Top Class  Episode 1

SUMMARY OF LESSONS LEARNT:

1. Many schools struggle with a culture of non-payment of school fees or with learners whose parents are unable to afford payment. The state funds schools according to a quintile system. There are five quintiles into which schools are categorised, depending on the poverty levels in the areas they serve. Poorer schools are given larger state subsidies and so have lower school fees, while wealthier schools are given smaller subsidies, and so have higher fees. Schools should ensure that they are graded appropriately and should contact the Department of Education if they feel they are not graded correctly. In any dealings with the Department of Education, schools should have the name of the relevant person and follow up regularly through telephone calls, letters or e-mails if they do not get the required response.
2. In terms of the South African Schools Act, a school may not retain a child’s report if the parents or caregivers are unable to pay school fees. Neither may they refuse admission to a student or refuse to allow a learner to take part in school activities on the grounds that fees have not been paid. However, schools can foster a culture of responsibility for payment. Those who are unable to pay money could be encouraged to give back to the school in other ways. Some examples could be: cleaning the school and school grounds, planting trees and flowers at the school, doing manual labour to maintain the school, answering telephones at times, assisting with fundraising and so on. Of course none of this can be enforced, but many parents or caregivers would probably be willing if the situation were dealt with in a positive way and if both parties looked for ways to come to an agreement.
3. Parents may apply for a reduction in or exemption from school fees. If both parents’ annual earnings are less than 10 times the yearly school fees (before tax), the learner qualifies for a full fee exemption. Partial exemptions can also be made for parents with financial problems. Schools should use their Fees Action Team to assist in facilitating this process. Only those parents who have provided proof of income and have applied for exemption should be exempt from paying fees. The Fees Action Team could control this process. The school’s office should have the forms for fee exemption and the team could help parents to apply.
4. The Fees Action Team should regularly to come up with ways to foster a spirit of payment among parents. Generally, it is best to engage in a positive way with parents and caregivers. The team should approach the issue in a way that enlists the help of parents and caregivers in finding solutions rather than seeming to wield a big stick and creating an atmosphere of anger and discontent.
5. Schools should use organisations in their community to assist them with learners who display behavioural problems. Often it is helpful to get another opinion on the issues the school has to deal with. In the Cape Town area the Kenilworth Clinic runs the KAYA group to assist young people with behavioural problems. The organisation, Big Brothers Big Sisters of South Africa has branches in South Africa’s main centres. Other possibilities to explore are religious organisations, academic institutions that may have psychology departments, clinics, and groups such as LifeLine and ChildLine. Mentorship programmes are often a useful tool, especially for young people who may be orphaned.

Top Class  Episode 2

SUMMARY OF LESSONS LEARNT:

When faced by challenges it is important to classify them as either controllable or external and therefore uncontrollable. The former are the challenges one should start trying to overcome. If the challenges are external, one needs to think of way of engaging with other stakeholders to overcome the issues.

1. To implement a programme for enlisting role models for current learners from past pupils, it would be important to:
   • Ensure that the school has contact details for all learners leaving the school and that they are updated regularly.
   • Interview those who pass well and find out who their role models are.
   • Liaise with those role models and ask whether they would consider mentoring young learners every year.
   • Link up current learners without role modes with mentors from past pupil or their role models.
   • Arrange for past pupil and role models to address the learners regularly.
   • Record and then allow viewing of the Learning Channel LC4U daily on SABC 1. The programme features motivational talks, interviews with people in various careers, tips for study and life skills.
   • Allow group discussions regularly in which learners can motivate one another.
   • Foster the idea of working in regular study groups, where learners can assist and motivate one another.

2. To instill respect for elders who are less educated, learners should be addressed regularly on having respect for other achievements such as
   • Overcoming poverty.
   • Overcoming the poor education of the past. Remind learners of history and that this was the circumstance of the past.
   • Invite particular parents to address small groups of senior learners about the challenges they faced growing up.

3. When employing someone or paying someone to do something, it is always important to have a contract in place. The contract should state clearly what standard of work is expected. This protects both parties – the employer and employed. The bus driver should have a contract that states clearly that the expectation is that he gets the learners to school on time, among other things. If the bus driver is not complying, then he can be given written warnings before he is dismissed.
4. The challenge at this school is that this man is the only one in the community with a bus. They could appeal to sponsors to assist in fundraising for a bus – Episode 4 will contain more details on getting help from sponsors.
5. Here is a model letter to the Department of Education. Please note that the names and details are made up for the purposes of this example.

    

   Learning High School
   21 1st Street
   GaMaria Village
   Mpumalanga
   1064

   12 January 2008

   Mr T Bhengu
   The Department of Education
   PO Box X1234
   Polokwane
   0700
   Limpopo

   Dear Mr Bhengu

   Funding for transport for learners to school

   Our school faces a unique challenge because it draws learners from both Limpopo province and Mpumalanga. For this reason we have had difficulties in accessing transport funds.

   This is such an important issue that the parents of our school have been proactive and have hired a bus and driver. This has not been successful as the driver, who is the only person with a bus in the village, has not been diligent about getting the learners to school on time.

   At present we have 40 learners at this school who have to travel between 10km and 5km to get to school.

   I would like to suggest that as we draw learners from two provinces that your department supplies 50% of the funding for transport and that we liaise with your colleagues in the Mpumalanga Department of Education to supply the other half of the funding.

   This funding will be used to buy a new bus for the school and to hire a new driver. The amount of money required is R250 000,00. The school has raised R20 000,00 from sponsors.

   Please can you write to me at the above address or telephone me during office hours at (123) 543 0210 by 31 January to discuss how your department can assist us.

   I look forward to hearing from you then.
   Yours sincerely
   Mr Thomas Dube
   Principal

    

   You will notice from this letter that it:

   • Is addressed to a specific person, whom the principal would have found out beforehand was the right person to write to about these issues.
   • Has a short and precise subject heading clearly indicating what the letter is about.
   • Gets straight to the point about the issues that need to be addressed.
   • Does not beg or complain.
   • Sets out clearly what action the school has already taken to try to overcome the problems.
   • Has specific details such as the number of learners affected, how far they have to travel and the amount of funding required.
   • Ends by asking for a specific action from the receiver of the letter. It also gives a specific date for a response.
   • Is clearly laid out and error free.
   • Looks professional.

6. The benefits of bringing in outside organisations such as representatives from non-governmental organizations (NGOs), faith-based organisations and the local clinic to speak to learners about teenage pregnancy will be:
   • You have experts who have specialised in a particular field.
   • Young people often respect views from outside experts rather than those of their familiar parents and teachers.
   • The organisations can provide clear advice on choices about sex.
   • The organisations can provide support to staff at the school on how to deal with these issues.

7. When negotiating with another group over a difficult problem, such as the impact of the initiation schools on the attendance of learners, it is important to try to create a situation where both parties win. There needs to be give and take on both sides.  The first step in going into this type of negotiation is to prepare well. The school needs to investigate what exactly is required by the initiation schools. In addition, they should have clear specifics available as to how many learners are affected and what the specific impact is. It is always advisable to have specific details as having these facts will strengthen your argument.

   Secondly, the school should enlist the assistance of all the others in the area who have the same problem. This again will strengthen their argument and the numbers will be more persuasive.

   The school principal and staff who meet the cultural elders need to go to the meeting prepared to be flexible. It would be a good idea to discuss beforehand what concessions you would be prepared to make. For example, if a month is required for the initiation school, would you be prepared to give them an extra week off in June, just before the winter holidays, if that would be the set time for initiation and not throughout three months?

   It’s also important to involve everyone affected by the problem in the discussions. This could necessitate a meeting beforehand with the parents and senior learners to discuss the issues and to get their feelings and input on the issue.

   Lastly, in any discussions and negotiations, one should remain calm yet assertive. One also needs to treat the other party with respect.

Top Class  Episode 3

SUMMARY OF LESSONS LEARNT:

• Brainstorming is a valuable tool in coming up with creative solutions to problems. It is often helpful to set aside time deliberately for people to do this. The groups in which the brainstorming happens should not be too large and there should be a facilitator who controls that there is a free flow of information and that particular people do not dominate. In a brainstorming session, members should not come up with reasons why suggestions will not work, as this will stunt creativity. Detailed explanations and reasons can be dealt with in a separate session. The idea is to come up with as many possible solutions as one can.
• To ensure that the suggested solutions are effective and are implemented one should try to keep them simple, focus the solutions on the actual problems and finally, set timelines by which the solution will be implemented. Also one should be as specific as possible in outlining what practical steps need to be taken and who will be responsible for them.
• When dealing with big organisations, it is always a good idea to find out the name of a particular person with whom you can interact. It is important to ensure that you have identified the correct person, and that you have the correct spelling and/or pronounciation of his/her name. This will help you build a professional relationship in order to facilitate all dealings in the future.
• When writing a letter to the Department of Education or other organisations requesting assistance, there are certain elements that will make the letter effective. After writing the letter it is a good idea to use the check list provided in point 4 to ensure that the letter is effective. Never beg or use religious or emotional words as this can be perceived as unprofessional.
• The ward/local councillor can be very useful in helping to build good relationships with parents and organisations within the community. Try to build up a good relationship with your local councillor and communicate with him/her regularly on the needs of your school.
• Maslow’s hierarchy of needs is a theory which explains why people become demotivated. A basic knowledge of this theory can help you identify and understand why certain issues hamper motivation amongst some learners and teachers. This insight can also help you think of creative solutions for overcoming this lack of motivation.
• Organisations in the community are usually open to providing assistance if they can. They usually need to feel that there is good governance in the school and that any funds they contribute will be well used, so you need to provide them with proof of this. Also if you can give an organization something in return for their assistance, they are usually more open to helping you out. For example, you could agree to put up their name and brand on every gate they provide you with. Or you could offer to publicize their contribution in your school newsletter. Companies are usually looking for free publicity. They are especially happy if this reaches the media. So you will be more likely to get a contribution if you can show them how you will provide them with publicity in return for their contribution.
• It is necessary for schools to have clear rules and they should be firm on misconduct. Schools should build up relationships with the local community and the local police to assist them in this regard. The positive values that are in the curriculum should be emphasised in the classroom as part of instilling this. It might be a good idea to set up a system where learners can report crimes in a safe and anonymous way.

Top Class  Episode 4

SUMMARY OF LESSONS LEARNT:

1. Often our sense of politeness and being nice stops things being done. Many of us are intimidated in our dealings with bureaucracy and officialdom.  We need to ensure that without becoming rude, we become insistent about getting things done. We also need to keep in mind that we have a right to ask questions about inefficiency and incompetence.  In his dealings with the Department of Education, they principal should keep the following in mind:
• He should have the names and contact details of specific people with whom he should be liaising in getting the project completed.
• He should have noted the names and contact details of those who visited from the Department of Education and asked them for specific details as to what action he could expect and by when this could be expected.
• He should follow up regularly with telephone calls and letters to these people to find out what progress is being made.
• If he has no positive results, he needs to find out who manages the people he is dealing with at the Department of Education, and to go to them with his complaints.
• It is helpful when trying to get things done, to show a proactive attitude, in other words to show what you and your team have done to make a difference.
2. In dealing with people and trying to get action, it is a good idea to appeal to people’s sense of fairness and to let them see the consequences of the inaction. In writing to the Department of Education, the principal needs to emphasise the effect of not having windows, library shelves and toilets. In this case, he needs to make it clear to the department that:
   •  without windows, the school is very cold in winter and learners are unable to learn in these conditions;
   •  it is unhygienic and extremely unhealthy not to have sufficient toilets for the staff and learners;
   • a library is essential for learning and that having the books lying around on the floor, rather than being on shelves, can result in books being damaged as well as making it difficult to find books; and
   • completed, well-kept buildings will add to a sense of pride in the school from learners and the community.

3. Many companies are looking for projects in which to become involved as part of their corporate social investment. It is a good idea to appeal to companies in your area for assistance. In dealing with them it is always important to start with businesses that have some link to the school, such as a parent who works there. Letters should be written in a clear style, outlining what needs to be done and how you envisage the company can help. Do not beg or plead. Outlining the types of issues that were raised in point 2 will also help. One also needs to show clearly how the organisation will benefit from the relationship. For example, if a local hardware store donates shelving to the library, you can offer to name the library after their store. In this way, they will get publicity and their brand name will become recognised by learners and parents. This will appeal to a company.
4. Many parents have skills and time they can contribute to the school. By getting them excited about a project, their help could be enlisted to green the grounds. For example, they could help to dig, spread grass seed, water and fertilise. In maintaining buildings, parents could be asked to assist with glazing windows, painting buildings, putting up shelves. Once materials have been donated from the community, parents could be encouraged to assist.
5. Using the local media to highlight the issues at your school is also a good idea. Community and local newspapers are often looking for good stories. You could invite a reporter to visit the school to see what needs to be done. Once the story outlining your needs has been printed, you could find the community is willing to get involved in making a difference.
6. Getting parents to attend meetings is often difficult and therefore to get buy-in on decisions made at these meetings can be tricky. After a meeting, the principal could write a letter to all parents outlining the decisions taken and setting out clearly the reasons the decisions were taken. For example, in the case of locking the gates at lunchtime, the principal should explain that:
• It is to ensure learners remain at school all day, rather than staying at home after lunch;
• Lunch is provided by entrepreneurs in the community, which creates employment and a sense of community;
• Those learners who prefer, may bring lunch from home; and
• That it is an opportunity to create a school environment where learners can interact with one another and their teachers.

By focusing on the positive aspects of the reasons for the decision, there is more chance that parents will be happy to support the school in these matters.

Topclass episode 5

SUMMARY OF LESSONS LEARNT:

• You should use organisations in the community to assist you in overcoming challenges you face in the running of your school. Enter into dialogue and partnerships with them.
• You should narrow your focus to two major issues. Sometimes it is easy to be overwhelmed by the enormity of the issues that face you, so that you don’t know where to begin and so you do nothing at all. It is a good idea to choose one or two objectives to focus on.
• When you set goals for yourself and your school, you should ensure that they are SMART. SMART is an acronym which is explained here:

S- Specific. Goals should state clearly what you want to achieve. For example, we would like to win seven of our ten netball matches in the winter season.
M- Measurable. You should be able to measure whether the goal has been achieved. If you look at the example above, you will definitely be able to measure whether you have won those matches or not.
A- Achievable. You should not set goals that will be impossible to achieve. If you have not won a netball match in three seasons it is not likely that you will win seven of the ten matches in the next season, however you could aim to do it in two seasons’ time.
R- Realistic. This ties in with the previous point, you should make sure that the goals you set yourself are realistic. It would not be realistic to aim to become South African netball champions in the next season, set smaller goals and when it is realistic to do so, have that as your goal. For example, to become netball champions in Khayalitsha next season, then netball champions in Cape-Town the next, then netball champions in the Western Cape and only then, netball champions in the country.
T- Timed. You need to set time-frames within which you wish to achieve each of the goals you set yourself.

• Principals should make sure that they know the talents, skills and abilities of the staff they have so that they can use those teachers in areas where they are capable.
• Principals should make use of volunteers in the community to assist them in achieving their objectives.
• It is essential to have teachers motivated to assist you in achieving the goal. It is important for them to see how vital their role is and that they want to help you achieve your goals. 
• You should give learners a chance to show what they’ve done without the fear of failure. By giving them lots of opportunities to put into practice what they have learnt, they will gain confidence. By the time the examinations come, they will have had the knowledge reinforced.
• Have a means of recording learner’s achievements and measuring them.
• Reward learners regularly for the small steps they take on the way to achieving larger goals.

Topclass episode 6

SUMMARY OF LESSONS LEARNT:

Negotiation is an important part of a manager’s work life. A school principal will find many instances when he or she needs to negotiate.  Below are some tips for negotiating successfully.

• The timing of the negotiation is important. Choose a time that will increase the chance of getting what you want. Think of a time that will suit the other party and will ensure that they are open to listening to you.
• The method of negotiation is equally important. Are you going to have a formal meeting? Who will be present? Or will it be better to chat more informally over a cup of coffee or lunch? You need to think carefully about what method will best suit the party with whom you want to negotiate. Face to face is usually best – trying to negotiate over the telephone or by e-mail is not a good idea.

Plan before you go:

• Ask yourself what you want from the negotiations and why you need this. Define your objective clearly – what do you want?
• Choose to negotiate on only one or two points or else it will become too complicated. Prioritise what is important to you.
• Ask yourself what you think the other party would want?
• Decide what you have to offer them. What benefits can you give them? Try to be creative in your thinking.
• What solution would you be comfortable with? Try to be flexible and be prepared to compromise.
• What would you not be prepared to compromise on? What would you not feel happy agreeing to?

During the negotiation process:

• Listen carefully to the other party’s point of view.
• Ask the other party what they think would be a fair arrangement.
• Don’t go to the negotiation process with a confrontational attitude.
• Speak calmly and quietly and don’t get emotional.

At the end of the negotiation:

• Make sure you put the final agreement in writing.
• Corporate social investment

When preparing a proposal or presentation for a company to access funds from the CSI budget, you need to remember the following:

• Choose a company that is situated close to your school.
• Set out clearly all the information about your school and your proposed project for involvement by the company.
• Provide statistics of how many of the learners have relatives working at the company you are approaching or emphasise any other links your school has with the company.
• Show clearly how this project is sustainable, in other words, that it is not a one-off donation but the project will be ongoing and thus the potential for the company’s involvement is too.
• Outline clearly who will manage the project from the school’s side.
• Show professionalism to engender confidence. Your presentation or proposal should be professional in appearance – no errors and use professional language.
• Indicate how what you are asking the company to contribute ties in with the type of company it is as well as its stated mission.
• Choose specific areas for the company to focus on.
• Show how the company’s employees can be involved in the project.
• Emphasise that your school is looking for a working partnership with the company – one that will benefit both the school and the company.
• Indicate clearly how the company will be able to monitor and evaluate what the project is achieving.
• Link your request to the development of skills in your learners that are needed by the company you are approaching.
• Show how there is potential for publicity and advertising for the company.
• Set out a proposed budget
• Provide your contact details

Topclass episode 7

SUMMARY OF LESSONS LEARNT:

1. If educators are unmotivated, a school can have the best resources in the world but will not use them well. School managers need to have a process in place through which they can measure whether the resources are being used. They also need to have a system whereby educators can be rewarded for doing so. A suggestion might be to award a small prize for the best classroom. This could motivate teachers to put up the lovely posters.
2. The science equipment is not being used, the reason given is that there is no laboratory assistant. Possible solutions to this problem could be to appoint learners as laboratory assistants. They could rotate this duty, so one learner does not lose out on class time every week. The lab assistant would need to leave the previous lesson early and set up the classroom for experiments. This would have the benefit of teaching learners responsibility and would assist the teachers.
3. 1. The lack of a librarian could be overcome in a similar way. The teacher who has been trained in Library Science could put together a team of learners who are interested and motivated to learn to assist her in the library. They could be trained by her to help in the library. The learners could be motivated to do this by explaining that the skills they learn in the library could assist them in their studies and in the workplace.
   2. Another possibility would be to look to the community; there might be parents or grandparents who would be willing to assist.
   3. If there is a university or tertiary institution nearby, they could be approached and asked if they have students who would be willing to volunteer and in that way gain experience for the world of work. Past pupils could be enlisted as well.
4. The best way to learn is to teach, so by giving older learners the chance to assist younger learners, they too will be learning about computers. Moreover, they will also learn responsibility and accountability. The school should provide opportunities for learners to do this. Acting as role models for the younger learners will also boost the older learners’ self-esteem.
5. 1. The tuck shop provides the ideal opportunity to teach learners about how a business is run. A manual could be provided that will outline the important things they should know. Teams of learners could take turns to run the tuck shop. They would learn important things such as: acquiring adequate stock; providing for the target market’s needs; marketing products; budgeting; making a profit; maintaining a neat, clean environment; and how to deal with customers. These are valuable skills that learners could use in their own businesses one day.
   2. The Pick ‘n Pay tuck shop project is called Smart Snack and can be accessed online at www.schoolclub.co.za. The project encourages healthier snacking habits by offering appropriate choices and raising awareness among learners and parents regarding the importance of a balanced diet.
      The project provides a kit that can be accessed online. The kit contains the following:
      • A guide to healthy snacking for tuck shop conveners.
      • A set of two posters to promote awareness.
      • A series of four healthy snacking leaflets for parents, including information on the nutritional value of the snacks.
      • An incentive scheme for tuck shops.
6. 1. At school the customers are the learners. Their needs should be paramount. In business there is the saying: “The customer is king”. Too often schools forget that the learners’ needs are important and should drive what is happening in the school environment.
   2. In terms of administration, schools should assist learners in getting important documents such as such as ID books. Many learners have no parents and need the school to help them with these things. The school should have a notice board that is updated regularly. A teacher or a group of teachers should be given the task of finding information that can assist learners. This information, for example bursary and job opportunities, can be put on the notice board.
   3. The merchandise a school offers is knowledge in different subjects. The educators need to ensure that they are constantly updating their knowledge and learning as much as possible so they can provide a good product to the learners. This requires passion and dedication from teachers. Teachers need to use their time better and learn to multi-task.
   4. The people who work at the school are the staff. The school managers need to know them, believe in them, motivate them and to bring out the best in them. The members of staff need to bring hope to learners who feel hopeless.

Topclass episode 8

SUMMARY OF LESSONS LEARNT:

1. To market your school to possible funders, you need to create a legend or story around your school that will make it stand out from the other schools also appealing for funding. Mbusowabathethwa High School is situated 5km from where Shaka grew up. The school should emphasise this in its proposal. It could focus on the fact that many of these learners are orphans, who head their households. The proposal should include the fact that this was Shaka’s experience too. However, he still became a mighty chief and warrior. The school should relate how its goal is to nurture its learners to follow in Shaka’s footsteps. The spirit of Shaka is in the area and the school wants its learners to grow up with the same spirit. The school could even get the children to write essays on this theme, the best of which could be included in the proposals.
2. A proposal needs to include the following:
1. A summary, or overview, of what is required. This should include a brief outline of what is proposed.
2. Aim: Outline in a sentence or two what the aim of the request is.
3. A background to the request: Describe the current situation is, the reasons for this and an introduction to what is proposed to remedy the situation.
4. A Proposal to the company or organisation. A clear outline of what the school needs from the company or organisation and what it can provide in return.
5. Breakdown of costs: You should show the costs in a clear and transparent manner.
6. Proposed way forward: Outline how the proposal can be extended in the future.
7. Contact details: Provide all contact details of people with whom you want the organisation to liaise.
3. The benefits of an internship programme would be that learners would get opportunities to work in surrounding businesses. This will be exciting for them and open doors for training programmes. This will motivate the learners and open their eyes to the different types of work opportunities available.

Top Class  Episode 9

SUMMARY OF LESSONS LEARNT:

This is a list of agricultural co-operatives from www.nda.agric.za
For a complete list and further information, contact:

Ms Annetjie Scholtz,  P/Bag X250, Pretoria 0001.
Tel: (012) 394-5086

Central Timber Co-operative Ltd, PO Box 495, Pietermaritzburg 3200. 
Tel (0331) 451-388

East Cape Agricultural Co-op. Ltd, PO Box 331, Queenstown 5320. 
Tel (045) 839-5241 Fax: (045) 838-4394

Fraserburgse Koöperatiewe Vleisprodusente Bpk, PO Box 32, Fraserburg 6960. 
Tel (023) 741-1004 Fax: (023) 741-1253

Karoo Oranje Landboukoöperasie Bpk, P O Box 24, Hopetown 8750. 
Tel (053) 203-0501 Fax: (053) 203-0295

Ladismith-Landboukoöperasie Bpk., PO Box 55, Ladismith 6655.
Tel (028) 551-1042 Fax: (028) 551-1930

Namakwalandse Landboukoöperasie Bpk, PO Box 46, Vredendal 8160. 
Tel (0271) 33030/9 Fax: (0271) 32921

Nasionale Aartappelkoöperasie Bpk, PO Box 516, Bethal 2310.
Tel (01764) 76375

Natalse Landboukoöperasie Bpk, PO Box 145, Dundee 3000.
Tel (0341) 25171. Fax: (0341) 81096

National Co-operative Dairies Ltd, P O Box 6161, Weltevreden Park 1715. 
Tel (011) 470-8600. Fax: (011) 475-1515

Oranje Koöperasie Bpk, PO Box 48, Upington 8800.
Tel (054) 332-3811

Oranjerivierwynkelders (Koöperatief) Bpk, PO Box 544, Upington 8800. 
Tel (054) 331-2186

Taurus Veeverbeteringskoöperasie Bpk, P/Bag X5, Irene 0062. 
Tel (012) 667-1122 Fax: (012) 667-1827

Wes Karoo Koöperasie Bpk, PO Box 74, Calvinia 8190.
Tel (0273) 411070. Fax: (0273) 412724

When you have a problem it often helps to start off small. In this case, there is a huge area of land to fence and cultivate. Yvonne Johnston suggests starting by finding the funds to fence off and cultivate a small area of land. Once that has been successful, you can enlarge the project, using the skills you have learnt. If you are successful in a small task, it helps to build your reputation and gives you leverage in negotiating for funding for a larger challenge.
3. Fundraising can be given to learners as a business project. Learners can be encouraged to learn important business skills from the various fundraising exercises they take part in. Learners should be motivated to raise funds by being offered a share of what they raise for the school.

Often what learners buy from other sources can be turned into a fundraising opportunity for schools. Schools can negotiate with suppliers, such as cellphone companies that supply airtime, to offer to sell the product at the school and to take a percentage of the profits.

The Dreamfields project is using the excitement of the 2010 Fifa World Cup to help disadvantaged communities in South Africa. It is attempting to upgrade as many sports facilities in townships and rural areas as possible by 2010. Dreamfields also has a DreamBags project where it supplies five soccer balls and 15 sets of kits. The project also aims to assist schools and communities with coaching programmes and sports management skills. Details can be found at www.dreamfields.org.za

Learners will be motivated if they are able to see how they will benefit from the projects they take part in. One should emphasise this to learners when setting projects to help to keep them involved and excited by what they are working on.

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