TATE MAKGOE

FREE STATE MEC FOR
EDUCATION

I refer to these important accolades because KST has been intensively supporting the province and these two districts since 2013 and has contributed to the successes over the years. The results of the Motheo district are particularly exceptional, as it was previously ranked one of the poorest performing districts in the country. There are many factors that account for the successes achieved by the FSDOE, which include KST’s own consistent and sustained interventions via the DWSD model.

Our model is designed to be replicable, scalable, and sustainable. After eight years of implementing all the elements of this model in the Free State, we concluded this year, having activated a sustainability roadmap. The plan is to ensure that educator capacity, infrastructure, instructional and institutional leadership development, social development interventions and successful partnerships are sustained and would remain in place as a legacy of KST.

This plan was effected, having institutionalised resources and systems that are sufficient to ensure that KST’s methodologies and strategies continue to make a positive impact long after it has exited the province.

It came as no surprise, notwithstanding a challenging two years disrupted by the COVID-19 pandemic, that the province achieved first place in the country with its 2021 NSC results. I firmly believe that our interventions through the DWSD model and Theory of Change, have made a significant contribution to this achievement.

In addition to infrastructure development, educator and learner support, and social welfare interventions, KST also worked towards systemic change through an instructional leadership process, that aimed to impact the provincial and district offices. The success of our model inspired the Anglo-American South Africa Education Programme to contract KST to implement DWSD in over 100 schools in Mpumalanga, Limpopo and the Northern Cape.

We wish to commend and thank all KST’s partners for rising to this challenge and contributing to the improvement of education for school children in South Africa. We particularly applaud the FSDoE for their steadfast partnership with KST and look forward to the model being shared with other provinces, as a best practice for improving education in our country.

SUSTAINABILITY ROADMAP
AND EXIT STRATEGY

KST put in place the following Exit Strategy during the Phase Out Stage

The hand over phase spoke to the interventions and deliverables that can be institutionalised or absorbed by the district office or the school meaning the district office and school confidently manages and sustains be it infrastructure, capacities, and resources long after KST has exited the program.

Below are systems and processes that were institutionalised during the phase over stage of exiting:

Transformation (ETW) processes district and school retreats (including support to schools by circuit managers trained to manage ETW processes).

Built infrastructure maintenance and care. All schools have received a maintenance plan and budget from the FSDOE.

Infrastructure model of cost efficiencies in building, use of local labour and SMMEs, tracking usage, functionality, and resourcing.

Secured partnerships and networks that district officials and schools use to improve the quality of arning and teaching (including a mentor network).

Transfer of vision support skills to CHWs, SBST, DBST and DOH officials Learner leadership support by NGOs that specialise in this area of work.

PLCs, cluster-based subject forums, and Lead teachers that help to institutionalise teacher Development. These can be done both face-to-face and virtually.

Packaged and illustrated District Whole School Development Model that is replicable and scalable.

GOVERNANCE
STRUCTURE

EXTERNAL
ADVISORYBOARD
(EAB)

Assist with strategic guidance Meet once a year.

BOARD OF
TRUSTEES (BOT)

Assume fiduciary responsibility for the Trust. Ultimately accountable and responsible for the performance of the joint venture and ensure that the work is executed efficiently and cost-effectively.

EXECUTIVE COMMITTEE
(EXCO)

Responsible for the implementation and performance of the programme, providing organisational direction on behalf of the Board. Also, advise the Board on decisions and business matters relating to strategy, governance, finance and risk.

AUDIT, RISK & FINANCE
COMMITTEE (ARFC)

Responsible for the monitoring and evaluation of the financial aspects of the programme and develop and implement the risk management policy.

REMUNERATIONS &
NOMINATIONS
COMMITTEE

Responsible for salaries adjustments, new positions, bonuses and any policies related to employees

PROVINCIAL MANAGEMENT
COMMITTEE (PMC)

Responsible for overseeing the remuneration policy that is aligned with the Trust’s strategy and performance goals and that the employee’s remuneration is fair and reasonable. This is the body that operationalises the strategic approvals from the External Advisory Board, finalises and approves implementation plans and other operations related decisions.

MANAGEMENT
COMMITTEE (MANCOM)

Responsible for quality controls and assurance evaluation during project Implementation, monitoring of costs and monitoring and evaluation of projects

COLLABORATION
MODEL

The KST model has extended beyond proof of concept, demonstrating its ability to deliver a holistic and inclusive education development solution. KST ensured that learners and teachers experience the power of education at its fullest so that they can reach their utmost potential and make a valuable contribution to society. The 12 months saw upgraded infrastructure, improved capacity of educators, system improvements in district offices, and consistent improvement of learner results. KST has elected to adopt a trial-and-error approach to piloting a blended approach to learning. This approach lends itself to the use of digital technologies to facilitate learning remotely, combined with reduced onsite learning.

2021/22 HIGHLIGHTS

Launch of Phase Two Schools in De Beers, Kumba Iron Ore, Platinum and Northwest Business Units.

Programme sustainability was on track through the Lead Teacher and professional learning communities of practice programme.

All service providers have selected and trained their Lead Teachers in the first quarter.

All service providers delivered a differentiated approach.

Teachers who were struggling with subject content knowledge and pedagogy received additional support over teachers who are more confident in their ability to deliver.

Mathematics and Physical Sciences teachers in the coal business unit attended the Grade 12 learner support classes during weekdays and weekends.

Empowerment workshops for system leaders in all business units

2021/22 ACHIEVEMENTS

Handover of a multi-million-rand pilot project for Phuleng Primary School.

Launched the ICT Programme in the De Beers, Kumba Iron Ore, and Platinum Business Units.

Facilitated workshops for non-project teachers offered by TEN based on recommendations made by GET and FET Subject Advisors.

Launched an After Care Programme (ACP) for foundation phase red schools.

Trained Lead teachers and provided teaching material.

Improved the ability to develop broad and balanced lesson plans addressing the diverse needs of learners.

The facilitation of workshops and cluster- based subject forums.

Capacitation of system leaders

CHALLENGES

The programme explored ways to implement workable solutions within the constraints presented by remote learning. The COVID-19 pandemic has exposed the inequalities faced by public schools, such as a lack of basic infrastructure, basic sanitisation and hygiene, parental support, digital resources, and staffing. This affects curriculum coverage and hinders leadership’s ability to create a conducive learning environment.

Systemic challenges across all business units threatens short-term impact.

Delays in infrastructure project initiations due to community expectations/protests on the project.

Lack of qualified local contractors for infrastructure projects.

Most connectivity for ICT is restricted to the administration blocks. In very few instances are the learners allowed to access the internet or connect their personal devices.

THE YEAR AHEAD 2022/23

With the eight-year successful partnership with FSDoE, KST will continue working towards the holistic development of schools and systemic change in the delivery of education. We look forward to yet another successful story to tell with Anglo-America, South Africa as the implementing agent. KST is in a process of partnering with an independent power supplier in the Eastern Cape and Northern Cape to implement the whole school’s development programme in their business units. The efficacy of the KST model has been tested, with a proof of concept clear to all stakeholders. We wish to invite likeminded organisations to partner with us.

KST enjoys meaningful collaborations with a variety of partners in the private sector, government and civil society:

FINANCIAL STATEMENTS

For the year ended 31 March 2022

The trustees are responsible for the maintenance of adequate accounting records and the preparation and integrity of the financial statements consisting of the statement of financial position, statement of comprehensive income, statement of changes in equity, statement of cash flows, notes to the financial statements and related information. The auditors are responsible to report on the fair presentation of the financial statements. The financial statements have been prepared in accordance with International Financial Reporting Standards (IFRS).

The trustees are also responsible for the trust's system of internal financial controls. These are designed and implemented by management to provide reasonable, but not absolute, assurance as to the integrity and reliability of the financial statements, and to adequately safeguard, verify and maintain accountability of assets, and to prevent and detect misstatement and loss. Nothing has come to the attention of the trustees to indicate that any material breakdown in the functioning of these controls, procedures and systems has occurred during the period under review.

The preparation and presentation of financial statements in conformity with International Financial Reporting Standards (IFRS) requires management to make estimates and assumptions that affect the reported amounts of assets and liabilities at the date of the financial statements and the reported expenses during the reporting period. Actual results may differ from those estimates.

The trustees have a reasonable expectation that the trust has adequate resources to continue in operational existence for the foreseeable future. For this reason, they continue to adopt the going concern basis in preparing the financial statements.

The financial statements as set out on pages 8 to 24 have been audited by independent auditors, PricewaterhouseCoopers Incorporated, which was given unrestricted access to all financial controls and related data, including minutes of all meetings of trustees, the board of trustees and committees of the board. The trustees believe that all representations made to the independent auditors during the audit are valid and appropriate.

APPROVAL OF THE ANNUAL FINANCIAL STATEMENTS
The financial statements of the trust for the year ended 31 March 2022, which are set out on pages 8 to 24 were approved by the board of trustees on 30 November 2022 and are signed on its behalf by:

OUR FOOTPRINT

IMPACT IN NUMBERS

KST EIGHT- YEARS MILESTONE

SUSTAINABILITY ROADMAP
AND EXIT STRATEGY

OUR FOOTPRINT

IMPACT IN NUMBERS

KST EIGHT- YEARS MILESTONE

SUSTAINABILITY ROADMAP AND EXIT STRATEGY

SUSTAINABILITY ROADMAP
AND EXIT STRATEGY