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1
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VULA Annual Report 2017
Education - the process of facilitating learning, and
the acquisition of knowledge, skills, values, beliefs,
and habits - leading to personal and social growth
and development and the opening up of economic
opportunities and overcoming barriers, irrespective of
age, language, creed, culture, religion, region.
Education has the power to change a life - and ergo
to change many lives.
“We can change the world and make it a better place. It is in your hands to make a difference.” Nelson Mandela
There is a growing demand in our country for this
change. Learners need to gain the knowledge and
skills required for success in the 21st Century. But
providing access to education is only the beginning.
The challenge is to ensure advancement: as people are
enabled, they make measurable progress in their lives
and in their careers through learning, improving their
way of life as well as their social and economic status.
Knowledge gained through effective learning enables
each and every individual, transforming from the
inside outwards, changing mind sets and personalities,
providing opportunities, promoting confi dence levels
and ultimately creating a constructive experience
of life. An educated person becomes a good citizen
in society. And so investment in improving education
creates a better world for us all.
“Let us remember: One book, one pen, one child, and one teacher can change the world.” Malala
Yousafzai
Change through education is the tool.
VULA @ Hilton College is such a tool.
I urge you to read through this 2017 VULA Annual
Report to fi nd out what we are doing, what we are
achieving and how lives are being changed through
this extraordinary programme.
Follow this link to view the VULA videos on our website:
fi nd out for yourself the impact of VULA on the lives
of the people in our community. The success of this
intervention speaks for itself.
http://www.hiltonvula.com/about-us/vula-videos/
“The best way to fi nd yourself is to lose yourself in the service of others” Mahatma Gandhi
The challenges remain, there is no doubt. But we are
indeed fortunate that with our community of teachers,
parents, students, government authorities, institutions
and businesses, we can in our own way fi nd some of
the answers and implement some of the solutions.
VULA @ Hilton College attracts a phenomenal
group of people, people who are impassioned
The Vula Programme is a targeted intervention which provides development
opportunities and educational support for township and rural schoolsin the Midlands of KwaZulu-Natal.
VISION and MISSION
To provide effective and relevant educational programmes, chiefl y inMathematics and Physical Science,
to create maximum impact on teaching and learning.
and empowered and are determined to make that
meaningful difference.
We salute you and we remain hugely appreciative for
the input, support, encouragement, funding, expertise
and advice from our community. All of this sustains
and enables VULA @ Hilton College, and allows
this exceptional educational project to continue to
develop and grow.
“We make a living by what we get. We make a life by what we give.” Winston S. Churchill
As involved and concerned citizens, we have the
opportunity and the responsibility to reach out to
others and become involved in our communities,
to develop, grow and nurture the change that our
country needs. It is up to each one of us to engage
constructively.
“One person can make a difference, and everyone should try.” John F. Kennedy
As VULA @ Hilton College is a tool for change, so too
is educating our children to be the adults of tomorrow
a tool for change in society.
There is a profound responsibility that comes with
education. Thus it is the very advantages of our
education and the advances we experience that
refl ect directly back onto us. These relevant learner
outcomes demand that we become involved and
change the bigger picture - the concept of social
development is a fundamental pillar of education.
And so too at Hilton College.
The challenge once more is to ensure that education
is about more than facts and fi gures. The objective
is the development of young people with a social
conscience, who are aware of the state of the
world, who have the ability to come to grips with the
challenges of society, who are enabled as thinking
individuals and who inherently treat their fellow human
beings with humility, compassion and understanding.
They have the ability to lift others, the life skills to grow
to be responsible citizens, to live good lives and make
the world a better place.
“Do your little bit of good where you are; it’s those little bits of good put together that overwhelm the world.” Desmond Tutu
Education does indeed have the power to change a
life - and ergo to change many lives.
“Education is the most powerful weapon which you can use to change the world.” Nelson Mandela
Dale ten Hope
Chair: Community Projects sub-committee
The Hiltonian Society NPC
May 2018
54 5
The Vula Programme is a division of The Hiltonian
Society NPC, the legal entity which owns and operates
Hilton College, a well-known independent boys’
secondary school in the KwaZulu-Natal Midlands.
The Vula Programme at Hilton College was started
in 2001 as the Society’s educational outreach
service provider to under-resourced schools and
disadvantaged communities. Since then the
programme has established itself as the pre-eminent
organisation of its type in the area, having earned a
reputation of providing relevant, meaningful and cost-
effective educational interventions and development
opportunities for its benefi ciaries.
The Vula Programme uses up-to-date technologies,
innovative teaching methods and experienced
facilitators to concentrate on the upgrading of the
teaching and learning of high school Mathematics
and Physical Science.
Seventeen years after commencing with its outreach
work in Mathematics and Physical Science, the
Vula Programme continues to provide training and
enrichment opportunities for teachers and learners
from disadvantaged and marginalised communities.
As can be seen from this report, 2017 was another
particularly busy year for everyone involved with the
programme.
Vula Lodge
With the Vula Lodge now having been in use since April
2016, we are continually reminded how important it has
become in adding value to the training opportunities
offered by Vula, providing as it does comfortable on-
campus accommodation for teachers from further
afi eld in KwaZulu-Natal who cannot commute to and
from Hilton College each day.
The Lodge was extensively used by Vula during 2017. In
the fi rst six months it accommodated the VuMA 7 and
VuMA 8 intakes of teachers into the Vula Mathematics
Academy (VuMA), while during the school holidays
and the third and fourth terms it housed groups of
teachers and learners attending workshops ranging
in length from two days to two weeks.
In the limited times throughout the year when Vula did
not require on-campus accommodation, the Lodge
was rented out to the Sunfoil Dolphins Cricket Week,
the Hilton Festival and Cecchetti Ballet. This non-
Vula usage generated income which has been put
towards the maintenance and upkeep of the building.
6 7
• Two Saturdays per term of teaching of 120 Grade 12 learners from up to 20 schools in the greater
Pholela and Mpendle district: These lessons were
taught at Pholela High School by Ms Nosiso Sosibo
and Ms Bomi Mtangayi, who are members of the
Vula Laptop Project.
• The annual Bergville Grade 11 Mathematics Olympiad took place in May for 95 learners from
twenty schools in the Uthukela district.
• A Grade 11 and a Grade 12 group from the Bergville district attended Mathematics workshops
at Hilton College. The groups were made up of the
top 12 learners identifi ed in the annual Bergville
Mathematics Olympiad in 2016 and 2017.
• Regular visits continued to teachers from previous
VuMA intakes.
• Four-day residential workshops were held at Hilton
College during the April and July school holidays,
each for 50 teachers from the King Cetshwayo and
Zululand districts.
• Two three-day workshops were attended by the FET
(Grades 7, 8 and 9) Mathematics subject advisers from the KwaZulu-Natal Department of Education.
• A two-day workshop was held for forty third year education students from the local campus of the
Durban University of Technology (DUT).
Vula Mathematics Project
The Vula Mathematics Project had another
exceptionally busy and productive year.
The project’s main activities were the VuMA intakes in
the fi rst two school terms of 2017, these being made
up of sixteen teachers in the fi rst term (VuMA 7) and
fourteen in the second term (VuMA 8).
A total of 104 teachers attended VuMA between 2014
and 2017. These teachers teach Mathematics to more
than 20 000 learners in township and rural schools in
KwaZulu-Natal.
As in previous years, each VuMA intake spent a full
school term of eleven weeks at Hilton College, being
exposed to new and exciting ways of teaching
Mathematics. This specialised in-service training takes
place with the approval and blessing of the KwaZulu-
Natal Department of Education.
The 2017 VuMA intakes included thirteen teachers from
the Pinetown district – this being part of the strategy to
include teachers from beyond the Umgungundlovu
district.
A teacher from one of the 2016 intakes sent the
following email during the year which clearly indicated
the impact of the training he had received while at
VuMA:
Good morning Sue
I truly hope you’re still well and in good spirit, I know
you’re very busy with VuMA 8 right now and can only
imagine how great that must be for them to learn from
one of the best. I just wanted to say Hi and let you
know that I personally still carry everything you taught
me into my Maths classroom every day. Today I’m
teaching GET’s geometry (construction of geometry
fi gures and geometry of shapes). I’m using one of
your sketchpads along with a powerpoint of my own.
Thank you so much for all that you and everyone at
Vula did for us last year. I truly miss my time there.
Kind regards,
Mpumelelo
(VuMA6 - 2016)
The Vula Mathematics Project also continued with its
other regular activities during the year:
• Thirteen teachers in the outlying Bergville and
Pholela districts make up the Vula Laptop Project: These teachers each have a laptop and
projector provided for their everyday teaching of
Mathematics. The members of the Laptop Project
attended two days of training each term at Hilton
College.
8 9
Vula Science Project
The Vula Science Project continued with its work with
Science teachers, assisting with all aspects related to
the teaching of Physical Science. As in the past, this
work focused on assisting the teachers to develop the
skills and confi dence required to incorporate practical
work (experiments) into their everyday teaching, as is
required by the syllabus. During the year the project
worked with groups of teachers in the Mpendle and
Wartburg districts.
The project also undertook the following during 2017:
• Teaching and revision materials (Grade 12
study guides) were provided to 500 learners and
teachers at rural schools where these were most
needed.
• A four-day residential workshop for 35 Science
teachers took place at Hilton College during the
April school holidays.
• Seventeen Science projects from Vula schools were
entered into the local Science Expo. Of these,
eleven were selected to exhibit at the regional
Science Expo in Durban during August.
• Regular visits continued to schools to assist with practical work and revision.
• Mr Noel Robert of Hilton College undertook the
teaching of groups of Grade 12 learners from
schools in Estcourt and Wartburg.
• Science equipment was loaned to teachers at
more than twenty schools.
• The Science Laptop Group, which is made up
of fourteen teachers, has been provided with
loaned laptops loaded with appropriate scientifi c
teaching materials and resources.
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Vula Careers Day 2017
The 16th annual Vula Careers Day took place on
Friday 17 February 2017. The day was attended by
520 Grade 12 learners and teachers from eleven Vula
schools. The day continues to focus on career and
training options which require above average Grade
12 results in Mathematics and Science.
1312 13
PROTEC Mathematics and Science Week
During the winter school holidays Vula hosted the
PROTEC Grade 12 class for four days of intensive tuition
and revision. Teaching of the group was undertaken
by college staff members Mr Noel Robert and Mr Trevor
van Niekerk (Physical Science), and Mrs Charmaine
Padayachee and Mr Tim Mills (Mathematics).
Two of the PROTEC learners wrote the following at the
end of the week:
I most enjoyed being in the laboratories and doing
practical work. At my school this is not always
happening. We do not get the opportunity to wear
lab coats and safety glasses to do practical work like
we did here – which made me feel like a true scientist.
Thank you for contributing to my life’s journey to
success, you have helped build my confi dence and
you have given me the desire to work hard and study
hard.
151514
Analysis of 2017 Grade 12Mathematic Results of VuMA Schools
The learner results were analysed for the 2017 fi nal
Mathematics examination in order to gauge the
impact of the VuMA intervention on their performance.
In order to compare the performance of VuMA schools
with similar schools in the Umgungundlovu district, the
results of the quintile 1 to 3 schools were compared for
VuMA and non-VuMA schools. 1
Learner retention
The following table shows the number of learners
who registered for the Mathematics examination,
compared with the number who actually wrote the
examination. The numbers are shown for non-VuMA
schools and VuMA schools that are designated as
quintile 1 to 3, as well as for quintile 4 to 5 schools for
comparative purposes.
Table 1: Learner retention in 2017 Mathematics matric
examination
No. of candidates registered
No. of candidates who wrote the exam
Percentage who registered
but did not write (drop-out)
non-VuMA schools
2019 1 254 38%
VuMA schools 1610 1 248 22%
Quintile 4 to 5 schools
2 159 2 004 7%
This table shows that there is a higher rate of learner
retention in Mathematics in the VuMA schools than
in the non-VuMA schools. In the non-VuMA schools,
38% of the registered candidates did not write the
Mathematics examination. In the VuMA schools this
fi gure is much lower, at 22%. One can conclude from
this that the VuMA intervention assists with retention of
Mathematics learners in Grade 12.
Included in this table is the drop-off rate for quintile 4 to
5 schools, which is a very low 7%. This shows that there is
a clear correlation between the socio-economic level
of a school (as indicated by its quintile designation)
and the retention rate of learners towards the matric
exam. The VuMA intervention is having signifi cant
impact in mitigating the negative impact of socio-
economic level on retention rates.
This table also shows that, in quintile 1 to 3 schools in the
Umgungundlovu district, the number of Mathematics
candidates from VuMA schools is comparable with
the number of candidates from non-VuMA schools,
testifying to the reach that VuMA is having into the
disadvantaged schooling sector in the district.
Comparison of Mathematics performance of learners
The following table shows the percentage of learners
that achieved results in a range of performance-
bands for VuMA and non-VuMA schools.
Table 2: Learner performance in 2017 Mathematics
matric examination
Poor performance
(fail)
Good performance (pass)
Ac
hie
ved
0-9
%
Ac
hie
ved
0-2
9%
Ac
hie
ved
30-1
00
%
Ac
hie
ved
40-1
00
%
Ac
hie
ved
60-1
00
%
non-VuMA schools
22% 59% 41% 24% 7%
VuMA schools 15% 54% 46% 30% 10%
The results from Tables 1 and 2 are depicted in the
graph below.
Impact of VuMA on performance of female learners
Of concern in South Africa is the performance of
female learners in Mathematics in the fi nal Grade 12
examination. Where there is no appreciable difference
in performance of male and female learners at Grade
9 level in disadvantaged schools, as reported in the
TIMSS 2011 study, by the time they are in Grade 12
male learners outperform female learners in the
Mathematics examination. It is therefore of interest
to determine whether VuMA is having an impact on
the performance of female learners. The following
table shows the percentage of female learners that
achieved results in a range of performance-bands for
VuMA and non-VuMA schools.
Table 3: Female learner performance in 2017
Mathematics matric examination
Did not
write
Poor performance
(fail)
Good performance (pass)
Ac
hie
ved
0
-9%
Ac
hie
ved
0
-29
%
Ac
hie
ved
3
0-1
00
%
Ac
hie
ved
4
0-1
00
%
Ac
hie
ved
6
0-1
00
%
non-VuMA schools
39% 25% 65% 35% 17% 4%
VuMA schools
22% 18% 61% 39% 22% 6%
The results from Table 3 are depicted in the graph at
the top of the next column:
This graph shows that female learners from VuMA
schools perform less poorly than their counterparts
from equivalent non-VuMA schools. Where 25% of
females in non-VuMA schools perform extremely
poorly (achieving only 0 to 9% in Mathematics), the
percentage of VuMA learners in this similar category
is signifi cantly lower, at 18%. The female pass rate for
VuMA schools is 39%, compared with 35% for non-
VuMA schools. This shows that VuMA is having a
positive impact on female learner performance.
A grave concern in South Africa is the dropout rate
of female learners during their secondary education
years, especially for learners from lower income
communities. Research has found a correlation
1 The quintile system is used by the DBE to designate all government schools as one of fi ve categories, with quintile 1 schools indicating the least advantaged institutions while quintile 5 designates the most advantaged public schools. The quintile to which a school was assigned was based on the rates of income, unemployment and illiteracy within the school’s catchment area.
2 Trends in Mathematics and Science Studies, 20113 Hendrik Van Broekhuizen and Nic Spaull, The ‘Martha Effect’: The compounding
female advantage in South African higher education, Stellenbosch Economic Working Papers, Nov 2017
4 Fuller, B. and Liang, X. (1999). Which girls stay in school? The infl uence of family economy, social demands, and ethnicity in South Africa. Washington, DC: National Academy Press.
between a family’s fi nancial strength and the
likelihood of the daughter’s dropout in South Africa.4
It is therefore noteworthy that VuMA is positively
impacting on retention of female learners, since only
22% of registered female candidates from VuMA
schools do not write the examination, compared
with 39% in non-VuMA schools.
Much still needs to be done with regard to
strengthening the performance of female learners
in Mathematics, since across all schools males
are outperforming females in Mathematics, as the
following graph illustrates.
This graph shows that learners from VuMA schools
perform less poorly than their counterparts from
equivalent non-VuMA schools. In particular, where 22%
of learners in non-VuMA schools perform extremely
poorly (achieving only 0 to 9% in Mathematics), the
percentage of VuMA learners in this similar category
is only 15%.
The pass rate (which is a fi nal mark of 30% and above)
for VuMA schools is 46%, compared with 41% for non-
VuMA schools, and the percentage of quality passes
(with performance above 60%) is 10% for VuMA
schools, compared with 7% for non-VuMA schools.
The fact that these disadvantaged schools are
clearly achieving better results than their equivalent
counterparts is signifi cant in a context that has multiple
systemic barriers to performance in Mathematics.
1716 17
Impact based on classroom observations:
Teachers showed:
• good dedication and professionalism
• confi dence in integrating technology
appropriately
• effective use of diagrams and other visual tools
• meaningful questioning requiring thoughtful
responses
• learners were interested and participative
• teachers appeared confi dent in the subject
matter
• some prepared their own hand-outs – good
quality
• learners’ workbooks were well organised,
structured, with regular homework tasks and
feedback
Impact on teachers
Participation in the VuMA programme has resulted in
a distinct improvement in the quality of Mathematics
teaching that is taking place in the schools.
Impact on learners
The VuMA programme is having signifi cant positive
impact on learners’ perception of Mathematics and
on their performance in examinations.
Vula Lodge
• Creates a stable living base while attending VuMA
• Creates a greater sense of group cohesion and
collegial support
• Past VuMA teachers can organise weekend
workshops using the accommodation provided
by the Lodge.
Independent Evaluation
The Vula Programme greatly values the comments and
recommendations obtained from the independent
evaluations conducted on aspects of its work since
2008.
The latest evaluation, on the impact of the Vula
Mathematics Academy, was conducted during
the course of the year by Dr Sharon Grussendorff.
Dr Grussendorff’s report can be viewed at, and
downloaded from, the Vula website – www.hiltonvula.
com – click on About Us, and then on Annual Reports.
The main fi ndings of Dr Grussendorff’s evaluation were:
1918 19
Strategic Planning
During the year the Vula Programme completed a
strategic planning and review exercise which looked
ahead, and planned for the next three years. The
planning process re-affi rmed Vula’s main academic
focus areas (Mathematics and Physical Science),
but also provided for the option to add additional
subjects, depending on the availability of long-term
sustainable funding for the expansion.
It was further agreed that a second Vula Lodge was
urgently needed, and that sourcing the required
funding for this additional facility was an immediate
priority.
It was recognised that fi nding the right staff for Vula
was crucial and plans were put in place to deal with
Vula’s future staffi ng requirements.
Vula website and video
During the year a new Vula website was developed.
The new site is easily accessible at www.hiltonvula.com
In addition, a fi rst Vula video was also completed and
uploaded to both the Hilton College and the Vula
websites. The video, which tells the story of the Vula
journey of a Maths teacher from an outlying rural
area, was particularly well received. It is intended to
fi lm a further two videos during 2018.
Vula Staffi ng
Ms Ann McLoughlin who had been with the Vula
Mathematics Project for four years stepped down at
the end of 2017. Ann had been the main Vula contact
person with the teachers once they had returned to
their schools after a term at VuMA and she will be
sorely missed by everyone. Ann’s replacement is
Mrs Elaine Smallbones who is a highly experienced
Mathematics teacher.
Thanks
None of the above would be possible without the
support and encouragement received from many
people, organisations and businesses – locally,
nationally and internationally. To each and every one
who supports us, we owe an enormous debt of thanks.
Thank you for making it all possible.
Lloyd Smuts
Director of Outreach, Vula Programme at Hilton
College
February 2018
2120
VULA PROGRAMME AT HILTON COLLEGE
(THE HILTONIAN SOCIETY NPC)
Registration Number: 1928/001172/08)
SUMMARY FINANCIAL STATEMENTS31 December 2017
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Deloitte &ToucheRegistered AuditorsAudit & Assurance KZNDeloitte Place2 Pencarrow CrescentPencarrow ParkLa Lucia Ridge Offi ce EstateLa Lucia 4051Docex 3 Durban
Tel: +27 (0) 31 560 7000Fax: +27 (0) 31 560 7351www.deloitte.com
PO BOX 243Durban 4000South Afi ca
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Associate of Deloitte Africa, a Member of Deloitte Touche Tohmatsu Limited
Deloi e & ToucheRegistered AuditorsPer: Kim Peddie CA (SA), RAPartner24 March 2018
INDEPENDENT AUDITOR’S REPORT ON THE SUMMARY FINANCIAL STATEMENTS TO THE BOARD OF GOVERNORS OF THE VULA PROGRAMME AT HILTON COLLEGE Opinion The accompanying summary financial statements, which comprise the summary statement of financial position as at 31 December 2017, the summary statement of profit or loss and other comprehensive income, changes in equity and cash flows for the year ended, and related notes, are derived from the audited annual financial statements of the Vula Programme at Hilton College for the year ended 31 December 2017. In our opinion, the accompanying summary financial statements are consistent, in all material respects, with the audited financial statements of Vula Programme at Hilton College, in accordance with International Financial Reporting Standards (IFRSs) and the requirements of the Companies Act of South Africa as applicable to summary financial statements. Summary Financial Statements The summary financial statements do not contain all the disclosures required by the International Financial Reporting Standards and the requirements of the Companies Act of South Africa as applicable to financial statements. Reading the summary financial statements and the auditor’s report thereon, therefore, is not a substitute for reading the audited financial statements and the auditor’s report thereon. Board of Governors’ Responsibility for the Summary Financial Statements The Board of Governors is responsible for the preparation of the summary financial statements in accordance with International Financial Reporting Standards (IFRSs) and the requirements of the Companies Act of South Africa and for such internal control as the Board of Governors determine is necessary to enable the preparation of the summary financial statements that are free from material misstatement, whether due to fraud or error. Auditor’s Responsibility Our responsibility is to express an opinion on whether the summary financial statements are consistent, in all material respects, with the audited financial statements based on our procedures, which were conducted in accordance with International Standard on Auditing 810 (Revised), Engagements to Report on Summary Financial Statements.
VULA PROGRAMME AT HILTON COLLEGE REPORT OF THE BOARD OF GOVERNORS for the year ended 31 December 2017
The Governors have pleasure in presenting their report for the year ended 31 December 2017.
NATURE OF BUSINESS
The Vula Programme at Hilton College is a community service educational outreach programme carried out by The Hiltonian Society (Non Profi t Company) on behalf of the Programme sponsors. This Programme is distinct and separate from both the principal objects of The Hiltonian Society and its operations and is funded from sources external to the Society. Accordingly, the underlying assets and activities are not consolidated with those of the Society and are the subject of a separate set of fi nancial statements. The following notations are relevant to the custody of the underlying assets:-
a) The funds supporting the Programme are held in current and money market accounts with commercial banks;
b) The principal objective of the Programme is to contribute to the improvement of education in the Midlands of KwaZulu-Natal with the focus on under-resourced schools in the area, and the teachers and students at these schools;
c) The Programme assets are separate from those of the Society and are subject to the control and authority of a specifi c committee charged with carrying out this programme.
REVIEW OF THE OPERATIONS FOR THE YEAR
The fi nancial position of the Programme at 31 December 2017 is set out in the attached annual fi nancial statements. The statement of profi t or loss and other comprehensive income refl ects a total comprehensive income for the year of R27 900 (2016: R35 208)
PROGRAMME CHAIRPERSON
Mrs D K ten Hope
PROGRAMME GOVERNORS
The Programme Governors during the year under review and at the date of this report were:-
Mrs D K ten Hope (Committee Chair)Mr A E Franklin (Ex Offi cio)
PLACE OF BUSINESS
Primarily based at Hilton College, Hilton College Road, Hilton 3245. However, there are a number of satellite centres established within the immediate area.
SUBSEQUENT EVENTS
No material event has occurred between the year end and the date of this report, which requires disclosure in, or adjustment to, the annual fi nancial statements.
BY ORDER OF THE BOARD
A E FRANKLIN CHAIRMAN OF THE BOARD OF GOVERNORSD K TEN HOPE PROGRAMME CHAIRPERSON
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director: lloyd smuts
private bag 6001 hilton 3245 south africatel: 033 383 0100 • fax: 033 383 0163cell: 072 435 2451email: [email protected] www.hiltonvula.comwww.facebook.com/vulaprogramme
