AFRICAN SCHOOL FOR EXCELLENCE DEVELOPING A SELF-SUSTAINING NETWORK OF ELITE, AFFORDABLE TOWNSHIP HIGH SCHOOLS IN AFRICA www.africanschoolforexcellence.org
Tsakane, South Africa :: 2013
Letter from the CEO Sawubona! (GreeBngs!) Thank you for your interest in African School for Excellence. We are excited to share with you a bit about who we are and what we do. Our organizaBon was started with two core beliefs, which began as arBcles of blind faith that elicited many polite nods when I first began preaching them. Happily, I now see evidence of these truths in our classrooms every day: 1) World-‐class talent, ability, and determina5on abound in underprivileged African communi5es. Only opportunity is rare. 2) It is possible to provide that opportunity in an inexpensive, reliable, and scalable way.
Table of Contents Page 2
Meet the students
Page 3 – 6
Who we are
Page 7 – 8
Our model
Page 9 – 10
Pilot results & Early returns
Page 11 – 14
Why it ma7ers
In 2010, armed with liOle but these core arBcles of faith, I set out to discover an educaBonal model that could provide a world-‐class African educaBon at an affordable cost, an educaBon that would prepare graduates to succeed at the world’s best universiBes, both at home and abroad. From incepBon, brilliant and generous people have poured their heart and soul into proving these core beliefs. The scholars and I owe a tremendous debt of graBtude, in parBcular, to students and professors at the Harvard School of EducaBon and at INSEAD Business School. We are also profoundly grateful to all of the donors, both large and small, who have taken a leap of faith that a small, young organizaBon can help to crack one of the world’s greatest challenges. Of course, opening our first school is not the final goal. The scholars at ASE Tsakane will receive a great educaBon, of that I am confident. But what about the talented children of Thokoza and Tembisa, of Khayelitsha and Umlazi, of Harare and Lusaka? It seems our work is just beginning. In the face of these challenges, we humbly ask for your help. With your help, we can not only turn ASE Tsakane into a world-‐ class school that transforms its community, but also replicate this model to provide similar opportuniBes to bright young scholars throughout South Africa, and throughout the conBnent. I encourage you to visit us at our school in Tsakane. Our scholars love to lead tours, and there is no beOer way to get a real sense of what we do. You are also more than welcome to contact me or anyone else in our organizaBon to find out more. I thank you again, on behalf of both the scholars and our enBre organizaBon, for your interest and for your support. Sincerely, Jay Kloppenberg Founder and CEO, African School for Excellence
Tsakane, South Africa :: 2013
What do you like most about ASE?
What I like about ASE is that it is a leadership school. -‐Tanya Ndlovu What I like about ASE is that there is no corporal punishment and the teachers at ASE know their job and they know how to do it and they treat us equal – there is no favourite child. -‐Mandisa Mtshali
I like that we learn two subjects (Maths & Reading) and get out of school at four o’clock. We are all leaders and we speak English. -‐Nqobile Nkosi What I like about ASE is that the teachers are willing to make me understand. -‐Kedumetse Masenya
What is different about ASE? What’s different is that the strategy they teach us with is really good. -‐Khanyisile Mkhetshane
It is different in many ways and one of them is that we are fewer in classes and in that case teachers can aDend to us and at my previous school you will get that there are 54 learners in class and teachers can’t aDend to you. -‐Dineo Moshoaduba
In this school we learn with computers and in my old school we did have computers but we did not use them. -‐Kutloano Kunene The difference is that they teach us about leadership and they don’t talk harshly to us. -‐Ncedo Nhlapo
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Tsakane, South Africa :: 2013
ASE Board of Trustees M.J. ‘ Tiger’ Wessels, Chairman Founder & former CEO and Board Chairman of UTi Worldwide, a global shipping and logisIcs company listed on the Nasdaq Former Chairman of United Service Technologies Limited, a former JSE-‐listed company Founded a scholarship programme for CIDA City Campus students in 2002
Hlumelo Biko, Director Current ExecuIve Chairman of Spinnaker Growth Founder and CEO of Circle Capital Ventures, which successfully raised R1.6 billion in equity capital through 8 private equity transacIons Vice-‐Chairman of Baxter Theatre; Board Member at Endeavor, Kommunity Group Pojects, & UCT
Peta Mashinini, Director Independent contractor specialising in Project Management, Governance, Policy, and Strategy Development with 14 yrs experience in local and provincial government Director of Sasol Inzalo Groups, Sasol Inzalo Funding, Thebe Investment CorporaIon, Women in Oil and Energy South Africa and Educhange Research FoundaIon
Manie Wessels, Director Founder & Managing Director at Brighthead Investments, venture capital and private equity Former Manager of the largest Depot in the country for South African Breweries Ltd Chartered Accountant; MBA from INSEAD and Postgraduate Diploma in AccounIng from UCT Founded a school for township children and recruited and coordinated volunteers from Deloi=e
Edward Southey, Director Senior A=orney for WebberWentzel, one of the top law firms in South Africa Lead Independent Non-‐ExecuIve Director & Deputy Chairman, ASSORE LTD Also Director at United Service Technologies Ltd as well as Schindler LiPs (SA) (Pty) Ltd
ASE Advisors Chinezi Chijioke
Joy Moore
Chinua Achebe
F. Washington Jarvis
Mr. Chijioke is an Associate Partner at McKinsey & Co, where he leads the Global EducaBon PracBce in Africa. He is the co-‐ author of the 2010 McKinsey report, “How the world’s most improved school systems keep gekng beOer.” He holds an MBA, M.Ed., and cerBficate in Public Management from Stanford University.
Mrs. Moore is the Director of Stewardship and Donor RelaBons at Boston College. She is the former interim Head and deputy Head of School at the Oprah Winfrey Leadership Academy for Girls. She is a longBme champion of girls’ educaBon and has directed both the Archer School for Girls (CA, USA) and Dana Hall School (MA, USA).
Mr. Achebe is a renowned Nigerian novelist, poet, professor, and criBc, who played a role in the founding and development of African literature. He is best known for his first novel, Things Fall Apart, which has sold over 12 million copies in more than 50 languages. He is considered to be among the world’s most significant writers.
Mr. Jarvis is the Director of Ed. Leadership and Ministry at Yale University. He was headmaster of The Roxbury LaBn School in Boston from 1974 to 2004. During his tenure, Roxbury LaBn was the top ranked school in the U.S. He has been Head of the Headmasters Assoc. of U.S. and a trustee of various schools in the U.S. and Africa.
Dr. Mamphela Ramphele Dr. Ramphele is the first black female MD in South Africa and a leader of the black consciousness and anB-‐apartheid movement. She was named 55th of the Top 100 Great South Africans in 2004. She received a Ph.D. from the University of Cape Town and is a former World Bank Managing Director.
Anne van Zyl Mrs. Van Zyl is the former Head of the Oprah Winfrey Leadership Academy for Girls. For 22 years, she has been Head at four different schools in South Africa, across a wide range of environments. Known as a leader in academic circles and she has worked as an Examiner for English literature for the Independent ExaminaBons Board.
Tsakane, South Africa :: 2013
Who We Are Jay Kloppenberg, Founder and CEO
Mr. Kloppenberg began developing the idea for ASE while working for AfriCap Microfinance Investment Company in Johannesburg in 2010. Moved by the tremendous accomplishments of many low-‐income South Africans and understanding the vast unrealized potenBal among township youth, Jay worked to devise a soluBon to provide replicable, elite-‐quality high school educaBon to low-‐income students. Prior to AfriCap, Mr. Kloppenberg was a consultant at McKinsey & Co. in Johannesburg. He holds a Bachelor of Arts summa cum laude from Amherst College (MA, USA) and an MBA from INSEAD (France).
Nonhlanhla Masina, Co-‐Founder
Miss Masina is the embodiment of the potenBal that exists in the townships. Born and raised in Tsakane, Miss Masina walked eight kilometers each day to aOend Buhlebemfundo High School, where she was named Best Female Learner as a matriculant in 2006. While there, she developed a passion for science, and began teaching courses in maths, chemistry, and biology to her fellow high school students while in Grade 11. She holds a B.Sc. in Molecular and Cell Biology, a B.Sc. (hons) in Biochemistry, and is currently pursuing her Masters in PharmaceuBcs, all at Wits.
Mampho Langa, Head of School, ASE Tsakane
Mrs. Langa is one of the premier secondary-‐school educators in South Africa. She joins ASE from her previous posiBon as the Head of Academics at the Oprah Winfrey Leadership Academy for Girls (OWLAG), where she started as founding Head of the Department of MathemaBcs, Science, Computers and Technology, in January 2007. Before joining OWLAG, she served as Project Manager of the South African Actuaries Development Programme (SAADP) in the School of Actuarial Science and StaBsBcs at Wits University from 2004 to 2006. During the same period, she worked as a part-‐ Bme MathemaBcs EducaBon lecturer in the B.Sc. (hons) and B.Ed. (hons) programs at Wits University. Melusi Radebe School Manager
Works closely with ASE Tsakane Head of School on management, operaBons, and student recruitment In his third year of studies at University of Witwatersrand for Bachelor of Laws (LLB) Top student in his class at Buhlebemfundo Secondary School, Tsakane
Alyce Brookfield Former Universal Design for Learning (UDL) Research Intern at CAST (MA, USA) Curric. Design Former STEM/Assistant Teacher at Marymount School (NY, USA) Leader Holds M.Ed. in Mind, Brain, and EducaBon Program at Harvard Graduate School of EducaBon Berkia Banda Head English Teacher
Former Web Administrator at Sun Circle Publishers Former English Teacher with Teach South Africa Holds BA (Hons) in Culture & Media Studies from University of Pretoria
Nontobeko Gabela Head Maths Teacher
Former Academic Head/Leader, Mentor and Social Devel. team leader at LEAP Science and Maths School Former Head of MathemaBcs and Computer ApplicaBons Technology at Khula High School Qualified educator holding a diploma in Maths and Sciences & advanced cert. in MathemaBcal Literacy Former Finance Manager at NorthStar Capital Inc., private investment firm (Boston, MA USA)
Charlie Rich Previous work experience includes staff & board member at AdopBon & Foster Care Mentoring (Boston, Finance Manager MA) and OperaBons & Finance Intern with Grassroot Soccer (Malawi & South Africa) BA in Philosophy from Kenyon College (OH, USA) & Nonprofit Mgnt. Cert. from Northeastern University
Mpho Ramphele Former Senior Administrator with LEAP Science and Maths School Office Manager Former AdministraBve Coordinator at CIDA ICT Academy (T-‐Systems)
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Tsakane, South Africa :: 2013
Academics & Leadership ASE Curriculum InvesIgaIve learning approach: As
individuals and in teams, students must solve problems by developing creaBve soluBons, rather than merely following algorithms by rote. This process enables high-‐level achievement across a range of disciplines. Deliberate pracIce: Scholars work at the
edge of their ability and receive frequent, immediate feedback. CogniBve science reveals that this process mulBplies the speed of learning. Students focus on areas of improvement. Students will end up compleBng more than 1,000 math problems per year, along with roughly 400 wriBng assignments. Focus & Depth: By focusing on a few key
learning areas, scholars are able to develop the depth of skills required for world-‐class achievement.
ASE Leadership & Extracurricular Program Leadership training: Scholars will
learn the skills necessary to become change-‐makers in their communiBes. The program will address core leadership skills such as confidence, trust, communicaBon and listening skills, empathy, iniBaBve, and teamwork. Scholar-‐Led IniIaIves (SLI): At the
heart of our Leadership & Extracurricular Program, scholars will research, design, build, and evaluate their own iniBaBves. These iniBaBves will focus in three areas: 1) Entrepreneurship and Community Development, 2) Academics, and 3) Sports, Art, and Music.
Throughout their 5me at ASE, scholars are empowered with the skills and mindset they need to have a transforma5ve impact in their community, and in the world.
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Tsakane, South Africa :: 2013
What it means to be a part of ASE…
Returns for Scholars
Impact on Teachers
Impact on Community
ASE scholars will graduate
ASE runs a comprehensive
Through our Scholar-‐Led
with the skills necessary to succeed at top-‐Ber universiBes, both in South Africa and abroad.
teacher development program based on cukng-‐ edge teaching research. The heart of this program is a weekly video-‐taped class and observaBon session, with a
IniBaBves (SLI) program, tutoring programs will launch at up to 10 primary schools, within 2 years.
focus on each teacher’s development needs.
learners to receive tutoring through this program over the next 2-‐3 years.
ASE scholars will become
leaders in their communiBes and embrace challenging situaBons.
We expect roughly 1,000
Each school will develop an An ASE educaBon will
significantly mulBply each scholar’s lifeBme earnings potenBal.
expected 45 teachers with world-‐class teaching skills and educaBonal cerBficaBon in the first five years.
Scholar-‐Led IniBaBves will
also tackle community issues regarding health, safety, and other important township needs.
Tsakane, South Africa :: 2013
Core MathemaIcs is the primary maths
class, in which scholars will develop mastery of arithmeBc, and advance to pre-‐ algebraic and basic geometric concepts. This course consists of three classes:
1. Team Maths: Scholars work in teams to solve difficult challenges involving concepts that they either have not yet been taught or understand very imperfectly. Scholars learn to work together, to think criBcally without a road-‐ map to an answer, to become conversant with guess-‐and-‐check strategies, and to develop a curiosity about mathemaBcs and how it works in the world.
The African School for Excellence model was challenges of African secondary school scholars quality and capitalizing on our scholars’ exis5ng quality and reduce cost, arriving at a Increase Quality: Leverage Peer-‐Learning. When scholars act as teachers, it accelerates learning in two ways: first, one-‐on-‐one instrucBon from a peer is osen the most effecBve means of learning. Second, teaching a concept is osen the best way to consolidate one’s knowledge. The ASE model provides numerous peer-‐teaching opportuniBes each day. Deliberate PracIce. Studies reveal that deliberate pracBce techniques—in which the learner works at the edge of his or her ability, making frequent mistakes and receiving immediate feedback—can increase exponenBally the speed of learning. ASE’s classrooms provide nearly constant feedback and maximize opportuniBes for deliberate pracBce. Integrated Computer Training. Rather than teach a separate computer-‐literacy course, ASE scholars use computers throughout their academic day. In the process of learning to use computers, they engage in both peer-‐ learning and deliberate pracBce in reading, wriBng, and mathemaBcs.
2. InstrucIonal Maths: Aser struggling with difficult concepts on their own in Team Math, scholars move to InstrucBonal Math, where a teacher takes their parBal knowledge of a concept and completes the process, developing understanding. Scholars are encouraged to present work in front of the class, even if that work is incomplete or incorrect.
3. Individual (Computer-‐based) Maths: Aser learning a concept, it is important that scholars pracBce that concept. In this class, each scholar is in front of his or her own computer embarking through the Khan Academy learning modules. Advanced scholars are encouraged to move ahead of the class, as well as to work one-‐on-‐one with struggling scholars to make sure that everyone grasps the material. Teachers can see immediate data on what each scholar understands.
Tsakane, South Africa :: 2013
designed specifically with the needs and in mind. By focusing on the key levers for strengths, we can both greatly increase world-‐class, affordable program. Reduce Cost: Improved Teacher UIlizaIon. Skilled teachers are the most expensive, and most important, component of any school, parBcularly at the high school level. The ASE model allows self-‐moBvated scholars to spend a significant amount of Bme working on their own or in groups. A few skilled teachers can therefore instruct a large number of scholars each day, while maintaining low class sizes. Centralized Support FuncIons. Wherever possible, tasks are centralized in the Head Office to reduce the administraBve burden and the skills requirement at each school. Centralized tasks include administraBon, supplies and logisBcs, curriculum development, finance, IT, markeBng, and fundraising.
Reading: The goal is to develop both strong reading skills and a love of reading. We expect scholars to improve their reading level by a minimum of two years over the course of grade 7. Assigned readings are weighted towards fables and oral history stories early in the year, before moving to more complex short stories, poems, & novels. 1. InstrucIonal Reading: The teacher leads the class in understanding a parBcular reading comprehension strategy (e.g. finding the main idea, drawing inferences, etc.), or in discussing a parBcular piece of literature that the class has read in Partner Reading the lesson before. Scholars should learn how to both understand and discuss literature.
Scholar Leadership and Support Roles. ASE’s Leadership Development Program helps scholars develop into self-‐ sufficient leaders with the skills and mentality to manage roles that would ordinarily require addiBonal staff. These roles include monitoring, network support, extracurricular development and leadership, faciliBes upkeep, and others.
3. Independent Reading: Scholars choose from a library of reading-‐level appropriate short stories, poems, plays, novels, and non-‐ficBon pieces. These pieces are drawn from local as well as internaBonal sources. Reading quanBty is tracked, and scholars are periodically tested for improvements in reading level.
2. Partner Reading: Scholars read passages with a partner and answer quesBons about those passages. These quesBons refer either to the specific reading strategies discussed in InstrucBonal Reading or to discussion points that will be covered in the next InstrucBonal Reading class.
Tsakane, South Africa :: 2013
+5 months t: n e m ve ro p m I g in d a e Average R nt: 125% e m ve ro p m I s th a M ge Avera
Accelerate! (Tsakane, South Africa) June – July, 2012, Three Week Pilot Program 160 Grade 6 scholars from 9 primary schools aOended a three-‐week program in Tsakane, Gauteng in June, 2012. The results from Accelerate! Tsakane are displayed below:
• •
Average Reading Improvement: +5 months (equiv. vs. trad. school year) Average Maths Improvement: 125%
“In ASE, we just learn, learn, learn. At my other school, we learn, we sit down, and the teacher’s busy with something. We’re just si\ng, and we’re not learning anything. That’s why ASE is different from my school.” -‐Eketsang Nkadimeng, Age 12
Reading Improvement: 5 months Maths Improvement: 160%
*Pre and Post exams were developed from naWonal assessment exams and internaWonal reading standards. QuesWons differed between exams but concepts stayed the same.
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Tsakane, South Africa :: 2013 African School for Excellence Vision: At ASE, we believe that a great educaWon need not be reserved for a small elite. We believe that every young person with the talent, drive, and desire to succeed deserves an educaWon worthy of his or her potenWal. Our scholars are as bright and capable as students anywhere in the world, and we expect them to achieve results commensurate with that ability. Our graduates will leave ASE will the skills to succeed at the world's best universiWes, and with the character and leadership to transform their communiWes.
Scholar 1 14 January 2013 – Describe something you ate that tasted bad… “I ate moupane worms. It taste bad. It not looked good. It’s like it had black jacks.”
In under four weeks, we have seen excep5onal improvement in wri5ng throughout the school. We highlight samples from two of our scholars.
7 February 2013 – Describe a place you have in mind… “The place that I have imagined about it is a big room made by beauBful red and yellow colourful flowers and it smell good and sweet when I touch that flower it’s like water falling in my hand. It is daylight and in the door there are two yellow bells that are shining in the mirror there is a water fall.”
Scholar 2 14 January 2013 – Describe something you ate that tasted bad… “When I ate something disgusBng the food was looking bad as if I would waste it and that day it was boring because I ate a very bad food. It tasted very bad and I felt very angry.” 8 February 2013 – Describe an animal or creature… “A creature that I’m describing is from another planet. It has four legs and when it makes sound it roar. The colour of it is brown. It is a big animal it move like a lion and Bger but it is lion. It look like a person when s/he is angry and its teeth look like the shark’s teeth. If you see it you can run away, its legs are big like an elephant but the elephant is too bigger than that creature and it is a wild animal. It acts like its always angry.”
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Tsakane, South Africa :: 2013
Why South Africa?
South Africa is the largest economy in Africa, making up 24% of the conBnent’s GDP.
South Africa is by far the largest immigraBon desBnaBon in Africa, with roughly 1 million documented immigrants and an esBmated 5 million undocumented immigrants, mostly from other African countries.
South Africa is a leading figure in the African Union, the African Monetary Union, and other regional and conBnental enBBes.
South Africa is the only African country that is a member of the G20.
South African companies have now spread to nearly every country in Africa.
South Africa is ranked 1st in respect of audiBng and reporBng, according to the Global CompeBBveness Report 2011/12
South Africa’s banks rank 2nd in the world in soundness.
South Africa ranks 2nd out of 183 countries for good pracBce in protecBng both borrowers and lenders when obtaining credit for business (World Bank Doing Business Report, 2011).
Culturally, economically, and poliBcally, South Africa exerts enormous influence on the rest of Africa. It’s success and stability is essenBal for the enBre conBnent’s growth.
South Africa is recognized as one of the world’s most unequal socie5es by GINI coefficient. Whites currently make 6x the salary of blacks.
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1 out of 3 South Africans fail or do not achieve their naIonal senior cerIficaIon. (Report on the NaIonal Senior CerIficaIon ExaminaIon Results 2010, DBE (January 2011)
Tsakane, South Africa :: 2013
Cause and Effect UNEQUAL EDUCATION OPPORTUNITIES…
9 of the top 15 universiBes in Africa are in South Africa
South Africa is ranked 13th out of 142 countries for its quality of management schools (World Economic Forum’s Global CompeBBveness Report)
INEQUALITY AND UNREST.
2011 University of Stellenbosch study aDributed nearly 90% of the black/ white income gap to educa5on received
Nearly 25 million South Africans live in poverty (PopulaBon: 50 million)
NaBonwide unemployment is 25%. Township unemployment is esBmated at 60%
70% of matriculaBon passes are from 11% of schools, mostly White, Indian, and Coloured
Largest number of people living with HIV/ AIDS in the world (5.5 million people)
South Africa ranks 132 out of 144 countries for primary educaBon and 143 for quality of science and maths (World Economic Forum’s Global CompeBBveness Report)
Crime is high in certain township areas where there has been an absence of adequate law enforcement (2006 State of Cape Town report)
The matriculaBon rate at African schools is 43%, while 97% at White schools
Schools with liOle to no fees have a matric rate of 44%, while those with higher fees have a 97% rate
There is a clear correlaBon between performance and socio-‐economic background of the province you live in (a direct result of apartheid under-‐ development)
10 of the top 20 secondary schools in Africa are in South Africa
EducaBon accounts for 21% of government spending
12% of sixth graders scored at or above the minimum proficiency in maths in 2011
20% of schools have libraries and only 7.5% have any books
lead to…
Tsakane, South Africa :: 2013
South Africa is at a vital crossroads:
The time for action is now! 2011 Demographics
42% of South Africa’s populaIon is 19 or younger
Birth rates are declining and life expectancy is increasing, especially in urban areas
The current school-‐age generaIon will become the largest potenIal workforce in South Africa’s history
Historically, this parIcular demographic situaIon has proven pivotal in a naIon’s growth
Research suggests that two possible outcomes are likely over the next 15 years…
Outcome 1
Outcome 2
If they do not have the requisite skills, South Africa will likely see:
If they posses the skills for the available jobs, this trend will lead to huge economic growth and plunging poverty. For example:
Massive unemployment Social unrest Increased crime Instability Poor economic prospects Worsening health condiBons, and Increased inequality
United States’ economic boom and nearly full employment following WWII, and China cukng the % of its ciBzens living in poverty to about a quarter of its 1990 level in just two decades
Tsakane, South Africa :: 2013
Call for New Ideas Prominent South Africans react to the educa5on crisis in 2012 “There are no short-‐cuts to changing society. The only way out is a social revolu5on that once again places educa5on at the centre of the agenda for change, but not in the form of yet another round of rhetoric by the powerful but through a social movement among ordinary people that urgently confronts the rot in the school system before it is too late.” -‐Dr. Jonathan Jansen, President, South African InsBtute of Race RelaBons, 27 September, 2012
“SA needs to wake up from the complacency that has allowed us to tolerate a failing educa5on system for more than 18 years.” -‐Dr. Mamphela Ramphele, anB-‐apartheid acBvist, Black Consciousness Movement leader, and former World Bank Managing Director, 15 August, 2012
“If he knew what was happening he would be crying… it’s totally unacceptable,” Desmond Tutu said at a leadership summit about Nelson Mandela and the current state of educaWon in South Africa. -‐Desmond Tutu, South African Nobel Peace Laureate, 18 July 2012
“Our educa5on system is a wreck. It’s a shamble.” -‐Nadine Gordimer, anB-‐apartheid acBvist, Nobel Prize (Literature) winner, 1991, 31 July 2012
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“Education is the most powerful weapon which you can use to change the world.” -Nelson Mandela
How Can I Help? 1. Sponsor an African School for Excellence Scholar African School for Excellence (ASE) would like you to consider sponsoring one of our talented scholars. We believe sponsoring an ASE scholar will provide you with the most impacyul and personally rewarding donaBon experience that you can find anywhere. Your dona5on will not just send a child to school—it will change that child’s life.
Why sponsor an ASE scholar? Given the effecBveness of our model and the extraordinary returns on educaBon in South Africa, sponsoring an ASE scholar is among the most impacyul donaBons you can make anywhere. Historical data suggests that your scholarship will enable your scholar to more than triple his or her life5me earnings. Moreover, you can track your scholar’s daily progress and communicate directly with your scholar through our Learning Management System, to see firsthand the extraordinary impact your donaBon is making.
I want to be a sponsor! What do I do? If you are in South Africa, please send an email to scholarship@africanschoolforexcellence.org. We will provide you with our bank details so that you can make a direct deposit into the organizaBon’s FNB account. You can sponsor a scholar by making a R4 800 one-‐Bme tax-‐deducBble donaBon, or sekng up a recurring monthly donaBon of R400 per month. Once you have made your donaBon, we will provide you with your SecBon 18A tax receipt for your records. If you are outside of South Africa, go to our website, www.africanschoolforexcellence.org, and click on the “DONATE” link at the top of the page. You can sponsor a scholar by making a $600 one-‐Bme USA tax-‐ deducBble donaBon, or sekng up a recurring monthly donaBon of $50 per month. You will immediately receive a receipt by email for your records. We will provide you with your scholar’s name and picture, and ways to meaningfully stay in touch.
2. Become an ASE Patron ASE is constantly looking to connect with individuals and insBtuBons interested in spurring transformaBonal change in African educaBon. Please contact us to set up a meeBng to discuss your goals and ambiBons directly with the CEO.
Please feel free to contact us: Head Office African School for Excellence 82 On Maude, 1st Floor 82 Maude Street Sandton, 2196 Landline: 010 020 0266 Fax: 086 773 7373 Email: info@africanschoolforexcellence.org
ASE Tsakane Erf 21249 Tsakane Street Tsakane, Extension 11 Gauteng
www.africanschoolforexcellence.org