WESSA Glencore report 2022

eMalahleni Glencore Eco-Schools Project IMPACT REPORT 2022

CONTENTS Glencore Eco-Schools Project Team Profile. . . . . . . . . . . . . . . . . . . . . . . . . . 4 Message from WESSA Schools and Youth General Manager . . . . . . . . . . . . 5 Reflections from Zwakele Ngwenya . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 6 Project background . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 7 Project Stats 8 Stories of Change Besilindile Primary School . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 9 Blackhill Schoongezicht Primary School . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 10 Edward Matyeka Primary School. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 11 Gekombineerde Skool Ogies . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 12 Hlalanikahle Primary School. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 13 Hlangu Phala Primary School. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 14 Jeremia Mdaka Primary School. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 15 Johannes Kananda Primary School . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 16 Kromdraai Primary School. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 17 KwaGuqa Primary School . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 18 Makause Combined School. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 19 Maloma Primary School. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 20 Nancy Shiba Primary School . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 21 Sibukosethu Primary School . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 22 Siyathokoza Primary School. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 23 Sukumani Primary School. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 24 Thuthukani Primary School . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 25 Social responsibility with a difference. . . . . . . . . . . . . . . . . . . . . . . . . . . . . 26 Funder Acknowledgement. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 28

Glencore Eco-Schools Project Team Profile

CINDY-LEE CLOETE

Responsible for project management function and reporting NOMFUNDO NDLOVU Senior Project Manager Schools and Youth

ZWAKELE NGWENYA

PRAVIN VISHNUPERSADH Finance Administrator Schools and Youth

General Manager Schools and Youth

Responsible for all project implementation and reporting Project Coordinator Schools and Youth

Responsible for all procurement processes and financial reporting

Responsible for leading the WESSA team with strategic planning for the project

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Message from WESSA Schools and Youth General Manager

about the environment, and toward localized, relevant, and holistic methods. Traditionally, the environment, conservation and climate change are taught through textbooks, sciences, and hands- off, theoretical approaches. This distances learners from understanding their role and place in the environment and how climate change is relevant to their own lives. This project enabled educators to think creatively about ways of developing participatory, relevant, and community-centred teaching about the environment. The story of the eMalahleni Eco-Schools, supported by Glencore, is one that should be replicated across the country For schools to be in control of the things that matter to them and to be supported by people who care, is what makes the WESSA Eco-Schools programme so unique. The learners of these schools represent an entire generation and through their participation in the Eco-Schools programme, we want to show them that they are a source of hope and pride. Cindy-Lee Cloete General Manager: Schools and Youth Unit

One of the biggest challenges for future generations will be the state that we leave this planet in for them. Youth around the world are already feeling the weight of having to deal with an inhospitable planet as climate change and its consequences are already on our doorstep. Education for sustainable development is considered an important tool in the process to equip future generations with the skills, knowledge, and competencies to adapt their behaviour and find innovative mitigation solutions to the ever- present threat of climate change. We recognize that our future leaders cannot wait until they are adults to make the changes necessary to live on a planet that is safer and healthier. This change needs to be part of their learning journey and part of their way of life growing up. The WESSA Eco- Schools Programme offers school leadership teams, educators, and learners an opportunity to be part of a movement that improves their quality of life at school and community levels. The journey to sustainability for the 17 eMalahleni Eco-Schools started in 2018 and they have been committed to enabling growth, understanding and participation of their school community caring for the earth. The environmental content knowledge of educators has increased, and they are able to better understand how it is related to their everyday lives as well as how to bring the curriculum to life by using their environment as an educational tool Through workshops and trainings offered by WESSA, educators are encouraged and supported to move away from traditional pedagogies and ways of teaching

The journey to sustainability for the 17 eMalahleni Eco- Schools started in 2018 and they have been committed to enabling growth, understanding and participation of their school community caring for the earth.

eMalahleni Glencore Eco-Schools Project: IMPACT REPORT 2022 5

Reflections from Zwakele Ngwenya

The eMalahleni Glencore Eco-Schools Project has been key in teaching about the role of biodiversity and how it can support human and societal needs. Greening our schools and establishing biodiversity gardens which are being used as a teaching and learning resource has created outdoor teaching and learning spaces. Our support and action projects have been curriculum activated enabling teachers to incorporate this environmental knowledge into their various subjects learning areas to provide practical teaching and learning as a way of enhancing education in the schools.

illegally dumped waste and the smoke when the waste is burnt. The illegal dumping sites have created a favourable condition for the rats and mice infestation which in some areas is creating serious health hazards and the schools have also reported damages to their teaching resources and the food kept in the storages to cook for the learners. There is also a challenge of soil erosion which occurs when the soil is blown or washed away during windy and rainy season due to the bare ground and lack of trees and vegetation around the school yards. Through a review conducted with the schools on their challenges, the relevant theme action projects were selected based on the Health and Wellbeing, Waste, Water and Biodiversity and Nature. To lay the foundation for environmental learning in year one the focus was to support the schools with starting or reviving the food gardens to help supplement the schools’ nutrition programme with fresh vegetables. We later introduced the waste theme, looking at waste as an environmental challenge, its environmental and social impact and how we can work together to address the challenge. Water scarcity has been a challenge in eMalahleni leading to the temporary closure of some of the schools. IMPLEMENTATION OF THE PROGRAMME AND FOCUS ON THE CHALLENGES

My journey as the Glencore Eco-Schools Coordinator began in July 2019 supporting the 17 schools based in Phola, Ogies and KwaGuqa and Ackerville in eMalahleni. At the beginning I needed to understand the background of eMalahleni and the schools that I will be working with in terms of the culture, traditions of the place, also the environmental and socio-economic state of area. Through working closely with the schools and the community groups I was able to identify how I could be able to utilise the WESSA resources to support the schools in improving their environmental management and also to appreciate their surroundings. The schools are located between the three townships, Phola, KwaGuqa and Ackerville with the learners coming from different backgrounds and experiencing various social challenges such as unemployed parents’ who are dependent on grants as a source of income, orphaned learners under guardianship of grandparents and relatives, child headed families and some facing domestic abuse and poverty. Most of the learners are heavily dependent on the school’s nutrition programme for food supply. Environmentally the area has poor air quality due industrial activities, bad odour around communal areas from decomposing SCHOOLS CONTEXT

Its been an amazing journey supporting the Eco-Schools in eMalahleni and to witness the change it has brought to the community.

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EMALAHLENI: PLACE OF COAL eMalahleni, previously known as Witbank, has many attributes of a city of the industrial revolution. As with many of the cities that then emerged from small settlements, it largely owes its existence and fortunes to the presence of abundant coal reserves. Communities rely more heavily on the environment as a buffer against household distresses, such as job loss or mortality. The state of the local natural environment is, therefore, central to the well- being of households in peri-urban regions of the Emalahleni and Nkangala District Municipalities. The Glencore Eco-Schools Project started off as one day events which were celebrated with a few schools to raise awareness on various environmental days. Glencore then saw a need for a long-term sustainable intervention to help support the schools in eMalahleni to chart a path to sustainable development. 17 schools were then identified in EMalahleni located in Phola, Project background

REFLECTIONS

Food gardens play a major role to the schools’ nutrition programme and have provided life skills which learners are using to address food security challenges in their communities. The schools have reported how the food gardens have attracted community members and some of the parents to the need to start micro gardening in their homes with other parents offering support for the maintenance of the schools’ food gardens. Introduction of the waste theme action projects has contributed to improved waste management at these schools and identifying opportunities for wastepreneurship to sustain the projects. The celebration of calendar days such as the Arbour week and Mandela Day has helped change the mindsets and encourage the schools into greening their spaces by planting trees to beautify their schoolgrounds through the spectacular biodiversity gardens. It is great to see the school community taking ownership of the projects by adding barricades to protect their projects as well as raising funds to further develop and maintain the action projects. It’s been an amazing journey supporting the Eco-Schools in eMalahleni and to witness the change it has brought to the community. It has been a privilege to realise just how the learners enjoyed the outdoor practical and hands on learning activities and being able to solve real life environmental challenges. The eMalahleni Glencore Eco-Schools Project has been driving force behind changing mindsets towards a greener and environmentally sustainable way of living in the community of eMalahleni. Zwakele Ngwenya Project Coordinator: Schools and Youth Unit

of action and behaviour change for a better and more environmentally aware community in eMalahleni.

Three areas were identified as being priority areas in eMalahleni which were food security, waste management and climate change One of the priorities of Vision 2030 is improving the quality of education, skills development and innovation. The Glencore Eco-Schools Project responds to this priority area by strengthening education through project-based teaching and learning and developing learners 21 st century skills

8 Schools in Kromdraai

Besilindile Primary School Blackhill Schoongezicht Primary School Edward Matyeka Primary School Johannes Kananda Primary School

6 Schools in Ogies 6 Schools in eMalahleni Hlalanikahle Primary School Maloma Primary School Sibukosethu Primary School Kromdraai Primary School KwaGuqa Primary School Nancy Shiba Primary School Jeremia Mdaka Primary School Gekombineerde Skool Ogies Hlanguphala Primary School Makause Combined School Siyathokoza Primary School Sukumani Primary School Thuthukani Primary School

Ogies and Kromdraai areas who would be part of the Glencore Eco-Schools project. The project was aimed at skills development to bring about sustainability

Kromdraai

eMalahleni

Ogies

eMalahleni Glencore Eco-Schools Project: IMPACT REPORT 2022 7

Project Stats

Water tanks installed

Water saved

Learners

Schools

Teachers

5

8 000 L

17

410

12 250

Food gardens sustained

Size of Harvest

Number of Green Flags

2 500kg

12

17

Food tunnels erected

Biodiversity gardens installed

15

5

Environmental days celebrated 9

Green income generated

Recycling stations set up

Waste recycled

R18 000

4500kg

5

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Stories of Change Besilindile Primary School

Kromdraai

OUR PROJECTS The team established a biodiversity garden together with a food garden with the use of old tyres as planters. The team sowed a variety of vegetable seeds and the school has been receiving a continual food supply from the garden till now The project managed to feed over a thousand learners including the school staff through the school feeding scheme project was spearheaded by Mr Vincent Mogau Mokheseng. His passion for sustainable living and having a holistic view for the environment was embedded growing up in a community where each household had a food garden, which had the potential of improving food security and nutritional food diversity and less malnutrition.

ECO JOURNEY Besilindile Primary School is a non-fee school situated in a vibrant and colourful community of Emalahleni in Mpumalanga. The school was established in 1996, built by the community philanthropist through the donation of building materials as the school lacked structure for the pupils. It was later recognized and adopted by the Department of Education In 2002 as a public institution as we have today. The journey began upon receiving a circular with an invitation to attend a workshop at Kroomdraai Primary School. Besilindile Primary embraced this amazing opportunity for their school and eagerly accepted to be part of the initiative with warm hands and attended the workshop. The school became part of the WESSA Glencore Eco-Schools Project four years ago and the

Eco-School Awards

what you sow but also educational through the humility of gardening by gaining faith, confidence and commitment, as well as understanding how to achieve short- and long-term goals.

IMPACT IN OUR SCHOOL

The knowledge was then passed on to the school staff and now majority of the learners and the school staff started food gardens with the usage of waste material and tyres at home. The aim is to alleviate poverty, constitute the sustainable development goal (SDG) 2 and improve mental health as gardening is a form of exercise which advocates for health and wellbeing. The team focused on food gardens and planting of indigenous species under the biodiversity theme which is incorporated in the school curriculum helping to reduce the school’s carbon footprint Mr Mokheseng expressed that despite many attempts, the journey would not have been a success without the partnership, determination, compassion and willingness of Mr Ngwenya’s to assist struggling schools. Besilindile Primary is working on expanding their projects and getting the Foundation phase learners more involved to keep on planting green seeds.

The learners have developed skills for growing food and learnt that gardening is not only about reaping

eMalahleni Glencore Eco-Schools Project: IMPACT REPORT 2022 9

Blackhill Schoongezicht Primary School

Kromdraai

biodiversity on land and taking care of the soil as the phrase says, “a nation that destroys it’s soil destroys itself”. A healthy biodiversity results in healthier soil, less erosion and better water conservation.

ECO JOURNEY Blackhill-Schoongezicht Primary School is in a township named Kwa-Guqa Ext 10 under the district of Nkangala in Emalahleni, Mpumalanga. It is recognized as one of the best schools in the spelling B competition and holds an excellent reputation with learners from vast extensions in Emalahleni. The school holds a guiding beacon- vision that “a nation that destroys its soil destroys itself”, this is what the school advocates for in their aspirations in raising awareness about land pollution. Blackhill-Schoongezicht school was introduced into the WESSA Eco-school programme in 2019 under the health and wellbeing theme through food gardening with the intention of learning how to create a successful sustainable garden using organic methods. The school also aimed to raise environmental awareness, understanding and respecting nature and natural resource management, as all these aspects provides us with the fundamental qualities of human life. As part of the health and wellbeing theme the focus was on food gardening The Grade 7 Eco committee learners together with Mr Vilakazi initiated a food garden within the school yard, which benefitted the school’s nutritional food scheme and giving learners a natural experience, which helped with their mental wellbeing Agriculture plays a crucial role in our lives as it possesses the power to harm or heal. Learners now understand the importance of prioritizing FOOD GARDENING PROJECT

POSITIVE CHANGE IN LEARNERS

Learner demonstration of the hand washing station

The food gardening programme has been a great success as it is linked with the school curriculum through an outdoor education approach. Blackhill- Schoongezicht has taken the opportunity to reinforce various areas of the school curriculum particularly subjects with hands on activities to use this to gain experience through outdoor practicals e.g. type of rocks and soils, identifying bugs, measuring rainfall and waste management using vegetable peels as compost for the garden.

to plan, problem solve, accountability and most importantly teamwork as, “teamwork makes the dream work” and together we can discover, learn and grow It is rewarding to see the learner’s attitudes and perception towards having a food garden change as some have discovered their talents and love for gardening. They are now implementing these skills at home with the community.

The programme also taught the learners how

Learners working in the food garden

Biodiversity garden

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Edward Matyeka Primary School

Kromdraai

HEALTH AND WELL-BEING Edward Matyeka is a primary school situated in Mpumalanga province within the Nkangala District Municipality in Emalahleni around a village called KwaGuqa. The school has been part of WESSA Eco-Schools project in partnership with Glencore since 2018. It was by the collective efforts of passionate teachers, dedicated learners, and significant community involvement that the school decided to make Environmental Education and protection come to the forefront of their objective towards learning They have achieved amazing results which have improved the overall school environment To achieve their target towards environmental sustainability, they set an amazing goal to help to ensure that implementation goes well. A team of five teachers and Grade six and seven learners was set up, and their amazing work has been seen. Edward Matyeka Primary School has embarked on improving healthy habits daily to attain better physical and mental health outcomes, so that instead of just surviving, the school community is thriving. This was achieved by the creation of a food garden, which assisted the learners to feed on the food garden when there was a shortage with the schools feeding scheme. The food garden project has encouraged learners to plant and sell produce grown by their own effort Learners were taught the ways to support and grow plants for themselves in their communities. Covid-19 relief resources have benefitted the school to reduce the spread of Covid-19 and improve sanitation.

Harvesting vegetables

WASTE MANAGEMENT

BIODIVERSITY GARDEN AND INDIGENOUS PLANT KNOWLEDGE The biodiversity garden is an important feature in the school ground. The establishing of the biodiversity garden has assisted the learners with the involvement in improving their own environment and helping learners to observe the interrelations in nature and bring the curriculum to life with real examples Learners have been able to study different kinds of animals and their habitats in the library plant area formed by WESSA within the school. The project has benefitted all learners, even those who can’t go to nature reserves or botanical gardens, to experience nature in their school ground. As a clean and litter-free school Edward Matyeka Primary School has seen an important element of environmental protection and need to provide hygienic, efficient, and economic solid waste storage, collection, transportation and disposal of waste without polluting the atmosphere, soil or water system. Through this initiative, learners recycle two- litre bottles and fill them with plastic waste to make Eco-bricks. It helps them to re-use waste materials and teaches learners to stop littering in their environment.

“As the champions in environmental protection and healthy living, Edward Matyeka Primary School will always be part of WESSA to foster and make a remarkable footprint to inspire future generations to continue the mission and vision of protecting the environment in their school and communities.” Edward Matyeka Primary School School Principal

Hand washing station demonstration

eMalahleni Glencore Eco-Schools Project: IMPACT REPORT 2022 11

Gekombineerde Skool Ogies

JOINING THE WESSA ECO-SCHOOLS PROGRAMME

POSITIVE IMPACT AND CHANGES The sustainable food garden is yielding good results and supporting vulnerable learners with food Learners and teachers have gained practical skills through the creation of the food garden, and this has also assisted with reducing costs for the nutrition programme. Teachers are now promoting health and well-being and organic methods of growing food.

Ogies

FOOD SECURITY AND MANAGING WASTE SUSTAINABLY The journey was a new and fascinating experience for Gekombineerde Skool. A food tunnel was erected at the school to protect their crops during the harsh seasons This helped them understand why farmers use growing tunnels in the garden as it yields good results Gekombineerde Skool Ogies is a public combined school located in Mpumalanga Province within the Nkangala District Municipality in Ogies. The school has been part of the WESSA Eco-Schools in partnership with Glencore since 2018.The school is located in an urban mining area with a lot of environmental challenges and pollution which was identified as one of the environmental problems impacting the community at large. With the assistance of Glencore offsetting and WESSA with their environmental education, the school planned to mitigate the impact on the environment. Having learnt about waste management strategies and the 3Rs (Reduce, Reuse and Recycle) has taught learners artistic ventures keeping the school and surrounding communities clean. The school hygiene unit for handwashing has been of great help in teaching learners about hand hygiene and containing the spread of Covid-19. Learning about the importance of biodiversity has helped the school community to value and protect their surroundings and plant more trees around the school.

Working in the food tunnel

Water shortage remains a challenge as the borehole also runs out of water. The municipality does not supply water to the school. Gekombineerde Skool Ogies will work towards fundraising to securing a water tank for rain harvesting.

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Hlalanikahle Primary School

CASE STORY

SUSTAINABILITY AND THE FUTURE This year they aim to find more sustainable ways of using scarce natural resources like water. This will ensure that water is not wasted and is available for future generations to come. The school’s Eco code focuses on starting a vegetable garden for learner benefit within the school and these skills can be taken back into the community to improve family livelihoods.

eMalahleni

PROJECTS Hlalanikahle Primary School is a public primary school located in eMalahleni, Mpumalanga Province, South Africa. It was built in the seventies and most of the learners are from informal settlements where most parents are unemployed. The schools Eco committee comprises of the learners from the school and Mashinini A.C.M oversees the project. The school focuses on three of the Eco School project themes, Health & Wellbeing, Waste, Biodiversity and Nature. Hlalanikahle Primary has a thriving food garden which focuses on food sustainability, and they have also implemented recycling, waste sorting and reusing of waste materials They have used plastic bottles to make Eco-bricks as a response to containing plastic pollution which is a huge threat to our environment. Eco-bricks help reduce the amount of plastic waste found in the school and the community of Ackerville. Learners have been fortunate to visit Ezemvelo Nature Reserve to learn more about nature, wildlife, and the various symbiotic relationships.

Working in the biodiversity garden

This in turn will help eradicate poverty and crime. Communities will become more independent and resilient while ensuring a greener and more sustainable community for everyone. Learners have a deeper understanding of how to look after the environment, adverse effects of climate change and what they can do to limit their

waste and other practices that contribute to this phenomenon This is all done while linking theory classroom learning with practical outdoor learning

Eco-Schools award

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Hlangu Phala Primary School

ACTIONS TAKEN

FOOD SECURITY AND MANAGING WASTE SUSTAINABLY comprises of two surnames namely Mahlangu and Phaladi combined who were two prominent men amongst the community of Ogies. The journey started fifteen years ago with the aim of working together towards making the world a better place, being ambassadors of protecting the environment and natural resources by making Hlangu Phala Primary School a water wise school. The learners and an Eco teacher N A Nkhutha initiated a sustainable vegetable garden which supplemented the school’s nutrition programme daily When Hlangu Phala Primary joined the Eco-Schools programme in 2018, the plan was to expand the vegetable garden. Gardening offers opportunity for physical activity where the learners gained skills on how to make compost and prepare seed beds. Hlangu Phala Primary School is a Quantile level 4 public school which was initially a mission school now converted into a government school. It

learners have an active recycling project where they collect bottles, tooth paste card box and other recycled material to make creative crafts and toys.

Ogies

The learners volunteered to be environment consuls where they cultivate ornamental plants, vegetables, and indigenous plants in the school premises to prevent soil erosion and reducing surface runoff Arbour Day celebration was an opportunity to reach the wider school community and raise awareness on the importance of trees to humans and the environment. School gardens are a haven for the children. It’s where they can develop critical thinking, collaboration and creativity skills. The school did an audit of the amount of energy that is consumed at the school and implemented an energy saving approach linked with SDG 7 They worked on energy use reduction and were able to reduce consumption and are monitoring usage annually Schools can provide a vast of educational opportunities by creating awareness about waste management. Waste management in schools is linked with Natural Sciences and Technology, Economics and Management Science. The Eco

REFLECTIONS The environment is now clean and healthy. There are continuous meal supplements from the food garden and active learner participation. The Natural Sciences lessons have been fun and teachers have been able to integrate content learned in their teaching subjects.

The Eco committee at Hlangu Phala Primary appreciates being part of the Eco-Schools project which has inspired them to take better care of their environment.

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Jeremia Mdaka Primary School

Kromdraai

CHALLENGES FACED

and the skills they need to go out into their communities and make more food gardens This school is in an impoverished community and these food gardens could help alleviate poverty and generate household income for families. The Glencore Eco-Schools project is helping this community become greener and building community resilience. The learners have been taken on educational environmental trips that have helped widen their knowledge on biodiversity and this links with their current syllabus.

GOING GREEN The school has focused on addressing three environmental challenges, food security and waste management and reducing their carbon footprint The committee also includes other community members and teachers that focus on keeping their environment green. This project has enabled the school to grow their own vegetables which provides learners with healthy and nutritious meals Jeremia Mdaka Primary School is a public primary school located at Prof Bengu Street, Extension 16, Mpumalanga Province, South Africa. The Eco- Schools programme is led by learners who form part of the Eco-committee and a teacher that supervises the project.

A huge challenge for the school is the high levels of crime in the area. The school fence has been damaged and project resources have been stolen and school property vandalized. This has

allowed an entry point for cattle to graze on the school grounds. Jeremia Mdaka Primary school management has contacted a security company and are engaging with community members to promote community protection and safety and there is hope for a safer school.

Planting trees

Harvesting vegetables from the garden!

eMalahleni Glencore Eco-Schools Project: IMPACT REPORT 2022 15

Johannes Kananda Primary School

Kromdraai

through the different types of waste.

Johannes Kananda Primary School is situated in KwaGuqa township in eMalahleni, Mpumalanga. The area is challenged with socio economic challenges, such as poverty and community safety. The food garden project which supplements the schools feeding scheme has sparked an interest in some community members to request for gardening space at the school to start their community subsistence food garden. The teachers at Johannes Kananda Primary School have attended several workshops which have contributed to their professional development and helped them with their teaching. Learners and teachers started getting involved in environmental projects and started celebrating environmental calendar days The school celebrated World Animal Day by taking learners to Ezemvelo Nature Reserve where they were able to explore different animal species and learnt about the importance of animal protection. After realizing the amount of waste in and outside of the school, an initiative was taken to create awareness on sustainable waste management practices. Learners took part in a clean-up campaign around the school and were taken

Biodiversity gardens were created using recycled tyres which the learners collected. Teachers have started using the garden as their teaching tool, allowing the learners to touch, smell and feel the plants which they are learning about

SUSTAINABILITY OF ACTIONS AND BEHAVIOUR CHANGE

It’s been rewarding to see Johannes Kananda Primary School starting to generate an income through selling their vegetable produce to the teachers and community. The profit made is used to support other projects and school needs.

The food garden is providing access to food to vulnerable learners and community members The skills gained are being used to build resilience by ensuring the community is food secure.

“When I taught the process of photosynthesis in term one, I took the learners outside in the food garden for the practical lesson. Learners were able to easily grasp the topic and enjoyed learning outside.”

Eco Teacher: Johannes Kananda Primary School

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Kromdraai Primary School

Kromdraai

A POSITIVE CHANGE AT KROMDRAAI Through the project learners have an increased awareness of environmental issues, a sense of responsibility and are conscious

Rainwater harvesting at the school is supplying clean water throughout the school for hygiene purposes The biodiversity garden has helped with improving learners plant knowledge and understanding the role of biodiversity in ecosystem health Teachers conduct lessons at these biodiversity gardens which are opportunities for learners to take part in hands on activities. Kromdraai Primary has been taken through various recycling lessons and have since started making Eco-bricks to reduce plastic waste in their school ground.

Kromdraai Primary School is situated in Hlalanikahle, Mpumalanga. The area where the school is situated is surrounded by informal settlements and most parents are unemployed and are dependent on social grants. The school has highly benefitted from taking part in the Glencore Eco-Schools project. The school’s food garden project has been able to provide a continuous supply of food to the schools feeding scheme and support community members in need The vegetable scraps are used to make organic compost Parents are impressed after

of their surroundings . Kromdraai Primary has made great progress with improving sanitation around the school and conserving water. Healthy food from the vegetable garden supplements the schools feeding scheme and vulnerable learners are able to take food home to their families. Teachers at Kromdraai Primary are now delivering outdoor lessons and other adopting innovative teaching strategies.

a few learners started making vegetable gardens at home from the experience they got from school.

Celebrating their Eco- Schools award!

Learners working in the food garden

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KwaGuqa Primary School tunnel handover

KwaGuqa Primary School

Kromdraai

WASTE MANAGEMENT Waste management has been a challenge in the area and in the school and there is a massive amount of littering. Majority of the waste is incinerated which has a negative impact on the microclimate in the school. Potential resources are lost, and the environment is filled with sulphur, nitrogen and halogens. Zwakele Ngwenya has been working closely with KwaGuqa Primary to set up recycling stations and help the school adopt sustainable means of managing their waste. The second project which KwaGuqa Primary has been passionate about and implemented is a biodiversity garden. The school promoted biodiversity outreach with the learners under Biodiversity and Nature incorporating the climate change theme through educational and hand-on activities by planting trees around the school to raise awareness and create a healthy environment for the learners. 1-4), by providing organic vegetables to learners in need, equipping learners with skills on how to implement the knowledge at home and mostly it enabling teachers to link the food garden project with the content learned from Natural Sciences.

ECO-SCHOOLS PROJECTS KwaGuqa Primary School is situated in the industrial area of Emalahleni in Mpumalanga. The school comprises of learners from the surrounding area where majority of them are from child headed household or parents are unemployed. Systematically the learners would fall under the food poverty line and absolute poverty category making them depended on the schools nutrition feeding scheme. KwaGuqa Primary advocates for a litter free environment within their school and community. The school has an amazing Eco committee which involves the learners led by two teachers Mrs T. Madonsela and Mrs S.K Leshaba. They initiated their first project being a food garden in the school. By initiating the food garden projects we benefitted greatly and were able to alleviate poverty under sustainable development goal (SGD

ACHIEVEMENTS IN OUR ECO JOURNEY Upon joining the WESSA Eco- Schools Programme the Eco-committee has gained vast knowledge on starting and maintaining food gardens and striving for environmental resilience. The project has equipped the learners with life skills which can be implemented at home and help reduce carbon footprints and move towards mitigating the effects on climate change, and create a healthy environment for the future generation.

“It has been a privilege and we are thankful to be part of this initiative we also received a hand wash system which assisted in reducing the chances of contracting the COVID- 19.” Mrs T Madonsela, Eco Teacher

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Makause Combined School

SKILLS LEARNED BY THE LEARNERS

school is in a mining area which is having a huge impact to our environment and climate.

Makause Combined School is situated at Tweetfontein around the Tweetfontein mine under the region of Emalahleni in Mpumalanga. The school comprises of learners from mixed households affected by high unemployment rate in the area. Makause Combined School is glad to have taken the first step in joining the WESSA Eco- Schools Programme with aim of raise awareness about environmental protection and reducing their energy consumption.

Patience , sowing needs patience as gardening needs time and seeds needs to germinate and mature before being harvested. Responsibility , learners needed to take ownership of the garden by preparing the beds, ploughing, weeding, and watering to ensure growth of seedlings. Self-confidence , with the knowledge learned from the eco teacher and the coordinator on what is needed to make a garden successful the learners gained confidence to go int their communities and practice these skills.

Ogies

Teachers and learners wanted to take action to advocate for the environment for a sustainable future. After completing their electricity audit the school concluded that it was consuming too much energy in an unsustainable manner therefore, they came up

with an approach to use energy eco saving bulbs and only switch on the

THE ECO JOURNEY

Makause Combined School joined the WESSA Eco- Schools Programme in 2018 with a warm welcome, positive partnership and commitment from the coordinator willing to go an extra mile to assist in overcoming the schools’ environmental challenges.

lights when it is needed.

A new theme has been added which is the waste theme where the Eco committee is focusing on

The Energy theme was focused on the sustainable use of energy in the school The

ECO-SCHOOLS PROJECTS

The team focused on various projects with the school liaising with the help of the coordinator. The first project started was the sustainable vegetable garden. The vegetable garden is used as an outdoor learning model for hands on activities which are linked with the curriculum subjects Mathematics, Arts, Natural Sciences and Business Studies The vegetable garden equipped the learners with knowledge of where the food they consume comes from and an understanding of the life process of each plant until its mature stage before being harvested. The food garden has helped equip learners with knowledge but also assisted in supplementing the schools nutritional feeding scheme as some learners depend on the feeding scheme

implementing their waste management plan. There is an active recycling project at the school and making of Eco-bricks to reduce plastic waste in the school ground Makause Combined School wishes to grow the recycling project into an income generating project to financially support other projects

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Maloma Primary School

Learners working in the food garden

ENVIRONMENTAL CHALLENGES

eMalahleni

Maloma Primary joined the WESSA Eco-Schools Programme in 2018. Since then, the Eco- committee and the school community has gained so much knowledge about sustainability and how to look after the environment . The school has a challenge with waste management and littering especially after weekends as the school accommodates church groups on weekends. After much engagements with the church, the Glencore project supplied Maloma Primary with labelled recycling bins. The recycling project has changed the learners’ and churchgoers’ perspectives on waste . The community learned that nothing should be regarded as waste Water scarcity was a huge challenge at Maloma and the school struggled with maintenance of the schools food garden. The school’s water tank has helped to catch and conserve rainwater during droughts which is used for irrigation in the food garden.

Learners learning about the aliens plants impact on biodiversity

GREAT BENEFITS

SUSTAINABILITY AND FUTURE PROJECTS Maloma Primary School teachers hope to inspire every learner at their school to adopt sustainable lifestyles and to take care of the environment. They also want to raise awareness on pollution which is one of biggest environmental challenges in eMalahleni. The Eco Committee consists of 10 learners, two School Governing Body (SGB) members and one community member and two teachers. Mrs Manyaka who is one of the lead teachers expressed that she received training in subsistence farming which has helped her to assist some parents to improve their farming skills. Maloma Primary School won a certificate in the District for being a healthy school Since joining the Eco-Schools programme there has been noticeable positive changes in the school environment The recycling programme includes collection of bread tags and paper, which the school sells to raise funds to buy other equipment such as gardening tools and recycling bins. Mrs Manyaka says the workshops have assisted her professionally as she is now able to integrate practical skills when teaching Mathematics or Life Skills.

Eco-Schools Award ceremony

‘’People have learned that nothing should be

regarded as waste. Throughout my eco-journey I have realised that caring for the environment has a way of changing how people see themselves and that they can connect with nature in many ways.’’

Millicent Melissa Manyaka Eco Teacher

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Nancy Shiba Primary School

School tunnel

Kromdraai

SCHOOL PROJECTS ENVIRONMENTAL PROBLEMS AND THEIR SOLUTIONS Recycling has helped with fund raising, and guards against littering and pollution in- and around the school. Tree planting beautifies the school and provides learners with shade during lunch break. A few fruit trees have been planted which provide peaches for the learners. One of the first issues Nancy Shiba Primary tackled was waste management. Pollution was created by a lack of resources such as refuse containers but also by littering and illegal dumping near the school, which the wind would blow into the school grounds. The solutions started in the classrooms, where we engaged learners about waste and its environmental impacts. Next, learners were taken to the polluted areas where they could observe The food garden was developed and now supplements the school’s feeding scheme Nancy Shiba was struggling with various environmental issues and was excited to join the programme in 2018. It gave the learners an opportunity to use the food garden as a practical learning tool , offering mind-changing life skills, such as taking care of the environment and not littering.

the many linkages to their lessons as well as play an active role in keeping the area clean. This approach has helped change the learners’ attitudes greatly. One of the challenges with sustainable food gardening was that caterpillars which would feast every night on the vegetable seedlings, mostly spinach, lettuce, and beetroot. The groundsmen had little time to spare to work in the gardens and deal with these pests. Through the Eco-School programme Nancy Shiba received an organic caterpillar repellent, which has reduced the pest problem greatly. The school principal came up with a concept which has worked really well at this school Community members assist with sustaining the school’s food garden In return they each have their own plots in which to plant their own food This has allowed our school groundsmen to be able to focus on other school matters. Recently the school received garden resources from local corporates through the recognition of being the best environmentally friendly school in the area.

“Our strength is in our planning and support from the WESSA team.” A Kunene

FUTURE PLANS AND WISHES Nancy Shiba wishes to expand their recycling project by fundraising for more waste sorting bins. They also have plans to extend what they have learnt into what they call “Eco-community”. An Eco- Community Programme could help the community, particularly those homes surrounding the school, to have a better understanding of the schools projects and what we are trying to establish. through this programme Dudu Mlambo says she has learned grow food in a sustainable way and her organic garden at home is now without chemicals, she now makes her own compost rather than buying fertilizer. She has also started growing strawberries at home.

IMPACT ON TEACHERS

Teachers at Nancy Shiba expressed that they have grown personally and professionally

Harvesting

‘’The programme has changed my perceptions, as well as my leadership and management skills and I am now a better communicator. It has also helped me to understand the value of these environmental aspects at our school as teaching resources. I see how much the learners enjoy being outside, in the garden and being active, which has further expanded their understanding and well-being.” Dudu Mlambo, Eco Teacher

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Sibukosethu Primary School

eMalahleni

food such as rainwater harvesting and making compost In 2020 they started the white paper recycling project which has been income generating and helping

Sibukosethu Primary School is located in eMalahleni, KwaGuqa Township. The school promotes wellbeing through various sports such as soccer and netball. They also have a vegetable garden which supports the schools feeding scheme.

to keep their school clean. The waste theme has been encouraging learners to reuse, reduce and recycle their waste and also look at waste differently. The biodiversity and nature theme has been exciting from the creation of the biodiversity garden to learning about medicinal and indigenous plants and their value. Teachers are using the biodiversity garden as an important feature for practical lessons and hands on activities As a committee, the teachers had to share tasks for each member of the committee and at times had to ask for assistance from teachers who are not part of the programme with planning and resource development. The principal has been supportive and provides guidance when needed. Learners at Sibukosethu Primary have enjoyed the outdoor learning

ECO-JOURNEY

The journey started when teachers at Sibukosethu Primary were introduced to the project and attended a workshop on healthy soils. The Eco committee then expanded the food garden introducing sustainable practices of growing

sessions the project has offered especially using their hands to create the gardens which are being used at the school. Teachers expressed that participating in the Glencore Eco-Schools project has helped them improve their teaching and overall well-being.

“Greening our school to create a conducive teaching and learning school environment.” Sibukosethu Primary School Eco Code

“The programme has introduced us to other ways of teaching and provided resources which have helped us to improve teaching about the topics that previously has been a challenge especially those related to the environment. The programme has made us look at our surroundings in a different way and how we can create a welcoming environment in our school. We are grateful for all the resources that have been given to us as they were helpful to the school and our learners”

Sibukosethu Primary School Eco Teacher

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Siyathokoza Primary School

MANAGING WASTE

VEGETABLE FOOD GARDEN Siyathokoza Primary School is in a mining area in Mpumalanga under the Nkangala district in Phola in Emalahleni. The school has been part of the WESSA Eco-Schools programme since 2018 and are appreciative of the support they are getting from WESSA through their determination, partnership, and encouragement to be ambassadors of the environment we live in. Siyathokoza Primary School is about enriching the mind and environment by investing in quality environmental education. The school is motivated to do better and live in harmony within their diverse community. The food garden was started as a way of alleviating hunger due to socio-economic issues The Eco committee planted spinach, onions, and green peppers. Through the engagement sessions with the WESSA coordinator and being hands-on in the garden the learners have developed life skills that they implement at home. Learners are now equipped to start gardens at home, use the necessary skills and tools to grow the crops,

LEARNING ABOUT OUR BIODIVERISTY Waste management projects through recycling have been implemented in the school to reduce to the amount of litter on the school premises. The waste and recycling process at Siyathokoza Primary School includes raising awareness about the importance of the environment, the impacts of the littering and improper disposal of waste, and the 3Rs. It’s great to see the progress made at the school from waste sorting, collection and monitoring regulation of the waste management process. The biodiversity garden was an exciting project for the learners and teachers. Creating the garden and witnessing the results has been very rewarding to the school community. Teachers and learners have learnt new indigenous plant species and their value. The storyboards are being used for the outdoor lessons and more succulents are being added to the garden as teachers acquire new plant knowledge.

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“The information and knowledge gained from the project is unmatched, constant

and have gained knowledge on the benefit of those vegetables. During the hard lockdown vulnerable learners were able to receive a constant food supply to take

support and level of understanding keep us on our toes and we hope this partnership continues with our school as we have seen the amazing impact it has on the learners and the school through the years.”

home. The teachers made use of the garden and have been able to integrate the action project to the school curriculum.

Siyathokoza Primary School Eco Teacher

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