school. The value created by these investments have a positive result on our reputation, but are also a return on investment as the learners are ultimately given an opportunity to join the Lonmin labour pool. At tertiary level we equip the learners with the necessary skills, through our community skills develop- ment project, to enable them to join Lonmin or the bigger South African labour pool. Hence we invest in our local communities’ education to be able to recruit locally, but also to put a future quality workforce in the bigger South African context.
We also extend our education investment to our local supplier development programme by employing local vendors to assist with the school infrastruc- ture projects, thus we invest in the socio-economic wellbeing of the commu- nity and also build these local vendors’ experience. Therefore we believe our education programme, through the value chain, creates a return on invest- ment for both the company and the local communities.
Our mutually beneficial relationship with the Madibeng Area Office and the Department of Basic Education (North West), has allowed us to successfully implement our projects with the support and guidance from key stakeholders.
Going forward Implementing the value chain
The value chain is an integrated approach towards implementing education projects and is split into four main elements (Early Childhood Development; Primary Schools; High Schools and Tertiary/Working Environment) each with sub elements which are interlinked. Here is an explanation of how the value chain has been broken down:
Infrastructure: The range of activities in this category is wide. It includes the extensive refurbishment of classrooms and schools, the improvement of teaching facilities and resources, ablution facilities upgrading, electrical up- grades, water supply upgrades, security upgrades and building and furnishing of computer and science laboratories.
Learners: We have various projects focusing on learner support. These projects include, but are not limited to, the school nutrition project, Saturday School project, Career Guidance and the Ithuteng Project (a supplementary programme for top learners in Mathematics, Physical Science and English.
Primary school learners in a school supported by Lonmin.
Educators: Educators are trained in basic computer skills, Early Childhood Development level four and five training, motivational workshops and on-site in classroom training.
Parents: Parents are provided with School Governing Body training. Grape- vine SMS systems are also being introduced to enable communication with parents.
Based on the above summarised explanation of the value chain, the link- age of the sub elements can be described as interdependent. The learners and educators depend on the infrastructure to have and create a conducive learning environment. The parents are equipped with the skills to govern the
For queries or additional information, please contact:
Christell Clark
christell.clark@
lonmin.com 014 571 4206
Elize Smith
elize.smith@
lonmin.com 014 571 4211
Lesego Makgale
lesego.makgale@
lonmin.com 014 571 4202
Based on our education value chain, we make strategic investments in early childhood development, primary and secondary education, tertiary education and the training of unemployed youth. Our investments in education and com- munity skills development are finally starting to pay off and our challenge now is to maintain the momentum and focus. In 2011 and going forward, integra- tion of the education value chain into the Lonmin Human Resource Develop- ment strategy and labour pipeline will ensure that return on investment is realised.
Learners being taught about First Aid, using first aid kits
provided by Lonmin.
Youngsters at the school soccer tournament held in
Wonderkop.
Page 1 |
Page 2 |
Page 3 |
Page 4 |
Page 5 |
Page 6 |
Page 7 |
Page 8 |
Page 9 |
Page 10 |
Page 11 |
Page 12 |
Page 13 |
Page 14 |
Page 15 |
Page 16 |
Page 17 |
Page 18 |
Page 19 |
Page 20 |
Page 21 |
Page 22 |
Page 23 |
Page 24 |
Page 25 |
Page 26 |
Page 27 |
Page 28 |
Page 29 |
Page 30 |
Page 31 |
Page 32 |
Page 33 |
Page 34 |
Page 35 |
Page 36 |
Page 37 |
Page 38 |
Page 39 |
Page 40 |
Page 41 |
Page 42 |
Page 43 |
Page 44 |
Page 45 |
Page 46 |
Page 47 |
Page 48 |
Page 49 |
Page 50 |
Page 51 |
Page 52 |
Page 53 |
Page 54 |
Page 55 |
Page 56 |
Page 57 |
Page 58 |
Page 59 |
Page 60 |
Page 61 |
Page 62 |
Page 63 |
Page 64 |
Page 65 |
Page 66 |
Page 67 |
Page 68 |
Page 69 |
Page 70 |
Page 71 |
Page 72 |
Page 73 |
Page 74 |
Page 75 |
Page 76 |
Page 77 |
Page 78 |
Page 79 |
Page 80 |
Page 81 |
Page 82 |
Page 83 |
Page 84 |
Page 85 |
Page 86 |
Page 87 |
Page 88 |
Page 89 |
Page 90 |
Page 91 |
Page 92 |
Page 93 |
Page 94 |
Page 95 |
Page 96 |
Page 97 |
Page 98 |
Page 99 |
Page 100 |
Page 101 |
Page 102 |
Page 103 |
Page 104 |
Page 105 |
Page 106 |
Page 107 |
Page 108 |
Page 109 |
Page 110 |
Page 111 |
Page 112 |
Page 113 |
Page 114 |
Page 115 |
Page 116 |
Page 117 |
Page 118 |
Page 119 |
Page 120 |
Page 121 |
Page 122 |
Page 123