Programme Director, District Director Mr W Du Plooy, Senior Regional officials, district officials, circuit officials, Principals of schools, the Principal of Filidi Secondary School Mr Manyathi, School Governing Bodies, parents and learners.

It gives me a singular pleasure to officiate in this, one of the oldest post-primary schools in the Northern part of KwaZulu Natal which has contributed immensely in the development of skills and leadership of the vast number of communities and individuals who have gone through the portals of this historical centre of education at a secondary school level, now called a further education and training band.

I feel greatly honoured to have been invited to this momentous occasion where we celebrate the longest established school in the Abaqulusi area. In seventeen years' time this school will celebrate its centenary.

This school has an interesting history. At the time of its establishment it formed part of the prestigious schools which were generously funded by the then Education Department under the Natal Provincial Administration. Such schools were referred to as Government Native Schools. Such schools received preferential treatment in terms of the supply of learner support materials and the staff allocation. Such schools were a source of envy to those educators who served in Government Aided Native Schools. The teaching staff attached to these prestigious schools contributed to the Provident Fund. This was not the case in the Government Aided Native Schools (Mission Schools).

We are gathered here today on this joyous occasion to reminisce about the eventful history of this school. We are proud of the quality of teaching and learning that this school achieved over the years. During the Natal Provincial Administration days the external class that placed this school on the map was Standard Seven. The examination at this terminal point was strictly controlled by a team of external invigilators. I remember that my late father who was the Principal of Kingsley Anglican School acquitted himself admirably as invigilator at this school.

Excellent teachers who served at this school were rewarded with promotion either as Principals of government schools or as Supervisors of schools. I may mention here the late Mr HSS Langa who rendered unblemished service as Supervisor of schools. I may also mention the likes of Mr Herbert Mngomezulu who was the founder Principal of Umbumbulu Government School. Today we pay tribute to all men and women who dedicated their lives and left their footprints in the sands of time at this school. May those who have departed this life rest in peace in the full knowledge that they fought a good fight. They deserve the reward.

With the advent of Bantu Education and the Bantu School Board System pressure was brought to bear on the school administrators to change the name of this school. It became imperative that the school be called Filidi Secondary School. Those days the propaganda which was paddled by the government of the day emphasised a return to our vernacular names. Hence the Junior Primary School which was an offshoot of this school lost its original name as the Vryheid Junior School. It took on a new name of Amakhwatha Primary School.

When some of us taught at this school from 1960 to the end of the first quarter of 1961 we were proud of the fact that the name change had not yet occurred. It will be an interesting challenge to the School Governing Body to revert to the acceptable name which is Vryheid Secondary School. On this occasion I would like to share some thoughts particularly with the learners about the challenges of Secondary Education in developing countries. Comparative studies in this field show the popularity of secondary education and the creation of high expectations among the youth. Different African countries that obtained their Uhuru from their colonial masters over-emphasised secondary education. Vocational and skills oriented education was looked down upon. The people's outlook to education was such that an educated person was one who had gone through secondary school. Hence large numbers of children still pursue secondary education. High job expectations are created in these young people. Hence one observes that the pursuit of secondary education is a contributory factor to the high drop- out rate and class repetition phenomena.

It has been shown through research that possession of a secondary school qualification is no guarantee of employment. Opportunities of entry into white collar jobs are non existant. Pursuit of the academic secondary education is also a contributory factor to youth unemployment. Our irrelevant secondary school curriculum is responsible for the large numbers of unemployable young people. This is the case not only in the public service but also in the corporate world.

Academic studies have produced conclusive evidence that successful nations are those that invest resources in technical and vocational education. It is interesting to observe that the acquisition of technical skills is closely correlated to the economic growth of a country.

I appeal to both parents and learners to adopt a positive attitude towards the acquisition of skills. I also challenge the private sector to close the gab between secondary school education and the world of work. Structured programmes should be developed between secondary schools and the industrial sector. Opportunities should be created for the youth to gain exposure to operations on a factory floor. In the same vein the industrial sector is encouraged to create a work oriented environment in neigbhouring schools.

We greatly appreciate the contribution that has been made by the private sector to the development of technical education centres. One is reminded of the contribution made by Richardsbay Minerals to the establishment of Tisand Technical College and High School at Esikhawini. The Divine Life Society of South Africa has been a torch bearer in the promotion of skills oriented education. One may cite the Sivananda Technical College and High School at KwaMashu.

We welcome the launch of the Further Education and Training band. The demand for this type of education is long overdue. We sincerely hope that the national government will make generous allocations to provinces to meet the challenges imposed by a shift from academic education to skills oriented education. We hope that the Mthashana College for Further Education and Training will make an impact on the lives of learners in the Abaqulusi area and also at the eMandleni/Matleng Training Centre. Curricula changes will be accompanied by the elimination of certain subject fields in the schools. To avoid loss of jobs a massive retraining programme should be mounted by the education authorities.

In conclusion may I appeal to both educators and learners to approach the impending changes in education with courage and determination. May I wish the Grade 12's success in the forthcoming examinations. I say to them burn the midnight oil and all your efforts will be rewarded accordingly.

I thank you.