Rally To Read - South Africa 2011- 2012: Week 2 KwaZulu-Natal South Lower Loteni

Week 2 KwaZulu-Natal South Lower Loteni – Drakensberg

Way too early... I travel to pick up one of the vehicles. This time I’m driving for the Shell team.

It’s just getting light by the time I arrive so I grab a coffee and join the briefing. I will be travelling with three passengers in my car and we’re number two vehicle in a convoy of six.

No comments:

KwaZulu Natal South Rally to Read Programme 12 th - 13 th May 2012

5.30 Meet at your team leader’s dealership to load the box libraries, science and sports

equipment and other resources for the schools.

Your team leader will contact you a week before the Rally to confirm the meeting

place.

6.00 Depart Durban.

7.30 Stop at St Ives Restaurant, in Lions River on the R103 from Midmar Dam, which

overlooks tranquil trout filled water and lush forest land.

We will provide a short briefing on the project and the schools.

9.00 Leave, in teams, for visits to 2 schools in the Lower Loteni and Underberg area of

KZN.

Deliver books and other resources for all grades.

This is our second visit to this area.

Short presentation at each school; symbolic signing of the contract between the school

and the project and a short “tour” of the school.

The schools expect us to stay with them for just under an hour.

A picnic lunch will be enjoyed during the day.

3.30 Arrival at the overnight stop – Drakensberg Gardens Resort. Nestled in the heart of the

Southern Drakensberg, on a scenic 860 acre World Heritage site rests the magnificent

Drakensberg Gardens Golf & Spa Resort.

Boasting breathtaking views of an awe inspiring mountain range, the Resort is a one of

kind retreat for guests to rekindle, relax and unwind. With the natural healing power of

the mighty Southern Drakensberg, coupled with crisp mountain air, rejuvenating clear

streams and azure blue skies; Drakensberg Gardens Golf & Spa Resort is an ideal

overnight location for our Rally guests.

6.00 for 6.30 Pre-supper drinks in the Buck n Trout Bar near the dining room.

7.00 Dinner in the main dining room.

Be warned – it can be very cold in this part of the world so dress warmly!

The Rally Experience Delivering hope for a better future in South Africa

Almost all rural schools have one lack in common – educational resources. For the past 12 years sponsors, organisers and participants of the Rally have visited the most remote and needy schools in rural areas to deliver books, teaching aids, science kits, sports equipment, educational toys and other material – all of which are taken for granted at urban schools. But most of all, the Rally delivers hope to rural learners, their teachers and their parents for a better future.

Western Cape Program 2012

Saturday 5th May 2012

Meet up with the Rally convoy at the “N1 Winelands One-stop”, 30 mins from Cape Town.

Departure @ 5.45 sharp.

· From Tulbagh:

Join the (other)Rally convoy in van der Stel street, Tulbagh outside the Tulbagh Info Centre / Cape Dutch Quarter offices. Departure @ 6.30 sharp for Prince Alfred Hamlet.

7.00 Arrival at the Dutch Reformed Church Hall, Prince Alfred Hamlet. Park your car in your team’s designated

parking area.

· Enjoy breakfast, with your fellow team members, and a briefing on the Rally to Read programme, the local

area and the schools we will be visiting.

8.30 Leave, in teams, for visits to 2 schools in the Warm Bokkeveld – to the west of Ceres – and/or in the Koue Bokkeveld – north of Prince Alfred Hamlet.

· Deliver books and other materials for all grades.

· Presentation of the materials at each school; symbolic signing of the contract between the school and the project; and a short “tour” of the school.

Each school expects us to stay for just under an hour. A picnic lunch will be provided to you by your team leader – to be enjoyed during the day.

Note: The Rally will work in support of these 14 schools for 3 consecutive years: 2012, 2013 and 2014.

In 2018, we will revisit the schools, for a 4th year of support, to help add further momentum to the school’s

efforts towards excellence.

-16.30 Depart from the last school and travel to Tulbagh.

· On arrival in Tulbagh – provided you did not spend Friday night in Tulbagh – locate the Tulbagh Info Centre / Cape Dutch Quarter offices in van der Stel street (on the left hand side). The staff will provide you with directions and your keys for your accommodation

Wine tasting at the Rijk’s Private Cellar (see your map), just north of Tulbagh. Very advisable!

18.30 19.00 “Sundowners” (or a warming sherry!) served on the veranda of Morgansvlei, a farm just outside

The Bokkeveld - Western Cape

This area beyond the mountains and Michell's pass - is named for (goats) and/or (antelopes) + open, undeveloped countryside = Bokkeveld. If the reference was to antelope, they would have been the large herds of springbok that roamed the area, whilst if it was goats that were referred to, it would have been the stock of local farmers.

The Bokkeveld comprises 2 parts: the Warm Bokkeveld, which is the lower-lying basin surrounding the town of Ceres, and the Koue Bokkeveld, the higher lying areas to the north of the town and of Prince Alfred Hamlet.

1. The Warm Bokkeveld

The Warm Bokkeveld in which are situated 4 of the "Rally schools" - is one of the most fertile valleys within the country. Until the Mic hells' Pass was built in it was also a very isolated and inaccessible area, surrounded by the Hex River in the south; the Witsenberg and Skurweberg in the west; and the Gydo and Waboom mountains in the north.

This area was known to be a hunting ground of pre-historic people. It also attracted nomadic stock farmers many years later. It is now famous for its deciduous fruit fruit juices, dried and fresh fruit wheat, dairy products and wool.

It is a well watered area with the Breede River being formed from a plethora of streams in the area.

The 2 key towns in this area are:

Ceres:

Stock farmers grazed their cattle beyond the Witzenberg from 1700 but it was only after the opening of Michell's Pass that the area was opened to development. The town of Ceres was founded and named a year later.

The settlement of Ceres was established in 1854 on the farm of Jan Frederick Munnik and named after the Roman goddess of agriculture. A lovely name for one of the most fruitful regions of the Cape and a very insightful baptism of an area that used to be plain old veld! Municipal status was awarded to the town 10 years thereafter.

Ceres flourished in the earlier years mainly as a provision station rather than an agricultural centre. It was on the Great North Road to Kimberley with its diamond diggings and to the goldfields. Fortune hunters streamed north. Ceres' prosperity took a dive when it turned down the proposal to build a railway line via the town they were fearful their tranquillity would be disturbed and their transport riders would lose their income. It was only when Ceres was connected to the railway, which had been built through the Hex River valley instead, that the fruit industry took off in Ceres. It was from 1910 onwards that fruit trees were planted on a large scale. Nowadays there are 2 packhouses with a daily capacity of 30 000 cartons of fruit to handle the crop of 90 000 tons of apple and pears annually. Four cold stores can hold as much as 2.2 million cartons. The co-operative also runs a juicing plant with a capacity of 40 000 tons per year.

In September 1969 Ceres was struck by the same earthquake (6.5 on the Richter scale) as was Tulbagh. About 70% of its buildings were damaged, with the tremor causing the spire

of the Dutch Reformed Church to be dislodged.

Prince Alfred's Hamlet:

This small town is situated 9kms north of Ceres on the R303. In 1861 Johannes Cornelius Goosen measured out and contributed 90ha of his farm called Wagenboomsrivier to enable a village to develop. It was named after Queen Victoria's second son, Prince Alfred the first member of the British Royal family to visit this land. He had visited South Africa a year earlier. In 1875 the municipality was established. In 1929, the railway was extended to Prince Alfred's Hamlet from Ceres and this gave the agricultural operations a commercial boost. Prince Alfred Hamlet is now a fruit packing centre and the hub of the potato and onion packing industry.

The Hamlet Hotel was established at the turn of the century (1900's) and taken over, in 1940, by the Kahn Family which still runs it. (Jos Kahn has assisted us to organise our breakfast at the Church Hall! He also provided us with reference material for this manual. Thanks Jos).

The Prince Alfred's church hall is our Rally breakfast meeting point on the Saturday morning.

Travelling north from here ensures one reaches the beautiful Gydo Pass (see below) and then one is in ...

2. The Koue Bokkeveld (average winter temp is 8 degrees v 13 degrees in the Cape!)

Once through the Gydo Pass one reaches a higher altitude and enters the Koue Bokkeveld an area within which 10 of the "Rally schools" are to be found. The road continues north, between the Skurweberg and Kouebokkeveld mountains, towards the Cederberg and Citrusdal. En route one passes the town of Op-die-Berg, a small village known for its cherry orchards and occasional heavy snowfalls in winter.

The Koue Bokkeveld is the coldest fruit-producing area in the Boland. It is this factor that makes it so productive deciduous fruit needs an adequate resting period in order to thrive.

Driving to the schools will reveal many farm signs indicating they are "du Toit owned" farms: One of the fruit-farming pioneers of the area was Mr Gys du Toit, of Kromfontein. The group of companies which now handles the du Toit interests in fruit and vegetable production is "one of SA's agricultural giants".

Western Cape Rally to Read 2012 Weekend Programme

Saturday 5th May 5.30 6.30

Should you be departing from:

 Cape Town:

Meet up with the Rally convoy at the “N1 Winelands One-stop”, 30 mins from Cape Town.

Departure @ 5.45 sharp.

 From Tulbagh:

Join the (other)Rally convoy in van der Stel street, Tulbagh outside the Tulbagh Info Centre / Cape Dutch Quarter offices. Departure @ 6.30 sharp for Prince Alfred Hamlet.

7.00 Arrival at the Dutch Reformed Church Hall, Prince Alfred Hamlet. Park your car in your team’s designated

parking area.

 Enjoy breakfast, with your fellow team members, and a briefing on the Rally to Read programme, the local area and the schools we will be visiting.

8.30 Leave, in teams, for visits to 2 schools in the Warm Bokkeveld – to the west of Ceres – and/or in the Koue Bokkeveld – north of Prince Alfred Hamlet.

 Deliver books and other materials for all grades.

 Presentation of the materials at each school; symbolic signing of the contract between the school and the project; and a short “tour” of the school. Each school expects us to stay for just under an hour.

A picnic lunch will be provided to you by your team leader – to be enjoyed during the day.

Note: The Rally will work in support of these 14 schools for 3 consecutive years: 2012, 2013 and 2014.

In 2018, we will revisit the schools, for a 4th year of support, to help add further momentum to the school’s efforts towards excellence.

-16.30

Depart from the last school and travel to Tulbagh.

 On arrival in Tulbagh – provided you did not spend Friday night in Tulbagh – locate the Tulbagh Info Centre / Cape Dutch Quarter offices in van der Stel street (on the left hand side). The staff will provide you with directions and your keys for your accommodation Wine tasting at the Rijk’s Private Cellar (see your map), just north of Tulbagh. Very advisable!

18.30

19.00

“Sundowners” (or a warming sherry!) served on the veranda of Morgansvlei, a farm just outside Tulbagh.

Dinner at Morgensvlei.

Thank you to our sponsors

Rally to Read is indebted to its sponsors, who contributed over R6-m to Rally to Read in 2010.

Rally Hosts
In some regions, the Rallies are hosted by companies other than the organisers. We would like to extend a special word of thanks to our hosts:
- South African Sugar Association - KwaZulu-Natal South
- Mercedes-Benz South Africa - Eastern Cape
- United Bulk - Free State
- FirstRand in North West
- Cargill in Mpumalanga 1
- Standard Bank in Mpumalanga 2
- And three De Beers' mines in the Northern Cape - Finsch Mine, Idwala Mine and PPC Lime.

The Rally journey has been travelled by thousands of people over many years.

- Sponsors continue to make

generous contributions to Rally as

part of their commitment to

improving the the socio-economic

health of this country; and thereby

assisting its historically

disadvantaged communities.

- Participants are woken before

sunrise and drive in convoy to the

schools where they are met by

teachers and children to whom they

personally hand over the educational

materials. Their off-road vehicles

have covered thousands of

kilometres whilst locating and

visiting more than 800 schools over

the past 14 years.

- Rally organisers, co-ordinators and

team leaders have travelled even

further, having to make several

reconnaissance trips to locate

schools and make the necessary

arrangements with them in advance

of the Rally weekends.

- For READ staff the Rally is the just

the beginning of the journey. These

committed individuals continue to

drive the routes to the schools many

times during the year, throughout

the duration of the three-year

programme roll-out, becoming

integrated into the local

communities that they are

committed to empowering.

The journey has evolved into a holistic development programme.

We have used our collective

experience and learning over the

past 14 years to enhance Rally to

become a cohesive, comprehensive

and multi-pronged development

programme.

- From the initial plan to merely

deliver stationery to 12 rural and

inaccessible schools, the Rally has

become an annual, multi-faceted

programme focussing on all aspects

of literacy - reading, writing and

general communication - in the local

vernacular and in English.

- The continued and critical support

from READ Educational Trust has

been influenced by international

expertise on literacy development

and has evolved into a three-year

process encompassing the provision

of selected books, 12 formal training

courses and in-classroom support for

each teacher, post-course.

- A programme aimed at developing

teachers' ability and methods in

teaching Science, has also been

included.

- The stationery provided to teachers

and learners ensures that modern

teaching methods may be

incorporated in the teaching

process.

- Since 2007, books are also

delivered for Grade R children

ensuring that these children will be

better-equipped when commencing

their foundation-phase schooling.

Why get involved

You will be making a real difference where the needs are greatest. Resources are severely limited in rural education. Teachers are among the least qualified in the country and they work under the most challenging circumstances. As a result:

The reading skills level of the average 16-year old in a rural school lags seven years behind that of an average urban child.
The drop-out rate in rural schools is more than 50%.
A high percentage of learners have to repeat grades.
Most youth who leave rural schools have difficulty finding jobs.
Those that do qualify for tertiary studies find it extremely challenging as a result of poorly-developed
foundation skills.

Experience the great outdoors

The rally travels to some of the most beautiful and seldom visited parts of the country. Participants are warmly received at the schools and made to feel truly welcome.

Become personally involved

Sponsors deliver the material themselves and get a true feel of the good work that is being done. They experience first hand the difference they are able to make.

Enjoy a weekend breakaway

Sponsors’ representatives are guest of the organisers for the weekend. The weekend also provides time for leisure, relaxation and great hospitality.

Want to get Involved?

Visit our website http://www.rallytoread.co.za

History Of READ

Read Started as a small voluntary committee in Soweto at the end of 1979 in response to the student demands of 1976 for reading and library facilities. So great was the demand from both the community and the funders that, within five years, READ had spread to almost all the then provinces except the Northern Transvaal and the North West.

In the beginning READ's administration operated from a bell tower room at St John's College which gave the organisation room and launched the fundraising activities for READ with a splendid lunch organised by the ladies' entertainment committee and sponsored by Shell. At this function R150 000 was raised to provide a small reference collection for all 50 high school libraries in Soweto. The World Book Company followed with a donation of a set of World Books for every school library as well as 50 sets of Child Craft for primary schools. The training was implemented by volunteers during school holidays.

Working and being involved with READ has never been dull since the organisation has always adopted a highly pragmatic approach to particular situations. Memorable happenings include meeting in shebeens at dusk on the edge of the townships with activists who came out of hiding for discussions. In the Eastern Cape, when the schools were burning, READ set up study centres in old buildings near the townships where high school pupils and unversity students could come to study. Very structured resource provision was supplied to meet the specific study needs of all students and young unemployed people who received practical training to manage the centres. These centres were daily crowded with students studying eagerly on their own.

On one occasion the teacher-librarian of a high school in Port Elizabeth received warning that the school would be burnt that night. She called the sponsoring company -AECI- and, togehter with them, with her own car loaded to capacity, they managed to save all the bookstock. Once the schools settled down the books were returned and the library was reopened.

In the eighties,negotiating one's way in the townships to get through stone barricades set up by students, was sometimes frightening but usually when syudents understood your mission, you were warmly welcomed and even assisted.

READ's philosophy from the beginning has been to provide teachers with high quality resources, together with training in their use, which includes working on a daily basis i the classrooms with teachers. It remains so to this day. Careful books selection from a full range of publishers is a key facto in ensuring the relevance of the material, with a high priority being the interest level for the particular age group. It is important to ensure successful reading experiences early on in the learner's schooling and, for this reason, providing reading material at the right level for a particular learner, is of high importance in READ's book selection processes.

REPORT ON KWAZULU NATAL (North)

RALLY TO READ

For the May 2010-April 2011 Rally Project Year

Project : R2R 10/11

Donor : McCarthy Retail Motors

Duration : 3 Years

Implementation : 12 schools, Kwazulu Natal

Current report : For the period May 2010 to October 2010

READ project staff : Nombulelo Sikhosana

Project overview

The Rally to READ project in Kwazulu Natal (North) is in the first year of the Rally.

The Rally Impacts 153 Teachers and 5279 learners in 12 Schools

Project schools

· Fabeni

· Ferdinand

· Cecilia

· Horse Shoe

· Macongco

· Mkholombe

· Mthaniya

· Ngome

· Nomahaye

· Nomfomela

· Ophathe

· Thandanani

Training

Teachers seemed to like the new methodologies at the training, but have realised it takes some preparation to be able to implement them effectively.

Monitoring

The 3 courses trained have been and are still being monitored. None of them is implemented effectively yet. This is due to the setback caused by the strike as both teachers and learners lost track of what they were doing.Teachers didn’t have enough time to master the methodologies before the strike and they now lack confidence in their implementation.

Monitoring has been hampered by the teachers strike, and by the fact that teachers battle to remember the newly acquired skills. This is a normal occurrence during the first year of implementation.

Individual School progress reports

CECILIA

The school goes up to grade 9 (grades 8 and 9 are not part of the R2R project). Grades 1 – 3 have classrooms of their own. Grades 4 – 7 use the community hall as back to back classrooms, making it very difficult for the teachers to control the noise levels, including the principal who teaches English in grade 7.The FP classrooms look bright and print-rich. On the other hand the Intersen have to take down their stuff on Fridays, as the community needs to use the hall on weekends. This hasn’t dampened the spirit of the teachers who are eager to do the best they can.

FABENI

One English teacher has left the school, and has been replaced by a new teacher. The new teacher shows a lot of enthusiasm. She gets a lot of help from her colleagues. The principal is supportive, although she is not much of a hands-on person. The Foundation Phase seems to be doing very well. The Intersen phase is following steadily.

FERDINAND

This is one of the bigger schools. The principal teaches grade four, and is very much a hands-on manager making sure that the teachers are following the programme. At this school the HOD’s play a big role in monitoring the implementation. The classrooms have taken shape, and one can see print on the walls.

HORSE SHOE

This is one of the smaller schools, with some multi-graded classes. One of the English teachers teaches grades 4 – 7. Although the numbers of the learners in each grade are not very big, it is a lot for her to prepare for grades 4 and 5 and grades 6 and 7 and then teach effectively. She loves her work and gives it her everything. The school also has grades 8 and 9 that are not part of the R2R project.

MACONGCO

Another of the smaller schools. Here grade 2 and 3 are in one class. In the Intersen phase one teacher teaches grade 4, grade 5 and 6 in 1 class and then grade 7. He struggles with the load. The school is looking at ways to help him. The Foundation Phase is doing well even though the grade 2s and 3s are in one classroom.

MKHOLOMBE

At this school, grades 5 and 6 share a classroom. Most teachers here are doing well. The grade 7 teacher is new and hasn’t had any training. The principal has promised to help him. The classroom walls in grade 3 and grade 4 are print-rich. The grade 1 teacher isn’t a trained teacher and is slowly getting to grips with her job. The principal is supportive and attends all the training her teachers get.

MTHANIYA

A big school which has grades going through from grade 1 to matric. The R2R project is implemented in grades 1 – 7. Due to internal problems they had earlier this year, they’re a little behind. The school was vandalised, and doors and windows were stolen and broken. These have been replaced. The bookstock is intact as the vandals were not interested in the books. The principal and the SEM have promised to work with the teachers, so they can catch up even if it means they learn from a nearby school (which is doing well).

NGOME

Another small school. With the project in place, the enrolment is getting bigger. Last year they had one grade 1 class, this year the number of grade ones have gone up to more than 70 learners. The Foundation phase is doing very well. In grade 5 there’s a new teacher, who seems to be very keen and learns at quite a pace. The principal is supportive, although she doesn’t come to training. She has agreed to make time to come to training, so she can monitor progress.

NOMAHAYE

The Foundation Phase HOD is very active and helps her colleagues with methodologies they struggle with. The Intersen phase is a little behind, except for the grade 6 teacher who is trying very hard. The principal seems to be very busy and doesn’t know much about what goes on in the classrooms.

NOMFOMELA

Another of the bigger schools. The principal has been on sick leave for almost a month, but promises to get actively involved with the work of the teachers when she is well again. The Foundation phase HOD leads by example, and has got everyone on their toes. She is there for her teachers, helps and give demonstrations where needed. In grade 4 there is a new teachers who has only been to one training course. She needs a lot of help seeing that her HOD is not an English teacher. The grade 5 teacher has offered to help.

OPHATHE

The principal, although she doesn’t have a class, never misses training. This helps her to monitor the implementation. The deputy principal teaches English in grade 7. His class shows what a dedicated teacher he is. He is a good example to everyone. The Foundation phase HOD also leads by example. There are a few teachers who are still not as careful with their implementation. However they are being monitored by the principal, who is very disciplined and motivates her staff to work harder.

THANDANANI

The principal teaches English in grade 7 and has never missed a training session. The Foundation phase HOD is on the ball, but the grade 1 and 2 teachers are still struggling with implementation. They find the example of the principal inspiring and are beginning to show signs of working harder to improve the application of the training they have received. The grade 4 and 5 teacher do a sterling job. The walls in the classrooms were dull and they have worked hard to add print and colour to them and get the learners excited and interact with the print on the walls

CONCLUSION and RECOMMENDATIONS

· Most schools are very excited at being part of this project. The DoE recognises the fact that this will enhance the level of teaching at these schools.

· The books, Teachers Guides and Learner Books were well received and for all the schools, this is the first time that they have so many books at the correct level.

· Most teachers have started to use the methodologies trained.

· The major obstacle was the teachers strike. This is a first year rally, and all the methodologies trained are new to the teachers. Training started at the end of May, and then June exams were due. After the extra long school holidays in June, teaching began in July only to be interrupted by the strike which set teaching back nearly a whole term

· The trainer will give demonstration lessons at most schools as she monitors.

The birth of the Rally

The Rally to Read was launched in 1998 when the HSRC (Human Sciences Research Council), approached McCarthy to lend them a 4x4. Such a vehicle was required by the HSRC to reach some of the most remote rural schools in KwaZulu-Natal as part of a study of school resources.

Upon their return the researchers shared with McCarthy the schools’ desperate lack of educational resource and one of the most successful rural educational initiatives in the country was born.

The early years
R180 000 was raised in the first year and 80 sponsors and volunteers in 4x4s delivered books to the schools in the Nkandla district. Teachers at these schools were also provided with a two-year development programme, run by the READ Educational Trust.

What was to be a once-off expedition quickly became a national project. The Financial Mail became a co-organiser of Rally to Read and sponsorship from South Africa’s business community was raised.

Since inception, over R31-million has been spent on improving the quality of education at 554 remote, rural schools.

REPORT ON KZN SOUTH RALLY TO READ APRIL 2011: Rally Project Year

Project : Rally to Read

Donor : McCarthy Retail Motors

Duration : One year (May 2010-April 2011)

Implementation : 12 Primary Schools in KZN South

Current report : April 2011

READ project staff : Thobile Mdlophane

Project overview

The Rally to READ project in Kwazulu Natal (South) is a one year Rally. The Rally impacts 160 teachers and 5421 learners in 12 schools.

Project schools include:

Emthini Primary
Enxolobeni Primary
Enyanisweni Primary
Gcilima Primary
Mageba School
Mavundla Primary
Mganka Primary
Nkuswana Primary
Sibhangwane Primary
Sidumile Primary
Sineke Primary
Umzimkhulu

Language training

Courses trained so far:

Using Stories for Language Development

Group Reading and Guided Reading

Writing Courses

Monitoring and support

Monitoring has been focused on Group Reading and Writing for a Real Purpose. The teachers have received support on how to plan a lesson.

The Rally Organisers

The Rally to Read is organised each year by:

- McCarthy Motor Group, which specialises in the retailing of new and used motor vehicles. Franchises include: Alfa Romeo, Audi, BMW/Mini, Chery, Chevrolet, Chrysler, Citroen; Dodge, Fiat, Ford, Foton, Isuzu, Jeep, Land Rover, Lexus, Mahindra, Mazda,

Mercedes Benz, Mitsubishi, Nissan, Opel, Peugeot, Renault, Suzuki, Smart, Toyota, Volvo and Volkswagen.

Integral to the group are:

Budget Car and Van Rental; McCarthy Insurance; McCarthy Finance; McCarthy Corporate Fleet Solutions; McCarthy; CallaCar; CallaCar Direct;

McCarthy Value Centres; Club McCarthy; Eliance and Burchmores Car Auctions.

- The Financial Mail, the country’s top-selling weekly financial journal.

- The READ Educational Trust, a section 18a non-profit organisation which specialises in improving the quality of teaching in general, but of literacy and communication skills more specifically, and provides reading materials to disadvantaged schools in South Africa.

We have journeyed throughout this remarkable land

Rally participants have become familiar with 40 remote and remarkable parts of this land as we have endeavoured to find those schools which, due to our country's unfortunate political and socioeconomic heritage, have historically been left teetering on the fringes of mainstream education. An expedition to deliver stationery to 12 rural schools in year one, has grown year-on-year through the commitment of sponsors, organisers and volunteers who must collectively be saluted as we journey on into Rally's 14th year, in which we will visit 135 rural schools. As always, the Rally will be welcomed into these vibrant communities, which span most of the major language and cultural groups in South Africa. We look forward to the warm reception harmonies of the Zulu, Xhosa, South Sotho, Venda, sePedi, Afrikaans and Tswana people.

Individual School Profiles

Gcilima

This is one of our best schools; the principal is very supportive of the project. He and his deputy have a very good understanding of what is needed in terms of staff discipline for the success of the project. The classrooms are print-rich and the level of understanding among the learners is very high, they are able to express themselves well. They serve as a model school to other schools because of their commitment.

Enyanisweni

There is great improvement in this school, teachers understand the methodologies and give learners meaningful activities. In the Foundation Phase learners take turns to demonstrate Shared Reading, and show a good level of reading expertise. Grade 4 is the only year which needs to be encouraged and the Grade 4 teacher has been asked to make a greater effort and to apply her training correctly.

Mavundla

Implementation of the training is taking place. The learners are able to interpret stories on their own. The Grade 7 teacher is excelling and is ever willing to share information with other teachers. The principal is new but is very supportive of the project and he visits the classes on regular basis to check the progress.

Emthini

The project is well implemented in the Foundation Phase where all the classrooms are print-rich with the learners’ activities on the wall. Handwriting is being monitored and they understand the importance of planning a lesson. Grade 6 and 7 are the grades that are in need of more support, learners do have the potential but the teachers struggle to understand the methodologies. This issue was raised with the principal who is assisting the teachers.

Sineke

The principal is very dynamic and also teaches a class of her own. She likes to conduct in-school workshops to assist other teachers. Foundation Phase is doing well, while the Grade 5 and 7 classes are progressing at a slower pace. Learners are struggling a lot and more meaningful activities should be planned to enrich the learning experience. This was pointed out during a feedback meeting with the principal.

Nkunswana

The school is very far from any main towns in the province and reaching the school is a challenge. The principal is very keen to sustain the Rally programme but finds it difficult to maintain the momentum as teachers come and go because of the remoteness of the school. The learners are very weak and the environment is poverty stricken. Getting water to this school is a challenge.

Enxolobeni

The principal is very enthusiastic and always supports his teachers. The school has all the resources and they use them to enhance their teaching. There is also an improvement in the learners, some are trying to express themselves and they have even arranged debate competitions.

Sidumile

The school has progressed a lot as compared to the previous Rally. Most teachers are willing to implement the new methodologies they have learnt and the learners show great potential. The principal ensures that they get everything they need that will help them in their teaching. The classrooms have changed to print rich environments and they understand all the methodologies.

Sibhangwana

The progress in the school has not been as comprehensive as it could have been. Foundation phase teachers are implementing the methodologies well but the Intermediate Phase learners struggle with their reading. The Head of Department is very supportive and always willing to help but some teachers need to be encouraged to comply. The principal needs encouragement to assert himself.

Mganka

Teachers are implementing the training they have received well, and the learners’ handwriting has improved a lot especially in the Foundation Phase. The principal has a class and that hinders the progress sometimes as he has to concentrate on his class to the detriment of his managerial work. The Grade 7 teacher is very committed and is helping to monitor the implementation.

Umzimkhulu

This school physical circumstances and isolation compounds the difficulties the teachers have in implementing the methodologies. There is no electricity or water at the school that makes it difficult for the teachers to work effectively. Some are trying but the learners are very weak because of their lack of exposure to reading material in their homes or to English on a daily basis.

Mageba

No monitoring has been done in this school; as the road conditions has made it impossible to access the school.

Rally To Read - Basic guide and route map directions

Directions from Treverton School to First School (Fabeni Primary): • ZERO TRIPMETER • Turn Right onto R103 • + 3.8km, turn RIGHT (P18) Midde(l)rus – dirt road • At fork in road, keep LEFT • RESET TRIPMETER • + 10.5km, keep RIGHT • + 40.5km, reach R74 (Colenso / Greytown road) • Turn RIGHT on R74 towards MUDEN / Greytown (+ 19km) • + 59.2km (go through Muden) you will see a sign “IVALA LODGE” on the LEFT • + 60.2km turn next LEFT onto P161 KEATES DRIFT (dirt road) • + 61.1km, cross river • + 66,4km, turn LEFT onto D1267 (“MIG” Sign) • + 67.1km, cross river • + 68.7km, cross river • + 71.2km, keep RIGHT at bend in road • + 71.8km, cross river • + 76.8km, cross (dry?) river bend • + 77.2km, keep LEFT (butchery on left) • + 81.9km, turn RIGHT onto R33 TUGELA FERRY (tar road) • + 82.6km, arrive at Fabeni School on LEFT

This journey has crossed many paths.

The three organising partners and

over 75 sponsors and project

partners represent all sectors of

the business world. Businesses that

are often competitors in the market

are united through Rally and their

common belief that business

collaboration can play a critical role

in our country's quest to address the

major socio-economic challenges it

faces.

Over the past 13 years, more than

688 schools have been on their own

journeys, aimed at providing their

learners with a better quality of

education. Working off a minimal

base, these schools have received

excellent educational material and

learning methodologies that will

critically enhance their ability to

meet the standards specified by

the Revised National Curriculum.

Rally To Read Equipment - Western Cape

Rally participants are delivering "added value" to the KZN schools this year and our deliveries include items from the following Rally sponsors:

1. Game's "Tools to Teach" (stationary for the 83 WC Rally teachers)

Game Stores continues with its Tools to Teach stationery project which ensures that each teacher in the Rally schools receives R800 worth of stationery to facilitate their lesson preparation and delivery. Countrywide, this gift represents a R1,1 mill sponsorship for the 10 rallies.

2. Telkom's pre-school support programme

Telkom have enabled Rally schools to receive educational materials for the pre-school phase and in this way they aim to help schools to provide a solid foundation for the children's progress into the primary school level. Their sponsorship includes toys and equipment, stored in "Jolly boxes", which are aimed at assisting with the following: perception, construction and puzzle-solving; fantasy; creativity and movement. The value of their sponsorship for 9 Rallies is R2,6 mil. Approximately R250 000 is allocated to the W Cape for this equipment and for teacher training.

3. Walton's "Back to School" stationary programme (for the 1 978 learners)

Waltons has, once again, come to the party with stationery for the children and their classes:

scissors, coloured paper, crayons, sharpeners, powder paint, glue, ball point pens (one for each intermediate learner), HB pencils (two for each learner), A1 chart paper all help ensure that teachers can implement the teaching methodologies that are shared with them, on a daily basis. The value of this support is R250 000 for the 10 Rally areas. As such, the W Cape Rally schools benefits to the value of approximately R20 000 - being one of the smaller areas - and an average of R1 400 per school (depending on the number of learners).

4. Sports kit

i. Soccer "Dreambags"

Courthiel and Nedbank have each sponsored a soccer Dreambag, at a cost of R7 500 each, for 2 of the WC Rally schools. These dream bags contain soccer kit (including boots, balls, soccer uniforms for the A team etc) and are supplied by "Dreamfields", the NPO run by John Perlman. The kit represents amazing value for money.

Dreamfields is aimed at facilitating South African learners' passion for the sport of soccer and so are well worth supporting!

ii. Kempston Truck Hire has donated the soccer and netballs (and pumps) for the schools. They have done this for Rally schools for the past decade! The value of their national sponsorship is R48 000 and approx R4 800 for our area.

iii. Bidvest has sponsored rugby balls for each of the WC Rally schools as this is generally the sport of choice, for boys, in this part of South Africa.

5. Sweets

Bidvest has also sponsored sweets for the children. A fizzer bar forms a tasty treat for each learner.

(Note; Bidvest also sponsored your picnic packs for the day compliments of Caterplus)

6. A meal for each learner on Rally day ...

The following companies contributed R1 000 each to enable to learners to get a meal (R5.50 per child) on Saturday, when the schools host us:

1. Dolphin Labeltech,

2. Nedbank (MFC),

3. Courthiel,

4. Old Mutual,

5. RSA Tankers,

6. Shell,

7. Telkom.

Thanks for making the learners' Rally day that much more special!

Thanks to all sponsors for making the Western Cape Rally to Read a reality and for reaching out to these learners and teachers who live in such an interesting, beautiful and remote part of our country.

Reading Matters is a Section 21 (not for gain) publishing company that selects and provides language and literacy educational resources in different South African languages to educational institutions. Established in 1997 to provide an additional income stream for the Trust, Reading Matters provides the book resources for READ's school projects.

All profits generated by Reading Matters are paid to READ. Reading Matters' link to READ enables the publisher to offer expertise in book selection and training, library materials, library book processing, teacher training, and professional educational consultation and delivery nationwide. Reading Matters is one of South Africa's leading suppliers and distributors of quality education resources.

It fulfils orders of more than one million books annually from its 2000m² on-site warehouse through an extensive distribution network that stretches from SA to Botswana, Nigeria, Kenya and Uganda. Reading Matters' products are field tested and recommended by READ, and are curriculum-compliant. Reading Matters is the local agent for Sunshine, Scholastic, African Reading Matters and READ publishers

To view Read Matters Website Click Here

Challenges Facing Education

South Africa has a high-cost, low-performance education system that does not compare favourably with education systems in other African countries, or in similar developing economies. There is a multitude of well publicized problems, including a shortage of good teachers, under qualified teachers and poor teacher performance. In the classroom, this translates to poor learner standards, poor results and, a lack of classroom discipline that is exacerbated by insufficient resources and inadequate infrastructure.

On another level, the change in curriculum, the power struggle with the unions, uncertainty over performance measurement has lead to massive demoralization and disillusionment among teachers and a negative and worsening perception of the teaching profession as a whole.

This is why READ Educational Trust wants to make a difference, we strive to create a teaching environment where both teachers and learners can thrive. By working together with stakeholders READ operates primarily as an educator development agency in the field of language, literacy and communication and is a leader in the fields of educational assessment, and materials development and resource provision. READ provides educator and school management training. This has proven to be very effective in results from schools where READ is actively involved.

The goal is simple. We have to go back to basics, by getting the teachers to teach and the learners to learn!

The Rally & READ

The Rally to READ organised by McCarthy Motors and the Financial Mail in association with READ is a South African success story in that it exemplifies just how much can be achieved when the private sector, the public sector and non-governmental organisations work together towards a common agreed goal. The training programme in the rural districts which READ Educational Trust runs for the empowerment of rural educators during the Rally is known as the Balanced Language Programme (BLP). In essence the BLP is a book-based technique of teaching literacy that places equal emphasis on the HOW (method) of teaching as well as the WHAT (Content). The HOW of teaching in terms of the Rally, incorporates learner centred teaching principles in which: Reading & writing for meaning is paramount. Reading & writing experiences are rooted in a learner centred classroom climate. The complex cognitive processes involved in the use of writing & reading skills are developed as inseparable processes. The Balanced Language Programme has seen service in a number of the developed nations of the world and its efficacy has been repeatedly proven both world-wide and as part and parcel of the Rally in South Africa. The project incorporates the use of specially designed literature that naturally lends itself to the BLP methodologies. Stories that contain repetitious language and patterns of language are an important aspect of this type of literature / methodology. view www.rallytoread.co.za

The 14th Western Cape Rally to Read

1.The first Rally to Read was held in the W. Cape in 1999. During this Rally, the Cederberg area was visited and the project worked with 18 schools situated in the vicinity of ClanWilliiam / Wuppertal / Elandsbaai. Our overnightbase was the campsite of Kromrivier!

2.In May 2001, the W.Cape Rally project moved to the farming area between Worcester, McGregor and Villiersdorp in the Overberg district. For the next 3 years book deliveries were made to these schools and training offered to the teachers. McGregor hosted us for the Saturday night.

3.In 2004, the Rally moved to work with 25 schools in the southern Overberg area, between the coast and Riviersonderend, and the villages of Witsand and Standford. The B&B's of Witsand were our homes for the Saturday night.

4.In 2008 we commenced supporting a 4th cluster of schools in the Karoo this time - in the vicinity of Ladismith /Carlitzdorp / Oudtshoorn. We supported them through until April 2011 and were based firstly at Prince Albert and then Calitzdorp, again in their B&B's.

The model followed by the Rally is that schools benefit from 3 years of support to build up a reasonable stock of materials for all grades and to share with the teachers global "best practice" methods of teaching literacy, as provided by the READ trainer. Thereafter the Rally moves to a new cluster of schools but in order to assist the teachers to maintain the momentum the Rally returns to provide a further year of support, in the 4th year thereafter.

As such, May 2012, saw the Rally back to work with the schools in the Overberg area. We based ourselves at DeHoop Nature Reserve for the Saturday night.

5. This year we move to the Bokkeveld region of the Western Cape to work with 14 schools in the area north and west of Ceres. These schools are, we are pleased to report, generally organised and committed to excellence. We have no doubt that we are commencing an amazing partnership, with the winners being the children who study at these schools. Thanks for being involved!

Interesting information about Western Cape area

The 5th series of Western Cape Rallies - since it commenced in this province in 1999 - is based in the Warm and Koue Bokkeveld areas close to Ceres and north of The Prince Alfred Hamlet.

This areas is home to the 14 primary schools which the Rally will be supporting for 3 consecutive years - 2012, 2013 and 2014 with a final visit and year of support in 2018. The overnight base for Rally participants is the historical and beautiful town of Tulbagh.

Some fascinating long-past information about the area through which you will be travelling ...

In the beginning there were continents, happily moving around the slightly plastic mantle of the earth, each being carried by structures called tectonic plates. They began to collide with each other, eventually producing one grand continent

known as Pangea about 350 million years ago, with the southern part called Gondwana.

The collision between those parts that were to become known as South America and Africa, resulted in mountain ranges being raised up - in the same way that the Himalayas are currently being formed by the collision of India onto Asia. One of these mountain ranges is known as the Cape Folded Belt - the mountains we pass through after crossing the Cape Flats.

What we now see is only the eroded remains of these mountains that are estimated to have originally been higher than the present Himalayas. The water from these mountains drained inland resulting in an estimated 6kms of sediment slowly being built up within the inland sea that was the Karoo. Very little deposition has occurred, however, since the splitting up of Gondwanaland thereafter. Instead about 2kms of sediment has been eroded away. (With thanks to Prof Warner).

So now we know!

(Note; this info is of value because it enables us to understand i) the initial isolation of the Bokkeveld region from the settlement in Cape Town; ii) the reason it became the main route into the interior - once the 2 passes were built; iii) the reason for its stagnation, when the alternate Hex River valley railway route opened up, and iv) its flourishing state once it was connected to the railway system and its passes were upgraded in the 1990's)

To get to Tulbagh from CT one passes ...

The Voelvlei ("Bird marsh") Dam...which is a key part of the complex water supply system of the W Cape. Originally a muddy marsh, it was turned into a dam in 1952. It was built to control the water from the Berg River to towns on the West Coast, like Saldanha and Vredenberg. The dam has a 17.7m wall and impounds 16 million m3 of water to form an 8km long and 1.5km wide lake. It captures rain during the rainy season and releases water into the rivers when water is short. Volevlei supports a large colony of birds and hence its name. Gouda a town that is not named after the cheese! It lies at the western entrance to the Nuwekloof Pass, between Wellington and Paarl. The name is probably a result of the Khoe word for "antelope".

To get to Ceres from Tulbagh or CT, one has to drive Michell's Pass. The background to this pass is as follows:

The first farmers in the Bokkeveld a very fertile area - had to make use of pack animals to get their goods out to CT. Their route was via the kloof, through which ran the Dwars River, between the enclosing Witzenberg and Skurweberg mountains.

There was an upsurge in demand for farming produce during the period 1756 1763. Shipping around the Cape increased dramatically as a result of the Seven Year War and, more than ever, the farmers need a passage through the mountains. In response, in 1765, a forceful Jan Mostert, who farmed at Wolwekloof, constructed a rough wagon

trail along the Dwars River gorge and so helped create a route between this area and Cape Town. Apparently no one without courage and perseverance chose to make use of this pass, however! It criss-crossed the river numerous times

and, at some points, the wagons had to be partly dismantled to allow them to do the crossings. Despite this, the path was used for a good 80 years.

In 1828 a very energetic and ambitious person, Charles Cornwallis Michell was appointed Surveyor General of the Cape Colony. He had visions of building roads to the far reaches of the Cape Colony, beyond the mountains. Andrew

Geddes Bain was employed by Michell, at a salary of 300 pounds per year, to build the road through to the Bokkeveld. He had 240 convicts to help him. They were apparently well cared for, with medical care and a missionary to take care

of their spiritual needs. Bains inspired them by enabling them to see they were involved in a worthy cause. Crowbars, pick-axes and spades were their tools which helped them complete the pass in 2 years. The retaining stacked walls

without mortar are still to be seen and are testament to his ingenuity. The pass was opened by Sir Harry Smith in 1848 and named after Michell.

A toll was set up about half way along Michell's Pass. The toll house is now a national monument and is currently home to a delightful restaurant well worth visiting. The rental was 1 500 pounds per year and the toll charges were 3 pennies per wheel and 1 penny for every draft animal. It is said to have made a good profit as result of the route became increasingly busy with traffic through to the diamond fields.

The road lasted for 90 years but it needed improving to make it safer and better able to handle the more advanced transport using it over time. Tar was however unavailable - due to the 2nd world war that was on the go - so concrete

had to be used.

It was rebuilt again in the 1990's. The latest builders received a "National Award for most outstanding Civil Engineering Achievement for 1992"! With this information to hand, we trust you enjoy driving the road-with-a-history!

Rally dates for 2012
Dates	Rally	Area	Year in cycle
5 - 6 May	Western Cape	Ceres Valley	1st year
*4 - 6 May	Limpopo	Soutpansberg/Louis Trichardt	3rd visit
12 - 13 May	Free State	Bultfontein	1st year
12 - 13 May	KwaZulu-Natal South	Drakensburg	2nd visit
18 - 20 May	Northern Cape	Danielskuil	2nd visit
*19 - 20 May	North West	Wolmaransstad/Ottosdal	2nd visit
26 - 27 May	Eastern Cape	Pedi/Hamburg	3rd visit
25 - 27 May	Mpumalanga 2	Malelane	2nd visit
1 - 3 June	KwaZulu-Natal North	Weenen / Tugela Valley	3rd visit
1 - 3 June	Mpumalanga 1	White River / Embonisweni	2nd visit