A magazine Commemorating Transform to Perform CMT: A runaway success | CMNT: The power of purpose | GM: DOTP: Shifting the inequality dial | Expert opinion: Thriving in a Hostile world | School’s play has a GM flavour | LD: Leadership is not a lonely matter | Expert opinion: Time to think! | ViE to re-emerge stronger! | ViE:DOTP: Violence Prevention Initiative | T2P Driver takes the cake! | An afternoon with T2P | Watch how WCED’s Mantra inspires | Short story: inspired by true events | 7de Laan meets T2P | Meet our Edumedia family T2P’S 3rd Anniversary Issue

ACT | T2P’s 3rd Anniversary 2 editor’s note The Western Cape Education Department’s (WCED) Transform to Perform (T2P) Strategy is three years old, and this magazine is a manifestation of our celebration. It is confirmation that we, or rather the strategy, has prevailed and really has been like sowing seeds, the succulent fruit of which we are now finally able to enjoy in moderation for we are acutely aware of the need to press on, to intensify, sow, nurture, germinate, nurture, harvest, nurture, enjoy - and start again! During the exploratory stages of considering, like one does with everything that one considers creating, whether one would actually be able to publish a quality magazine or not, the chatter was why the need to create a magazine, and can we do it? The real question should really have been why have we not; or even, why has it taken us so long? For one, of course we can, and we have! It is here - now, tangible even in its virtual state for you are reading it. Second, it is meant to be a one-off event not intended to be a counter to any regular publication. Third, three intense, yet productive years, not without disinterest, apathy and even pushback mind you (from both covert and sometimes very overt parties), have passed without any significant backslapping for a job well done. And yet fourth, this isn’t about backslapping. Far from it. It is about determination and commitment to succeed at all costs. It is about resolve; a dogged commitment to transform the heads, hands, and hearts of all role players in education in the province. And when the world was unceremoniously slam dunked into the throes of a raging pandemic, resolve morphed into resilience – a quality the majority of our constituents and drivers of the strategy have by the bucketload. And then only is it about backslapping – deservedly so! We are celebrating! With an assortment of offerings within the T2P basket, this is an opportunity to share with the uninitiated and unconvinced exactly what the rumblings in T2P are about. Why is it evergrowing, organic, disruptive and infectious to say the least? Of course, those of us already involved already know the answers as displayed in this oneoff publication. To the unversed, this is the world of T2P. - Enver Sherry ACKNOWLEDGEMENTS: Keith De Wet, Alexis Andraos, Doné Alard-Gilton, all contributors and collaborators - especially Edumedia for allowing Jonathan Jonkers to do the creative layout. A magazine Commemorating Transform to Perform

ACT | T2P’S 3rd Anniversary 3 CONTENTS 2 Editor’s note 5 HOD’s message 7 Strategy Driver’s message 8 The Power of H3 10 Outgoing Programme Manager’s reflection 13 Greetings from District T2P teams 22 Change Mindset for Teachers (CMT): A runaway success 24 Change Mindset for non-teachers (CMNT): The power of purpose 26 Growth Mindset (GM): Shifting the inequality dial 28 THRIVING IN A HOSTILE WORLD – Nikki Bush 30 GM within easy reach of parents 31 GM online course! 32 GM Resources 34 Schools show love for GM ePoster interventions 35 GM’s seamless integration in curriculum delivery 35 The power of yet School’s play has a GM flavour 37 Mojo’s a permanent fixture! 38 GM appreciation event 39 Leadership Development (LD) is not a lonely matter 41 Time to think – Nicky Bush 43 Values to re-emerge stronger than before 45 Community values conversation(s) 48 T2P becomes part of the timetable 52 T2P meets Choice Theory 53 T2P Driver takes the cake! 54 A school of heroes? 55 Celebrating Mandela Day 57 Watch how WCED’s Mantra inspires 58 The origin and meaning of the WCED Mantra 60 Communication critical to quality interventions 62 Short story: inspired by true events 63 T2P two triumph at 2020 SEA 64 DotP Collaboration: Violence Prevention Initiative 66 7de Laan meets T2P 69 Meet the Edumedia family and our Office Star! 71 Gallery A magazine Commemorating Transform to Perform T2P’S 3 Anniversary Issue rd

ACT | T2P’s 3rd Anniversary 4 Brent Walters Head of Department A magazine Commemorating Transform to Perform

ACT | T2P’S 3rd Anniversary 5 The Western Cape Education Department’s (WCED) vision is to ensure that every child, in every class, in every school in the province gets a quality education. HOD’s Message The WCED has the responsibility to ensure that our learners perform academically so that they can acquire the knowledge and skills they need for further study and the future world of work. At the same time, we have a moral duty to ensure that our learners have the values and attitudes they need to contribute to society, and to understand what success should entail. COVID-19 has impacted the education sector significantly. Despite the best efforts by our schools and many of our parents, our children have lost valuable teaching and learning time. The long period of school closures has also affected our children psychologically. Their sense of structure and stimulation that is provided by the school environment has been disrupted; they have had less opportunity to be with their friends and receive the necessary social support that is essential for good mental wellbeing. The impact on our educators has also been immense. Teachers have had to adapt to new styles of teaching, a changing curriculum and their own grief and sadness. Despite this, we are extremely proud of the values that have come to the fore during the pandemic - strength, resilience, care and commitment - to name a few. We have seen countless examples of schools, teachers and learners, both pre- and post-COVID, overcoming some serious challenges by embracing a positive mindset and attitude and resolving to “get the job done”. The Transform to Perform (T2P) programme was integral to this. The support provided through the implementation of the Change Mindset and the Growth Mindset pillar, Leadership development and the Values conversations across the organisation, including psycho-social support, has made a difference. Examples of this are rightfully celebrated and honoured in this magazine. On its 3rd anniversary of the T2P programme, we acknowledge the work that has been done to strengthen the programme and uplift thousands of our officials, learners, teachers and school communities. Valuable skills and tools have been shared through conversations, seminars and events. These skills have developed and produced values-driven leaders, officials, teachers and learners which make our organisation and its people better equipped to achieve our vision and their personal goals. Thank you to all the officials, teachers and learners who worked tirelessly to make this programme a reality, in their offices, schools and classrooms. The benefits of the programme have been voiced and appreciated by many. We now need to continue to transform the mindsets of all to a positive mindset and attitude post-2020 and 2021. This will give us ALL hope for the future. By embracing T2P, we are embracing positive change, giving us all the opportunity to unlock the potential of every child, teacher and official, and contributing further towards our vision for quality education. A magazine Commemorating Transform to Perform

ACT | T2P’s 3rd Anniversary 6 Warda Conrad A magazine Commemorating Transform to Perform

ACT | T2P’S 3rd Anniversary 7 Strategy Driver’s Message I n 2016 the WCED recognised the need for a shift in culture and mindset to enable adaptability to the changing education landscape so that learners, teachers and officials could be reinvigorated and inspired to embrace the role of education in shaping society and their own agency in reigniting a passion for learning. The Transform to Perform (T2P) Strategy was architected over a period of 3 years after numerous engagements with teachers, officials, learners and other stakeholders. The department recognised that something needed to be done to address the binding constraints of overcrowding, socio-economic imbalances, raising poverty, hunger, underfunding, gangsterism, attitude, mindset, behaviour, violence, staff shortages that led to low staff morale, apathy, emotional disconnectedness, absenteeism staff and learner, high staff turnover, learner attrition and underperformance. The WCED, within its reality of underfunding and average annual increase of learner inmigration of 25 000, identified self-agency, creating a sense of value, of being valued and adding value along with creating a sense of belonging built around the learner, the teacher and the organisation and the pillars around which a mindset shift could be built. The mindset shift would result in the ability to build internal resources and belief structures that would reframe one’s own agency in reimagining the future of education, to identify and connect ones personal with business value drivers, to understand how to adapt to change, to understand how to manage one’s own thoughts and behaviours so as to effect sustainable and systemic change. The T2P strategy has 4 streams: Leadership Development; Change Mindset; Growth Mindset and Values Conversations. The scale of implementation over the next 10 years is enormous and should reach every official, every teacher, every learner and the broader community. This magazine commemorates the 3-year anniversary of the T2P strategy since the start of the 5-year strategic plan. It is illustrative of the hard work and dedication that the T2P teams; at Head Office, at District Offices and at schools, have shown in the implementation of this transformative strategy that truly has had an impact on the behavioural choices of learners, teachers and officials. Recent international publications state that ‘transformation begins with values and mindsets and changes the purpose of the system’ that ‘this moment offers an unparalleled opportunity to step back, to ask big questions, and to think differently about what to aim for and how to get there .’ The T2P strategy has been designed to create the enabling internal, personal environment to do exactly that: connect to our purpose through re-connecting with the behaviours that represent societal values on which we are prepared to builda future for ourselves and the children we serve. Each of the articles have been carefully curated to represent the pillars, schools and people who drive and implement them with such enthusiasm, love and selfless dedication. No thanks can be sufficient to encompass the level of gratitude and humility that needs to be expressed. Thank you to all the contributors and editors of this magazine. Enjoy! A magazine Commemorating Transform to Perform

ACT | T2P’s 3rd Anniversary 8 To be clear, if looking from the centre outwards, the dynamic display depicts a hand surrounded by a head, both of which, in turn, are surrounded by an unmistakable heart shape. This image represents the Western Cape Education Department’s (WCED’s) acknowledgement that, as an education department, it is responsible for the holistic development of each child. The Head symbolises the knowledge and thinking competencies needed both pre and whilst at school, the Hand represents practical skills and competencies, whilst the Heart signifies the values, social and empathetic competencies learners acquire through relationships forged in and outside of school. That the Head, Hand and Heart or H3 image as we like to call it is placed at the entrance to each floor, making it the first image officials and visitors see as they step out of the elevators each day, is no coincidence. Warda Conrad, Director: Business Strategy and Stakeholder Management, views H3 as no different to the WCED’s mission – in picture form! In fact, a team comprising Warda Conrad, Anina Lundie, Senior Curriculum Planner: Creative Arts, Daryl Saville, Graphic Designer at EduMedia, and Jesse Yende, an artist associated with The South Africanist non-profit company, worked on the concept and design to ensure that the mission of the WCED and the intent of its mission were truly captured in the image. It offered an ideal opportunity to connect the WCED’s mission statement of holistic and inclusive approach to learning. Yende said that the design was inspired by the study of neuroscience and the fascinating flow of data throughout the human body. “We therefore chose a ‘line style’ illustration for our design as the lines represent the nervous system whilst we manipulated them into identifiable shapes to create the artwork.”

ACT | T2P’S 3rd Anniversary 9 The Power of H3 Deploying a holistic approach in the artwork is also a commitment to ensuring that every child has quality learning opportunities in a functional and enabling environment to acquire knowledge, competencies, skills and values to succeed in a changing world. This means that the department values all abilities and learning preferences, i.e. cognitive achievements (head); technical and practical abilities (hand) and social, empathetic skills and values (heart). The placement too of the parts encapsulated within the image is specific and symbolic. The head is positioned so that the right ear is visible, the open palm (hand) suggests a willingness to accept and share learning. Furthermore, the heart encloses the head and hand which suggests that everything we do, say, learn or think is shaped by our emotional connection to a sense of purpose. The intention with this approach depicted by the image strives to connect the three elements - each with its unique qualities and strengths that should be developed equally. Ideally, the image should stimulate right brain creative thinking as the individual enters the office to do largely left-brain work. It also wants to stimulate curiosity and inclines the viewer towards an innovative, solutionorientated approach while serving as a reminder that the whole is greater than the sum of its parts. For Conrad, the use of an artistic image on every floor of the building also illustrates the WCED’s commitment to elevating the Arts as part of its STEAMAC (Science, Technology, Engineering, Arts, Mathematics, Agriculture and Coding) strategy. [Adapted from a WCED@work article of 28.02.2022] “It is the first of many other art installations and displays of hand work items done by staff and learners which will be displayed in the common areas.” If you’ve ever wondered what the artwork in the entrance lobby of each floor represents, wonder no more.

ACT | T2P’s 3rd Anniversary 10 Keith de Wet, Metro East Education District’s Lead Transform to Perform (T2P) Champion, is fired up when talking about the strategy which is aimed at promoting a values-driven organisation to positively impact on motivation levels and mindsets of officials, teachers and learners. The Western Cape Education Department’s (WCED) T2P Strategic Framework includes four pillars, namely, Leadership Development, Values in Education, Change Mindset and Growth Mindset. On Saturday, 20 July 2019, Kuils River Primary School played host to two highly successful sessions of the district’s roll out of the values pillar of the T2P Strategy. De Wet and his co-district T2P champion Olivia Rustin took charge of facilitating both sessions that saw more than 230 members of School Change Teams (SCTs) trained. He said their success lies in the support of other district champions and officials who instantly recognised the value, potential and promise that the strategy holds for school communities. He added that the response to the training was overwhelmingly positive. “Our people can see the tremendous potential that this training holds for their schools and indicated that they cannot wait to get back to their schools to try some of the stuff we highlighted and worked through today! As we speak, I’m getting e-mails from trainees who were here today, telling me how impressed they were… Next week and the week thereafter we are doing it all again,” he said with an infectiousness in his voice. Outgoing Programme Manager’s reflection Provincial T2P Programme Manager (2020 - 2021, Keith De Wet, who initially served as a District Lead Champion in 2019, gives his views. To appreciate his latest views in a followup article, please read the following article first published in WCED news: T2P sets education landscape ablaze A magazine Commemorating Transform to Perform Keith de Wet

ACT | T2P’S 3rd Anniversary 11 TRANSFORMATION IS NOT AN EVENT It was the revered French novelist, Marcel Proust, who said, I look back with great fondness on my year as Transform to Perform (T2P) Lead Champion of the Metropole East Education District (MEED) in 2019, the first year that the interventionist strategy of wanting to transform the heads, hearts and hands of all role players involved in Education in the province started, I realise - then already - that it was something that I was attracted to. Of course, from where I’m standing as Provincial Programme Manager, for two full years since then, hindsight helps a lot in affirming what one enjoys doing or the journey that one is on. They say vehicles, especially vintage ones, appreciate in value with age. A cursory scan of Enver Sherry’s “T2P sets education landscape ablaze” above, celebrates not only the foundations of the change that my then team and I believed were necessary, but also confirms that T2P, then already, could become such a vehicle. A car, that was going to go from a timid three-cylinder to a snarling muscle car, winning over legions of onlookers with its maturation. That’s how I honestly feel about the T2P strategy. My personal conviction and mantra are abundance practitioning, namely the ability to break through the limiting beliefs of one’s mind and which opens one’s mind to wider opportunities and to a wider point of view. It is what enabled me to embark on unchartered territory, first participating in, and then managing T2P. Where others were confronted by fear of change, I vigorously pursued a change mindset approach, taking the lead at MEED, and moving a team into a transformative environment which then landed me at Head Office. Inspired by the immortal words of Martin Luther King Jnr’s “I have a dream…”, my dream became that one day our society would be transformed. In a changing world we need changing values and changing mindsets that will transform the way we perceive ourselves and the future. T2P, at its inception, looked at limiting belief systems that shaped our limitations of quality education. It necessitated that the heads, hearts and hands of our learners should be transformed regardless, and sometimes because of their circumstances, in order to positively impact on their curriculum and ultimately shape their future. For a school-based system to play such a crucial role in shaping learners’ futures, it has to be a societal vehicle in total transformation of society. This includes the equality of inclusivity in education as it will enable both skilled and marginalised learners, despite the latter often being curtailed by economic and technological constraints, to compete equally globally. The power of the mind and self-belief should equip learners, despite their circumstances, to find both purpose and passion. Our learners should be able to chase their dreams at all costs, which could create the skills needed to enter a sustainable career; literally, they should be given a chance to engineer their future! The future of T2P is not an easy one. Change, let alone changing society is never easy at the best of times. Total systemic transformation should engage decision makers in both bureaucratic and economic sectors to redress the inequality of our national quintile classification, so that our learners are not trapped in a system wherein their poverty follows them in their pursuit of their passions. Transformation is not an event. It is the consistent striving for a better future. It is a plan that sets new goals for society as we set new limits and goals for ourselves. The best is yet to come! “The same goes for Growth Mindset! I’m telling you… we believe in this and it’s long overdue… it’s like an unstoppable veld fire!” “the real voyage of discovery consists not in seeking new landscapes, but in having new eyes”. A magazine Commemorating Transform to Perform

ACT | T2P’s 3rd Anniversary 12 A magazine Commemorating Transform to Perform Greetings from District T2P Teams

ACT | T2P’S 3rd Anniversary 13 From Left to Right: Gouwa Ebrahim (Change Mindset Champion), Enver Hassen (District Lead Champion), Irma Du Toit (Growth Mindset Champion), Karenza Harrison (VIE Champion), Absent: Amanda Engelbrecht (Leadership Development Champion) Metro Central Education Department “ ” COVID-19 has presented many challenges to schools; however, the implementation of Values in Education has allowed schools to navigate this difficult period, particularly the values of #Caring #Respect and #Responsibility. Schools participating in Change Mindset found the workshops valuable and we eagerly await the impact and implementation in 2022. Leadership training and development at the district office used the ETHOS Leadership programme to train district staff who missed out. Staff enjoyed the training and found it extremely valuable for personal growth and development. In an everchanging world, we need to be open to the need to change and adapt our organisational culture. This is an ongoing process as we develop our district and its systems into a truly “world class” platform to support and develop schools so that learners may reach their potential. A magazine Commemorating Transform to Perform

ACT | T2P’s 3rd Anniversary 14 Metro East Education Department From Left to Right (front): Melissa Luckhoff (Growth Mindset Champion), Olivia Rustin (District Lead Champion), Janice Cozett (VIE Champion), Landeka Diamond (District Director) From Left to Right (back): Craig Paulse & Andile Magadla (Change Mindset Champions), Dr Geoff van Voort (Leadership Development Champion) “ ” Metro East Education District (MEED) would like to take this opportunity to thank all, especially our schools for embracing the T2P Strategy. We are proud of all our schools displaying the WCED Mantra and continuing the values conversations in the classroom, in the school, and in the greater school community. Also, a special thanks to schools that have partaken in Growth Mindset and Change Mindset Training despite the challenges of the pandemic. Resultantly, we are looking forward to the development of mindset change that is already evident. If you haven’t, please join the T2P journey and reach out to the T2P District Team anytime for support and guidance. “Your beliefs become your thoughts, Your thoughts become your words, Your words become your actions, Your actions become your habits, Your habits become your values, Your values become your destiny.” - Gandhi A magazine Commemorating Transform to Perform

ACT | T2P’S 3rd Anniversary 15 From Left to Right: Gweneth Fisher (Growth Mindset Champion), Angelique Du Toit (ViE Champion), Bridget Goosen (District Lead Champion), Thurlo Abrahams (ViE Champion) Metro North Education Department ” “ ” Metro North Education District’s (MNED), or True North, as we like to be known as, T2P District Champions are grateful for the privilege of having engaged with entire school communities and officials over the last three years. For the Values in Education Programme (ViE) schools developed a Values ethos at their schools by enthusiastically displaying WCED mantras and values at entrances and exits, in administration blocks, outside, and inside classrooms. Post the COVID school closure of the higher levels of lockdown, we flipped 30 high schools introducing the Growth Mindset Programme (GM) with all grade 12’s. The impact of infusing study skills- and techniques was evident! For Change Mindset for Teachers (CMT) we salute our teachers for sacrificing their Saturdays in pursuit of a positive mindset and fortifying themselves for change. The Non-Teaching staff were not forgotten in the Change Mindset for NonTeachers (CMNT) pillar. We are enormously proud that True North was selected to run the first instalment of sessions on Personal Mastery (PM) with our district officials. Also, 10 of our Psychologists are now trained to take this project which aims to promote employee well-being through strengths-based-, values and purpose-driven approach, to schools. May our schools and officials continue to embrace T2P!” A magazine Commemorating Transform to Perform

ACT | T2P’s 3rd Anniversary 16 Metro South Education Department From Left to Right: Genine Erfort (Leadership Development), Lorraine Bailey (CMNT Facilitator), Warda Martin-Conrad (District Lead Champion), Donovan Rudolph & Latifah Charles Bailey (CMNT Facilitators), Brynn Winter (Growth Mindset), Liziwe Mtyeku (CMNT Facilitator) “ ” Metro South Education District (MSED’s) T2P team would like to extend our warmest thanks to all who have embraced our extended hands and embarked on the T2P journey with us. We wish to assure you, that while this journey is often fraught with challenges, we know that growth and development do not always occur under “ideal” circumstances but rather as a result of challenging experiences that force us to reflect introspectively and create changes within ourselves and our surroundings. We encourage all who may not have taken the opportunity to embark on this journey (yet!) to seize the opportunity when presented. We are here to support them and shall be their biggest cheerleaders as they transform lives and impact futures! A magazine Commemorating Transform to Perform

ACT | T2P’S 3rd Anniversary 17 From Left to Right: Chantal van Reenen (Change Mindset Champion), Sura Swart (Leadership Development Champion), Janine Ontong (Growth Mindset Champion), Johann Burger (ViE and District Lead Champion) Cape Winelands Education Department “ ” It is so rewarding and inspiring to see how our schools are embracing the principles of the T2P strategy and how they are making it their own - in alignment with schools’ existing visions and missions. Our principals, T2P School Champions and Change Teams are doing sterling work in promoting direction-setting values, encouraging Growth Mindset as well as embracing Change Mindset training (even over weekends!), continuing values conversations, and getting the “buy-in” of their communities as well. Upon reflection over the last three years since T2P’s inception, we wish to thank all our schools in the Cape Winelands Education District (CWED) for going the proverbial extra mile in utilising T2P as a powerful vehicle/ tool in bouncing back and returning “to normal” – especially after what we all have experienced over the last year and a half. May we implore you, with keen interest and support on our part, to take T2P at your school to the next level! A magazine Commemorating Transform to Perform

ACT | T2P’s 3rd Anniversary 18 Eden and Central Karoo Education Department Anti-Clockwise from Top-Right: Granville Petersen (Growth Mindset and District Lead Champion, Thandabanthu Ndamase (Change Mindset Champion), Gawie Raubenheimer (Leadership Development), Gaynor Janeke (ViE Champion) “ ” Gaynor: “The excitement and fun we had during ViE training reiterated the fact that when we live out values, it brings joy, harmony and team spirit into our environment.” Granville: “Growth Mindset intervention cannot underscore the fact more that through effort and hard work can grow one’s abilities” which goes a long way in breaking down the damaging limiting beliefs of a Fixed Mindset.” Gawie: “Many colleagues in management positions testified to the skills that the principles of Time to Think gave them, none more so than the idea that “The greatest gift you can give another person is your undivided attention.” Thandabanthu: “Change Mind Training has personally been a revelation. It alleviated any sense of helplessness and despondence seen growing exponentially, and exacerbated by COVID 19, within educators, who are now able to look within themselves to overcome day to day challenges.” “ A magazine Commemorating Transform to Perform

ACT | T2P’S 3rd Anniversary 19 Overberg Education Department Left: Kobus Mike (ViE & District Lead Champion), Top Centre: Margie Clarke (Growth Mindset Champion), Top Right: Jenny Bridgeman (Change Mindset Champion), Bottom Centre: Annelien Crous (Former Growth Mindset Champion), Bottom Right: Edward Kies (Leadership Development Champion) “ ” “It has been, I’m sure, for all involved in the roll-out and implementation of the Transform to Perform Strategy in the Overberg, both a journey of self-reflection and collective discovery as well as a challenge to keep the transformation agenda in the forefront as we ventured in and out of lockdowns alert levels, relocations, Temporary Revised Educational Plans (TREPS) and connectivity. However, the Overberg Team kept going with implementation in our schools and amongst officials, and can therefore be proud of our participation, achievements, and levels of delivery across the district. My sincerest thanks to the District Champions for driving the T2P programmes, as well as district officials who supported with facilitation, support and monitoring of programmes, not to mention our schools that implemented the programmes under challenging conditions. The OED team salutes you all and wish that you will continue to embrace The T2P strategy from 2022 onwards.” - Kobus Mike (District Lead Champion) A magazine Commemorating Transform to Perform

ACT | T2P’s 3rd Anniversary 20 West Coast Education Department Main Right: Rosseau Mercuur (Leadership Development & District Lead Champion) Top L to Centre: Nomnikelo Gaika (Change Mindset Champion), Cecille Louw (Assistant District Lead Champion), Bottom L to Centre: Vanessa Craill (ViE Champion), Nathan Erasmus (Growth Mindset Champion “ ” “Progress is impossible without change, and those who cannot change their minds cannot change anything.” - George Bernard Shaw “It gives us great pleasure in thanking all of our schools for their participation in the various pillars of the T2P strategy. You are the real heroes and driving force behind its successful landing in our schools. May we, as a district grow, from strength to strength through impacting the beliefs, attitudes, and behaviour of our school communities by engaging in continuous values conversations, encouraging growth-mindsets in learners and teachers alike, lead and manage change through transformational projects as well as practicing valuesdriven leadership across our district. We are proud of the phenomenal progress made over the past three years. Please continue to embrace the T2P-strategy in 2022 and beyond as transformation is a continuous process with no ending. May peace, health and happiness be with you!” A magazine Commemorating Transform to Perform

ACT | T2P’S 3rd Anniversary 21 Change Mindset: A runaway success! T2P’s Change Mindset Training (CMT) content was developed by T2P Strategy Driver, Warda Conrad, in conjunction with multiple Neuroscience and change management experts. The training content is shared with educators via workbooks and activities over three interactive training sessions. ” A magazine Commemorating Transform to Perform

ACT | T2P’s 3rd Anniversary 22 Top: Shireen Louw (Present CMT Pillar Manager) Bottom: Alison February: (Former CMT Pillar Manager) Beset initially with the problem of rolling out a programme that had never been offered before, along with the arduous task of selecting a service provider who could live up to the uncompromising quality of training that we wanted, as well as delivering the desired impact during and post training, CMT has rapidly changed the landscape for the Western Cape’s educators over the last year or so. In fact, its success is nothing short of phenomenal. Whilst CMT’s roll out was not without growing pains with the pandemic, which often caused resistance, workshops held on three Saturdays (of all days), not to mention the long hours of particularly the first day (07h45 to 17h00) and targeting the entire teaching complement of each school, we truly can’t say that it was unexpected. However, it swiftly became apparent, week after week (in fact since 2020’s pilot project already!) that we were onto a winner! Exactly just how apparent was it really? Well, from week one, participants were wearing their hearts on their sleeves, openly sharing in the safe space of the workshops, their resistance to wanting to attend workshops during the uncertainty of the pandemic as well as the long hours on Saturdays. However, once they realised what it was all about, i.e., what the intention of the programme was and got stuck into the activities, they, to equal effect, spared no change in singing its praises. And those praises have not stopped since - week after week, spontaneously and unsolicited! Story after story of how the programme has empowered individuals; given meaning to their existence and clarifying their roles in their oftenembattled schools; given them tools to deal with their challenges; affirmed them and what they were doing and what they wanted to do and achieve. The above are indeed rave reviews, worthy of what virtually any self-respecting team would indeed want to hear for virtually any programme that they roll out. A cursory look at why CMT has been so successful regardless of its sheer scale, shows the reasons are multi-fold. On the one hand the T2P Provincial Team required the facilitators to be not only be fully qualified and accredited Neuro Linguistic Practitioners but also on the other hand also demanded that they be vibrant and committed. And in that they’ve succeeded in bucket loads! But CMT’s success can’t be attributed to the expertise of the facilitators alone. Never to be outshone by the latter, is the sheer commitment, dedication and utter tenacity shown by the CMT Pillar Managers. First there was Alison February, followed later by Shireen Louw. Both of these ladies have an abundance of gratitude, sometimes deeply moving, acutely personal life-changing accounts, directed at them from all tiers of schools for introducing participants to the programme. What is Change Mindset? Change Mindset is a key pillar to the Transform to Perform Strategy that assists educators in creating a culture which they can easily move through, adapt, and adopt change and in developing people’s selfleadership. A magazine Commemorating Transform to Perform

ACT | T2P’S 3rd Anniversary 23 “Our session was interesting, and all the staff enjoyed it! We all had a very positive mindset at the end of the workshop. Our presenter did a great job.” - Principal: Worcester - Noord PS “One word comes to mind, and that is ‘fresh’ because as a transformative leader, I realise that the leaders should first be able to change because you cannot ask that of your teachers if you can’t change” - A principal’s view on a Change Mindset workshop “It was an informative session. It is also interesting to note the effects a positive Mindset could have. It is quite difficult to remain positive but starting our days differently or attempting to alter one slight thing could really have the desired effect. Enriching and empowering. It helped us to dig a little into ourselves about our shortcomings and failures and how and what we want to do to change that. It also motivated us to set new goals for ourselves and to actually work on it. It made us realise that one’s fears should not stand in your way of achieving your full potential.” - Principal: Panorama PS “The core value of innovation stood out for me… as my personal favourite. I honestly feel that the world is changing… and for us, as educators, we have to change with the times ... so that we can create and explore new and different ideas with our learners.” - Educator after a CMT workshop “After being faced with Covid, this workshop inspired us to deal with our challenges in a more positive way. We love the drama triangle because we will no longer be the victim, the rescuer and the prosecutor. We’re stepping out of it – from my heart to yours!” - Educator after a CMT workshop “As a principal, I learnt a lot about my staff, but I also learnt a lot about myself. It made me realise how much they could contribute to a positiveatmosphere at school.” - A principal’s view • The South African Education system and the ever-changing world require from educators to function at a high standard and sometimes out of their limitations and comfort zones. It is therefore imperative for them to shift their own mindsets. • Mindsets are critical in developing healthy selfesteem and can strengthen personal beliefs, attitudes, and feelings. • A Changed Mindset will inspire the educators to set higher expectations for themselves and the credence that they can accomplish these expectations. They are in control of their own ability. Educators will be keener in taking personal risks, more driven, lower stress and anxiety levels, better work relationships and ultimately better professional results. • Nurturing a changed mindset will improve their ability to succeed in all areas of their lives. It will also provide them with an attitude that is inspiring, positive, and full of action. “Educators will leave with a mindset, skillset and toolset that will enable them to tackle personal and professional situations effectively and successfully, inspiring a compelling future.” A magazine Commemorating Transform to Perform

ACT | T2P’s 3rd Anniversary 24 Alexis Andraos (CMNT PILLAR MANAGER) Ever wonder what your reason is for getting up every day? Some of us go through each day searching for our “why” – the purpose of our existence, the meaning of our lives. This is probably one of the most important questions that life asks of us. According to Victor Frankl; the meaning or purpose of life differs from person to person, from day to day and from hour to hour. What matters most, is not the meaning of life in general, but more profoundly the specific meaning of a person’s life at any given moment. Generally, purpose is a belief that your life matters and that you make a difference. It is a sense of being guided by meaningful values and goals. For some, purpose is connected to vocation - meaningful, satisfying work. For others, purpose lies in their responsibilities to their family or friends. Others seek meaning through spirituality or religious beliefs. Some people may find their purpose clearly expressed in all these aspects of life. Purpose will be unique for everyone and what you identify as your path may be different from others. What’s more, your purpose can shift and change throughout life in response to the evolving priorities and fluctuations of your own experiences. Questions that may come up when you reflect upon your life purpose are: • Who am I? • Where do I belong? • When do I feel fulfilled? The Japanese have a beautiful concept called ‘ikigai’ (ee-key-gai), a combination of the terms “iki”, meaning ‘alive’ or ‘life’ and “gai”, meaning; benefit’ or ‘worth’), which can be translated to a reason for being, a reason to get up in the morning, to enjoy the meaning of life, to have passion, a deep sense of purpose, something that one lives for. The accompanying infographic shows how ‘ikigai’ can be used to discover your purpose in life. There are five questions you need to answer and 10 rules to keep in mind when applying the principles of ‘ikigai’ in your own life. Purpose doesn’t have to be world changing. It can simply be the expression of your talents to help your family or your friends. It certainly doesn’t have to include the pressure of inspiring world peace or finding cures for diseases. Your purpose is not defined by magnitude or size. It can be something as simple as the need and desire to make soup for your family or planting a vegetable garden – it can just be doing the next thing that makes sense and performing work which allows you to express your unique capabilities to help others or contribute to the broader community. Purpose is a big deal. It provides clarity in your life, infuses you with passion for your goals, keeps you focused on what truly matters, helps you to develop resilience and it allows you to live your life with authenticity. Knowing your purpose allows you to keep the bigger picture in mind and ensures that your actions are in alignment with what matters most to you – both professionally and personally. Finding your ‘why’ is important, not only for success in your personal and professional life, but also for your well-being and longevity, as it infuses your life with a sense of meaning and fulfillment. Never underestimate the power of purpose. Your story is important. Your voice matters. You were born to make an impact! The Change Mindset Non-Teaching Staff (CMNT) training content is deeply embedded in nudging non-teaching staff members towards a sense of change-agency. This programme was launched in August 2021 at Head Office under the theme of ‘Personal Mastery’. The primary aim of this training is to guide participants to confront limiting beliefs, expand their self-awareness, align with personal values, explore their sense of purpose, and establish a future focus for their lives both personally and professionally. The training content was codeveloped by T2P strategy driver, Warda Conrad and the CMNT project manager, Alexis Andraos; and is shared with non-teaching staff members via a workbook and activities in a one-day training session. The training has been well-received as evidenced by the following participant feedback: • ‘It made a huge impact on me.’ • ‘This session [gave] us a sense of belonging… that we as public servants matter.’ The Power of Purpose (Change Mindset Non-teaching staff) A magazine Commemorating Transform to Perform

ACT | T2P’S 3rd Anniversary 25 • ‘This workshop is really valuable.’ • ‘You made me realise that there are possibilities, and they are endless.’ • ‘Highly recommend this training. It was incredibly therapeutic and freeing. I would love it if these sessions were done on a frequent basis.’ • ‘Thank you for helping me find my vision and purpose.’ • ‘The training was awesome. I am so inspired… I am so motivated to serve and add value to my life and others.’ • ‘I thoroughly enjoyed this session. It was soulsearching and it will definitely add value to my personal growth.’ • Building Resilience – A workbook to support wellbeing during difficult times https://wcedonline.westerncape.gov.za/documents/ T2P/T2P-docs/RESILIENCE%20WORKBOOK_2020. pdf Resources complementing the Building Resilience workbook such as: • Affirmation Cards • Healing Trauma Quotes & Mindful • Colouring Sheets • The DOD Method can be found at: https:// wcedonline.westerncape.gov.za/supportteachers A magazine Commemorating Transform to Perform

ACT | T2P’s 3rd Anniversary 26 Shifting the inequality dial: Cultivating a Growth Mindset for children and youth A collaboration with the Department of the Premier’s (DotP) Policy, Research and Analysis Unit Key words: socio-emotional learning, growth mindset, soft skills, Top: Ammaarah Martinus (Director: Policy, Research and Analysis), Middle: Kiara Klitzner (Graduate Intern: Policy, Research and Analysis) Bottom: Ruth Capon (Assistant Director: Policy, Research and Analysis) INTRODUCTION Innovative, low-cost, and sustainable are key elements for educational initiatives across the global South. Ticking these boxes, Growth Mindset (GM) has proven to be an important programme in the Western Cape’s educational space. South Africa’s deep-seated inequality and multi-dimensional poverty among a large group of youth in the Western Cape necessitated a school-level response that could begin to shift the inequality dial. Following the vast and numerous impacts of Covid-19, which exacerbated inequality, and had a detrimental impact on the mental wellbeing of the youth and disrupted their learning journeys, the GM programme continues to deliver a critical message to learners centred on a ‘can-do’ attitude. The Western Cape Education Department (WCED) is acting on its responsibility to equip learners with the necessary skills to cultivate a growth mindset – an understanding that one’s intelligence and abilities are not predetermined but rather malleable; that the brain can be trained to grow and improve over time. In contrast to a fixed mindset, a growth mindset promotes the possibility for change in one’s abilities through persistence and hard work. GM, conceptualised and championed by the internationally revered psychologist, Carol Dweck, finds that through improved socio-emotional learning (SEL) comes improved academic outcomes. This is what makes GM unique: in contrast to the conventional focus on hard skills such as Mathematics and literacy, GM cultivates socio-emotional intelligence (softer skills) to improve educational quality. This approach seemed appropriate for our context, as it could leverage opportunity for learners from low-income neighbourhoods by attuning their belief that intelligence is not fixed and improve attitudes towards learning. “The programme has become a core pillar of the WCED’s Transform to Perform (T2P) strategy.” The appeal to implement a GM intervention here in the Western Cape stemmed from the success of the programme in contexts similar to our own (such as those in Macedonia, Peru, and Indonesia), and the costeffective nature of it. Furthermore, broader, relevant policy existed within which the GM programme could be embedded. The programme has become a core pillar of the WCED’s Transform to Perform (T2P) strategy. T2P aims to address the attitudes and values that influence the actions and behaviour of all role players in the Western Cape’s education system. INTERVENTION GOAL, DESIGN, AND STAKEHOLDERS The objectives of the GM programme were two-fold: to improve learner academic results but also to equip learners with critical socio-emotional skills to carry through to other aspects of their lives – now and later. The pilot which was run by the Department of the Premier (DotP) targeted approximately 1,000 learners in 20 low and no-fee schools beginning June 2017 with a baseline assessment. Learners engaged with interactive videos over several months and participated in reflective exercises in order to adopt a more positive attitude toward learning. The endline assessment took place in 2018, and the results showed that the GM intervention led to an 10% increase in

ACT | T2P’S 3rd Anniversary 27 mathematics results for high school learners. The positive results led to WCED scaling up the GM project across the province in a phased approach over five to seven years. Both international and local partners were involved in the GM pilot. These included: The World Bank (experienced in running GM programmes in developing countries); the University of California, Davis (provided measurement for behavioural dimensions to assess baseline and post-intervention impact); Class Dojo (developed the GM videos); Olico (developed the maths assessment to measure impact); YearBeyond and, various schools. As the programme’s implementers, the WCED was a critical stakeholders and learners were of course the dominant beneficiary of the programme - the success of the programme relied on their buy-in which is why creating relatable video content is so critical. MOVING FROM PILOT TO SCALE Transitioning from pilot to scale up required a handover team. Only four to five people ran the pilot. It was therefore necessary to train facilitators on how to run the programme in classes. The team also prepared various scenarios to consider the differing access to resources schools may have and how the programme could be run accordingly, and an implementation manual was developed with very specific instructions and checklists for facilitators to follow. The transition relied on the buy-in of WCED from the early stages of the GM programme which entailed ongoing meetings with political and administrative champions. We also needed to directly connect WCED to the various project partners to first, instil a sense of project ownership, and second, avoid being the ‘middle-man’. However, we (DotP) remained in the position of a trusted thinking partner. One success factor of the GM programme (and a useful takeaway for landing future projects in government) relates to sustainability. The intervention was embedded in the departmental planning and budgeting documents which span three to five years and therefore guaranteed the project’s sustainable implementation. CHALLENGES The videos’ accessibility due to language barriers posed the first challenge of implementing GM in our context in primary schools, with young learners. Second was the inability to track attendance and dosage (how many times each learner came to all the required sessions). This was due to attendance records not being adequately tracked. These results however do offer some insight into scaling this project. Insights include that it may be difficult to adjust young learners’ behaviour and therefore may not be the best target group for the intervention, unless the conditions are put in place to ensure success. A more recent challenge relates to the disruption Covid-19 has caused the school sector since early 2020. Since the handover and early phases of scale up only took place in 2019, impact evaluations are yet to take place. Although the pilot results showed an 10% increase in learner Mathematics results, capacity and resources are required to understand whether this holds in a scaled-up situation and what the intervention may require or whether its delivery model remains ideal in our new COVID reality. KEY TAKEAWAYS Key takeaways from GM pilot roll out, and transitioning to scale include: • ensure that there is sufficient time given to the steps required whether in running the pilot or handing over as it’s easy to underestimate the time required for things to take shape; • accessible and robust data is key; • be prepared and able to navigate IT and procurement processes within a big organisation, otherwise these can hinder the programme’s momentum; • plan the pilot in a way that continuously considers the sustainability of delivery for scale up; • prepare for change - which is common in a resource constrained context (nothing will go 100% according to plan), it’s critically important to be able to deal with adversity; and • be prepared to compromise – but not to the extent that you lose fidelity of your initial pilot. Overall, GM offers insight into how to land a project government, tips for successful scale up and most importantly the necessity to compliment the narrow focus on academics with SEL which has proven to assist in improving the desired academic results. A GM CLASSROOM DISPLAY AT PROTEA HEIGHTS ACADEMY

ACT | T2P’s 3rd Anniversary 28 THRIVING IN A HOSTILE WORLD Nikki Bush Today we live in, and are bringing children up in, an increasingly hostile world, characterised by continuous, dramatic change and disruption: socially, economically, technologically and politically. Living with constant flux and change is stressful and it will be easier to cope if one has a more flexible mindset. A growth mindset enables us as human beings to be nimbler and more adaptable. A magazine Commemorating Transform to Perform

ACT | T2P’S 3rd Anniversary 29 “The way you see yourself influences the way you see the world and the way you live. The way you see your qualities and abilities influences your actions and thoughts. It affects the way you approach life and what becomes of it.” - Carol S. Dweck Even employers such as Ernst & Young (EY) have changed their employment filter, removing the need for degrees. They would rather hire for attitude than qualifications and skills. There is a new mantra in the world of work: hire for attitude, train for skills. In other words, skills are easier to train than attitude. This means that the earlier we help our children to develop a positive attitude towards their strengths, weaknesses, talents and abilities, the better. HOW YOU CAN HELP YOUR CHILD TO SUCCEED AND DEVELOP A GROWTH MINDSET • Help them to spot their natural strengths/ talents/interests (they all have them, it does not have to be giftedness, and their strengths and interests may not be what you expect or necessarily the same as yours). • Create plenty of opportunity for repetition and practice – make it as fun as possible and keep a good balance without going to extremes. • Be encouraging, be patient and get involved as it helps reduce resistance (a few minutes of throw and catch every day in your driveway can make the world of difference to a child’s sports skills, for example, and they will just love the time spent with you). • Find opportunities for your child to display or showcase their talents/strengths/interests as this builds self-confidence and self-esteem – this means being part of a team, or entering an Eisteddfod, or helping you to wash the car or tidy the garage, or getting involved in decorating their own room or planning the family holiday. • Embrace failure as an opportunity to learn to be great and teach them how to reflect and grow from it. • Don’t only ask “What did you do today?” but also “Which questions did you ask today?” or “What did you learn today?” • Remember that mindsets are learned and can be changed. We all have elements of both mindsets, but we can learn to change limiting mindsets. This requires doing and practise, not just thinking. It was Einstein who said, “Learning is experience, everything else is just information.” This means that our children need to do, do, do to hardwire a growth mindset because their mindset determines how they will cope with failure and how they will pursue success. If I had to choose a mindset for my child to enable them to thrive, not just to survive, in the 21st century, it would have to be a growth mindset that can embrace all that is, all that they are, and all that they are in the process of becoming. To do that, you need to challenge and analyse your own mindset. You may need to make some mindset shifts yourself! Are you up for the growth challenge? Who are you in the process of becoming and how will this, in turn, shape your child? Article adapted from Nikki Bush’s blog, Early learning, Future-proof your child, World of work, 1 February 2019. *ABOUT THE AUTHOR: NIKKI BUSH Award-winning speaker and best-selling author, Nikki Bush, helps individuals and teams to win at life and work. Her passion for connection and relationships, and how to maintain them in a fastchanging world, is at the core of everything she does as a human potential thought leader. http://www.702.co.za/articles/336425/how-tobring-children-up-with-a-growth-mindset PRESS THE LINK ABOVE TO LISTEN! A magazine Commemorating Transform to Perform

ACT | T2P’s 3rd Anniversary 30 T2P brings Growth Mindset within easy reach for parents Noleen Dodgen: GM Pillar Manager Children need nimble mindsets to deal with the challenges of a fastchanging world and the Western Cape Education Department has made resources available to parents to help instill the belief in children that they can master new skills through hard work. The Growth Mindset (GM) pillar of the WCED’s Transform to Perform (T2P) strategy developed Growth Mindset Parenting Guides in the three official languages of the province. GM aims to transform the mindset of learners from a fixed mindset, which believes that one is born with certain abilities that cannot be changed, to a growth mindset, where the belief is that effort Noleen Dodgen: GM Pillar Manager and hard work can grow one’s abilities. GM, conceptualised and championed by the internationally revered psychologist, Carol Dweck, is a tried and tested strategy to inspire greater academic achievement, as well as an attempt at improving self-belief in the child holistically. The latter has implications for the child’s attitude, mindset, behaviour, motivation and indeed achievement. Parents are encouraged to browse through this very simplified and invaluable guide in a language of their choice. A must read indeed! Click here to access the guide in: English | Afrikaans | Xhosa A magazine Commemorating Transform to Perform

ACT | T2P’S 3rd Anniversary 31 The intention with having a plot programme was threefold: a) Ascertain relevance and suitability of content, b) Ascertain suitability for the duration of course, and c) Impact on teachers’ level of understanding of GM. Background and need for a GM enrichment course The GM pillar forms an integral part of the Western Cape Education Department’s (WCED) T2P Strategy that has been designed to address levels of motivation, attitude and mindset of learners and teachers. It has been proven that having a growth mindset assists learners to gain a greater understanding of how their minds work and what they can do to move themselves along the continuum from a fixed or limited mindset to a growth mindset. Results from schools that participated in T2P’s GM programme in 2020 have shown a positive improvement in attitude. In essence then, in order for teachers to better engage with GM principles, methodologies and intended outcomes, an online course was developed. The course consisted of three easy-to-navigate sessions and included videos to strengthen a growth mindset. The sessions were designed in such a way that it progressively provides and unpacks information to better understand and even experience what a growth mindset is. Never one to be bogged down by the less-thanideal circumstances imposed on us by the whims of the pandemic, Noleen Dodgen and her team of District Champions in collaboration with the existing expertise of Gavin De Bruyn and his team at the Cape Teaching and Leadership Institute (CTLI) presented a Transform to Perform (T2P) first! The opportunity to experience an online Growth Mindset (GM) enrichment course for teachers. For the pilot study, a self-paced programme was scheduled to commence on 04 October and concluded in December 2021. Metropole East Education District’s (MEED) schools were targeted to participate. A magazine Commemorating Transform to Perform Growth Mindset CTLI Pilot ONLINE COURSE for teachers

ACT | T2P’s 3rd Anniversary 32 Growth Mindset Resources Foundation Phase Colouring Book Super reader! Growth Mindset Silicone Armband A magazine Commemorating Transform to Perform

ACT | T2P’S 3rd Anniversary 33 Growth Mindset Badges Growth Mindset Stickers A magazine Commemorating Transform to Perform

ACT | T2P’s 3rd Anniversary 34 Vivirick Slater, educator and Growth Mindset (GM) Champion of Hillcrest Secondary School (ECKED) says he feels he has to comment on the choice of characters and the quality of the GM videos as they were “spectacularly put together” because their learners - including their matriculants - love Mojo! He loves the positivity and messages of the first two videos of e-Poster 1, namely the Power of the Brain and the Magic of Mistakes. Learners were reminded that the brain is like a muscle and needs exercise in order to grow. They therefore needed to exercise or practise their work regularly and complete their assignments. Learners were also repeatedly reminded that giving up is not an option, whether they were born smart or not, everyone could be smart; one just had to work at it. Slater said that the ePosters were printed and pasted in classrooms so that it can be visible for learners. According to Slater, “the improvement in the submission of assignments [was] evident; however, it [was] the quality of these assignments that caught our attention.” He went on to say that the Magic of Mistakes video that focused on mistakes from the past, how they were handled and what was learnt from them, helped learners realise that it is okay to make mistakes. But it also depended on the learners to reflect on the mistakes, dust themselves off and try again, using different strategies. The same with the poor quality of assignments learners submitted. Learners now know they have to reflect on their mistakes and can identify where they need to improve. “The two videos of ePoster 2 focusing on the Power of Yet and the World of Neurons were equally compelling,” he asserts. The Power of Yet reminded learners that even if you cannot do it yet, you can learn to do it. This is done by asking questions and asking for help or assistance from educators or friends. When stuck, ask, make an effort and practise. “Extra-classes’ attendance improved; even the overall attitude of our learners improved!” Even though, at the time of going to publication, learners were still in process of completing ePoster 3, Slater already felt that the GM intervention programme had had a positive impact on the learners of Hillcrest Secondary School. “We are the kingdom of diversity and our learners face many challenges, thus the importance of the GM motivational intervention. Most of our learners showed their gratitude when completing the questionnaires at the end of the videos. Some even asked when the next video would be available to watch. From the 225 matriculants, only three dropped out under these difficult circumstances and that is a great achievement for us. The GM intervention programme contributed greatly to our learners’ overall behaviour throughout the year also - and I believe that it will most definitely contribute to the success of our learners at the end of the year.” Do you want to know more about what GM intervention involves? See our FAQs: https://wcedonline.westerncape.gov. za/documents/T2P/T2P-docs/2022%20FAQ%20 -%20Growth%20Mindset%20intervention%20Eng-2. pdf Hillcrest Secondary wasn’t the only school that loved the ePosters… see these comments: “Learners enjoyed the sessions!” “Learners participated, [especially when] teachers linked it to real life.” “Learners understood the message.” “Teachers are very positive. They want to implement the programme in Foundation Phase [already] as it would also empower the parents.” “Front pages of learner workbooks [should be] about GM!” “Learners enjoy the chant and repeat it when needed A magazine Commemorating Transform to Perform Hillcrest Secondary best pleased with GM ePoster interventions

ACT | T2P’S 3rd Anniversary 35 in other situations.” “Learners respond well to the activities and appear to enjoy the videos. A concern is whether these learners will receive continued support/ “refreshers” at high school next year?” “Similarly, teachers are concerned that although learners may benefit from the programme this year, they may be swayed negatively by peer influences at high school if there are no reminders/ on-going support.” “Learners are involved with the lessons and enjoy the sessions. Learners show more confidence to ask questions.” “Learners’ attitude changed, more eager to try, feel better about themselves.” GM seamlessly integrated into school’s curriculum delivery Goodwood Park Primary, a school that has integrated values into their daily teaching experience since 2011, was so inspired by the Director of the Metro North Education District, David Millar’s presentation on Growth Mindset (GM) at a neighbouring school that they decided to make GM part and parcel of their organisational culture. And when one visits there, it doesn’t take long to spot evidence of it! A quick stroll through this poster-rich school’s passageways and classrooms will have one quickly confronted by highly imaginative and especially introspective posters meant to challenge the learners’ mindsets. The “power of YET” is a definite talking point in this school! But that is not where it ends. Under the guidance of the principal, Juan Rossouw, and the school management team, the school decided to adapt their enrichment/ remedial classes on Tuesdays (for the entire school) to have a link to the T2P strategy and specifically GM. All role players, particularly parents and noneducator staff, have been very excited and upbeat about the visible changes in the learners. What has been very noticeable is the learners’ new-found confidence and “belief-in-themselves” as they are throwing themselves into a range of interests such as baking, needlework, gardening and vehicle maintenance, to name but a few. For the youngsters of Goodwood Park Primary School, nothing is impossible or out of reach of anyone any longer – and that’s exactly how the schooling community wants it! “No matter what your ability is, effort is what ignites that ability and turns it into accomplishment.” - Carol Dweck A magazine Commemorating Transform to Perform

ACT | T2P’s 3rd Anniversary 36 Kenridge Primary’s “Love song to the Earth” has a Growth Mindset tune I n what has become tradition, the Foundation Phase puts on a production every three years allowing each child the opportunity to be part of a show within their time in the phase. The school, a fervent proponent of all things music, art and drama, deems it vital for all learners to be given the platform to show their talent and have their voices heard. Against the backdrop of the Transform to Perform (T2P) strategy, a radical, values-driven intervention of the Western Cape Education Department (WCED), it was refreshing to hear the young talent use the term “Growth Mindset” in their dialogue. Growth Mindset is aimed at transforming the minds of learners from a fixed mindset of “I can’t, and I won’t…” to a growth mindset of “I can’t do it YET but with a bit of effort and practice, I shall”. In the production, the children and creatures of Africa were given an opportunity to save the planet by thinking, solving problems, persevering and taking on challenges. The little ones’ positive resolve and determination to embrace the three Rs, namely, reduce, reuse and recycle, and then advocating it in their show, suggests that they already have taken the wonders of Growth Mindset on board. The crucial message stemming from the learners’ almost casual reference to Growth Mindset belies the fact that what you have in the learners is a rather large emergent group of children with an inherently positive spirit, ready to tackle not only all Earth’s issues in a courageous, self-confident, kind and generous manner but a transference of the use of such exemplary traits to other spheres of their lives, both within themselves as well as their relationships with family, friends and society as a whole. The latter cognitive state is, of course, exactly what we want to see at all schools across the province. Kenridge Primary School staged a production called “African Dreams” in its school hall to capacity houses from 15 to 24 October 2019.

ACT | T2P’S 3rd Anniversary 37 We appeal to schools like Kenridge to share their best practices and continue to advocate, assist and inspire other schooling communities lagging behind. Mojo’s a permanent fixture at Starling Primary Says Yumna Orrie, Resource Educator at MCED’s Starling Primary School, “Mojo has become a permanent fixture at Starling Primary!” She is, of course, referring to the loveable green monster who is the central character in Class Dojo’s globally recognised and acclaimed videos on Growth Mindset and Values – many of which the T2P team is using with their permission. Through the wonderful efforts of Dirk Binneman, Steven Chang, Unathi Booi and Duane Christiaans (all of Edumedia), as well as the colleagues of the WCED Language Services Unit, for translating, dubbing, editing, and uploading the Mojo videos, we have around 70 videos available on our web page - in all the official languages of the province. We even have transcriptions of the videos! Click on the links below to take you to them: https://wcedonline.westerncape.gov.za/vie-videoresources https://wcedonline.westerncape.gov.za/gm-videoresources Is it any wonder then that Mojo and friends have “… inspired learners to exercise their brain muscles by trying challenging things, learn from their mistakes and that it is okay to ask for help when you don’t know something YET?”. Reports Orrie of her school’s learners, “Each term Mojo has taught us something new and interesting about our brain, and each term learners are caught applying Growth Mindset skills in class to enter our special raffle competition. And the ultimate, highly sought prize? To be the class’ very own green monster… uh sorry… a Starling Growth Mindset Champion for a term!”

ACT | T2P’s 3rd Anniversary 38 On Thursday, 18 November 2021, Overberg Education District (OED) invited 28 schools to a Growth Mindset (GM) appreciation event held at the Mount Pleasant Primary School in Hermanus. Given the challenging times and of course very busy time of the academic term, approximately 18 schools attended. The event was headed by Kobus Mike in his capacity as OED’s Transform to Perform (T2P) Lead Champion and Anneline Crouse (OED’s GM Champion) who were very satisfied with the turnout. Also in attendance were Noleen Dodgen, Provincial GM Pillar Manager and Keith De Wet, T2P’s Provincial Programme Manager, who both made the long trek from Head Office to join in the celebrations. Mike promptly started the event with a warm welcome to all, highlighting especially the attendance of Head Office guests before running through the programme. De Wet shared the background of the T2P Strategy highlighting all of its pillars and components as well as well as a succinct account of the journey up to that point. Kobus Mike Dodgen was up next and shared the gigantic strides made in GM as a pillar before particularly focusing on the wonderful achievements of OED schools in the pillar and how the GM principles can be used in the daily teaching, learning and assessment to sustain and create a foundation for learning. For their active participation in the GM activities, which this year (2021) included the completion of the highly innovative set of ePosters, schools were highly praised and thanked. In fact, Crouse, in her dual capacity as Head Learner Support and GM Champion together with Dodgen, handed over gifts and certificates of participation to the representatives present from each school. Schools, in turn were best pleased, with the acknowledgement and enjoyed the photo opportunities that followed the handover. OED hosts GM appreciation event

schools - without clearly designated, welldeveloped and highly competent school leaders or principals. Now more than ever, the need to support and develop our principals and deputies, who in turn pay it forward to their school management teams and staff of our province’s schools, cannot be underscored enough. This is because many of our embattled schools often eke out a way to keep going in the face of intense social decay. It stands to reason that the WCED officials who directly and indirectly support the schools, also need support and development to further the organisation’s aim of values-driven transformation, and of course, to strive for our noble vision of delivering quality education for all. To be clear, the WCED’s leadership is very well serviced by the likes of Cheryl Le Roux and Deiniol Arendse (and their teams) who head LD as a T2P Pillar. Of course they are not alone in this but strategically remain under the watchful eye of Chief Director: People Management Practices, Matthys Cronje. Collectively they source and secure, organise and present appropriate leadership interventions aimed at the transforming the mindsets of the WCED’s leadership. The quality of the interventions is second to none; in fact, of a deeply satisfying global standard. In 2019 a face-to-face Time to Think™ programme was rolled out through Upskill SA for 160 Senior and Middle Management Service officials of the WCED. In 2020 and 2021 an online Time to Think™ programme was rolled out through Symphonia Leadership Development for ten groups over 30 online sessions for 150 Senior and Middle Management Service officials of the WCED. One simply needs to look no further than the immensely well-received “Time-to-think” courses as reflected on in Nicky Bush’s article. Moreover, it is almost unheard of that a large organisation such as ours avails opportunities of an international standard for one-on-one executive coaching opportunities for its fairly large executive. Other, quality interventions on offer are varied both in their intention and target audience. They are Coaching Skills for Line Managers, StrengthsFinder Champion, Programme Management Monitoring & Evaluation all aimed at both senior and middle management officials. The standout intervention is of course Women in Management as marked in 2021 by a Women’s Day event hosted by the Head of Department.

ACT | T2P’s 3rd Anniversary 40 Without a doubt, women do not need a second invitation to embrace any intervention facilitating their advancement. This is not only evident in the beeline that they make for this and other courses, but in the sheer number who avail themselves for various leadership positions. The pandemic too, fraught with its utter decimation of families and staffs universally, propelled the need for psychosocial services right into the forefront. Here too, the team has pushed the WCED’s Educational Health and Wellness Programme (EWHP) to the fore for both office and school leadership. See their assiduous approach to supporting principals and deputies dealing with the frontline of those affected daily for yourself in a comprehensive set of webinars, rigorously interrogating the types of issues confronting school leadership. So, for those of you aspiring to fill positions of management, and who may have been blissfully unaware of LD’s existence in The T2P stable, be assured that it doesn’t have to be lonely at the top. The LD team is waiting for you! TOPICS EXPECTED OUTCOME OF SESSION Navigating old problems before crisis, while building future forward solutions Challenges within your business area existed before this pandemic. How do you manage the pressures of old problems while building future forward solutions with the added pressure of what the pandemic brings? Identifying an employee in crisis Identifying team members who are not coping and how to manage them and refer for support Inspirational Leadership During and Post Crisis Now more than ever Leadership is a necessary trait that Executives and Managers need to portray to inspire confidence in those they are leading. The session is intended to remind leaders of their responsibility to lead and inspire. The Responsive leadersupporting my team through crisis Leaders might be inundated with the pressures of work, thus they need to be reminded, to be mindful of their team’s needs, whilst driving performance and delivery. Getting over my own anxieties Leaders are expected to set direction and ‘lead from the front’, but they have their own anxieties too. To fully lead, they need to be able to cope and find ways to get over their anxieties.

ACT | T2P’S 3rd Anniversary 41 I n line with Transform to Perform, the intervention strategy that addresses the attitudes and values which influence the actions and behaviour of all role plays in in the education system, WCED engaged in Time to Think™ Workshops. In 2019 a face-to-face Time to Think™ programme was rolled out through Upskill SA for 160 Senior and Middle Management Service officials of the WCED. In 2020 and 2021 an online Time to Think™ programme was rolled out through Symphonia Leadership Development for ten groups over 30 online sessions for 150 Senior and Middle Management Service officials of the WCED. Time to Think™ workshops offered participants the opportunity to learn how to create Thinking Environments and evoke / enable / support independent thought in organisations. The Time to Think™ workshops focused on leadership development, teaching a dynamic and dependable framework within which all team members can enhance their relationships with each other through communication of exceptional quality. A leader’s first job is to create a Thinking Environment in order to derive the best thinking from their people. The quality of everything that we do depends on the thinking we do first. If our thinking is good, our actions are good, our decisions are good, and our outcomes are good. The Time to Think™ workshops focused on listening effectively and beautifully and how to treat people so that they will think better for themselves with rigour, imagination and grace. Practicing a Thinking Environment on an on-going basis not only produces the best practical results, but it also dignifies and lifts the human spirit. The Thinking Environment experience causes people to feel valued, seen, heard and appreciated. This leads to higher productivity, enthusiasm and a sense of belonging to a bigger picture in the workplace. The Thinking Environment is made up of 10 components: According to Nancy Kline, there are 10 behaviours that generate the finest thinking and have become known as the Ten Components of a Thinking Environment. Each component is powerful individually, but the presence of all ten working together gives this process its transformative impact. The components are as follows: Attention: Listening with palpable respect and without interruption Equality: Ensuring equal turns to think and speak Ease: Offering freedom from internal urgency Incisive Questions: Finding and removing untrue assumptions that distort thinking Information: Supplying the facts. Dismantling denial Diversity: Encouraging divergent thinking and diverse group identities Encouragement: Giving courage for cutting edge thinking by removing internal competition Feelings: Allowing sufficient motional release to restore thinking Appreciation: Practicing a 5:1 ratio of appreciation to criticism Place: Creating a physical environment that says to people, “You matter.” Time to Think The Time to Think™ workshop is based on the principals of The Thinking Environment - work created by Nancy Kline.

ACT | T2P’s 3rd Anniversary 42 WCED REFLECTIONS on Time to Think The Time to Think™ workshops were very positively received by all participants. Some even acknowledging how their scepticism shifted to excitement and optimism as the sessions unfolded. The workshops were very interactive and there was a lot of participation, engagement, sharing of ideas and co-creation of the time together. Many asked if there would be further sessions for their colleagues to attend as they felt it is a crucial experience to support the T2P Strategy roll-out in the WCED and a way to truly shift the culture to one that drives quality education in the Western Cape. Working with small groups of 15 participants allowed for full participation and the opportunity for every voice to be heard. Break-out rooms allowed for smaller group intimate conversations and learning opportunities. The participants loved the experience of connecting with colleagues on a deeper level and getting to know one another more personally. They also felt validated by the sharing of similar experiences and challenges. They felt they had grown the network with the relationships formed. Participant feedback “I liked the Thinking Council and turning issues into questions. I will most certainly use this when meeting with my staff as it will allow staff to contribute more and allow managers to see things from different perspectives; also allow staff to feel more engaged and that they are contributing to the bigger picture; will also build team morale and boost confidence.” “We spend so much time on developing other skills. This engagement equipped me to be aware of the 10 components to strengthen thinking within my work environment. I am definitely imple-menting the techniques / building blocks within my daily work.”

ACT | T2P’S 3rd Anniversary 43 Values to re-emerge even stronger than before Top: Gavin De Bruyn(ViE Pillar Manager) Tamryn Pietersen (Assistant ViE Pillar Manager) I f one considers just how many times over the last several years the word value(s) appears in the annual themes adopted by the WCED in its efforts to transform its own organisational culture as well as education in the province, it should come as no surprise that the Transform to Perform (T2P) Strategy’s Values in Education (ViE) programme is often considered to be the strategy’s flagship offering. Well, in many respects it is! For one, it was the first T2P pillar to be rolled out. It was also the first pillar to build on and extend on the T2P Strategy’s ecosystem by establishing School Change Teams (SCTs) within schooling communities. SCT’s are of course a crossrepresentation of all members making up the school community, who formed a body led by the School’s T2P Champion, and who would drive the T2P strategy at school level. In other respects, too, ViE has been first. It comes hot on the heels of, and at other times, almost in synchronicity with culture change initiatives effected by the WCED to facilitate change. These include its mantras at educational institutions as well as education offices, its vision, its yearly themes and the T2P Strategy identifiers. Moreover, whilst indeed there have been initiatives before to stem the worrying trend of particularly learner waywardness, ViE, as part of the greater T2P Strategy, also marks the first time that such a comprehensive countermeasure of this magnitude was launched. Values allow us to have a common understanding and assists all role players to move forward towards a common vision. We need to understand the values that drive our behaviour and the behaviour of others, which in turn, will assist us to change our attitude and effectively change our behaviour. 2018 The Year of Celebrating our excellent teachers alues-Driven Learning

ACT | T2P’s 3rd Anniversary 44 The ViE journey in brief so far It has been two years since the implementation and roll-out of “values conversations” at schools. The training of SCTs took place via district training schedules and the outcomes were indeed heart-warming to see. Educators, learners and management structures at many of the schools effectively used the training and incorporated it into the culture of their schools. It was evident on various school social media platforms that schools started initiatives to “live out the values” and showcase which values they had chosen for their schools. Schools (educators, learners and parents) identified 12 values per year, or a value per month which they displayed, discussed and lived out. In February 2020, the Cape Teaching and Leadership Institute (CTLI) offered their first course, aimed at PL1-4 educators. The one-day training was conducted in the form of an interactive workshop where educators could explore different ways on how to initiate the values conversation at school their schools and in their classroom. The “Let’s talk values” booklet https://wcedonline.westerncape. gov.za/documents/T2P/T2P-docs/Values%20 conversations%20in%20schools.pdf was used as basis for the workshop. Thereafter, the world was overcome with the deadly pandemic which put a damper on the roll-out of and strengthening of the values conversations. However, in July 2021, as part CTLI’s live webinars, a Values #PowerHour took place with over 300 participants. The latter was a precursor to the reinvigoration of ViE. What’s next for ViE? • 2022 will see advocacy campaigns to get schools back on track with values conversations. • Showcasing ViE-strong schools on all platforms • Strengthen existing programs in schools • Keeping schools engaged in “practicing values” • A ViE online course helping with implementation and or REINVIGORATION of values (for schools that are challenged and need help, or who could use a refresher training course, or as vehicle to empower school change teams (SCTs) ROSSEAU R = is for RESOURCESFUL in all he has to offer O = is for always being OPTIMISTIC in taking on all challenges S = is for SPORTY in his love for sport S = SUPER Rosseau for the superhero he is to so may who comes across his path E = is for his drive of EXCELLENCE A = ABOLUTETLY AWESOME U = is for being UNIQUE in his presence that the brings to any enviroment he enters “Fan mail” for Rosseau Mercuur, T2P West Coast District Lead Champion

ACT | T2P’S 3rd Anniversary 45 St. John’s EK PS Community Values Conversation Shortly before the end of the first school term and the country going into lockdown, St. John’s EK Primary School in Buffeljagsrivier, engaged in a successful and well-supported Value’s Conversation with their school community. Karin Plato, the school’s principal, took the reins and kickstarted the proceedings in an open-air event on the grass overlooked by the modest school building. She enthusiastically introduced the school’s values programme and, to that end, an assortment of monthly activities involving both the school and the community at large. Transform to Perform (T2P) District Champions, Kobus Mike (Lead Champion) and Edward Kies were invited to provide the community with background on the WCED’s T2P strategy. They particularly focused on the strategy’s objectives with its values programme. The T2P Champions elaborated on the strategy’s importance; its significance in the broader context of education for learners in the small school and surrounding community, the district as a whole, as well as the many potential, very positive spin-offs for all concerned in embracing it. Community members comprising parents, grandparents, teachers, business and community leaders alike, listened attentively and seemed highly agreeable to taking the initiative forward. The learners’ enthusiasm for the continuation of regular values-driven activities was in no doubt - if their choral, on-song responses to all speakers’ provocative questions gauging their take on the matter was anything to go by! This may be a small community, but the support and enthusiasm were evident. What is it again that the old adage says about dynamite and small packages? This certainly will be a community to watch on how they will further transform their conversation into action!

ACT | T2P’s 3rd Anniversary 46 Voorspoed Primary School values Voorspoed Primary School in Hanover Park is a values-driven school and boldly display their ideals for all to see. Values like courtesy, caring, orderliness, honesty and helpfulness are exhibited in classrooms and various places on the school premises. Principal Reginald Esau said the school celebrate these values with a monthly assembly organised by different grades. “Classes engage in a variety of activities to celebrate the value for that particular month. We also painted the values in our hall. A tree made of cardboard is displayed in the foyer and each branch depicts a value. The values are colour coded and we encourage our learner to wear related colours on “casual wear” days.” He acknowledged the challenging circumstances the teachers and learners face with extreme levels of poverty, unemployment, violence and other socio-economic problems plaguing the areas the school’s more than 1000 learners come from. “We strive to create an environment where our learners feel loved, accepted, cared for, valued, appreciated etc. We encourage our learners to develop a sense of hope, to become dreamers, to develop a vision, to see beyond the “here and now” and to live up to the school’s motto ‘Aim high’”. A magazine Commemorating Transform to Perform

ACT | T2P’S 3rd Anniversary 47 ‘Taking ownership’ at Aloe HS Principal of Aloe High School Envil Wertheim and his team are on a mission to set the school on an upward trajectory in continuous pursuit of “moving the school forward”. “Over the last few years, we as a staff, have decided to take ownership of the many challenges our school has been facing,” he said. In 2018, the school revised their vision statement to read: “We envision being a caring school where learners are happy, loved and valued.” “All members of staff have been encouraged to, in line with our new vision statement, be the best they can be, and to do “whatever it takes” to make a difference; for building learners’ self-esteem; for treating them with dignity.” “In line with the province and district, our theme for 2019 is “The year of the learner – developing a values mindset. With this in mind, we have realised the need to intensify our “Serve” campaigns, while always being mindful that the success of these efforts around the “Transform to Perform” and “Enter to Learn, Leave to Serve” initiatives is rooted in their inclusivity.” Wertheim says that they have also adopted the following values thus far: • January – Caring; • February – Cleanliness; • March – Service; • April – Honesty; • May - Creativity; • June - Friendliness; • July – Accountability. “A (physical) transformation is taking place at our school, and although we have “’not yet arrived’, we have certainly made a start.” A magazine Commemorating Transform to Perform

ACT | T2P’s 3rd Anniversary 48 Educators all ears at Protea Heights Academy Learners at Protea Heights Academy (PHA) are consistently empowered and encouraged to have their voices heard. According the Chantel Theron, PHA’s Transform to Perform (T2P) champion, their school council who consists mainly of learners ranging from Representative Council of Learners (RCL) members, matric leaders and class representatives, as well as senior staff, “… is able to suggest changes to different areas of the school and has in effect, “… become the learners’ voice. It therefore comes as no surprise that the school decided on a reward system that deploys peer nomination to reward learners for embodying values. “We wanted a reward system to encourage learners to participate in showing these values on a daily basis. Our aim was not to just reach learners already embodying these values but also to motivate others to take part, as well as give them the opportunity to be recognised. We want learners to become global citizens as well as upcoming leaders.” Each month a different value is embodied with a slide show presentation, inspiring videos and challenges to all learners to participate. The RCL are also part of the implementation strategy in that they have their own assemblies where they showcase the values. Each value badge has a different colour representing the value of the month. This motivates learners to not only collect all 12 badges, but also drives home the fact any learners, regardless of their past behaviour, is eligible be nominated for a badge. Meanwhile classroom management has greatly improved, and learners are generally more aware of the importance of values. A magazine Commemorating Transform to Perform

ACT | T2P’S 3rd Anniversary 49 Trevor Manuel Primary maps values for the year After a delayed start to the academic year, the staff and curating team of Trevor Manuel Primary School (TMPS) firmly welcomed their charges with an extensive values-based programme intended for the duration of the year. The straightforward values calendar, with a value per month for each month of the year, forms the cornerstone of the school’s values drive and intends to merge and align with an already prevalent value system of school. “It’s a great initiative, and a simple enough concept which other schools can easily emulate or design their own for use in their own schools” said Warda Conrad, Strategy Driver of Western Cape Education Department’s increasingly successful Transform to Perform (T2P) strategy. According to Dr Syms, part of the team mentoring the school, the principal and his or her School Management Team must lead by example in “living out” each value in their daily interaction with the entire school community. “On the first day of each month,” asserted Syms, “that month’s value will be introduced to everyone inside the TMPS family and thereafter their entire school community.” He wanted posters to be put up inside the classrooms and in and around the school buildings. “In fact,” he continued, “we want the learners, after daily compliance with Covid-19 Protocols to engage with that month’s value. All staff will have to emphasise, promote, demonstrate, and in so doing encourage the learners to live out the values that the school wants to inculcate within each of them.” A magazine Commemorating Transform to Perform

ACT | T2P’s 3rd Anniversary 50 The embodiment of Values: Vredendal High’s Learners collect winter clothes for the needy On this occasion, Vredendal High School (VHS), whose value for the month of June (2021) was LOVE, joined forces with Circuit 5 (especially the social workers) of the West Coast Circuit Office, whose value for the month was CARING. Learners enthusiastically took the initiative to collect second-hand clothes for the needy for the chilly winter months. Clothing is usually donated to Daisy Donkeys for Drought, a non-governmental organisation (NGO) operating from Garies, which distributes it in their region. The group of active ladies from Daisy Donkeys for Drought focuses on all members of society in need of warm clothes for winter, look after and distribute the clothes appropriately where there is a need. In addition, they use farm soap (boerseep), donated with the clothes, to care for it according to COVID-19 regulations. The bakkie of social worker, Susan Carstens, was happily loaded with clothes for delivery to the NGO courtesy of VHS who, through their learner leader corps, showed their LOVE and CARING to the affected communities. According to Carstens, “Initiatives like these help to build our nation and realise our commitment to love one another”. Social workers of West Coast schools assert that the Western Cape Education Departement (WCED) would like to teach learners values that will serve the interest of the community and are based on espect for democracy, equality, human dignity and social fairness, as supported by the Constitution of the Republic of South Africa, 1996. To this end, the WCED created the Transform to Perform Strategy (T2P). The aim of this strategy is to address the hearts of educators and learners and consequently expand to parents and the community as a whole. The vision of the WCED is to ensure quality education for every child, in every school, in every classroom through this endeavour, thereby reaching all the communities in the province. The mantras adopted by the WCED clearly states that learners must Enter to Learn and Leave to Serve, and educators must Enter to Serve and Continue to Learn. Therefore, when learners enter the school or classroom, they must get clear guidance on their purpose at the school and their personal journey to achieve that purpose. If learners are reminded of this purpose every time they enter or leave the classroom/ school, they will be open to their learning experience. Furthermore, children should start to develop an awareness of values and integrate these values into their daily actions and attitudes. Schools, societies, communities and families have a collective responsibility to build a social solidarity and create a sense of ubuntu. To cultivate these values effectively, they must be integrated daily at home, school, college, and in the workplace, etc.