2014-2015 Annual Report

WITH FREEDOM COMES

HOPE2014-2015 Annual Report

Inkululeko's mission is to provide South African township youth with the skills, support and guidance necessary to apply, attend and succeed in university; to challenge the bigotry of low expectations for township youth; and to provide sustainable, positive change – student-by-student, generation-by-generation.

WEBSITE: www.inkululeko.org TWITTER: @Inkululeko1

2015 Annual Report | 5

06

07

08081012

14

161617

18

BOARD OF DIRECTORS

THE YEAR AT A GLANCE

NOTES FROM LEADERSHIPDOMINIQUE SCHAFERMATT KELLENJASON TORREANO

WHAT'S NEXT

EVENTSPHOTOVOICE 2015THE SWEET END TO SUMMER

SU COLLABORATION CONTINUES

CONTENTS

19

202021

222223

25

26262728

FINANCIALS

SOUTH AFRICAN COLLEAGUESBONGISANI SOXUJWAZUKISANI LAMANI

INKULULEKO LEARNERSTHEMBISILE MANGELENOMTHANDAZO DUDE

SA EDUCATION FACTS

SWOT 2015STRENGTHSWEAKNESSESOPPORTUNITIES & THREATS

At Inkululeko, we believe

YOU MUST LEARN TO BE STILL IN THEMIDST OF ACTIVITY AND

IN RESPONSE. Indira Gandhi

TO BE VIBRANTLY ALIVE

6 | Inkululeko 2015 Annual Report | 7

THE YEAR AT A GLANCE

Inkululeko has grown and adapted to a rapidly changing landscape in the past year. With 23 learners on our roster, the organization is poised to have another year of growth as it refines its curriculum, expands its collaborations around the world and increases its capacity.

We continue our work with Syracuse University and have expanded our collaborations stateside with

the university. We've also grown our relationship with Rhodes University in South Africa.

Inkululeko's Board of Directors created a strategic plan to leverage strengths of board members and to make the governing structure more cohesive. Our members are located in upstate New York, New York City, East London, Grahamstown, Johannesburg and Doha.

2014's Three Areas of Focus for Learners Included: - creative math reasoning and problem solving through games and activities- improving learners' ability to express themselves logically, create an argument

and defend their thinking - increasing learners confidence to engage in autonomous learning.

Content: Brittany Evans & Stephanie WhiteDesign: Kelli Mosher & CiCi Huang

Dominique SchaferChair

Judy NaylorVice Chair

Bernadette KingSecretary

Kristin Toellner, CPATreasurer

Sanele NtshinganaHead of Advisory Board

Imranul HaqueMember

Bronwyn JacobsMember

Saint-Francis Tohlang Member

Kristi EckMember

BOARD OF DIRECTORS


A NOTE FROM BOARD CHAIR, DOMINIQUE SCHAFER

It has been an exciting year for Inkululeko. As the organization continues to grow and develop, the activities of the Board of Directors have gained momentum. As a young organization, with a Board situated across two continents, it has taken time for us to settle into an established and effective means of operating. This year, the addition of new members, combined with the experience of our initial members has resulted in a dynamic and dedicated Board of Directors, willing to lead the organization to new heights. The adoption of a strategic plan and individual financial pledges are testament to their level of commitment.

Board activities this year have included South African and American fundraising initiatives, the initiation of learner progress evaluations, and a focus on ensuring Inkululeko's policies and

procedures are up to date and compliant. We registered as a Non Profit Company in South Africa and have recently received recognition as a Non-Profit Organisation through the Department of Social Development. Plans going forward include attaining tax-exempt status in South Africa, a continued focus on achieving sustainablity.

We are lucky to have a Board comprising diverse individuals with a wide skill set and a range of experience. I feel privileged to be part of Inkululeko and am constantly inspired by the commitment of Inkululeko's passionate staff, dedicated board members and enthusiastic learners. I have no doubt that Inkululeko is ready for the challenges and achievements that the next year will bring.

Dominique SchaferBoard Chair


difficult question "Does freedom mean leaving the township in which you live?" It is a big question, forcing us to wrestle with undefined answers.Wednesdays are project days that require learners to get out into the community and start being the spark for change in their community taking personal responsibility of what is happening around them.

Even from grade 9 and 10 it is important that learners be guided toward the true freedom of being able to listen attentively, value new experience, ask questions, and find a direction that fits with where they intend to go. At Inkululeko the current aim is to develop learner confidence to be able to do and achieve with less and less support so that when it becomes time to step out off the ledge and fly, they will be ready and unafraid.

Matt Kellen Deputy Director

A NOTE FROM DEPUTY DIRECTOR, MATT KELLEN

This year at Inkululeko has been a truly existential dialogue and internal struggle. What does freedom mean, personally, as a community, in the township, as a country? It is a nuanced word such as love, hope, and success. What does freedom look like for a high school student in a Grahamstown location? One can attend a public school, attend a well resourced after school club, begin to have a tangible sense of hope for a future, and do fun activities, but does that really mean freedom? Freedom is not something that can be achieved once and left unattended. It does not mean reaching the end of high school still standing (although it is a brave and courageous feat).

Freedom is tied to personal responsibility. Inkululeko has been well nurtured over the past two years. This year we are in a space where it is

essential that our learners test their wings, and begin taking ownership of their education, and their time at Inkululeko. This has not come without its stumbling and grumbling, but it is understandable in that the education system and sometimes home situations work against a learner's ability to creatively solve problems and justify their thinking.

On Mondays, we work these essential problem solving muscles through mathematics, setting tasks and projects that require learners to work as a group to come up with a solution or create something new.

On Tuesdays, we spend time focusing on language through existential conversations where learners must be able to justify muscles share opinions and be able to explain why they believe it is so. Our current theme on Tuesdays revolves around the


A NOTE FROM EXECUTIVE DIRECTOR, JASON TORREANO

Inkululeko has come a long way since its humble beginnings just a few short years ago. What began as an abstract thought germinated and sprouted and, through worldwide collaboration, has grown into an organization that serves motivated students, providing opportunity and leveling the playing field for some of Grahamstown, South Africa's brightest, most resilient learners.

Over the past few years, we've seen the magic that happens when hard work, dedication and opportunity intersect. We've seen the potential that is unlocked when communities join together, pull in the same direction and create spaces where inquiry is encouraged.

As Inkululeko moves forward, we are ruthlessly focused on examining what we're doing and refining

our approach. We're never complacent. While we've had tremendous successes (that we've celebrated), we also have big challenges ahead. We believe in transparency - which is why for the past two years we've publicly shared our SWOT analysis. We're not perfect, but we're dedicated to perfecting our model. As you read through this report, I hope you'll consider joining our organization and supporting our mission in whatever capacity you can.

We're dedicated to never stop improving. We're dedicated to never stop learning. We believe in the transformative power of education - and we hope you'll get involved.

Jason Torreano Executive Director


Kellen and the team developed strategies centered around holding students accountable for their attendance.

Dominique Schafer, Chair of the Inkululeko Board shared that she'd like to see the Inkululeko model being used throughout South Africa. Dominique added that in an ideal world, programs like Inkululeko would not be needed, because the school systems would be improved and the government would be taking more responsibility to fix current problems. Looking ahead at the program level, Dominique believes more work needs to be done for the organization and the board to be independently sustainable.

As the organization looks to next year, it is continualy refining its focus and creating spaces for learners to excel in and outside of the classroom. Bernadette King, Secretary of the Inkululeko Board and Industrial Psychologist, spoke about the possibility of integrating individual and group counseling into the services offered to learners in Inkululeko.

King is working on creating an assessment that can be used to measure learners' progress throughout their involvement with the program. She also spoke about providing support for learners in the areas of college readiness and career development.

Executive Director Jason Torreano spoke about

how the organization seeks to leverage its 501(c)(3) status in the USA, its NPO status in South Africa, and to continue to embrace earned income strategies for sustainability. He also spoke about the need to retain talented staff. "We are so lucky to have people who are passionate and who love Inkululeko," said Torreano. "Our challenge is to continually provide more opportunities in terms of training and development and compensation to retain our colleagues.”

Matt Kellen, Deputy Director and Curriculum Advisor also shared how he is establishing and adjusting routines for the learners that include the learners working together to manage classroom responsibilities like attendance and clean up.

WHAT'S NEXT


"The Sweet End to Summer" took placein Syracuse, New York on August 15, 2014 at Art Rage. The intimate venue was the ideal setting for mingling over a variety of bite sized desserts. Guests were encouraged to participate in a silent auction, bidding

on arts and crafts from South Africa as well as a number of donated prizes from local businesses. Thanks to the generosity of the guests, Inkululeko was able to raise several hundred dollars.

THE SWEET END TO SUMMER

PHOTOVOICE 2015

Syracuse University students visited Inkululeko in May and June as part of a credit-bearing course. This is the fourth year Inkululeko has hosted SU visitors. This year’s project had learners working in groups to take photos of agencies in their community, interview the agency members, and write stories about what they observed and learned.Dr. Mary Ann Middlemiss, the professor who led the course to South Africa emphasized the importance of the participatory approach, which

involves allowing learners to be actively engaged in the learning and change process. Inkululeko learners were active in the planning and execution of the project as they worked alongside students from Syracuse University.Dr. Middlemiss and Mr. Kellen hoped that by focusing on community strengths and how the learners could be involved in positive ways in their community, that some would be encouraged to volunteer and become involved in these community assets.

EVENTS

18 | Inkululeko

Income Donations 16,781.97Fundraising Income 1,820.01Travel Income 2,355.00

Total Income 20,956.98

Expense Accounting and Legal 750.00Bank Fees 398.75Fundraising Item Expense 163.00Office Supplies 45.48Program Costs – Services 12,034.65Program Costs – Supplies 1,654.13Travel 1,117.36

Total Expense 16,163.37

Net Income 4,793.61

FINANCIALSJuly 2014 through June 2015

SU COLLABORATION CONTINUES

Syracuse University students visited Inkululeko in May and June as part of a credit-bearing course. This is the fourth year Inkululeko has hosted SU visitors. Last year's photovoice project had Inkululeko learners taking pictures and writing stories about healthy and unhealthy elements of the community. This year's project had learners working in groups to take photos of agencies in their community, interview agency members, and write stories about what they observed and learned.

Dr. Mary Ann Middlemiss, the professor who led the course to South Africa emphasized the importance of the participatory approach, which involves allowing learners to be actively engaged in the

learning and change process. Inkululeko learners were active in the planning and execution of the project as they worked alongside students from Syracuse University.

Dr. Middlemiss and Mr. Kellen hoped that by focusing on community strengths and how the learners could be involved in positive ways in community, that some learners would be encouraged to volunteer and become involved in these community assets.


Zukisani Lamani has been with Inkululeko since the program began to take shape in 2011. Zukisani describes how he learned of the program from Jason Torreano, who had tutored Zukisani in History and English. Zukisani first began his involvement with Inkululeko as a volunteer Zukisani reflects, "Since I couldn't make it to university I want to see other students succeed and improve in their lives." He continued "I love seeing future leaders getting uplifted by working

hard on their studies after hours." Zukisani discussed how he would enjoy being a mentor for students, talking to learners about why it is important to stay in school and focus on one's studies. Zukisani reflects on how he sees other communities in which children struggle and need Inkululeko, such as in rural areas where children need and want education.

ZUKISANI LAMANISCHOOL & COMMUNITY LIASON

Bongisani Soxujwa has been involved with Inkululeko for three years. He knew many of the students prior to the start of the organization and was excited by the opportunity to ue working with them on a regular basis. He says Inkululeko is full of "a lot of great students" and enjoys being a part of their lives. He appreciates the bonds he has created with his colleagues as well as the students. He describes Inkululeko as being full of trust and mutual respect for one another. Each day he looks forward to seeing the

students working amicably with one another and engaging in their studies. Bongisani hopes that Inkululeko is able to continue building a strong relationship with Rhodes University. He sees this collaborative relationship as being invaluable to the Inkululeko learners. From his perspective, exposing learners to the university will motivate them to continue working hard as they strive for a brighter future, whether that future includes post-secondary education or a career.

BONGISANI SOXUJWATEACHING ASSISTANT

MEET OUR SOUTH AFRICAN COLLEAGUES


Nomthandazo Dude is 16-years-old and currently in Grade 10. This marks her third year as a learner at Inkululeko. Nomthandazo's favorite subjects are Xhosa and English. She hopes to become a social worker Nomthandazo wants to see more children coming to the program and more children working hard. Nomthandazo said that Inkululeko benefits her because she is given a

place to work on her studies and make people proud. Upon reflecting on what changes Nomthandazo would like to see in her own life, she responded that, "I want to make the people that take care of me proud of me and make programs in the community that help others like what is happening at Inkululeko.”

NOMTHANDAZO DUDE

Thembisile is a sixteen-year-old Inkululeko learner in grade 10. He has been with the program since its initial kick off three years ago. Thembisile enjoys working with Matt Kellen, the Deputy Director, and other Inkululeko learners. Among his peers, he is known for his love of music, his ability to freestyle and his talent with imitating foreign accents. Thembisile intends to remain with Inkululeko for years to come as he continues to complete high school. He

describes the organization as being a place of opportunity and exposure as it provides access to materials and knowledge he otherwise would not have been able to experience. According to Thembisile, it is because of Inkululeko that he has learned about "places [he] has never been in," and would someday like to explore. Ultimately, Thembisile hopes to attend university after high school and join Doctors Without Borders.

THEMBISILE MANGELE

MEET OUR LEARNERS


Source: Statistics South Africa (2015). Statistical release P0318: General household survey 2014.http://www.statssa.gov.za/?p=2566

I LOVE THIS PROGRAM A LOT.

INKULULEKO IS PLAYING A VITAL ROLE IN

CHANGING OUR COMMUNITY ZUKISANI LAMANI

IT CHANGED MY LIFE

SOUTH AFRICA EDUCATION FACTS

1 IN 3

Children in the Eastern Cape specifically and

South Africa in general at Grade 3 level is literate.

"In 2011, two-thirds of those who had no education were living in poverty. This decreased to 60% for those who had some primary, and 55% for those who had completed primary school. The level dropped to 44% for those who had some secondary schooling, and dropped even further to 23.6% for those who had completed matric. Only 1 in 20 people who had some form of higher education were living in poverty in 2011.”

"A better education clearly opens the door to better economic prospects. A matric certificate is the only recognised school leaving qualification in South Africa and is a pre-requisite for further study and acceptance into organisations such as the Defense Force or the South African Police Services."

66% 60% 55% 44% 23.6%

NO EDUCATION SOME PRIMARY EDUCATION

COMPLETED PRIMARY EDUCATION

SOME SECONDARY EDUCATION

COMPLETED MATRIC

AND IT CONTINUES TO CHANGEOTHER PEOPLE’S LIVES.


• Inconsistent assessments occurring in schools, difficult to monitor individual learner progress and benefit from program.

• Inkululeko needs its own assessment protocol, which it is currently working on.

• Unreliable transportation poses a challenge and limits the learners that the program can reach out to.

• High student to staff ratio. Inkululeko needs more assistants and tutors that can offer consistent and sustainable support.

• The program could benefit from having a wider variety of tutors from various areas of learning to expose the learners to a multitude of new interests and learning opportunities.

• The program is overwhelmingly operated and run by men. The female students do not have a strong female at Inkululeko.

• The program must improve how it evaluates staff and their roles, playing on individuals' natural strengths and how they can contribute to the program.

• The program's current NPC status in South Africa limits the grants and funding it can apply for.

• Program needs more funding and from a wider variety of resources to be more sustainable.

WEAKNESSES

INKULULEKO SWOT 2015

• There exists a huge need for the organization due to the positive impact of having educational programs in place for motivated learners who come from under-resourced schools.

• Inkululeko is a long-term, holistic intervention allowing us to monitor progress and adapt approaches along the way to suit the learners.

• The program has invested and motivated learners who have grown in maturity and in personal accountability.

• The Advisory Board and Board of Directors are representative of the community that it serves.

• The program benefits from having community members who engage the community in a culturally competent manner.

• The program is consistently considering what it can improve upon.

• Increased input from the Rhodes Community Engagement office full stop

• The program has fostered a close relationship with Rhodes University and more specifically, the Allan Grey Center for Leadership and Ethics.

• Improvement in quality and quantity of fundraising and grant applications.

• Unlike many NGOs in South Africa, Inkululeko has the ability to receive funding from the USA because of its 501(c)(3) status.

STRENGTHS

28 | Inkululeko

• Establishing routines that facilitate independence and growth in staff and learners.

• The program's location provides opportunities to tap into the community and its resources.

• Further building on a collaborative relationship with Rhodes and the Community Engagement Office, Syracuse University and other entities around the world.

• Looking at the possibility of offering group and individual counseling to Inkululeko learners to provide emotional as well as academic support.

• Other opportunities include other grant applications and funding events in the United States and in South Africa.

• Achieving NPO status in South Africa, to increase funding opportunities within South Africa.

INKULULEKO SWOT 2015

• The organization is overly reliant on a small group of people.

• The program needs to be sure that it is budgeting correctly and using its limited resources in a way that is valuable and appropriate to program goals.

• Personal and environmental factors at play in the lives of the Inkululeko learners create barriers to service.

• Ntsika Secondary provides space, but if that ceased, there would be no foreseeable alternative.

• Funding is a big limitation for Inkululeko's growth. The program doesn't receive any government funding and functions on a very limited budget brought about through fundraising and generous donations.

OPPORTUNITIES THREATS

At Inkululeko, we believe

THE BEST TIME TO PLANT A TREE WAS 20 YEARS AGO.

THE SECOND BEST TIME

IS NOW. Chinese Proverb

Copyright © 2015Inkululeko

4400 Upper Mountain RoadLockport, New York 14094United States of America

Suite #53 Private Bag 1672Grahamstown 6140South Africa

inkululeko.org

2014-2015 Annual Report

Documents

Transcript of 2014-2015 Annual Report