The Dinaledi programme started with only three of the 18 schools.  When the Department of Education expanded the programme, 12 of the 18 schools were incorporated into the Dinaledi programme and were recognised as excellent resource learning centres because of the improvement and progress made through Eskom’s intervention. The 18-schools programme became a model for the Department of Education.  The Education Department relied on the 18-schools programme as it provided guidance in terms of managing the mathematics and science programme.

The provision of resources by Eskom enormously challenged and surpassed the Dinaledi programme initiatives and added unimaginable value to the schools and their communities. Although some of the 18 schools have not reached the desired levels of achievement, it must be noted that the Eskom initiative brought about discipline in the schools, motivation and the desire to improve, a sense of pride, networking among the headmasters, educators, school governing bodies and learners.

Many schools are situated in poverty stricken areas of the country. This leads to inadequate performance in terms of results. Grade 12 learners who pass with symbols below Eskom’s requirements, but are accepted at the universities and technikons end up leaving due to financial constraints. Increased number of learners in mathematics and science result in a shortage of educators for the subjects.
 
The success of a school’s performance is based on the number of learners passing, quantity vs quality. It is this reason that compels schools to keep high numbers of standard grade learners. Furthermore, curriculum development and related issues of teaching-learning materials and quality management and enhancing the teaching and learning of mathematics, science and technology; as well as educator development are important factors to ensure sustainable success.

Eskom identified increasing the skills pool of qualified, black and female learners who are motivated to embark on technical tertiary education studies as Eskom bursars, as a business need. In response to the needs expressed by black Eskom bursars, where exceptional effort was required to overcome the poor quality of technical secondary school education, it was decided that a short-term more focused initiative needed to be prioritised.

As a result of the above identified needs, a strategic framework was developed and approved by the then Eskom Management Board in October 2001.
An implementation strategy was developed – this included partnering with the then Foundation for Education, Science and Technology (FEST).  FEST has subsequently become part of the National Research Foundation (NRF) and the name was changed to the South African Agency for Science and Technology Advancement (SAASTA).  A partnership between Eskom and SAASTA was finalised, and an Eskom - SAASTA steering committee was constituted.

The approach to the project was to actively support a small number of carefully selected secondary schools that, meeting particular criteria, demonstrated potential to significantly increase firstly, the quality of mathematics, science and technology education and secondly, the number of learners completing their secondary schooling with higher grade mathematics and science.  A secondary objective was to use Eskom and SAASTA’s involvement in the selected schools to do a comprehensive project assessment on the effectiveness of various mathematics, science and technology interventions at secondary school level.

Schools, based on their potential to increase their participation and performance in mathematics and physical science, were recommended by SAASTA.  The schools were requested to submit school business plans based on a guideline document. These business plans served as a tool to collect essential information, ensured consistency of information for fairness of selection and mapped out targets in relation to the project objectives set by the schools.

Eighteen schools were recommended and considered for support, one of which caters for learners with physical disabilities. Two schools from each province were finally selected.

The selected schools were supplied with a number of resources and opportunities to participate in various interventions. Resources were provided, in terms of the identified needs, which included two educators, one each for mathematics and for physical science; textbooks, study guides and workbooks; teaching aids, apparatus, overhead projectors, televisions, and video cassette recorders for both learning areas. In addition, each of the schools received 20 computers, printers, software, laboratory furniture, photocopiers, alarm systems and air conditioners.

Learners participated in the grade-12 mathematics and science winter school; were exposed to the Eskom Expo for Young Scientists and the National Science Olympiad. Prior to the implementation of the programme, only Sakhile and Little Flower participated in the Expo for the Young Scientists programme.

Participation increased greatly and learners from Phofung, Little Flower, Sakhile, and Saul Damon reached the National finals.

In 2003 very few schools entered the Olympiads examinations. With the assistance of SAASTA all 18 schools participated from the grade 10 to grade 12.

Workshop for educators, focusing on teaching methods and areas in the curricula where assistance was required, were conducted; as well as computer literacy training and John Maree scholarships for further studies. This has helped educators in understanding curriculum changes. The National Curriculum Statement became a challenge to educators.  A renowned service provider was contracted to do the training that changed the negative perception and created a better understanding of the new curriculum. Educators were so well trained and developed by the programme that 22 of the Eskom sponsored educators are permanently employed by the Departments of Education.

The school management intervention assisted many principals in acquiring better skills to run their schools. There was partnering for success. Principals learnt about coping skills from one another and dealing with challenges facing them, learning to share the responsibilities with their peers and colleagues as well as self reliance.