Category Archives: Uncategorized

Update on the Waterberg Welfare Society’s after-school study program

Beneficiary’s success story:

“My school performance or results during term one were so bad, that I was so scared to show my parents my school progress report! I never thought I will manage to pass grade 11. My friend invited me to the Soul Buddy study club, at first I dint understand what’s really happening here! But after few months I then realized that this is important place for me. I never liked working in a group or study is a group.

This programme has taught me that if people can work together we will achieve more, my school marks has improved so well. My self-esteem and confidence has also improved. I love this initiative and I will cherish every moment and opportunity I receive from this programme. Yours: Lerato….    

WWS club

Waterberg Welfare Society Educational Support Progress Report, July–Sept 2019 

Project Aims:

  • To provide extra tutorial studies in Mathematics, Physical Science, English, Technology, Life Science, Geography and Agricultural Science.
  • To equip learners with broadened solving skills, which will enable them to get better exam results.
  • To motivate learners, so that they are able to take up challenging subjects and fill the future employment gap.

WWS homework

Project Outcomes:

  • Knowledge and learning in a safe, nurturing environment.
  • Improvement of cooperation among teachers and learners.
  • Improvement of digital (ICT) skills and learning strategies.
  • Social skills, improvement in cooperation and greater wish for cooperation with peers at home, promoting adult-child communication.

WWS club 2

How many people benefited from this project in this reporting months?

A total of 80 participants was reached during the reporting period:

  • 40 learners who are in grade 8 (30 Females & 15 males)
  • 14 learners who are in grade 10 ( 6 Females & 4 Females
  • 24 learners who are in grade 11 (22 females & 2 Males)
  • 2 learners who are in grade 12 ( 1 Female & 1 Males)

WWS home work

What are the major challenges and how are they overcome?

  • Lack of parental support. We noticed learners are under immense pressure. One of the key reasons they are going through hardship is that some of their parents are comparing them with other children. Instead of being supportive, they expect them to perform very well. Families were identified and official visits were made to engage with parents or caregivers and come up with the best solution to support their children’s education. Feedback from the visits is very positive and children were allowed to attend additional extra study sessions.
  • Bullying and peer pressure. Learners have developed unnecessary competitiveness over the type of phone they carry, the school they attend and the school marks they get each term. This has resulted in some dropping out of the study club, however through ongoing focus group sessions with the affected groups we were able to address majority of the of their frustrations. We also went to the local high school to engage with their respective teachers. Extra mural activities such as fun runs, movies clubs and fitness activities were introduced as a way of teaching learners the importance of teamwork and the risks of bullying and negative peer pressure.
  • Hot weather contributed negatively to the attendance of learners and makes it difficult for the participants to focus. We have started engaging with parents and most support the idea of extending our operating hours prior to the final examinations.
  • Lack of teachers in high school. Some learners didn’t have class teachers in the 2nd school term. This had a negative impact on their school performance. Through support from TWT, our tutors will spend more time with such learners and provide additional support involving participants in the decision making process and providing learners with an opportunity to commit to additional sessions.

WWS club 3

The impact of the project during the reporting period:

  • Improved social skills
  • Improved school grades
  • Improved self-esteem and confidence

WWS club 5

What lessons were learnt during the implementation of the project? 

  • Education is a societal issue. It requires all stakeholders, especially parents and caregivers, to work together.
  • Edutainment works well for learners. Making education fun motivates participants and give them a space to want to learn more.
  • A safe space for participants should always be maintained at all times, this enables them to share some of the frustrations they are encountering at school, in the community and at home.
  • Creating a congenial space for learning is critical. It allows participants to plan and sometimes co-facilitate their study sessions.
  • Peer pressure and bullying has a negative impact on other learners. We always to encourage learners to talk openly about such issues. Further support is required to help those affected.

WWS club 4

If you would like to support this educational project,

please contact The Waterberg Trust, or make a donation here

The Waterberg Trust Logo with white writing

EIMS’ gift of advice & resources for Mokolo Primary School’s vegetable garden

~Mr Thipe with nurse Grace Ismail at Mokolo Primary School’s vegetable garden~

The Environment Club, run by nurse Grace of TWT, have been busy establishing a vegetable garden at Mokolo Primary School in Leseding Township in the heart of the Waterberg . A great deal of effort has been put into cultivation but the project lacked resources.

~Tomato seedlings at Mokolo Primary School vegetable garden in need of shade netting~

The Waterberg has been experiencing a heatwave this Spring and without shade netting it is difficult to get plants established.

~Mr Thipe of Mokolo Primary School with Andrew Smith and his team from EIMS ~

On Friday 25th October, Andrew Smith returned to Vaalwater with the team from Environmental Impact Management Services to offer advice on optimising irrigation.

~Mr Thrip of Mokolo Primary School receiving advice from Andrew Smith of EIMS~

EIMS brought with them a trailer-load of supplies carefully selected to fullfill the needs of a school vegetable garden, help it succeed and provide nutritious food for pupils.

Members of the Environment Club and other pupils helped unload 20 x 20kg bags or organic fertilizer, along with spinach, green pepper, beetroot and tomato plants.

EIMS also donated garden tools, compost, shade netting, fencing material, fence posts and seeds to be planted in their school veggie garden.

Very many thanks to Environmental Impact Management Services for this amazing gift!

Do get in touch if you would like to help uplift the people and place of the Waterberg. It is quick and easy to make a donation here, specifying how you would like to help.

At the Living Museum in the Waterberg

 

~ Anton Walker & Clive Walker with members of TWT and Save The Waterberg Rhino~

Jane Whitbread of The Waterberg Trust met with Save The Waterberg Rhino board members at the Living Museum this week to discuss future fundraising projects. They were hosted by Anton Walker and his father, the author Clive Walker who founded the Endangered Wildlife Trust and established the Lapalala Wliderness School, supported by The Waterberg Trust.

~Members of the Environment Club on a one day course at Lapalala Wilderness School~

The Environment Club, overseen by NET’s School Nurse Grace Ismail, visited both the Living Museum and Lapalala Wilderness School recently. To read more about this, and other conservation projects the school club is engaged in, please click here.

~ The rhino room at The Living Museum in the Waterberg ~

The Waterberg Trust has provided the Living Museum with information boards, tables and benches used by local pupils on school visits.

This month, Wilhelmina Loudon-Barnaart, board member of The Waterberg Trust,  visited July Letsebe and Zach Sekhu at the Waterberg Welfare Society in Vaalwater. She enjoyed seeing around the after-school homework club, a learner support programme includes maths, English and computer studies. To read more about this, please click here.

~The learner support programme at WWS sponsored by The Waterberg Trust ~

If you would like to help The Waterberg Trust support conservation and educational projects in the Waterberg region of South Africa, please click here.

 

The Environment Club

Nurse Grace Ismail and life skills teacher Ivy Rachele have  formed an Environment Club made up of 45 pupils who have been involved in establishing a school vegetable garden.  Since tilling the soil, thirty children from Meetsetshehla Secondary School and fifteen who attend Leseding High School have been going on amazing visits to local game reserves to observe wild animals in their natural habitat.

~School Nurse Grace Ismail with members of the Environment Club leaving Vaalwater for a day-visit to Marakele National Park~ 

South African National Parks have started a ‘Kids in Parks’ initiative aimed at primary schools. Nurse Grace says, they “teach children about wildlife, nature conservation and cultural heritage so that when they reach high school they will be able to understand the importance of protecting animals and preserving the environment.” Special activities make young people aware of water conservation, so critical in South Africa.

16th June 2019 was Youth Day. Some members of the Environment Club were invited to talk on Waterberg Waves community radio to educate listeners about environmental issues.  Elvis Chitanda, aged 11, who attends Vaalwater Primary School, had the opportunity to speak on air, saying, “I really hope people don’t poach animals.”

Samuel Motswi from the People and Conservation Department of Marekele National Park  in the Waterberg, delivered a number of indigenous trees that could be planted by children in school grounds.

Pupils learnt how to plant saplings, which included marula, red bushwillow, weeping boerbean and knob thorn.

~Planting indigenous trees in the grounds of Mokolo and Mahlasedi Primary Schools, Meesetshehla and Leseding secondary Schools and two creches in Vaalwater ~

The Environment Club has also partnered with Morji Kitsi, who visits schools and takes groups to Welgevonden Game Reserve and the Living Museum, which is also supported by The Waterberg Trust.

TWT pupils going to Welgrovenden

They learn about eco-systems while driving through the bush, viewing game.

The Waterberg Biosphere recently sponsored members of the club to attend a one day course at Lapalala Wilderness School when they were able to handle a python.

~Members of the Environment Club on a day visit to Lapalala Wilderness School~

Club members and other students are engaged in collecting litter and talking to people about waste, encouraging them to recycle.

The Environment Club talking to people about recycling

It is a great project for the youth and has been successful in Vaalwater where there is an agent in town who receives the materials and sends them on in bulk.

It works particularly well as people need the money earned from recycling tins, paper and glass, which would otherwise languish in the bush.

Members communicate via a Whatsapp group, giving dates for meetings or environmental activities.

Nurse Grace also gives students the opportunity to meet those engaged in traditional crafts such as making brooms out of grass cut from roadside verges.

Meanwhile the school vegetable garden sponsored by EIMS is producing a fine harvest of nutritious greens, including spinach, French beans and beetroot.

To read more about the gift of a school vegetable garden please click here.

Sales of produce are being saved to buy more seedlings. Some of the vegetables have been used by students studying hotel and catering management at Meetsetshehla School.

If you would like to help with the Environment Club please contact TWT

donate_white Justgiving button

Learner support programmes at the Waterberg Welfare Society sponsored by TWT

TWT homework club desks and computers

Waterberg Welfare Society’s Educational Support 

TWT recently visited the Waterberg Welfare Society’s homework club and were excited to receive a progress report.

Project Aims:

  • To provide extra tuition in Mathematics, Physical Science, English, Technology, Life Science, Geography and Agricultural Science.
  • To equip learners with broader skills, which will enable them to do well in exams.
  • To motivate learners so they are able to take up challenging subjects and fill the employment gap in the future.

“I never understood the importance of computer training, I thought I know everything to do with technology, I open all my social pages, and always on social media and that made me to think that I am good in technology! But since I started the basic computer literacy program I realized that there is still much to learn, so I am so happy for being part of the study club, so keep up the good work.” Lesego. 

Project Outcomes:

  • Gaining knowledge and learning skills.
  • Improved cooperation between teachers and learners.
  • Improved digital (ICT) skills and better use of learning strategies.
  • Improved social skills and cooperation with peers, promoting adult–child communication.

~Tutors at the Waterberg Welfare Society Homework Club~

Progress in the implementation:

  • Pupils have shown growth and improvement in English presentations and reading.
  • They have learned how to best communicate with one another, giving others the necessary time and a chance to speak.
  • Tremendous progress has been made since the inception of the project. 50 learners (about 75% of the total) passed their first quarter school assessments and are highly motivated. Learners in Matric (grade 12) in 2018 passed their subjects and went on to tertiary education (Institutions of higher learning).
  • Once we get school reports for the 2nd quarter of 2019 we will have the opportunity to analyse and compare the first and second quarter school performance for all registered learners.
  • Overall, the learners have geared themselves towards academic achievement.
  • The programme has become a huge success in the community. 70% of our learners are exposed to basic computer literacy.
  • Learning aid/materials and stationary were purchased. All registered participants receive a daily nutritious snack. This has increased their contribution and commitments in the programme.
  • We have been able to incorporate learning whilst we play ball.

80 people have benefited from this project each month:

45 participants between the ages of 7 – 12 years old (30 girls & 15 boys)

35 participants between the ages of 13-18 years (22 girls & 13 boys)

 

What are the major challenges and how are they overcome?

  • The major challenge was lack of communication skills among participants (talking at each other, not giving each other a chance to speak, disrespecting one another etc.). We were able to overcome this by using a ball as a communication tool, each one speaking with a ball in their hand and giving one another a chance to speak. This helped the kids realise that it is a lot better to listen and understand rather than to talk at each other and that communicating is more than just speaking.
  • The secondary school participants are not able to use a computer and yet they are given lots of school research projects. We have introduced basic computer literacy sessions with participants from the primary phase. This has brought confidence, created skills and and understanding of basic research.
  • Learners tend to deviate from the normal time-table and try to focus on either what they expected or immediate tasks needed by their teachers. This means our planned activities change on an almost daily basis. The educator is forced to alter the plan to suit the learners’ needs. Sometimes the learners bring the subject matter, which is out of the plan for that day, and not part of the subjects mentioned for study. Monitoring of daily tasks becomes a problem. The educator moves around checking learners study programmes but sometimes this is a challenge. A discussion needs to be held with registered participants in order to come to a workable solution. It is always important to involve participants in decision making process.

The impact of the project during the reporting period:

  • Improved social skills of registered kids
  • Improved performance at schools
  • Improved self-esteem and confidence

“… made me to understand challenging topics in Physics like Mechanics,  energy and  in Mathematics. I can now solve problems in Geometry through the help of my Tutor. He has done a perfect job in sharpening many learning mind in Science Subjects. I also now have a career through the help of my Tutor. I appreciate the services given to me”. By Rebecca

What lessons were learnt during the implementation of the project?

  • Communication through various texts, writing, speaking, reading, visuals and drawing.
  • Promoting paired, shared and individual reading is critical, the culture of reading is key and this needs to be promoted at a household level.
  • Exposing participants in various career workshops/session at an early stages in critical.
  • A safe space for participants should always be maintained at all times, this enables them to share some of the frustrations they are encountering in school, the community and at home such as bullying, peer pressure and etc.

~Some members of the Waterberg Welfare Society’s ‘Soul Buddies’ homework club~

 

 

 

 

TWT sponsors another residential course at Lapalala Wilderness School

This year, The Waterberg Trust enabled 59 students and two teachers from Meetsetshehla Secondary School in Vaalwater to attend a week’s residential course at Lapalala Wilderness School in the Limpopo Province of South Africa about 3 hours due north of Pretoria.

The group travelled north into the Africa bush on a bus also funded by TWT so that no one was excluded by the cost of transport.

Since other pupils from Meetsetshehla had been on the environmental course on previous years, everyone was expectant, eager to grasp the opportunity to learn about ecology and nature conservation.

After a course on snakes and the value of all creatures in balanced eco-systems there was a module on plastic pollution and re-cycling.  Everyone learned how they can make a difference and improve the environment, allowing wildlife to thrive.

Students donned life-jackets to examine aquatic organisms and try swimming in the Palala River, which runs in front of the eco-school.

This was a new experience for most and proved an opportunity to learn about physics.

Teamwork proved essential when constructing a raft and negotiating the river.

Leadership training has always been recognised as an important life-skill at Lapalala Wilderness. It will be interesting to see if any of these young people take up a career in wildlife conservation or management of natural resources.

Learners were set a number of different challenges during the course of the week.

There were a range of outdoor activities that tested pupils in a variety of ways.

The obstacle course in the African bush was enjoyed by one and all

including the teachers accompanying the teenagers who found themselves wearing many hats.

It proved an unforgettable, life-changing experience. To read more about previous visits to Laplala Wilderness School, funded by TWT and watch a short film, please click here.

If you would like to sponsor children of the Waterberg to go on a 5 day residential course at Lapalala Wilderness, please contact us using the comments blow or find details here.

EIMS sponsor Dignity Dreams sanitary pads for school pupils

School Nurse Grace Ismail of the Northern Education Trust, whose salary is provided by The Waterberg Trust, reported that pupils in the Waterberg were struggling to find the money to buy sanitary towels. In 2018, The Waterberg Trust were able to donate a number of disposable pads but a permanent solution needed to be found. Some girls were missing more than five days of lessons a month and their academic results were being effected.

Verita Shikwambana, Andrew Smith, Sophie Neville, Ivy Rachele and School Nurse Grace Ismail at Meetsetshehla Secondary School in Vaalwater

On Thursday 24th January, Andrew Smith of EMIS (Environmental Impact Management Services) in Johannesburg kindly drove Verita Shikwambana from the NGO Dignity Dreams up to Meetsetshehla Secondary School in Vaalwater to meet Life Orientation teacher Ivy Rachele and School Nurse Grace Ismail.

Verita Shikwambana of  the not-for profit organisation Dignity Dreams

After being a short meeting with the Headmaster,  Verita Shikwambana of Dignity Dreams gave a talk on menstrual health to about ninety schoolgirls before introducing the concept of eco-friendly, washable sanitary pads.

Packs of 3 day time pads, 3 night time pads, a zip-lock bag and cotton carrier bag

Dignity Dreams manufacture multi-use pads that are designed to be washed in cold water with Sunlight soap, rinsed in salt water and dried in the sun. The packs of six are carefully made by hand and last four or five years. Lessons need no longer be missed. Girls gain in confidence and are free to achieve their potential in life.

Artist Susie Airy, who has raised funds for TWT by selling her paintings, helped to distribute one pack to each learner. ‘I wish my daughters could have heard such an interesting talk when they were at school,’ she said later. ‘It was wonderful to take part in this project.’

Nurse Grace, TWT Trustee Sophie Neville and pupils with the packs of Dignity Dreams

The girls were amazed to hear that the packs were theirs to keep and for them alone. Four weeks after this talk, Nurse Grace reported:

“I have received positive results from 75 girls who said the pads are working well without any problems…. many girls at Meetshetshela are no longer absent because of menstrual issues. Girls are also reading the book which Dignity Dreams left, entitled MY BODY #Noshame which talks about puberty, pre-menstrual syndrome, hygiene, period pain and exercises to relieve cramps during menstruation. The remaining learners from grade 10 to 12 will need 180 packs.”

Nurse Grace wants to see if the pads can be made locally. Dignity Dreams provide lessons for those keen to sew at home as a small business initiative and encourage tailors to sell to adults.

Very many thanks to Andrew Smith of Environmental Impact Management Services who sponsored 96 packs and drove the consignment up from Pretoria, along with the speaker. The Waterberg Trust was able to match his donation to provide a total of 210 packs so all the girls in Grades 8 and 9 could be equipped. The other state secondary school in the Waterberg also has girls who are also in need of sanitary pads and of course new girls arrive every year. Horizon Horseback Safaris have kindly given a donation of disposable pads to help keep the girls supplied in the short-term.

It costs approximately £10 to give one pack of six sanitary pads to a schoolgirl in the Waterberg and yet it can have life-changing consequences. If you would like to give one pack , or perhaps one pack a month, please click here for details on how to make a donatation.

We noticed that Nurse Grace needs a hospital screen on wheels, so that she can conduct examinations in private. She also needs a new office chair or these old ones to be repaired. Is there anyone in Vaalwater who could help?