Setmu annual report 2017

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TABLE OF
CONTENTS
LIST OF TABLES
LIST OF FIGURES
LIST OF ACRONYMS
1. INTRODUCTION
2. THE ROLE OF SETMU: TRANSFORMATION OBJECTIVES
3. PROGRAMME PROFILES
3.1. TARGETING TALENT PROGRAMME
3.1.1. Description of Programme Objectives
3.1.2. Donors
4. TTP STATISTICS
4.1. RECRUITMENT IN 2017
4.1.1. BPSA EFT
4.1.2. Primedia
4.1.3. Standard Bank
4.2. ACTIVE LEARNERS
4.2.1. BPSA EFT Schools
4.2.2. IDC Schools
4.2.3. merSETA Schools
5. ACTIVITIES UNDERTAKEN BY THE TEAM
5.1. MARCH MATHEMATICS AND SCIENCE SUPPLEMENTATION CURRICULUM (MSSC) SESSION
5.1.1. Psychosocial Developmental Activities
5.2. JUNE RESIDENTIAL ACADEMIC ENRICHMENT CAMP (RAEC) 2017
5.2.1. Learner excursions
5.2.2. Extra-Curricular Programmes
5.2.3. Residence life and TTP Mentors
5.2.4. Celebration of Work
5.2.5. Careers Day
5.2.6. Graduation Ceremony
5.2.7. Educators Enrichment Workshop
5.3. OCTOBER MATHEMATICS AND SCIENCE SUPPLEMENTATION CURRICULUM (MSSC) SESSION
5.3.1. Psycho-social Developmental Activities
5.3.2. Standard Bank Launch
6. SETMU PROGRAMME TRACKING
6.1. TTP TRACKING
6.1.1. TTP Graduates who are working
6.1.2. TTP Grduates who are studying
7. UPCOMING SETMU EVENTS IN 2018
8. APPENDIX 1

SETMU ANNUAL REPORT 20172
LIST OF TABLES
LIST OF FIGURES
Figure 1: Percentage breakdown of the mentors for 2017
Figure 2: Mentor studies breakdown per faculty
Figure 3: Gender distribution of male and female TTP mentors (July RAEC 2017)
Figure 4: Higher education & Graduation success rate for 2017 tracked TTP participants
Figure 5: Number of students enrolled in various faculties of choice for all cohorts
Figure 6: 2016 TTP graduates cohort’s activities for 2017
Figure 7: TTP 2016 cohort top 5 faculties of study in 2017
Table 1: TTP Donor Profile since inception
Table 2: BPSA EFT Recruited learners according to cohort
Table 3: Breakdown of recruited learners per school and province
Table 4: Learners recruited by PRIMEDIA per school and province
Table 6: BPSA EFT-funded active learners in 2017
Table 7: IDC-funded leaners active in 2017
Table 8: merSETA-funded learners active in 2017
Table 9: BPSA EFT funded educators who attended the Educators Enrichment Programme
Table 10: Standard Bank funded educators who attended the Educators Enrichment Programme
Table 11: PRIMEDIA funded educators who attended the Educators Enrichment Programme
Table 12: merSETA funded educators who attended the Educators Enrichment Programme
Table 13: Breakdown of TTP Graduates who are currently Working
Table 14: TTP 2016 cohort’s faculties of study in 2017
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LIST OF
ACRONYMS
BPSA EFT BP South Africa Education Foundation Trust
DST Department of Science and Technology
IDC Industrial Development Corporation
merSETA Manufacturing, Engineering and Related Services SETA
SANRAL South African National Roads Agency Ltd
STEM Science, Technology, Engineering and Mathematics
SETMU Student Equity and Talent Management Unit
TTP Targeting Talent Programme
Wits University of the Witwatersrand

INTRODUCTION
T
he Student Equity and Talent
Management Unit’s (SETMU) Annual
Report is intended to provide a broad
overview of the activities undertaken
by the Unit during the 2017 academic year.
In the ten years of implementation, SETMU
has noted that transformation and transitions
are often difficult for learners when they start
the programme in grade ten. Furthermore,
the transition from high school to university
is no exception, and neither is the journey
currently being made within the South
African higher education sector, to transform
universities into dynamic institutions that
recognize and value diversity, and are
committed towards addressing the legacy
and the impact of a national history scarred
by inequality and oppression. The space,
dynamics and needs of the University
ultimately reflect and echo those of the
society in which it is located. For this reason
it is crucial that the University implement
programmes which not only contribute to
the efforts made to achieve Transformation
in the academy, and in industry, but also,
very importantly, to communities, especially
those disadvantaged by the country’s
legacy of inequality (Dr Kendall Petersen
Manager: Diversity, Ethics and Social Justice
Transformation and Employment Equity
Office University of the Witwatersrand).
The Targeting Talent (TTP) programme is
a response to the South African legacy of
inequality, as it allows for a greater sense
of accessibility and adjustment for learners
who participate in the programme.
The annual report will provide an update on
2017 activities including provincial visits in the
form of family workshops in four provinces
in South Africa (Gauteng, Mpumalanga,
Limpopo and North West), the March/
April and September/October Maths and
Science Supplementation Camps (MSSC);
the June Residential Academic Enrichment
Curriculum (RAEC) session; and the Annual
Educators Enrichment Workshop.
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FORWARD: TTP JULY CONTACT SESSION
Professor Andrew Crouch
It is a pleasure for me to welcome you all on
behalf of the University of the Witwatersrand.
It’s always an honour for me to welcome the
learners. I also want to say a word of welcome
to our funders, and on behalf of the University
to the BP representative, Standard Bank and
IDC as well as other funders. Thank you very
much for your continuous support to what is
regarded as a major investment into the youth
of our country and the future of our country.
The private sector will be beneficiaries of
this investment, so please convey that to the
various boards and trusts that are supporting
this initiative.
To my colleagues at SETMU who are
supporting this initiative, thank you very much
for your commitment.
To the teachers who have sacrificed their
holidays and their well-deserved rest, thank
you for investing in your own professional
development and also the future of our country.
The Targeting Talent Programme has been
in existence for more than ten years. Around
ten years ago, the first cohort of learners were
taken in this programme which started as a
pre university programme sponsored by the
Goldman Sacks Foundation and the Telkom
foundation. The programme has grown to
almost a thousand learners at its peak some
year or two ago, although we have about
600 in the 2017 cohort. The TTP programme
recruits top performing learners in maths and
science so those who are selected are but a
few out of virtually thousands of other learners
who are looking for an opportunity to come to
a university like Wits and other universities.
The programme is meant to supplement
and to enrich learners whilst simultaneously
involving the educators/teacher within the
maths and science environments. There are
also family workshops in the various districts
and schools and the TTP participation there is
in giving feedback to what has been done and
to share some of the successful stories of this
programme.
So to the class of 2017 what does TTP or
Targeting Talent mean to you? If we look at
what is happening around us today, we find
ourselves in a world of uncertainty, where in
South Africa we face an uncertain political
future, where our economy is burdened by
the weight of slow growth, unemployment
and high interest rate, where students for the
past two years have been fighting for free
education that was promised 20 years ago.
We also see mass migration of people not only
on the African continent, but also in places
such as the Middle East and in other parts
of the world. We also see images of poverty,
war and suffering which are blazed across our
television screens and on other media.
So where does it leave us as a country?
Should we lose hope for the future? I’m not so
pessimistic, in fact I am highly optimistic when
I see the bright faces of young people around
me. It reminds me of the many successes of
the past 10 years, how the lives of many have
been changed by the TTP programme.
There are many role models which have
been developed through this programme
and other similar programmes worldwide.
All the successes have been characterised
by people who have shown endurance, who
have not given up on their dreams despite all
the challenges they faced. All the successes
have been characterised by people who have
persevered against all the odds. May your
journey also be characterised by the same
qualities.
I wish the class of 2017 well with their journey
to success. May all of you make a significant
difference in your own lives and the lives of
others, thereby contributing to the success of
your communities and this country.

T
he University of the Witwatersrand
(WITS) has stated, in its admission
policy, that it aims not only to
increase the numbers of enrolled
students but seeks ways to ensure that those
who gain access have equal opportunities to
succeed (Admissions Policy: S2003/1714A).
The policy also recognises that ‘poverty,
prejudice and under-resourced teaching
and learning environments in some schools,
militate against easy access to University
and provide obstacles to achievement in the
early years of training, while the dominance
of English as the sole tertiary language of
instruction disadvantages second-language
English learners’.
In response to the challenges above, the
Student Equity and Talent Management
Unit (SETMU) has been tasked with the
responsibility of developing interventions
that will increase access to higher education,
to encourage and support studies in
the fields of Science, Engineering, and
Technology (SET), and to contribute to equity
and transformation in higher education.
SETMU seeks to identify and build on
existing academic talents among young
people and facilitate access to University for
high potential learners. However, purposely
facilitating University readiness has become
an important focus for the Unit in order to
improve the preparedness of students for
University studies and University life.
THE ROLE OF SETMU:
TRANSFORMATION OBJECTIVES
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S
ETMU implements programmes
which seek to prepare young
South Africans, both academically
and psychosocially, for University
life. During the academic year of 2017,
SETMU ran a programme that enables
University readiness and access, and that
also facilitates success in University. The
Targeting Talent Programme (TTP) facilitates
access to University, with a significant focus
on University readiness. The Student Equity
projects make a significant contribution
to the University’s progress on national
priorities and they assist in achieving goals
and objectives that are consistent with
national priorities as outlined in the National
Development Plan.
3.1. TARGETING TALENT PROGRAMME (TTP)
The significant single factor preventing
learners from entering higher education,
or succeeding if they do manage to enter,
is academic preparedness. While other
contributing factors such as the families’
financial status, and/or subject choice do
play a role, it is the competency level in key
subjects and orientations towards studies
that directly influence the success of learners.
Exacerbating this problem is the fact that
Universities tend to draw from a limited pool
of (mostly urban) feeder schools, failing to
draw on the talent and potential that lies in
the larger population.
The TTP seeks to address these issues by
identifying academically talented learners
from a broad range of schools across the
country. The programme currently (2017) in
its eleventh year of implementation is a pre-
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PROGRAMME
PROFILES

university enrichment programme which
aims to increase the academic, social and
psychological preparation of academically
talented learners from both well-resourced
and socio-economically disadvantaged
backgrounds for admission to South African
Universities. High school learners from
Grades 10 and 11 are selected from various
schools across South Africa to attend the
programme until their final Grade 12 year in
school.
The learners participate in three contact
sessions per year, with the exception of
grade 12 learners who attend only two
sessions in their final year of TTP due
to their matriculation examinations and
grade 10 learners only join in June. Two of
these contact sessions focus on academic
supplementation with the second contact
session focusing on academic, psychological
and social enrichment.
Academic enrichment is gained through
lectures pertaining to Mathematics, Science
and Research, amongst other subjects.
This involves deep-immersion tuition by top
quality University lecturers and exposure
to academic and student role models from
SET fields of study. Furthermore, the contact
sessions aim to focus on the personal
development of learners through their
involvement in a range of social activities.
This is achieved through the inclusion of
activities such as modern dance (hip-hop),
music appreciation, preparation of a closing
function presentation and writing TTP
newsletter articles. Furthermore, learners
partake in a wide variety of sporting activities.
Over the years, SETMU has been shifting
its focus to facilitate University readiness
in order to ensure that TTP graduates are
able to cope with University, not only in
terms of their academics but also in terms
of their psychosocial development. This
shift is evident in statistics, which have
shown a decrease in TTP alumni (studying
at Wits) dropouts from the 2009 cohort to
the 2016 cohort. Irrefutably, this shows that
of the students who participated in the TTP,
there has been a decrease in the number of
students repeating their first year of study;
a decrease in the number moving from one
faculty to another, and a decrease in the
number of excluded students. This means
that there will be an improvement in the
success rates of the current cohorts, more
especially with a higher number of students
completing in minimum time.
In addition to enhancing learners’ University
readiness, SETMU also provides an annual
professional development programme for
Maths and Science educators from the
selected schools which provides support
for the teachers of learners enrolled in the
programme, thereby ensuring continuity
and mentoring of the cohort and their larger
schooling community.
3.1.1. Description of Programme
Objectives
The programme provides the following
activities:
• The identification of partnering schools
with learners of high potential at least
three years prior to leaving school, at a
time when subject choices for Matric are
made;
• A residential, on-campus programme of
deep-immersion enrichment in Maths,
Science and language, designed to
develop both the cognitive skills and
dispositional attributes required for
University-level study;
• The provision of appropriate interventions
at school level to build the capacity of
learners and teachers, particularly in
Maths, Science and English competency;
• The provision of teacher support activities
that will enable them to understand the

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nature of transition to higher education,
so that they are empowered to teach
and assess in ways that facilitate this
access; assisting learners with life skills
development and career choices; and
• Involving families, schools and
communities in supporting the
commitment to success.
The programme is consequently designed to
provide learners with the following strengths,
which have been shown to underpin
successful performance at University:
• Confidence in the use of information
technology and thus in information
• Literacy – such as the ability to use a
library;
• The capacity for time management and
self-directed learning;
• Understanding of the University
teaching and learning environment
and its conventions – that is, have
epistemological access to the academic
practice of a University;
• Sound interpersonal and psychological
skills and support; and
• A clear sense of purpose and self-
efficacy, an adequate grounding in
English, Mathematics and Science where
appropriate.
Unlike many other programmes, TTP
does not focus on remedial activities, or
on performance improvement projects for
underperforming schools. The TTP is unique
because it seeks to focus on high-performing
youth demonstrating academic potential in
both well-resourced and under-resourced
schools. This refers to young youth who
are economically disadvantaged, but who
are managing to beat the odds through the
support of a committed school community.
3.1.2. Donors
The TTP was successfully launched in 2007,
with a cohort of 267 Grade 10 learners
and their teachers. The learners and
teachers were from 41 schools across three
provinces; namely, Gauteng, Limpopo and
Mpumalanga, funded by Goldman Sachs
and the Telkom Foundation. For the 2010
intake, the TTP was jointly funded by Beyond
Petroleum South Africa (Pty) (BP SA) and the
South African National Roads Agency (Pty)
(SANRAL) for the period, 2010-2012. A total
of 191 learners from three provinces namely
Gauteng, Limpopo and Mpumalanga were
selected to participate in the programme.
The Department of Science and Technology
(DST) commenced their funding period from
2011 to 2016; DST has funded 830 learners
in the programme. In the year 2013, both
BPSA EFT & SANRAL commenced funding
of two separate cohorts. The Industrial
Development Corporation (IDC) commenced
their funding for the TTP in 2011 with 21
learners from Limpopo. In 2015, the IDC
re-invested in the programme and funded
47 learners from eight provinces (excluding
Western Cape). In 2016 a new donor, the
Manufacturing, Engineering and Related
Services SETA (merSETA) came on board,
funding 23 learners who were selected from
Limpopo and Gauteng. In 2017, PRIMEDIA,
a new donor funded a new cohort of 19
learners who were selected from Gauteng;
and Standard Bank funded a new cohort
of 50 learners selected from North West,
Mpumalanga and Free State. In addition,
4831
educators have participated in the
Educators Enrichment Workshop from 2007
to 2017. Table 1 below shows the donor
profile since the inception of TTP.
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This number does not include the 2010 and 2011 academic years as there
are no records available.

Previous Donors
No. of Learners
completed
Year Cycle
Goldman Sachs and the Telkom Foundation 267 2007-2009
British Petroleum South Africa (Pty) (BPSA) and South
African National Road Agency Limited (SANRAL) (jointly
funded cohort)
191 2010-2012
Limpopo Department of Education (LDE) 94 2010-2012
Industrial Development Corporation (IDC) 21 2011-2013
BP South Africa Education Foundation Trust (BPSA EFT) 466 2013-2016
SANRAL- Reinvested 49 2015-2015
Department of Science and Technology (DST) 830 2011-2016
TOTAL NUMBER COMPLETED 1918
Current Donors
No. of Current
Learners
Year Cycle
Industrial Development Corporation (IDC)- Reinvested 47 2014-2017
Manufacturing, Engineering and Related Services SETA
(merSETA)
23 2016-2018
BP South Africa Education Foundation Trust (BPSA EFT)
- Reinvested
529 2016-2018
PRIMEDIA 19 2017-2019
Standard Bank 50 2017-2019
TOTAL NUMBER SELECTED 668
Table 1: TTP Donor Profile since inception
Through the BPSA Education Foundation Trust, BPSA
contributes in meaningful and sustainable ways to enhance
the standard of living and improve the wellbeing of previously
disadvantaged, specifically black women and people with
disabilities, through education and skills development. This
aligns with BPSA’s existing Community Social Investment (CSI),
as well as Skills Development programme. Within the Skills
Development programme, BPSA has established a progressive
partnership with Wits on TTP and is investing R105 million over
five years with R15 million spent in 2014 alone to enrich the
lives of just under 1,000 students.
DONOR PROFILES
BP South Africa Education Foundation Trust (BP SA EFT)

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Industrial Development Corporation
(IDC)
The IDC has committed to contributing to the improvement
of the quality of life for communities specifically in rural and
underdeveloped areas. The majority of the IDC’s CSI budget
supports education; focusing specifically on basic education,
skills development and bursary support. The IDC aims to
address skills shortages in STEM by supporting government’s
Standard Bank
Standard Bank has committed itself to achieving and sustaining
a positive social developmental of the communities it operates
in. They are committed to participating in various community
interventions Education being one of their priorities. TTP has
had the privilege to partner with Standard Bank through the
involvement of the new recruited cohort of 50 learners who this
year and will graduate in 2019
PRIMEDIA
PRIMEDIA believes that it cannot do good business in an
environment without making a social Impact that lives a positive
mark for those communities it serves under. They have invested
their time and resources to empower young academically talented
students to access University through their foundation that is
committed to making South Africa better.
merSETA
Leaders in closing the skills gap. To increase access to high
quality and relevant skills development and training opportunities
in order to reduce inequalities and unemployment and to promote
employability and participation in the economy. The merSETA
like all other SETAs play a central role in making sure that the
National Skills Development Strategy (NSDS) is fulfilled.

TTP STATISTICS
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Cohort 8 and 9 only started their first contact session in the July RAEC session
4.1. RECRUITMENT IN 2017
OF NEW LEARNERS
In 2017, the TTP recruited 272 learners to be
a part of the programme. These learners were
recruited under three donors, BPSA EFT, a
TTP stakeholder for several years, and two
new donors, PRIMEDIA and Standard Bank.
BPSA EFT sponsored two new cohorts,
learners who were in grade 10 and 11,
PRIMEDIA sponsored its first cohort of grade
10 learners and Standard Bank sponsored its
first cohort of grade 10 learners. The tables
below show the schools impacted by the
programme and as per donor
4.1.1. BPSA EFT
BPSA EFT recruited 100 grade 10 new
learners and 103 grade 11 new learners.
Table 2 below shows the cohort and grade
breakdown for the new BPSA EFT recruited
learners. The schools impacted through their
involvement in the TTP are listed in table 3
below.
Cohort Grade 10 Grade 11 Total
Cohort 8 100 100
Cohort 9 103 103
Total 100 103 203
Table 2: BPSA EFT Recruited learners according to cohort2
The new cohorts for BPSA EFT were recruited
from 21 schools in three provinces; namely,
Gauteng, Limpopo and Mpumalanga. The
majority of the learners were recruited from
Limpopo namely 99/203.

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Grade per School Gauteng Limpopo Mpumalanga Total
Dendron Secondary School
Grade 10 10 10
Grade 11 10 10
Total 20 20
Derek Kobe Senior Secondary School
Grade 10 10 10
Grade 11 2 2
Total 12 12
Glen Cowie Secondary School
Grade 10 10 10
Grade 11 6 6
Total 16 16
Highveld Secondary School
Grade 11 4 4
Total 4 4
Hluvuka High School
Grade 11 3 3
Total 3 3
Jane Furse Comprehensive High School
Grade 10 7 7
Total 7 7
John ORR Technical High School
Grade 10 3 3
Total 3 3
Kliptown Secondary
Grade 10 10 10
Grade11 6 6
Total 16 16
Mbilwi Secondary School
Grade 10 10 10
Total 10 10
Mjokwane High School
Grade 11 6 6
Total 6 6
Mmametlhake Secondary School
Grade 11 10 10
Total 10 10

Motse Maria High School
Grade 10 8 8
Grade11 6 6
Total 14 14
Mphaphuli High School
Grade 10 4 4
Grade 11 3 3
Total 7 7
Njeyeza Secondary School
Grade11 3 3
Total 3 3
Pretoria Central High School
Grade 10 6 6
Grade 11 7 7
Total 13 13
Pax College
Grade 11 8 8
Total 8 8
Reitumetse High School
Grade 10 7 7
Grade 11 5 5
Total 12 12
Sir John Adamson High School
Grade11 9 9
Total 9 9
Sitintile Secondary High School
Grade 10 4 4
Total 4 4
Tshebela High School
Grade 10 3 3
Grade11 5 5
Total 8 8
University of Johannesburg Metropolitan Academy
Grade 10 8 8
Grade11 10 10
Total 8 8
Total 71 105 27 203

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4.1.2. PRIMEDIA
PRIMEDIA recruited a total of 19 grade 10 new leaners. These learners were recruited from the
Gauteng Province
School Gauteng Total
Boitshepo Secondary School 1 1
Sir John Adamson High School 9 9
Unity Secondary School 5 5
University of Johannesburg Metropolitan Academy 4 4
Total 19 19
Table 4: Learners recruited by PRIMEDIA per school and province
4.1.3. Standard Bank
Standard Bank recruited a total of 50 grade 10 new learners. These learners were recruited
from the Free State, North West and Mpumalanga.
Grade per School Free-State North West Mpumalanga Total
Greenville High School
Grade 10 8 8
Total 8 8
Highveld Secondary School
Grade 10 5 5
Total 5 5
Khamane Secondary School
Grade 10 10 10
Total 10 10
Suikerland Secondary School
Grade 10 10 10
Total 10 10
Tigerkloof Combined School
Grade 10 7 7
Total 7 7
Welkom High School
Grade 10 10 10
Total 10 10
Total 10 15 25 50
Table 5: Breakdown of recruited learners per school & province

4.2. ACTIVE LEARNERS
The table below highlights the feeder schools that form part of the TTP and are both donor and
cohort specific. These tables reflect the numbers of learners who were active in the programme
from the beginning of 2017, excluding the newly recruited learners who were recruited within
the course of the year.
4.2.1. BPSA EFT Schools
In 2017, BPSA EFT funded 321 learners from 23 schools across the provinces (Gauteng, Limpopo,
Mpumalanga). The majority of the BPSA EFT-funded learners were from five schools, namely
Dendron Secondary School with 29 learners, followed by Njeyeza Secondary School with 25
learners, Glen Cowie Secondary School with 24 learners, and Derek Kobe Senior Secondary
School with 24 learners and St Brendan’s Catholic Secondary School with 23 learners.
Schools Province C53
C6 C73
Total
Allen Glen High School Gauteng 3 3
Dendron Secondary School Limpopo 5 9 15 29
Derek Kobe Senior Secondary School Limpopo 5 10 9 24
Dlomodlomo Secondary School Mpumalanga 2 2
Giyani High School Limpopo 5 6 6 17
Glen Cowie Secondary School Limpopo 4 10 10 24
Harry Oppenheimer Agricultural High School Limpopo 10 7 17
Jane Furse Comprehensive High School Limpopo 8 8
Kliptown Secondary Gauteng 5 3 8
Mbilwi Secondary School Limpopo 5 5 4 14
Mjokwane High School Mpumalanga 4 4
Mmametlhake Secondary School Mpumalanga 5 8 13
Mondeor High School Gauteng 4 7 11
Motse Maria Secondary School Limpopo 4 10 8 22
Njeyeza Secondary School Mpumalanga 5 10 10 25
Pretoria Central High School Gauteng 5 5
Silver Oaks Secondary school Gauteng 4 4
Sir John Adamson High School Gauteng 6 8 3 17
Sitintile Secondary High School Mpumalanga 10 5 15
St Brendan’s Catholic Secondary School Limpopo 4 10 9 23
St Matthews Private Secondary School Gauteng 4 4
Tshikevha Christian School Limpopo 4 10 14
University of Johannesburg Metropolitan
Academy (UJMA)
Gauteng 5 4 9 18
Total 72 147 102 321
Table 6: BPSA EFT- funded active learners in 2017
3
This cohort exited the programme after the July RAEC 2017 when the new cohorts (8 and 9) joined

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4.2.2. IDC Schools
In 2017 the IDC was funding 47 learners from 17 schools across 8 provinces (Eastern Cape,
Free State, Gauteng, KwaZulu-Natal, Limpopo, Mpumalanga, the North West and the Northern
Cape). The majority of the learners were from Bizimali Secondary School, Glen Cowie Secondary
School and Makhosana Manzini High School, each with 5 learners.
Schools Province C24
Bizimali Secondary School KwaZulu-Natal 5
Boithaopo High School North West 3
Glen Cowie Secondary School Limpopo 5
Kgabareng High School Free State 2
Kgomotso High School Northern Cape 4
Lehlasedi High School Mpumalanga 2
Makhosana Manzini High School Mpumalanga 4
Mariazell High School Eastern Cape 1
Monwabisi High School Northern Cape 2
Moses Maren Technical College Gauteng 1
Ngwathe Secondary School Free State 2
Phagamang High School Limpopo 4
Setswakgosing Secondary School North West 3
Tholang Senior Secondary School Eastern Cape 4
Tshivhase Secondary School Limpopo 1
Welabasha High School KwaZulu-Natal 2
Zikhethele Secondary School Gauteng 2
Total 47
Table 7: IDC-funded leaners active in 2017
4
These learners exited the programme in the July RAEC contact session 2017
4.2.3. merSETA Schools
merSETA funded 23 returning Grade 11 learners in 2017. These learners came from two
provinces, namely Gauteng and Limpopo and four schools.
School Province C1
Capricorn High School Limpopo 8
Frans Du Toit High School Limpopo 8
Kutama High School Limpopo 4
St Ansgars Christian School Gauteng 3
Total 23
Table 8: merSETA-funded learners active in 2017

ACTIVITIES
UNDERTAKEN BY THE TEAM
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T
he SETMU Team implemented three
TTP contact sessions in 2017: the
two Extra Mathematics and Science
Supplementation Curriculum Sessions in
April and September/October and the Residential
Academic Enrichment Curriculum Session in July.

June/July RAEC
• Two week residential
• Enrichment of school curriculum
• Pyschosocial inclusion in the programme
October MSSC
• One week residential
• Supplementation of the school based curriculum
• deals with curriculum problems faced at schools
March/April MSSC
• One week residential
• Supplementationoftheschoolbasedcurriculum
• addresses with curriculum problems faced at
schools
19
Concurrent with the June/July RAEC camp,
the SETMU team hosts an annual Educators
Enrichment workshop. Maths and Science
educators from the TTP feeder schools
are invited to participate in a development
programme.

6 May 2017 | Limpopo Family workshop
The team also conducted family and community workshops which are intended
to inform parents/guardians, learners and other stakeholders (including
educators and principals) about the programme.
27 May 2017 | Mpumalanga Family workshop
16 September 2017 | North West (Rustenburg)
Family workshop
Gauteng Family workshop | 13 May 2017
North West (Vryburg) Family workshop | 9 Sept 2017
The family workshops provide the SETMU team with a chance to engage with the parents/
guardians, educators and principals and other stakeholders, as well as engage with newly
selected learners to participate in the programme. It enables the SETMU team to enrich its
relationships with its stakeholders who are actively involved in the program.

21
5.1. APRIL MATHEMATICS AND SCIENCE
SUPPLEMENTATION CURRICULUM (MSSC) 2017
The April MSSC took place between the 4th
to the 10th April 2017, at the Birchwood Hotel
and Conference Centre, Boksburg, Gauteng.
In total 323 grade 11 and 12 learners were
funded by BP South Africa Education
Foundation Trust (BPSA (Pty Ltd) EFT).The
Industrial Development Corporation (IDC)
funded 48 learners and the Manufacturing,
Engineering and Related Services SETA
(merSETA) funded 23 learners
The main objectives of the MSSC include:
• Reinforcing the content learnt at school;
• Teaching learners new content not
covered in the school curriculum
• Helping learners prepare for examinations.
In addition to the above, all learners attended
several Psycho-Social Development
Workshop sessions which included a vision
board session, the Amazing Race, a “In the
life of a teenager” session and an Alumni
Talk.

5.1.1. Psychosocial Developmental Activities
TTP ALUMNI TALK
The TTP Alumni Talk was targeted
towards both the Grade 11 and 12
TTP learners. The aim of this session
was to expose the learners to individuals
studying and/ or working within different
industries. These individuals included
those who had been a part of the TTP
as a learner and/ or mentor. The learners
thus had the opportunity to ask questions
about the career path in which they may
be interested.
“I have learned new things and hidden
careers. I was motivated to change my
views in my life and see life in a positive
and new way.”
“I was exposed to more occupations and
I was told more on their requirements
and mostly important, the fact that I must
follow my passion”
LIFE OF A TEENAGER GROUP
DISCUSSION
The “In the Life of a Teenager” session
was aimed at getting the learners
to converse about issues that they
themselves as teenagers have to face
on a daily basis. The session focused on
exposing the learners to different views
and the different perspectives that people
come with.
“It was nice listening to real life stories of
what is happening in our country especially
to our peers (people our age).”
“It taught me not to do what my
friends do.”

23
VISION BOARD
Learners were encouraged to
reflect and visualise their goals in
order to ensure that they are more
tangible. Learners were given boards,
stationery and a variety of magazines
and newspaper. Learners were advised
to search for clippings and pictures that
would best describe and reflect their
dreams and goals for the next three to five
year period of their lives. Once learners
had completed the exercise some
learners chose to share their experiences
with the rest of the group.
“It was helpful in putting my plans into
perspective or the future.”
“Now I have a full vision about what
I want to do about my life.”
AMAZING RACE
The purpose of the amazing race was
to create a safe space for competition
for learners as well as exposing them
to working in a team to solve problems
similar to those they were learning about
during their contact session in class
such as Science and mathematics, and
provided some physical activity in the
form of running.
“It demonstrated that good feeling of
teamwork and accomplishing things
together.”
“It was fun, we got to work as a team
and it wasn’t about winning.”

5.2. JULY RESIDENTIAL ACADEMIC ENRICHMENT CAMP
(RAEC) 2017
The July Residential Academic Enrichment
Curriculum (RAEC) Session is a student-
centred programme that targets individual
learners rather than classrooms or schools.
The aim is not to impact on a school’s
existing curriculum or teaching practices, but
rather to supplement and extend a learner’s
weekday curricular and extra-curricular
experiences. In keeping with the above, the
aim of the June enrichment camp was to:
assist learners
in reinforcing the
content learnt at
school
to teach learners
new content
not covered in
school
instill a good
work ethic of
studying
and to motivate
and prepare learners
to navigate University
The 2017 July RAEC session took place
from the 08th to the 22nd
of July 2017, at
the University of the Witwatersrand, Main
Campus, in Johannesburg. A total number
of 656 learners attended the June/July
RAEC session which included learners from
grade 10, 11 and 12 learners. The learners
were funded by BPSA EFT, IDC, Standard
Bank and merSETA attended the July RAEC.
The July RAEC offers a deep simulation of
University life as learners reside at the Wits
University residences for the duration of two
weeks. This residential component forms a
vital aspect of the social and psychological
preparation of learners to access Higher
Education opportunities.
1 2
3 4

25
1
2
3
4
5
The residential component of the TTP /July contact session serves to benefit the learners in
the following ways:
To increase the learners’ familiarity with University residences and systems
To assist in the personal growth of the learners through the development of their
social and communication skills and friendships which are primarily formed when
learners have the opportunity to interact with others from different backgrounds
(i.e. different races, religions and statuses) after classes (i.e. at the residences)
Tofosterindependence,respectandtolerancetowardsothers,thusdeveloping
the learners’ social and psychological skill set which subsequently forms a
vital aspect in university and the working world
Living on campus allows the learners an opportunity to “interact with peers
and faculty members” resulting in increased positivity regarding their studies
through the “greater personal growth and development” (Kuh, Kinzie, Buckley,
Bridges & Hayek, 2006, p.53)
A Learner’s anxiety towards attending a tertiary institution ultimately results
in the learners having to step out of their comfort zones which may create
lifestyle challenges.. Therefore, the residential component serves to alleviate
learners’ anxiety through exposure from an early age.

In addition, due to the nature of the
programme and long hours of each day, the
residential component serves to safeguard
the learners from daily travel thus limiting the
risk to learners (learners would most likely
leave the campus at 9 pm). It is not advisable
for learners to travel daily as it would increase
the risk management of the programme and
would undermine the psychosocial benefit
of the programme. The July RAEC session
is more than an academically based camp;
it is a holistic experience that brings learners
from all walks of life together through music,
dance and sports after exhaustive days
of learning. A brief explanation of other
components that are involved in the July
RAEC session is provided below:
The 2017 July RAEC session
kicked off with the annual welcome dinner,
held at the Wits Main Dining Hall on East
campus. The purpose of the welcome dinner
is to formally welcome the new and returning
TTP learners to the July contact session as well
as the educators to the enrichment programme.
The speakers for the dinner, among others,
included the Director of SETMU, the Deputy
Vice Chancellor: of Academics, a guest speaker,
TTP alumni and several learners talking about
their past TTP experiences. The Main Dining Hall
was filled with eager and excited faces, as the
learners got a taste of what to expect over the
following two weeks of the July RAEC Session.

27
5.2.1. Learner excursions
Learners attended grade-specific activities which included the following: Apartheid museum
for the grade 10 learners, a careers day hosted by the Unit for the grade 11 learners and the
Cradle of Humankind in Maropeng, the BP fuel technology centre, the Adler and Hunterian
Anatomy Museum, Transnet and Sci-Bono for the grade 12 learners. The learner excursions
are aimed at educating and exposing the learners to sites they have never had the opportunity
of visiting, as well allowing the learners to have a fun and relaxing time away from their hectic
day-to-day routine of the July RAEC session.
Apartheid Museum:
The objective of the excursion included: To
learn about historic South African struggle
and the struggle for freedom. It focuses on the
notorious system of racial discrimination that
became synonymous with South Africa from
1948 (when the white-minority was voted into
power) until 1994, the year in which the country
held its first fully democratic elections. Grade
10 learners were accompanied by their mentors
and a few SETMU staff for this excursion so that
they could be educated on the history of their
country and the important figures that stood up
against those injustices.
Careers Day:
The annual TTP Careers Day event is hosted
for the Grade 11 learners during the July
Residential Academic Enrichment Camp, held at
the University of the Witwatersrand. This event
provided the learners with important information
about the various fields of study offered by the
five faculties of the University, the admission
requirements for different degrees, and both
internal and external financial aid opportunities.
This year, the Careers Day was held on Thursday
20th July 2017, for all Grade 11 learners (273) at
the FNB Building on West Campus.

BP Fuel Technology Centre:
The aim of this excursion was to expose
grade 12 learners to a different field of study
especially chemistry and engineering. BPSA
exposed the learners to the functionality of
car engines, the work of a chemist in the lab.
They also showed how to test the quality of
their products. They showed the kind of work
involved in the production of petrol, and all the
necessary process involved at BP Fuel at large.
Adler and Hunterian Museums:
The aim of the excursion to the Adler and
Hunterian Museum was to provide grade 12
learners, who are interested in pursuing a
career in Medical/Health Sciences, with some
insight into the complexity of the anatomical
structure.
Maropeng and Sterkfontein:
‘Maropeng means, “returning to the place
of origin” in Setswana, the main indigenous
language in this area of South Africa. Our
ancestors have lived in this area for more than
3-million years.’ The purpose of taking the
learners on this excursion was to provide them
with insight into the history of humankind. The
interactive tour guides challenge the learner’s
knowledge of the human origin and the various
early forms of human life and discoveries.

29
Transnet:
The excursion to Transnet School of Rail, based
at Esselen Park Campus in Kempton Park,
Gautengwasorganisedforthegrade12learners.
The aim of the excursion was to showcase
careers offered in the field of engineering and
technical services in the freight and rail sector.
Learners were given the opportunity to use
the simulator, which is a machine that allows
one the opportunity to simulate “manning a
train.” Learners seemed to enjoy their exposure
to the simulator. Transnet also facilitated a
question and answer session with engineers
in the field of electrical engineering and railway
management. Learners enjoyed the session.
Sci-Bono:
The Sci-Bono Discovery Centre, Southern
Africa is the largest Science Centre in the region.
It is affiliated with the Gauteng Department
of Education to support Math, Science and
Technology (SET) education and serves the
purpose of helping to build South Africa’s SET
capacity. The grade 12 learners were exposed
to aspects of the SET through a site tour as well
as a presentation by the Sci-Bono team.

SPORTS
Sport positively affects learners’ academic
performance, social lives and social skills. The
sports sessions were a welcome change for the
learner from their vigorous academic schedule
and encouraged bonding within the groups. It also
assisted the learners in developing a better sense
of team work and discipline.
HIP-HOP
The hip-hop classes allowed the learners to get
out of their comfort zones and enjoy the new and
different experience. The classes provided a space
for the learners to learn to appreciate the hidden
talents that they have.
MUSIC
The music appreciation classes entailed learners
working together in groups to produce original
songs, all of which were recorded in a studio and
placed on a Compact Disk (CD). The learners
performed their songs in front of a panel of judges,
after which a winner was chosen. Learners gained:·
• social skills,
• leadership skills,
• and the ability to express themselves better to
their group members.
5.2.2. Extra-Curricular Programmes

31
5.2.3. Residence life and TTP Mentors
RESIDENCE LIFE
This component of the July RAEC
session exposes the learners to the
University environment, which may
be a difficult adjustment for some
when they enter university. The aim of
having learners stay in residence, is to
assist them in navigating the university
environment in order to teach
them skills such as independence,
responsibility and how to compromise
with their neighbours. Some learners
expressed how they appreciated the
opportunity to be exposed to life in a
residence.
MENTORS
Another important factor of the
July RAEC session is the Mentor
component. Mentors are recruited
to assist in the implementation of
the programme. The roles of these
volunteers include: Looking after the
learners throughout the duration of
the contact session, accompanying
learners to the various venues around
campus, acting as role models to
the learners through mentoring,
motivating and supporting them in
the programme. The Mentors serve
as role models, brothers, sisters and
mentors for two weeks during the
RAEC and without their hard work and
dedication the TTP experience would
not be the same, or even possible.

Figure 1: Percentage Breakdown of the mentors for 2017
The TTP MENTOR
The Mentors for the 2017 July contact
session were profiled in order for us to
understand what drives students to keep
applying, as well as how the mentors interact
with the TTP learners. A total of 92 mentors
were recruited for the July RAEC session.
The mentors were profiled according to their
roles for example; Returning mentors, New
TTP Alumni, New non-TTP Alumni, Mentor
Leads and Audio-Visual Assistant Mentors.
MENTOR BREAKDOWN FOR JULY RAEC 2017
Returning mentors
New TTP Alumni
New non-TTP Alumni
Mentor Leads
Audio-Visual Assistant
Mentors
4.3%
6.4%
18.1%
21.3%
50%

33
Types of Faculties our mentors are currently studying under
In order to expose the learners to mentors from the different faculties of study, the mentors are
selected from a variety of faculties of study; the table below gives a summary of this:
WHAT FACULTIES ARE THE MENTORS REGISTERED IN?
46.2%
22.0% 22.0%
8.8%
1.1%
Commerce, Law
and Management
Engineering
and the Built
environment
Health Sciences Humanities Sciences
Responses
Number of
Responses (n)
Percentage
(%)
Commerce, Law and Management 42 46,2%
Engineering and the Built environment 20 22,0%
Health sciences 1 1,1%
Humanities 8 8,8%
Science 20 22,0%
Grand Total *91 100%
Figure 2: Mentor studies breakdown per faculty
*91/91 mentors answered this question.

Mentor Demographic Information
Figure 3 below reports the gender distribution of 92 TTP mentors, 73% female TTP mentors
attended the 2017 July RAEC session and 27% of the mentors who attended were male. The
gender ratio for these mentors is [1:3].
SEX DISTRIBUTION OF FEMALE AND MALE TTP MENTORS
Responses
Number of
Responses (n)
Percentage
(%)
Female 67 72.5
Male 25 27.5
Grand Total 92 100
72.5%
Female
27.5%
Male
Figure 3: Sex distribution of male and female TTP mentors (July RAEC 2017)

35
5.2.4. Celebration of Work
At the beginning of their TTP careers,
learners attend Social Research lectures
and are expected to design and implement
a community project. The Social Research
lectures teach the learners basic research
methodology. Learners are then urged to
practice research skills taught to them;
thereafter they conduct a profile of their
community and a needs assessment
of the area. Learners then build on this
knowledge in Grade 11 and are taught how
to implement their projects. In their final
June contact session, the Grade 12 learners
showcase their talent and hard work during
the Celebration of Work. By implementing
these research projects, learners are able
to assist communities in their respective
areas which ensures that the programme
itself is far-reaching, helping the learners
stretch their knowledge base and to assist
their communities. The research component
of SETMU seeks to link directly into the
University’s 2020 strategic framework to
contribute to the development of Wits as a
leading research-intensive University.
In 2017, the Celebration of work was split
across two days. On the first day of the 18th
of July, all the Grade 12 learners participated
in the short-listing round. From these
presentations, a top five for both the two year
and three year cycle Grade 12 schools were
selected to present to a panel of adjudicators
on the evening of 20 July 2017, as well as
their fellow Grade 11 TTP peers. From the top
five, the top three winning schools for both
2 and 3-year cycles were presented with a
prize at the grade 12-graduation ceremony.

2-YEAR CYCLE:
WINNER: Sir John Adamson High School
These learners noticed that littering was
a major issue at their school and that they
did not recycle enough. They noticed that
they currently had metal rubbish bins that
can be painted over, so instead of buying
recycle bins for different types of materials;
they decided to raise funds to buy paint, and
paint the bins in certain colours to represent
certain materials to be put in different bins.
SECOND PLACE: Dendron Secondary
School
These learners chose to tackle the issue of
unhygienic toilets due to incidents of bad
hygiene in their community as it deprived
Dendron Secondary school learners’ good
health. They came across various threats
but sanitation came out at the top. They
found out that the main problem concerning
hygiene was the unsatisfactory state of their
toilets.
THIRD PLACE: UJ Metropolitan Academy
These learners engaged in researching the
academic performance of the learners, the
safety of their school environment as well
as the level of hygiene and sanitation at
the school. The latter was identified as the
most pressing need after a series of diverse
qualitative and quantitative analysis such as
interviews and surveys.
3-YEAR CYCLE:
WINNER: Mbilwi Secondary School
The learners identified a number of problems,
but the most pressing was the lack of mural
activities, the solution proposed was the
introduction of extramural activities by
establishing the following clubs: A math’s
club, science club, a language club and
sports and art club.
SECOND PLACE: UJ Metropolitan
Academy
These learners did a study on the effects of
substance abuse and bullying on learners.
The purpose of their research was done to
take an insight into the effects of substance
abuse and bullying on learners from the
perspective of learners. The problem
identified was that learners are uninformed
on what substance abuse and bullying is,
and how to identify and deal with it as well
as where to get help for related matters.
THIRD PLACE: Allen Glen High School
The learners identified the biggest need to be
the lack of access by students to the internet
for assignment purposes. The learners
proposed setting up a computer system
in the school library so that after school
learners could do research for homework,
projects and assignments.
Please see end of report for the rest of the
Celebration of Work Projects implemented
by the 2017 grade 12 learners.

5.2.5. Careers Day
The annual TTP Careers Day event is hosted for
theGrade11learnersduringtheJulyResidential
Academic Enrichment Curriculum session,
held at the University of the Witwatersrand.
This event provides the learners with important
information about the various fields of study
offered by the five faculties of the University, the
admission requirements for different degrees,
and both internal and external financial aid
opportunities. This year, the Careers Day was
held on Thursday 20th July 2017, for all Grade
11 learners (273) at the FNB Building on West
Campus.
The first session of the day was conducted by
Psytech SA, a psychometric company based
in Johannesburg. A team of psychometrics
administered the Occupational Interests Profile
(OIP) to all Grade 11 learners. Psytech SA will
then analyse the data and provide personalized
reports for each learner who completed the
psychometric test. The second session of the
day aimed at informing the learners about the
university application, funding, and enrolment
processes. For this event, representatives from
the School Liaison office and from the Fees
and Financial Aid department presented to the
learners.Thethirdsessionofthedaywasaimed
at informing the learners about the different
fields of study offered by the five faculties of
the University and their admission criteria. Due
to large numbers, the learners will be split into
five groups to increase the interactive nature
of each presentation and to accommodate a
positive and intimate learning environment. A
number of representatives from each school
within each faculty presented to the different
groups of learners.

39
5.2.6. Graduation Ceremony
The 21st of July was the last night of the
2017 July RAEC session and the last night
the Grade 12’s would spend at TTP as TTP
learners. The night started with the farewell
dinner, where learners rendering songs, and
poems entertained the Grade 12 learners and
esteemed guests. This was followed by the
graduation ceremony held in the Great hall.
An ambience of joy due to graduating from
the programme, excitement from seeing all
the dances and talent items and sadness of
a wonderful three-year journey with the TTP
season coming to an end for them permeated
the venue. This graduation ceremony will be
mirrored in a few years when these learners
receive their undergraduate degrees at the
University/College of their choice.

5.2.7. Educators Enrichment Workshop
The annual Educators Enrichment Programme
was held from the 8th to the 14th July 2017,
at the University of the Witwatersrand’s
Education Campus, in Johannesburg. A total
of 50 educators, 25 mathematics and 25
science educators jointly funded by BPSA
EFT, merSETA, PRIMEDIA and Standard
Bank, attended the programme.
The Educator Enrichment Programme aims to:
enricheducatorswhoarepartoftheprogramme
both academically and socially; upgrade
the subject-specific; subject-didactic and
curriculum-specific knowledge of participating
educators (educators from schools that
participate in TTP). Furthermore, by upgrading
their technical dexterity, educators will be
better equipped to create their own materials
for learners. Lastly, the programme also
assists in the creation of professional learning
communities amongst educators, which will
assist in the dissemination and generation of
knowledge. It is envisaged that the educator
enrichment programme will impact on the
school through the training of mathematics
and science educators from selected schools
and generate knowledge.
In total 36 educators were funded by the
BPSA EFT. The table below offers a school
and subject-specific breakdown of the 36
educators.
Number Donor School Number
1 BPSA Dendron Secondary School 2
2 BPSA Derek Kobe Senior Secondary School 2
3 BPSA Dlomodlomo Secondary School 1
4 BPSA Giyani High School 2
5 BPSA Glen Cowie Secondary School 2
6 BPSA Harry Oppenheimer Agricultural High School 2
7 BPSA Hluvuka High School 2
8 BPSA Jane Furse Comprehensive School 2
9 BPSA John Orr Technical School 2
10 BPSA Mbilwi Secondary School 2
11 BPSA Mmametlhake Secondary School 2
12 BPSA Motse Maria Secondary School 2
13 BPSA Njeyeza Secondary School 1
14 BPSA Pax College 2
15 BPSA Pretoria Central High School 2
16 BPSA Reitumetse High School 2
17 BPSA Sitintile Secondary School 2
18 BPSA St Brendan's Catholic Secondary School 1
19 BPSA Tshebela High School 2
20 BPSA Tshikevha Christian School 1
Total 36
Table 9: BPSA EFT funded educators who attended the Educators Enrichment
Programme

41
In total 6 educators were funded by Standard Bank. The table below offers a school and
subject-specific breakdown of the 6 educators.
1 Standard Bank Suikerland Secondary School 2
2 Standard Bank Welkom High School 2
3 Standard Bank Khamane Secondary School 2
Total 6
Table 10: Standard Bank funded educators who attended the Educators
Enrichment Programme
In total 4 educators were funded by PRIMEDIA. The table below offers a school and subject-
specific breakdown of the 4 educators.
1 PRIMEDIA Boitshepo Secondary School 1
2 PRIMEDIA Unity Secondary School 2
3 PRIMEDIA Sir John Adamson High School 1
Total 4
Table 11: PRIMEDIA funded educators who attended the Educators Enrichment
Programme
In total 4 educators were funded by merSETA. The table below offers a school and subject-
specific breakdown of the 4 educators.
1 merSETA Capricorn High School 1
2 merSETA Kutama High School 2
3 merSETA St Ansgar's Combined School 1
Total 4
Table 12: merSETA funded educators who attended the Educators Enrichment
Programme

The Educators Workshop consisted of five
teaching days. Over the course of the 5 days,
the science and mathematics educators were
exposed to the different subject-specific
content. The educators also attended the
Welcome Dinner on the 8th July 2017 at
the Main Dining Hall; an excursion to the
Barnyard Theatre in Cresta, Johannesburg
and a Farewell Dinner at Wits University (East
Campus) on the 13th July 2017.
The Educators’ Enrichment Workshop is
accredited by the South African Council of
Educators.

5.3. OCTOBER MATHEMATICS AND SCIENCE
SUPPLEMENTATION CURRICULUM (MSSC) SESSION 2017
The October MSSC session took place from
the 30th of September to the 6th of October
2017 at the Birchwood Hotel and Conference
Centre, Boksburg, Gauteng. In total 438
grade 10 and 11 learners funded by BP South
Africa Education Foundation Trust (BPSA
(Pty Ltd) EFT), PRIMEDIA, Standard Bank
and the Manufacturing, Engineering and
Related Services SETA (merSETA) attended
this contact session. The aim of the October
session was to: reinforce the content learnt
at school, to teach learners new content not
covered in the school curriculum and to help
learners prepare for examinations.

45
5.3.1. Psycho-social Developmental Activities
Below is a breakdown of the psychosocial activities that the learners had the opportunity to
experience.
Psycho-Social Developmental Activities
Phoenix House
Drug Talk
The learners were given the opportunity to attend a substance abuse and
addiction workshop, facilitated by a recovering drug user, who shared
his experiences with addiction. This facilitator spoke to the learners
about important issues such as the signs of addiction, peer pressure,
the different drugs, and the impact drug abuse can have on one’s family.
The learners posed important questions to the facilitator, showing that
they were engaged, reflective, and found the workshop meaningful and
worthwhile
Movie Night The aim of these psycho-social activities is to expose the learners to
events that are both entertaining and educational. The learners were
introduced to a new South African movie entitled “Beyond the River”.
The storyline of this movie embraces diversity, commitment, and the
will to succeed. The movie and the message was well received by the
learners who learnt that your background doesn’t necessary determine
your outcomes in life.
Entrepreneurial
Workshop
The learners were given the opportunity to engage in an entrepreneurial
workshop. This workshop aims to equip the learners with the necessary
knowledge and skills to perceive new patterns of thinking and explore
solutions to everyday problems from different stand points. The learners
learnt how to work in groups, present to a large audience, develop a
sense of responsibility, and demonstrate their creativity and innovation.
Stellenbosch
University
Presentation
The learners are encouraged to apply to different universities for their
tertiary studies so as to avoid any disappointment. Thus, the University of
Stellenbosch attended the contact session and presented the university’s
application procedure and the different courses of study offered. The
learners were thus exposed to the process that they would undergo
when considering and applying for tertiary studies.
LASSI-HS
Feedback
The learners completed a psychometric tool, the Learning and Study
Strategies Inventory (LASSI-HS), during the July contact session. During
this contact session, each learner received an individualized feedback
report describing the extent to which they successfully use and apply the
ten different learning and study skills. The learners were also exposed to
a feedback presentation which addressed all ten skills and provided tips
and advice for improving the skills that the learners had scored lower on
than they had expected.

5.3.2. Standard Bank Launch
Standard Bank began their venture with the
TTP in July 2017. Standard Banks’ Corporate
Social Investment initiatives are aimed at
achieving and sustaining the positive social
development of the communities the bank
operates in. Through various interventions
such as TTP, Standard Bank envisions that
community re-investment will further reinforce
their values and achieve their business
objectives5
. During the October MSSC
session, Standard Bank held a media and
public launch for their first cohort in the TTP.
The majority of the Standard Bank learners
mentioned that the launch motivated them
to study harder at school and excel in their
academic careers, as they wanted to make
their donor, Standard Bank proud of their
scholastic achievements. Others mentioned
that they wanted to thank their donor for
investing in them and that one way of doing
this, was to improve their school work and
give their best in their academics.
5
Accessed from http://www.standardbank.com/pages/StandardBankGroup/web/csi.html

47
T
he Student Equity and Talent
Management Unit (SETMU)
currently monitors graduates on
an annual basis to assess the
effectiveness of the following programmes.
Each TTP graduate cohort is tracked to
monitor their activities after departure
from the programmes. The information
obtained from these learners includes the
graduate’s activities, tertiary enrolments,
funding and employment patterns. The
information is obtained through various
mechanisms, namely: online surveys, social
media (Facebook), Wits Student Information
Management System (SIMS), email
correspondence, SMSes and telephonic
interviews. The Unit was unable to reach
some graduates at the time of publication
of this report, as their cell phones were
either on voicemail, parents’ phones went
to voicemail, or they did not respond after
calling them several times. Other graduates
did not update the programme with new
details or email addresses and therefore
SETMU has no way of contacting them.
6.1. TTP TRACKING OF ALL COHORTS
The number of TTP graduates currently
studying in 2017 is 1008 (out of a total of
1291 tracked graduates). The figure below
provides an indication of the percentages of
former TTP learners who were successfully
tracked. In the most recent cohorts (2016
- 2014), the majority of the former learners
are still studying and should be either in their
second or third year of study. In cohorts
2013 - 2009 the rate of graduation starts
to increase as the rate of currently studying
students decrease.
6
SETMU
PROGRAMME TRACKING

HIGHER EDUCATION & GRADUATIONS SUCCESS RATE
Year of
graduation
from TTP
Currently
Studying (2017)
% Graduated %
2016 209 87% 0 0%
2015 314 95% 0 0%
2014 170 91% 7 4%
2013 93 90% 29 28%
2012 169 71% 102 43%
2011 16 53% 18 60%
2009 37 36% 92 90%
Total 1008 248
53%
2011
60%
36%
2009
90%
71%
2012
43%
91%
2014
4%
90%
2013
28%
95%
2015
0%
87%
2016
0%
Studying
Graduated
Figure 4: Higher education access rate and Graduation success rate for 2017
tracked TTP participants

49
6.1.1. TTP Graduates who are working
The table below shows the number of TTP graduates who have been tracked and are now
working from 2009 to 2016 Cohorts, their fields are categorized into those who are working and
still studying, those who work full time, those doing their Internships and those who are doing
their Learnerships.
FACULTY OF CHOICE
Engineering
and the Built
environment
22.0%
Other
n=143
Engineering
and the Built
environment
22.0%
Engineering
and the Built
Environment
n=161
Health Sciences
n=203
Commerce, Law
and Management
n=161
Sciences
n=213
Employment Type Number of TTP Graduates
Full-time Employment 89
Studying and Working 68
Internship 25
Learnership 8
TOTAL 190
Table 13: Breakdown of TTP Graduates who are currently working.
Figure 5: Number of students enrolled in various faculties of choice for all cohorts

6.1.2 2016 TTP graduates cohort’s activities for 2017
In 2016, 239 grade 12 learners completed the
TTP programme. BP South Africa Education
Foundation Trust (BPSA EFT) funded One
hundred and thirty-three (133) and the
Department of Science and Technology
(DST) funded one hundred and six (106).
Of the 239 graduates, information for 238
(99.6%) former learners was obtained (this
information was largely taken from the online
survey). As shown in the figure below, the vast
majority of the TTP Matriculants are enrolled
in Higher Education (87%). Therefore, it
may be inferred that the TTP programme is
successful in assisting students in accessing
higher education, and it is acknowledged
that various extraneous variables may play a
role in this process. Of the learners taking a
gap year in 2017 four were not accepted into
university, three stated that they did not have
the finances to pay for the registration fee
and would be seeking employment in order
to save and possibly attend an institution
of higher education next year. An additional
three said that they had not made up their
minds as to what career path they should
take and one learner stated health issues
caused him/her to take a gap year.
2017 ACTIVITIES
Activity Number of Students Percentage of Students
Studying 209 87%
Gap Year 15 6%
Upgrading Matric Subject(s) 11 5%
Working 2 0.9%
Learnership 1 0.4%
Total 238 100%
Learnership
Working
Upgrading Matric Subject(s)
Gap Year
Studying 87%
0.4%
0.9%
5%
6%
Figure 6: 2016 TTP graduates cohort’s activities for 2017

51
6.1.2.1. Faculty of study and Degree/Diploma for the 2016 Cohort
Most of the 2016 graduates are studying
towards a Bachelor’s Degree (92%) as
compared to a National Diploma or Higher
Certificate (8%). The majority of students
are registered in the Science Faculty
(24%), Commerce, Law and Management
Faculty (23%), and the Engineering and the
Built Environment Faculty (22%). This is
graphically represented in the figure below.
TOP 5 FACULTIES OF STUDY IN 2017
87%
Faculty Number of students
Percentage of
Students
Science 51 24%
Commerce, Law and Management 50 24%
Engineering and the Built Environment 46 22%
Health Science 39 19%
Humanities 17 8%
Hospitality 1 0.5%
Trade and Transport 1 0.5%
Information Technology 1 0.5%
Other* 3 1%
Total 209 100%
Table 14: TTP 2016 cohort’s faculties of study in 2017
* Other: Two learners did not specify the faculty and one learner is enrolled in a Pre-degree course
Humanities
Health Science
Engineering and the
Built Environment
Commerce, Law and
Management
Science
8%
22%
24%
24%
19%
Figure 7: TTP 2016 cohort top 5 faculties of study in 2017

This Annual report is a brief description of the activities that took place during the 2017
academic year. Activities for 2018 are as follows:
• March/April MSSC: 3 - 9 April 2018
• June/July RAEC: 24 June - 08 July 2018
• October/September MSSC: 29 September - 5 October 2018
• Inclusive of the contact sessions, SETMU will also be hosting five family workshops in:
Dates are to be announced in 2018:
»» Gauteng
»» Limpopo
»» North West
»» Mpumalanga
»» Free State
UPCOMING SETMU
EVENTS IN 2018
7

8APPENDIX 1
PROJECTS INCLUDED:
2-YEAR CYCLE
Derek Kobe Senior Secondary: The
project`s aim was to identify problems around
the community and find possible solutions to
improve the academic and health standard of
the community. Qualitative research method of
using surveys, questionnaires and interviews
was used for selection of chosen need based
on its urgency to furthermore render a solution.
Giyani High School: These learners identified
as a problem the bad condition of the toilets in
the school. It was identified as a major issue
because it escalated to a point where the
learners at the school had to hold their waste
until school was out. The learners used both
qualitative and quantitative methods for their
research.
Glen Cowie Secondary School: The rationale
of the project was to reduce the failure rate
of Glen Cowie Secondary School so that the
school could get an exceptional 100% pass
rate. The encouragement the learners would
get from the project would make them improve
their results. The best solution was used to
introduce study groups so that learners can
brainstorm together and help each other to
find solutions for problems.
Harry Oppenheimer Agricultural High
School: The learners did a research project
thatwasbasedonimprovingtheenvironmental
appeal of their school. They worked together
as a team, gave each other tasks to perform
and they believed that they were able to do
their project through teamwork.
Kliptown Secondary School: The learners
identified as a problem the need for better
infrastructure, the need for a positive attitude
towards school, etc. They chose the need
to ‘a positive attitude towards school’ and
proposed as a solution to host various events
ranging from drama and music to extra classes
and competitions and invite motivational
speakers as well.
MbilwiSecondarySchool:Thereconditioning
of the labs was identified as an essential
need for these learners. It was decided that
capital from the school would be used to buy
new equipment; however, if the school fails
to provide capital, a talent show would be
hosted to raise the funds. A lab committee
was introduced that would be in charge of
managing the labs including representatives
from each grade. Reconditioning of these
labs would help many learners to conduct
experiments in a safe and clean environment.
Mjokwane Secondary School: The learners
were able to identify different issues such as
teenage pregnancy, smoking drugs etc. Due
to the resources available to them, they saw
“smoking of drugs” as an urgent issue that
needed to be addressed.A proposed solution
was to host an educational event, which would
educate learners about the consequences of
smoking drugs.
53

Motse Maria Secondary School: According
to the surveys conducted by these learners,
landpollutionwasfoundasthemodalproblem.
It affected the community academically and
health wise. The learners started raising funds
so that they could buy rubbish bins, refuse
bags and cleaning materials.
Njeyeza Secondary School: One goal of this
project was to enhance the concentration of
learners in class through comfortability by
providing them with chairs, these learners
attempted to find solutions to provide more
chairs as the school did not have enough for
everyone.
Sitintile Secondary High School: These
learners observed that most of the
participants felt that it was best that they
renovate the laboratory because the state of
the lab degrades the academic outcomes of
the school. Renovating the laboratory was the
ideal resolution since the learners need a fully
equipped laboratory in order to perform and
obtain accurate experimental results.
St Brendans Catholic Secondary School:
For these learners’ major needs that need to
be met were “professionally trained nurses”
and “education on how people should
maintain a healthy diet as malnutrition was a
common factor of illness in the community”.
Their proposed solution was to buy sample
food to serve as an example of how people
should eat to reduce cases of malnutrition.
3-YEAR CYCLE
Ngwathe Secondary School: These learners
found out that the sharing of textbooks was
the main issue as some learners could not
study when they got home or prepare early to
study for their tests and exams. The learners
then had to put their contingency plan into
action, which was finding sponsors who
would help them financially.
Phagamang High School: These learners
aimed at renovating the old block which was
built when the school first started in 1992.
They believed that the first step to bring about
a generalized prosperity in their school can
be attained by the provision of an adequate
environment, hence it is said that ‘’ a healthy
mind is in a healthy environment’’. They believed
thatbyrenovatingtheoldblockfromtheirschool
will provide an adequate shelter for their fellow
learners since they will not be exposed to harsh
conditions such as wind, rain, cold etc.
Bizimali Secondary School: The learners
identified as the most important need that
could be provided as the restoring of the
library which needed books for learners to
use. The principal was willing to assist by
contacting the local government’s Department
of Education to help with books.
Boitshepo High School: About 60% of
teenagers from Kraaipan village fall pregnant
every year. Statistics are taken and recorded
at the community clinic every year. To mitigate
this problem, the learners found a solution to
make condoms available at public places so
that teenagers who are sexually active can
use them.
Dendron Secondary School: Concisely, the
team’s aim was to provide a recreational area
with proper equipment for the community
in order to eradicate the high rate of obesity
by encouraging training and exercising. The
learners raised funds for their project by
selling snacks at their school.
Derek Kobe Senior Secondary School:
The need identified by the learners as having
a huge impact on the community was the
dust emitted by chalks during lessons. This
chalk dust is harmful in a way that causes
Lacrimation in allergic persons and breathing
problems in the long run. As a solution, the
community decided to introduce whiteboards.
Whiteboard would replace the usage of
blackboards which uses chalk.
Giyani High School: The learners used Giyani
Old Age Home as their community. They
chose the project because people in their
communities in Giyani could not meet the
“fundamentals” of old people such as caring
and going to visit them. In their research, they

55
say that most adults preferred visitors. They
also found it viable to build a shed since there
was a suitable criterion.
Glen Cowie Secondary School: The
motive behind this project was to provide
the Sebjaneng Primary School Orphan and
Vulnerable learners (their community) with
their needs (school uniform) and make them
feel comfortable and enjoy their stay at
school. Through the visits, the learners made
to their school and the motivational talks they
gave them, it impacted positively on their lives
because they have seen a lot of improvement
in their academic performance.
Kgabareng High School: The learners saw
as a problem that the mini hospital could
not give attention to all patients because
of overcrowding. Also because people get
unnecessarily sick whereas eating healthy
food could have solved the problem. The
learner’s proposed solution was to buy sample
food to serve as an example of how people
should eat to reduce cases of malnutrition.
Kgomotso High School: The chosen
community for this project was Olehile
Manchwe Intermediate, the school was
chosen on the condition of it being the first
thing people travelling into the community
of Pampierstad come into contact with and
the appearance of the school`s sports ground
paints an unpleasant picture their problem
was the littering of the area that had health
implications on the people living in the
neighbourhood. The solution identified was a
yearly cleaning project that would occur for a
week in every month and this would continue
until the school chooses to end it.
Lehlasedi High School: Addressing truancy
in public schools proves to be a challenge.
This is because parents/guardians play an
important role in addressing this problem, the
learners aimed at addressing this issue by
encouraging parents to be more involved in
their children’s schooling life.
Makhosana Manzini High School: These
learners main aim was to reduce the immerse
intake of alcohol and drugs mostly consumed
by the youth. It was to encourage them to better
their lives for their good and the good of the
community, to involve themselves in things that
build instead of destroying their lives. These
learners planned to try by all means to motivate
them and for them to see the wrong in the
excessive use of alcohol and drugs.
Mmametlhake Secondary School: These
learners noticed that the school’s sanitation
was not in a good condition, as pupils became
sick more often and had to be rushed to the
nearest clinics and hospital. This affected
the school’s academic performance as they
would miss classes because of their illness
from this poor sanitation in the school. These
learners dedicated their project to address
this issue.
Mondeor High School: The learners saw as
an issue, the safety and security of learners.
The motivation for the chosen need was the
fact that many of the school’s learners were
mugged and others almost kidnapped, this, in
turn, jeopardised the lives of their schoolmates
as these muggings were carried out using
firearms. As a solution, the learners enlisted
the help of the Mondeor police department
and establishing a group-system amongst
learners who walk home/to bus stops in the
afternoon.
Moses Maren Mission Technical Secondary
School: The learners identified a library as a
need that needed to be addressed. The school
has a library but it has torn and had out-dated
books as well as lack of resources such as
a librarian. The proposed solution to address
the need for a library was to revive the library
that was already there but not working.
Motse Maria Secondary School: There were
several problems raised by the learners at the
school, but the only problem, which affected
them tremendously, was the need for library
services. The solution to the problem was to
re-open the library through gathering books of
academic benefit and bringing the library into
operation again.

Njeyeza Secondary School: A number
of problems were identified from the
qualitative and quantitative research done
through interviews and surveys. A number
of problems were identified including unsafe
wiring, sanitation, unsafe playground and
dilapidated ceilings. The learners thought that
the dilapidated ceilings were a priority due to
the safety issues that were involved and thus
raised funds to help fix their classrooms.
Setswakgosing Secondary School: The
learners realised that the significant need
in their community was the need of a clean
environment, which in their case falls under
Recycling and Anti-Littering campaign.
The learners approached the councillor, Mr
Moreke, who saw their vision to better the
community and decided to help them make
Morokweng as clean as possible.
Silver Oaks Secondary School: The learners
realised that a science laboratory was quite
essential within their schooling environment
to improve the Physical Science performance
and hence they decide to revamp the science
laboratory of Silver Oaks Secondary.
Sir John Adamson High School: Based
on the learners’ research findings, it was
established that the issue of the bathrooms
was the most prevalent, thus it was the most
practical matter to solve. The bathrooms
were not in a good condition and required
improvement. The learners saw fit to better
the previous state of the school bathrooms
and to teach learners that hygiene is vital and
that they should keep the bathrooms clean (In
a manner that they would like to find it in).
St Brendan’s Catholic Secondary School:
The learners chose hygiene and sanitation
in the school toilets as a more pressing
concern as the toilets were broken, filthy and
unhygienic and no longer functioning properly.
The learners planned to renovate the toilets,
and since it needed capital it was proposed
by the learners to the school governing body,
potential sponsors, the school’s alumni and
parents of the learners to help in, however,
way they can with funding.
St Matthews Private Secondary School:
Thea learners saw that the fence was
disarrayedandrubbishwasinvading,thuslack
of security and hygiene become apparent. To
obtain information, they used quantitative and
qualitative methods. The learners’ proposed
solution was to raise funds so that a new fence
can be installed and to make a day dedicated
to cleaning the school (cleaning campaign).
Tholang Senior Secondary School: The
learners identified problems such as school
sanitation, infrastructure, and lack of teachers,
study material and furniture. The main focus
of their research was to identify furniture
problems from grade 10 to 12 and come up
with solutions.
Tshikevha Christian School: The problem
identified by the learners previously, before
implementation of the project was the
Science Lab that had a lot of faulty equipment,
namely: broken test tubes, expired chemicals.
The learner’s proposed solution was to clean
the science lab and replace all the broken
equipment as well as all the expired chemicals.
Tshivhase Secondary School: With an ever-
increasing number of pregnancies at school,
through qualitative research of questionnaires
and quantitative headcount of pregnant girls,
it was concluded as the most problematic
issue. The distribution of contraceptives
presented as a solution can lower the number
or totally eradicate teenage pregnancy so that
a good learning environment will be acquired.
A risk-free area and less health crisis of
learners will also improve the average grades
of the school in turn.
Zikhethele Secondary School: Teenage
pregnancy was the main issue at these
learners school. The teen moms depend on
child’s grant which is not enough to provide
for the child. Teenage pregnancy is a major
problem because as the natality rate increases
so do the population grows exponentially until
it reaches the carrying capacity there after the
limiting factor will take its cause. Their aim
was to find solutions on how to stop the cycle.

57
CREDITS
Programme Director: Ms Zena Richards
Photography: The Photo Shop
Compilation of Information and Pictures: Mr Floyed Mabasa
Design and Layout: Design Divas
Contributions to Content: Mr Floyed Mabasa, Ms Linah Sesheba
and SETMU Research Team
Acknowledgements: SETMU Staff
SETMU Staff Editors: Mr Malesela Lamola, Mr Stephen Mongwe,
Ms Gabriella Nicolaou, Mr Boitumelo Oliphant, Ms Jessuina James
and Ms Arthee Roopnarain

SETMU
STUDENT EQUITY AND
TALENT MANAGEMENT UNIT
Emthonjeni Centre
East Campus
University of the Witwatersrand
Johannesburg
T. +27 (0)11 717 8665
E. ttp.setmu@wits.ac.za
W. www.wits.ac.za/setmu
Facebook: Targeting Talent Programme (TTP)
Twitter: Targeting Talent (@targeting talent)
LinkedIn: www.linkedin.com/groups/12029197/profile

Setmu annual report 2017

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