Our Chamber holds the view that corporate social investment (CSI) is a business imperative and one which offers constructive development to both the recipient and the donor. We recognise that the real incentive at the present time is not so much that engagement with vulnerable communities or groups is the ‘right thing to do’, but that it earns points towards an enhanced BBBEE status. There is no doubt that Business would have a shinier image if it had not needed this particular incentive, but in this matter it is the end rather than the means that is really important. In contrast to this bit of cynicism, however, I report with pleasure on a workshop held at our Chamber recently.

Organised by a man whose business (School Trade) is the facilitation of partnerships between business entities and needy schools, this workshop provided the opportunity for each of eight primary schools, all disadvantaged to a lesser or greater extent, to present a selected project which might appeal to businesses looking for CSI opportunities and, if supported, would make a significantly positive difference to the life and work of the school. For the most part, the funding sought was less than R10 000.

My response to the projects presented was one of both amazement and despair; amazement, because it is difficult to reconcile the huge amounts of money spent by government on education with the depth of deprivation which persists in some schools; and despair because this is a generation of children who, despite living in a free, democratic and enlightened country, are unlikely to be liberated from the rampant discrimination that marks their circumstances and will surely determine their future prospects.

One school has to close whenever there is heavy rain, for if the school is not evacuated its staff and pupils will be stranded there. It is adjacent to a river through which it is safe to wade only when it is low. This school is seeking a footbridge across the natural obstacle so that its learning programme is not compromised so frequently. Another is anxious to develop numeracy skills at an early age as its contribution to the development of maths skills. But whereas we take for granted that our children will learn counting and spatial recognition, for example, through play, this school has no educational toys. It cannot afford them. Another school is more fortunate for it managed to motivate the donation by a large company of computers and having raised money feverishly so as to meet the requirements of the donor in respect of security and care of the computers, it has none left to repair the floor and ceiling. Not too far away is another school which has been given computers. They stand idle because there are too few power points in the room. At one school, three groups of the youngest children, totalling a hundred and fifty, are taught in a single space not much bigger than 15 square meters. This school asked for a partition so that the hall could be divided in order to separate at least two of the groups. Another’s project is the development of basic kitchen facilities (a stove as opposed to an open wood fire; a fridge; proper utensils) which will enable the staff and volunteers to prepare better meals for the children who otherwise would go hungry.

It was heartening to recognise the passion and commitment of the teachers who had identified these projects, for too many of their colleagues, it seems, are teachers for reasons other than a calling to serve. The most heartening thing, however, was the outcome. By the end of the workshop all eight schools had found a supportive donor among the businesses represented.

Andrew Layman: PCB CEO

This article appeared in The Mercury on the 9 July 2008