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Eskom supports Free State Mathematics Festival

The Eskom Development Foundation has provided support and funding to the Free State Mathematics Festival which was held on 10 – 11 October 2018 at the Bon Hotel in Bloemfontein. The Mathematics competition was created for Grade 8 – 11 learners from schools across the province. Run by the provincial Department of Education in partnership with Kagiso Trust, the competition saw 15 360 learners from 128 schools participating in the opening round.

Through this competition, the department aims to stimulate interest in Mathematics amongst learners and to show that, contrary to popular belief, the subject is not difficult and can also be fun. Furthermore, it is hoped that it will help them improve their performance in the subject. Only learners performing at 50% and above in the subject were selected to participate. The competition, which is in its third year, starts at schools before going through three subsequent levels, cluster, district and ultimately, provincial finals. The top performers are selected in each round with eliminations occurring as it progresses.

In the second round (cluster level), the number of participants was whittled down to 3500 learners (from 15 360). The learners were then cut down to 1250 for the third round (district level) and only 300 made it to the fourth and final round (provincial), which was held over the two days. The competition focuses on conceptual knowledge, the application of knowledge in new situations, problem-solving, reasoning, communication and creative thinking. The questions are based on Grade 8 -11 work and beyond.

Kagosi Trust is involved in a number of programmes with the Free State Department of Education, this initiative demonstrates commitment to bringing about meaningful change and sustainable development in South Africa.

The winners of each Grade received a range of prizes which included Maths kits for their schools, smart phones, tablets, vouchers, power banks and cash vouchers. The winners were Mikael van Eschwege (Grade 8) from Grey College (Bloemfontein), Willem Botma (Grade 9) from Landboudal High School (Jacobsdal), Tana Lindokuhle (Grade 10) from Thabo Vuyo Secondary School (Rouxville) and Moosa Yaaseen (Grade 11) from Ficksburg High School.

The overall winner of the competition, Willem Christiaan Botma from Landboudal High School in Jacobsdal, took home a smart phone, two tablets, a power bank, a memory stick, an Oxford Maths Dictionary, a R2 000 shopping voucher, Maths kit for his school, a gold medal, a certificate and a floating trophy. He and his teacher were also awarded an all-expenses paid trip to Cape Town where they will visit Eskom visitor’s centre in Cape Town and the Koeberg Power Station plant as well as Table Mountain and Robben Island.

As part of their prize, the winners will get a chance to participate in the South African Mathematics Olympiad in 2019. The Olympiad’s first round will be in March, followed by the second round in May and the third round in July next year. The winners of the third round will be registered for the International Mathematics Olympiad which will be held at the University of Bath in the United Kingdom in July 2019.


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Presentation on Making 4IR a Reality in schools

Presentations from the panelists at the Education Conversations event held on Tuesday 18 September 2018 under the topic: Making 4IR education a reality in all our schools.

Modjadji Seabi from Kagiso Trust: Modjadji KT EduConv Presentation Updated

Mr. John Sithi from SADTU: FINAL Sithi SADTU EduConv Presentation Updated

Ms. Nosipho Bele from UKZN: 4IR Presentation[3]

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Lwamondo’s 50th Anniversary – Celebrating Continued Performance

Situated in the village of Mathule in Limpopo, Lwamondo High School (Lwamondo) is one of the reasons that Kagiso Trust (KT, the Trust) continues to be heavily invested in education development. Celebrating its 50th anniversary this year, the school boasts a consistent matric performance.

“From the year Kagiso Trust started training the teachers, the school results have always been above 80%”, shared the school’s principal T.S Tshubwana.

The school was supported by Kagiso Trust in 2006 as part of the Trust’s Beyers Naudé Schools Development Programme (BNSDP) pilot in Limpopo. During the BNSDP implementation, all educators were taken on a retreat which afforded the school’s staff time to reflect and commit to a new way of doing things to realise an improved school.

Following the achievement of positive grade 12 results, Lwamondo High School was awarded a Computer Centre and their Science Laboratory refurbished by Kagiso Trust as an incentive.

“Through the [computer] laboratory learners were exposed to the computers and learnt how to operate a computer,” said Tshubwana. “The school trains the surrounding communities to acquire computer skills at a discounted price”. Twelve years later and the school continues to be a top performer and champion in its community.

Lwamondo High School is not without its challenges. Foremost is the need for infrastructure such as classrooms and a hall. Desks are a huge setback as learners have nowhere to sit during lessons.

“The quality of school infrastructure has a deep impact on learning and teacher performance. School infrastructure is, therefore, a very important component in ensuring successful education, in particular in rural and disadvantaged communities,” said Mankodi Moitse, Kagiso Trust Chief Executive Officer.

On 27 August the Kagiso Trust team, led by Moitse, visited Lwamondo High School to hand over a cheque for R250 000.00 to the school.

“We hope that this modest contribution will help to jump-start the 50th celebration and the purchase of much-needed school desks” Moitse stated. “This gesture seeks to encourage the school to continue performing well for the next 50 years and many more years after that.


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Sunday Times-Business Times Q&A: The Fourth Industrial Revolution

Topic: The connections and disconnections within the education value chain which will influence success during the time of the Fourth Industrial Revolution

From left to right: Masechaba Ndlovu, Dr. Andile Mtotywa, Prof. Caroline Long, Ms. Sonqoba Maseko


Education Conversations

Kagiso Trust in partnership with the University of Johannesburg’s Faculty of Education held its Education Conversations on 24 July 2018.  The Education Conversations encourages our nation to talk and creates a space for an ongoing debate through which diverse voices can be heard. This year’s Education Conversations series has been unpacking the Fourth Industrial Revolution (4IR) as a theme. The second of the three-part Education Conversations series focused on the “Connections and disconnections within the education value chain which will influence success during the time for the Fourth Industrial Revolution.”

What is the African perspective on the Fourth Industrial Revolution?

A key part of the Fourth Industrial Revolution in the context of Africa is that inclusive growth should receive attention, ensuring that everyone receives an equal opportunity to be active participants in the economy during the Fourth Industrial Revolution.

The vast and growing potential of the Fourth Industrial Revolution is yet to be fully grasped. The ICT sector, industry and governments have a responsibility to unlock its potential for citizen service delivery, customer experience and innovative solutions, for a better life for all.

The Future of Jobs and Skills in Africa report suggests that, in order to prepare for the future of work, the region (Africa) must expand its high-skilled talent pool by developing future-ready curricula, with a large portion of that focusing on Science, Technology, Engineering and Mathematics (STEM) education and an interdisciplinary approach to learning where rigorous academic concepts are coupled with the real-world. More importantly, these skills are critical for the development and sustainability of entrepreneurs who are central to the future of South Africa and the rest of Africa.

In his  speech, the Vice Chancellor and Principal of UJ, said “Africa can not afford to be spectators, we must actively participate, we must be activists of the 4IR.”  What we need are active citizens who are driven and demographically diverse, to make a difference in society and ensure that education of Africans becomes the new form of activism.

The panel at the Education Conversations explored the topic further.


  1. What have we done right so far in terms of preparing our education system for the 4IR?

Government has begun to talk about the Fourth Industrial Revolution.  At the end of May 2018, Parliament held its conversation about the 4IR, we all hope that their discussions will now culminate into the development of policy and legislation that enables the citizens to effectively participate in the 4IR. For example, focusing on which critical skills our economy needs and access to mobile or internet data which is the heartbeat for the 4IR to function (currently, data is very expensive).  Current research shows that citizens who cannot afford data have the least knowledge about the 4IR. So, we hope this start of policy discussions will ensure that the citizens are enabled to take advantage of the opportunities. Furthermore, the Minister of Higher Education and Training, Naledi Pandor’s budget speech promised to set-up a multi-sectoral task team to advise the higher education sector on how it should take up opportunities associated with the Fourth Industrial Revolution.

Basic Education is driving to prioritise STEM in schools and also creating schools that specialise in science and technology. Two of these specialised schools were recently launched in Atteridgeville, and 25 more are planned for Gauteng. These are all critical initiatives that are preparing our education system for the 4IR. We must acknowledge that it is still in its infancy, but we must complement government for piloting these specialised science and technology schools.

When people are empowered with knowledge, they are able to change their behaviour and act on it. Therefore, government must continue to pursue the 4IR by fast-tracking policy and creating an enabling environment and make the equal participation top of the national agenda –  Dr. Andile Mtotywa Managing Director, Business and Social Research Institute.

  1. What can we do to ensure that the education value chain thrives during the 4IR?

Some of the things that I think need to be done to prepare the education value chain for the Fourth Industrial Revolution include reviewing and assessing what it is we can do differently and asking ourselves what is aligned or disconnected.  We also need to critically ask ourselves, what is going to make us successful as a country and as a continent and integrating those assessments into the education value chain. Curriculum is also an area we need to start reviewing; we need to ensure that the curriculum makes learning real and relatable to what learners and students see around them each day. The school environments need to be assessed in relation to infrastructure appropriateness and create an environment that is conducive for collaboration, creativity and critical thinking.

Having a global view and implementing on best practice will enable us to prepare and equip the education value chain for the Fourth Industrial Revolution.  –  Ms. Sonqoba Maseko Former Chief Operations Officer, Sifiso Learning Group. 

  1. To what extent is our curriculum in basic education ready for the 41R?

We need to ensure that children, especially those in rural areas, are not left behind during the Fourth Industrial Revolution.  This can be done by connecting them to technology in the classroom. This can be achieved by training and empowering teachers to use technology as part of curriculum delivery so that they are well equipped to impart content and skills to learners.  In rural or peri-urban communities all households have access to cell phones and we can start by using the available technology and align it to teacher content with the available technology.  Collaboration with the private sector in the ICT and telecommunications is another key component. The schooling system can leverage off their resources.

By using technology for teacher development, teachers are able to be paired and connected with other teachers across the country, continent and the world, so that they are able to share experiences and best practice.  Therefore, technology is key to ensure that teachers and learners from disadvantaged schools are not left behind.  Learners need to be equipped to become 21st century learners by exploring future robust and emerging jobs as careers in the 4IR. The emerging new jobs identified would include App developers, Driverless car engineers, Big data/ data scientists, Social media, Drone operators and Millennial generation experts just to name a few. Therefore, learners and students will be required to have skills that test their critical thinking, creativity, innovation and the ability to provide solutions to social and economic problems. – Ms. Sizakele Mphatsoe Education and Civil Society Head, Kagiso Trust.

  1. We are already in the 4IR, how are students in higher education being prepared to enter the 4IR job market?

From my experience as a teacher in higher education, I think that the most important thing is to instill the idea of agency in students.  In my Maths class, I showed my students the Hidden Figures film.  The film is about three African American women, who were very critical for the National Aeronautics and Space Administration (NASA) Space programme and those three women showed incredible agency against all odds.  My students loved the movie and from that point on anything that showed limitation, I would refer them to the movie for them to gather courage.  One of my students who was present at the Education Conversations came to talk to me, and I asked her “why do you think I showed you that film?” She answered by saying “you showed it to us so that we can tap into our courage.” I think that is the most important thing that students who exit higher education should have, the courage to tackle whichever challenges they may encounter. These challenges could be technological, social or human engagements so long as they have courage and agency they will be able to develop solutions.  Prof. Caroline Long, University of Johannesburg.



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Kagiso Trust will be on Sunday Times

Get yourself a copy of the Sunday Times this Sunday, 19 August to read up more on the discussion we had at the previous Education Conversations.

Kagiso Trust Head of Education and Civil Society, Sizakele Mphatsoe, joins the panel in answering key questions around the Fourth Industrial Revolution (4IR) in education. The panel consists of:

– Dr. Andile Mtotywa, Managing Director, Business and Social Research Institute

– Ms. Sonqoba Maseko, Former Chief Operations Officer, Sifiso Learning Group

– Prof. Caroline Long, Faculty of Education, University of Johannesburg



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UJ, Kagiso Trust gearing education system for the 4th Industrial Revolution

With technology rapidly changing our economic, cultural and social realities, the question of how to prepare the younger, and even the current, generation for the fourth industrial revolution has been a pressing issue for contemporary higher education.

“How do we educate for the 4th Industrial Revolution? Are our education systems and programmes relevant to the Fourth industrial revolution? And if not, how do we reconstruct our education systems so that they are?” these were the sentiments shared during the Education Conversations Series on Tuesday, 24 July 2018, at UJ’s Soweto campus.

Facilitated by radio and television entrepreneur, Masechaba Ndlovu, the event unpacked how South Africa can prepare the education system for the fourth industrial revolution and contained presentations by Dr. Andile Mtotywa, co-founder and Director of Alchemy Hub; Dr. Caroline Long, Professor: Department of Childhood Education and Ms Sonqoba Maseko, Chief Operations Officer at Sifiso Learning Group.

“It is increasingly clear that the rapid development of technology has changed everyone’s economic, social and cultural status quo- which proves that 4.0 is a reality,” said Dr. Mtotywa.

The 4th Industrial Revolution is said to be ushered in by advancements in robotics, virtual reality, cloud technology, big data, artificial intelligence, the internet of things and other technologies. It is characterised by the fusion of technologies and the blurring of the lines between the physical, digital and biological aspects of life.

Also speaking was Dr. Caroline Long, pointing out that to prepare to take advantage of what 4.0 brings along, societies must redouble their efforts in educating the workforce of the future. “They can do this by addressing the need for continued and improved training in science, technology and mathematics subjects. It is these subjects that will lay the foundation of prosperity during the fourth industrial revolution.”

“Science and mathematics provide answers to so many of the fundamental questions of nature and enable citizens to gain a better understanding of the world around them,” explained Dr. Long.

The last speaker, Sonqoba Maseko emphasised that the education sector needs to look at how classrooms are attempting to adapt to the 4th Industrial Revolution and the tools they are using or considering. “There is a need to focus on ICT and future technologies, teacher education and lifelong learning for an adaptable and flexible education system.”

The exciting Education Conversations continued zooming in on the connections and disconnections in the education value chain which will influence success during the 4th Industrial Revolution. The first instalment in April saw a passionate debate by UJ students and other members of the public, following presentations by National Education Collaboration Trust (NECT) CEO, Godwin Khosa, and Dr. Jacqueline Bachelor from UJ. Many agreed that Africa should develop and lead its own context-specific revolution instead of blindly jumping onto the bandwagon.

The Education Conversations is an initiative by the Faculty of Education and Kagiso Trust aimed at encouraging the education stakeholders, especially our students, teachers and both ministries of education to talk and create space for debates and discussions through which diverse voices can be heard focusing on what works and how to collectively advance the agenda for an improved and performing public education system.


Article source: https://www.uj.ac.za/newandevents/Pages/UJ-Kagiso-Trust-gearing-education-system-for-the-4th-Industrial-Revolution.aspx


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Sharing their Hearts of Gold: Kagiso Trust and SALGA

Sharing their Hearts of Gold: Kagiso Trust and the South African Local Government Association – Mandela Day

Kagiso Trust (KT, the Trust) in partnership with the South African Local Government Association (SALGA) spent Mandela Day at Takalani Home for people living with mental disabilities in Diepkloof, Soweto. Takalani provides care to 144 children with disabilities some of whom are orphaned and abandoned. The home has faced many challenges over the past two years and support is needed to keep home sustainable to provide much- needed care for the vulnerable citizens.

KT lives Mandela Day everyday through its development work and vision that aims to contribute towards a prosperous, peaceful, equitable and just society. The Trust’s programmes are all geared to making a positive change in society. The Trust is currently running the Heart of Gold campaign which urges all sectors to show their Hearts of Gold through acts of goodwill.

“Making South Africa a better country is not something anyone can do alone. When SALGA approached us to partner for this year’s Mandela Day, we appreciated it. We are strong believers in the strength of partnerships and working together for greater impact. As I stand here today and see so many of our colleagues who have given of their time to be here, I am humbled,” said Mankodi Moitse Chief Executive Officer of KT.

(Left to right) Kagiso Trust CEO Mankodi Moitse; Takalani Home Director Judgement Gumede; Takalani Home Employee; SALGA Executive Manager: Office of the CEO, Lance Joel; Takalani Home Employee


For the past nine years, SALGA has been doing its bit to share their Hearts of Gold through various initiatives and over 3000 people have benefited from these initiatives. “With an increase in unemployment, poverty, the widening gap between the haves and the have nots, youth being marginalised, women and children being victims of abuse, more collaborations and partnerships are needed to address these social challenges.” concluded Lance Joel SALGA Executive Manager: Office of the CEO.

The two organisations jointly raised R150 000 which was handed over by Ms Moitse and Mr Joel. The money will be used to purchase equipment and other items the Home is desperately in need of. Additionally KT and SALGA staff members made personal contributions which included sanitary towels, groceries, clothing, educational toys and books.


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Mandela Day Speech: Takalani Home for the Mentally Handicapped

Mandela Day Speech:

Takalani Home for the Mentally Handicapped | 18 July 2018

Delivered by Kagiso Trust CEO Mankodi Moitse

Sanibonani, Dumelang.

We are honoured to be here at Takalani today. Taking the tour this morning has been an eye opener for all of us.

Kagiso Trust’s vision is to contribute towards a prosperous, peaceful, equitable and just society. We are currently running the Heart of Gold campaign which urges all sectors to show their Hearts of Gold through acts of goodwill. Our programmes are all geared at making that positive change in society and, more often than not, our employees demonstrate their Heart of Gold by going above their call of duty as we work to overcome poverty.

As such, every day is Mandela Day for us at KT. Today, however, is special. It is special because we get to place the spotlight on amazing individuals who have demonstrated their Hearts of Gold, through thick and thin. We are aware of the great strain that Takalani has been through.

So to you, employees and volunteers of Takalani, we celebrate you. No one can undermine the amount of patience, will and love it takes to care for other people. Thank you for showing your Hearts of Gold; may you continue to do so.

Making South Africa a better country is not something anyone can do alone. We cannot do it alone. When SALGA approached us to partner for this year’s Mandela Day, we appreciated it. We are strong believer in the strength of partnerships: working together for greater impact. As I stand here today and see so many of our colleagues who have given of their time to be here, I am humbled.

I hope you all realise the power of working together to accomplish even those things that some say are impossible. There are many people in need of help and we can start by doing what we can. As we have done today. Having a Heart of Gold is just that: doing what you can to help those less fortunate.

In closing, I thank the staff of Takalani for preserving the dignity of its residents. We all deserve to be treated well and have our basic needs such as food, clothing and shelter taken care of. To the KT Family and SALGANS, thank you for digging into your wallets and cupboards; the donations you have made are appreciated. I hope this will not be a once-off exercise. Let’s make every day Mandela Day.

Thank you.




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Our Survey

We are conducting a study on “Factors and influences of developing an economically active citizen during the time of Fourth Industrial Revolution.” Please assist by completing the survey? It should take about 15 minutes of your time to complete:

Please click on the link below to start the survey:


Please kindly also forward this to your contacts to complete. Your participation is much appreciated.


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InBrief – May 2018 issue

The latest issue of our InBrief magazine is now available on our website.

Please have a look: http://www.kagiso.co.za/publications/



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