The 2023 Chronicle

In terms of Eduhelper development, the MCPT conducts workshops each term, which include curriculum training, pedagogical skills, personal leadership courses, IT training, job readiness and other empowering material. All our Eduhelpers are interviewed, screened and mentored to ensure that they are suitable and able to perform their roles with passion and conviction. The Eduhelpers are a key resource in our mission to improve instructional functionality and learning outcomes. As a result of the PPN policy, essential activities like reading classes, computer classes and sports have had to take a back seat to the curriculum. Our Eduhelper group becomes an essential link between the Community Partnerships Trust and each school, and adds value to the school principal when due diligence submissions and convening workshops are required. Through our training the Eduhelpers start to develop the skill and expertise needed to manage a class. They add great value to the schools they are placed in. Their efforts include resuscitating school libraries, ensuring children have access to reading material and that they attend a library session during school hours, thus closing gaps in the educational offering where they occur. They reduce the sometimes overwhelming load on teachers by taking classes; others run computer labs that help children learn how to use computers with confidence. Our Eduhelpers have formed authentic bonds with one another and rely on one another for best practices and assistance when they feel they are overwhelmed. We currently have 25 Eduhelpers placed in 11 of our footprint schools. Service to surrounding communities is an integral part of the learning journey for Michaelhouse boys. Through the MCPT the boys channel their service time towards valuable interventions in our school communities. Emphasis is placed on the boys’ time being focused on service needed by our footprint schools rather than it being a a tick-box exercise. Activities such as assisting with homework, reading, sports and art are encouraged. In 2023 each of our 10 Houses adopted a school, focusing on where value could be added. Founders enjoyed much success with service to Crystal Springs Primary this year. This is particularly owing to the dynamic leadership of Siyo Finiza and Stuart Neilson (B Block). Regular feedback from the principal, Mrs Ngubane, and Chris Mashimane was that the boys showed initiative and respect on every occasion. Boys assisted mainly with sport, including rugby skills and other exercises, as well as with ball skills for younger grades. Farfield adopted Asithuthuke. At the beginning of the year, we received a list of requirements that created service opportunities – these included help with sport as well as cultural/musical opportunities. Although we honoured the sport commitments, there were no boys willing to initiate or lead cultural requirements. Perhaps the directive was not specific enough. This could be a goal for next year, should it still be required. Farfield were particularly good in fundraising – namely the Project Champion: Akhona Sikhakhane 2. BOYS’ SERVICE: Adopt a school to assist with reading, homework, small maintenance jobs, sports, art, etc.

funds and donations raised by Sam Heath and friends, the lanterns and blankets by Seth Harie, and a euro crowdfund by Otto von Clear for an inverter and emergency lighting in the two dormitories. These initiatives went a very long way to meeting some of Asithuthuke’s most pressing needs. Under Peta Roberts’s leadership, Boys’ service has moved up a notch and become considerably more focused on adding real value to our partnership schools. In 2023 boys service has been particularly deliberate. Our hope is to develop this further in 2024.

Project Champion: Peta Roberts

3. MATHS PROGRAMME: Grade: 9, 10 and 12 Saturday revision; teacher capacitation.

Paul de Wet, who initiated the programme, writes: “Mathematics is an enabler of careers in science, technology and engineering. It is an excellent vehicle for teaching thinking. In 2021 only 35% of Grade 12s wrote the final Core Mathematics examination; only 20% passed, and only 5% passed with 60% or higher.” Paul, under the auspices of the MCPT, has set up Shaya Izibalo Mathematics Institute (Simi), which hosts in-person teaching and revision workshops for learners and their teachers. Each attendee receives a write-in workbook, which drives the teaching and learning, while ensuring engagement, coverage and efficiency. The workshops are available online to teachers and learners who can only participate remotely, allowing for scale and geographic reach. These workshops have been endorsed and promoted by the Department of Education. Paul’s ambition is to expand the programme nationally by developing its online functionality. Our other mathematics intervention programme is the Ligbron e-Learning System, supported by Edward Snell & Co. This has been introduced at Jabula and Shea O’Connor. The materials and equipment are delivered to the schools, and safety is ensured. Classes that take place are recorded and made available online, allowing remote access as well as the ability to recap when the need arises. 4. LITERACY (EVALUATION TEACHING): Capacitating Grade 4s with reading; Book Dash; Reading for Meaning; Smile Programme. At MCPT we wish to raise the funds for a literacy programme to be implemented in Grade 4 in our 10 primary schools. We have partnered with an NGO named A Better Africa for a remedial intervention with our Grade 4 learners. The Better Africa Foundation (registered in South Africa as Spell It Tutoring) initiated and launched the African Spelling Bee in 2016 in eight countries. The bee now involves more than 20 Anglophone countries and involves more than 20 million children participating in national competitions across the continent. A further 10 countries have been involved in setting up the Epelle Moi (French Spelling Bee) since 2020. Project Champion: Paul de Wet

The vision of the African Spelling Bee is to give every African

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