2022-2023 AISJ Annual Report

RE IND

40th anniversary

RE BUILD

2020-2021

Where did our Journey lead us in the 2022-2023 school year? What were the major milestones along the way, the triumphs and celebrations, as well as the pitfalls and challenges? What happened at AISJ, and how did you learn and grow? What path did you follow, and how did you find your way?

A journey is a metaphor for the life of our school, and it is also the literal name of our new Strategic Direction that we launched at the beginning of the 2022-2023 school year. The AISJ Journey is a compass that shows us where we need to go, provides direction and clarity, and helps us move forward with unity. The AISJ Journey articulates the priorities of our organization and describes our process for getting there. At AISJ, as students, staff and parents, we walk together on this journey. There are times of celebration and harmony, viewing serene vistas and enjoying beautiful moments. There are also stormy days and rocky roads, and we have to support each other through hard times along the path. In all of these situations we strive to “see” each other, embracing the philosophy of Ubuntu, and we try to live out our Community Principles.

Our theme for the school year was “Rewind and Rebuild” as we commemorated the 40th anniversary of AISJ. We found ways to honor the journeys of those who walked before us at AISJ, and we moved full speed ahead in the wake of the pandemic. One of the notable aspects of our year was the absence of COVID; we gathered and celebrated unfettered by the acute anxiety of imminent disease, and we began to rebuild some of the programs and special traditions that make AISJ an exceptional place. We are fortunate to be a part of a wonderful school that is strong, resilient and committed to inspiring learning and building our better world.

At an international school where mobility is ever present, there are special people who walk with us for a while and then they need to go on to other adventures. We keep going and we are grateful they were with us for a while as they play an integral role in helping us improve and move farther down our path. Each person brings unique talents as they join in our purpose and help us shape our way. We depend on each other, we are better when we act together, and we share a common bond as we continuously join in community.

40th anniversary

22-23 theme.

VISION

Inspire learning to build our better world.

PURPOSE

The purpose of AISJ is to provide exceptional educational experiences in a diverse and nurturing environment. We cultivate an inclusive community of learners and empower global citizens to fulfill their future purpose.

COMMUNITY PRINCIPLES LEARNING PRINCIPLES

Learning is the development of knowledge, skills and character through experience and reflection that changes who we are.

Learning happens best when...

RELATIONSHIP:

Learners engage in positive relationships that enhance their sense of safety, well-being, and belonging.

CHALLENGE:

Learners are challenged with ambitious expectations and appropriate, personalized goals.

PROCESS:

Learners engage in processes of inquiry, investigation, deep thinking, feedback, and reflection to apply and transfer ideas in multiple contexts.

OWNERSHIP:

Learners own their learning and know-how to learn, empowering them to be self-directed, creative and explore their curiosities and individual passions.

ENGAGEMENT:

Learners are active and collaborative, engaging with diverse viewpoints to develop empathy and character.

RELEVANCE:

Learners find purpose and meaning as they make authentic connections among concepts and across disciplines.

S T N E T N O C 8.

16.

22.

Y E A R I N R E V I E W. Message from the Board Chair Message from the School Director Message from the Treasurer

F I NA NC I A L S TAT E M E N T. Statement of Comprehensive Income Statement of Financial Position

STR ATEGIC PL AN. Progress Monitoring Summary Culture, Care, Community Informed, Purposeful Learning Integrated Sustainable Systems

48.

56.

64.

STR ATEGIC PL AN DIRECTION. Strategic Plan Development & Background AISJ Compass Strategic Priorities

S O C I A L E T H I C S R E P O RT.

I N T E R E S T I N G FA C T S .

8.

2022-2023 YEAR IN REVIEW 1. Message from the Board Chair 2. Message from the School Director 3. Message from the Treasurer

11.

M THE

MESSAGE FRO

ETTIT -

- CAROLYNN P

On behalf of the AISJ Board of Directors, I am

their South African work visas. You once again

pleased to present the 2022-23 Annual Report.

demonstrated the strength of our AISJ community.

campuses along with faculty and staff sessions.

Although much attention was focused on the new

We sincerely apologize for the delayed publication of the report caused by a late receipt of the

2022-23 saw the successful launch of our new

Strategic Plan, the Board is proud to acknowledge

external Financial Audit.

Strategic Plan focused on the three strategic

the continued efforts of leadership, faculty, staff, and

priorities: Culture, Care, and Community; Informed

students in the areas of JEDI. Launched just a few

2022-23 marked the emergence from the

Purposeful Learning; and Integrated Sustainable

short years ago, JEDI has now become embedded at

Covid-19 pandemic. We were excited to welcome

Systems. Much of the Board’s work in 2022-23 was

all levels of the AISJ organization.

parents back onto the campuses and to once

focused on sustainability.

With 2023-24 being Dr. Moore’s final year with AISJ,

again host in-person events celebrating our four pillars of academics, arts, athletics, and

Highlights include

the Board undertook an extensive, intense, and

service. Congratulations to our Class of 2023,

• framework for long-term financial planning

collaborative search for Dr. Moore’s replacement. The

who demonstrated remarkable resilience while

• support of expanded inclusion services

process culminated in May with the appointment of

over half of their high school experience oc-

pathways for students with greater learning

Michael Schooler, who will start in July 2024 under a

curred under pandemic restrictions! We wish

needs

3-year contract.

you every success in your next endeavor.

• commitment to moving to a faculty single salary scale to be implemented in a financially

The Board would also like to acknowledge the resilience of our faculty, staff, and leadership as

sustainable way • hiring of a new School Director

we started the school year with many of our faculty out of the country awaiting approval of

The Board also focused on increasing community engagement and held parent open houses on both

It was my privilege to serve as Board Chair for 202223, and I want to thank all the Board and Committee members who volunteered their time and expertise to the governance of AISJ. Carolynn Pettit Board Chair

13.

R O T C E R I D L O O H SC M THE

MESSAGE FRO

R O T C E R I D L O SCHO - DR. JEREMY

MOORE -

It is with great pleasure and pride that we present the American International School of Johannesburg annual report for the academic year 2022-2023. As the School Director, I am honored to reflect on the achievements, progress, and challenges that have shaped our educational journey over the past year.

As we reflect on the past year and celebrate our achievements, we also acknowledge the lessons learned and the areas where we strive to improve.

Our commitment to continuous improvement drives us to set new goals, implement new strategies, and enhance the overall educational experience for every student.

This annual report serves as a testament to our entire school community’s dedication, hard work, and collaborative efforts. ‘We are better when we act together, and we have navigated through unprecedented times, overcoming obstacles and embracing opportunities for growth and innovation.

One of the critical elements that framed 2022-2023 was the first year of implementation of our new strategic direction, The AISJ Journey. The strategic priorities of Culture, Care and Community, Informed Purposeful Learning, and Integrated Sustainable Systems became the central areas of focus and the basis for action planning. Our Principles and common language began to spread throughout the organization, and the culture at AISJ continued to shift.

This report will give you an overview of our school’s progress during the 2022-2023 school year. From academic excellence to artistic achievements, from athletic triumphs to community outreach initiatives, the school year was full of incredible experiences for our students and staff. It is essential to celebrate the diverse talents and accomplishments that define our school; these accomplishments are highlighted every week in our Izindaba newsletter, and we report on surveys and benchmarks in this report.

The school year was marked by some profound challenges as well. The Department of Home Affairs in South Africa did not process the visas for most new faculty, and we began the year with many teachers stuck abroad as they could not enter the country to teach on our campuses. With hybrid online structures reemerging from the days of COVID, there were notable challenges for educators as we began the school year. An interim Principal in the Elementary School also had visa-related issues; for most of

the school year, there was no Elementary Principal in place. As always, the resilience of AISJ shines through; we adapted to difficult circumstances, the teachers were able to enter the country, and the visa saga is a nightmare of the past. Unfortunately, the visa issue has continued to impede some families attempting to enter South Africa, and student enrollment continues to be a victim of this geopolitical issue.

Despite the challenges, AISJ continued to provide exceptional educational experiences for our students. I extend my heartfelt gratitude to our dedicated faculty and staff for their unwavering commitment to student success, our supportive parents for their partnership and involvement, and most importantly, our students for their hard work, resilience, and enthusiasm for learning.

Ubuntu, Dr Jeremy Moore School Director

15.

R E R U S A E R T M THE

MESSAGE FRO

R E R U S T R EA

I-

OWONIY L O O Y A D E D A - ABIODUN

Dear AISJ Community, I write this message for the 2022-2023 AISJ

I would like to highlight some key initiatives under-

academic year during which I had the privilege of

taken last year aiming to achieve the Board’s goal of

being the appointed Treasurer.

improving financial stability:

This academic year has been impacted by the pro-

• Optimization of capital expenditure and deferral

longed economic recovery from COVID and South

of capital projects that could be postponed into

Africa continues to be impacted by geopolitical

future years

instability caused by the Russia/Ukraine war.

The school continues to implement strong risk and financial management processes to ensure we remain in a strong financial position.

• Investing excess cash reserves in interest bearing accounts • Continuous analysis and evaluation of the student / faculty ratios, and streamlining of the administrative organization and analysis of

AISJ is not immune to the current realities of

fringe benefits

the global economy and the shrinking South African economy. We continue to observe declining

These initiatives, along with the foreign exchange

student enrollment. We have also benefited from

gain, allowed AISJ to overcome a challenging

foreign exchange movements, which are out of

operating environment, to conclude the 2022-2023

AISJ’s control, but continue to work in favor of

academic year with an operational surplus, and an

the school.

overall cash surplus.

The AISJ Board remains focused on achieving multiyear financial stability while ensuring education quality and is confident that the school is moving steadily in that direction.

I am pleased to report that AISJ has received an unqualified opinion from our independent auditors for the 2022-2023 financial year.

Abiodun Adedayo Olowoniyi AISJ Board Treasurer

16.

FINANCIAL STATEMENTS 1. Statement of Comprehensive Income 2. Statement of Financial Position

18.

REVENUE

82.4%

0.2%

STATEMENT OF COMPREHENSIVE INCOME FOR YEAR ENDED 30 JUNE 2023

2023 ZAR

2022 ZAR

430,165,409

434, 533, 191

Other Income

7,803,004

5,273,411 *

Foreign Exchange Net Gain/Loss

50,173,432

27,137,752

(124,292,339)

(108,990,067) *

Staff Cost

Surplus from Operations Interest Received Finance Costs

Total Comprehensive Income for the Year

(319,906,654)

(313,987,982)

43,942,852

6243,966,304 962 163

14,689,217

3,831,853

(1,964,206)

(2,061,950)

56,667,863

45,736,207

5.7% 0.2%

11 . 8 %

11 . 6 %

Revenue

Operating Expenses

82.2%

5.8%

2023

2022 Tuition Fees

Transport Fees

Capital Fees

Entrance Fees

EXPENSES 80

80

72.2%

70

70

60

60

50

50

40

40

30

30

20

20

7.0%

10

5.9%

5.3%

2.1%

1.7%

1.7%

3.2%

74.4%

10

5.7%

7.0%

5.8%

1.0%

2.1%

0.8%

1.5%

2.0%

* Foreign exchange gains and losses are now shown as net loss or gain

2023 Staff Cost Transportation

2022 Building & Grounds Maintenance & Security Teaching & Learning

Technology

Depreciation

Administrative & School-wide Support

Instructional Support Material

Student Activities

0.7%

20.

ASSETS 2022

STATEMENT OF FINANCIAL POSITION FOR YEAR ENDED 30 JUNE 2023

2023 ZAR

2022 ZAR

NON-CURRENT ASSETS Property, Plant & Equipment

450,906,147

449,078,090

CURRENT ASSETS Inventory Trade & Other Receivables Cash & Cash Equivalents Total Current Assets

475,629 18,957,189 276,749,361 296,182,179

439,996 11,009,593 214,597,754 226,047,343

Total Assets

747,088,326

675,125,433

Assets

66.5%

0.1%

1. 6 %

12 . 9 %

18 . 9 %

Property, Plant, & Equipment

Inventory

Trade & Other Receivables

Operational Reserves

Bank Balances & Short-Term Deposits

60.4%

0.1%

2.5%

12 %

25%

2023

RESERVES & LIABILITIES SHORT TERM LOANS

LONG TERM LOANS

SHORT TERM LOANS

LONG TERM LOANS

Reserves & Liabilities RESERVES Retained Income

669,128,923

612,461,061

1. 0 %

2.7%

1. 0 %

NON-CURRENT LIABILITIES Finance Lease Liabilities Long-Term Loans Total Non-Current Liabilities

10,352,137 10,352,137

18,451,143 18,451,143

INCOME RECEIVED IN ADVANCE

TRADE & OTHER PAYABLES

INCOME RECEIVED IN ADVANCE

TRADE & OTHER PAYABLES

30,553,426 29,257,700

25,017,711 12,251,085

7,796,140 67,607,266

6,944,433 44,213,229

1. 8 %

3.7%

3.9%

4.1%

747,088,326

675,125,433

CURRENT LIABILITIES Trade & Other Payables Income Received in Advance Finance Lease Liabilities Short Term Loans Total Current Liabilities

Total Reserves & Liabilities

RETAINED INCOME

RETAINED INCOME

90.7%

1. 4 %

2022

89.6%

2023

22.

2022-2023 STR ATEGIC PL AN 1. Progress Monitoring Summary 2. Culture, Care, Community 3. Informed, Purposeful Learning 4. Integrated Sustainable Systems

Y R A M M U S G N I R O T I N O M PROGRESS 2. INFORMED PURPOSEFUL LEARNING Competency Based Education outcomes summary (quantitative and qualitative)

INTRODUCTION.

Instructional Design, Assessment & Pedagogy outcomes summary (quantitative and

Our progress and the strategic direction of AISJ are monitored by the Board,

Personalized Learning & Pathways outcomes summary (quantitative and qualitative)

qualitative)

Leadership Team, and Management. An annual survey developed by Panorama provides reliable data to inform school improvement. Standardized assessment results are analyzed and discussed biannually. The Board and Leadership Team come together three times each year to celebrate and review progress, remaining ready and willing to adapt and revise strategies and action plans to be effective.

AISJ identified three strategic priorities that are central focus areas for all we do.

3. INTEGRATED SUSTAINABLE SYSTEMS Resource Management outcomes summary (quantitative and qualitative) Connections & Community Partnerships outcomes summary (quantitative and qualitative) Effectiveness & Synergy outcomes summary (quantitative and qualitative)

1. CULTURE, CARE, COMMUNITY JEDI outcomes summary (quantitative and qualitative) Social Emotional Learning outcomes summary (quantitative and qualitative) Wellbeing outcomes summary (quantitative and qualitative)

How much faculty and staff feel that they are valued members of the school community.

SURVEY RESULTS FAVORABLE

UNFAVORABLE

INDICATOR OF PROGRESS Perceptions of the overall social and learning climate of the school.

How strong the social connection is between teachers and students within and beyond the school.

STATUS INDICATOR

NEUTRAL How well the school supports faculty and staff in learning about, discussing, and confronting issues of race, ethnicity, and culture.

How well the school supports students in learning about, discussing, and confronting issues of race, ethnicity, and culture.

Perceptions of readiness to address issues of diversity.

How much students feel that they are valued members of the school community.

Perceptions of student physical and psychological safety while at school.

Perceptions of the quantity and quality of equity-focused professional learning opportunities available to faculty and staff.

FAVORABLE

UNFAVORABLE

INDICATOR OF PROGRESS Perceptions of the quantity and quality of professional learning opportunities about social emotional learning available to faculty.

Perceptions of the overall social and learning climate of the school.

Faculty and staff perceptions of their own professional well-being.

Perceptions of faculty and staff relationships with the families at their school.

NEUTRAL

Perceptions of faculty and staff relationships with school leaders.

STATUS INDICATOR Perceptions of the overall social and learning climate of the school.

Perceptions of student physical and psychological safety at school.

AISJ is welcoming and friendly.

AISJ values a diverse and inclusive community with its ethos and actions.

SURVEY RESULTS FAVORABLE

UNFAVORABLE

INDICATOR OF PROGRESS How much students feel that their teachers hold them to high expectations around effort, understanding, persistence, and performance in class.

STATUS INDICATOR

Perceptions of whether students have the potential to change those factors that are central to their performance in school.

NEUTRAL Perceptions of how well students are able to persevere through setbacks to achieve important long-term goals.

Perceptions of the quantity and quality of professional learning opportunities available to faculty and staff.

How attentive and invested students are in school.

How much students feel that school is interesting, important, and useful.

How well students deliberately use strategies to manage their own learning processes.

Perceptions of whether students have the potential to change those factors that are central to their performance in class.

Perceptions of the impact of testing on teaching and student learning.

FAVORABLE

UNFAVORABLE

INDICATOR OF PROGRESS Families’ perceptions of how well the school matches their child’s developmental needs.

Families’ perceptions of the amount of academic and social support that they provide their child with outside of school.

How confident families are with regard to key parenting skills.

Families’ perceptions of their child’s learning-related behaviors.

NEUTRAL

AISJ offers a balanced, well-rounded program.

STATUS INDICATOR The education offered to students at AISJ is of a high quality.

Teachers challenge my child to do his/her best work.

FAVORABLE

UNFAVORABLE

INDICATOR OF PROGRESS Teachers use a variety of instructional strategies to meet my child’s learning needs.

NEUTRAL

The learning expectations for my child are documented in a way that is easy to understand and helps to make the curriculum clear to me.

STATUS INDICATOR

Reports of my child’s progress are clear and easy to understand.

Teachers give timely and meaningful feedback to my child.

I am satisfied with my child’s academic achievement.

My child gets to make choices about their learning.

I am satisfied with the opportunities available in class and in other activities to help my child develop their leadership skills.

There is consistency of teaching practice within subject areas and grade levels.

Perceptions of who should be primarily responsible for school success.

SURVEY RESULTS FAVORABLE

UNFAVORABLE

INDICATOR OF PROGRESS

STATUS INDICATOR

NEUTRAL Perceptions of the school leadership’s effectiveness.

Perceptions of the system that is used to evaluate faculty and staff.

Faculty perceptions of their professional strengths and areas for growth.

Perceptions of whether teaching can improve over time.

Perceptions of the amount and quality of feedback faculty and staff receive.

Perceptions of the adequacy of the school’s resources.

The degree to which families become involved with and interact with their child’s school.

Factors that can create challenges for families to interact with or become involved with their child’s school.

FAVORABLE

UNFAVORABLE

INDICATOR OF PROGRESS I would recommend AISJ to others.

STATUS INDICATOR

NEUTRAL

I am satisfied with the quality of co-curricular activities at AISJ.

I am satisfied with the security measures in place at AISJ year.

My child’s Principal shows effective leadership.

AISJ has the facilities that I would expect at a top tier / leading international school.

Teachers are accessible and responsive to my concerns about my child.

I am satisfied with school catering.

I am satisfied with the service learning and service activities available to my child.

I am satisfied with AISJ transport.

FAVORABLE

UNFAVORABLE

INDICATOR OF PROGRESS I am satisfied with the services of the Business Office.

STATUS INDICATOR

BENCHMARK

NEUTRAL

MET

NOT MET

BENCHMARKS Benchmark 5.1.A Protocols are in place to meet the needs of students with learning differences and English language learners who have been admitted.

The AISJ website is an effective tool that provides information and communication to the community.

Coordination of events is such that my child has the opportunity to participate in activities within Academics, Athletics, the Arts, and Service throughout the academic year.

UNAVAILABLE OUTCOME INDICATOR

NOTES

BENCHMARKS

MET BENCHMARKS Benchmark 4.2

MET BENCHMARKS

NOT MET OUTCOME

UNAVAILABLE NOTES

MAP results for Integrated Math assessments in grades 9 and 10 indicated that 75% of our students are in the top two quintiles (above 60%) of world averages.

Gr 3-5: 89%,

Benchmark 4.3

Gr 6-12: 82%

Overall averages from students electing to take the SAT remain at or above the international averages for EBRW and Math.

85% in 2022

Benchmark 1.3 All faculty have been involved in process of documenting and review curriculum in Chalk.

Benchmark 4.5 All subject-specific DP scores/means remain above world averages.

Benchmark 1.4 85% of students, parents, and teachers agree that there is consistency of content standards within subject areas and grade levels.

Benchmark 5.1.B 83%

Guidelines regarding the school’s capacity to meet students’ needs are documented.

BENCHMARKS

Benchmark 4.1 Year to year effect sizes of cohort results in all MAP reporting categories exceed the selected comparison groups (grades 3-8).

NOTES IM1, Grade 9: No (4/13) IM2, Grade 9: No (23/36) IM3, Grade 9: Yes (14/17) IM2, Grade 10: No (3/7) IM3, Grade 10: Yes (38/51)

Aug 22 Gr 12: Reading & Writing 100% Math: 100% achieved benchmark Oct 22 Gr 12: Reading & Writing 100% Math: 79%

Benchmark 4.4 Overall, school-wide DP results remain at or above 33.

Written, taught, and the assessed curriculum is continually reviewed to make sure student learning is maximized.

OUTCOME

Mar 23 Gr 11: Reading & Writing 100% Math: 77%

Benchmark 1.2 95% of graduates who choose to apply to universities gain admission to at least one of their top three choices.

UNAVAILABLE

TOTAL: 82/124 (66%)

Benchmark 1.1 80% of returning students agree that they were prepared for their current grade level.

NOT MET

JHB Yes Pretoria No

Benchmark 5.1.C All students with identified learning needs, as documented by our guidelines, have individual learning plans.

2022 average = 36

MET

NOT MET OUTCOME

BENCHMARKS

UNAVAILABLE NOTES

Benchmark 5.1.B Student progress is annually evaluated.

MET

NOT MET

BENCHMARKS

OUTCOME INDICATOR

NOTES

Strategic Policy 7.4

Benchmark 2.2 At least 3% of annual expenses are allocated to faculty professional learning.

UNAVAILABLE

2.4% was allocated in 2022-23

AISJ maintains the following class size in any given year. The School Director may make short-term adjustments to class sizes (not to extend beyond the current academic year) if unusual circumstances exist or class balance requires adjustment and will inform the Board of any such exceptions. In some specific subjects, class size may be increased to enhance the learning environment. Maximum PK-K: 16; Maximum Grades 1 – 12: 18

Benchmark 6.5 AISJ maintains an overall average teacher to student ratio of 1:7.1 +/- 0.5.

Benchmark 2.1 AISJ receives applications from at least 10 qualified applicants for each available position.

Benchmark 2.3 Exit survey results indicate the factors for faculty turnover.

Benchmark 2.4 80% of departing teachers have been employed at AISJ for at least 4 years.

Class sizes were exceeded in some areas.

Director reported to the Board at the beginning of the year

MET BENCHMARKS

NOT MET OUTCOME

UNAVAILABLE NOTES

MET BENCHMARKS

Benchmark 3.2

Benchmark 6.1

The variety of academic courses for all age groups and abilities is demonstrated by the ratio of academic courses to students of 3:1.

AISJ maintains an operational reserve fund which is equivalent to 20% of the annual operational budget expenses. This is invested in USD and ZAR as per South African risk profile.

Benchmark 3.3 The variety of arts activities for all age groups and abilities is demonstrated by the ratio of arts activities to students of 35:1.

NOT MET

BENCHMARKS Benchmark 3.4

Benchmark 6.6

The variety of athletic activities for all age groups and abilities is demonstrated by the ratio of athletic activities to students of 15:1.

AISJ maintains a detailed Financial Procedures Handbook.

Benchmark 3.5 Benchmark 6.3 AISJ fully funds a facilities long-term maintenance plan.

Benchmark 5.3 The school ensures procedures and resources are available to adequately support the recruitment of diverse candidates throughout the organization.

Benchmark 5.2 AISJ budgets for and maintains a scholarship program for local students who would not otherwise have the opportunity to attend the school due to financial constraints.

OUTCOME

NOTES

Benchmark 6.2 0.25% of annual expenses (up to a cumulative reserve amount of 2 million ZAR) is committed to a Strategic Program Development Fund, devoted to new initiatives.

100% of students show evidence of service learning each year.

UNAVAILABLE

Benchmark 6.5 AISJ maintains an overall average teacher to student ratio of 1:7.1 +/- 0.5.

Budgeting did not meet this parameter/benchmark.

48.

STR ATEGIC PL AN & DIRECTION 1. Strategic Plan Development & Background 2. AISJ Compass 3. Stragtegic Priorities

N A L P C I G E T A ST R Development of a new strategic plan, the AISJ Journey, was a key area of focus in 2021-2022. Every AISJ Board member joined with the Leadership Team and spent time together with Ewan McIntosh (from Notosh) to write a story and a vision of AISJ in the future. Each person shared their thoughts on the feel of the community and their ideas regarding education. In addition, there were multiple activities and opportunities for input from every member of our school community.

There was a seminal event, the Dream Summit, that brought together students, parents, faculty, staff, leaders and Board members and this was key in developing our strategic direction. We spent a day together, sharing thoughts and ideas that helped us to understand our new guiding statements, build community, dream of the future of education at our school, and contribute to the development of the new AISJ strategic direction.

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There were opportunities to meet new people and engage in activities that offered a balance of wide-open sharing of our hopes for learning at AISJ, as well as more focused contributions to broad themes that moved us forward in forming our plans for the future.

Extending beyond the Principles and Values articulated in the community-wide Voices to Vision process, the Leadership Team and Board came together for three collaborative sessions as part of the process of articulating and refining our school’s future strategic priorities. The Strategic Planning Task Force, including high school students, faculty, Board and Leadership Team members, was an integral force in this process as well. In addition, all faculty came together to explore the basic essence of these priorities and provide feedback on these in a whole-school dialogue session. Ultimately, this process led to the development of three strategic priorities that will be the focus at AISJ for the future.

SOCIAL & ETHICS REPORT 1. Employment Equity 2. Labor, Employment Relations, and Decent Working

56.

Conditions 3. Employee Wellness and Support 4. Environment Sustainability 5. Ethics, Integrity and Business Conduct 6. Anti-Discrimination and Commitment to Social Justice: The AISJ Journey to our Common Language 7. Implementation of the Justice, Equity Diversity, and Inclusion (JEDI) Project 8. Compliance and Reporting 9. Responsible and Good Corporate Citizenship Monitoring 10. Stakeholder Engagement 11. Future Areas of Focus 12. Conclusion

REPORTING PERIOD: YEAR 2022-2023

INTRODUCTION

The primary purpose of Social and Ethics reporting is to ensure that there is an oversight on the School’s activities regarding social and economic development initiatives, including CSI, consumer relationships, labor and employment, the promotion of equality and ethics management.

1.

Social and Ethics reporting assists the Board of Directors with monitoring the School’s impact of its business on its stakeholders such as employees, government and regulators and the community it operates in. This monitoring ensures that reporting is aligned with relevant legislation, regulations, and codes of best practices relating to labor, ethics, stakeholder engagement, strategic empowerment, and transformation codes.

EMPLOYMENT EQUITY The School continues to promote the objectives of the Employment Equity Act in order to achieve equity in the workplace by promoting equal opportunity and fair treatment, elimination of unfair discrimination, and implementing affirmative action measures to redress the past as and when identified.

• •

In the absence of a Social and Ethics Committee the School’s compliance with this requirement is illustrated in the AISJ Board Charter extract:

•

Social and Ethics Compliance:

•

9.4.1. The Board recognizes the Companies Act requirements for a Social and Ethics Committee. The overarching role of the Social and Ethics Committee is to act as the social conscience of the School and to ensure that the School behaves as a responsible corporate citizen.

9.4.2. Rather than form a separate Social and Ethics Committee, the Board itself assumes the responsibilities of a Social and Ethics Committee.

•

9.4.3. The Legal Advisor summarizes matters related to Social and Ethics and reports at least quarterly to the Board on these matters.

•

9.4.4. The Board is responsible for reporting, at least annually, to the AISJ community on Social and Ethics compliance.

COMPLIANCE In accordance with the Companies Act and King IV, this report spans the reporting period from 1 August 2022 to 31 July 2023. During the past year, the School continued to review its compliance with the Companies Act 71 of South Africa requirements, the King IV Report on Corporate Governance, and UN and OECD recommendations on corruption and labor practices. The quarterly Social and Ethics reports were reviewed by the AISJ Board of Directors.

2.

LABOR, EMPLOYMENT RELATIONS, AND DECENT WORKING CONDITIONS •

1.

2.

3.

4.

5.

6.

7.

8.

9.

10.

Employment Equity Labor, Employment Relations, and Decent Working Conditions Employee Wellness and Support Environment Sustainability Ethics, Integrity and Business Conduct Anti-Discrimination and Commitment to Social Justice: The AISJ Journey to our Common Language Implementation of the Justice, Equity Diversity, and Inclusion (JEDI) Project Compliance and Reporting Responsible and Good Corporate Citizenship Monitoring Stakeholder Engagement 11. Future Areas of Focus 12 Conclusion

Compliance with labor and employment laws, regulations, and practices was monitored throughout this year. No incidents of infringements were reported to the School. During this reporting period the Department of Labour conducted an administrative inspection with no adverse findings against the School.

•

KEY SOCIAL AND ETHICS REPORTING PRINCIPLES

During this past year the School continued to monitor the workplace and completed its workforce analysis as required by section 19 of the Employment Equity Act. The one-year Employment Equity plan was submitted to the Department of Labour within the scheduled date of 15 January 2023.

The newly elected Employment Equity Committee attended comprehensive training on Employment Equity in March 2023, and held quarterly meetings as required by the Act. The School continued to promote the objectives of the Employment Equity Act in order to achieve equity in the workplace by promoting equal opportunity and fair treatment, elimination of unfair discrimination, and implementing affirmative action measures to redress the past as and when identified.

The gender, race, and the disability employment statistics and trends were continuously monitored with the view to improve on the disability category.

Fair and equitable remuneration practices were continuously reviewed during the year.

Within budgetary constraints, the School continues with professional development programs and training of Faculty and Operations staff.

•

The monthly bilateral meetings held between Union and the School have continued during this year and augmented the relationship between Management and the Union.

•

The wage negotiation process for was concluded during this year in July 2023, resulting in a three (3) year settlement beginning August 2023 and ending in 2026. It is worth noting that due to current global economic and local socio-economic challenges the negotiations were challenging to the union and the School as consensus was not reached on some of the demands.

•

A safe and healthy environment and workplace is provided for employees.

•

All laws on working hours and employment rights are complied with.

3.

EMPLOYEE WELLNESS AND SUPPORT •

•

During this reporting period, the Independent Counseling & Advisory Service (ICAS), a leading South African employee health and wellness service provider, continued to assist AISJ employees and their family members.

Employee Wellness Days were successfully conducted by School’s Medical Aid Service Provider at both campuses during this quarter. All staff were granted an opportunity to consult the service provider on an individual basis.

6.

ANTI-DISCRIMINATION AND COMMITMENT TO SOCIAL JUSTICE - The AISJ Journey to our Common Language • •

•

4.

ENVIRONMENTAL SUSTAINABILITY •

•

•

5.

AISJ Strategic Policies emphasize that justice is based on the principles of Equity and Inclusion.

Equity is fair treatment, opportunity, and access to resources with each person being a successful and contributing member of the School. During this year various workshops were held between faculty and operations leadership in order to promote this principle. There is a significant positive change in integration within the AISJ community.

Employees are not unfairly discriminated against, and are free to belong to the Union, subject to the requirements of the relevant labor legislation, regulations, and collective agreement.

During this reporting period the School’s activities in respect of the environment, health and safety including employees were monitored in the best interests of, the AISJ community, neighbours, contractors, visitors, and other stakeholders in compliance with relevant legislation, by-laws, and other legal requirements or prevailing codes of best practices.

During this reporting period the School received a newly introduced compliance notice from the Department of Minerals and Energy. This notice requires all schools with a minimum of 2000 sqm of space to have an Energy Performance Certificate. In order to comply with this requirement, schools are required to conduct assessments per guidelines furnished by SANEDI (South African National Energy Development Institute), the regulatory body responsible for monitoring energy innovations and demands. The deadline for compliance has been extended to the year 2025. Because of the magnitude of the project, the School has engaged an expert service provider to assist.

The Legal Advisor ensured that current Contractors and Service Providers submit the mandatory compliance certificates in order to comply with the relevant legislation.

ETHICS, INTEGRITY, AND BUSINESS CONDUCT •

• • • •

•

The School’s ethics and integrity practices are aligned with the 10 principles and guidelines of the United Nations Global Compact (UNCG), the OECD, and Independent Labour Organization (ILO) recommendations.

The Whistleblowing and Ethics Hotline is independently administered and furnishes reports on a monthly basis. No whistleblowing reports were received during this reporting period.

Controls and protocols are in place to mitigate the risk of fraud, bribery, and extortion as well as to monitor risks associated with money laundering, corruption, and related misconduct.

During this reporting period the School embarked on drafting a “Naming Rights Protocol” to assist with the procedure on naming of buildings or spaces.

Monitored and entrenched community principles, learning principles, through induction programs across the various departments which are intended to educate employees on the principles of the School.

New and old employees were inducted on the Code of Conduct which employees signed.

7.

IMPLEMENTATION OF THE JUSTICE, EQUITY DIVERSITY, AND INCLUSION (JEDI) PROJECT •

•

8.

Diversity is described as “the range of similarities and differences that shape the School community including race, gender, religion, national origin, color, age, sexual orientation”, and many others.

In order to promote this journey, the JEDI steering committee engaged an external service provider to assist the High School Student Council with translating JEDI principles into one of the local languages SePedi and other international languages on campus.

COMPLIANCE AND REPORTING • • •

•

The School’s Legal Compliance framework is monitored through the various departmental risk registers.

Reviewing the Schools strategic policies occurred during this reporting.

Compliance with the South African School Administration and Management System (SA-SAMS) continued in this period. Commonly known as SA-SAMS, it is an integrated application owned by the Department of Basic Education (DBE) and is designed to assist schools with their administration,management and reporting functions.

The School’s Public Benefit Organization Status was renewed during this reporting period. SARS issued the PBO Certificate which will remain valid until the status of the School is changed or revoked by SARS for non-compliance with the relevant Tax legislation.

9.

RESPONSIBLE AND GOOD CORPORATE CITIZENSHIP MONITORING •

The AISJ Service-Learning Program continued to be a success throughout this reporting period. Through building relationships with external communities, the School continued its partnership with educational institutions, animal welfare, charity organizations and many others.

•

This reporting period witnessed numerous service-learning projects. Highlights include celebrating Friendship Day for Middle School with our Diepsloot Youth Program Partners, Grade 4 speaker from Setsong Tea on how producers shape and reflect their communities, the Mercy House Family fun project which focused on fundraising.

•

AISJ also participated in the countrywide CHOC event to raise funds and awareness on childhood cancer and other serious blood related illnesses.

•

In addition, the 9 th Graders ventured off campus to support Service in Action with the Friends of Free Wildlife partners with their daily chores.

•

During this period a Service-Learning Intern was appointed to support the AISJ service-learning program alongside the Service-Learning Coordinator.

10.

STAKEHOLDER ENGAGEMENT •

Communication with suppliers and services providers continues through procurement, service-level agreements, and meetings.

•

Internal communication with the AISJ Community continued through weekly publictions such as Eagles’ View, Izindaba, Kaponos, Compass, and many other platforms of engagements.

•

11.

Various surveys were conducted between the School’s stakeholders.

FUTURE AREAS OF FOCUS BBB-EE valuation certificate for AISJ as a Non-Profit Organization. The School recognizes the importance of the development and empowerment of historically disadvantaged communities of its host country South Africa, and that transformation forms part of the economic and social sustainability of the country. The requirement of a BBB-EE grading was monitored during this period, noting the trend in requests for a certificate from corporate fee payers.

12.

CONCLUSION AISJ has the necessary policies and protocols in place to advance and monitor social and economic development, sound ethical behavior, fair labor practices, responsible environmental practices, and good stakeholder relations.

The AISJ Legal Advisor is satisfied with the level of CIPC compliance, and there were no instances of material non-compliance to report in the past year.

64.

I N T E R E S T I N G FA C T S

I N T E R E S T I N G FA C T S New Student & Family Population

0 New Student & Family Population Student Enrollment

0 Student Enrollment

Instructional Staff Population

0 Instructional OperationalStaff Staff Population Population 0 Operational Staff Population Student Nationalities FacultyNationalities Nationalities 0 Student University & College Acceptances 0 Faculty Nationalities

0 University & College Acceptances

NEW STUDENTS & FAMILIES POPULATION

INSTRUCTIONAL STAFF POPULATION 146

240

New Student Population 2022-2023

260

New Student Population 2021-2022

158

New Family Population 2022-2023

154

New Family Population 2021-2022

2022-2023

162

2021-2022

2020-2021

197

196

2019-2020

STUDENT ENROLLMENT

171

2018-2019

OPERATIONAL STAFF POPULATION 146

809

2022-2023

2022-2023

878

913

142

163

1116

1076

181

183

2021-2022

2019-2020

2020-2021

2018-2019

2021-2022

2019-2020

2020-2021

2018-2019

STUDENT NATIONALITIES AMERICAN SOUTH AFRICAN INDIAN SOUTH KOREAN BRITISH CANADIAN DUTCH GERMAN SWEDISH AUSTRALIAN JAPANESE BRAZILIAN KOREAN PAKISTANI FRENCH ITALIAN KENYAN SWISS DANISH FINNISH NORWEGIAN CHINESE CONGOLESE TURKISH ZAMBIAN UGANDAN ZIMBABWEAN ARGENTINIAN IRISH MEXICAN SPANISH AMERICAN/BRITISH AMERICAN/CANADIAN BELGIAN COLOMBIAN EGYPTIAN GREEK NIGERIAN PORTUGUESE

19 19 18 18 15 15 13 13 13 12 12 12 11 10 8 8 7 7 7 7 6 6 5 5 5 5 5 4 4 4 4 4 4 4

32 30

57

77

250

SOUTH AFRICAN/PORTUGUESE GHANAIAN ISRAELI MALAWIAN MOZAMBICAN NEPALESE SOUTH AFRICAN/SPANISH SOUTH AFRICAN/AMERICAN ETHIOPIAN GAMBIAN JORDANIAN LEBONESE LITHUANIAN PERUVIAN QATARI SERBIAN ALGERIAN AMERICAN/BRAZILIAN AMERICAN/CHINESE AMERICAN/JAPANESE CROATIAN FILIPINO GABONESE HUNGARIAN INDONESIAN MONGOLIAN NEW ZEALANDER PANAMANIAN SOUTH AFRICAN/CHINESE TANZANIAN THAI

1 1 1 1 1 1 1 1 1 1 1 1 1 1 1

4 3 3 3 3 3 3 2 2 2 2 2 2 2 2 2

total 809

FACULTY NATIONALITIES AMERICAN

CAMEROONIAN

S PA N I S H

BELGIAN

CANADIAN

FILIPINO

BRITISH

INDIAN

K E N YA N

MEXICAN

COLOMBIAN

NEWZEALANDER

PERUVIAN

SINGAPORIAN

SOUTH AFRICAN

ZIMBABWEAN

FRENCH

UNIVERSITY & COLLEGE ACC EPTANCES (202 0-2023)

USA Continued....

Katholieke Universiteit Leuven Universiteit Ghent

The Hague University of Applied Sciences Universiteit Utrecht University College Utrecht University of Amsterdam University of Maastricht University of Twente Utrecht University Wageningen Universiteit Webster University Leiden

University of Warwick University of Westminster University of York University of the Arts London Queen Mary University of London University of Southampton University of Stirling

CANADA

PORTUGAL

Brock University Dalhousie University Douglas College Lakehead University McMaster University Memorial University of New Foundland OCAD University Ontario Tech University Simon Fraser University The University of British Columbia Trent University University of Alberta University of Calgary University of Guelph University of Ontario Institute of Technology University of Ottawa University of Toronto University of Victoria University of Waterloo Western University Wilfrid Laurier University

Catholic University of Portugal

AMDA College and Conservatory of the Performing Arts, Los Angeles Campus Appalachian State University Arizona State University-Tempe Auburn University Barnard College Bethany Lutheran College Boston University Bowling Green State University Brigham Young University Brigham Young University-Hawaii Brigham Young University - Provo Brigham Young University - Idaho Bryn Mawr College California State University-Sacramento Calvin College Carleton University Carnegie Mellon University Carroll Community College Case Western Reserve University Central Michigan University Chapman University Clark University Colorado School of Mines Columbia College Concordia University Connecticut College DePaul University DigiPen Institute of Technology Drew University Drexel University East Carolina University Emerson College Emory & Henry College Emory University Fairleigh Dickinson University - Florham Campus Fairleigh Dickinson University - Metropolitan Campus Florida Institute of Technology Florida State University (College of Arts & Sciences) Fordham University at Rose Hill Frostburg State University Georgia Institute of Technology George Mason University George Washington University Georgetown University Grinnell College Hamline University Hofstra University Howard University Hult International Business School Indiana University at Bloomington Iowa State University iSan Diego State University James Madison University Johns Hopkins University Johnson & Wales University-Providence Lehigh University Lewis & Clark College Louisiana State University and Agricultural & Mechanical College Loyola Marymount University Lynn University Macalester College Mills College Minnesota State University-Mankato Montana State University, Bozeman Morehouse College New York University Northeastern University Ohio State University Old Dominion University Otis College of Art and Design Pace University, New York City Pennsylvania State University Pepperdine University Pratt Institute-Main Purdue University (College of Engineering) Purdue University Fort Wayne Purdue University-Main Campus Queens College of the CUNY Quinnipiac University

AUSTRALIA Western Sydney University The University of Queensland BELGIUM

SOUTH AFRICA Tshwane University of Technology University of Cape Town University of South Africa University of Stellenbosch University of the Witwatersrand S PA I N IE University Inholland University of Applied Sciences ESADE Business School European Business School Barcelona SWITZERLAND

CZECH REPUBLIC

Les Roches International School of Hotel Management European Business School Montreux University of Zurich Webster University Geneva

Charles University In Prague

UNITED KINGDOM

DENMARK

Bournemouth University Brunel University London Buckinghamshire New University Cardiff University City, University of London Coventry University Durham University Edinburgh Napier University Heriot-Watt University Hult International Business School King's College London, University of London Leeds Beckett University London School of Economics and Political Science, (University of London) Loughborough University MetFilm School Middlesex University Newcastle University Northumbria University, Newcastle Nottingham Trent University Oxford Brookes University Queen Mary University of London Queen's University (Faculty of Applied Science) Queen's University Belfast Royal Holloway, University of London Staffordshire University Swansea University The University of Edinburgh University College London (UCL) University of Bath University of Birmingham University of Bristol University of Brighton University of Cumbria University of Dundee University of East London University of Essex University of Exeter University of Glasgow University of Hull University of Kent University of Leeds University of Leicester University of Lincoln University of Liverpool University of Manchester University of Nottingham University of Plymouth University of Reading University of Salford University of Sheffield University of Surrey

DANIA University of Applied Sciences VIA University College FINLAND Häme University of Applied Sciences (HAMK) FRANCE College Universitaire de Sciences Po ESSEC Business School École Polytechnique GERMANY University College Twente GREECE American College of Greece IRELAND University College Dublin Trinity College of Dublin I TA LY The American University of Rome J A PA N Sophia University KOREA Yonsei University MEXICO Panamerican University NETHERLANDS Amsterdam University College Amsterdam University of Applied Sciences Erasmus University Rotterdam Hanze University of Applied Sciences, Groningen University of Groningen Leiden University Maastricht University

U N I T E D S TAT E S O F A M E R I C A

Radford University Randolph-Macon College Ringling College of Art and Design Rowan University Rutgers University-New Brunswick Saint Edward's University Santa Monica College Savannah College of Art and Design School of the Art Institute of Chicago School of Visual Arts Seton Hall University Snow College St Olaf College St. John's University St. Thomas Stevenson University Suffolk University SUNY at Albany SUNY at Purchase College Syracuse University (College of Engineering & Comp. Science) Temple University Texas State University The New School The University of Iowa The University of North Carolina at Chapel Hill The University of Tampa The University of Texas at Austin The University of Texas at San Antonio Troy University Tulane University (Tulane College of Liberal Arts & Sciences) University of Arizona University of California-Berkeley University of California-Irvine University of California-Los Angeles University of California-Merced University of California-Riverside University of California-San Diego University of California-Santa Barbara University of California-Santa Cruz University of California, Davis University of Chicago University of Colorado at Boulder (College of Engineering & Applied Science) University of Denver University of Florida University of Illinois At Urbana-Champaign University of Kentucky University of Lynchburg University of Maine University of Maryland-Baltimore County University of Maryland-College Park University of Massachusetts-Boston

University of Massachusetts, Amherst (Isenberg School of Management)

University of Miami University of Michigan-Ann Arbor University of Minnesota, Twin Cities (CSE College of Science and Engineering) University of New England University of New Hampshire-Main Campus University of North Carolina at Asheville University of North Carolina At Chapel Hill University of Notre Dame University of Oregon University of Pennsylvania University of Pittsburgh-Pittsburgh Campus University of San Diego University of Sioux Falls University of South Alabama University of South Dakota University of South Florida, Tampa University of Vermont (College of Engineering & Mathematics) University of Victoria University of Virginia-Main Campus University of Washington University of Wisconsin-Madison University of Wyoming Utah State University Utah Valley University Virginia Polytechnic Institute and State University Warren Wilson College Washington College Q ATA R Northwestern Qatar University of Qatar