GGP: Beneficiaries Interview at Marulamantsi Community Junior Secondary School
2026/4/1
SPED Learners and Teacher
Special Education (SPED)Block
- Restoring Dignity Through Inclusive Education -
This project established a dedicated Special Education Block designed to provide a high-quality, inclusive learning environment for children with diverse needs. The facility is fully operational with centralized resources to ensure that students receive holistic support.
Ms. Rampa: Before the GGP grant, our special education block was a repurposed poultry house. The space itself was not conducive for learning, its isolated location limited inclusivity and undermined the dignity of learners, often leading to poor attendance and performance.
Since moving into this new facility, everything has changed. The environment is more welcoming, functional and fosters inclusivity. As a result, both teacher and learner productivity has improved significantly.
Poultry house previously serving as SPED
Previous Offices and an additional class
Special Education Block
Handover Ceremony with then Ambassador OHMORI Setsuo
Interviewer: Explain how the lack of tailor-made infrastructure hindered the academic and social development of learners with disabilities.
Ms. Rampa: Because the learning environment itself was not welcoming, it discouraged attendance which affected their academic performance. A significant number of learners were not attending classes; this mean the overall academic performance of SPED was below average.
Beyond that, learners with disabilities tend to struggle with their identity and self-confidence, when learning spaces do not support them, these issues are amplified.
Interviewer: Has the new learning environment improved engagement with learners?
Ms. Rampa: Absolutely! Previously, participation was very low, often less than half of the class would attend regularly. They simply weren’t showing up. Now with this facility they are eager to attend the classes, they show up without being summoned. They have shown a great eagerness to learn, and it is showing in their academic records.
Interviewer: Can you quantify that impact for us?
Ms. Rampa: The SPED form 3 graduation pass rates are a true testament of how this facility has impacted learner engagement. As of 2025 JC examinations, SPED successfully graduated all but 2 learners transitioning to Senior Secondary School. The 2 learners are however successfully enrolled with a Vocational Training Centre. Before the new SPED block, we graduated less than half of the learners.
(LEFT) Special Education Learners
(RIGHT) GGP Project Plaque
Project Snapshot
- Project: Construction of a Special Education Unit
- Key Features: Classroom | Administrative Offices | Sickbay | Kitchen | Bathrooms
- Beneficiaries: SPED Learners and Teachers
- Project period: 2022-2024
- Grant amount: USD80,349
Interview Part 1: Teacher Perspective
The Before and After GGP
Interviewer:Ms. Rampa, thank you for meeting with us. To start, can you describe what the special education set up before the GGP grant. Please describe the primary difference in your teaching experience since moving to this new block.Ms. Rampa: Before the GGP grant, our special education block was a repurposed poultry house. The space itself was not conducive for learning, its isolated location limited inclusivity and undermined the dignity of learners, often leading to poor attendance and performance.
Since moving into this new facility, everything has changed. The environment is more welcoming, functional and fosters inclusivity. As a result, both teacher and learner productivity has improved significantly.
Poultry house previously serving as SPED
Previous Offices and an additional class
Special Education Block
Handover Ceremony with then Ambassador OHMORI Setsuo
Impact On Learners
Interviewer: Explain how the lack of tailor-made infrastructure hindered the academic and social development of learners with disabilities.
Ms. Rampa: Because the learning environment itself was not welcoming, it discouraged attendance which affected their academic performance. A significant number of learners were not attending classes; this mean the overall academic performance of SPED was below average.
Beyond that, learners with disabilities tend to struggle with their identity and self-confidence, when learning spaces do not support them, these issues are amplified.
Learner Engagement and Outcomes
Interviewer: Has the new learning environment improved engagement with learners?
Ms. Rampa: Absolutely! Previously, participation was very low, often less than half of the class would attend regularly. They simply weren’t showing up. Now with this facility they are eager to attend the classes, they show up without being summoned. They have shown a great eagerness to learn, and it is showing in their academic records.
Interviewer: Can you quantify that impact for us?
Ms. Rampa: The SPED form 3 graduation pass rates are a true testament of how this facility has impacted learner engagement. As of 2025 JC examinations, SPED successfully graduated all but 2 learners transitioning to Senior Secondary School. The 2 learners are however successfully enrolled with a Vocational Training Centre. Before the new SPED block, we graduated less than half of the learners.
(LEFT) Special Education Learners
(RIGHT) GGP Project Plaque
Part 2: Learner Perspective
Learning Experience
Interviewer: How has this facility impacted your learning experience?
Karabo: This facility has really helped us as SPED students, because it has provided a conducive tailor-made learning space to support our academic progress. As SPED students, we are still part of mainstream classes which is not always ideal because most times we need extra support which isn’t always possible, so this new block plays critical role in ensuring our academic success.
Closing Thoughts
Ms. Rampa: The GGP (Grant assistance for Grassroots human security Projects) didn't just give us a building; it gave us our dignity back. It has enabled us to truly bring to life our motto; Every Child Must Succeed!
(LEFT) Sick Bay with Bathroom
(RIGHT) Bathroom
OTHER GGP PROJECTS OVER THE YEARS
Stepping Stone International Counselling Centre (2021)
Counselling Centre
Counselling room 1
Counselling room 2
Group counselling room
Bana Ba Letsatsi Rehabilitation Centre (2019)
Bana Ba Letsatsi Centre
Reception Area/Admin
Classroom
Library