

manner.

In total, KILT funds 46 teachers, including assistant

teachers, with a maximum of four per school. The

remainder of the positions comprise three security

staff (based at Knysna Secondary to enhance safety at

their school hostel), three administrative staff and 20

cleaners/general workers. The total monthly cost is

R713 202, which will increase to R771 715 per month

from April 2018. KILT regards this commitment as a

cornerstone of support and, should sustainable

funding permit, the number of teachers/specialists

and assistant teachers appointed to SGB positions

could be expanded.

Teacher support Phase 1, Project 1

“Employing four additional educators has made it possible to reduce class sizes, particularly in the foundation phase. Everyone is aware that things are happening – it's creating a ripple effect throughout the school.” Constance Stuurman, Principal, Fraaisig Primary

More assistant teachers lead to closer

contact between teacher and learners

Funding was secured for a

comprehensive upgrade of the ablution

facilities of the schools. This was

completed at the end

of October 2017 using

several teams of local

artisans. Attention was

also paid to critical

safety and security

requirements.

As part of the initial

needs assessment, a team

of experts visited 13

schools to assess the state of the ablution

facilities. It was immediately apparent that the facilities

were in a deplorable condition: not only were they

filthy, covered in graffiti and ingrained dirt, and

unhygienic; the pipes, toilets and doors were broken in

many instances, while a number of facilities had

ongoing water and sewerage leakages.

Although physical infrastructure was not part of the

initial KILT proposal, the Board agreed that failure to

attend to the maintenance and upgrade of ablution

facilities would be detrimental to the whole

programme and decided to address this as a priority.

Five teams of local artisans were employed, working

in parallel, to repair, upgrade and paint the ablution

blocks. KILT spent R529 500 on labour costs to

upgrade the ablution facilities, and R572 200

purchasing material from BUCO Hardware, which

provided a generous discounted price in support of

the initiative.

While work was carried out on the ablution facilities a

number of other hazardous issues were addressed –

gas-tank storage cages, strengthening of walls, and

purchase of containers for the provision of storage

facilities.

So as to ensure that the facilities are properly

maintained, and to assist with improved security,

KILT provides allowances to the schools to fund SGB

positions for cleaning supervisors, a number of

security officers and administrative support staff.

Ablution facilitiesPhase 1, Project 2

On behalf of our SGB, staff and learners of Hornlee Primary School we wish to express our gratitude and appreciation towards KILT, its Board and the contractor for the upgrades in 2017 towards our ablution facilities as well as providing funding for two supervisors. Our learners really show their appreciation and treat the supervisors with respect. Michael Kleynhans, Principal, Hornlee Primary School

Ablution facility upgrades

Residential tuition camps were held during the

school holidays for Grade 12 learners from three

high schools, as well as blocks of Saturday

morning classes. Additional tutors were sourced

for these initiatives.

Classified as part of the Eden and Central Karoo

underperforming district, Knysna schools have been

shown, through various external assessments, to

demonstrate a significant gap between what children

should know at the various grades, and what they

actually do know.

The KILT Board followed the recommendation of

principals of the three non-fee-paying high schools –

Percy Mdala High, Concordia High and Knysna

Secondary – that those children who are in the system

at a high grade should be supported, even though this

occurs late in the learning cycle.

There is considerable focus on the pass marks for

Grade 12 learners who, from KILT's experience, are

well motivated and keen to do well. To this end, two

specific interventions were initiated. Two four-day

residential tuition camps were held in April and July

2017. In addition, 200 Grade 12 learners from the

three schools participated in two five-week blocks of

Saturday classes with external tutors, covering maths,

science, physics, life science, economics and other

commerce subjects.

Considerable effort went into holding these

supportive events. As a result, a total of approximately

300 learners participated, incurring a total cost –

including transport, food and tutors – of R348 296,

with Knysna Municipality contributing R120 000.

In the words of Marietjie Beukes, curriculum adviser,

WCED: “Teachers are now forced to engage in an

analytical process. Principals are also engaging on a

deeper level with the curriculum as well as with the

teachers. They now fulfil their roles as instructional

leaders.”

Calumet Links, a University of Cape Town (UCT) economics doctoral student, travelled

from Cape Town to Knysna for the Saturday study classes, fulfilling the role of external

economics tutor in Afrikaans for Grade 12 learners.

“This project has added a tremendous amount of value to my life and has the potential to be

transformational,” he says. “The kids were really keen on learning from us and generally responded

well … It was truly a learning experience for me and I realised how much I loved working with

educators and learners. I hope this initiative is continued …”

UCT doctoral student tutors economics

Grade 12 supportPhase 1, Project 3

Crucial Grade 12 extra tutoring

KILT, assisted by the University of South Africa,

implemented a LEGO Robotics educational

programme for four teachers and 16 learners (12

girls and six boys) at Percy Mdala High School as

one of its early initiatives.

According to principal Nicholas Njozela, the project

was a giant step which gave learners the opportunity

to explore abilities and talents that can lead to an

informed career path. “Learners really enjoyed the

programme and were able to initiate new ideas in

programming the robots,” he says.

They competed with other advanced schools during

the October 2017 robotics competition in Port

Elizabeth and, back in Knysna, a showcasing event

held in November drew considerable interest from

community members.

Learners, parents, educators and the SGB of Percy

Mdala High School have expressed

their appreciation to KILT for

introducing LEGO Robotics: “Your

efforts cannot go unnoticed;

moreover, delivering on your promises

is a big plus,” says Njozela.

In the learners' words, “When we

started LEGO Robotics we thought it

was all about building robots. But it was not just about

that. There is a secret weapon behind all of it, which

is expressing skills – programming, building,

teamwork, self-confidence; some of us did not know

we could be good at such things. But now we have

found out more about ourselves, and of course, we

would like to take these skills further.”

The programme will continue into the next school

year at a more advanced level of training. A new

group of students from Percy Mdala High, Knysna

High, Knysna Secondary and Concordia High will

participate in the upcoming programme. With all four

high schools in Knysna involved, KILT will have 10

educators trained in LEGO Robotics and 50 students

participating.

LEGO RoboticsPhase 1, Project 4

LEGO Robotics in action

Residential tuition camps were held during the

school holidays for Grade 12 learners from three

high schools, as well as blocks of Saturday

morning classes. Additional tutors were sourced

for these initiatives.

Classified as part of the Eden and Central Karoo

underperforming district, Knysna schools have been

shown, through various external assessments, to

demonstrate a significant gap between what children

should know at the various grades, and what they

actually do know.

The KILT Board followed the recommendation of

principals of the three non-fee-paying high schools –

Percy Mdala High, Concordia High and Knysna

Secondary – that those children who are in the system

at a high grade should be supported, even though this

occurs late in the learning cycle.

There is considerable focus on the pass marks for

Grade 12 learners who, from KILT's experience, are

well motivated and keen to do well. To this end, two

specific interventions were initiated. Two four-day

residential tuition camps were held in April and July

2017. In addition, 200 Grade 12 learners from the

three schools participated in two five-week blocks of

Saturday classes with external tutors, covering maths,

science, physics, life science, economics and other

commerce subjects.

Considerable effort went into holding these

supportive events. As a result, a total of approximately

300 learners participated, incurring a total cost –

including transport, food and tutors – of R348 296,

with Knysna Municipality contributing R120 000.

In the words of Marietjie Beukes, curriculum adviser,

WCED: “Teachers are now forced to engage in an

analytical process. Principals are also engaging on a

deeper level with the curriculum as well as with the

teachers. They now fulfil their roles as instructional

leaders.”

Calumet Links, a University of Cape Town (UCT) economics doctoral student, travelled

from Cape Town to Knysna for the Saturday study classes, fulfilling the role of external

economics tutor in Afrikaans for Grade 12 learners.

“This project has added a tremendous amount of value to my life and has the potential to be

transformational,” he says. “The kids were really keen on learning from us and generally responded

well … It was truly a learning experience for me and I realised how much I loved working with

educators and learners. I hope this initiative is continued …”

UCT doctoral student tutors economics

Grade 12 supportPhase 1, Project 3

Crucial Grade 12 extra tutoring

KILT, assisted by the University of South Africa,

implemented a LEGO Robotics educational

programme for four teachers and 16 learners (12

girls and six boys) at Percy Mdala High School as

one of its early initiatives.

According to principal Nicholas Njozela, the project

was a giant step which gave learners the opportunity

to explore abilities and talents that can lead to an

informed career path. “Learners really enjoyed the

programme and were able to initiate new ideas in

programming the robots,” he says.

They competed with other advanced schools during

the October 2017 robotics competition in Port

Elizabeth and, back in Knysna, a showcasing event

held in November drew considerable interest from

community members.

Learners, parents, educators and the SGB of Percy

Mdala High School have expressed

their appreciation to KILT for

introducing LEGO Robotics: “Your

efforts cannot go unnoticed;

moreover, delivering on your promises

is a big plus,” says Njozela.

In the learners' words, “When we

started LEGO Robotics we thought it

was all about building robots. But it was not just about

that. There is a secret weapon behind all of it, which

is expressing skills – programming, building,

teamwork, self-confidence; some of us did not know

we could be good at such things. But now we have

found out more about ourselves, and of course, we

would like to take these skills further.”

The programme will continue into the next school

year at a more advanced level of training. A new

group of students from Percy Mdala High, Knysna

High, Knysna Secondary and Concordia High will

participate in the upcoming programme. With all four

high schools in Knysna involved, KILT will have 10

educators trained in LEGO Robotics and 50 students

participating.

LEGO RoboticsPhase 1, Project 4

LEGO Robotics in action

In June 2017 a combination of drought, high

temperatures, tinder-dry conditions and gale-

force winds saw Knysna and its environs

devastated by raging fires that took days to

extinguish. Nine lives were tragically lost,

hundreds lost their homes and all their

belongings, thousands of people were evacuated.

The community, from all walks of life, opened their

doors and their hearts to provide support – food,

clothing, water, shelter and comfort. KILT received

generous support enabling it to respond quickly and

provide for school children through the schools

themselves.

Some 224 children whose families lost everything in

the fire each received a new pair of shoes from Tekkie

Town, and school uniforms, socks, underwear and

essential clothing from PEP/Rotary. Life Healthcare

provided health kits including smoke masks, face

creams, dry eye drops, lip ice, asthma pumps, inhalers

and nebulisers for 12 500 learners and staff. Kloppers

Knysna provided storage and transport, and helped

manage the distribution of goods received.

In the 13 schools that, at that time, formed part of

the KILT initiative, the ability not only to provide

some support to the children who directly lost

everything in the fire, but also to donate a winter scarf

and beanie to some 12 500 children, their teachers and

administration staff, made a huge impact. Everyone

felt that their traumatic experience of the fire, directly

or indirectly, was recognised and that each child

mattered.

The generosity and the spirit in which so many people

and organisations responded without hesitation is a

tribute to the community and individual donors whose

passion for Knysna and all its inhabitants was

exemplary. This generous support – R478 660 in cash

received, and more than R800 000 donated through

the provision of health kits, clothes and shoes –

enabled KILT to respond quickly and positively in a

practical way to meet the urgent needs of our children

through the schools involved in the KILT

programme.

Fire reliefKnysna fires - June 2017

The joy of receiving brand new shoes

Concordia High School boosted its matric pass

rate from 55.1% in 2016 to 74.6% in 2017, while

learner Sinoxolo Mdasi obtained a full

scholarship from Thebe Investment Corporation

to study for a BSc in applied mathematics at

“All the WCED schools in Knysna came together and

bought in to the KILT programme,” says the school's

principal, Zamubuntu Blaai. “We have been able to

share our experiences to the benefit of each other and

our learners.”

Blaai says it was clear from the outset that the priority

need for most schools was additional teachers. “We

have overcrowded classes and are nowhere near the

40:1 learner-teacher ratio that should apply.” With

KILT funding, Concordia High employed four

additional teachers, as well as two receptionists and an

assistant, and two helpers for the ablution blocks.

“We were able, for example, to split our Grade 8 class

– where we had close to 70 learners – into two

classes,” says Blaai. “We have just over 1 000 learners,

and parents in our community depend on us for

support … KILT has been a tremendous help.”

As preparation for the year-end exams, Grade 12

learners benefited from two four-day residential maths

and science tuition camps with external tutors, and

blocks of consecutive Saturday classes. These

initiatives clearly paid off.

Blaai is looking forward to participating in leadership

and management classes for principals and deputies

being run by the Gordon Institute of Business

Science (GIBS) in April 2018. “We will gain a lot as

they will help us to manage the school as an

organisation.”

A scholarship to UCT for Sinoxolo MdasiSinoxolo Mdasi, a Grade 12 learner at

Concordia High School, was awarded a full

scholarship from Thebe Investment

Corporation/KILT to study for a BSc Applied

Mathematics at UCT in 2018.

Born in Johannesburg, Sinoxolo moved to Knysna

at a young age where a difficult home life, personal

hardships and ill health caused her to lose the 2016

school year. Committed to continuing her

education, she was determined to complete her

matric in 2017. And she did so, with maths and

physics as her major subjects.

With the help of her principal, Zamubuntu Blaai,

and class teacher, Noluthando Nogqala, Sinoxolo

approached KILT to help her pursue her dream of

becoming an engineer. KILT helped her obtain

funding for a full scholarship from Thebe

Investment Corporation. The R450 000 three-year

scholarship provides for tuition fees, textbooks,

accommodation and incidentals.

Sinoxolo, in her words: “I am forever grateful to

Ms Gill Marcus and KILT for their support but

most importantly to Neliswa Booi and Thebe for

their generous support. I pledge to do my very best

to exceed everybody's expectations.

Inga uThixo anganisikelela

(May God bless you).”

KILT will endeavour to

source a number of

scholarship pledges that

can be made available to

deserving applicants.

Concordia High A double win

Sinoxolo Mdasi

In June 2017 a combination of drought, high

temperatures, tinder-dry conditions and gale-

force winds saw Knysna and its environs

devastated by raging fires that took days to

extinguish. Nine lives were tragically lost,

hundreds lost their homes and all their

belongings, thousands of people were evacuated.

The community, from all walks of life, opened their

doors and their hearts to provide support – food,

clothing, water, shelter and comfort. KILT received

generous support enabling it to respond quickly and

provide for school children through the schools

themselves.

Some 224 children whose families lost everything in

the fire each received a new pair of shoes from Tekkie

Town, and school uniforms, socks, underwear and

essential clothing from PEP/Rotary. Life Healthcare

provided health kits including smoke masks, face

creams, dry eye drops, lip ice, asthma pumps, inhalers

and nebulisers for 12 500 learners and staff. Kloppers

Knysna provided storage and transport, and helped

manage the distribution of goods received.

In the 13 schools that, at that time, formed part of

the KILT initiative, the ability not only to provide

some support to the children who directly lost

everything in the fire, but also to donate a winter scarf

and beanie to some 12 500 children, their teachers and

administration staff, made a huge impact. Everyone

felt that their traumatic experience of the fire, directly

or indirectly, was recognised and that each child

mattered.

The generosity and the spirit in which so many people

and organisations responded without hesitation is a

tribute to the community and individual donors whose

passion for Knysna and all its inhabitants was

exemplary. This generous support – R478 660 in cash

received, and more than R800 000 donated through

the provision of health kits, clothes and shoes –

enabled KILT to respond quickly and positively in a

practical way to meet the urgent needs of our children

through the schools involved in the KILT

programme.

Fire reliefKnysna fires - June 2017

The joy of receiving brand new shoes

Concordia High School boosted its matric pass

rate from 55.1% in 2016 to 74.6% in 2017, while

learner Sinoxolo Mdasi obtained a full

scholarship from Thebe Investment Corporation

to study for a BSc in applied mathematics at

“All the WCED schools in Knysna came together and

bought in to the KILT programme,” says the school's

principal, Zamubuntu Blaai. “We have been able to

share our experiences to the benefit of each other and

our learners.”

Blaai says it was clear from the outset that the priority

need for most schools was additional teachers. “We

have overcrowded classes and are nowhere near the

40:1 learner-teacher ratio that should apply.” With

KILT funding, Concordia High employed four

additional teachers, as well as two receptionists and an

assistant, and two helpers for the ablution blocks.

“We were able, for example, to split our Grade 8 class

– where we had close to 70 learners – into two

classes,” says Blaai. “We have just over 1 000 learners,

and parents in our community depend on us for

support … KILT has been a tremendous help.”

As preparation for the year-end exams, Grade 12

learners benefited from two four-day residential maths

and science tuition camps with external tutors, and

blocks of consecutive Saturday classes. These

initiatives clearly paid off.

Blaai is looking forward to participating in leadership

and management classes for principals and deputies

being run by the Gordon Institute of Business

Science (GIBS) in April 2018. “We will gain a lot as

they will help us to manage the school as an

organisation.”

A scholarship to UCT for Sinoxolo MdasiSinoxolo Mdasi, a Grade 12 learner at

Concordia High School, was awarded a full

scholarship from Thebe Investment

Corporation/KILT to study for a BSc Applied

Mathematics at UCT in 2018.

Born in Johannesburg, Sinoxolo moved to Knysna

at a young age where a difficult home life, personal

hardships and ill health caused her to lose the 2016

school year. Committed to continuing her

education, she was determined to complete her

matric in 2017. And she did so, with maths and

physics as her major subjects.

With the help of her principal, Zamubuntu Blaai,

and class teacher, Noluthando Nogqala, Sinoxolo

approached KILT to help her pursue her dream of

becoming an engineer. KILT helped her obtain

funding for a full scholarship from Thebe

Investment Corporation. The R450 000 three-year

scholarship provides for tuition fees, textbooks,

accommodation and incidentals.

Sinoxolo, in her words: “I am forever grateful to

Ms Gill Marcus and KILT for their support but

most importantly to Neliswa Booi and Thebe for

their generous support. I pledge to do my very best

to exceed everybody's expectations.

Inga uThixo anganisikelela

(May God bless you).”

KILT will endeavour to

source a number of

scholarship pledges that

can be made available to

deserving applicants.

Concordia High A double win

Sinoxolo Mdasi

As it gears up to celebrate its 40th anniversary,

Hornlee Primary School is reaping the benefit of

the energy and creative ideas of its new principal

and four KILT teachers.

Principal Michael Kleynhans joined the school in

2017, where he found that large classes resulted in

teachers spending a lot of time on crowd

management. When four KILT teachers were

appointed, it was possible to split classes into a more

manageable size of 32–40 learners. This made it easier

for the teachers to maintain discipline and better

manage the classes and interaction with the children,

as well as meet targets set by the WCED.

“There is less crowd management and more quality

teaching,” says Kleynhans. “This is particularly

important from Grade R to Grade 3, since you need

to build from this foundation phase for the children

to have a better chance of succeeding.”

“The children come from different backgrounds and

they learn differently,” says Kleynhans. Only 50% do

homework, supported by their parents. Since most

parents can't afford to come to school and lose a

working day, the school plays a large role in the

community.

Social problems such as absenteeism and lack of

transport remain among the biggest issues, with some

children walking four or five kilometres to and from

school each day, often crossing the busy N2 highway.

At school, they are served a meal with vegetables

grown in the school garden, watered from a rain-water

tank, repaired by KILT.

“All KILT teachers and supervisors are fully

integrated as part of the staff,” says Kleynhans. “We

have bright, young, vibrant teachers who are

enthusiastic and passionate and hard working. Many

have taken on leadership roles in class as well as

extramural activities such as fund-raising and

committee work. They have brought new ideas and

new energy to the school and are getting involved in

helping the school prepare for its 40th anniversary in

2018.”

Principal Michael Kleynhans and learners

inspect the Hornlee vegetable garden

Skills and facilities upgrade “Assistance from KILT supports our vision of achieving a better school with better

results. Extra teachers have reduced class sizes and made it easier for teachers to focus

on their teaching. In addition to this injection of skills, upgraded ablution facilities and

the appointment of supervisors have eliminated incidents of vandalism, graffiti and

misuse of toilets by learners. Water savings have been achieved through the installation

of water tanks which provide rain water for the school’s vegetable garden.”

Michael Kleynhans, Principal, Hornlee Primary School

Hornlee PrimaryNew energy

More than 60 children in Grades 1–6 receive

breakfast and lunch from the Brackenhill Primary

School kitchen, newly equipped with a fridge and

microwave, and serving vegetables grown in a

tunnel garden. This came about through

Investec's donation to KILT for improvements at

the farm school.

Brackenhill is proud of its heritage. Many of the

children are the third generation of their families to

attend the school. Now, however, principal Dennis

Jantjies is focused on the future. He encourages his

staff “to plan and continue planning for the future,

even though there is always a sword hanging over us –

the threat of closure from the education department.

We plan for the future to prove to the department that

we are worth staying open. We are moving forward.”

Jantjies says working with KILT means “knowing that

we belong to an organisation that can support us”.

The school ablution facilities were upgraded with

lights and windows, for instance, and the school

buildings were freshly painted, courtesy of Investec

and KILT.

With additional teachers, class administration gets

done, classrooms are better managed, and netball and

soccer are available in the afternoons. Investec

donated soccer balls as well as netball balls and posts.

Each child also received a new pair of shoes from

Tekkie Town. “However,” says Jantjies, “we have to

borrow sports clothes from the school over the road.”

As a result of a joint KILT/WCED lobby, a Smart

Class e-learning trolley kit was provided and learners

are reading books and doing mathematics on the

tablets. However, lack of reliable internet access

compromises both communication for the staff, and

e-learning for the children.

The achievements so far are contributing to improved

morale in both the school and the community. Sharon

Filander, with a seven-year-old daughter at the school,

says: “KILT has made a difference in the school as a

whole – it has given parents pride in the school that

their children attend.”

“This school is a treasure – three generations of my family attended this

school – my mother, myself, and now my daughter. KILT is not an organisation

that just donates; they get involved and they really care.”

Sharon Filander

Brackenhill moms Sharon Filander (left) and Alvinia James in front

of the new brightly-coloured fence erected as part of the school

face lift, funded by Investec with hands-on staff participation.

Two Brackenhill pupils tending the

veggie tunnel garden

Brackenhill PrimaryMoving forward

As it gears up to celebrate its 40th anniversary,

Hornlee Primary School is reaping the benefit of

the energy and creative ideas of its new principal

and four KILT teachers.

Principal Michael Kleynhans joined the school in

2017, where he found that large classes resulted in

teachers spending a lot of time on crowd

management. When four KILT teachers were

appointed, it was possible to split classes into a more

manageable size of 32–40 learners. This made it easier

for the teachers to maintain discipline and better

manage the classes and interaction with the children,

as well as meet targets set by the WCED.

“There is less crowd management and more quality

teaching,” says Kleynhans. “This is particularly

important from Grade R to Grade 3, since you need

to build from this foundation phase for the children

to have a better chance of succeeding.”

“The children come from different backgrounds and

they learn differently,” says Kleynhans. Only 50% do

homework, supported by their parents. Since most

parents can't afford to come to school and lose a

working day, the school plays a large role in the

community.

Social problems such as absenteeism and lack of

transport remain among the biggest issues, with some

children walking four or five kilometres to and from

school each day, often crossing the busy N2 highway.

At school, they are served a meal with vegetables

grown in the school garden, watered from a rain-water

tank, repaired by KILT.

“All KILT teachers and supervisors are fully

integrated as part of the staff,” says Kleynhans. “We

have bright, young, vibrant teachers who are

enthusiastic and passionate and hard working. Many

have taken on leadership roles in class as well as

extramural activities such as fund-raising and

committee work. They have brought new ideas and

new energy to the school and are getting involved in

helping the school prepare for its 40th anniversary in

2018.”

Principal Michael Kleynhans and learners

inspect the Hornlee vegetable garden

Skills and facilities upgrade “Assistance from KILT supports our vision of achieving a better school with better

results. Extra teachers have reduced class sizes and made it easier for teachers to focus

on their teaching. In addition to this injection of skills, upgraded ablution facilities and

the appointment of supervisors have eliminated incidents of vandalism, graffiti and

misuse of toilets by learners. Water savings have been achieved through the installation

of water tanks which provide rain water for the school’s vegetable garden.”

Michael Kleynhans, Principal, Hornlee Primary School

Hornlee PrimaryNew energy

More than 60 children in Grades 1–6 receive

breakfast and lunch from the Brackenhill Primary

School kitchen, newly equipped with a fridge and

microwave, and serving vegetables grown in a

tunnel garden. This came about through

Investec's donation to KILT for improvements at

the farm school.

Brackenhill is proud of its heritage. Many of the

children are the third generation of their families to

attend the school. Now, however, principal Dennis

Jantjies is focused on the future. He encourages his

staff “to plan and continue planning for the future,

even though there is always a sword hanging over us –

the threat of closure from the education department.

We plan for the future to prove to the department that

we are worth staying open. We are moving forward.”

Jantjies says working with KILT means “knowing that

we belong to an organisation that can support us”.

The school ablution facilities were upgraded with

lights and windows, for instance, and the school

buildings were freshly painted, courtesy of Investec

and KILT.

With additional teachers, class administration gets

done, classrooms are better managed, and netball and

soccer are available in the afternoons. Investec

donated soccer balls as well as netball balls and posts.

Each child also received a new pair of shoes from

Tekkie Town. “However,” says Jantjies, “we have to

borrow sports clothes from the school over the road.”

As a result of a joint KILT/WCED lobby, a Smart

Class e-learning trolley kit was provided and learners

are reading books and doing mathematics on the

tablets. However, lack of reliable internet access

compromises both communication for the staff, and

e-learning for the children.

The achievements so far are contributing to improved

morale in both the school and the community. Sharon

Filander, with a seven-year-old daughter at the school,

says: “KILT has made a difference in the school as a

whole – it has given parents pride in the school that

their children attend.”

“This school is a treasure – three generations of my family attended this

school – my mother, myself, and now my daughter. KILT is not an organisation

that just donates; they get involved and they really care.”

Sharon Filander

Brackenhill moms Sharon Filander (left) and Alvinia James in front

of the new brightly-coloured fence erected as part of the school

face lift, funded by Investec with hands-on staff participation.

Two Brackenhill pupils tending the

veggie tunnel garden

Brackenhill PrimaryMoving forward

Monitoring and evaluation must be practicable,

quantified and targeted specifically at indicating

KILT's impact, challenges and forward

progression.

KILT has selected six key learner and teacher

performance indicators to drive this process:

l Learner progress

l Absenteeism

l National bench-marking test performance

l Participation in sport

l Participation in extramural activities

l Teacher professional development improvements.

KILT has begun collecting baseline statistics for 2016

and 2017 and will track these into 2018 so as to create

relevant and tangible performance indicators over the

next four years.

Basic procedures and reporting processes have been

introduced to create the foundations of a sound

monitoring and evaluation tool, including a trimester

principal-report system.

In preparation for Phase 2, KILT has prepared a

strategy within the allocated budget for 2018, with a

further four-year plan in mind. This was based on a

five-month audit, evaluation and consultation process.

In evaluating and implementing sustainable projects,

KILT also benefited from the input of a specialist

with 10 years' experience in the delivery by non-

governmental organisations (NGOs) of education

support and social-investment consulting.

KILT continues to work very closely with the WCED

on its proposed plans and budgets for the KILT

schools, as well as with other civic organisations on

their initiatives.

Teacher participation

Learner participation

Learner progress

Suzette de Villiers, Circuit 4 Manager

A view �om the WCED

Suzette de Villiers, Circuit 4 Manager, WCED

In the preface to the Annual Performance Plan of

the WCED, the head of department, Brian

Schreuder, mentions that the point of departure

for the WCED is to serve the best interests of all

learners in our province and to ensure that they

have every possible opportunity to realise their

full potential – thus becoming meaningful

contributors to society.

While learners are our point of departure, teachers are

our most important resource. It is through them that

we strive to provide excellent education for every

child in every school.

It is this resource that has been recognised by KILT

and, by building a strong partnership with the WCED,

KILT has assisted the schools in the greater Knysna

area with support where it makes a difference.

American architect Daniel Burnham once said: “Make

no small plans for they do not have the magic to stir

men's blood”. In the case of KILT, this has certainly

rung true. No small plans exist in their vocabulary. Yet

this does not mean that small actions do not make a

difference – it simply means that the powerful way in

which each action is driven releases a positive energy

that stimulates every interaction, incrementally

growing the positive results of the various

partnerships. It can unequivocally be stated that the

KILT plan is no small plan indeed.

When schools, and specifically principals, buy into a

project, the success of such an initiative is guaranteed.

It is this special bond amongst the principals in the

Knysna schools, and the support given by KILT, that

creates the magic.

Up to now, we have seen great initiatives. The

carefully negotiated support rendered to the schools

has empowered the educators as the true resource of

the school, leaving them feeling worthy and

strengthened.

With the assistance of KILT, additional emphasis will

be placed on the game changers, i.e. e-learning and the

values embraced by the WCED. This will not only

strengthen the individual schools but will have a ripple

effect that will impact on all our schools in Circuit 4.

By working together, we can achieve our goal to

provide the best quality education for all our learners

which will equip them with the skills needed in the

21st century to make a meaningful difference both in

society and in their own lives.

Monitoring and evaluation must be practicable,

quantified and targeted specifically at indicating

KILT's impact, challenges and forward

progression.

KILT has selected six key learner and teacher

performance indicators to drive this process:

l Learner progress

l Absenteeism

l National bench-marking test performance

l Participation in sport

l Participation in extramural activities

l Teacher professional development improvements.

KILT has begun collecting baseline statistics for 2016

and 2017 and will track these into 2018 so as to create

relevant and tangible performance indicators over the

next four years.

Basic procedures and reporting processes have been

introduced to create the foundations of a sound

monitoring and evaluation tool, including a trimester

principal-report system.

In preparation for Phase 2, KILT has prepared a

strategy within the allocated budget for 2018, with a

further four-year plan in mind. This was based on a

five-month audit, evaluation and consultation process.

In evaluating and implementing sustainable projects,

KILT also benefited from the input of a specialist

with 10 years' experience in the delivery by non-

governmental organisations (NGOs) of education

support and social-investment consulting.

KILT continues to work very closely with the WCED

on its proposed plans and budgets for the KILT

schools, as well as with other civic organisations on

their initiatives.

Teacher participation

Learner participation

Learner progress

Suzette de Villiers, Circuit 4 Manager

A view �om the WCED

Suzette de Villiers, Circuit 4 Manager, WCED

In the preface to the Annual Performance Plan of

the WCED, the head of department, Brian

Schreuder, mentions that the point of departure

for the WCED is to serve the best interests of all

learners in our province and to ensure that they

have every possible opportunity to realise their

full potential – thus becoming meaningful

contributors to society.

While learners are our point of departure, teachers are

our most important resource. It is through them that

we strive to provide excellent education for every

child in every school.

It is this resource that has been recognised by KILT

and, by building a strong partnership with the WCED,

KILT has assisted the schools in the greater Knysna

area with support where it makes a difference.

American architect Daniel Burnham once said: “Make

no small plans for they do not have the magic to stir

men's blood”. In the case of KILT, this has certainly

rung true. No small plans exist in their vocabulary. Yet

this does not mean that small actions do not make a

difference – it simply means that the powerful way in

which each action is driven releases a positive energy

that stimulates every interaction, incrementally

growing the positive results of the various

partnerships. It can unequivocally be stated that the

KILT plan is no small plan indeed.

When schools, and specifically principals, buy into a

project, the success of such an initiative is guaranteed.

It is this special bond amongst the principals in the

Knysna schools, and the support given by KILT, that

creates the magic.

Up to now, we have seen great initiatives. The

carefully negotiated support rendered to the schools

has empowered the educators as the true resource of

the school, leaving them feeling worthy and

strengthened.

With the assistance of KILT, additional emphasis will

be placed on the game changers, i.e. e-learning and the

values embraced by the WCED. This will not only

strengthen the individual schools but will have a ripple

effect that will impact on all our schools in Circuit 4.

By working together, we can achieve our goal to

provide the best quality education for all our learners

which will equip them with the skills needed in the

21st century to make a meaningful difference both in

society and in their own lives.

As funding permits, KILT aims to put key

support structures in place for 2018, which can be

built on and expanded over the next four years.

KILT is mindful that each tier of the school structure

needs to be supported in an integrated and cascading

way from the outset; that there are touch points in

each part of the system. This will innovate and

accelerate change. We have identified the critical gaps

– things not being done often enough, things not

being done well and things not being done at all.

KILT's approach is not to reinvent the wheel, but to

identify specific support that can be outsourced to

reputable organisations and individuals who have local

knowledge and a track record in their field – with

oversight and overall monitoring, evaluation and

management of the programme by KILT.

This approach will allow the schools to focus on the

work of fully mobilising their people and enhancing

their processes without having to project-manage new

programmes in 2018. It will further allow KILT to

focus on systemic change and not be involved in

extramural activities or maths and science which

others can do better.

Some of our proposed 2018 investments are school-

specific, but most projects will be joint programmes

and span the new financial year to prepare the terrain

for further initiatives in 2019–2021.

Each phase's support programmes are intended to be

stepping stones towards self-sustained continuity of

essential whole-school activities run and managed by

the schools' own stakeholders. Thus the ultimate

objective is that all the schools are empowered with

highly skilled, motivated principals, teachers and

children; schools where best practice, master classes

and an ethical value system are shared. And, above all,

where the children look forward to a future that they

can both envisage and shape.

TRAIN MOTIVATE MOBILISE

“Enabling schools to focus on fully mobilising their people and enhancing their processes”

Looking forwardKILT’s approach

Based on the policy and strategy outlined, KILT

has identified eight projects to be rolled out in

2018, running through to 2021 – a four-year

horizon. These projects have been identified

through interactive, on-site engagement with the

schools’ leadership over an intense, six-month

period.

KILT'S eight support projects are:

1. Psycho-social and remedial support

2. Organisational structure and management

3. Master Classes – Diamond Teachers’

Programme

4. Homework study clubs

5. Foundation Phase – LEGO Six Bricks

6. Extramural sporting activities

7. Information and communications technology

8. ICT change-management course

Every school spoke to the overwhelming and largely

unaddressed challenge of class discipline, special-

needs learners, and children in need of remedial

testing and teaching – including basic remedial

numeracy and literacy, as well as psychological

counselling support.

KILT's core focus for 2018 is to prepare the school

environments for healthy and sustainable change and

growth through a thorough and ongoing psycho-

social support structure, using a psychological services

model for counselling, assessment and referral.

Remedial teaching (including basic literacy and

numeracy support) will be an integral part of this

programme, with a dedicated team of specialists

appointed by KILT.

Psycho-social and remedial support is pivotal to the

success of any support programme gaining traction,

and is considered to be at least a five-year project fully

supported by KILT.

There is a need to support and enhance the skills and

training of the management of each school to run

effectively, leading towards a culture and practice of

excellence and innovation. The Gordon Institute of

Business Science (GIBS) will provide a 10-month

leadership and management-training programme for

principals and deputies starting in April 2018.

It is anticipated that, after year one, a dedicated

coaching team drawn from local expertise will be in

place to assist the principals and deputies in their

leadership and management functions.

“Looking forward to GIBS training and to be empowered in leadership and management, to improve my leadership skills and to upgrade my cognitive level so I can approach things differently.”Nozipho Myo, Principal, Chris Nissen Primary School

Phase 2 projects

As funding permits, KILT aims to put key

support structures in place for 2018, which can be

built on and expanded over the next four years.

KILT is mindful that each tier of the school structure

needs to be supported in an integrated and cascading

way from the outset; that there are touch points in

each part of the system. This will innovate and

accelerate change. We have identified the critical gaps

– things not being done often enough, things not

being done well and things not being done at all.

KILT's approach is not to reinvent the wheel, but to

identify specific support that can be outsourced to

reputable organisations and individuals who have local

knowledge and a track record in their field – with

oversight and overall monitoring, evaluation and

management of the programme by KILT.

This approach will allow the schools to focus on the

work of fully mobilising their people and enhancing

their processes without having to project-manage new

programmes in 2018. It will further allow KILT to

focus on systemic change and not be involved in

extramural activities or maths and science which

others can do better.

Some of our proposed 2018 investments are school-

specific, but most projects will be joint programmes

and span the new financial year to prepare the terrain

for further initiatives in 2019–2021.

Each phase's support programmes are intended to be

stepping stones towards self-sustained continuity of

essential whole-school activities run and managed by

the schools' own stakeholders. Thus the ultimate

objective is that all the schools are empowered with

highly skilled, motivated principals, teachers and

children; schools where best practice, master classes

and an ethical value system are shared. And, above all,

where the children look forward to a future that they

can both envisage and shape.

TRAIN MOTIVATE MOBILISE

“Enabling schools to focus on fully mobilising their people and enhancing their processes”

Looking forwardKILT’s approach

Based on the policy and strategy outlined, KILT

has identified eight projects to be rolled out in

2018, running through to 2021 – a four-year

horizon. These projects have been identified

through interactive, on-site engagement with the

schools’ leadership over an intense, six-month

period.

KILT'S eight support projects are:

3. Master Classes – Diamond Teachers’

Programme

4. Homework study clubs

5. Foundation Phase – LEGO Six Bricks

6. Extramural sporting activities

7. Information and communications technology

8. ICT change-management course

Every school spoke to the overwhelming and largely

unaddressed challenge of class discipline, special-

needs learners, and children in need of remedial

testing and teaching – including basic remedial

numeracy and literacy, as well as psychological

counselling support.

KILT's core focus for 2018 is to prepare the school

environments for healthy and sustainable change and

growth through a thorough and ongoing psycho-

social support structure, using a psychological services

model for counselling, assessment and referral.

Remedial teaching (including basic literacy and

numeracy support) will be an integral part of this

programme, with a dedicated team of specialists

appointed by KILT.

Psycho-social and remedial support is pivotal to the

success of any support programme gaining traction,

and is considered to be at least a five-year project fully

supported by KILT.

There is a need to support and enhance the skills and

training of the management of each school to run

effectively, leading towards a culture and practice of

excellence and innovation. The Gordon Institute of

Business Science (GIBS) will provide a 10-month

leadership and management-training programme for

principals and deputies starting in April 2018.

It is anticipated that, after year one, a dedicated

coaching team drawn from local expertise will be in

place to assist the principals and deputies in their

leadership and management functions.

“Looking forward to GIBS training and to be empowered in leadership and management, to improve my leadership skills and to upgrade my cognitive level so I can approach things differently.”Nozipho Myo, Principal, Chris Nissen Primary School

Phase 2 projects

3. Master Classes – Diamond Teachers' Programme

South Africa's Inclusive Education system presents

many challenges for educators. The challenges are

complex. Educators are often poorly prepared for

managing different language streams, remedial/special

needs learners and psychological behavioural

presentations in their classrooms.

KILT's Diamond Teachers' Programme 2018 is aimed

at setting a favourable learning environment for the

schools' educators by facilitating the professional and

personal mastery of a select group of Master

Teachers in each school. It will facilitate educator

training and develop a Community of Practice (COP)

across schools.

The Diamond Teachers' Programme will work

towards enhancing the characteristics of Master

Teachers by:

Ÿ Creating an atmosphere, environment and attitude

for learning

Ÿ Establishing a reason to learn

Ÿ Training learners how to learn

Ÿ Inspiring learners to achieve

Ÿ Establishing accountability for learning

Ÿ Continually checking learning gains

Ÿ Celebrating new learning.

The objective is to uncover, develop and nurture a

core of embedded professional educational excellence

in each school so that the enthusiasm, learnings and

sharing of the Diamond Teachers' Programme will

positively impact the entire educator body and foster

strong relationships and professional sharing across

schools.

.4. Homework study clubs

Even with the above interventions in place, external

learner support is needed. School children live in

under-resourced communities where any extra-

curricular interventions face significant obstacles,

which further impede the teachers' success in the

classroom.

To address this, KILT will initiate on-site after-school

supervised homework programmes as the most

effective way to enhance learner resources, knowledge

and skills. This approach is aligned with the WCED,

Phase 2 projects

which is introducing this structure as one of its 'Game

Changer' strategies.

The initiative will serve as the foundation of ongoing

numeracy and maths support, planned as an intensive

programme in 2019. Once schools are able to

introduce e-learning technology and tools, it will also

enhance the foundations of maths and language

tuition.

It is envisaged that, in time, the schools will take over

the management of the afternoon homework classes.

KILT is introducing one homework class per school,

to be held for approximately 30 learners twice a week

during term time. Experienced tutors, on rotation, will

be present every afternoon in all KILT schools to

facilitate learning on a continuous basis and encourage

learners with high potential. Provision of reliable and

safe transport remains a critical challenge.

5. LEGO Six Bricks programme

LEGO Six Bricks is a Foundation Phase tool to

introduce learning through play in different settings.

Through fun and short activities, the LEGO Six

Bricks programme targets skills development in the

areas of:

Ÿ Gross and fine motor skills

Ÿ Speech and language

Ÿ Emotional and social development

Ÿ Cognitive development.

It has a deep impact on our cognitive, social,

developmental and academic skills. Play stimulates

children's learning abilities by fostering creativity,

which builds critical thinking, sparks intellectual

curiosity, and facilitates learning by doing.

6. Extramural learner support

There is a need to support the extramural aspect of

the children's physical and social development. Since

there are limited spaces available at many of the KILT

schools, as well as a lack of human resources, a co-

ordinated sports' programme approach is planned for

2018 by engaging with existing NGOs and sporting

bodies' initiatives. Once sport participation from

teachers, learners and parents is more robust and self-

sustained, KILT will begin shifting its focus to sports

amenities and facilities.

Phase 2 projects

Training Master-Teachers

Extramural learner support

Enhanced tuition support

LEGO - Learning through play

3. Master Classes – Diamond Teachers' Programme

South Africa's Inclusive Education system presents

many challenges for educators. The challenges are

complex. Educators are often poorly prepared for

managing different language streams, remedial/special

needs learners and psychological behavioural

presentations in their classrooms.

KILT's Diamond Teachers' Programme 2018 is aimed

at setting a favourable learning environment for the

schools' educators by facilitating the professional and

personal mastery of a select group of Master

Teachers in each school. It will facilitate educator

training and develop a Community of Practice (COP)

across schools.

The Diamond Teachers' Programme will work

towards enhancing the characteristics of Master

Teachers by:

Ÿ Creating an atmosphere, environment and attitude

for learning

Ÿ Establishing a reason to learn

Ÿ Training learners how to learn

Ÿ Inspiring learners to achieve

Ÿ Establishing accountability for learning

Ÿ Continually checking learning gains

Ÿ Celebrating new learning.

The objective is to uncover, develop and nurture a

core of embedded professional educational excellence

in each school so that the enthusiasm, learnings and

sharing of the Diamond Teachers' Programme will

positively impact the entire educator body and foster

strong relationships and professional sharing across

schools.

.4. Homework study clubs

Even with the above interventions in place, external

learner support is needed. School children live in

under-resourced communities where any extra-

curricular interventions face significant obstacles,

which further impede the teachers' success in the

classroom.

To address this, KILT will initiate on-site after-school

supervised homework programmes as the most

effective way to enhance learner resources, knowledge

and skills. This approach is aligned with the WCED,

Phase 2 projects

which is introducing this structure as one of its 'Game

Changer' strategies.

The initiative will serve as the foundation of ongoing

numeracy and maths support, planned as an intensive

programme in 2019. Once schools are able to

introduce e-learning technology and tools, it will also

enhance the foundations of maths and language

tuition.

It is envisaged that, in time, the schools will take over

the management of the afternoon homework classes.

KILT is introducing one homework class per school,

to be held for approximately 30 learners twice a week

during term time. Experienced tutors, on rotation, will

be present every afternoon in all KILT schools to

facilitate learning on a continuous basis and encourage

learners with high potential. Provision of reliable and

safe transport remains a critical challenge.

5. LEGO Six Bricks programme

LEGO Six Bricks is a Foundation Phase tool to

introduce learning through play in different settings.

Through fun and short activities, the LEGO Six

Bricks programme targets skills development in the

areas of:

Ÿ Gross and fine motor skills

Ÿ Speech and language

Ÿ Emotional and social development

Ÿ Cognitive development.

It has a deep impact on our cognitive, social,

developmental and academic skills. Play stimulates

children's learning abilities by fostering creativity,

which builds critical thinking, sparks intellectual

curiosity, and facilitates learning by doing.

6. Extramural learner support

There is a need to support the extramural aspect of

the children's physical and social development. Since

there are limited spaces available at many of the KILT

schools, as well as a lack of human resources, a co-

ordinated sports' programme approach is planned for

2018 by engaging with existing NGOs and sporting

bodies' initiatives. Once sport participation from

teachers, learners and parents is more robust and self-

sustained, KILT will begin shifting its focus to sports

amenities and facilities.

Phase 2 projects

Training Master-Teachers

Extramural learner support

Enhanced tuition support

LEGO - Learning through play

Dedicated clubs and society programmes will be the

next step in extramural learner support programmes

in 2018. Funding is being sought to introduce indoor

activities that enhance self-esteem and confidence,

such as boxing, karate, wrestling and gymnastics, as

well as to expand team sports such as netball, soccer,

rugby and cricket.

7. Information & communications technology project

KILT has already contracted a WCED-trained ICT

technician to begin preparing the KILT schools for

the e-learning era.

The WCED is currently rolling out a Smart Schools

project as one of its e-learning 'Game Changer'

strategies. However, the province is struggling to

reach all its schools. During 2017, KILT and the

WCED ICT team together met each Knysna school's

ICT team and principal to discuss plans for e-learning

including connectivity, policies and technical support.

As part of its research, a KILT team member spent

time at a fully equipped model e-learning school – also

a non-fee school. Over the year that e-learning has

been systematically introduced, the academic, social,

remedial and behavioural impact has been significant.

With strategic steps being taken towards introducing

e-learning in 2018, KILT has the potential to make a

significant impact on learning – in and out of the

classroom. KILT has been offered much of the

computer hardware required (to the value of R2

million) by a Dutch NGO, Computers for Africa.

Once full funding is secured, KILT's proposed

strategy for 2018 is to implement one e-learning

interactive mobile kit per grade (from Grade 2–7) for

the primary schools and one per subject for the high

schools, by way of five secure mobile interactive

classrooms. This will create a platform for expansion

of the e-learning rollout into 2019 and beyond.

8. Information and communications technology change-management course

KILT plans also to fund intensive school-by-school

ICT change-management training that will culminate

in each school having a comprehensive 'living' ICT

policy and an ICT champion to lead the programme,

and thereby help to ensure its sustainability.

Phase 2 projects

Introducing e-learning in 2018

ICT change-management training

KILT has identified five additional areas which,

if addressed through the provision of significant

funding, technical support and planning, could

meaningfully enhance the educational framework

in the 17 schools:

l Improving physical infrastructure: a number of

schools have insufficient classrooms, resulting in

overcrowding; and few have halls, which inhibits

interaction. In many cases, assemblies are held in

stages in the open, and school events such as

sport and prize-giving are held off school

premises. Moreover, transport, or more accurately

the lack of it, is a significant factor that limits

extramural participation but also adds significantly

to the time children spend travelling to and from

school.

l Building sporting facilities: sport is an essential

part of school life but facilities are lacking in

almost all the schools, with some having no

playground at all.

l Expanding extra tuition opportunities to provide

additional support at schools, for example, regular

supervised homework and maths, science and

language tuition support.

l Enhancing the learning environment from an

early age in a sustainable manner as part of a

system-wide approach to improve access to

education and enable better planning and

resourcing of schools.

l Finding ways to address the significant learner

drop-out rate in Grade 10, including the possible

establishment of a 'school of skills' that provides

all-round technical and artisan training.

It is KILT's belief that there is no quick fix to the

challenges that lie ahead.

The ideal approach to addressing the education

system would take a 20-year timeline – pre-

school, primary, high and tertiary, consistently

supporting the all-round education for at least 20

years, with a much greater emphasis on pre-

school and foundation phase learning.

Dedicated clubs and society programmes will be the

next step in extramural learner support programmes

in 2018. Funding is being sought to introduce indoor

activities that enhance self-esteem and confidence,

such as boxing, karate, wrestling and gymnastics, as

well as to expand team sports such as netball, soccer,

rugby and cricket.

7. Information & communications technology project

KILT has already contracted a WCED-trained ICT

technician to begin preparing the KILT schools for

the e-learning era.

The WCED is currently rolling out a Smart Schools

project as one of its e-learning 'Game Changer'

strategies. However, the province is struggling to

reach all its schools. During 2017, KILT and the

WCED ICT team together met each Knysna school's

ICT team and principal to discuss plans for e-learning

including connectivity, policies and technical support.

As part of its research, a KILT team member spent

time at a fully equipped model e-learning school – also

a non-fee school. Over the year that e-learning has

been systematically introduced, the academic, social,

remedial and behavioural impact has been significant.

With strategic steps being taken towards introducing

e-learning in 2018, KILT has the potential to make a

significant impact on learning – in and out of the

classroom. KILT has been offered much of the

computer hardware required (to the value of R2

million) by a Dutch NGO, Computers for Africa.

Once full funding is secured, KILT's proposed

strategy for 2018 is to implement one e-learning

interactive mobile kit per grade (from Grade 2–7) for

the primary schools and one per subject for the high

schools, by way of five secure mobile interactive

classrooms. This will create a platform for expansion

of the e-learning rollout into 2019 and beyond.

8. Information and communications technology change-management course

KILT plans also to fund intensive school-by-school

ICT change-management training that will culminate

in each school having a comprehensive 'living' ICT

policy and an ICT champion to lead the programme,

and thereby help to ensure its sustainability.

Phase 2 projects

Introducing e-learning in 2018

ICT change-management training

KILT has identified five additional areas which,

if addressed through the provision of significant

funding, technical support and planning, could

meaningfully enhance the educational framework

in the 17 schools:

l Improving physical infrastructure: a number of

schools have insufficient classrooms, resulting in

overcrowding; and few have halls, which inhibits

interaction. In many cases, assemblies are held in

stages in the open, and school events such as

sport and prize-giving are held off school

premises. Moreover, transport, or more accurately

the lack of it, is a significant factor that limits

extramural participation but also adds significantly

to the time children spend travelling to and from

school.

l Building sporting facilities: sport is an essential

part of school life but facilities are lacking in

almost all the schools, with some having no

playground at all.

l Expanding extra tuition opportunities to provide

additional support at schools, for example, regular

supervised homework and maths, science and

language tuition support.

l Enhancing the learning environment from an

early age in a sustainable manner as part of a

system-wide approach to improve access to

education and enable better planning and

resourcing of schools.

l Finding ways to address the significant learner

drop-out rate in Grade 10, including the possible

establishment of a 'school of skills' that provides

all-round technical and artisan training.

It is KILT's belief that there is no quick fix to the

challenges that lie ahead.

The ideal approach to addressing the education

system would take a 20-year timeline – pre-

school, primary, high and tertiary, consistently

supporting the all-round education for at least 20

years, with a much greater emphasis on pre-

school and foundation phase learning.

The KILT Team

KILT Board (as at 31 May 2018)

KILT Staff

Leon Cohen Non-Executive ChairpersonRetired chairperson of PG Bison. Founder member of the Consultative Business Movement, elected to the Gauteng Legislature in 1994 and appointed chairperson of the Finance Committee. Served on the SA Post Office Board.

Gill Marcus Executive DirectorGill has held various positions in the public sector, including Governor of the South African Reserve Bank, and has served on a number of regulatory bodies and boards of large corporations.

Peter Nyman Non-Executive DirectorPeter is a Chartered Accountant (SA), and was the Finance Director of a large industrial group, with international subsidiaries. He was also previously the chairperson of the South African group's retirement funds.

Paul JenningsNon-executive directorDr Paul Jennings is a semi-retired Nuclear Medicine Physician from Johannesburg now living in Knysna.

Chris GrovéNon-executive directorChris is responsible for risk management, insurance and advisory services at Steinhoff International. He was appointed to the KILT Board as its representative as a major funder.

Kusum GaindKusum studied in the USA and India where she serves on several boards. With an MBA in finance and marketing she established a career in banking. She is passionate about empowering girls and women through education, mentoring and economic equality.

Two new Board members have been appointed, effective April 2018

KILT has an office in the centre of Knysna and employs three full-time members of staff.

Moyisi Magalela Moyisi joined the WCED as a human resources practitioner in 2012, becoming familiar with educational policy and the challenges faced by teachers. Prior to this he was involved in a number of youth initiatives in the region. He joined KILT as its first full-time staff member in 2017.

Easton PretoriusEaston is an information technologist who worked at the WCED and the Department of the Premier in George, responsible for the training of teachers and computer-related matters. Easton provides support for teachers and schools in the roll-out of ICT.

Sandy Ueckermann Sandy has worked in the education NGO sector since 2007. She spent eight years at the rural campus of TSiBA Education, as a psychological counsellor and from 2009 as executive director of that campus for the national organisation. Sandy has consulted for a number of charitable trusts.

Denis JantjiesBrackenhill Primary2 teachers 65 learners

Nozipho MyoChris Nissen Primary

27 teachers 1098 learners

Zamubuntu BlaaiConcordia High

Thinus OppermanConcordia Primary

Constance StuurmanFraaisig Primary

26 teachers, 1124 learners

Michael KleynhansHornlee Primary

Mark MosdellKnysna High

Jury LouwKaratara Primary

Robert StokerKnysna Primary

Christopher StanderKnysna Secondary

Nicholas NjozelaPercy Mdala High

Richard LaveryRedlands Primary

1 teacher, 55 learners

John LevendalRuigtevlei Primary

Phillip RothmanSedgefield Primary

Leon SolomonsSunridge Primary

Siyabulela LukweThembelitsha Primary32 teachers, 1450 learners

Sammy WilliamsRheenendal Primary

Gail Thompson Was appointed to the Board in May 2017 and resigned in April 2018.

Merle FriedmanMerle has a PhD and is a registered Clinical Psychologist. She has served on local and international professional boards, associated with her specialisation in traumatic stress and resilience.