New Link School for the Vineyard

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Children learning at Lambani                The Teaching Staff at Lambani


Partners in Development

School Profile

Lambani Primary School

Vhumbedzi Circuit, Vhembe District

Limpopo Province, South Africa

Schooling in Limpopo

 

The South African government sees education as a key driver of the social and economic transformation that is needed to redress the inequalities and injustices of our apartheid past and take us forward to “a better life for all”.

Since 1994, our school system has undergone rapid, broad and deep change. Some of the highlights that are felt daily at school level have been:

  • The introduction of a school nutrition programme at the neediest schools to improve learner attendance and ensure that the children have at least one meal a day
  • Classroom building programmes, and programmes to improve water supply and sanitation.
  • Changes in school funding norms, which have eliminated the need for school fees to be levied in poor communities
  • A complete overhaul of the school curriculum
  • The abolition of corporal punishment.
  • However, the context in which the schools are trying to change is challenging. In Limpopo, the most obvious social challenges are widespread unemployment and poverty, social dislocation and the burdens of HIV and AIDS, alcohol and drugs. Impediments that directly affect learning and teaching include:
  • A shortage of up-to-date and qualified teachers, particularly in maths and science
  • Difficulties with understanding and implementing the new curriculum
  • The challenge of switching the language of teaching and learning from mother tongue to English from Grade 4.
  • Uneven infrastructure development, so that some schools now “have it all” while others still need new classrooms and offices, and adequate water, sanitation and other infrastructure
  • School buildings that are not well-maintained
  • Weak school management
  • Absence of or lack of involvement among parents
  • Teachers who live far from the school, and spend hours commuting every day
  • Disturbances owing to community conflicts and strikes
  • A serious shortage of district officials to support and monitor the schools.

 

Much as government programmes such as the School Nutrition Programme are making a big, positive impact on school life, each school is also required to take responsibility for its own development and success. This is where LCD aims to make a difference through projects like the PPED which is giving parents the tools and confidence and hold the schools to account and support productive change.

LCD in South Africa

Link Community Development has been active in South Africa for 20 years, and was registered as a South African NGO in 1994. We have a proud track record of successful work in the fields of school improvement, district development and the mitigation of the impact of HIV and AIDS on schools.

LCD has worked mainly in the Eastern Cape, Northern Cape and Limpopo provinces. We have current projects in 7 of South Africa's 9 provinces.

In Limpopo, in addition to the PPED (see below), our programme presently comprises:

  • The Child Friendly Schools Project, funded by UNICEF, which seeks to improve school management and governance in 75 under-performing schools scattered across 47 circuits in all 5 districts
  • The Mbuyu-Zenex Project, which aims to improve learner performance in 4 high schools and their 9 feeder schools in 2 circuits in the Vhembe Distirict
  • Pearl-Eduvision, which sets out to achieve school improvement in 5 historic schools in Greater Sekhukhune District.
  • A small Link Schools Programme in a few schools in the Vhembe district that have long-surviving links with British schools.

Elsewhere, most of LCD's work focuses on HIV and AIDS through work on peer education and support of Orphans and Vulnerable Children. There is a sister Partners in Development project in two districts in the Eastern Cape.

The Parent Participation in Education Decision-making Project (PPED) in Limpopo

This project promotes the involvement of parents in school decision-making in two circuits in the Limpopo Province, South Africa, by giving them access to reliable school performance data and establishing forums at school and circuit level where they can work with school principals, teachers and other roleplayers to solve problems and devise strategies for school improvement.

The project is informed by the Bill of Rights in the South African Constitution and the South African Schools Act, which establish the right of every child to quality education and the need for parents to play a strong role in school improvement and their children's learning. It will show how community ownership of public schools, and the schools' accountability to their communities, may become realities.

Key elements of the project are:

  • regular evaluation of school performance
  • school and circuit improvement planning, based on school performance data
  • enhancement of parent participation in School Governing Bodies and Parents' Meetings, particularly concerning School Development Plans, School Improvement Plans and budgets
  • partnering with successful alumni and community leaders to support the parents
  • establishment of and support for Circuit Parents' Forums
  • Inclusion in the Link Schools Programme, by which Limpopo schools are twinned with partner schools in Britain
  • Access to solar-powered information technology, and training and support with its use.

LCD has developed and successfully implemented its approach to promoting parent decision-making in other African countries, and is convinced that strong parental involvement can be achieved and lead to school improvement even in a challenging social context.

The PPED is funded through the Civil Society Challenge Fund of the British Department for International Development (DfID).


Introduction to School

The school was started in 1926 as a community school. It is up the mountains at Lambani village which is a rural area. It starts from Grade R to Grade 7 which consists of foundation phase and senior phase classes.

Our vision is to provide high quality education for all learners enrolled at the school. We are committed in working hand in hand with all stakeholders in education to ensure that every learner receives high quality education which will open doors for best careers in their lives.

School facts and figures

Postal Address

P.O Box 660, Tshaulu,0987

Contact Teacher 1

Mr. T.S Nekhwalivhe

Contact Teacher 2

Ramatanda N.P

Date school established

1926

Enrolment

338

No. Of teachers

8

Age range of learners

5-12 years

 

 

Teachers and Staff

We would like to link with a school in the UK because

  • We need to exchange information with people from other countries
  • We need to understand different school cultures
  • We also need to differentiate teaching strategies and methodologies.

 

School Life

 

Subjects Taught at school

Maths, English, Technology, Natural Science, Life Orientation, Life Skills, Technology, Computer

 

Attendance of learners

Learners attend regularly

 

Extra –curricular activities

We have traditional dances, Soccer, Netball, Athletics, and Music.

Learners

Learners love their school because

1. They have a beautiful school uniform.

2. They have interesting books to read.

3. It’s close to the clinic.

Some of the loved subjects

1. Tshivenda

2. Maths

3. Social Sciences

4. English

Some of the most popular career paths

1. Policeman

2. Doctor

3. Mariners

School Community

Interaction with the school is done by:

· Meetings with the school to share development ideas. This is done in the Parents meetings, Parents-Teacher meetings.

· Parents are involved in their children’s education.

Parents assist in:

· Cooking for learners,

· School grounds maintenance and

· Guarding the school.

Areas that the school together with the community identified for school development

· Improving the infrastructure

· Improving the teaching methods.

Partnership Themes

· Importance of education

· Discipline in schools

· Parents participation