SETMU Annual Report 2019

SETMU ANNUAL REPORT 2019

SETMU STAFF

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SETMU ANNUAL REPORT 2019

INTRODUCTION The Student Equity and Talent Management Unit (SETMU), based at the University of the Witwatersrand (WITS), was established in 2007. Its purpose was to assist the University in developing strategic partnerships, which actively contribute to the public good.

SETMU currently implements the Targeting Talent Programme (TTP); a pre-university enrichment and supplementation programme which aims to increase the academic, social and psychological development of high school learners with academic potential.

The Student Equity and Talent Management Unit’s (SETMU) Annual Report is intended to provide a broad overview of the activities undertaken by the Unit during the 2019 academic year; this includes the following: • Provincial visits in the form of family workshops in five provinces in South Africa (Gauteng, Mpumalanga, Limpopo, Free State and North West), • the March and September Mathematics and Science Supplementation Curriculum (MSSC) Sessions; the June-July Residential Academic Enrichment Curriculum (RAEC) Session; and • The Annual Educators Enrichment Programme.

Classroom RAEC Session

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SETMU ANNUAL REPORT 2019

Foreword: Dr Zena Richards Director of the Student Equity and Talent Management Unit (SETMU) The Targeting Talent Programme (TTP) forms part of an educational community, which requires constantly analyzing our strengths and opportunities to determine how well we are meeting the needs of all learners, teachers and their parents/ guardians. We hope that the 2019 Annual Report will indicate the benefits that can be derived from investing in educational initiatives.

There is no doubt that without the major contribution from corporate, social organisations and Sector Education and Training Authority (SETA)’s, highly innovative and important initiatives such as the TTP would be lost. Such partnerships create and contribute to future social capital. For instance, by investing in the youth before they access higher educational institutions; by providing future skills for a knowledge economy, a company can influence its future talent recruitment and retention practices and as such invest in the creation of future social capital.

This report provides an update regarding the TTP’s success in 2019, how much was invested in the youth, what skills were acquired and the recruitment and high retention rate with the Programme.

Gratitude to all our donors for supporting the TTP.

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SETMU ANNUAL REPORT 2019

THE ROLE OF STUDENT EQUITY AND TALENT MANAGEMENT UNIT (SETMU): TRANSFORMATION OBJECTIVES The University of the Witwatersrand (WITS) states, in its admission policy, that it aims not only to increase the numbers of enrolled students but seeks ways to ensure that those who gain access have equal opportunities to succeed (Admissions Policy: S2003/1714A).

In response to the aim above, the Student Equity and Talent Management Unit (SETMU) seeks to develop interventions that will increase eligibility and access to higher education through identifying and building on existing academic potential in young people, and to encourage and support studies in the fields of Science, Technology, Engineering, Arts and Mathematics (STEAM). The way the Unit does this is through the implementation of its flagship programme, the TTP.

Classroom RAEC Session

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SETMU ANNUAL REPORT 2019

TARGETING TALENT PROGRAMME (TTP) Beyond the challenges regarding access to higher education, research has shown that failure to succeed in higher education is associated, as much, with a lack of familiarity with the university environment and its institutional culture, as with academic capability (Conley, 2008). An increasing concern for South African universities is the lack of preparedness of students for university study and university life, particularly among students from disadvantaged backgrounds (Wilson-Strydom, 2010). It has been argued that there is an important distinction between university eligibility and university readiness – therefore, despite students meeting the access requirements they may still not succeed as a result of not being ready.

In response to these challenges, various universities have implemented ‘access’ or ‘bridging’ programmes, as alternate routes for students from disadvantaged backgrounds to meet the necessary requirements for entrance into university courses.

The TTP seeks to identify learners with academic potential, largely from a broader range of under resourced schools. The Programme, in its thirteenth year of implementation (in 2019), is a pre-university enrichment programme which aims to increase the academic, social and psychological preparation of learners with academic potential, from socioeconomically disadvantaged backgrounds for admission to South African higher education institutions. High school learners from Grades 10 and 11 are selected from various schools across South Africa to attend the Programme until their final Grade 12 year in school.

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SETMU ANNUAL REPORT 2019

RETENTION STATISTICS: 2019 Programme and Learner Participation Update Two-hundred and twenty (n=220) new learners, 100 grade 10 and 120 grade 11 learners, were selected to participate in the Targeting Talent Programme (TTP), in 2019.

The Education, Training and Development Practices Sector Education and Training Authority (ETDP SETA) funds the grade 10 learners, grade 11 learners are funded by BPSA Education Foundation Trust (BPSA EFT), as seen in the figure below: Figure 1: Number of selected learners according to donor

Number of newly selected learners in 2019 125

n=120

120 115 110 105 100

n=100

95 90

Grade 10 EDTP SETA

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SETMU ANNUAL REPORT 2019

Grade 11 BPSA EFT

The graph below depicts the number of learners selected, according to sex, per province. The majority of the learners (n=156) are from Limpopo, followed by Gauteng (n=39) and Mpumalanga (n=25).

Figure 2: Number of learners selected to participate in the Targeting Talent Programme (TTP) according to provinces

Number of learners selected according to province

Limpopo

156

Gauteng

39

Mpumalanga 0

25 20

40

60

80

100

120

140

160

180

Number of learners selected

Over half (n=150; 68%) of the newly selected learners are female and 70 learners are male (32%).

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SETMU ANNUAL REPORT 2019

Figure 2: Number of learners selected to participate in the Targeting Talent Programme (TTP) according to provinces

Percentage of selected learners according to sex

68%

32%

Female

Male

Overall Retention Rate (March-September 2019) The retention rate stipulates the percentage of learners retained from one contact session to the next. The retention rates have been calculated for the three contact sessions: the March Mathematics and Science Supplementation Curriculum (MSSC) Session, the June/July Residential Academic Enrichment Curriculum (RAEC) Session and the September MSSC Session that took place in 2019.

Active learners in 2019 September MSSC Session 100% June/Jule RAEC Session 98%

March MSSC Session 99%

The largest complement of active learners at any given moment in the year is during the June-July Residential Academic Enrichment Curriculum (RAEC) Session. For 2019, the number of active learners in June was 636. The number of learners per grade and their respective donor is seen below:

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SETMU ANNUAL REPORT 2019

Table 1: Grade distribution of learners active in the Targeting Talent Programme (TTP) in June 2019

ETDP SETA AECI BPSA EFT PRIMEDIA

Grade 10 100

10 270

192 17

100 10 462 17

Standard Bank

47

47

Total

100

280

256

636

Donor

Grade 11

Grade 12

Total

The TTP has a footprint across six provinces in 2019. The map below details the provincial donor spread of learners for 2019.

Active Learners in 2019

372

NORTH WEST

13

NORTHERN CAPE

5

Limpopo

GP

North West

MP

Free State Northern Cape

Kwazulu Natal

Lesotho

Eastern Cape

MPUMALANGA

Western Cape

104

FREESTATE

9

GAUTENG PROVINCE

133

Donor Impact (2007 - 2019) The TTP was successfully launched in 2007, with a cohort of 267 Grade 10 learners and 46 of their educators. The learners and educators were from 41 schools across three provinces; namely, Gauteng, Limpopo and Mpumalanga, funded by Goldman Sachs and the Telkom Foundation.

• For the 2010 intake, the TTP was jointly funded by Beyond Petroleum South Africa (Pty) (BP SA) and the South African National Roads Agency (Pty) (SANRAL) for the period, 2010-2012. A total of 191 learners from three provinces namely Gauteng, Limpopo and Mpumalanga completed the Programme.

• During the same period, 94 learners funded by the Limpopo Department of Education successfully completed the Programme.

• The Department of Science and Technology (DST) commenced their funding period from 2011 to 2016; DST funded 830 learners in the Programme.

• In 2013 BP South Africa Education Foundation Trust independently funded learners from 2013 to date. Thus far, BPSA EFT have funded 1250 learners who have completed the Programme as of June 2019.

• The Industrial Development Corporation (IDC) commenced their funding for the TTP in 2011 with 21 learners from Limpopo. In 2015, the IDC re-invested in the Programme and funded 47 learners from eight provinces.

• SANRAL independently funded a cohort of 49 learners in 2013 To 2015.

• In 2016 the Manufacturing, Engineering and Related SETA (merSETA) funded 23 learners, who completed the Programme in June 2018.

• In 2017, PRIMEDIA and Standard Bank funded 17 and 47 learners respectively.

These learners completed the Programme in June 2019.

• To date, 624 educators have participated in the Educators Enrichment Programme from 2007 to 2019. The figure below shows the donor profile since the inception of TTP.

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SETMU ANNUAL REPORT 2019

Number of funded learners who have completed the TTP as of 2019 200

400

600

800

830

DST

267

Goldman Sachs BP and SANRAL

191

LDE IDC SANRAL

1000 1200 1400 1250

BPSA EFT

2016 2016 2016 2013 2011 2019 2018 2018 2019 2015 2017

2010 2010 2007 2011 2013 2012 2012 2009 2016 2019

0

94 68 49

merSETA Standard Bank

47

MerSETA

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PRIMEDIA

17

Number of educators who attended the Enrichment Programme from 2007-2019

90 80 70 60 50

91 78

46

57

70 48

47

52

2007

2008 2009

2012 2013 2014

*The data from 2010/2011 is not available.

12

50

35

40 30 20 10 0

50

SETMU ANNUAL REPORT 2019

2015

2016 2017 2018 2018

2019 TTP Alumni’s NSC Pass Type 2019 TTP Alumni’s NSC Pass Type

The NSC matric class of 2019 achieved an 81% pass rate, with 37% of these learners The NSC matric class of 2019 achieved an 81% pass rate, with 37% of these learners accomplishing a accomplishing a Bachelor’s pass (Department of Basic Education1, 2019). The overall 1 Bachelor’s pass0.03% (Department Basic number Educationof , 2019).

The overall TTP learners comprise TTP learners comprise of theoftotal NSC matriculants.

The matric pass0.03% of total number of NSC Thelearners matric pass rate for the TTP was 100% and rate.

97% of these rate for thethe TTP was 100% andmatriculants.

97% of these achieved a Bachelor’s pass learners Examinations achieved a Bachelor’s rate.

The Independent Examinations Board (IEB) results indicate The Independent Boardpass (IEB) results indicate that the IEB learners achieved a 99% pass rate Witness Newsa(EWN), andWitness attained a 97% pass a 97% that the (Eye IEB learners achieved 99% pass2019) rate (Eye News (EWN),Bachelor’s 2019) and attained rate, as seen in the pass figure below (Department of Basic Education1, Bachelor’s rate, as seen in the figure below (Department of Basic2019).

Education1, 2019).

Figure 1: Pass rate andrate Bachelors Pass rate TTP,IEB, IEB, the overall NSC Figure 1: Pass and Bachelors Pass rateof ofthe the TTP, andand the overall NSC matriculants matriculants

Pass rate and bachelor admision rates 100,0%

98,9% 81,3%

94,3%

97,3%

IEB

TTP

Percentage

100,0% 36,9% 50,0% 0,0%

Overall NSC

Bachelor Pass

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SETMU ANNUAL REPORT 2019

Pass rate

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Provincial Family Workshops The aim of the family workshop is to explain the role and purpose of the TTP to the families and educators of the selected learners. The overarching aim is to develop sustainable educational partnership practices across school, families and communities in order to enhance the learning outcomes for the learner. The involvement of family and community members/schools in the education of their children enriches the learning environment and directly contributes to learner achievement. The family supports the learner emotionally and physically and the trust they have in the school to also support their child has a positive impact on the learner’s success and well-being. By parents engaging with learners in the home environment, learners are exposed to positive roles models and their parents are enthusiastic about educational development and progression of their child. Although parents may not possess the necessary academic foundation, the fact that this engagement takes place shows learners that their parents support them in their educational endeavours. Within the South African context, the term “family” is used in this to embrace the diversity of parental and extended family structures. Regardless of parents’ own socio-economic background, experiences in school or their own educational backgrounds, all parents can, and do support their children’s success. For 2019, the Family Workshops occurred on the following dates: In 2019, the Family Workshops took place on the following dates:

• Mpumalanga Family Workshop: 25 May 2019 • Vryburg Family Workshop 26 May 2019 • Rustenburg Family Workshop: 1 June 2019 • Gauteng Family Workshop: 1 June 2019 • Limpopo Family Workshop: 8 June 2019

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SETMU ANNUAL REPORT 2019

TTP Annual Sessions

April/September MSSC session •Reinforce the content learnt at school; •Teach the learners additional content not yet covered in the school curriculum, and •Help learners prepare for examinations.

Enrichment

Supplementation

Enrichment programmes are learner-centred programmes that target individual learners rather than classrooms or schools. The aim of enrichment is not to impact on a school’s existing curriculum or teaching practices, but rather to supplement and extend a learner’s weekday curricular and extra-curricular experiences. The Targeting Talent Programme (TTP), through both the supplementation curriculum sessions and the Residential Academic Enrichment Curriculum (RAEC), aims to support learners in accessing higher education at South African higher education institutions. The objectives of both sessions are as follows:

Dates April MSSC session: 16 - 22 March 2019 June RAEC Session: 23 June - 6 July 2019 September MSSC Session: 21- 27 September 2019

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SETMU ANNUAL REPORT 2019

June/July RAEC Session •Assist learners in reinforcing the content learnt at school; •Teach learners new content not covered in school; •Instill a good work ethic of studying; •Motivate and prepare learners to navigate university.

2019 Mentor Participation The mentor component is vital for the implementation of the Programme. The objectives of the mentor component for the session include: • Providing a role of mentorship, motivation and support to the learners • Providing important information from the grassroots level to programme coordinators with the aim of improving each contact session • Providing a big brother/sister role to learners • Providing the role of a guide by accompanying learners to the various venues, updating them on vital programme information and acting as the mediators between the programme implementation team and learners Secondary objectives of the mentor component include: • Developing leadership and teamwork skills in mentors Ninety (n=90) students were selected to mentor TTP learners in 2019. The mentors selected to participate in the Programme are WITS students, in their second year of study and above.

Mentor distribution by sex

42%

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SETMU ANNUAL REPORT 2019

58%

Female Male

Provincial distribution of mentors 0

5

10

15

20

25

30

35

40 39%

Gauteng

32%

Limpopo 10%

Mpumalanga 6%

North West

5%

Eastern Cape KwaZulu Natal

3%

Harare, Zimbabwe

3%

Northern Cape

1%

Free State

1%

Types of mentors

14%

Returning Mentor and TTP alumni

36%

New mentor (First time as a TTP mentor and non TTP alumni)

16%

Returning mentor and non-TTP alumni TTP alumni

34%

Faculties of study 29% 30

27%

25

19%

20

18%

15 10

7%

5 0

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Engineering and Commerce, Law and the Built Management Environment

SETMU ANNUAL REPORT 2019

Humanities

Science

Health Sciences

The Educator Enrichment Programme aims to: • Upgrade the subject specific, subject-didactic and curriculum-specific knowledge of participating educators • Upgrade the educators’ technical dexterity thus educators will be better equipped to create their own materials for learners • Assistance in the creation of professional learning communities amongst educators which will assist in the dissemination and generation of knowledge It is envisaged that the educator enrichment programme will impact on the school through the training of mathematics and science (physical and life science) educators from selected schools and generate knowledge.

Distribution of educators by sex

Female Male

Female - 68%

Male - 32%

Distribution of educators by province

72% Limpopo

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SETMU ANNUAL REPORT 2019

9% 9% 1% Gauteng

Mpumalanga

North West

Subjects taught by the educators 40 35 30 25 20 15 10 5 0

38

37

16

PHYSICAL SCIENCE

MATHEMATICS

LIFE SCIENCE

Financials for 2019

2019 DONORS FUNDING BPSA EFT R15 200 025.00 AECI R739 715.00 STANDARD BANK R2 577 296.00 PRIMEDIA R1 150 000.00 EDTP R4 000 000.00 TOTAL R23 667 036.00 19

SETMU ANNUAL REPORT 2019

2019

TARGETING TALENT PROGRAMME TRACKING

IN 2019

PASS TYPE

2.7 %

National Awards

97.3% Bachelors Diploma

Pass rate and bachelor admission rates

Provincial Awards

2

200

9

160 120

81.3%

80

Overall number of distinctions=637

40 0

94.3%

98.9%

97.3%

100%

36.9%

Overall NSC

IEB

Bachelors Pass

TTP

Pass Rate

Access rate (Eligibility for admission to higher education) of the 2019 cohort = 100%

Total number of Alumni in the 2019 Cohort

255

IN 2020

Total number of Alumni tracked in the 2019 Cohort

UNTRACKED =1 REASON: DUE TO CHANGE IN CONTACT DETAILS

254

STUDYING

232

95.9%

UPGRADING MARKS

99.6%

TRACKING RESPONSE RATE

GAP YEAR

7

15

2.9%

5.9%

REASONS FOR TAKING A GAP YEAR

IN 2020 NUMBER OF TTP STUDENTS AT TOP 5 HIGHER EDUCATION INSTITUTIONS

78(35%) 46(15%) 14(11%) 12(9%) 11(5%) 11(5%)

NUMBER OF STUDENTS PER TOP 5 FIELDS OF STUDY SCIENCES COMMERCE HEA LTH SCIENCES ENGINEERING HUMANITIES

56 51 43 35 10

Was not accepted at higher education institution of choice

Financial constraints

Credits Programme Director: Dr Zena Richards Photography: MS pictures Compilation of Information and Pictures: Ms Linah Sesheba SETMU Staff Editors: Ms Magabjane Makobe, Mr Malesela Lamola, Ms Arthee Roopnarain Acknowledgements: SETMU Staff

TTP learners 2019

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SETMU ANNUAL REPORT 2019

Apartheid Museum Excursion

RAEC session lunch

Learner presenting at the Limpopo Family Workshop 22

Learners receiving books SETMU ANNUAL REPORT 2019

Limpopo Family Workshop

Learners during the RAEC session

Celebration of Work Event RAEC session

Mentors - Apartheid Musem

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SETMU ANNUAL REPORT 2019

SETMU STUDENT EQUITY AND TALENT MANAGEMENT UNIT Marang Centre, Floor 2 Education Campus University of the Witwatersrand Johannesburg T. +27 (0)11 717 8665 E. ttp.setmu@wits.ac.za W. www.wits.ac.za/setmu Facebook: Targeting Talent Programme (TTP) Twitter: Targeting Talent (@targeting talent) LinkedIn: www.linkedin.com/groups/12029197/profile