His background

Fannie was born in Hammanskraal in Gauteng, about 50km from Pretoria, as both his parents had been migrant workers at Babelegi Industrial Complex. But when school days dawned, he was sent to Muduluni near Makhado in Limpopo as his parents preferred him to learn his home language of Tshivenda.

After matriculating at Kutama Senior Secondary School, Fannie embarked on what was to become a productive academic career, obtaining his Secondary Teachers Diploma at Makhado College of Education, followed by a BEd (Hons) in Technology Education from RAU, Johannesburg, now the University of Johannesburg, and a BEd (Hons) in Computer Integrated Education from the University of Pretoria.

Between 2013 and 2017 he achieved a BA in Theology and a Master’s in Biblical Theology from Faith Bible College, in Lenasia south of Johannesburg.

His work career has also been diverse and productive, ensuring relevant skills development for success in STEM education support. Before joining PROTEC, he worked at Sci-Bono Discovery Centre in Johannesburg; the Gauteng Department of Education’s GETs Technology Education Curriculum and eLearning Directorates; Funda Centre as Lab Technician in Diepkloof, Soweto; Forté High School in Dobsonville, Soweto, as Technology Head of Department; and other teaching positions, including in ABET.

At PROTEC

Fannie is responsible for overseeing all PROTEC’s operational activities, for National Office projects and for the branches.

He was also asked by the Board to deputise for Balan Moodley, now CEO, following the departure of the previous CEO, assist in financial administration, and represent PROTEC in stakeholder relationship management.

His strengths

Fannie notes that his education, training, and past experienced have ensured excellent strengths for his work at PROTEC. “As a qualified education and teacher, my strength is in understanding educational issues, and having served at the GDE as a Curriculum Specialist in technology education, my understanding of the move from NATED (Senior Certificate) to CAPS (the curriculum and assessment policy statement).”

His other strengths include understanding the different facets of science education (through Sci-Bono), and the science and resources field.

Opportunities for youth

Fannie has a deep appreciation of the opportunities that PROTEC gives learners who would not otherwise have had them, adding that PROTEC’s annual report and testimonials from past students bear witness to this. He adds, “We remain steadfast about harvesting talent for our programmes, and are proud to see many coming back to us, to give back to new PROTEC students. Even when some past PROTEC students don’t come back to us, we are not deterred and we keep moving on. Our love for our programmes doesn’t falter, even under the most trying economic conditions.”

PROTEC pride

His key points of pride in what PROTEC represents and delivers are:

• “The successes of learners from the impoverished communities of Diepsloot in Gauteng, Muduluni in Limpopo, and Umlazi and Inanda KZN. I have seen those learners achieving degrees through hard work and commitment, and moving their families from mud houses to brick and mortar structures. That really humbles me.
• When through PROTEC programmes, we have invested in a learner who has been performing at 34% in mathematics and then produces a 97% mark for mathematics three years later.
• The school that moved from a 17% to a 73% matric pass rate in three years through our teacher development model.
• That PROTEC remains a preferred option for CSI investors to plough back into communities. There’s always a huge return on investment for them when they come to PROTEC and we spend money wisely and with accountability. Past and present investors and donors have not regretted their partnership with PROTEC.”