1. INKULULEKO
2015-2016 Annual Report www.inkululeko.org

2. Table of Contents
1. Mission and Vision
2. Board of Directors
3. Financials
4. Leadership Notes:
4.1 Matt
4.2 Dom
4.3 Bern
4.4 Jason
5. Student Profiles
5.1 x
5.2 y
6. Intern Profiles
6.1 x
6.2 y
7. Article on Education in Gtown
8. Snow Foundation Article
UNLOCKING
POTENTiAL
DAILY
WE AIM TO HELP STUDENTS TAKE OWNERSHIP OF
THEIR OWN EDUCATION AND VIEW INKULULEKO AS
A SAFE SPACE, WHERE THEY CAN GAIN CONFIDENCE,
AND AN AWARENESS OF THE WORLD THEY LIVE IN.
Table of Contents
Mission and Vision
Board of Directors
Financials
Analyzing the Gap
Notes from Leadership
Jason Torreano
Matt Kellen
Dominique Schafer
Bernadette King
Student Profiles
Letter from Intern
Education in South Africa
Education in Grahamstown
Social Enterprise
4-5
7
8
10
13-19
13
14-15
17
19
20-21
23
26-27
29
30
Table of Contents | 3Photo credit: Jason Torreano

3. Inkululeko is a dynamic
non-profit organization
that serves motivated students in
Grahamstown, South Africa. We work
collaboratively to fully realize and
unlock their potential.
MISSION&VISION
Inkululeko’s goal is to take learners from as early as grade 8, and help them through the
maze of high school until they pursue higher education or employment.
This can only be done through a holistic approach that meets their academic, physical
and emotional needs. We aim to help students take ownership of their own education
and view Inkululeko as a safe space where they can gain confidence and an awareness
of the world they live in.
Students from five schools from Grahamstown East, come three days a week after
school at Ntsika High School. Focus areas for academic support are: Language and
Mathematics.
In the first hour, students work on completing their homework while tutors provide
personalized attention with their current studies. If students do not have homework,
subject-based remedial work is provided. Tutors focus on a concept that is related to
what students are engaging in at their schools, and look at basic concepts that help
build on curriculum that they are learning in class.
The second hour is centered on experiential and hands-on learning. On Wednesdays,
the emphasis is on Mathematics. Open ended mathematical problems are posed to
small groups. Learners must solve the problem and present their findings.
Thursdays are existential conversations where learners engage in challenging life
questions such as “Does success equal leaving the township?” Learners work on
developing an opinion and justifying their thinking.
On Fridays, our students help manage a small rostile business (roasted bread) that
we are gradually building into a community safe space that can also generate some
income for running costs of the project. We started this small business to help our
learners build agency, job skills, and to see the value of a hard earned dollar (or Rand
as the case may be).
learners engage in challenging life questions such as
”Does success equal leaving the township?” Learners
work to develop an opinion and justify their thinking.
Mission and Vision | 4 Mission and Vision | 5

4. BOARD OF DIRECTORS
Dominique Schafer
RB Africa, Chair
Bernadette King
Nedbank, Vice Chair and Secretary
Kristin Toellner, CPA
Grant Thornton, Treasurer
Kristi Eck
SUNY Oswego, Member
Imranul Haque, CPA
PricewaterhouseCoopers, Member
Judy Naylor
Lockport Comm. Tele., Member
Nicole Osborne
KIPP, Member
Crosby Sommers
McQuaid Jesuit, Member
Saint-Francis Tohlang
Nestle, Member
Board of Directors | 7

5. FINANCIALSFor Fiscal Year July 1, 2015 - June 30, 2016
NET INCOME $32,949.72
INCOME
Board Contributions $1,047.44
Donations & Kennedy Memorial $18,306.97
Donations/Grants - Temporarily Restricted $32,000
Program Income - University Collaborations $2,450.00
Total Income $53,804.41
EXPENSES
Accounting and Legal $750.00
Advertising $56.15
Bank Fees $461.08
Currency Change -$691.43
Fundraising Item Expense $134.02
Meetings $78.29
Office Supplies $4.33
Program Costs – Lodging $332.52
Program Costs – Services $2,292.52
Program Costs – Staff $11,114.56
Program Costs – Supplies $2,803.71
Social Enterprise Unit $1,332.11
Telephone $59.78
Travel $2,127.05
Total Expenses $20,854.69
Financials | 8

6. ANALYZING THE GAP
by Nicole Osborne and Crosby Sommers
As Inkukuleko continues to grow, the Board wants to ensure that the organization
continues to provide valuable and engaging opportunities to all learners, employees,
and volunteers.
Furthermore, as the network of individuals affiliated with Inkululeko expands, the Board
hopes to effectively identify and utilize the talents of all stakeholders. To this end, the Board
of Directors is conducting a gap analysis to better understand Inkululeko’s strengths and
opportunities for growth in these areas.
As part of the gap analysis, the Board is collecting information from all people affiliated
with Inkululeko, including learners, employees, volunteers, and Board members. From the
learners’ responses, the Board hopes not only to gain insight into how the learners view the
daily academic and emotional support provided by Inkululeko, but also to hear their ideas
for how Inkululeko can create programs to better engage and meet their needs. From
the responses of employees, volunteers, study abroad participants, and Board members,
the Board hopes to identify areas of strength and weakness related to how Inkululeko is
meeting the needs of learners, conducting operations, and providing opportunities for
professional growth. The Board also hopes to identify personal and professional skills that
Inkululeko can leverage as it continues to grow.
Currently, the Board has undertaken the initial step of identifying these goals, creating
and distributing surveys, and beginning to collect data. As all participants submit their
information, ideas, and insights, the Board will analyze the data and generate a plan to help
strategically grow Inkululeko and ensure, most importantly, that our learners continue to
improve their academic performance.
Analyzing the Gap | 10 Photo credit: Sarah Hanson

7. University to collaborate with Inkululeko.
With a small, but growing team, we‘ve
come far. We‘re not perfect though. We‘ve
hoped for the best and sometimes gotten
it, but other times, we‘ve gone back to
the drawing board and made a new plan.
Sometimes two or three times.
Each time things haven‘t gone as we
planned, we‘ve -- board members, donors,
volunteers, interns -- collectively pulled
together and found a way to get back up.
Our path is sometimes meandering, but
our final destination is clear: providing
opportunities for motivated young people
to fully realize their potential.
This year we‘re poised for even more
growth, more success --- and, inevitably,
more unexpected challenges. I hope you‘ll
take this opportunity to read through this
report, learn about our plans and consider
getting involved.
Jason Torreano
Executive Director, Inkululeko
Just about a year ago, we‘d learned that the
Snow Memorial Trust was going to support
our social enterprise unit. That was a game
changer for us.
About 300 days ago, we learned the Rotary
Club of Grahamstown was joining the Snow
Memorial Trust and donating a large empty
storage container as a home base for our
social enterprise unit.
250 days ago, we received seed funding
for what would become the Alice Kennedy
Memorial Fund to honor the storied legacy
of Ms. Kennedy who visited Grahamstown
and was a vociferous, lifelong advocate for
kids.
This year, we opened a second classroom at
Ntsika Secondary.
We enrolled new students.
We built a curriculum around launching
a small business and our learners have
helped build and market this business from
the ground up.
We brought another group from Syracuse
Dear Friends,
Letter from Jason | 13

8. “It is important to refLect on what Inkululeko has become,
and its potential to grow even stronger.“
As You Know,
We are approaching five years since
Inkululeko began as an idea in formation.
To have maintained a momentum
over the most challenging years of an
organization, all testament is owed to
the learners who have formed what is
now Inkululeko. Students have left, and
students have joined to create a very
organic group of students from grade 8
to grade 12 with one thing in common.
All 20 of the students who arrive at
Inkululeko on Wednesday, Thursday
and Friday afternoons have a tenacity to
learn, challenge themselves and shape
their own future.
These first five years has been one
constant collaborative research to
identify the challenges the community
faces, and the strength our learners
carry within them. We have been able to
evaluate the capacity Inkululeko has to
have a positive impact in the lives of our
youth and the systems they engage with
at home, in school, and with their peers.
In this process of trial and adaptation, we
are at a time in our organization where
we can now confidently say that we have
a good sense of what is happening in the
community and public school systems
in which our learners engage. We can
now focus our efforts more strategically
to create a space for our learners where
they feel empowered and hopeful about
their own self-driven future. We can also
share what we have learned to the broader
community in Grahamstown and abroad.
Our Common Ground Café which is slowly
coming into fruition is our opportunity
to work with our learners to provide a
safe community space for the Extension
7 community. Inkululeko will be able to
provide access to computers, internet,
and photocopying services, games
and activities in a safe space that is an
alternative to the allure of drugs, alcohol,
and sexual abuse which is a legitimate
threat to steering learners off track.
Starting this project with our Inkululeko
learners from selling Rostile (roasted
bread) on a Friday afternoon to a full
scale café has been no simple task but a
tangible way of showing what consistent
hard work and commitment can produce.
At year five in Inkululeko’s development,
we are in a space to take things forward
with a sustainable model. A programme
which has been tried and tested through
the tenacity of our learners and our staff
who work out our success on a day to day
basis. Our team has willed Inkululeko to
succeed sometimes through sheer grit and
determination. It is important to reflect
on what Inkululeko has become, and its
potential to grow even stronger.
Matt Kellen
Deputy Director & Curriculum Advisor
Letter from Matt | 15Letter from Matt | 14

9. We have a word – ‘Ubuntu’ – which describes the essence of being human. Perhaps it is
best explained by Archbishop Desmond Tutu ‘Ubuntu' speaks particularly about the fact
that you can’t exist as a human being in isolation. It speaks about our interconnectedness…
We think of ourselves far too frequently as individuals, separated from one another...[in
fact] you are connected and what you do affects the whole world. When you do well, it
spreads out; it is for the whole of humanity.’
Inkululeko embodies the spirit of Ubuntu. It is wonderful to see how volunteer efforts by
students in America, is impacting directly on the lives of township youth in Grahamstown,
South Africa; how Inkululeko learners are daring to believe that the world is their oyster
and yes, the ability to achieve their dreams lies in their hands.
The Board of Directors has gone from strength to strength, attracting passionate and multi-
talented individuals willing to pledge their time, finances and expertise to the fulfilment
of Inkululeko’s vision. I believe that the challenges we have faced have only resulted in us
growing stronger as a team and organization. In process is an organization assessment
which will allow us to reflect on where we are and focus our attention on the areas in which
we need to work and improve. We remain grateful to our many supporters and donors
across the world who ensure that the future of Inkululeko, and particularly the future of our
learners, is a bright one.
Dominique Schafer
Chair
In South Africa,
“Youareconnectedandwhatyou
do affects the whole world. When
you do well, it spreads out; it
is for the whole of humanity.“
- Archbishop Desmond Tutu
Letter from Dom | 16 Photo credit: Sarah Hanson

10. Supporters,
It is with a deep gratitude that I write
this to acknowledge the insurmountable
teamwork, motivation and dedication of
all those involved with Inkululeko. Across
an ocean, and continents apart, our
organization has brought individuals from
all ages, professions and backgrounds
together to work towards a common goal:
Giving Freedom through Education!
Over the past year, I have watched
Inkululeko grow from strength to strength
through the launch of our Social Enterprise
Unit (backed by the John Ben Snow
Memorial Trust). In addition to this, more
volunteers from Rhodes University have
joined our after-school programme as
mentors and tutors. The start of an
Inkululeko Club at Le Moyne College, and
the arrival of an intern and new members
on the Board of Directors, has also injected
immense spirit into our organization.
Most importantly, I have watched our
students grow in confidence, not only
through the academic project, but also
through their psychosocial development. I
am humbled each day by the unequivocal
strength of our Inkululeko students and the
immense support that we receive from all
those who have rallied with us and around
us, to bring about positive change to the
lives of our students. As the African Proverb
states “It takes a village to raise a child”, - for
me and for Inkululeko, this could not be
more true-so thank you, thank you, thank
you, thank you, to each and every one of
you for helping to ‘raise’ our Inkululeko
family.
Sincerely,
Bernadette King
Vice Chair & Secretary
“I am humbled each day by the
unequivocal strength of our
Inkululeko students.“
Photo credit: Anjana Pati Letter from Bern | 19

11. is a 16 year-old in grade 10. She first joined
Inkululeko in 2014 after hearing from her
peers that the program would offer her
resources to complete her homework on
time, help when she needed to study for
exams, and mentoring for her future.
It’s been more than two years since
Nomathemba has joined Inkululeko, and for
her, the program has become much more
than an after-school program—“it’s become
a home.” Nomathemba emphasizes the
importance of the positive atmosphere at
Inkululeko; she feels that the Inkululeko
staff, volunteers, and most importantly, her
fellow learners, are a second family to her.
After excelling in her accounting and
business classes, opening her own hair
salon, and becoming a crucial student asset
to Inkululeko’s new social enterprise, this
bright learner has realized her ultimate
dream is to open an international business;
she hopes to travel to places such as New
York to execute her future goals. She wishes
to remain in Inkululeko through grades 11
and 12, continue to thrive academically,
and ultimately achieve her dreams.
Nomathemba
by Volunteer & SU Student Khijanique Godley
Sitting down with Khusta has been a
pleasure of mine. Despite his shy demeanor,
it was not very difficult getting him to open
up to me and share his story. Khusta is a
16 year old student attending Mary Waters.
What surprised me most about him, is the
diversity in his interest and talents. In his
down time, he enjoys playing video games,
and singing/rapping to his favorite artists
with his friends. Khusta is fluent in three
languages, Xhosa, English and Afrikaans.
He is also quite the athlete, excelling in
Rugby, Soccer and bodybuilding.
After school, Khusta attends Inkululeko
to get some extra studying done with the
support of his peers and Matt, the Deputy
Director and teacher of Inkululeko. To him
Inkululeko is a safe place where he feels like
he can comfortably be himself. He also has
Bongisani to thank for always being there
for him with open arms and ears to listen.
This year marks his third year at Inkululeko,
and he plans on staying until he finishes
high school. During his time at Inkululeko,
he learned to become more open with
people that he is meeting for the first time.
Matt has taught him the meaning of respect
and to make sure he treats everyone he
encounters fair and respectfully. In his own
words, his definition of respect is to “treat
people how you want to be treated.” He
believes that this has led him to become a
better person.
After high school, Khusta wants to study
Engineering at Oxford University. After
college, he hopes to become a successful
Engineer and to start a wonderful family
with two kids and a wife in Europe.
An Interview with Khusta
“To him Inkululeko is a safe
place where he feels like he can
comfortably be himself.“
Student Profiles | 20 Photo credit: Anjana Pati

12. I partnered up with One Organization and Pencils of Promise during this experience.
Currently, both of these clubs have been actively on campus for about a year. They both
still needed to spread their message just as much as Inkululeko. We began by promoting
our general meeting to SUNY Oswego’s students. Here each organization presented who
they are and what they do.
Next, we began tabling in the Campus Center building. In other words, organizations can
reserve tables to promote their own organization and events to passing by students and
faculty. This is exactly what we did. We promoted and distributed flyers for our First Annual
Education Awareness Walk. We sold homemade cookies and chocolate covered pretzels
during our tabling sessions, which generated about $58. This was split between Pencils of
Promise and Inkululeko. One Organization does not accept donations.
Lastly, we had about 25 volunteers offer their time to walk 2.2 miles down the main street
in Oswego, NY to the local bridge. During the walk, we held up signs about Inkululeko,
Pencils of Promise, and One Organization. On the bridge we held up “250 Million kids can’t
read this” signs. We distributed flyers to local businesses and members of the community.
We asked for donations as well, but unfortunately did not receive a high amount. Most
importantly, the message for education and Inkululeko was spread to the local community.
Sincerely,
Liz De Veau
one of Inkululeko‘s interns
For this internship, I felt that it was necessary to create a huge event to spread
Inkululeko’s remarkable message. What better way than to team up with similar
organizations on the SUNY Oswego campus?
A LETTER FROM LIZ
Photo credit: Matten Kellen (top); Liz De Veau (bottom) Letter from Intern | 23

13. “Our daily deeds as ordinary South Africans must produce an actual
South African reality that will reinforce humanity`s belief in justice,
strengthen its conFidence in the nobility of the human soul and sustain
all our hopes for a glorious life for all.” - Nelson Mandela
Photo credit: Sarah Hanson

14. Education in
58.5% 12%
Higher Education Enrollment Rates (2013)
the proportion of adults in higher education (World Bank)
88.8 87.1 76.1 62.4
50.1
19.6 86.6
µ
white black
E Q U I T Y has yet to be
achieved in South Africa
58.5% of whites and 51% of
Indians enter higher education.
The rate for coloureds is 14.3%,
while blacks are even lower at 12%.
600 SCHOOLS
lack water, electricity AND adequate sanitation
In the Eastern Cape Province
33% of the R1.59-billion given to
the Department of Education
in 2015 was not spent.
despite the fact that
84.7 84.2
81.6 81.5
78.6
65.9
60.7
56.8
Western Cape Gauteng Free State North West Mpumalanga Limpopo KwaZulu-Natal Eastern Cape
MATRIC EXAM PASS RATES BY PROVINCE (2015)
%% % %% % % %
Education in SA | 27Education in SA | 26Source: Dispatch Live
Source: Dispatch Live
= 1 school

15. Education in
Grahamstown
It has been twenty-six years since Nelson
Mandela gave his inaugural address about
his hopes for a new, democratic South Africa.
Two decades into democracy, education,
considered as a basic human right, is
struggling in many parts of the rainbow
nation.
According to News 24, the Eastern Cape
Province where Inkululeko is located had
a pass rate of only 56.8% in 2015 for the
matric exams students take at the end of
Grade 12. The Eastern Cape not only falls
far behind Western Cape, the province
with best academic’s performance, but also
the entire nation, which has a pass rate of
70.7%. In the Western Cape, the pass rate in
2015 was 84.7%.
An investigation of the Daily Dispatch
addresses that “[some elementary schools]
have not received furniture for years. In
many cases pupils are forced to bring their
own chairs to school or use boxes or even
beer crates as seats. Others continue to
study from mud classrooms.”
The qualification of teachers is another
factor that has come under scrutiny in recent
years. A report from the Herald suggests
that “many teachers lacked basic content
knowledge and theoretical and practical
skills.” The sheer number of students
attending school has resulted in many
schools struggling to cope as well. Destiny
Connect claims that “The morale of teachers
is very low…It’s difficult for teachers to focus
on the learners if you have to deal with 50 to
70 kids in a class.”
Grahamstown, a city in the Eastern Cape
with around 67,000 residents, mirrors the
socioeconomic inequality that South Africa
is confronting. Daily Maverick describes
Grahamstown as “a town in crisis” with
“some two-thirds of the people are
unemployed.” The racial tension is obvious
as The Guardian narrates that “most white
people still live in pleasant houses with
large gardens, and most black people in
the huge neighboring township with few
streetlights and little in the way of running
water. Its absurd wealth inequalities are
embodied by the distance of a few streets
between the professors dining in fancy
restaurants and the desperately poor sex
workers servicing truck drivers for a few
coins.”
Despite the stark contrast between the
neighboring private boarding schools and
schools like Ntsika, the access learners
have to current university students (some
former Inkululeko learners), personnel, and
resources from Rhodes is a bright spot for
the organization.
Photo credit: Sarah Hanson Education in Grahamstown | 29

16. SOCIAL ENTERPRISE
Grahamstown Rotary Club provided an empty storage container that is secure, and is
co-located in the same space at Ntsika Secondary School where Inkululeko operates.
The principal of the school is allowing us to use this space for free.
The organization has spent the last few months working to identify what we need and
engaging learners in the creation and marketing of artisanal bread.
We have conceptualized every part of this social enterprise around both generating
a profit in the future as well as Inkululeko learner engagement. Conversations held in
the classroom included the general amount of expendable income that exists in the
community, what people in the township community spend expendable income on
currently and what they’d potentially spend it on if we were to offer a new product/
service, and what we have to offer that we can sell for a profit.
It was determined that Roosterkoek could be sold initially and once operational, the
organization could expand and use the empty storage container as a place to sell
Roosterkoek.
In mid-February, Inkululeko learners made Roosterkoek and did some preliminary
market research. The learners discussed the cost associated with making a batch, as
well as the cost of the toppings (butter, jam, cheese, etc.). The learners then divided
into groups and wrote about questions they thought should be answered.
1. How much would you pay for Roosterkoek?
2. Do you have any toppings you’d like to see?
3. Do you have any feedback for us?
Roosterkoek has the potential to sell in the township, but also has the potential to be
placed in shops in more affluent parts of town that have far more expendable income.
It is Inkululeko’s intention to start this project small and expand it over time as we
move forward.
Inkukuleko‘s latest endeavor
Inkululeko is pleased, with the support of the John Ben Snow Memorial Trust (JBSMT),
to have begun phase one of our social enterprise project, filling an existing void in the
community, engaging our learners in building a small business and creating a way for
the unit to make money to sustain the nonprofit organization.
This social
enterprise unit
can be used to
sustain our
organization in
South Africa.
Engaging our
learners in
the launch of
this social
enterprise has
been highly
rewarding.
Social Enterprise | 30

17. transformational
AFRICA
Inkululeko
socialenterprise
GRADUATE
Students
freedom
leadership
Village
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Effort
Tutor
Engage
Unlock
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Learners
CONNECTED
SUCCEED
Grahamstown
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ThriveStronger
EARTH
Skills
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FAMILY
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ENGAGE
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Dreams
REALIZE
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EMPOWER
MATHEMATICS
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REALITY
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dynamic
humanity
DESIGN
STUDY
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YOUTH
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ASPIRATION
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CREATE
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SOCIAL
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ENHANCE
BELIEVE
force
sensitive
info
WISH
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bond
teach
access
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GROWTH
mentor
meaningful
greater
try
Copyright © 2016
Inkululeko
4400 Upper Mountain Road
Lockport, New York 14094
United States of America
Suite #53 Private Bag 1672
Grahamstown 6140
South Africa
USA: 001 716 807 7053 SA: +27 78 646 5856
inkululeko.org | @inkululeko1

18. Donation Form
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PLEASE MAIL CHECKS TO: Inkululeko, Inc.
4400 Upper Mountain Rd.
Lockport, NY 14094
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