Teacher partners

Vuyokazi Arosi – Mqanduli Junior Secondary School

Vuyokazi is a maths and science teacher at Mqanduli JSS. She attended school in the Transkei and quickly realised that her poor level of primary school maths put her at a disadvantage. When she left school in grade 10, she enrolled to become a primary school teacher and is dedicated to improving education and giving her students better opportunities then she has had.

“Learners from rural areas often lack confidence and feel inferior to learners from urban schools. However, through our work with the Institute our learners have become successful and confident readers and writers. We are so excited to be part of this Institute that has given our learners an opportunity to become responsible, confident and empowered citizens. Reading and writing is also related to maths and science. If a child cannot read well, they cannot do well in maths and science. Last year my learners won a provincial science award. I was so proud. This year, we worked with another school in the NMI schools network and competed in the Maths and Science Week. I was so very proud. Our learners did well in the quiz and project. But they also did well in the debate. To see my learners talk with others! Our learners have gained such enormous confidence – one day, I believe, they will even write their own books!”

Mathekula Mbedu – Mqanduli Village Junior Secondary School

Mathekula was born in Matatiele and at a young age was sent to live with her cousin, a teacher, where she developed a passion for learning. When she matriculated, her aunt convinced her to become a teacher. She moved to Mqanduli when she married and struggled to find a job because she is a South Sotho speaker. She then completed a diploma through UNISA and Technisa to become a qualified English teacher.

“The Nelson Mandela Institute is not just a project – it’s above everything. When I’m teaching a child, I’m giving the child hope – not just for life now, but for the child’s future. When I was selected to co-ordinate this work in my school, honestly, I didn’t know what it was about. But I embraced it because the Institute speaks about children, and when you speak about a child you speak about something special. The Institute has brought in and involved our community – even though many of the parents are not well educated, they are volunteering and bringing in their diverse skills for the sake of their children’s education. They have enriched the school’s environment.”

Nomazizi Tyobeka – Gasa Junior Secondary School

Nomazizi grew up in a poverty-stricken area of Mqanduli in the Eastern Cape and felt compelled to become an educator after seeing so many of the local children deprived of a basic education. She has been working in education since 1980 and today is the head of the languages department at Gasa Junior Secondary School.

“We feel so fortunate to be part of the Nelson Mandela Institute’s programme – it has really improved the standard of my school. The Institute has not only helped instil a passion for reading and writing in our learners, but has empowered them with the confidence and self-esteem to take their place as future leaders in our country. Through the Institute we have developed readers and writers who can now write poetry and short stories. The learners conduct workshops for each other and have started book clubs. The workshops have also given space to our teachers to develop and talk about fundamental issues such as how to make reading and writing a ritual for our learners. It has changed my perspective on how I see and approach teacher motivation and development.”

Nondwe Pantshwa – Gwebinkundla Junior Secondary School

Nondwe was determined to escape the poverty she was born into and so she studied teaching. She quickly fell in the love with the profession and has been teaching for 16 years. She is an arts and culture and natural sciences educator and has been at Gwebinkundla Junior Secondary School for four years.

“The Nelson Mandela Institute is my inspiration and has opened my mind. There are so many amazing programmes that the kids and I are involved in. Sometimes the kids from the school are so shy, but when they go to the programmes, they just emerge. The Institute has really helped the kids to blossom and has helped them with their attitudes to learning. The Institute has brought colour and vibrancy into the school and the lives of the kids. It has been such a humbling experience.

Now that I am the NMI veteran, it doesn’t help me alone. I am sharing it with the other educators at my school. The things that we share in the workshops help me a lot. And I am actually applying those things because they work. Learners are growing day by day. I’ve seen the rate of absenteeism lowering, because now the learners are proud to be at school; they have seen what is happening at the lower grades.”

Masibulele Tsutsu – Bijolo Junior Secondary School

Masibulele grew up in Willowvale and finished his schooling in Mthatha. He studied teaching when he couldn’t afford to study law. 

“Initially I was not interested in teaching – I wanted to be a lawyer. Over time the gap has closed. I like being with people. I like talking and thinking. And I have now realised that I like thinking about how other peoples’ minds work. The NMI has done a lot. It has instilled confidence in the learners – but more importantly it has instilled confidence in us as teachers. It has made teaching easier. It has opened up a world that most of us never understood – the natural behaviour of a human being. It has opened up another world for me – to think about how the mind of a learner works. Working with the NMI has changed me as a person. Definitely. I used to be so frustrated with learners. Like many teachers, I had not seen a classroom work with these children without the ‘stick’. I have changed. I see how learners’ minds work, and they love to produce. If you give them real challenges, they grow. Learners no longer fear me – instead, they want to impress me. Being in this family with the NMI makes us feel motivated. The NMI really cares for us. The NMI is like an umbrella. We feel a sense of belonging. The NMI really believes in us. The most important part has been getting into the curriculum together – and focusing on how to deal with different learners. When we come together as a group of teachers we really interact. It has become a community of sorts, and part of our social life to talk to each other about teaching.”