Mainstream Education - Parenting Hub

Advice from the experts

Gearing university education for employability

More young people have university degrees than ever before. Between 1995 to 2016, the percentage of people with tertiary qualifications grew by 20%, this is according to the Organisation for Economic Co-operation and Development. As a result, competition for skilled positions is steeper, particularly when entering a workplace that is increasingly pressured, globalised, diverse and fast-paced. Checking the boxes for a qualification no longer guarantees a job, and employers scan their applicant pools for individuals that stand out. “Employers are looking for graduates with well-rounded knowledge, fresh perspectives, the ability to upskill and take on diverse roles. The specialised knowledge offered by traditional curricula is becoming less relevant to a workforce that requires adaptability and critical thinking skills,” says Rebecca Pretorius, Country Manager for Crimson Education, an education and mentoring company that works with high-schoolers to gain entry to top universities in the States and the United Kingdom. According to Pretorius, the South African tertiary curriculum is still geared towards specialised faculty-based education, with little overlap across different fields of study. Meeting the needs of the modern workplace requires a shift towards interdisciplinary studies, with the United States’ Liberal Arts curriculums offering a good example; “A liberal arts degree develops both soft and hard skills. At graduation, students have a broad knowledge base and skill-set to bring to the working world.” In the United States, the tertiary education system is geared towards fostering well-rounded knowledge, actively seeking to meet what employers are looking for. A survey by the Association of American Colleges and Universities found that 80% of employers think that students should acquire broad knowledge at university that stretches across the sciences and arts. In line with this, universities tailor their admission procedures towards finding candidates with diverse skills and interests. “While South African and UK application processes rely largely on academic results, US universities want to know a student’s passions, experience, extra-curricular projects and leadership abilities,” says Pretorius. A key determinant of securing a place is demonstrating a drive to take full advantage of the opportunities offered by the campus in question – from cultural clubs to top internships and research groups. Developed by graduates of some of the world’s top universities, Crimson Education’s mentorship combines academic tutoring with extra-curricular guidance and support, even encouraging students to launch a small business or develop a project. “Encouraging diversity from a young age equips a student with the tools they need to take on a changing working world,” says Pretorius.

October 4, 2018

Public university or private: Choose the right institution for you

There have been many developments in the higher education sector in past decades, notably a rise in the number of institutions from which prospective students can choose when considering their further education. Along with the increase in public universities, there has also been substantial growth in the private higher education sector. Faced with this increase in choice, it is natural for young people to be anxious about their decision – should I go to a public university, or should I opt for a private higher education institution? A massive part of this concern, is whether the qualification you receive after 3 or 4 years of study, will be respected in the world of work, whether it will position you well to land your first job, and whether it will help you build the career of your dreams. “It is so important that future students don’t base their decision on their gut feel or vague perceptions,” says Dr Felicity Coughlan, Director of The Independent Institute of Education and Group Academic Director at ADvTECH, Africa’s largest private education provider. She says there is a concrete checklist that prospective students should measure their chosen institution against and, if all the boxes are checked, they can rest assured that their choice of institution can help them achieve their dreams. “Ultimately, you have to make an informed choice based on your personal vision and circumstances, and you should not blindly follow a direction just because everyone else is going that route, or because you think that’s the way to go,” Coughlan says. She advises prospective students, and their parents or guardians, to look at the following when considering or reviewing higher education institutions: ACCREDITATION Most importantly, your institution must be registered and accredited. South Africa has a single quality assurance system and one National Qualifications Framework, which means that any institution offering a registered and accredited qualification – whether public university or private – is offering a qualification of equal standing. So if your institution is listed on the Department of Higher Education and Training’s list* of registered higher education institutions and colleges, you don’t need to be concerned about whether the institution is called a university, a college, or a private higher education institution. This is because the only difference between public (University) institutions and private higher education institutions – which purely as a result of regulations may not refer to themselves as private universities – is that the public institutions get some subsidy from the government while the private institutions don’t. EMPLOYER RECOGNITION The world of work has changed dramatically over the past decade, and the economic climate is tough. That means prospective students should make sure that their qualification and their choice of institution is well respected by employers and in the market. Generic 3-year degrees with no practical experience do not provide a strong competitive advantage after graduation. This means that young people should interrogate their institution about the following: curriculum, industry relationships, lecturer activity in the industry, and practical experience that form part of the studies. The strongest qualifications today are the ones that are closely linked to specific careers and fields, and whose curricula are based on the competencies required to be work-ready from day one. One way of determining industry recognition of your institution, is to ask about its career fairs, when the country’s top companies visit campuses to meet students. If employers are lining up to meet the leaders of tomorrow at your institution, you can be assured that you are signing up for a quality education that is respected in the workplace. INTERNATIONAL RECOGNITION Many students want to know that their qualifications will be internationally recognised. If this is important for you, you should ask your institution about international links and accreditation. Does your institution have links with international exchange programmes, or is it accredited by an independent international accreditation council? All good institutions should be able to provide satisfactory answers to your questions about your potential international opportunities. CLASS SIZES & STUDENT SUPPORT Class sizes and student support are crucial for ensuring student success and successful transition into the world of work. Individual attention, and being more than a number, can dramatically influence student outcomes. But an institution’s involvement should go further than quality lectures and success at exam time. Good institutions will have career centres which assist students and alumni beyond academics. “The higher education landscape looks entirely different today from the way things were even a decade ago. These days, prospective students have a lot more choice in terms of institution and qualification,” says Coughlan. “To really make the right choice in terms of the best grounding for your career dreams, you have to look beyond historical perceptions and gut feelings about which way is ‘the best’ way, and make sure your choice is based on the facts about what makes one institution and qualification stand out from the next one,” she says. *www.dhet.gov.za/SitePages/DocRegisters.aspx

October 1, 2018

Conversations to have with your young adult before University life

By Tracey Terespolsky (English Teacher and Parent at Crawford College Sandton) As I sit before you on the eve of your departure, I am swamped by a plethora of emotions. You are embarking on such a life changing adventure – one that will shape your life and have a far greater impact on you than anything else that you have experienced to date. To this end, there are some thoughts that I want to share with you that I believe will ease the transition. There is such a huge gap between the school system and University life. You have been blessed to attend a school where the emphasis has been on forging the students into independent, feisty, free thinking individuals. However, as you enter the portals of the University, the element of personal interaction is diminished to a point where it barely exists. The challenges of “adulting” that you have been chomping at the bit to embrace, are about to become a harsh reality. So, from day one my advice to you is go to your lectures. It may be cool to chill on Campus with friends who are studying different degrees, but once you fall behind, the volume and level of difficulty is such that you can just never catch up. It may be tempting that your lectures are online. Let’s be honest, though, the likelihood of you actually watching those lectures that you have missed, are close to zero!! Campus life is vibrant. Embrace it fully – join societies that interest you and make an effort to meet other people. It is fantastic that so many of your school mates are going to be there, but part of the University experience is learning to expand your horizons. Sport is such an awesome way to integrate into a new environment so use your sporting prowess to full advantage. Possibly the best advice that I can give you is to strike a balance in your life. At school, that was pretty easy to achieve. Now, however, with the sheer volume of work, adjusting to living away from home – both from an emotional and a practical point of view – the challenge is both real and daunting. In order to achieve a balance, your organisational skills are going to be tested and need to be on point!! Remember though, that these skills are a work in progress. I am still trying many years later to hone them. The bottom line is this – you are about to enter a phenomenal phase of your life. You get to test your mettle with regards to living as an adult but the consequences are not nearly as onerous as they become once you enter the world of the working person. Make the most of the incredible opportunities that are about to come your way and, in and amongst all the heightened responsibilities that I have painstakingly pointed out to you, have FUN. This is still a very carefree time of your life. Work hard, play hard…….

September 28, 2018

Hands-on Learning

Hands-on learning: is a practical learning experience students are actively involved allows for free exploration of the environment requires personal involvement by the student The importance of hands-on learning: it allows for investigation and self-discovery it stimulates curiosity allows for problem solving students are engaged and active allows learning through exploration develops thinking skills it builds self-confidence provides motivation for continued learning allows for collaboration develops communication and social skills The role of the adult: to provide a safe environment ask questions act as a guide and facilitator have respect for the students provide encouragement ask questions participate in discussions ask open-ended questions What to avoid doing: control the learning experience dictate what must be done take-over overload the students with instructions overwhelm the students A few ideas to explore: Creative art explorations: provide a variety of materials and allow the students to explore and experiment with creating their own masterpieces. This helps to build creative expression, fine motor skills, and a sense of self-worth Block play: set out a variety of blocks of different sizes and shapes. See what the students create on their own. Provide a challenge, “Build a tower that can support the weight of this doll/ action figure/ book.” Block play is good at helping to develop basic geometry skills and an understanding of physics. Sensory play: create a sensory area with different materials and textures. Watch how the students explore this area. Ask questions, “What does the bark feel like? What can you do with it? Can you change it in any way?” Ask students to explain what they are doing. This helps to develop language skills and provide an introduction to scientific concepts, such as how materials can be changed into something new. Nature area: Collect a variety of leaves, seeds, stones and sea shells. Allow students time to handle these objects. “What are you holding in your hand? What does it feel like? Where did it come from? What does it do?” Students can further their general knowledge of the natural world through their explorations and by asking meaningful questions. Sand and water play: set out different sized containers, cups, colanders, funnels, spoons etc. Watch how the students play. Do they fill the containers? Do they pour the sand/ water into bigger containers? Mathematical concepts such as measurement, volume and capacity, number skills and fine motor skills are developed, as well as introducing them to physics. by Karen Vidiluch, Crawford Pre-Primary North Coast

September 27, 2018

‘Gap it’ to success!

Matriculant, not sure what you want to do with your life? Or perhaps you do know, BUT you simply don’t have enough money to pursue the career of your dreams next year? Don’t despair, Tiffiny Thomas, Owner and Founder of Blue Bird Aupairs has a solution! “A Gap Year,” says Tiffiny “is the perfect opportunity for young adults to not only find their feet in the world, but to also earn money at the same time!” Whilst traditional trips abroad may not be an affordable Gap-Year option for most young South Africans, Tiffiny says that it doesn’t mean that they can’t ‘Gap it’ in their own backyard. “Taking a year off to discover yourself doesn’t have to cost and arm and a leg. In fact, if you do it right, you can actually make money to travel AND save towards your studies!” Plus, the opportunity to get real-life experience is something that you simply can’t pass up “You will be updating your CV with valuable experience that will give you an edge over other young adults once you hit the job market and officially start your career,” Tiffiny explains. From being an in-store promoter or waitressing at a restaurant to tutoring younger children after school, these are the kinds of jobs that are available to students who are reliable and willing to work hard, says Tiffiny. She adds that there has been a rise in the demand for young au pairs who are passionate and responsible. “More and more, working parents are turning to young role models to take care of their children in the afternoon instead of leaving them at the school aftercare,” Tiffiny explains. The best part? Studies have shown that Students who take a gap year have improved academics compared to students who didn’t take a gap year!

September 25, 2018

The PROVES Method – the perfect strategy for mastering your matric mock exams

Matrics from the Class of 2018 should now be deep into preparing for their upcoming mock exams – which are only a few weeks away – and ultimately the final exams of their school careers in two months’ time. With only a handful of weeks left to revise, they now need to up the ante to ensure they get the best marks possible on their prelims. Doing so will enable them firstly to see which areas need more work before they write their finals, and will also ensure that they get the very best marks to allow them access to the higher education institution and qualification of their choice. “Learners now need to go beyond reading and re-reading their textbooks and notes, and employ a more holistic strategy which will position them to bring their very best to the exam room,” says Wonga Ntshinga, Senior Head of Programme: Faculty of ICT at The Independent Institute of Education, SA’s largest and most accredited private higher education institution. Ntshinga says that at this stage of the game, the PROVES method is a great approach to follow, as it helps to cement the academic work in the learner’s mind, while expanding understanding from different angles. Additionally, it gets learners in the right frame of mind, to withstand the anxiety and stress which can negatively impact performance. The PROVES method can be broken down as follows: PRACTISE by writing past papers or example questions rather than just reading. Most schools should make past papers available to their learners, but it is also a good idea to get ones in addition to those provided by your school. Good higher education institutions also help matric learners by providing past papers, so go visit a registered and accredited one in your area, and ask a student advisor to assist. As a bonus, the student advisor might even be able to talk through some of your concerns about the exams and your post-matric options, which will further help to mitigate any anxiety you may have. REFRESH by making sure you are eating, sleeping and exercising enough. Cramming into the early hours of the morning before an exam will leave you stressed, exhausted and unable to focus. It is important now to look after your physical and mental health as well as throwing your weight behind your books. Learners still have enough time to cover what they need to cover ahead of the exams, but then the plan needs to be put into motion right away, to avoid last-minute panic and the resultant impact on their physical wellbeing. ORGANISE yourself, your time and your work. Having a neat working environment and a clear plan for what you need to do and study every day, as well as having the relevant materials sorted and on hand, will go a long way to reduce anxiety and optimise learning. Follow the plan closely but avoid spending hours every day on the plan rather than the implementation of the plan. Don’t allow yourself to feel overwhelmed, but focus on the small efforts – hour after hour, day after day – which, when compounded, will ultimately make a big impact. VISUALISE by using colour and mind maps and other strategies rather than just words, so that you can use more of your brain. EXPLAIN by answering questions or telling friends or relatives about your work. It is not until you have tried to explain what you know that you can assess if you know enough to answer the questions. SOCIAL MEDIA can be used as an academic tool to expand your understanding and grasp of your work. This can best be done by getting together a study group of equally dedicated and committed peers, and using the various platforms for specific purposes. Being part of a study group helps you track your progress, can quickly help you clarify your understanding of issues or set you on the right track if you have misunderstood something, and it also acts as an early warning system if you are falling behind. The various channels and apps can be used as follows: GOOGLE to find a wealth of online resources. From how to handle exam stress, to self-marking mock papers, study timetable templates and content/concept lists. Do a search for “Matric Exams 2018” which will provide many excellent results which can assist you in your preparation and motivation. A dedicated WHATSAPP study group enables discussion, last minute clarifications and sharing of notes. It is best to align study breaks within the group, and put your mobile on airplane mode while you’re hitting the books. When taking a break, connect with your peers via WhatsApp to share your understanding, successes and concerns. FACEBOOK groups for specific subjects is a great way to share materials and visuals, while enabling group discussions. When it’s time to take a break from the written word, go to YOUTUBE to find videos related to the content you are studying. Sometimes seeing something explained in video format will clarify things you just weren’t able to pin down while going through your textbooks. “The next few weeks and months are going to be taxing for learners preparing for their final exams, but by following a strict study strategy and doing what needs to be done every day – without allowing panic and procrastination to set in – there is still sufficient time even for learners who aren’t quite where they should be at the moment,” Ntshinga says. “And by incorporating this strategy into their approach right now, many learners will also find a new feeling of empowerment to take on the additional burden that higher education will bring.”

September 18, 2018

Mind the gap- why you should think twice before taking a year off after school

Matrics who are tempted to take a year off after their school careers – whether it is because they feel they just need a break, or because they don’t yet know if or what they want to study – should think twice about their decision, an education expert says. “There are significant implications to taking a so-called gap year instead of directly entering studies,” says Peter Kriel, General Manager at The Independent Institute of Education, SA’s largest private higher education provider. Chief among these, is the fact that graduates who went to study straight after school, and who completed their qualification within the required timeframe, are significantly better off than matriculants who elected to enter the workplace right away or who opted for a gap year, particularly if that gap year is unproductive. “A gap year doesn’t necessarily mean that you take off a year to travel the world and pretty much do nothing as the term was understood in the past. The concept has evolved to include other activities, such as getting a job after Matric to earn some money or gain work experience, or volunteering or even undergoing a structured programme,” says Kriel. However, while these options are still better than just relaxing for a year before entering studies, they may still put you behind your peers in terms of studying and earning potential, he says. Another risk with taking a gap year, is that one loses one’s “study muscles”, says Kriel. “It is completely understandable that the idea of getting away from the books after the demands of one’s final year at school is a very attractive idea for many. However after that year, getting back into the habit of studying and focusing on academics are major challenges which are best avoided.” But Kriel adds that there are ways to make a gap year work, which will lessen its impact on a person’s long-term success in the workplace. And obviously, where a young person is really not sure what they want to study, a gap year as long as it is productive is a better investment than a failed year of post-school study. “If you do decide to take a gap year, it is crucial that you at least do something to improve your skills and competencies during that time. A great option in this instance, is to do some distance or part-time courses.” This is a particularly attractive option for those Matriculants who are hesitant to sign up for a full degree straight away because they are still uncertain of what they want to do with their life. “Doing some short or distance courses allows you to investigate your options and interests without the financial and time commitments required of full-time degree study,” notes Kriel. “This means that you can get a better idea of where your passion and talents lie, while at the same time earning some certification that will make your gap year less of a ‘hole’ in your CV. “And finally, staying with the books, even without the commitment of having to study full-time and the ability to study at your own pace, means that you keep your brain working and geared for when you do sign up for full qualification study later.” It is important to also note that some higher education institutions will not keep your “offer” warm for you, so if you get in to the qualification of your dreams it is rarely prudent to delay taking up the place, says Kriel. “But for those who have legitimate reasons for not going straight into further studies, our advice is definitely to ensure that you don’t lose sight of the long game, and that you keep learning even if you are already earning.” Kriel says the time should also be used to actively investigate future study options to limit time-wasting later. “Look at all the higher education institutions, whether it be a public university or private, and their offerings. Find a qualification that will make you employable – one that is recognised by employers and has a curriculum that is relevant in the workplace of today. “You must also choose an institution whose curricula and learning processes enable you to master work-ready skills so that you have a competitive ‘hit the ground running’ advantage. Having a portfolio of work at graduation, for example, allows you to instantly showcase what you have learnt and what makes you an attractive prospect to potential employers. “Finally, you must choose an institution that will give you the best possible chance of succeeding and completing your qualification in the minimum time. Every additional year of study leaves a long-term financial impact, so consider things such as student support, class sizes, and the quality of lecturing and facilities.”

September 7, 2018

Homework or no Homework for South African schools?

The paradigm around learning in South Africa is changing rapidly. If, like most parents of this generation, you grew up with homework, then this might not seem like such a big deal. However, schools around the world, including South Africa, are changing their views on homework. This is largely thanks to the revolutionary approach to education that Finland has adopted – with stunning results. Where did it all start? The Finnish Phenomenon In 2006 the Programme for International Student Assessment (PISA) conducted a survey of 15-year-olds’ academic skills from 57 nations. Finland placed first in science by a whopping 5% margin, and dropped a bomb in the world’s schooling narrative. Here is what’s so different about Finland’s preschools and primary schools: Preschool is not academically focused in any way but focuses more on play, fostering healthy socialising, increasing independence, and growing maturity. Children don’t start school until they are seven years old. They have less homework than their peers in other countries – at most a half an hour a day, which is often completed during school anyway. There are no private schools in Finland, so children from wealthy and middle- to low-income homes melt together. This also means better schools all round, as the whole neighbourhood is invested in making the local schools of a high standard for everyone. Finland determined that education is the way to climb out of their economic hole. Education became more than just another point on a child’s long to-do list; it became a beacon for the future of an entire country’s success. There is only one standardised test, which is administered in the final year of high school. At many schools, teachers don’t grade students until the fifth grade, and teachers aren’t forced to organise curriculum around standardised testing. After ninth grade, students attend either an academic program (53%) or vocational one (47%) — this flexibility results in a 96% graduation rate, dwarfing South Africa’s cohort pass rate of 39.25%. Finally, play constitutes a significant part of individual growth and learning in Finnish schools. Every class must be followed by a 15-minute recess break so children can spend time outside on their own activities to ‘reset’ their minds. What about South Africa? We hear people argue that, because South Africa is bigger, more diverse, and more unequal, it’s harder to reach higher quality education. However, there are some shining examples of what we can accomplish when our public and private schools start embracing change. In 2015, Gavin Keller – principal of Sun Valley Primary and CEO of The Sun Valley Group of Schools – implemented a no-homework policy for their primary school and up to Grade 9 in their high school, assigning learners 20 minutes’ reading time a day instead. Keller says. “When we started assessing our school, what became very clear was that school is a high-stress, anxiety-based environment and children have no time to be innovative and creative. They need nine hours of sleep and their school day is six-and-a-half hours long, so there’s no time to play – and play drives creativity.’ They’ve since seen improved academic results, increased motivation and a significant increase in reading. “Schools are changing how they approach learning,” says Janine Hammond, MD of Sherpa Kids Western Cape, an aftercare and holiday care solutions provider for many preschools and primary schools in the Western Cape, “and it’s time that aftercare is considered in the same light as well. Most of our children will go into jobs that don’t currently exists. They need problem solving skills, time management, and programs that stimulate intellectual capacity building. This does not happen by accident, but through careful, thoughtful education and aftercare systems that are based on sound parenting principles like routine, discipline, boundaries, and reward.” “We’ve seen the benefits of play for learning,” says Janine. “We need to remember that what happens after the school day is as important as what happens during the school day. It truly does ‘take a village’ to raise a child, so the aftercare team needs to be the ‘fresh legs’ so desperately needed to constructively support our children during the second half of the school day.” Sinai Academy in Bloubergrant – a private school that uses the South African CAPS curriculum – has long since adopted the approach of independent learning. “Students are self directed and become lifelong learners,” says the school. Students are given the month’s curriculum at the start of the month, and then each learner can choose what they’d like to complete and by when, as long as all of it is completed by month’s end. This allows them to energetically complete their favourite things, before tackling the more difficult lessons. This fosters a love for learning, and allows more time for play. What can I do as a Parent? If you child’s school does insist on homework, here are some great tips from Janine Hammond of Sherpa Kids on how to manage homework with success: Do homework early in the afternoon – right after lunch if possible – while your child’s minds is still fresh. This also allows them to close the ‘school day’ file in their minds, and releases them to exhale into their afternoon’s fun activities. If you can only help your child with homework when you come home from work, try not to do it directly before bed time. Studies show that children need to wind down before bed in order to sleep well. A good night’s sleep means better memory capabilities, which means a brighter, happier child. So after homework, allow a little play time, then read a story in bed, then it is lights out. If your child does go to an aftercare, find out if they include structured time that allows your child to learn independently (not provide another teaching lesson, but also not abandon them to attempt the tasks alone), and that facilitators are available to guide and support your child in their homework, and in play. Most schools in the Western

September 6, 2018

NQF explained: What prospective students should know before they sign up

Terminology related to education in South Africa can often be very confusing, particularly when learners and prospective students need to consider the National Qualifications Framework (NQF) and talk of accreditation and registration. It is however very important that prospective students get to grips with the terminology, as not doing so can have serious implications down the line, an education expert says. Dr Felicity Coughlan, Director of The Independent Institute of Education, SA’s largest private higher education provider, says one of the most important aims of the NQF is to protect the general public from abuse by bogus education providers. She also says that by developing an understanding of the NQF, you can make assumptions about registration and accreditation, which makes it all much easier to understand because a qualification that is not registered or accredited is not on the NQF, so it really is your shortcut to working out what is real and what is not. “South Africa has a register of all qualifications which is managed by the South African Qualifications Authority (SAQA), and this register is referred to as the NQF,” she explains. “We are fortunate in South Africa to have some really strict rules that educational institutions and training providers have to adhere to, so if you want to study there are a few simple questions to ask to which there are very clear answers. If an institution is not clear with you on the answers, the chances are you should be cautious about registering.” Coughlan says that something can only be called a “qualification” if: 1) It has a credit value of 120 as a minimum, and 2) is registered on the NQF with an NQF ID (sometimes called a SAQA ID) number. “The shortest possible qualification is therefore normally one year as it takes about a year of study to do 120 credits. A degree is normally at least 360 credits and so on. Without these two being in place, what you are studying is considered a short course and not a qualification, so it cannot be called a diploma or degree. So, if a South African institution is offering you a diploma for three weeks of study, it is not legitimate and warning lights should start flashing about that institution.” Coughlan adds that if an education institution cannot provide a prospective student with a programme’s NQF ID, caution should be exercised as it is then not a South African qualification. However, even when an institution does provide an NQF ID, one should still verify it independently by searching for it on http://regqs.saqa.org.za/ . “Look up the qualification and check its level and credit value, as well as information about what it covers. You can then compare that information to the marketing material given to you by the training provider to make sure that the promises and reality match.” Coughlan says that qualifications will only get registered on the NQF if they have been checked for quality and accredited by the Quality Council with the statutory responsibility for doing this. South Africa has three of these Quality Councils, she explains. 1) Umalusi is responsible for “school level” qualifications which are on the first four levels of the NQF – Levels 1 to 4. 2) The Council on Higher Education (CHE) is responsible for higher education (post- secondary school) qualifications which are the ones on level 5 to 10 offered by registered private higher education institutions and public Universities. 3) The QCTO (Quality Council for Trades and Occupations) manages vocational training and education from Level 1 through to level 6. The level overlaps with Umalusi and the CHE, but the area of focus is very much the trades and occupations, from plumbing through to being a chef or even some areas of accounting. These colleges are called TVET – Technical Vocational Education and Training Colleges. (In the past called FET (Further Education and Training) Colleges. Coughlan says the level on the NQF gives one an indication of how complicated the subject matter is. Level 10 is where Doctorates are pitched, for instance, while Level 4 is the level of Grade 12. “Only registered private and public institutions can offer qualifications that are on the NQF, while both private and public institutions can offer on all levels and through approval from all the Quality Councils. This means that the only difference between public (University) institutions and private higher education institutions – which may as a result of regulations not refer to themselves as private universities – is that the public institutions get some subsidy from the government while the private institutions don’t.” Coughlan says when one has a clear understanding of the NQF, that information will assist you in deciding what to study and where. “If, for instance, you want to follow a trade or vocation such as becoming a Chef, you need to find a college (public or private) accredited by the QCTO and registered as a private or public TVET College with a qualification on the NQF. “If however you want to pursue a higher education qualification such as a Higher Certificate, Degree or Diploma, you can investigate your options among any of the country’s 26 public Universities or 116 registered private higher education institutions. “As always, it is crucial for prospective students to thoroughly investigate all their options, to ensure they find the best fit for themselves in terms of location, campus, and offering.” * Prospective students can find a complete list of all registered private colleges and higher education institutions at: www.dhet.gov.za/SitePages/DocRegisters.aspx . ** GRAPHIC: NQF level breakdown Sub Framework NQF level Qualification types General and Further Education and Training Qualifications Sub Framework (GFETQSF) Occupational Qualifications Sub Framework (OQSF) 1 Grade 9 2 Grade 10/ National (vocational) Certificates level 2/ Occupational Certificates 3 Grade 11/ National (vocational) Certificates level 3/ Occupational Certificates 4 Grade 12/ National (vocational) Certificates level 4/ Occupational Certificates Higher Education Qualification Sub Framework (HEQSF) 5 Higher Certificate/ Advanced National (vocational) Certificates/ Occupational Certificates 6 Diploma/ Advanced Certificate/

August 22, 2018

Parenting your star athlete

By Keri Gallan, Sports Co-Ordinator of Crawford Preparatory North Coast What do Tiger Woods, Serena Williams and Lewis Hamilton have in common? Apart from dominating their sports, earning millions of dollars and producing world class performances over the years, all three of these elite athletes specialised in their particular sport when they were very young. They’re not alone. Many superstar athletes latch on to one unique code and run with it. They are often supported by parents and private coaches who push these child prodigies to heights few of us could ever dream of. Of course, we all want the best for our children and when we spot a bit of talent, either through our own rose-tinted glasses or with a little help from a learned tutor, we understandably might be tempted to narrow our child’s gaze towards one sport. This is perhaps the single greatest mistake one can make when it comes to youth development. In a 2011 study called ‘Late Specialisation: The Key to Success in Centimetres, Grams or Seconds (CGS) Sports’, Danish scientists examined the training hours of professional athletes in their chose sport through their development, starting at 9 and finishing at 21. They wanted to see if more training hours early on in childhood (as was the case for athletes such as Williams and Woods) had a direct correlation to success in adulthood. Athletes were divided into two groups: 148 Elite and 95 Near-Elites. Elite athletes were those who had achieved a top 10 placing in either World or Olympic competition, or a podium place in European competition. Near-Elite athletes had not achieved as well, but were still part of the Danish national sport programme. Between the ages of 9 and 15, Near-Elite athletes put in 158.32 more hours on average than those who would go on to reach European, World and Olympic glory. However, by the time they reached 21, the Elite athletes were putting in an average of 1 130.1 more hours than those who hadn’t reached the pinnacle of their sport. The Near-Elite athletes had a head start on the Elite athletes but flagged well behind at an age where professionalism and world recognition could be attained. Why is that? The answer it two-fold. One explanation is that the Near-Elite athletes were being driven by someone else; perhaps a pushy parent or coach who ignored the holistic well-being of the child. The other explanation is that the Near-Elites were responding more to what they were good at because of their early physical development. Both explanations are pertinent to our discussion. The first can be viewed as a cautionary tale against secondary parties (coaches, parents, peers) pushing young people down one path. The great tennis star Andre Agassi once admitted, “I play tennis for a living even though I hate tennis. I hate it with a dark secret passion and always have.” Like Woods and Williams, Agassi’s father pushed him in to the sport, ignoring his please to give it up. Agassi was the number 1 player in the world, earned over $31 million dollars and won 60 career titles including eight Grand Slams. How many people around the world followed a similar path as Agassi, betting all their athletic abilities on a single sport, and came up with nothing? When mentoring young children who display talent in a particular field, it is crucial to discourage them from ignoring all other avenues and instead open them up to pursuing different paths. That is not to say that a child who demonstrates talent in one particular code should not view that code as their primary sport, but by ignoring all others there is no telling what other avenues of enjoyment may be missed. You wouldn’t feed your child his or her favourite food every day of the week, would you? The same could be said with extra-curricular activities. That is not limited to sport. Your athletically talented child should be encouraged to explore drama, chess, art and debate. Their academic grades should of course be kept at a high standard and not dismissed as a branch of school life that simply gets in the way of his or her athletic exploits. A holistic upbringing will not only lead to the formation of a holistic adult but will inadvertently help with the athletic abilities in your child’s chosen sport. What was it about placing all of one’s eggs in one basket? This brings us to the second explanation. We all can think of that one child in primary school who hit a growth spurt early in his or her life and simply steamrolled the opposition. Be it swimming, athletics or any ball sport, natural athletic abilities are an obvious advantage to have. This can lead to parents mistakenly assuming that early dominance in a particular code will see their child emerge as the next Woods or Williams. Athletic talent is not linear and should rather be thought of as a stock market with ebbs and flows. What you’re seeing could be a small rise in an otherwise uneventful progression. Just as your broker would discourage you from investing all your money in a single stock, the same could be said for investing all your child’s abilities in a single code. In the fantastic book, The Sports Gene (2013), David Epstein shows how certain sports require a particular genetic composition in order to be successful at an elite level. Lionel Messi may be one of the greatest footballers of all time, but no amount of training would turn his diminutive frame in to the next 100m Olympic champion. That is why developing a holistic and well-rounded physical literacy is crucial in the training of young athletes. Early specialisation is a risk because you can only say with any certainty what body type a child will have once adolescence has been reached. If that is the case, it makes no sense to invest whatever talent the young athlete has in only one sport. Rather than looking at

August 20, 2018

Sports in Education: Core Skills Addressed

By: Zelda Varela (Crawford Preparatory Fourways Sports Coordinator) Can you remember that elated feeling of being part of a team, or maybe not making the A- team and then being so determined that you put in the extra hard work to improve to be selected? Can you remember being forced to run around the field five times, doing push-ups for days at end, because you thought the PE teacher disliked children and was trying to make you suffer? Whether you have good or bad memories related to sport or any physical activity, one thing is for sure, that physical activity promotes not only your health but instils good personal attributes required throughout life. Team sports boost self-confidence and self-esteem. Being part of a team helps children to find a sense of belonging. It teaches acceptable ways to interact with others and how to be considerate and respectful of teammates. Physical activity promotes agility and coordination. It supports healthy growth of muscles and bones, which is critical in schooling years while children are still growing and can help to reduce stress and anxiety levels, especially with the highly pressurized society that we find ourselves living in. Through participation in sport your child will gain five different skills including research skills; social skills; thinking skills; communication skills and self-management skills. Social & Communication skills: it teaches acceptable ways to interact with others and how to be considerate and respectful of teammates. Thinking Skills: In a team sport situation, children learn to think and perform under pressure, critical basic thinking skills are promoted, which in turn can help in coping with everyday life. (http://thinkingforsuccess.com/cognition-sports.html) Self-management & Research skills: Be on time for practises/matches. Remember sport clothes and equipment needed for a sport. Children build self-confidence by participating and feeling good about themselves and their achievements. Physical activity helps children set goals for themselves which leads to learning how to deal with failure and success, and to have a positive attitude no matter what the outcome of an event. Encourage your children to get active and uncover any potential opportunities and skills that young people may find useful not only in the sport sector but other sectors of their lives.

August 17, 2018

Matrics: use the calm before the storm to get your study options sorted

With the holidays almost over and preliminary exams on the horizon, Grade 12s are on the cusp of entering one of the most stressful periods in their school careers. The relatively calm few weeks they still have ahead of them should therefore be used to plan their post-school options, which will free up their physical and emotional energy so that they can wholly focus on doing their best in their final exams. “Deciding what to study and where to study can be hugely stressful, particularly when you don’t have a clear idea of what you want to do with your life, which is the case for many thousands of learners,” says Natasha Madhav, Senior Head of Programme: Faculty of ICT at The Independent Institute of Education, SA’s largest private higher education provider. “It is therefore important that learners don’t add this burden of anxiety when trying to prepare for exams. This can be avoided by taking the time right now to investigate their options and, ideally, already submitting their applications for the qualifications and institutions of their choice,” she says. She says the most important advice she has for prospective students, given the difficult economic climate and associated challenges of finding suitable employment after graduation, is to look at qualifications and institutions that will prepare them for a specific career and the world of work. Additionally, they should ideally line up at least one or two additional options, as they may find their circumstances and preferences having changed by the end of the year. “The worst courses of action, are to sign up for an arbitrary qualification with no real understanding of how you can leverage it post-graduation, spending valuable time and money on something that may not lead to a career, or following your friends’ lead because you are not clear on your own aspirations,” she says. Madhav says learners who don’t know what to study, should consider what kind of work they would find interesting, and then work backwards to determine a suitable qualification. “It is also worth remembering that there are literally new fields and careers opening up every year – things that your teachers, parents and friends may not even have heard about,” she says. “So don’t settle on a university and then only investigate what they offer in terms of qualifications. Do it the other way around – determine what you would like to do, determine what qualification would enable you to do that, and then find out which institutions offer that.” If, for instance, a learner is interested in Game Design, it makes sense to find an institution that offers that qualification rather than doing a generic 3-year degree and then attempting to break into the industry thereafter. Or if they are interested in brand management, to determine the best place where they can study this, rather than doing a general business undergraduate degree. The same principle goes for a host of other career-focused fields, such as copywriting and communications, digital design and marketing, IT and networking qualifications, and business qualifications. “The world of work is rapidly evolving, and to be competitive in the job market, candidates must try and match their qualification as closely as possible to the work they would want to do one day,” says Madhav. “Making that determination takes time and clarity of thought in the face of all the options out there, which is why Matrics should make the best of the few weeks of grace they have left and get their future plans sorted now.”

August 13, 2018

Bullying: What parents and schools can do

ARTICLE BY PROF RITA NIEMANN, NALIZE MARAIS, ZENDRÉ SWANEPOEL AND MONIERA MOOSA Bullying is a great concern for both parents and schools. Here we outline a number of measures that can help them both parties deal with bullying. Parents When parents notice that their child is behaving differently – not wanting to go to school, using illness as an excuse, suddenly performing poorly at school or enuresis – and suspect bullying, they need to act immediately. Firstly, they must determine where this is happing (at school, at a sports club, on social media, etc.) and who the perpetrator(s) are. Secondly, if the bullying is taking place in an organised environment such as at school or sports club, the authorities need to be informed and requested to step in. They are legally bound to protect the rights of the child. Thirdly, parents have the responsibility to equip their children to cope by: Instilling the knowledge that children must take a stand and that they have a choice in allowing someone else to victimise them. Assisting children to terminate relationships that are potentially harmful, such as blocking a person on social media. Helping them to identify bullies and the different forms of bullying. Creating a safe space for children to speak about what is happening to them. Emphasising assertive verbal communication if threatened. Building children’s self-concept. Getting the help of a psychologist, if necessary, to counsel the victim. Emphasising that respectful behaviour is always the best option and thus preventing retaliation. Fostering problem-solving and conflict resolution skills with the focus on restoring damaged relationships. Working collaboratively to solve the problem with their children so that they can feel reassured. Schools As bullying is a deliberate act to hurt someone, there must be consequences for the bully. Once teachers are aware that a bullying incident has taken place at school, the matter must be dealt with by: Asking the victim to provide the names of the perpetrator(s), as well as the names of friends of the victim, as soon as he/she has calmed down. Counselling the victim and finding out whether he/she has been injured and what effect the bullying or harassment has had on him or her. Cultivating a “no blame” approach towards bullying or harassment. Establishing punitive sanctions for both the bully and for any bystanders. Developing a bullying code of conduct/bullying policy and informing learners of this. Having designated teachers to deal with incidents of bullying. Facilitating mediation and discussions with the victim and the bully, depending on the severity of the bullying. Passing the responsibility to the bully or group of bullies to make sure that the problem is solved. Ensuring that potential bystanders understand that they have a vital role to play during bullying incidents. Letting the victims feel protected after they have reported the incident. Encouraging learners to make suggestions on how they can contribute to alleviating the negative experiences of the victim. Scheduling follow-up meetings to monitor the situation where each party has to share how things are going. Informing the parents of both the bully and the victim about the incident/s. The principal and teachers have a crucial role to play in directing learners towards becoming responsible citizens. They should create a safe and secure environment, establish a non-violent culture, and be good role models for all learners. Reference Niemann, R., Marais, N., Swanepoel, Z. & Moosa, M. 2016. Problem areas in schools In: Jacobs, M. Teaching-learning Dynamics, Johannesburg: Pearsons

August 9, 2018

School’s back – time for a refresher on being safe at home, on your way to school, and on the WWW

With the second half of the school year about to start, a local private security company has reminded parents of the safety measures their children should follow when walking to and from school. Verena Hulme, District Manager for Fidelity ADT (Cape Town North), has some advice that can help increase peace of mind. “We could look at the start of the second part of the year as the perfect chance for a refresher course, to make sure our kids know what to do and what to avoid.” She suggests the following tips are shared with the kids, and that they are encouraged to practise them every day: Children must always walk to or from school with a friend or friends. If your child walks alone, it’s a good idea to ask a teacher or other parents if they know of other kids from the area who do the same. Stick to streets you know and never take short cuts through unfamiliar or quiet areas. If you get picked up at school, always wait inside the grounds for your lift to arrive; do not leave the premises to go and look for them in the street. Remember, your parents would never send someone you don’t know to fetch you. Never get into a stranger’s car even if they claim that someone you love is hurt and that they are supposed to pick you up. If a stranger approaches you, do not talk to them no matter how friendly they may seem. If someone tries to grab you, fight, kick and scream that they are not your mom or dad. Hulme recommends that parents also talk to their children about being safe when they are alone at home: It is important that they know to always keep entry and exit doors locked, and that nobody is to enter the property without your permission. If you have a home security system installed teach them how to activate and de-activate it and how and when to use other security devices like panic buttons. It is a good idea to have a list of emergency contacts – including the 10111 number – near the telephone and to explain to children when and how it must be used. Any conversation about safety should also include a talk about online safety, says Hulme: Never post any personal information online – like an address, email address or mobile number. Think carefully before posting pictures or videos of yourself. Once you’ve put a picture of yourself online most people can see it and may be able to download it, it’s not just yours anymore. Keep your privacy settings as high as possible. Never give out your passwords. Don’t befriend people you don’t know. Don’t meet up with people you’ve met online. Your child should always tell you if an online contact they have never met suggests they meet up. Remember that not everyone online is who they say they are. Think carefully about what you say before you post something online. Respect other people’s views, even if you don’t agree with someone else’s views doesn’t mean you need to be rude. If a child sees something online that makes them feel uncomfortable, unsafe or worried: they should leave the website, turn off their computer and tell someone immediately. “Safety should ideally be something we talk about all year long. Let’s not waste this chance to again have this important talk with our kids,” says Hulme.

August 2, 2018

Chasing academic A’s limits possibilities

Education, as we have known it for the past 100 years, is fixated on academic prowess. The percentage on the report card has always been the benchmark by which we believe we can determine if a child will become a successful adult, or not. Cindy Glass, Director and Co-founder of Step Up Education Centres says “Self-worth is too often determined by academic assessments. Emotional walls are built, intelligence is defined, negative behaviours are acted upon, anxieties and depression are pandemic in young people – all because of society’s fixation on that percentage on the report.”

July 25, 2018

Some helpful tips on making subject choices for all Grade 9 learners

Our Grade 9 learners are currently standing at the crossroad of having to make subject-choices. This, in itself, does not seem to be too big a deal… EXCEPT that the subject choices that they make now will impact their path into the future. In addition, many, if not most, Grade 9 learners are not yet sure of what they want to do when they have finished school.

July 25, 2018

Help! My child is writing exams for the first time

The idea of writing exams rarely brings about emotions of excitement and happy anticipation! In fact, feelings of anxiety, panic and outright fear are what most parents and learners experience when exam time comes knocking at their door! Cindy Glass, Director and Co-founder of Step Up Education Centres says “Generation after generation, people have passed on the baton of fear, anxiety and dread when it comes to exams. The stories are familiar to us all:

July 25, 2018

Education Resources For Parents

A Tough Job Being a parent might be one of the most difficult occupations on the planet, but it is also the most rewarding. The thing about parenting though, is you don’t get a lot of praise for doing it, but people definitely take notice if you start doing it poorly. It is a tough job to say the least, but with the right resources it can be a little easier. One of the things that many people with kids often worry about is how they can be more involved in their child’s education. A parent is the most involved teacher of a child whether they realize it or not, and many parents want to make sure that their child is learning at full capacity and taking advantage of every resource available. Thankfully, today there are plenty of options to do just that. The Great Google Is there anything that Google doesn’t do? For decades now, what started as a humble search engine and internet browser has turned into a titan of industry that pervades nearly every kind of subject matter you can think of. Whether it is data management, storage, search engines, technology, the great Google does it all. One of their more exciting recent additions has been Google’s expansion into education. If you are a fan of Google and a parent, then this is a great option for you. Google has recently introduced a school program meant to help kids who may live in areas where it is difficult to get a good education. Many parents agonize over where to live for months and years to make sure their children go to a good school. So Google has put together an outreach program to ensure that rural community kids can get a better education. Discovery Education Thankfully in this day and age, if you have a reliable internet connection, you have a great avenue to properly educate your children. If you want to be more hands on with your approach for educating your kids, Discovery Education offers many free resources. Discovery is a well-established education network that has experience working with children, this is what makes them an excellent option for parents. The internet is a big place, and anyone can put content up. That is why it is important to go with a trusted name like Discovery that has been educating youthful minds for generations. Talk to Teacher Tech Another excellent way for a parent to get involved in their child’s education is to establish more regular communication with the teachers. While this was once a lot more difficult, there are plenty of apps out there today that allow parents to chat with a teacher in real time. Tech tools for parent-teacher communication are becoming more and more popular. Many times a parent wants an update, and through typical programs they have to wait until scheduled parent-teacher conferences to get them. With messaging apps and tools, parents can even get regularly scheduled updates right to their phone about the progress their child is making.

July 8, 2018

School yourself on feeder zones: A parent’s guide

South Africa, 13 June 2018: “If I buy in Kensington will my kids get into Jeppe?” “Will owning a house in Mowbray get Tanya into Rustenburg?” “Is that Lansdowne house in Livingstone’s catchment area?” Online property company PropertyFox gets asked questions like these daily. Most parents are preoccupied with whether to buy property in an area that may secure a spot at one of the country’s best schools. To assist buyers with better decision making, PropertyFox commissioned research into South Africa’s feeder zones and catchment area policies. Today it released the first ‘PropertyFox School Feeder Zones guide. The company’s research ring-fenced 65 of the top public high schools according to academic success at matriculation level. It found that: 6 specified their preferred suburbs (9%) 6 specified their preferred primary feeder schools (9%) 29 gave preference to learners who lived close to the school (44%) 25 had no explicit zones (38%) Crispin Inglis, co-founder and CEO of PropertyFox – which sells houses at a low commission to ensure customers get the best deal – says, “It is hard for parents to get to grips with exactly where to buy property so that they have the best chance of being accepted into a specific school. And it is a catch-22 because until you have an address and apply, you won’t know if you will get in.” “Catchment area information is extremely hard to find so our aim was to give parents some direction as to how to approach their property search, or how to find a school near their home. We’ve shared as much information as possible – from provincial legislation around policies through to hints as to which suburbs are viable options near schools.” PropertyFox also researched average house prices in some of the top school suburbs in the country – from Rondebosch and Durbanville in the Cape, to Northcliff in Jozi, Glenwood in Durban and Selborne in East London. Inglis continued that the feeder zone guide is aimed squarely at property buyers in the market for a house in the R1.5-million and above level who want to buy near their school of choice. Some of the key take-outs: Although guided by the province, each school has jurisdiction over its admission policy as set by the school governing body (SGB). Living in a feeder catchment area is never a guarantee of admission, it’s rather a contributing criterion. Legislation varies from province to province about feeder zones. In 2018, a default 5km radius for feeder zones applied in Gauteng. The updated 2019 policy gives preference to learners based in feeder zones, along with siblings, and pupils from primary schools that are closest to the high schools in the area. In the Western Cape, there’s no explicit provincial feeder zone policy, but the research shows some SGBs do sway preference towards certain areas. KwaZulu-Natal and the Eastern Cape also don’t have explicit provincial feeder zone policies, but many schools have SGB-determined catchment areas. In the Free State, provincial policy gives preference to learners living near a certain school. Competition for SA’s top public schools is high. Research for the guide revealed that some parents put their kids’ names down for school when they’re still in utero. Others camp outside desired schools all night and some change address, moving as close as possible to their coveted educational institute. PropertyFox partnered with independent education researcher Kerry Petrie on the project. She made personal contact with the person responsible for admissions at each of the public schools listed to compile the guide. Petrie says that public education in South Africa is complex as a result of the country’s history, “It is heartening that many schools have expanded – or are planning to expand – their radius to make sure they accept learners from further afield, giving people from diverse, less affluent suburbs access to the country’s top schools.” Some private schools were also included from a property location perspective. To download the report and for more information on PropertyFox, visitPropertyfox.co.za.

July 6, 2018

Help! My child does not want to go to school

The academic year can be a challenging time for families. It becomes even more so when a child resists or tries to avoid going to school. Cindy Glass, Director and Co-founder of Step Up Education Centres explains “Emotions tend to run high, panic may set in and too often, parents feel quite helpless in these stressful situations. Children may feign illness, throw temper tantrums or act out in other negative ways in order to force their parents to let them stay at home. The reasons why are varied. Children who are being bullied, are constantly being yelled at, who battle with the academic programme or who feel lonely or depressed may insist on staying home instead of attending the regular school day. Exhaustion, fear of an upcoming test or assignment or fears of a wrongdoing may also contribute to school avoidance. Dealing with these situations is never easy and, as with all challenges in bringing up our children, there is no one-size-fits-all solutions.” Cindy suggests the following helpful tips if you have a child who no longer wants to go to school: Don’t panic and let fear-filled emotions (such as anger and critical judgement) cloud your vision in finding positive, helpful solutions. Remember that all negative behavioural choices are based on some sort of fear. Make it your mission to find out what it is that your child is afraid of and then decide on how best to give your child the tools needed to face and overcome those fears. Don’t allow staying at home to become a ‘fun’ alternative to going to school. Be firm in not allowing activities such as watching TV or playing computer games when a child stays home on a school day. There need to be consequences to not going to school-be it catching up on missed work, learning for the missed test or just being bored! Teach your children not to avoid their fears, but to face them and to find solutions that work for them. Keep the lines of communication between yourself and your children and yourself and your children’s teachers, wide open! Honest, non-judgemental communication can lead to many valuable life lessons being learned. Choose to be supportive, but firm in your resolve to ensure that your child attends school. It is essential to allow your child to tell you (without fear) why he/she is avoiding school. If any abuse (from peers or teachers) is the cause of school avoidance, it is essential that you take the matter up with the appropriate authorities within a school. No child should be staying at home for fear of abuse of any kind. Cindy concludes by saying “There are no easy, one-stop solutions to dealing with the challenges of a child who refuses to go to school. Remember that, as a parent, how you choose to handle the situation will set the tone for how your child will handle challenges in his life. Be consistently loving and firm while you aim at finding positive, sustainable solutions.”

July 6, 2018

Back off your Matrics

I will be 42 this year, and I still from time to time have nightmares about my matric exams. I’ve dealt with a lot of stressful situations since then, but nothing quite compares to that feeling that what happens in those few weeks will determine the rest of your life. The truth? It won’t. And it doesn’t matter even half as much as we make out that it does. I had months of sleepless nights and tears and panic attacks to get those good results that in the end have had absolutely no impact on the course of my life. My brother, in opposition to me, did absolutely no work, dropped out of school in Standard 9 and went on to technikon and is doing brilliantly as a computer programmer. We’ve both done just fine in our lives and matric had nothing to do with it. Added to this, my first high school I attended had one matric for every year I was there who committed suicide during the matric exams. Why? Because of the unnecessary pressure that we put on our kids to perform and the false assumptions that we fill them with that if they don’t do well at this they will be a failure. This is not ok. Not ok at all. In calm, rational reality, if a child fails their matric, or even doesn’t do as well as they would have liked, they can always repeat it later. If they don’t take the right subjects for a chosen career, they can always catch them up later too. It may even be that what they really want to do with their lives (not what we have decided they should do) may not even require a matric at all. My kids spent 5 years in a homeschooling environment where I have watched countless kids who have been homeschooled or unschooled getting their matric without any stress, drama, tears or terror. They simply write their subjects as and when they are ready; they focus on things they enjoy; and they have support but not pressure. Some of them complete their matric when they are 9, some when they are 19, and some at 29. Without the erroneously prescribed timeframes they simply do it when they are ready and when they feel comfortable tackling the challenge. Of course we all want our kids to succeed. But what does their success actually mean to you? And what are you prepared to do to them to get them to achieve it? Does it mean straight A’s even though your child hates you, school and themselves by the end of it? Does it mean pushing kids beyond their limits until they run away, retreat into drugs, or commit suicide? Do you really care about what is right for your child or do you care about what looks good for you? Who are they actually getting those marks for? And why? These are tough questions and they may have the hairs on your neck standing up, but I have watched children die trying to achieve the lost dreams of their parents. A child who grows up happy and with a somewhat ‘mediocre’ life is infinitely more successful that a dead child who failed to live up to their parents’ expectations. We have to redefine what is important and what success actually means. There is no report card on the planet that justifies alienating your children, pushing them beyond their limits or creating lifelong anxieties. We need to start putting matric in perspective. It is one round of exams, that in no way defines who you are or what you are capable of. What they really measure is how well you fit into the system, and 90% of people don’t. And I’m not saying you shouldn’t encourage your kids to do their best. Please do. But include in that helping them to see how well they can do while still keeping their lives in balance. Are your matrics eating well, sleeping well, getting some exercise, keeping their stress levels under control, enjoying their relationships with family and friends, finding time for spiritual and creative pursuits, and having some fun? If not, it’s time to back off with the pressure and help them to get their studies in line with the rest of their lives.

July 6, 2018

Preparing youth for the workplace of the future

Entering the working world can be daunting for graduates, and even more so when the workplace is not what they expected. With the pace of mushrooming disruptive technologies, artificial intelligence (AI) and machine-driven learning, even the youth are feeling a sense of uncertainty. A recent study entitled “The Future of Skills: Employment in 2030” http://futureskills.pearson.com forecast that one in five workers are in professions today that will shrink worldwide. This means today more than ever before students need to make the right decision when it comes to selecting a course to study. To ensure the youth are selecting a career that offers longevity the study indicates that jobs involving knowledge, creation, and innovation are what to search for. While machines get down to the nitty-gritty manual tasks this will mean people are freed up to explore, knowledge share, and find interesting solutions collaboratively to some of the world’s complex problems. Managing Director for Pearson South Africa, Ebrahim Matthews says, “The study highlighted that while many jobs today will still be in demand by 2030 – the skills required for success in these roles are changing. When it comes to the daunting topic of ‘Jobs of the Future’ we are already doing the research to prepare our students for careers that don’t yet exist! There will be jobs that require certain human skills in the future, these cannot be replaced by the automated world – human skill, and experience that ultimately matter to learning.” Tertiary career options need to be taken seriously, for example institutions should forge close ties with various South African corporates and they should become involved in the induction and readiness workshops for students. Mid-year intakes are also a great option for students who didn’t quite know what to study straight after school. The first 6 months of the year could have solidified a career path, and given them more time to save toward studying. Matthews concludes, “Everything we; we do with employability in mind. All our academic programmes are focused on getting our students ready for the world of work. Our courses have been carefully selected to include academic fields that will give students the opportunity to exit with a qualification that is highly desirable in the market.” The full report: Jobs 2030 can be viewed here: http://futureskills.pearson.com.

July 5, 2018

How can parents be more involved in their children’s education?

Being a parent is the toughest job on the planet! Besides ensuring that your children are cared for, loved and that their emotional and physical needs are met, the very act of being a parent makes YOU, your children’s first and longest-standing teacher! Cindy Glass, Director and Co-founder of Step Up Education Centres says “It is impossible to compartmentalise learning. Children are born with an innate need to learn. Parents are their first point-of-call as their first and most influential teachers! Learning that takes place at a school is called ‘education’, yet, education starts on the day that we are born! Parents cannot separate the learning taking place at school to the even greater learning taking place every day in our homes, on the sports-field or within our family, cultural and religious structures.” It seems necessary, then, that parents involve themselves in the extension- of- education that we call school. But, how? Cindy shares these helpful tips that you may want to consider: 1. Be an example of positive, productive learning and positive behavioural choices. Your children are one- hundred- percent more likely to do what you do rather than what you say. Avoid degrading teachers when facing challenges. Seek to find positive solutions which ensure that your children feel valued, yet respectful towards those who teach them at school. 2. Show sincere interest in what happens at school-on a daily basis. Ask questions and be willing to listen-to-understand when answers are shared. Find out how the day went. What was best/worst about the day? Who did your child hang out with? 3. Be excited about ANY positive news or progress-whether academic or social. All children seek acknowledgement and purpose. Acknowledged progress will result in greater progress! 4. Teach the art of determination, courage, a positive work ethic, resilience, self-responsibility and motivation by being these yourself! Challenges, frustrations, anxieties and fears are inevitable. It is how we choose to react to these that will ensure success! 5. Allow for error. Mistakes and some failures are inevitable. Teach your children to own these and to see them as opportunities to learn. A child who is willing to acknowledge his mistakes, own them and seek positive ways to learn from them will live a life without limitations! 6. Seek to build and maintain a positive working relationship with your children’s teachers. Attend meetings and activities whenever possible and be open to suggestions of support and additional aid where needed. 7. Wherever possible, find the time to look at the work that your child brings home. Do this with the aim of finding the best ways to support, encourage and motivate your children to become the best version of themselves. Cindy sums up by reiterating “Celebrate ALL learning, from academic to cultural to the arts. Your child’s positive sense of self is your most important priority. A child with a healthy sense of self is not afraid to try new things and make mistakes. They believe in themselves enough to stand firm in positive life values, despite obstacles along the way!”

June 28, 2018

The problem with labelling children in primary school

Labelling children, positively or negatively, in any phase of their lives, has a very direct effect on how they view themselves, as well as how they experience the world around them. A useful tool for exploring the effects of social labels on children is, “Erikson’s Stages of Psychosocial Development”. Approximate Age Psycho Social Crises Infant – 18 months Trust vs Mistrust 18 months – 3 years Autonomy vs Shame & Doubt 3 – 5 years Initiative vs Guilt 5 – 13 years Industry vs Inferiority 13 – 21 years Identity vs Role Confusion 21 – 39 years Intimacy vs Isolation 40 – 65 years Ego Integrity vs Despair Erikson’s Stages of Psychosocial Development The developmental phases where children are most affected by social labels would be their schooling years, when they have high frequency interactions with not only their parents, but also other children, teachers, coaches and the like. These would, therefore, be the phases of 5 – 13 years and of 13 – 21 years in age, where their psycho social development hinges on being industrious versus feeling inferior, and establishing identity versus role confusion respectively. This article focuses on the 5 to 13-year-old phase, which is the contemporary Primary School years of a child. The main and desirable outcome of development in this phase is industriousness. The positive and helpful labels would, therefore, relate to promoting a sense of confidence within children, that they are capable to do “real” things, and do them well if they are prepared to put some effort into it. Helpful areas to work towards would be establishing healthy work ethic habits at home and at school, and then attaching positive social labels to this. For example, assisting a child with a realistic study roster for exams and then positively reinforcing their commitment, dedication and work ethic related to this. I.e. “I love your commitment to your school work”, or “You seem very dedicated to doing well this term”, etc. It is, however, important to note that the initiative to create opportunities for this kind of “industry” in this age group lies mostly with teachers and parents. My wife, for example, recently tasked our 11-year-old daughter to cook for the family once a week. She was very excited at the opportunity to engage this challenging task, and with some “industriousness” and support from my wife, she now successfully “cooks” for the family once a week. This initiative, taken by my wife, then creates the context for excellent verbal and experiential positive affirmations, related to a very “real” thing. We, as parents and teachers, would therefore do well to create these types of opportunities, and then follow the experiences through with positive affirmations. The negative labels to avoid in this phase, has to do with verbal affirmations or experiences that may lead to feelings of inferiority. Children in this age group are literally, in body and mind, changing daily as they grow and develop. These kids are well aware of the fact that they are changing, learning and growing. To them, there are very few absolute truths with regards to what they can and can’t do, because after all, they are still learning. Parents and teachers will, therefore, do well to steer away from labels aimed at pointing out areas of inferiority, such as, “You are pathetic”, “You are lazy”, “You are all over the place”, etc. These kind of comments will stifle growth and could become self – fulfilling prophesies if internalised by the child. We need to learn how to put some spin the negative, and find ways to address areas of concern in a manner that honours the developmental aspirations of the child, even if it sometimes feels like an exercise in diplomacy. For example, instead of saying, “You are pathetic”, maybe spin it a bit to something like, “This is not the way I know you, you can do much better”. That will potentially reset the child and allows them a chance to redeem themselves as someone more “industrious”, and possibly even successful in the end. Authentic parenting, and truthful feedback to our children about their behaviour and the consequences thereof, are critical in raising well-balanced, successful adults. We, as parents and teachers, will however, do well to sharpen our pencils from time-to-time, to ensure that the labels we impress upon our youngsters are geared towards empowering them towards success. This may take a bit of thinking, and a lot of restraint, but they are certainly worth it in the end.

June 15, 2018

Hidden costs & their impact on study options

Grade 12s should already be well into researching their study options for 2019 and should aim to beat the rush and submit their applications sooner rather than later, whether it be for a public university or private higher education institution, an expert says. “But before you settle on a degree or institution, it is important to make sure that you considered all your options thoroughly, including those closer to home, which will allow you to avoid the hidden costs unrelated to the actual cost of the course,” says Nola Payne, Head of Faculty: Information and Communications Technology at The Independent Institute of Education, SA’s largest private higher education institution. “Of course it is exciting to think about moving to the other side of the country and starting a whole new chapter of your life outside of your familiar environment, but there are some solid reasons for opting to choose an institution close to home,” she says. Payne says apart from the usual advice of how to apply for admission, what you should consider, and which courses you would like to do, the financial impact of studies beyond fees, and the role this should play in your decision, are rarely discussed. She says prospective students should remember to also consider the following when determining how to structure their budget: Prescribed textbooks and supplementary material.This could include art material, laptops, and field-specific equipment, to mention but a few. Students will need to budget for two semesters, each of which will contain different modules with their own resource requirements. Depending on the nature of your course, there are also costs associated with printing and copying. Accommodation.Will you be applying at an institution that would require you to live in student residence, on off-campus accommodation or will you be staying at home? If you’re not going to be at home there are costs such as rent, meals, airtime and laundry that need to be budgeted for as well. Travelling costs. This would not only include the daily commute to the campus from nearby student residences or off-campus accommodation, but your budget should include extra costs involved in the longer journeys to return home during the recess periods. Travelling to and from the campus would also incur expenses and this can add up quite quickly. Tickets for taxis, buses and trains or the cost of petrol for your own private vehicle should also be considered. “There are sound financial reasons for considering studying at an institution close to your home. On top of that, the value of your support structure should not be underestimated. South African first year dropout rates are high, and lack of support is one of the reasons,” says Payne. “There is a huge gap between the demands placed on you at school, and what you’ll need to deal with in your first year studying. The workload is much greater, and there are also additional emotional pressures associated with this new stage of life. We therefore urge the Class of 2018 to carefully investigate all their options, and all the factors that will impact on their emotional and financial wellbeing during their first year at varsity.” Payne says prospective students should remember that there are many options for higher education besides public universities, and that registered private institutions are subjected to exactly the same regulations, accreditation requirements and oversight. “Considering a local higher education institution will almost always be more economical than one situated far away, because you then have the option of staying at home and saving costs on those extras that come with rental accommodation, plus you will have your support system around you when times get tough. Given the challenges that first year students face it makes sense to consider delaying living independently until that hurdle is overcome. Also remember that some institutions have more than one campus, so you could perhaps consider transferring at a later stage when you have found your feet.”

June 13, 2018

Second term at a new school and still no friends – What to do?

By Dalit Segal, Education Psychologist of Southdowns College Joining a new school and making new friends can be tough for some teenagers whether it be on entry into High School in Grade 8 or in higher grades when transferring in the middle of their High School career. “One of the hardest things for a parent to watch is their teenage child seemingly having no friends,” says Dalit Segal, Educational Psychologist at Southdowns College Academic Enrichment Centre. Segal points out that there are numerous reasons why a child may not have many, or any, friends. “For one, a teenager who is an introvert, an ‘outside the box’ thinker or someone who may not share the same interests as their peers, will often find it more challenging to make meaningful friendships.” “Likewise, if they lack the necessary social skills or have started a new school, breaking into any social group may be awkward,” she adds. So, what can parents do? According to Segal, as a parent, you have an extremely important and very useful role. “You need to deal with your own pain at seeing your teen’s dilemma. Grieve, feel their pain – but privately, never communicate these feelings to your teenager as this will only make them feel worse,” she says. “In addition, you must recognise that them being alone is not necessarily a catastrophe, and in doing so, you can help them realise that although they may not always like being alone, they can still build a life that that can feel good about.” “It is extremely important,” she adds, “that you help your teen feel good about themselves intrinsically, so whether they have friends or not, they are happy with who they are.” It is important to reflect on the positives in your teenager’s life, help them reframe their situation so that they may see the positives too. There are other ways of looking at kids who are often alone. Being able to have a good time by yourself is a strength. It’s being self-sufficient. Segal advises when looking at new schools, enquire what integration programmes are in place to assist new students. “For example at Southdowns College, in addition to the support provided for by teachers and S-Cubed, we provide a mentoring programme where our grade 11s are partnered individually with grade 8 pupils for the year.” “The grade 11s not only step in as a new friend but also provide support in academic, sport and cultural activities,” she says.

June 8, 2018

Schools must adapts approach for education and engaging generation Alpha

The traditional approach to education must be revolutionised in order to ensure the best outcomes for the current generation of school children, who are increasingly being called Generation Alpha, and whose world differs materially from the world in which their Millennial parents grew up, an education expert says. “Generation Alpha represents those children who were born after 2010, who are now at the beginning stages of their school careers,” says Jenny Coetzee, career educator and founding member of the ADvTECH Group’s prestigious Crawford School La Lucia. Coetzee, currently MD of the soon to be opened Crawford International School in Kenya, has in the course of her decades-long career forged an exceptional reputation as a visionary pioneer and leader in the education space. She says each generation – whether they be Generation X, Y or Z – grew up in a world different to that of their parents and the generations before them. Just as each of these generations were exposed to unique circumstances, challenges and opportunities, so are the newest generation, whose labelling as Generation Alpha is fast gaining traction. “These children are the most connected, educated and sophisticated generation ever, so when educating, a school should provide an environment that enhances learning for these digital integrators,” she says. “These children live in an open-book environment – just a few clicks away from any information, they connect in a borderless world – across countries and cultures, and they communicate in a post-literate community where texts and tweets are brief, and where visuals and videos have the greatest impact.” She says schools should be putting special emphasis on developing critical thinking and problem-solving skills, so that students are equipped to see problems from different angles and formulate their own solutions. “Regardless of the field they choose to enter for their careers, the ability to think, be creative and act quickly is an indispensable tool for the future, particularly in view of increasing automation and the expectation of the workplace of the future, as identified by the World Economic Forum. “It goes without saying that technology must be embraced in today’s schools, but what is of crucial importance, is that it is effectively used to enhance pedagogy and improve learning. In order to achieve this, schools must be equipped with high speed internet and embrace the value of social platforms.” Students must also be exposed to new technologies, such as 3D printing, drones and robotics, and schools should articulate the possibilities these new technologies create. They must also expose students to new fields such as user experience design, and the latest schools of thinking such as design thinking modelsas a scaffold for project work. “Just like Generation Z before them, schools looking after Generation Alpha must cultivate the spirit of entrepreneurship. Entrepreneurial thinking and leadership are imperative and entrepreneurship courses must form part of the curriculum where collaboration between subject disciplines is encouraged.” Coetzee says it is imperative that schools nurture a global outlook, and that students are able to benefit from strong networks formed with international education bodies. And teachers must be trained in the latest strategies and teaching techniques. “Children come to us naturally curious about their world and wanting to explore it. Their imaginations are vast and untamed, creating endless amounts of practical and impractical things. As teachers we need to continue to nurture them to develop their curiosity and imagination, as well as teach them how to apply them creatively and purposefully using technology as a tool. “We may not know exactly what lies ahead for our students in the future, but we know what skills and tools they will need once they get there: to think critically, to work as a team, but most of all to be curious and excited about learning in this world that is so different from the world in which we were raised.”

June 6, 2018

Technical Matric opens door to practical careers desperate for skilled workers

Despite thousands of South Africans struggling to find employment because they never finished school, few are aware of the option of completing a Technical Matric, which allows them to access a myriad of careers where employers are desperately seeking skilled staff. “If your lack of a Matric Certificate is holding you back, it is important to know that it is never too late to get your qualification, and also that there are more options open to you than a regular matric,” says Zabo Mhleli, senior Student Advisor at Oxbridge Academy, which serves more than 20 000 South African distance learning students every year. He says the Technical Matric qualification is a great option for those who never completed their Matric Certificate, but who are neither in a position nor inclined to return to school. “This qualification focuses on technical subjects as well as business languages, and also provides more hands-on experience than the National Senior Certificate curriculum. Once passed, the Technical Matric qualification allows students to continue with any N4 qualification because it is considered equivalent to a regular Matric,” he says. The Technical Matric is a Department of Higher Education qualification, and students are required to complete four technical and two business language subjects in order to graduate. An added bonus is the fact that it can be studied via distance learning, Mhleli notes. He says while the Technical Matric Certificate won’t grant a student access to university, it does provide access to a range of solid opportunities, including furthering one’s studies at N4-level and providing a qualification that one can rely on when applying for apprenticeships and entry-level technical positions. “This qualification is a particularly good option for those with good numerical skills who also enjoy working with their hands. It is equally appropriate for people who have a passion for designing, conducting experiments or doing other types of practical projects. “We also have many students who signed up because they already work in a technical field, but now need a Matric to qualify for promotion,” he says. Mhleli says the local job market is tough, and not having a Matric makes it substantially more difficult to find work and build a career. However there continues to be a huge demand for qualified vocational professionals, with employers desperate for workers with technical knowledge and experience. “We want to urge those who have given up hope to investigate their options particularly on the technical front, and to not resign themselves to never living up to their potential. A Technical Matric can be completed on a part-time basis from home, which also means saving on transport, accommodation and all the related costs associated with furthering one’s studies. There are thousands of technical positions waiting to be filled, and a Technical Matric is an excellent way to gain the qualification you’ll need to be able to supply in this demand.”

May 8, 2018

When screens replace teachers: danger of introducing tech in the classroom

Technology has taken the world by storm and its use now pervades arguably all fields. The education sector is also embracing the potential that technology offers, with good schools and universities incorporating tech to strengthen educational outcomes. But with devices and applications now ubiquitous across generations of learning – from infants to doctoral candidates – an expert has warned that teachers and lecturers must be strategic and judicious about technology, so that it supports learning rather than sabotages it. Aaron Koopman, Head of Programme: Faculty of Commerce at The Independent Institute of Education, SA’s largest private higher education provider, says being cautious is particularly important at school level, where habits for lifelong learning are either adopted or abandoned. “One of the most important areas of risk, is where technology hinders the development of social and collaborative skills,” he notes. “Collaboration and teamwork are global competencies and rely on the ability of learners to engage with others to reach shared outcomes. While there are ways in which technology can be used, such as online engagement with people on another continent, a document sharing process or a blog, it is also critical to promote collaboration, which means teachers must ensure that the face-to-face engagement skills of young learners in particular are developed,” he says. Another area of concern, is where the convenience (for educators) and addictiveness (for learners) of technology lead to a situation where it effectively replaces teachers, similar to home environments where screens become de factobabysitters. “The most effective way to use technology is to support, extend, reinforce and enhance teaching. It becomes a risk however when one assumes that children can learn independently via technology, particularly when it is not at all interactive or responsive.” It is also problematic when technology is passive, for instance when learners and students use e-books that cannot be annotated. “This renders them less supportive of learning than hard copy books that can underlined,” says Koopman. A significant danger arises where technology is not managed, he adds. “Over and above the obvious risks when young people access inappropriate material online, classroom management of devices is critical. If a distracted young person can virtually wander off and play a game or spend time on social media during class time because of a lack of environmental management, valuable teaching time is lost. “It is therefore necessary for good schools and institutions to put in place measures whereby they can lock down what can be accessed during class time, or through other management approaches. Having a management strategy is, however, non-negotiable.” Finally, tech fails can make for major teaching headaches. “While it makes sense to allow learners and students to bring their own devices, that can cause problems when time is wasted on incompatible operating systems or devices that are not properly charged. Good schools and institutions must specify standards for devices and have sufficient plugs and charging stations to assist with this. Good connectivity on campus is also crucial. “Having said that, technology should not take over to such degree that learning stops when devices drop us. Good teachers should be able to keep the class learning even if half or all their devices fail. They should be able to transition into a collaborative lesson or even abandon devices completely and still be able achieve the same outcomes without tech.” Koopman says that technology’s advantages cannot be overstressed. But that equally, the importance of good real-life teachers should never be under-estimated. “Excellent teachers stimulate interest, they create excitement in the classroom, they engage with learners and they broaden the thinking of learners. They are able to relate concepts and principles to learners and customise the learning experience to the needs of the individual learners who all have different styles,” he says. “Quality teaching is in fact technology independent – if schools genuinely believe in the centrality of teaching as the magic of a learning process they will make technology decisions that support learning and teaching, not undermine it.”

April 27, 2018

Which building blocks in the Foundation Phase can ensure my child’s future?

Every parent dreams that their child will have a good job in the future. The engineer dreams that her child will be good at mathematics in order to start a successful career, while the author hopes that his child will also publish books one day, but their dreams are shattered when their child does not know how to solve a simple math problem or how to read fluently. As a last resort, the child is sent for extra classes and more pressure is put on the child in an attempt to get him/her to perform. At the end of the day, the child is burned out and the parents abandon their dreams for their child’s future. There are two basic principles that must be properly embedded in the Foundation Phase. Learners nowadays are bombarded with worksheets and computer programs that promise to teach them everything they need to know, but when further investigation is done about what is really needed to embed these principles, no worksheet or computer program can teach it to the learner. Languages In languages, a learner must be able to read comprehensively. This skill will enable the learner to read questions in tests or examinations. If we want to achieve this, the learner should at least be able to read without getting stuck or using his/her fingers. In order to read fluently, the learner must know all his sounds very well and practise regularly. When learning sounds, it must be done as practically as possible. The learner must build the sounds out of clay, practice it out loud, write it in the sand, etc. The learner must associate the letter with the explosive sound and practice it on a daily basis. If the sounds are shown to the learner, they must be able to say it out loud as quickly as possible. As soon as the learner has learned enough sounds, words and sentences can be built. Give the learner enough time and enough easy-to-read material. A learner who knows his/her sounds will read very quickly. Make sure that the learner has enough books that suit their reading ability. Books that are too difficult will demotivate the learner, but easy-to-read books will nurture a love for reading. Mathematics In mathematics, everything comes down to numerical comprehension. This means that the learner can play with a number in his head, e.g. the number 5, we can break it up into a 2 and a 3, if we double it, it’s a 10, it’s an even number and we can halve it without a remainder. The learner can immediately show 5 fingers without counting it. A learner who can count does not necessarily have numerical comprehension, counting is nothing but a rhyme learned early on. The basic principle of mathematics is to embed numerical comprehension in a learner. Numerical comprehension also leads to mental calculations that enable a learner to work faster and develop a better logical understanding of numbers. If a learner in Grade 3 still counts on his/her fingers or find ways to get answers by drawing pictures, it means that numerical comprehension is not embedded. Numeracy is learned by representing numbers visually. Collect 5 pebbles, break them up into different groups and help the learner to visualise the amounts in their head. If the building blocks for these two basic principles are well-established, the learner will have a head start in learning more difficult concepts in languages and mathematics.

April 26, 2018

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