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HMMET Strategy

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HMMET Strategy

  1. 1. Hotazel Maganese Mines Education Trust PROPOSED STRATEGY
  2. 2. To guide the way forward from 2016 and beyond Proposed strategy is long-term (10 years)
  3. 3. History of the HllTAZEl MAEANESE MINES EIJIICATIIIN 2007 2011 NOVEMBER 2012 Eirst l strategy Empowerment deal introduced into the shareholding structure of Hotazel Maganese Mines, and contributed to the empowerment and upliftment of beneficiaries in accordance with the spirit and purpose of B- BBEE legislation The Hotazel Manganese Mine Education Trust (HMME T) was established to undertake and to complete projects for the educational upliftment of the Northern Cape, primarily for the benefit of residents in Joe Moro/ ong local municipality, and also for the residents of John Taolo Gaetswe district municipality. The Trust shall undertake and/ or support — in the discretion of the Trustees — educational projects, but with a specific focus in: - Mathematics, science and technology - Tertiary education in mining related fields of study including (without limitation) geology and mining engineering; and - Early childhood development approved. A four- phase intervention was agreed upon to have an impact at each educational level. This would have a cumulative impact on younger children starting out, as they would benefit at each stage along the educational path. The four stages are early childhood development (_ECD), primary education, secondary education and tertiary educaflon
  4. 4. History of the HIITAZEL MAEANESE MINES EDUCATION MAY 2015 SEPTEMBER 2015 OCTOBER 2015 DECEMBER 2015 In May.2.015 South32 ifnizii"‘é§. ".. "e°li%'ii‘isl'ili‘F. . Approval B. HP .3.’/ /"D. " requests review the HMMET strategy and 0f the Slmp/ /fled "5 HMME T to potential future options new P°"‘f°/ '°. bY resume its HMMET gfgjgrgtnlfigh developlnvent strategy quality assets to War create an independent b global _m_etals Rural _ K T; ’(‘; ’t’}fu°’ and m”7”79 s%'g‘3§e'" J7 Kuruman’and Company’ M0’ [0179 Representative Hotazel SOUZ‘/732. district of the Hotaze] Maganese Mine Site-visit representatives: HMME T Chairman - Advocate Themba Mathe; HMMET Trustee - Professor Peliwe Lolwana; Tshikululu Social Investment Specialist - Beatrice Watermeyer; and Tshikululu Infrastructure Manager - Sipho Mahlangu
  5. 5. Renfie‘w of the Only 2.2% of South Africa's population Unemployment rate: 41.7% and 35.5% living in 'relative‘ poverty Students outperformed South Africa's matric average with a pass rate of 76.4% (compared to 75. 8%) Many drop-outs (lack of value placed on education; poorly equipped to follow educational outcomes; drug and alcohol abuse; an economy that does not offer a wide variety of economic opportunites) Too few secondary learners, too few matriculants and too few tertiary opportunites for the vast land area - limiting the prospects for economic growth and the broader development of the province
  6. 6. B on i g I Population of ~231 000 Kuruman (head seat); Kathu; Hotazel; Mothibistad 40.2% of the District unemployed 60.2% of the District living below the poverty rate — second most deprived district in SA 125 primary schools and 50 secondary schools. The district was among the worst- performing districts in 2011 with only 51.1% passing matric. Significant interventions mean a 72.8% matric pass rate was reached in 2014. 8 Population of ~90 ooo Hotazel, Santoy, Van Zylsrus Mostly rural, with about 60% of it compromising virgin land surface 1/4 of local JMLM population above 20 years has no formal education and only 17.5% achieved Grade 12 6
  7. 7. Post-schooling 23 50 Illlllllc WET educational landscape Public °°'l°«‘1°5'°‘l“'l in South Africa llllllelsllles Wm‘ ‘°"°”" campuses = , . community colleges for "EEm: '0°l: ,'" Z8 million unskilled people and Emphyynyent gr did not attend TraInlng' or finish school have yet to he created # In 2013, the cabinet approved the White Paper for Post-school Education and Training- Building an Expanded Effective and Integrated Post-School System. It represents the government's thinking in the area of higher education and training and is in line with the country's key national policy documents including the National Development Plan, the New Growth Path, the Industrial Policy Action Plan and the draft Human Resource development Strategy for South Africa. ‘The DHET's highest priority is to strengthen and expand the public TVET colleges and turn them into attractive institutions of choice for school leavers. ‘
  8. 8. aiiiteistttt studies (N4 to N6) IIIHN TAl| lll EAETSEWE DISTRICT 3 and Engineering (N1 to N3) _ - Also offer NC(V) Environment level 23’ 4 Northern Cape Rara/ Tl/ ET/ (A THU cam/ ea; - NATED (Report 191)_ in Business Northern Ca e Rura/ ffi lSIt6J)j| eS (mm 6 Tl/ ET/ (U7? / I/IA/ V -Also offer NC(V) cam/ M; level 2,3, 4 NA TED (Report 191) programmes consist of theoretical studies at colleges and relevant practical application in work places. Engineering studies range from N1 — N6 while Business and Utility Studies range from N4 — N6. Students obtain a diploma (NQF level 5 onwards) NC( V) is a qualification at each of Levels 2, 3 and 4 of the NQF. Level 4 is equivalent to a matric. This qualification is designed to provide both the theory and practical aspects of the specific programmes. The practical component of study may be offered in a real workplace environment or in a simulated workplace environment. Both courses are delivered under the auspices of the Department of Higher Education and Training and quality assured by Umalusi.
  9. 9. industry is mining and ~» with this comes public sector industries. There is no agriculture Cannot underestimate the amount of good the mines have done _ in these areas. Have had a huge impact through SLP’s in: Kuruman falls out of the mines SLP . nnnn jnfnastrugturg radius and as such enjoys none of . Hnnnn the privileges of_Kathu and . wateranness However _ Hotaze| .lilanyminesshown - Dommunity infrastructure upgrades | lll9l_8Sl Ill | lW8Sl| _llg III llllllllfla_ll . jnnn, nnnnnn3 in shnnjs but g_iven thedeclining economic . ynnn njanning situation this IS no longer feasible. - Provision of housing - Skills development/ enterprise development/ bursaries No sprawling mass of informal settlements. Majority formal housing Distance between towns is enormous The main (almost only) I 1 _ . =
  10. 10. The mines carry out their V own bursary programmes lorengineering students at ' 4 University hut the majority ’ of students who can study lurtherchoose to go to the lfastudent passes grade | °°a""5t't"t'°"S W g 12, they are likely to “ continue passing at the IUCHI WEIPS ill thfl Kuruman campus of BUIITSBS the may my is my Placement into joh_s does not small and in had appear to he as difficult as’ _ condition previously thought - the TVET s However fit all studgntg dro£s- have their own placement WW aisfila 9 3" ro ramme which are fairl thflll take all NW at _th8 Kath" cam"? of the siliccfissful. llnce placed intg a W575 “tell are Velll llkfllll Rural T. V.ET '5 '" gm learnership students are virtually to dill]! out. ... they then _ Wlldltlqll ‘due t9 guaranteedajoh have nowhere to go interventions carried 01" “ll “'2'” Placement is dependent on the American and Sishen learnerships available and not due Iron lire Company to the lack of students passing
  11. 11. JT G DISTRICT SCHOOLS District seen much Q political and social tnnnnn and recently Teachers are overloaded sustained with work and s ycommunity t°3°”'l’°"3" ' boycotts.45ll °"’"°"'"'“ stu nt were notable 'tematric. Q Q Many schools are in incredibly rural areas Q nee ' tmatric pa in past 8 year . province’s ' tachiever came elTll. Many schools face extreme conditions. Examples of this include aving held the Annual ' nal Assessm fortwo years due to stri , having problems with learner transport and intermittent supplies of water.
  12. 12. gg Tshikululu has taken into account the history of HMMET, the context and key findings. Through this we have designed a strategy to maximize impact in the JTG District of the Northern tape. The strategy provides: - An ultimate impact statement ° Goal for the HMMET - llbjectives for the HMMET - Proposed activities for the HMMET - A theory of change Finally, approval will be requested from trustees
  13. 13. ‘. 'outh u_nemployme_nt is reduced in the lit: District — A‘ lDD% placement rate atthe Kuruman and llathu lTlET’s into learnerships in the JTG District
  14. 14. Aiil Dbjective 1: To strengthen and support secondary school students (Dr.8 - T2) in the JTD district to pass matric Dbjective 2: To give school leavers diverse options for high-quality post-schooling in the JTD District Dbjective 3: To influence businesses to create learnership opportunities
  15. 15. H M PROPOSED ACTIVITIES % TO SUPPORT OBJECTWES MET Oéject/ Ve - / {ct/ w’tr’e. ,r - Potentia/ partner; _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ ___l________________________________________ : - Applying a long-term systemic intervention to train Tosveisver and sun“ =2:id; :r3n: °,z’: J,£2:r: ens’? is glide 8 ' School 5- Applying a long-term systemic intervention to studgnts (FET part of thy; rempower teachers to want to teach, to want to be at - Programme to Improve Learning Outcomes (PILO) 5chm_3I c‘_mtm""m) "1 the E‘-S‘lqDl‘i'(r)eC)cIte; ;3grA(i)e[r)(/ 'en? ¢ergi/ ae’7i; ?i‘: ">Ci: focusing on students in dystnct -the current pipeline to pass Matric (particularly the _ Mine is Icore subjects of English and Mathematics) Education : - Grassroots intervention focusing on students in (ME) -the current pipeline to not drop-out by providing Imentorship around drugs, alcohol, teengage : pregnancy and life skills . :- Providing infrastructure and equipment upgrades -Tshikululu To give grade 12 learners no was so mar they can offer the besr in infrastructure a viable option for post- 'V°¢a“°"a’ training "‘a“a9°' : - Providing support for a high-quality, long-term - P0-St-SCh0°"n9 Sflhflfllillg in the : resource to work with TVE Ts to design and expert C_0|1SU| ’taf| t District -imp/ ement business strategies to offer diverse (SW55 SA - Institute/ JET) - Post-schooling expert consultant (Swiss SA Cooperative | nstituteIJ ET) To influflnce businesses to E - Providing support for a _resource_ to work with local create Ieame[sI1|p . businesses in the JTG district to increase/ start : offering learnerships to students Ivocational training. 5 CO0PeI'atiVe opportunities . 5
  16. 16. s t it t_ i If students in the John Taolo Gaetswe District pass matric and go to u TVET offering diverse options , they will be placed into learnerships and become employed KEY ’*SS”“”F’T'°”S Youth unemployment is ; ,,i. i:: ;t'§”s“gE, Td“§: :, :°; ‘,: ‘,‘, L§. ‘° reduced in the lit} District basis - Government buy-in _ _ , _ All students from the Kuruman and Kathu TVET’s go into learnerships in - That there is co-ordination withl the its District the local mines‘ Social and Labour Plan (SLP) activities ensuring increased success of . the programme Students pass N2 — N6 and qualify for a learnership - The local mines continue to operate for the totseeabte future Students go to a TVET offering diverse options _ P| |_O receiving sufficient and subjects pertaining to local industries matched funding from the Northern Cape Department of Basic Education Students pass matric (NSC) - PILO and MIE work together Students are supported in the secondary phase of the school continuum
  17. 17. gg - Despite the HMMET Trust Deed having a fairly broad focus Tshikululu believes HMMET should follow a narrow focus. As such, Tshikululu is requesting that trustees move away from the four-phase intervention strategy of HMMET — and to approve the new strategy as presented - The actual funding availability year-on-year will influence this strategy and needs to be clarified by trustees. Based on availability, it may only be possible to focus on some objectives rather than all of them. - A ten-year timeline to be established. Annual monitoring of progress towards the goal will take place, including the setting of milestones and revision of targets. This will aid in helping us adjust and revise the goals and objectives wherever necessary.

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