Charity Updates – January 2014

Recent charitable activities:

April 20, 2013 – Launch of Kungwini Dream fund at Riverstone Golf Course, Brampton, ON. 100 guests in attendance.

April 29, 2013 – Kungwini Dream Fund represented by Dr. Hussain at the Canadian Automobile Sports Club Tire Attack series and Championship.

August 22, 2013 – Canada Revenue Agency approved charitable status.

October 2, 2013 – Donations are now acceptable by PayPal and credit card.

Activities in South Africa 2013

January 4th, 2013

  • Bus accident – 18 killed in Kungwini
  • Dr. Hussain provides grief counseling to families of deceased over 2 months.

January 12, 2013

  • Preparation for mass funeral
  • Dr. Hussain arranges for food donations from local businesses for over 1500 mourners

January 13, 2013

  • Mass funeral for deceased from accident
  • Dr. Hussain coordinates food distribution

January 15, 2013

January 21, 2013

  • Meeting with Sizanani school staff
  • Dr. Hussain reviews 2012 progress

January 23, 2013

  • Meeting with Department of Education, including Dr. Sethosa, Mrs. Khabanyani
  • Dr. Hussain reports results of previous year’s progress.

February 4, 2013

  • Tswane Mayoral Matric Awards in Pretoria City Hall
  • Special Guests include Dr. Hussain & Kathy Hussain

March 11, 2013

  • Comprehensive Secondary School meeting
  • Dr. Hussain presents motivational speeches to assembly. Topics include career counseling, class motivation, and psychotherapy.

March 15, 2013

  • Parliamentary Speech in Cape Town by Member Hon. Mr. J. Sibanyoni
  • Dr. Hussain honored in speech for humanitarian work.

March 22, 2013

  • Farwell reception at Sizanani by children and staff
  • Special Guests include Dr. Hussain & Kathy Hussain

March 25, 2013

  • Meeting with MP, MLA, ANC staff, school principles, councilors and community – Human Rights Day.
  • Dr. Hussain honored in speech for humanitarian work.

School Motivational Speech 2013

Greetings–  Learners, educators, executives of the school, the mayor’s office, councillors, and the organizers of this meeting, the PCA officers of the ANC

Nkosi Sikelele e’Africa = God save Africa – opening statement of the South African National Anthem!

Why should God save Africa if we continue to destroy it and not build it?

Introduction: MD from Canada; Medical and Research Director of THSLW in Toronto; Specialist in Sleep Disorders and Author of several books, documentaries and articles on sleep disorders, Task Force member and Principal assessor for the CPSO.

Born in BHS; schooled in Lenasia; studied at Univ. of Natal and Wits; first MD to serve in Kwaggafontein, migrated to Canada and been there for 28 years.

I am about to present a motivation speech to encourage YOUR  primary purpose here – Your education.

I do have some valuable information to share with you.

  • This speech is for the children struggling with what life has given them;
  • for the ambitious students who dreams to be the future leaders of Africa,
  • and the student who wants to make a real difference for himself, his family, his community, and his country.

Firstly I will focus on Intelligence; the different types of intelligence (each of us has 2 to 3 unique types of intelligence – that is why we are so different in the way we learn), then on what makes a great student, and finally  focus on the importance of your education  for your country, your family and your community.

Intelligence is defined as the capacity to learn, reason and understand.

There are several types of unique intelligence – Most of us have 2 to 3 types of unique intelligence. Which type of learner are you?

1st)      The Visual (Spatial) learner (called picture smart) – vivid imagination, loves art, thinks in pictures – need to see things to understand them – love charts, diagrams, films –very common type

2nd)     Kinaesthetic learners ((called body smart) – the ‘doers and makers’, are physically active, need to be active to learn – create models, build projects – may find classrooms confining

3rd)     Musical learner (songs and rhythm smart) – sings, are musicians, like mnemonics, listen to instruments while studying and sings or play an instrument in breaks.

4th)      Interpersonal learners (social smart) – – learn by talking and interacting with others – love to talk in class, love debates and discussions- are natural leaders and tutors

5th)      Personal learner (solitary smart) –reflective, quiet, introverted – study alone –prefer one on one – prefer a quiet place at home to study

6th)      Mathematic learners (logic smart) – are the math whizzes, the organizing gurus, the pattern finders and planners- sometimes have trouble with creativity and social activities – like traditional classrooms

7th)      Linguistic / Verbal learners (word smart) – are bookworms, are  brilliant writers and speakers, do well alone and sometimes in groups – also like traditional classrooms like math learners

So what makes a great student?

  • One who understands their types of unique intelligence, and their strengths and weaknesses – and takes advantage of the strengths and works to improve on the weaknesses
  • One who sets goals that guide how to spend time and energy – goals are specific eg not ‘must improve in class’  but ‘must get 100%’Lead balanced lives – knows importance of success in school, friendship, family, community, country, hobbies and extracurricular activities
  • Have curios minds – Chinese call ‘beginners minds’ – pretend to be learners

Now I will focus on the importance of your education.

Have you ever thought why the wealthiest and most advanced countries in the world have the best of everything?

  • The best health care, the best education and justice systems for all its citizens;
  • the most peaceful and safe living environments
  • freedom of speech and movement,
  • and the most advanced and creative inventions. These countries include Canada, Germany, USA, UK, and Japan.


Have you ever thought why Africa is so poor; has so much violence; has such corrupt leaders that are so profoundly abusive to its own people?

Why does Africa have to depend on the developed countries for its survival when it has more natural resources than any other continent?

Have you ever thought why your uncle or father is a gardener or a manual labourer, or why your mother is a housemaid, a laundry maid or a street hawker, or a beggar?

There is only one reason for all of these scenarios, and it is the lack of EDUCATION

Most of Africa is uneducated – so any group with a little knowledge abuses and threaten those with a lessor education, or the ignorant – and force them to live in fear, to live in poverty and in a confused state of anger, which they project onto their family and community!

Tragic, but this is true. This is the reality of the oppressors and the oppressed.

In Canada every person is equal:

  • male or female; black, brown or white; gay or stray; any religion, any age, any disability, any background – all are one
  • one  big family who care for each other; who support each other in health and wealth; who are proud of each other; who care of each other’s families and communities; and care and aid the needy people all over this world when tragedy falls on them.

This is not a dream – it is a fact – I live this dream in Canada

And it can be the same for us all here in South Africa

Only with Education can you achieve it – and you have it right here in this school with the support of your educators.

So what is your obligation?

I quote a very famous and influential grandson of Africa He is changing the world with his education.

He is Barack Hussain Obama, the President of the United States of America. He said when he spoke to some students at a New York school he visited.

“… at the end of the day, we can have the most dedicated teachers, the most supportive parents, and the best schools in the world – and none of it will matter unless all of you fulfill your responsibilities.

Unless you show up to those schools; pay attention to those teachers; listen to your parents, grandparents and elders; and put in the hard work it takes to succeed.

And that’s what I want you to focus on today: the responsibility each of you has for your education. I want you to start with the responsibility you have to yourself.”

That’s the opportunity an education can provide.

Apartheid has ended, racism has ended, and Imperialism has ended.

But you have a greater enemy, a greater weakness, the strongest weapon of the oppressor. It is the enemy of peace and love, of hope and progress, and communal and national unity.

That enemy is your ignorance, yes YOUR ignorance! Your lack of Education.

The same enemy controls you mind through the use of alcohol and drugs.

When you return to your classes, think of these points:

Why is Africa in trouble? How can you change it for your family, your coming children, and country

Education starts by changing one person’s life, and ends up changing the world.

The only real failure in life is the failure to try. Never give up trying to fulfil your dreams and ideas.

In the end everyone who tries will succeed, and if you haven’t succeeded, then you have not reached the end.

Remember; be proud of who you are and what you have already achieved so far.

Keep moving ahead and set your goals high. Believe in yourself.

Come learners, come save Africa, come re-build Africa, and secure Africa’s future with your Education!

Nkosi Sikelele e’Africa

Thank you for your attention

Mohamed R. Goolam Hussain

JB Sibanyoni Member’s Statement

The KUNGWINI Parliamentary Constituency Office (PCO) in Tshwane is commended for having partnered with Dr. Mahamed Hussain during it’s “Back to School Campaign”. Dr. Hussain was born in Bronkhorstspruit and practiced medicine in Kwaggafontein (former Kwa-Ndebele) but, due to harassment by apartheid security police, he migrated to Canada where he pursued his medical career.

He also championed a programme and conducted free diagnosis tests at Sizanani School for the Disabled and assisted the Educators and School principals by introducing a WORK PERFORMANCE System which he funded from his own pocket.

He toured schools with the PCO during February 2013 and conducted motivational taks and inspired learners at various schools focusing on the importance of Maths and Science and specifically motivated the 2013 Grade 12 Matriculants.

As Dr. Hussain is about to return to work in Canada the Kungwini PCO will be observing Human Rights Day in a  function on “The Right to Education vs. the Child’s Responsibility/duty to be Educated” to be attended by a 90 -year-old farm dweller who never attended class but always transported the farm owner’s daughter to school by horse cart.

Jonas Ben Sibanyoni
Member of Parliament

Letter of Gratitude

Dear Doctor Mohamed Rashid Goolam Hussain,

Receive our warm greetings once more from the leadership of the City of Tshwane Metropolitan Municipality.

The above matter bears reference.

On behalf of the City of Tshwane and the residents of Kungwini, we hereby want to extend our warmest gratitude on the good work done during the Making School Work Campaign organised by all our structures during the month of January 2012 as part of marking the re-opening of all public and private school in the Inland stream on education.

We hope that you stay in the country and our region in particular has been the most enjoyable, but more importantly, we would like to express our appreciation and kindness shown by yourself during the whole period and interaction on activities as planned and experience by both parties. You have motivated many of our people during your address at Dan Kutumela Secondary Schools and in many other schools that you have visited during this small period in particular Tshwane.

We have received many congratulatory remarks by School Principals on your good gesture shown in relation to sharing your experience and expertise in relation to addressing socio-economic challenges that affects the education of a black child during this period.

We would like to take this opportunity to wish you good luck in your return back home (Canada), however, on the same breadth, we would gladly appreciate a more lasting relations from people like you especially as it relates to encouraging the youth to learn and becomes something in life.

Our relations with your good selves have shown many of us that no man is an island, that we need each other in good and difficult times. It is against this background that we salute you and your endeavour to leave a mark in our people’s lives.

We are looking forward to hearing from you and the rest of your colleagues on more programes that seeks to address the reconstruction and development of Africa as a whole.

Lets all come together towards rebuilding of our beautiful country and contribute towards building of a just and caring society.


Jabulane S Mabona, Chief whip of Council

Student Health Initiative Project: An Observational Study


Objectives: This is a pilot project that aims to reduce the barriers to health care, learning and development, as well as promotion of essential health awareness and behaviour which will have a direct impact on a child’s school performance, absenteeism and overall health. There are many barriers which restrict health care, learning and development and these include transportation, lack of financial resources, language and cultural differences, poor nutrition, poverty, and disabilities including gross loco-motor dysfunction, impaired vision or hearing, and environmental factors such as poor water and sanitation. These all negatively impact the overall development of children and youth.

Setting: A government operated school for LEARNERS WITH SPECIAL EDUCATION NEEDS (LSEN) in Kungwini (Bronkhorstspruit), Gauteng, South Africa.

Design:  Social, educational and medical records were reviewed with the educator and learners followed by a complete physical examination to formulate a needs assessment.

Subjects:  Subjects (mean age 12.9 years) were 34 learners who were attending the school with a learning disability (admitted either as a slow learner, mental retardation, delayed milestones, intellectually handicapped, ADHD, reduced attention, forgets easily and repeating grades, as a admission diagnosis on the medical forms from the attending physician and referring school’s forms) at the ratio of 1:3 female/ males. Interviews were conducted by the educators who helped in the interpretation and communication with their learners, and expressed their concerns with the education of the learners. These educators were immensely resourceful for social and educational data, and comforted the learners during the assessments.

Main Outcome Measures: Data for 34 learners was reviewed with 7 educators over 5 assessment visits during February 2012. Assessment needs included demographic data, parental status and occupation, developmental history, (pregnancy, birth and milestones), medical and surgical history, disability description (from the referring physician), use of appliances, independence of ADL’s (activities of daily living), nutritional assessment, developmental assessment for learning disabilities, school attendance, physical activities, child abuse risk, sleep problems and stressors, sanitation assessment, health education and safety needs, immunizations, vital signs, visual, hearing and dental screening a neurological status assessment and a complete physical assessment excluding a genital examination. Urinalysis was performed for each learner. Educator concerns were noted and discussed. The data was assessed for short and long term needs, remedial actions and barriers to the suggestions.

The home language of the learners sometimes differed from the first language at school (Zulu). Communication in the second language (English) was generally poor. The overwhelming majorities of learners were happy to be studying at this school and preferred to stay on as they were not bored at this school due to the interactive educators or stressed by the demands of the mainstream schools.

Results:  As predicted, there were many barriers which restricted learning and development and these included:

A learning disorder was classified according to the special needs in reading, written expression, mathematics, motor skills, communication and pervasive development.

Nine of the 34 learners (26.4%) did not fulfill the criteria of a learning disorder. They were referred as slow learners, mild mental retardation, muscular dystrophy, or other medical condition not conducive to the mainstream school education.           They demonstrated average or above average performance in class with the educators. This group was either misplaced, misdiagnosed or had improved from their original condition.

Social conditions such as inadequate parenting, ill, deceased or no parents, unstable homes, absenteeism due to illness, sleep deprivation due distances in transportation, lack of financial resources, language and cultural differences.

Fourteen (41%) learners had social conditions impairing their educational development as outlined above. Some learners carried the burden of prior abuse, desertion, and being cared for by a teenage sibling. One learner was sleep deprived and underperforming at school as he had two part-time jobs after school to supplement his finances.

Medical conditions included HIV/AIDS ( some were on treatment and some were unscreened but suspicious of), hearing deficits ( wax in ears, untreated nerve conduction defects),  vision deficits (lack of glasses, trachoma), mood disorders, congenital abnormalities ( hydrocephaly, craniofacial disorders), neurodegenerative disorders, cerebral palsy,  respiratory disorders (asthma, tuberculosis) and disabilities including gross loco-motor dysfunction ( muscular dystrophy and arthrogryposis). These all negatively impacted the overall development of the learners. Environmental factors such as poor water and sanitation had no impact.

There were 30 (88%) learners with active health conditions impacting on their education. These are described above. Most learners need immediate and long term interventions to reduce their burden on education. One learner is progressing to blindness while awaiting corneal transplant surgery for the past one year. Learners with wax in their ears were classified as hearing impaired with learning deficits. Learners with global cognitive disorders required appropriate long term institutionalization and personalized care that is not possible at this institution.

Nutritional assessments were mostly satisfactory except for an obvious reduction in BMI in children inflicted by HIV/AIDS. BMI assessment in children is not always reliable.

The potential for abuse exposure was not apparent at present. However, two students have a history of sexual abuse by the parent or guardian.

Health educational was lacking in the areas of water and fire safety.  Fire emergency planning and swimming were not known or practised by most students. Risky behaviour such as the effects of smoking, alcohol use and substance abuse were unknown to the students who always denied their use of these substances.

Immunizations were not documented in some records and poorly completed on the attending medical practitioner’s form.

The developmental histories were most uninformative. Almost all medical forms were completed as “delayed milestones” without any description of any of the milestones assessed or inquired.

The educators showed concern in the following areas:

  1. Overcrowding. There were about 25 learners with special education needs for each educator. This ratio was overwhelming the abilities of the educators.
  2. The ‘Inclusion Policy” of the Department of Education and the Ministry hampers the needs of the learners. Learners with mild mental retardation were classed with the severely and profoundly retarded learners, resulting in a disparity of educational needs and goals for the educators to achieve in one class.
  3. Disruptive behavior by learners with an inability to set limits by the educator resulted in an escalation of the learners behavior and attitude to the educators.
  4. There needs to be a clearer exit strategy for the learners who have either improved, were normal or had reached an age into adulthood. Some learners were more than 30 years old and were integrated with very young learners with different needs.
  5. Vocational Co-op programs to introduce the learners to industry and societal services need to be enhanced.

The following recommendations may alleviate the barriers to educational development at this institution, and could be a model for other such institutions:

  1. Admission criteria. The admission and medical criteria for an acceptance of a learner to the school with special needs has to be clearly defined. The medical form completed by the medical practitioner must include a detailed birth and developmental history, learning developmental deficits, past medical history, individual immunizations, screening for visual and hearing, detailed physical and mental status examination, medical and rehabilitation needs and identity of the practitioner. An example of the form is attached. This information is imperative in appropriately providing for the learners global needs and facilitates the rapid rehabilitation of the learner. If more details are needed, this should be requested from the medical practitioner before placement of the learner.  The placement committee, the rehabilitation staff including the occupational, speech and physical therapists, and the psychologists must meet as the admission committee to correctly review the needs of each learner, and review them with the parent or guardian prior to admission.
  2. Transition Class to the mainstream school. A special class focussed on preparing learners who have improved or were misplaced needs to be established to emotionally, mentally and physically speed up integration and a return into the mainstream school. This would alleviate the overcrowding by this group of learners. A quarterly review meeting by the placement committee on all learners would monitor the progress of these learners objectively thereby maintaining the optimal remedial measures.
  3. Learners in need of medical attention and services which inhibit their development must get the attention immediately. A failure to do these handicaps their progress as long as the condition persists, results in overcrowding of classes, and poses a serious a risk of spreading the disease to other learners and educators.
  4. Poor parenting and other parenting issues must involve the Department of Social Services and their strategies to address these issues including provision of parenting classes. All learners not attending classes must provide a medical certificate for their absence.
  5. Educator frustrations. Group meetings with the educators on a weekly basis would allow for their concerns to be shared with possible solutions. A monthly meeting providing an incentive for the educators has been established.
  6. Health education safety and promotion. Learners would benefit from education specific to the effects of risky behavior including smoking, alcohol use, substance abuse (glue sniffing and marijuana), and the risks of operating a motor vehicle. Classes promoting safety during a fire and swimming lessons would reduce the lifelong risks of bodily harm and death.
  7. Physiotherapy, Speech and Occupational therapy services. These were not available or accessible to the learners. These therapeutic modalities are critical in the rehabilitation of learners with special needs, and the absence of these therapies were delaying and retarding the progress of the learners.


The SHIP Project has achieved its objective in a limited setting of a school for special education needs. It has demonstrated:

  1.  The incidence of children with health needs
  2. The spectrum of health needs
  3. Practical screening measures
  4. Practical remedial measure
  5. Barriers to remedial measures
  6. Impact of project on student health and education
  7. Impact on educators and school.
  8. Strategies to improve services for children health and education

The project will assist the school community in addressing its health and education needs, and advance public education, and social and economic development. This success will then be shared with potential Canadian financial donors and physicians who will be encouraged to support with financial and medical resources. This pilot project is hoped to be a model to assist children in other schools and cities in South Africa.


Councillor Jabulani S. Mabona – Chief whip of Council, and Mr.Peter Nkosi of the City of Tswane, who encouraged and endorsed the project, introduced me to the schools, educators, and the officers of the City of Tswane, and who closely monitored and supported my progress.

MEC for Finance Mr. Mandla Nkomfe who encouraged and endorsed the project during the school opening campaign in January, 2012.

The principal Mr. A. Mthimkulu, educators and staff of the Sizanane LSEN School for their immense dedication and commitment to the children of South Africa.

Dr. Sethosa, Mrs. Khabanyani and Mr. Herbert Nkosi of the Department of Education for their encouragement, assistance and advice for the project.

Late Comrade Steve Bhiko whose personal words echo daily: To empower the mind of every child in Africa.

Mrs. Kathy Szarka and Ameena Nanabhai for their administrative and moral support.

Disclosure / Conflict of Interest; Dr. Mohamed Rashid Goolam Hussain has received unsolicited donations for this project from Mrs. Violet and the Late Donald D’Albenas, Ricky and George Michals, and Luc Guillemenault  of Ontario, Canada.

Cc. Councillor Jabulani S. Mabona, Mr. Peter Nkosi. Dr. Sethosa, Mrs. Kabunyani and Mr. Herbert Nkosi, Mr. A. Mthimkulu, Mr. Mandla Nkomfe.