On Fridays we meet with the District Senior Manager to review our progress, discuss our observations - and most importantly learn from his experiences in education in Limpopo. We had visited three schools during the week and talked about the distances the children walked to the schools. Some of the schools were quite small - and without running water.
We learned that over the years the government has built some larger schools with good facilities - and that people move to other areas for a variety of reasons resulting in under-utilized facilities in some areas and crowded ones in other areas. When schools are built, they are likely to be on the veld rather than near the mountains - easier to build in the flat areas. But then there are those people who like living near the mountains.
There are many small villages and the concept is to provide local schools. One reason for this is cultural - the chief of the village does not want his people attending the school in the village of another chief. And with semi-permanent homes - often built with found materials - it's sometimes observed that a clan will move to another area - so a school is needed in a different place. And the move may also be precipitated by economic development from the government - such as subsidized housing in a new area. Although the official teacher/student ratio is 1 to 32, in many schools it's much higher - due to the movement of the families.
When the political scene changes so do the schools - and lots of other areas. In this case there's an entirely new curriculum coming in - and the teachers are attending in-service training to learn about it. The apparent reason for this change is the poor performance on national exams - so an entire new approach has been created - including new instructional materials. The changes began a couple of years ago when the coming into power of a new political group. We've learned that large changes to policy are often the result of these political changes. And changes are often the result of promises made by the political parties during the campaigns.
So how does this tie to our work? We are developing a framework for professional development for teachers to enable them to teach the new curriculum. The new curriculum will require some different ways of teaching - more interaction and less rote teaching. So this framework will help the department of education structure their professional development programs for next year to provide support to the teachers.
Sunday, September 18, 2011
Saturday, September 17, 2011
Power lines and batteries...
South Africa produces about 40% of the power required on the African continent. Power lines are ubiquitous - along the highway, the interstate, across the high veld, through the bush. There are wooden poles with porcelain insulators along the roads and high steel towers that look like the Eiffel Tower transversing the high veld and bush ... but - they pass over and around many of the villages. Some of the homes along the way to education district offices are shacks - made of found materials - and sometime cement blocks - with no power lines to them. Our taxi driver talked about the shortage of power in the country. Yet we see coal-fired power plants, huge electrical substations... and brightly lit cities. And hear stories about homes in the villages being destroyed by fire from an overturned candle or lantern being used for light. And these homes do not have running water.
And batteries - my life is filled with them! And there's only ONE electrical outlet in my room! My Garmin (for running), two cameras, my Nook, my team mobile, my Blackberry - all are hungry for access to the ONE outlet! And yes my computer, hair dryer, iron, curling iron - each is looking for their share of access to that ONE outlet! And each has certain requirements - the iron, hair dryer, team mobile phone and computer need the adapter. However, all the rest need the adapter PLUS the converter.
Just imagine the tangle of cords on, under, and around my desk - which is the location of the ONE electrical outlet!
And batteries - my life is filled with them! And there's only ONE electrical outlet in my room! My Garmin (for running), two cameras, my Nook, my team mobile, my Blackberry - all are hungry for access to the ONE outlet! And yes my computer, hair dryer, iron, curling iron - each is looking for their share of access to that ONE outlet! And each has certain requirements - the iron, hair dryer, team mobile phone and computer need the adapter. However, all the rest need the adapter PLUS the converter.
Just imagine the tangle of cords on, under, and around my desk - which is the location of the ONE electrical outlet!
Thursday, September 15, 2011
We have a statement of work!
WOW! After several false starts - and significant scope creep - we have the client's agreement on a statement of work! So we'll be developing a framework for professional development for teachers that's focused on enabling them to teach South Africa's new curriculum, a monitoring tool to track the impact of KidSmart - which IBM is donating to 25 schools in a rural school district, and 'some training' - the client would like each of us to deliver a short training - we'll still getting the details but we know it will be a short session! And we also found materials from some earlier projects to leverage - networking is awesome!
So another day beginning with a run - Keiko joined me - we run on a main street where there are lots of people walking to work. It's in a nice neighborhood - and many of the ladies waiting for the bus greet us. We do feel safe!
Today we visited two schools and observed a KidSmart training session. The schools are another 60 k from the district office, and the Curriculum Advisor accompanied us. Her role is to monitor the teachers and how they are implementing the curriculum. There is a very detailed curriculum plan that tells what needs to be taught each week - and identifies the resources for the teachers to use. However, we learned that many teachers are not completing the materials so the children are not ready for the next grade - and they perform poorly on the national tests. Hence the need for monitors. She did observations and provided feedback to the teacher - and shared with us after the visit that there were several areas where the teacher needed additional support. The class was taught in the children's home language - there are 11 official languages - so we could not understand what was being taught.
We drove down a dusty one lane road to reach the school. All schools are surrounded by fences and most have gates that lock at night. The buildings are arranged around a quad - with doors opening into a courtyard. The ground is swept dirt - that way any snakes can be easily seen. There are metal grates on the windows for security and classroom doors are locked when school is not in session. The building has electricity but lights are rarely use. There is no running water. The district brings in water for children to drink and for preparing the noon meal. Toilet facilities are small building with pits located at the end of the property.
We visited a kindergarten class that had 42 children. All wore uniforms and were bobbing with energy. There were tables and chairs - much worn. The one-story building has a tin roof and there is no heat in the winter. There were some bags with the children belongings and one locked cabinet - but no shelves with books, toys or other manipulables that one often finds in a kindergarten classroom. The front of the room had green chalk boards and there were some well used posters around the room.
When we arrived the teacher was about to begin a lesson on identifying colors. The children got a rug - about 9 x 12 - out of the corner and all came and sat on it. They participated enthusiastically in the lesson - and when they finished they sang a song for us. We took lots of pictures - with permission! - and the children crowded around to see the pictures! We had brought some art supplies and the children - and the teacher - were excited about these materials.
As we left the school, we learned that the children live in the nearby village, and none have running water and few have electricity. However, their school uniforms were spotless and well pressed! We also saw goats in the center of the village - and a medical clinic was set up - outside - with a medical practitioner there for a couple of hours.
We drove another 20 or so k to arrive at a second school. This was also had no running water, but did have electricity. We came just as the children were receiving their lunch - which had been prepared by parents who volunteer and then are paid for the food. The children had their own dishes - and the food - a mixture of a type of rice with a small amount of meat - was scooped from a picnic ice chest into their dishes. They ate with their hands - and brought their lunch outside to eat it. They too were curious about our cameras and provided many great pictures!
A while later a cow bell rang - and the children returned to their classrooms. We did not observe the kindergarten teacher - she was busy - so we gave the art supplies to the principal. We spoke with him briefly - he is very energetic and has done so much to improve the school. He told us the children came from 2 nearby villages - and walk about 1 k from one village and about 3 k from a second village. The children walk across the fields/the bush of the high veld - to get to school. These villages were more mixed - still no running water but more often the homes had electricity.
Another journey to a third school - where the 25 kindergarten teachers who will participate in the Kid Smart pilot were learning how to use the use the computer to teach. There are lessons in math, colors, sequencing - etc - a typical kindergarten curriculum. BUT it was designed in the US for the typical midwestern learner! We observed the teachers working through the activities - and on the sequencing activity the groups were challenged by a couple of the tasks - one was sequencing 3 pictures that showed a snowman in a snow storm and then melting in the sun. Teachers had never seen snow, had no idea what a snowman was - or in what order. I shared the story of Frosty the snowman - and they giggled delightedly and put the pictures in order.
We ate lunch with the group - pap (a maize dish), chicken, vegetables, another meet and a salad. Salad is safe when one doesn't know what's there. In the past week the buffets we attended had tripe and braised cow's feet. No I didn't brave those but I did try the liver from an unknown animal. Tasted OK but pretty well done.
The other team joined us so there were 7 of us in the van traveling the 120 K back. Noah drove closer to the speed limit today. It's not been a good week for animals - yesterday we saw a baby baboon who didn't make it across the road and today 2 large goats were too slow.
Tonight Carolyn from Canada is making dinner - butter chicken is the menu. We are pooling funds and cooking - and having great meals!
So another day beginning with a run - Keiko joined me - we run on a main street where there are lots of people walking to work. It's in a nice neighborhood - and many of the ladies waiting for the bus greet us. We do feel safe!
Today we visited two schools and observed a KidSmart training session. The schools are another 60 k from the district office, and the Curriculum Advisor accompanied us. Her role is to monitor the teachers and how they are implementing the curriculum. There is a very detailed curriculum plan that tells what needs to be taught each week - and identifies the resources for the teachers to use. However, we learned that many teachers are not completing the materials so the children are not ready for the next grade - and they perform poorly on the national tests. Hence the need for monitors. She did observations and provided feedback to the teacher - and shared with us after the visit that there were several areas where the teacher needed additional support. The class was taught in the children's home language - there are 11 official languages - so we could not understand what was being taught.
We drove down a dusty one lane road to reach the school. All schools are surrounded by fences and most have gates that lock at night. The buildings are arranged around a quad - with doors opening into a courtyard. The ground is swept dirt - that way any snakes can be easily seen. There are metal grates on the windows for security and classroom doors are locked when school is not in session. The building has electricity but lights are rarely use. There is no running water. The district brings in water for children to drink and for preparing the noon meal. Toilet facilities are small building with pits located at the end of the property.
We visited a kindergarten class that had 42 children. All wore uniforms and were bobbing with energy. There were tables and chairs - much worn. The one-story building has a tin roof and there is no heat in the winter. There were some bags with the children belongings and one locked cabinet - but no shelves with books, toys or other manipulables that one often finds in a kindergarten classroom. The front of the room had green chalk boards and there were some well used posters around the room.
When we arrived the teacher was about to begin a lesson on identifying colors. The children got a rug - about 9 x 12 - out of the corner and all came and sat on it. They participated enthusiastically in the lesson - and when they finished they sang a song for us. We took lots of pictures - with permission! - and the children crowded around to see the pictures! We had brought some art supplies and the children - and the teacher - were excited about these materials.
As we left the school, we learned that the children live in the nearby village, and none have running water and few have electricity. However, their school uniforms were spotless and well pressed! We also saw goats in the center of the village - and a medical clinic was set up - outside - with a medical practitioner there for a couple of hours.
We drove another 20 or so k to arrive at a second school. This was also had no running water, but did have electricity. We came just as the children were receiving their lunch - which had been prepared by parents who volunteer and then are paid for the food. The children had their own dishes - and the food - a mixture of a type of rice with a small amount of meat - was scooped from a picnic ice chest into their dishes. They ate with their hands - and brought their lunch outside to eat it. They too were curious about our cameras and provided many great pictures!
A while later a cow bell rang - and the children returned to their classrooms. We did not observe the kindergarten teacher - she was busy - so we gave the art supplies to the principal. We spoke with him briefly - he is very energetic and has done so much to improve the school. He told us the children came from 2 nearby villages - and walk about 1 k from one village and about 3 k from a second village. The children walk across the fields/the bush of the high veld - to get to school. These villages were more mixed - still no running water but more often the homes had electricity.
Another journey to a third school - where the 25 kindergarten teachers who will participate in the Kid Smart pilot were learning how to use the use the computer to teach. There are lessons in math, colors, sequencing - etc - a typical kindergarten curriculum. BUT it was designed in the US for the typical midwestern learner! We observed the teachers working through the activities - and on the sequencing activity the groups were challenged by a couple of the tasks - one was sequencing 3 pictures that showed a snowman in a snow storm and then melting in the sun. Teachers had never seen snow, had no idea what a snowman was - or in what order. I shared the story of Frosty the snowman - and they giggled delightedly and put the pictures in order.
We ate lunch with the group - pap (a maize dish), chicken, vegetables, another meet and a salad. Salad is safe when one doesn't know what's there. In the past week the buffets we attended had tripe and braised cow's feet. No I didn't brave those but I did try the liver from an unknown animal. Tasted OK but pretty well done.
The other team joined us so there were 7 of us in the van traveling the 120 K back. Noah drove closer to the speed limit today. It's not been a good week for animals - yesterday we saw a baby baboon who didn't make it across the road and today 2 large goats were too slow.
Tonight Carolyn from Canada is making dinner - butter chicken is the menu. We are pooling funds and cooking - and having great meals!
Wednesday, September 14, 2011
Progress!
I started my morning with a run at 6 am - joined today by Keiko my teammate from Japan. She's training for a relay event when she returns to Japan. We did 2.5 miles - our driver is coming early today so not time for a longer run.
Our driver arrived early today - he was waiting for us at 7:30! We dropped 4 of the team at the provincial offices and the 3 of us continued to the district office about 60 km away. The day was very productive! We used the information we gathered so far and revised our statement of work - and shared our suggested approach with the client. He accepted our recommendation - and our suggested changes to the schedule!
We met with the District Manager - George - he's a delightful and very knowledgeable person! In the mid 80's he was a teacher, then in the early 90's became a principal and served for 17 years. This was during the great transformation - apartheid ended in 1994 and there were many changes to all parts of society including the schools. He shared his experiences - and how he inspired the students in his school to learn and be productive citizens. He took a deep interest in his students and knew each one. He started a program for excellent students and provided special mentoring to them. This program continues and is now coordinated by our key client contact. About 2 years ago Geroge became District Manager and is a champion for excellence in both students and teachers. What a refreshing conversation! The team will be meeting with him each Friday to share our progress - so each Thursday evening the team will be busy putting our report together for him!
We then met with several managers including HR and Finance to understand how professional development for teachers is funded and planned. We learned that teachers can take training and get a promotion - but there's only 1 level promotion possible - after that they are at the top.There are many layers of approval required for planning the professional development and a high level of tracking that training is provided but we did not find any information about evaluating the effectiveness of that training.
In the afternoon we met with the Curriculum Advisors - these people visit the schools and do monitoring and reporting. We got great guidance from them on their needs for the curriculum framework we're to develop - and will receive additional materials on Thursday to help us with this part of our work. The 9 monitors cover many schools. We will receive copies of some of these reports on Thursday to understand what is observed and how they work with the teachers and principals.
The ride back to Polokwane was more relaxed - when Noah went over 140 kph we asked him to slow down - and he did. Later 4 of us walked about a mile to the mall - to get postcards and stamps - and to buy groceries. There's no place to buy lunch in the rural area where we work so we need to bring something to eat - or we get nothing! We also bought groceries and came back and Luca (from Italy) made a great pasta dinner for us in the hotel kitchen.
On Thursday we will be visiting several schools in the rural areas - even more remote than where's we've been. I'll be taking lots of pictures - and I'll figure out how to post these!!
Our driver arrived early today - he was waiting for us at 7:30! We dropped 4 of the team at the provincial offices and the 3 of us continued to the district office about 60 km away. The day was very productive! We used the information we gathered so far and revised our statement of work - and shared our suggested approach with the client. He accepted our recommendation - and our suggested changes to the schedule!
We met with the District Manager - George - he's a delightful and very knowledgeable person! In the mid 80's he was a teacher, then in the early 90's became a principal and served for 17 years. This was during the great transformation - apartheid ended in 1994 and there were many changes to all parts of society including the schools. He shared his experiences - and how he inspired the students in his school to learn and be productive citizens. He took a deep interest in his students and knew each one. He started a program for excellent students and provided special mentoring to them. This program continues and is now coordinated by our key client contact. About 2 years ago Geroge became District Manager and is a champion for excellence in both students and teachers. What a refreshing conversation! The team will be meeting with him each Friday to share our progress - so each Thursday evening the team will be busy putting our report together for him!
We then met with several managers including HR and Finance to understand how professional development for teachers is funded and planned. We learned that teachers can take training and get a promotion - but there's only 1 level promotion possible - after that they are at the top.There are many layers of approval required for planning the professional development and a high level of tracking that training is provided but we did not find any information about evaluating the effectiveness of that training.
In the afternoon we met with the Curriculum Advisors - these people visit the schools and do monitoring and reporting. We got great guidance from them on their needs for the curriculum framework we're to develop - and will receive additional materials on Thursday to help us with this part of our work. The 9 monitors cover many schools. We will receive copies of some of these reports on Thursday to understand what is observed and how they work with the teachers and principals.
The ride back to Polokwane was more relaxed - when Noah went over 140 kph we asked him to slow down - and he did. Later 4 of us walked about a mile to the mall - to get postcards and stamps - and to buy groceries. There's no place to buy lunch in the rural area where we work so we need to bring something to eat - or we get nothing! We also bought groceries and came back and Luca (from Italy) made a great pasta dinner for us in the hotel kitchen.
On Thursday we will be visiting several schools in the rural areas - even more remote than where's we've been. I'll be taking lots of pictures - and I'll figure out how to post these!!
Tuesday, September 13, 2011
Day 2 - Onsite
This morning our client arrived along with the driver that we'd be working with for the rest of the project. The client took about 10 minutes to introduce the team to Noah, the driver, and do the 'hand off' of our team to Noah for safe transport during the project.
Our first stop was at the provincial education security office for our badges. We needed our passports and computers - these numbers were entered into their data files. The process of getting badges - and waiting for Noah to return - took about 2 hours. The IT team was met by the client IT team and they headed off to their work space. Noah took the Professional Development team to Sekhukhume, the rural district where we're be working. Security is tight - Noah had to sign out of the provincial parking area - and when we arrived in the district, had to sign in there. The district site is about 55 km on rural roads.Noah drove into a service delivery area under the building - and as we talked to the building we saw large stacks of boxes of the national assessment tests - in the local languages - which the students will complete later this month.
We met in our client's office - and noted that a major portion of the national forest was there. Every flat surface - including much of the floor- was covered with stacks of paper at least 2 feet high. Did I mention our key client has 24" dreadlocks? We had a really productive meeting - and were provided with a schedule of activities which included our providing 3 days of training for his staff! We'll need to do some expectation management there - as this was not part of the initial description of work that we received prior to our arrival.
When we finished the meeting, he suggested we join him at the teacher in-service day where teachers were learning about the new curriculum framework. We learned that when the government changes, many other parts of 'life' change. For education this meant a new curriculum. The hotel where the training was help was another 30K - through rural roads. We saw what we thought was a large dog - but as we got closer we saw that it was a baboon - who had a partner on the other side of the road!
When we arrived at the workshop, the client introduced us and asked to 'to say a few words' to the teachers. We were warmly received - and after each of us spoke, the teachers responded with a rhythmic clapping that started quietly and increased in volume. They they sang for us. We were then when the broke for tea and had the opportunity to speak with the teachers. We discovered they were learning new teaching methods to support the new curriculum - and they reported that the materials needed to work with the client - these are kindergarten children - were not available in any of the schools. One teacher noted that without the materials the children would have no idea what was being taught! We also learned of the large class sizes - the smallest class was 37, another was 62, and 2 teachers shared a room with 67!!! young children! They said that classroom management was a challenge - especially with few materials to engage the children.
Our team is part of a larger IBM project in which IBM will be donating KidSmart computers and software to 25 pilot schools. We talked with the teachers about their experiences with computers - and learned that only 1 had used a computer very much - most likely at college since she was one of the youngest teachers - but that it was broken. None of the others had a computer and some indicated they had never used one. One teachers indicated that her school met in a farm house and there was no safe in the house so no way to lock up the computer when no one was there.
Today is a school day - and teachers reported that although they were attending the inservice program, the students had taken the bus to school and were spending the day - because that's where they would get much of their food for the day.
Our return trip - on the freeway - was white knuckle! Noah's day ends at 4:30 and we were late - so he drove at 160 kph!
This evening we enjoyed a dinner at the lodge and we exchanged the gifts we had brought for our teammates. We enjoyed a fan from Japan, silk Christmas ornaments from China, and chocolates from Canada. I shared peanuts from Virginia.
Tomorrow we have an early start - 7:30 (although that may mean any time between 7:30 and 8:30) - and will head to the rural area - to meet more of the staff and continue gathering information - and revising our scope of work!
Our first stop was at the provincial education security office for our badges. We needed our passports and computers - these numbers were entered into their data files. The process of getting badges - and waiting for Noah to return - took about 2 hours. The IT team was met by the client IT team and they headed off to their work space. Noah took the Professional Development team to Sekhukhume, the rural district where we're be working. Security is tight - Noah had to sign out of the provincial parking area - and when we arrived in the district, had to sign in there. The district site is about 55 km on rural roads.Noah drove into a service delivery area under the building - and as we talked to the building we saw large stacks of boxes of the national assessment tests - in the local languages - which the students will complete later this month.
We met in our client's office - and noted that a major portion of the national forest was there. Every flat surface - including much of the floor- was covered with stacks of paper at least 2 feet high. Did I mention our key client has 24" dreadlocks? We had a really productive meeting - and were provided with a schedule of activities which included our providing 3 days of training for his staff! We'll need to do some expectation management there - as this was not part of the initial description of work that we received prior to our arrival.
When we finished the meeting, he suggested we join him at the teacher in-service day where teachers were learning about the new curriculum framework. We learned that when the government changes, many other parts of 'life' change. For education this meant a new curriculum. The hotel where the training was help was another 30K - through rural roads. We saw what we thought was a large dog - but as we got closer we saw that it was a baboon - who had a partner on the other side of the road!
When we arrived at the workshop, the client introduced us and asked to 'to say a few words' to the teachers. We were warmly received - and after each of us spoke, the teachers responded with a rhythmic clapping that started quietly and increased in volume. They they sang for us. We were then when the broke for tea and had the opportunity to speak with the teachers. We discovered they were learning new teaching methods to support the new curriculum - and they reported that the materials needed to work with the client - these are kindergarten children - were not available in any of the schools. One teacher noted that without the materials the children would have no idea what was being taught! We also learned of the large class sizes - the smallest class was 37, another was 62, and 2 teachers shared a room with 67!!! young children! They said that classroom management was a challenge - especially with few materials to engage the children.
Our team is part of a larger IBM project in which IBM will be donating KidSmart computers and software to 25 pilot schools. We talked with the teachers about their experiences with computers - and learned that only 1 had used a computer very much - most likely at college since she was one of the youngest teachers - but that it was broken. None of the others had a computer and some indicated they had never used one. One teachers indicated that her school met in a farm house and there was no safe in the house so no way to lock up the computer when no one was there.
Today is a school day - and teachers reported that although they were attending the inservice program, the students had taken the bus to school and were spending the day - because that's where they would get much of their food for the day.
Our return trip - on the freeway - was white knuckle! Noah's day ends at 4:30 and we were late - so he drove at 160 kph!
This evening we enjoyed a dinner at the lodge and we exchanged the gifts we had brought for our teammates. We enjoyed a fan from Japan, silk Christmas ornaments from China, and chocolates from Canada. I shared peanuts from Virginia.
Tomorrow we have an early start - 7:30 (although that may mean any time between 7:30 and 8:30) - and will head to the rural area - to meet more of the staff and continue gathering information - and revising our scope of work!
Monday, September 12, 2011
First Day on the Project!
Dressed in our suits, the team grabbed an early breakfast and spent an hour going over the materials we'd received prior to our arrival. We expected our client to arrive at the hotel to pick us up about 9:30. The time came and went, and we put some tables together under the trees in the garden and worked on initial planning. Already we were learning patience, flexibility and adaptability!
About 10:30 our client showed up - and we quickly learned that since we were 2 teams - technology and professional development (to support the implementation of technology in classrooms) - Mr. Seroka was the liaison to the technology team. So the PD team continued to plan our initial questions and approach. Throughout the morning we received several messages that our contact was coming....so our team continued to plan the project including beginning to develop data collection tools.
About 4:30 we received a message that our client was in his office - and that he would speak with us a the reception that evening.
We did gather some very important information: We will be working some of the time in the district - which is a rural area about 55 km from Limpopo to the district office. We'll be visiting some schools which are another 50-100km... so some traveling in the rural areas. We'll also be observing some classes - BUT - the younger children are taught in their native language - there are 11 official languages in South Africa - and begin English (or Afrikans) about the 4th grade. Prior to that the 2 'main' languages are optional/informal.
We also learned that unlike many CSC projects that work with small enterprises we will be working on an IBM project to continue building relationships with the Department of Education within Limpopo. IBM is donating KidSmart and Reading Companion - and we are helping with the infrastructure and teacher professional development for the Sekhukwune district - one of 5 districts in Limpopo provide. It's also one of the poorer ones.
The team will be picked up shortly to start our second day - we begin at the provincial office to get our security badges - and then we'll 'go with the flow'...
About 10:30 our client showed up - and we quickly learned that since we were 2 teams - technology and professional development (to support the implementation of technology in classrooms) - Mr. Seroka was the liaison to the technology team. So the PD team continued to plan our initial questions and approach. Throughout the morning we received several messages that our contact was coming....so our team continued to plan the project including beginning to develop data collection tools.
About 4:30 we received a message that our client was in his office - and that he would speak with us a the reception that evening.
We did gather some very important information: We will be working some of the time in the district - which is a rural area about 55 km from Limpopo to the district office. We'll be visiting some schools which are another 50-100km... so some traveling in the rural areas. We'll also be observing some classes - BUT - the younger children are taught in their native language - there are 11 official languages in South Africa - and begin English (or Afrikans) about the 4th grade. Prior to that the 2 'main' languages are optional/informal.
We also learned that unlike many CSC projects that work with small enterprises we will be working on an IBM project to continue building relationships with the Department of Education within Limpopo. IBM is donating KidSmart and Reading Companion - and we are helping with the infrastructure and teacher professional development for the Sekhukwune district - one of 5 districts in Limpopo provide. It's also one of the poorer ones.
The team will be picked up shortly to start our second day - we begin at the provincial office to get our security badges - and then we'll 'go with the flow'...
Saturday, September 10, 2011
Meeting the Team
On Friday evening the team met for our first dinner together - 11 of the 14 had arrived -with the others arriving later in the evening. We'd seen each others' pictures - and had talked on our weekly calls -emailed each other and frequently used our Connections team room to share information - and plan activities for our weekends. It was like meeting old friends - we certainly were not strangers - lots of hugs and cheek busses all around!
We had hired a mini bus - and went to a nearby shopping center - and through it to Mandela Square. We noted that the upscale shopping center could be just about anyplace - many familiar stores including the iStore! We selected a Brazilian steakhouse - that had lots of options. Many were amazed at the generosity of the portions! Conversation flowed easily - it was catching up with friends we'd not 'seen' in a while. All of us are looking forward to our time together.
Saturday morning included a visit to the IBM site and meeting the site executive - and also hearing from Gavin - who recently joined IBM to focus on building relationships and the business. He helped us understand some of the challenges that came from the legislation that focuses on equality for all races. He pointed out that although about 90% of the population in South Africa is black, much of the wealth is held by a small number of white families - and shared his focus on building a business case for ways for IBM to work in South Africa.
We also had a briefing from Nicholas - who is the Communications lead. He reminded us that we are likely to be approached by the media - and we are to refer all inquiries to him - and he will work with us.
We also met Mapule - who has been such a big help over the last 2 months as well prepare for our assignments.
In the afternoon, the team traveled to the Cradle of Humankind - a World Heritage site about a hour from Johannesburg that's near several limestone caves that had yielded artifacts hundreds of thousands of years old. The exhibit is well done and very engaging - and we all participated in the many interactive exhibits - and enjoyed a boat ride 'through the ages' - the ice age, volcanos - and other geological events that have created our earth.
We had hired a mini bus - and went to a nearby shopping center - and through it to Mandela Square. We noted that the upscale shopping center could be just about anyplace - many familiar stores including the iStore! We selected a Brazilian steakhouse - that had lots of options. Many were amazed at the generosity of the portions! Conversation flowed easily - it was catching up with friends we'd not 'seen' in a while. All of us are looking forward to our time together.
Saturday morning included a visit to the IBM site and meeting the site executive - and also hearing from Gavin - who recently joined IBM to focus on building relationships and the business. He helped us understand some of the challenges that came from the legislation that focuses on equality for all races. He pointed out that although about 90% of the population in South Africa is black, much of the wealth is held by a small number of white families - and shared his focus on building a business case for ways for IBM to work in South Africa.
We also had a briefing from Nicholas - who is the Communications lead. He reminded us that we are likely to be approached by the media - and we are to refer all inquiries to him - and he will work with us.
We also met Mapule - who has been such a big help over the last 2 months as well prepare for our assignments.
In the afternoon, the team traveled to the Cradle of Humankind - a World Heritage site about a hour from Johannesburg that's near several limestone caves that had yielded artifacts hundreds of thousands of years old. The exhibit is well done and very engaging - and we all participated in the many interactive exhibits - and enjoyed a boat ride 'through the ages' - the ice age, volcanos - and other geological events that have created our earth.
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