The 2025 Chronicle

OUR SCHOOLS 1. Asithuthuke Combined School 2. Jabula Combined School 3. Injoloba High School 4. Shea O’Connor Combined School 5. Eminyezaneni Secondary School 6. Dabulamanzi Combined School 7. Lions River Primary School 8. Dargle Primary School 9. Corrie Lynn Primary School 10. Silindile Primary School 11. Chrystal Springs Primary School 12. Nottingham Road Primary School 13. Isiphetho Sendezi Primary School 14. Sibonokuhle Primary School 15. Bruntville Primary School 16. Curry’s Post Primary School

The quality of matric passes in 2024 improved significantly, with a higher number of bachelor’s degree and diploma pass es being achieved. We would like to commend Injoloba, Shea O’Connor and Eminyezaneni for their significant improvement in pass rates. Shea O’Connor bagged a 100% pass rate for the second consecutive year. Injoloba and Jabula increased their pass rates by four and two percentage points, respectively. Dabulamanzi has faced many challenges over the past couple of years and this has been evident in the decline of its learn ers’ marks. The Department of Education has implemented a vigorous support programme for the school, and we as the MCPT have supported mathematics and business studies. We look for ward to more high-quality matric passes from the class of 2025. OUR MCPT MODEL Each of our 16 footprint schools (three secondary, three com bined and ten primary) has different circumstances. The mod el below reflects how we develop an understanding of each school, what its needs are and how the MCPT can add value. Sustainability is important to us, with both parties having skin in the game.”

NEEDS-SPECIFIC APPROACH • Per School • Per Leader

HIGH QUALITY PROFESSIONAL DEVELOPMENT & SUPPORT

HIGH IMPACT & PROVEN RESULTS

FOCUS: SCHOOL FUNCTIONALITY • Instruction • Infrastructure • Leadership

16 SCHOOLS

• Select • Evaluate • Benchmark

providing a sufficient number of skilled and motivated teach ers in our partnership schools. The Department of Education’s Post Provision Norms (PPN) policy is to appoint teaching per sonnel in a 1:32 ratio. However, this does not take into consid eration how the enrolment is spread between the grades. For example, at a primary school of 200 children from Grades R to 7, there will be seven teachers. This may result in multi-grad ing because of different grade sizes. Multi-grading compro mises the quality of content delivered because the teacher of a multi-grade class will need to split his or her attention between children from two or more grades. The Eduhelpers are placed in schools to mitigate such challenges, increasing the support provided to the teaching and administrative staff in schools. In return, the Eduhelpers gain valuable teaching experience. This initiative has played a significant part in im proving overall academic results. In terms of Eduhelper development, each term the MCPT con ducts workshops that cover curriculum training, pedagogical skills, personal leadership courses, IT training and job readi ness, as well as further empowering material. As a result of the PPN policy, essential activities like reading classes, computer classes and sports have taken a back seat to the official curriculum. Through our training our team of Eduhelpers are taught to facilitate and manage classes, but they add much more value than teaching alone. Their efforts include: resuscitating school libraries; ensuring that children have access to reading material, and have library sessions on

OUR 13 PROJECTS 1. Principal leadership development 2. Teacher support and training 3. Infrastructural maintenance and dignity 4. Educational technology 5. Improved learning outcomes 6. Career choices through Eduvelopment 7. Eduhelper teacher support programme 8. Transport subsidies 9. Literacy from Grade R to Grade 4 10. Primary healthcare – St Raphael’s 11. Early childhood development 12. Pure maths – SIMI 13. Arts, choir, theatre and sports competitions

EDUHELPERS Our Eduhelpers (educational helpers), young graduates who we employ on a basic stipend to supplement the existing staff and add value to the teaching functionality of our schools, are a key resource to delivering additional skills and being role models to our learners and staff alike. The demands on them are many as they fill several teaching and administrative gaps from one community school to another. This project is vital in

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