Mainstream Education - Parenting Hub

Advice from the experts

The critical link between extra mural activities and effective learning

Let’s consider what it takes to transform rough diamonds into the magnificence that we admire in beautifully polished, sought-after stones. Taking a ‘rock’ and making it into a thing of beauty involves processes that take place in several stages. At each stage, the diamond cutter or jeweler uses specific tools and applies different methods to bring out the unique diamond waiting within. Cindy Glass, Owner and Co-Founder of Step Up Education Centres says, “Just imagine what we would achieve if we allowed multifaceted opportunities of learning to shape and mold our children into the magnificent, unique beings they were born to be!” The very essence of being human means that we are not one-dimensional beings. We have bodies that move and an ability to think, act creatively and with great imagination, if we are allowed and encouraged to do so. “Why is it, then, that we define education in terms of academics and academic achievement alone? Why do we place so much emphasis on sitting quietly and learning from texts? What would become of a diamond’s potential if only one of the many processes was prioritised over the others?” Cindy asks. She adds that extra mural activities that involve the arts, drama, music or sports are essential to the holistic development of young minds and bodies. She emphasises the fact that children who participate in extra mural activities benefit from making new friends, finding their talents, developing self-confidence, learning social skills and increasing problem-solving and critical thinking skills. In addition, exercise ensures a healthier lifestyle, greater body confidence, a more positive outlook on life and learning, and reduced anxiety and stress. “Children who are relaxed, confident and happy are more effective learners!” says Cindy. She gives 6 helpful tips to encourage your child to participate in extra mural activities: Be excited about the available opportunities: Help your child to choose an activity that they would enjoy. Consider your child’s strengths and weaknesses and choose an activity that would add value to your child’s positive growth and development. Allow your child to make the decision: This is not about what YOU would enjoy or what you THINK your child would enjoy. Respecting differences and preferences in our families will go a long way to fostering an environment of holistic education. Encourage and insist on commitment: Unless there is a solid reason for needing to pull out of an activity (the activity is not adding any positive value). This will teach your child valuable skills in responsibility, determination and resilience. Practice makes perfect: Remind your child that learning anything new can take time and patience. Encourage creativity and imagination, determination and effort: Never forget that extra mural activities are there to encourage growth and learning. Your child is not a professional actor, artist, musician or sportsperson. Encourage fun and participation, sportsmanship and integrity. Balance is key to effective holistic learning: Academic and extra mural activities go hand-in-hand. Do NOT expect your children to do more than they are able to. This is just counter-productive and will lead to a negative learning experience. Each child is different, but nobody can keep up a schedule that leaves no room to just rest and breathe. “Just like a diamond needs a variety of processes to become a polished gem. So our children need to participate in a variety of activities to reach their full potential. Go for it!” Cindy concludes.

May 16, 2019

Avoid the Procrastination

Having a plan is always a good idea, however not everything goes according to plan, therefore considering the everchanging world we live in, adaptability becomes more important every day. The need for planning remains imperative to avoid procrastination, discourse and discouragement. The 6 steps below can provide guidance on creating a plan that suits your lifestyle: Step 1 – Organise your living/working space This will not only with assist with decluttering your space but also your mind. Having an organised space will motivate you to accomplish other tasks. Step 2 – What needs to be done? Write down all the tasks you need to complete. At this stage the focus is the end game, what you want to achieve. Priority of tasks, scheduling and resources needed to accomplish these tasks are not important at this stage. Step 3 – Prioritise your tasks and resources Assign a deadline to completing each task, this will assist with prioritising your attention to what needs to be accomplished first. Be aware of what resources are needed to accomplish these tasks efficiently and effectively. This will also assist with prioritising the completion of tasks. Display your tasks as a reminder of what needs to be achieved. Example: Matriculate Cum Laude Step 4 – Set SMART goals Creating SMART goals will assist with achieving every goal set. Below is a framework of what should be included in a goal. Specific Don’t generalise what needs to be achieved, the more specific the task the easier it is to achieve. Measurable How can a task be completed if there’s nothing to measure it against? Including a measurement aspect to a goal assists with knowing how much you’ve achieved. Attainable Is this goal physically and mentally attainable? Do you have the capabilities to achieve this goal? Relevant The goal created needs to assist with achieving the ultimate task mentioned in step 2. Time Include a period as to when this goal needs to be completed. This assists with scheduling and integrating other tasks that must be achieved. Write your goals down and display it as a reminder of the tasks ahead. Example: To Achieve 90% in English every school term. Step 5 – How to achieve your goals? Create as many tactics that work together needed to achieve the set goal. Example: Read over English work covered in class as homework. Read over work that will be covered in the next class. Step 6 – Visual schedule Create a visual schedule to look at as a reminder of what needs to be done and to tick off tasks to create a sense of accomplishment. Include free/leisure time into your schedule and ensure that enough time is planned to complete a task incase the “unpredictable” happens and you need to adapt your plan to suit these changes. Technology has blessed us with applications that provide some of these steps however the act of writing your tasks down and displaying it in your working space can be more motivating to complete these desired tasks. It creates a greater sense of order and achievement. Remember to always enjoy what you do as there is no point to doing something that creates stress and unhappiness. This however goes hand in hand with a good plan that balances your time fairly and realistically. Written by: Abbotts Colleges

May 7, 2019

UNIVERSITY OPEN DAYS: LOOK BEYOND BANNERS & BALLOONS TO MAKE THE BEST CHOICE

In coming weeks, public universities and private institutions across South Africa will host a series of Open Days – events meant to showcase their offering to prospective students from the Matric Class of 2019. An education expert says it is essential that learners intending to study next year attend as many Open Days as possible to ensure they make an informed study choice, but more than that, they need to go with a strategy in hand to ensure they look beneath the surface to understand what their likely experience may be at a particular institution or campus. “This is a very exciting time for Matrics, who for the first time will be able to get some real-life insights about life on campus and what their future might be like in coming years after school,” 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. “So we advise Grade 12s to determine without delay when various institutions will be hosting Open Days – an online search will suffice – and then make the effort to attend as many as possible.” Ntshinga says there are many benefits to attending an open day, including 1) to get greater clarity on an institution’s offering 2) to visit different faculties at an institution 3) to speak to representatives of the institution who will be able to help you determine which qualification is a good fit if you are still uncertain 4) to get a feeling of life on a specific campus and 5) to weigh up the offering – academic and otherwise – of different institutions. But he says there is one thing that prospective students must remember when attending Open Days, and that is to keep a level head and not get too starry-eyed by the fanfare of the day. “Open Days are the perfect opportunity to get first-hand experience of a campus and its students, staff and academics. But the first rule of Open Day is to remember that Open Day might not be representative of every other day. Universities put their best foot forward to impress and attract future students, but you have to be savvy and ask the right questions, as well as make the observations that will help you with this major decision.” Ntshinga says prospective students should spend enough time on a campus to get a good look around, and listen to their gut feel while doing so. “Look at the campus grounds, visit the library and the IT lab, note the condition of sports facilities, lecture rooms and even the toilets. If, for instance, an institution’s restrooms are questionable on an Open Day, chances are that they will be the same or worse during the rest of the year. “If lecture rooms and the general environment look tired, dilapidated and unkept on this day, it is unlikely they will look better any other day of the year.” If you get a good feeling about what you observe on campus, the Open Day then presents an opportunity to ask the important questions of university representatives, to gauge whether your degree will help you make a smooth transition to the workplace post-graduation, Ntshinga says. To make that determination, learners should ask the following: 1) WORK-READINESS: How much practical, work-integrated experience is incorporated into the curriculum? Any good institution, whether public university or private, must have adequate practical learning integrated into the curriculum, and not focus purely on academics. 2) INDUSTRY-RELEVANCE: Is there close cooperation between the faculty and lecturers, and is current industry practice reflected in the curriculum? Employers look for graduates who they know will be able to make a contribution from the first day on the job, which is why they recruit at those institutions that best prepare students for the real world of work. 3) STUDENT SUPPORT: What can you expect in terms of support – administratively, academically and post-qualification? Good institutions will have excellent student support from before you sign up until after you graduate, and this support can make a real difference in your higher education experience as well as your career. “Doing your groundwork in the coming month, by identifying and attending Open Days at institutions you’ve been considering, as well as others you may not yet have considered but which may well turn out to be the right fit, will make a huge contribution to your ability to evaluate your options properly,” Ntshinga says. “Additionally, you may be exposed to opportunities and qualifications you have not considered before, and which may resonate with you. Open Days are essential to making the best choice for your aspirations and provide insights that desktop research rarely does, so make the best of this limited window of opportunity.”

May 2, 2019

Educational opportunities for brilliant young minds

This time of the year is an exciting period for learners who have dared to dream of studying in the United States of America. From December to March, universities like Yale, Princeton and Duke send out feedback to hundreds of thousands of students who have applied for a spot on their prestigious campuses. Harvard alone received a record 42 743 applications this year, of which it typically accepts less than 5%. More and more South Africans are setting their sights on an exclusive overseas education. The internet has broken down many of the barriers to information that previous generations faced, while the desire for diverse student pools has made top-ranked campuses increasingly cosmopolitan. The trend is also in part due to the arrival in the country of educational mentoring companies such as Crimson Education, who assist high school students to navigate unfamiliar and rigorous applications processes successfully. “The key to a strong application is to prepare well, understand what makes a great application, and to demonstrate passion and initiative. Understanding what makes you unique will help you stand out,” says Rebecca Pretorius, Country Manager of Crimson Education in South Africa. The company employs strategy consultants, tutors and mentors, who are graduates and students from top-ranked universities, to help gear a student’s high school years towards landing a spot at their dream campus. Top-ranked universities offer excellent facilities, educators, alumni networks and opportunities to work on cutting-edge research projects, or intern at global companies. They also have the resources to provide substantial financial aid to those who need it. Some universities, including the Massachusetts Institute of Technology (MIT) and Princeton, use a need-blind acceptance system. They send out acceptance letters without knowing the financial resources of the applicant; “All accepted candidates are seen as deserving of a spot, and the institution undertakes to help fund them,” says Pretorius. “Young people are very pragmatic about education in this globalised world. They realise that a top-ranked degree is a great launching pad for achieving their career goals – which are often entrepreneurial and geared towards solving a problem back home that they care about,” says Pretorius. For Crimson Education, a big name is less important than finding the right fit for each learner. Their consultants use a specialised algorithm developed in-house to help students to successfully navigate a pool of over 4 000 institutions, the top 100 of which are all considered world-class. “We create a balanced shortlist of universities for each student to apply to, maximising the chance of acceptance to your dream school, while minimising the risk of rejection,” says Pretorius. The company itself has unexpected roots that explain its reverence for youthful ambition and brilliance. It was founded in New Zealand in 2013 by two high school students, Jamie Beaton and South-African born Sharndre Kushor. Now, aged 23 and 24 respectively, they oversee operations in 24 cities worldwide. Beaton is a Rhodes Scholar at Oxford, having completed his undergraduate and a double masters at Stanford Business School in a mere four years. Kushor studied Population Health while steadily growing the company and honing its model for team-led mentorship. “The model developed by Jamie and Sharndre, with its focus on individual interests and passions, has achieved a 100% success rate – with all of our students landing a spot at least one of their top eight university choices,” says Pretorius. The company has helped to secure over 330 offers to the top 50 universities in the United States, 133 of which are Ivy League. Over the years, their students have secured $45.7-million in scholarships. South African students and parents who are inspired by the idea can attend one of the company’s information sessions by emailing [email protected].

April 30, 2019

HOW TO IMPROVE YOUR CHILD’S ACADEMICS

Believe in yourself. Assess your current academic performance and set appropriate academic goals. Make a commitment to your goals by creating a dream board and displaying it on your mirror. Get organised. Set up a study schedule/timetable and keep to it. You should study in a well-equipped area (proper desk and chair) with sufficient light and ventilation. Avoid distractions, such as smartphones, tablets, computers, computer games, game consoles and TV. Ensure that your workbooks for each subject is as neat (as possible), organised, dated and up to date. Do not fall behind. File all extra notes, papers and memo’s immediately by pasting them into your workbook. Drafting a schedule/timetable. It is important to allocate time for Homework time. Study breaks – Rule of thumb is a break of 10 – 15 minutes after each 45-minute study session. However, everyone has a different attention span. Do not use this as an excuse to procrastinate. Do not “cram” – you will probably soon forget the content. Your goal. should be to study for long term memory effect throughout the year. Allocate time for relaxation, family and friends. Preparation for ANY subject includes: Completing your homework, yourself. If possible, try to mark it before you go to class. This way you already know what to ask the teacher. Do complete corrections during class discussions. Albert Einstein (is broadly credited to have) exclaimed: “The definition of insanity is doing the same thing over and over again but expecting different results” .Learn from your mistakes. If you are still confused, make sure to visit the teacher during compulsory homework. Then try it on your own, until you are proficient. Studying is not a spectator sport. To become the best, you need to partake and practice. How to get better at Math If you struggle with a specific calculation, try to break it down into simpler more manageable concepts. Memorise the theory, such as formulas, theorems, properties, definitions, proves, rules, sketches etc. You should know all of these by heart. If you struggle to remember these, try to connect the new unfamiliar concept to something that is already familiar to you, for example a rhyme, a parody or sketch. When revising/preparing for exams and tests, return to worked examples and activities in your workbook. Practise these before you move on to past papers. Practice past papers. Not one or two, but as many as you can lay your hands on!! Use a search engine, such as Google to download past papers. If you can only find a few past papers, practice these until you are completely proficient in the calculations and time management. Humans are complex. Memory includes visual, auditory and tactile memory. When studying you should SAY it, WRITE it and SKETCH it. Practice to complete a task against a time limit to ensure that you will be able to finish in time during exams and tests. Revise, revise, revise… DO NOT rewrite the textbook. Use effective tools such as mind maps, flow diagrams or mnemonic devices (memory games). You need to find a tool or tools that work for you. Revise the previous day’s work before you go to class the next day. You should PRACTICE and REVISE subject content on a CONTINUOUS and DAILY basis! How to prepare for practical subjects such as CAT, IT, Drama, Visual Arts and Design? PRACTICING new skills daily. You will not become proficient if you do not practice. REVISE your theory by breaking it up into smaller, manageable sections and spreading it over time. Pay attention to the glossary in the back of the textbook and summaries at the end of each chapter. Pay attention to new trends and technology features in the daily news. Practice to complete a task against a time limit to ensure that you will be able to finish in time during exams. Keep to deadlines for Practical Assessment Tasks. Do not procrastinate. These need time to develop, grow on you and take shape. The teacher cannot help you, if you are not at school! To do your best, you must get enough sleep, eat nutritious meals and drink water. DO NOT drink caffeine laden energy drinks. It is bad for your health and your brain! Do not work into the early hours of the morning, you will not be able to concentrate in class or perform well in tests – sleep enough. Reward yourself between study breaks with activities you love. Get your priorities in order – what is your dream for your future? (If you do not have a dream it is high time you get one!) Implement the plan – do not procrastinate. Eat little bits of the elephant (a big task) by prioritising, setting goals and rewarding yourself for completing steps. Written by: Sanet van Rensburg, Principal at Abbotts College Centurion

April 10, 2019

GRADE 11s: WHAT YOU SHOULD DO NOW TO ACE MATRIC NEXT YEAR

Grade 11s who are serious about bringing their best game to their Matric finals next year should, like performance athletes, start their preparation now so that they enter the home straight in pole position when 2020 arrives, an education expert says. “The temptation will be there to put off thinking about Grade 12 until next year, but Grade 11s have the most powerful weapon in their arsenal right now – that of time,” says Natasha Madhav, Senior Head of Programme: Faculty of ICT at The Independent Institute of Education, South Africa’s largest and most accredited private higher education provider. “As a Grade 11 learner, you need to understand how competitive the landscape will be after school, and that it is not in your best interest to wait until exam prep starts next year to start exercising your academic muscles. You have to train, prepare and lay the groundwork now, so that you can build on your performance next year, rather than try and get the basics in place while the clock is ticking,” she says. Madhav says learners must also approach each assessment this year as if it is going to be the deciding one, and learn from and correct their approach when problems are identified. “Doing well now could also pay off pre-emptively, as many higher education institutions will allow provisional placement based on your Grade 11 marks, which will dramatically lift the pressure next year,” she says. DRAFT A 2-YEAR PLANNING OVERVIEW Senior learners should look at their last two years of school holistically, rather than as two distinct years, Madhav says. “Take some time to draft a two-year global overview of key dates that will arise this year and next,” she advises, adding that this calendar will include actual or estimated dates for all assignments, tests and exams. “You may think you have a lot of time ahead of you, but when drafting this calendar, you’ll quickly see the reality of how demanding and time-intensive these next two years will be. The good news accompanying the realisation of the challenge ahead, is that you can now accurately determine how much time you’ll have to prepare for each assessment, and not be tempted to procrastinate.” USE ANY “DOWNTIME” WISELY TO MAKE LIFE EASIER DOWN THE LINE While there won’t be much free time going around in the run-up to Matric, Grade 11s should use any time they do have on their hands wisely. “So we are not saying you should be sitting in front of your books 24/7,” says Madhav. “But when you do have time to spare, say during the holidays or weekends, do a little bit every day to strengthen your actual ability to handle the workload which will progressively increase not only this year and next, but also when you enter higher education.” Madhav says learners can use the time they have to watch YouTube videos of cool study hacks, different ways of learning and revising, learning to touch type or even doing some volunteer or internship work. “These are all fun activities which, when compounded, can make a notable difference to your academic performance as well as the strength of your study or work applications in relation to those of your peers. “Now is a great time to make a commitment to lifelong learning, and vowing to yourself to do something every day that makes you stronger, wiser and more resilient. These are skills that you need to craft and hone on an ongoing basis, as you can’t summon them out of the blue when needed.” UNDERSTAND YOUR SUBJECT CHOICES & THEIR IMPACT ON POST-SCHOOL OPTIONS Madhav advises Grade 11s to take some time to look closely at what they intend to do after school, and particularly to investigate their options broadly and thoroughly, and then ensure that the subjects will allow them to pursue their chosen path. “There are a number of reasons why you should consider where you are now compared to where you were when you first decided on your current subjects, as well as where you are going to go in future,” says Madhav. “Maybe when you made your choice you did so based on the idea that you might go into communication or design. Perhaps now you are more inclined to pursue a career in accounting or law. Whatever it is, ensure that your subject choices are still aligned to your current vision for your future, and the entry requirements at your higher education institution of choice.” She says where students see they are going to fall short of entry requirements based on their subject selection, they could consider taking an additional subject, or should circumstances allow, change subjects – although this should not be done without serious consideration of consequences and discussion with the school. But apart from ensuring you are on the right path, the exercise of considering how your subjects support further study has the added benefit of reminding you of how your subjects will enable you to realise your dreams after school. “This is likely to provide you with fresh motivation to tackle even those ones you’ve been finding dreary or challenging,” says Madhav, “and help you not only understand your work, but also get to grips with it in such a way that you can apply what you’ve learned.” Madhav says that next year, when learners enter their final year of school, it will no longer only be about the amount of time they spend in front of their books, but also about the quality of that time. “You are in a position right now to influence the quality of that time, and effectively the trajectory of your post-school education and career. So use this time wisely to get in the right frame of mind so that you will be able to perform to the very best of your ability next year and beyond.”

April 4, 2019

Is homework still relevant

A student’s high school career is far more than mastering subjects. The goal is to facilitate the development and transformation of adolescents into independent young adults, prepared to deal with the 21st century challenges. The adult world demands self-study, discipline and independent thought. Entrenched behavioural patterns are difficult to change; hence, instilling a good work routine whilst at school is essential for future success. • It teaches a student to work independently. Engaging with the content on their own allows them to find solutions and formulate opinions without the prompts or cues from teachers, peers or parents. • It teaches a student to take responsibility for his or her work. The student must be an active participant: it is conducive to confidence building and encourages self-reliance. • It allows a student to review and practise what has been covered during the lesson. Extensive research has been done on the memory retention of information over a period. Regular reviewing allows a broader knowledge base when applying the minds to new content. Any potential misunderstandings or lack of comprehension can be addressed far sooner. • It helps a student to get ready for the next day’s lesson. Being prepared for the lessons allows the student to feel more in control and this in turn boosts their confidence and aids the development of a positive self-image. • It encourages a student to explore the subject content far more thoroughly than class time permits. This is vital for giving depth to the work they are grappling with and leads to discoveries, making connections and problem solving. • It allows a student to extend learning by applying skills to new situations. Doing their homework properly establishes a strong foundation. Successful attempts to solving higher order questions are only possible once the content has clearly crystallised in their mind. • It is part of the revision and consolidation process in adequately preparing for tests and examinations. Practice makes perfect! Clichés are clichés because they hold a lot of truth. Author: Andre Moolman, Principal at Abbotts College Century City.

April 4, 2019

How to teach children to respect their teachers

It is common knowledge that teachers are some of the most stressed professionals in our country. They face abuse of various kinds on a daily basis and one cannot deny that this is having a profound impact on an education system that is already struggling. In addition, and perhaps even more worrying is the steady increase in incidents of verbal and emotional disrespect shown toward teachers by the learners in their care. Education in South Africa is being compromised and it is time for parents to step in and step up to help rectify the problem before it becomes completely unmanageable. According to Cindy Glass, Owner and Founder of Step Up Education Centres, “Education is the root of success. It is an essential tool which, when delivered and received correctly, could change the face of poverty and other challenges that face our country at this time. The benefits of a good education can never be underestimated and ensuring that learners respect their teachers is an essential and most necessary step if we are to make positive progress in learning”. She gives the following things to consider when teaching your child to respect their teachers: You are your child’s first and longest-lasting teacher. Your child needs your guidance and assistance in learning the value of respecting self and others. It is important to remember that our children are likely to do what we do, rather than what we say. Encourage respect of teachers by respecting your child’s teachers. Avoid teacher-bashing conversations and seek to find positive solutions to challenges that present themselves. Teach your child that, no matter the circumstance, there is always a way to find a solution. Teachers are human too. They have an enormous responsibility to assist your child in becoming the best version of themselves. Teachers make mistakes. Disrespectful comments and abusive behaviors are not the solution. Open communication is needed to find ways of assisting both parties in achieving the desired outcomes in learning. Every choice that we make defines the path of our lives. All negative behaviours are based on fear, low self-esteem, self-defeating and destructive self-talk and low self-value. We need to teach our children to own their mistakes and choices and to avoid blaming others for their shortfalls. Taking frustrations out on their teachers only exasperates their difficulties whereas they could find wisdom and assistance with their teacher instead. Learners need to recognise and acknowledge that challenges are a part of growth and learning. There are always ways to seek and receive the help that they need, without a show of disrespect to anyone. Disrespect reflects their character, not the teachers. Teach your children that disrespecting & abusing teachers is an indication of who THEY are, not of who their teachers are. Negative behavioural choices reflect on the giver, not the receiver. It is a clear indication that the person does not respect and honour themselves. It certainly does not engender admiration from his peers. Seek to develop positive self-respect and self-value in your children and this will ensure that they give the same to others.

April 1, 2019

MATRIC FAILURE: GETTING BACK ON TRACK WITHOUT LOSING HOPE

The future may look bleak and uncertain to the more than 170 000 Grade 12s who failed their 2018 National Senior Certificate exams, but it would be a huge mistake for them to throw in the towel and resign themselves to the idea that no Matric means no hope for the future, an education expert says. “Of course it is preferable to obtain your Matric certificate, and we will always encourage young people to continue working towards doing so, but that doesn’t mean your life has to stand still in the meantime,” says Alvino Hartley, Team Leader at Oxbridge Academy, which serves more than 20 000 South African distance learning students every year. He says many people don’t realise that there are various study options, particularly vocational ones that are in high demand in the workplace, that don’t require a Matric certificate. “If you can be resilient in the face of this setback, and vow to not put your education on the backburner but rather work hard towards a goal you can become passionate about, you have a recipe for success on your hands,” he says. Hartley says that no matter what the outcome of one’s final exams were, there are always options, and sometimes finding the right way forward just requires some research. “You may want to redo a subject or two, complete failed subjects via distance learning, redo Matric in a year or two, or perhaps even find a qualification that doesn’t require an NSC for enrolment,” he says. “Find what you are passionate about, and then determine how you can still reach your goal within the next three to four years. Yes, it is not ideal if you didn’t pass, but it also does not mean that this ‘failure’ needs to define who you are and what you can achieve for the rest of your life.” Hartley says that instead of allowing ‘failure’ to define you, the experience should be used as a learning opportunity and inspiration to do better in future. Additionally, Matric failure should not serve as a limit check on one’s aspirations for the future. “You can and must still dream big. If you didn’t before, do so now. Once you have a vision for your future, you start building it. Like a house – one brick at a time.” For many who failed Matric, heading right back to school to redo the year may not be an option, for various reasons. In these instances, the Matric goal can be pursued in parallel with other goals, or postponed until after achieving a vocational qualification, says Hartley. “A vocational qualification makes you more employable, by providing the specific skills and theoretical knowledge required in fields such as, for instance, project management, health and safety, logistics and supply chain management, and contact centre operations. All of the aforementioned qualifications can be completed without having a Matric certificate and via distance learning, which means that you can even start earning while you’re learning,” he says. Another option is to do an Introductory N4. “Also called a bridging course, this will give you access to N4 National Qualifications. Students who haven’t completed Matric do the Intro N4 courses and, once they pass the examinations, they cross over to the N4 courses. Once they have passed N4, they can progress to N5 and N6, after which they can apply to the Department of Higher Education and Training for a National Diploma, provided that they have gained 18 months of relevant practical experience,” says Hartley. Passing an N4 level qualification is comparable to Matric. And persevering through N4 to N5 will make you more employable than someone who only has a Matric certificate, says Hartley. “The message is this: You have your whole life ahead of you and you still have time on your side. If you act now to start building your vision brick by brick, investing in your future and believing in yourself, the time will arrive when you look back at your Matric disappointment and see that it wasn’t a brick wall barring you from a successful life, but rather an unexpected door to new and exciting opportunities to turn your dreams into reality.”

March 19, 2019

DIFFERENT ROUTES FOR TACKLING MATRIC THROUGH DISTANCE LEARNING

Thousands upon thousands of learners who fail Matric every year are either unable or unwilling to return to school to complete their National Senior Certificate examinations, forcing them to join the relentlessly growing pool of South Africans who have little prospect of landing even an entry-level position. Some of the reasons for not returning to school include a lack of funds, an unwillingness to go back to the benches with younger learners, the stigma some may feel as a result of failing, and a sense of futility over one’s ability to successfully complete Grade 12. “There is hope, and good news for young people facing these circumstances, as well as those who had long ago given up hope,” says Nomawabo May, Team Leader: Student Advisor Department at Oxbridge Academy. She says young people who either failed or didn’t gain university exemption in the past three years, still qualify to do rewrites of papers this year – provided they move quickly to meet registration deadlines. “If you’ve been sitting at home since receiving bad news about your results last month, and don’t know where to from here, you should seriously consider heading back to the books sooner rather than later, as you are still in a great position to earn your Matric despite your earlier setback,” she says. May says the benefit of doing Matric subject rewrites via distance learning, is that it is affordable, that it can be done via the comfort of one’s own home, that learning materials are user-friendly and easy to understand, and that there will be excellent tutor support available both telephonically and online if one is signed up with a respected institution. “If your attempt to finish school in 2016, 2017 or 2018 was unsuccessful, you are still well positioned to grasp the bull by the horns this year, and we’ll advise anyone falling into this category to consider their vision for their future and to turn their goals and dreams into reality,” she says. May says those who were unsuccessful in completing Matric during or before 2015 should also not despair, as there is a range of options available to them, including completing a bridging course or equivalent qualification or attempting the Senior Certificate (as amended). “Unfortunately, people are not always aware of their options, which means that they may become despondent too early, and give up because they simply don’t know that there are routes to qualifying that will suit their pocket and their circumstances. “Some people still think going to school is the only way to finish Matric, and if you weren’t successful, you have to resign yourself to this outcome. Nothing can be further from the truth, as a home study – distance learning – is recognised worldwide as an effective way in which to further your education. It is the ideal option for older students, those who live outside of the main metros or even in rural areas, those who have work or family responsibilities preventing them from attending full-time contact classes, and those whose budgets don’t allow for travel and high accommodation costs.” May says one of the big inhibitors for these students, however, is the fear of failing again. “That is why you need to ensure you speak to a student counsellor at a respected institution, who will help you devise the best strategy for you and your studies. These advisors will be able to help you determine exactly what the best course or courses are for you, how you need to pace your studies, and also what additional support you may need. “Our message to the hundreds of thousands of South Africans sitting at home, unable to see a light at the end of the tunnel, is that there is indeed hope. All it takes is for them to take the first step, and to make contact with the people whose mission in life it is to help people like them realise their dreams and aspirations. Then, to take the next baby step and the next baby step, until these dreams start taking shape and are realised.”

March 13, 2019

1ST YEAR EARLY WARNING SIGNS: HOW TO AVOID BECOMING A DROPOUT STATISTIC

Across the country, hundreds of thousands of young people recently entered Higher Education hoping to graduate in a few years so that they are qualified to enter the workplace. The reality, however, is that first-year dropout rates are extremely high in South Africa, which means many first years won’t complete their studies. But the good news is that there are a number of early alarm bells which, if needed, can help students manage their risk and prevent them from abandoning their studies, an education expert says. “While statistics vary, it is estimated that more than 40% of students quit their studies after their first year. Some would argue that this figure is as high as 60%,” says Peter Kriel, General Manager at The Independent Institute of Education, SA’s largest private Higher Education provider. “Not being successful as a first-year student in Higher Education, is a process that begins well before a student actually drops out of Higher Education, as there are various early signs of potential failure that can predict if a student may run into trouble later,” he says. Kriel says parents and students should note that factors influencing study success can be broadly divided into three categories: Broader socio-economic or personal factors, not properly doing one’s homework before deciding what to study and where, and most importantly, one’s approach and actions as a first-year student. For students who are already in Higher Education, the third category is the one they need to address now, says Kriel. He says that students should carefully consider the questions below. If the answer to any of these questions is “NO”, they need to take action as recommended in the solution to each problem, as they might be at risk. Q1: Did I meaningfully participate in my institution’s orientation programme? Any good institution of Higher Education should have a first-year orientation programme, says Kriel. He says the information provided during orientation is intended to guide students logistically, so they can focus on academic work without being overwhelmed by admin. “If you missed out on orientation, particularly academic onboarding programmes, you will now have to acquire these skills on your own on top of the day-to-day academic demands.” Solution: Speak to someone to find out what the orientation programme included. If your institution of choice is offering an extended first-year onboarding programme, make sure you get involved immediately. Make time to specifically focus on trying to gather the information you missed out on – logistical information is especially easy to gather. Academic preparedness will be a little more challenging, but it is worth catching up on what you missed early on. Q2: Am I attending most of my classes? Class attendance is probably the single most important contributing factor to success, says Kriel. “Of course, reasons beyond your control may cause you to occasionally miss a lecture or tutorial, but if you miss class simply because you don’t feel like it or you had a late night and feel like sleeping in, you are at risk,” he says. “If you miss class because you are working on an assignment or task in another module – you may need to plan better. Missing class to do assignments becomes a vicious circle as you miss more classes to do other assignments. This is a recipe for failure.” Solution: Undertake to miss no more classes going forward, and draw up a roster for future assignments so you can complete these without needing to skip class. Prioritise your classes and schedule all other activities so there is no conflict. If something comes up which prevents you from attending a specific lecture, catch up as soon as you can. Q3: Did I pass all my assessments to date? It is still early in the academic year, but your performance in any assessment you may have had, be it a formal test or assignment or a task completed in class, is already a clear indicator of your outcomes profile, says Kriel. Solution: Determine why you failed an assessment. Did you work hard enough? If not, you know you need to work harder. Are there parts of the work you don’t understand because you missed class? If so, follow the advice in point 2 above. Did you do everything possible and simply do not understand certain concepts? If this is the case, speak to your lecturer sooner rather than later about how to approach the issue. Q4: Did I acquire all the prescribed text for my modules? For many reasons, not least financial pressures, many students don’t buy prescribed textbooks. “Unfortunately, your chances of success are diminished if you don’t have textbooks. Textbooks guide students through the syllabus of a specific module like a roadmap and are often accompanied by additional resources, questions and activities that will enhance the mastering of the required material,” says Kriel. Solution: If you can afford to buy the prescribed text, get it as soon as possible. If not, know that student-centred Higher Education institutions will be acutely aware of the challenges some students face and may have e-book alternatives. Often these are available for free to registered students. Speak to the librarian on your campus to find out if there is an e-book alternative for the textbooks you don’t have. There may also be copies of the textbooks in the campus library, and while these are often on the reserve shelf, spending time in the library will definitely be advantageous. Q5: Do I feel part of a Community of Practice? Moving from a comparatively protective school environment to Higher Education may mean that you find it hard to adapt from the start. This may unsettle you if you subconsciously feel that you are not at the same level of performance as your fellow students. The reality is that these feelings are quite normal and that many of your classmates probably feel the same. Solution: Talk to someone you trust about your experience and feelings. Good institutions will have academic support and counselling facilities. Having

March 8, 2019

MATRICS: USE THE NEXT 6 WEEKS TO LAY THE FOUNDATION FOR STUDY SUCCESS

University choices may feel like a distant priority for this year’s Matrics who are currently settling into the rhythm of their final year at school. But now is, in fact, the optimal time to be investigating what they want to study and where, because making the right choice takes time, and will ultimately impact on study success and employability 4 years from now, an expert says. “Prospective students will start applying from around the April holidays onwards, whereafter the applications will start coming in thick and fast, and the rush to secure a place will intensify. Once your fellow learners start applying, you will really start to feel the pressure to do so as well, which could lead to you settling for a generic qualification or taking the traditional route that others in the same boat as you are following just to make sure you don’t miss your chance,” says Nola Payne, Head of Faculty: Information and Communications Technology at The Independent Institute of Education, SA’s largest private higher education institution. “The gravity of the choice you need to make about your future in coming weeks can’t be overstated. The right study choice at the right institution is a solid foundation for future success, but the wrong choice can exact a costly financial and emotional toll for a long time. It, therefore, makes sense to use the relative calm of the coming weeks – a calm that will not again be repeated in your Matric year – to make absolutely sure about what you want to do next year,” says Payne. She says there are two main questions around which Matrics should focus their investigations: 1) What should I study and 2) Where should I study. 1) WHAT SHOULD I STUDY? “If you have more or less of an idea of your strengths and ideal work, that’s a great start,” notes Payne. “However many people have no idea of what they want to do with their life after school. These learners should start by investigating potential careers that interest them, and importantly, investigate the demand for suitably qualified professionals in these fields.” Payne advises Matrics to scour job advertisements, see which positions excite them and devour any media they can lay their hands on to get an idea of the kinds of careers that are out there. “Remember that new careers exist today that are vastly different from the careers of the past, and you may even land upon something you’ve never heard of before. Once you’ve identified your ideal career, you should then investigate what you would need to study to do the kind of work that excites you.” A major consideration is whether to opt for a traditional academic degree or a work-focused one, says Payne. “In our tough job market, the closer a degree is aligned to the realities of the world of work, and the greater a qualification’s ability to make you land on your feet from the first day on the job, the better your chances of success. So ask institutions about their lecturers and curricula – are they still involved in their profession beyond teaching, and does the institution have close ties with companies and industry professionals? “The days of academic ivory towers disconnected from the demands and requirements of the real world are numbered, and prospective students must endeavour to find an institution that understands and responds to what is needed in today’s workplaces.” 2) WHERE SHOULD I STUDY? With South Africa’s 26 public universities and countless private higher education institutions, prospective students have their work cut out for them in determining where their goals and ambitions would be best realised. Because if an institution is registered and accredited, its qualifications will be valid and recognised in the workplace, regardless of whether they originate from a private institution or a state-funded one. But there are other important issues to consider. These include proximity to where one currently lives, class sizes, student support and career guidance services, and the degree to which the curriculum is aligned and able to adapt to modern workplaces. “Opting for a uni closer to home means savings on the financial front, as well as proximity to your existing support structures which can be helpful when the going gets tough,” says Payne. “Large class sizes can make you feel invisible and like a number, while smaller class sizes mean more attention and a greater feeling of belonging. Getting real-life work experience and assignments prepare you for the workplace in a way theory only can never do, while student support services can make a crucial difference in your success. “Make sure you get satisfactory feedback on all these issues before signing up with an institution,” she says. Payne says making the right choice, based on thorough research and investigation of all options, has a huge role to play in student outcomes. “Many students drop out of their first year because they made their study choice under pressure, or because they realise after a few weeks or months that there are other qualifications more suited to their aspirations. Some only get exposed to interesting fields and other higher education institutions once they leave school and are already studying – a situation that can be avoided if proper time and attention is given now to exploring what’s out there. “We urge teachers, parents and guardians too, in coming weeks, guide the young people in their care to enable them to make informed choices calmly and with clarity. This will allow learners to put the anxiety of their 2020 plans behind them, and focus fully on doing their best in the important series of exams that lie ahead this year.”

March 8, 2019

Want a second chance at matric? Distance education can help you

Thousands of learners who finished their matric studies last year have already started 2019 in earnest with many beginning tertiary education or embarking on a new job. While the majority of these matriculants have moved on from their schooling careers already, there are those who would like a second chance. Some matric learners may have obtained their National Senior Certificate but are unhappy with their final pass results. In many instances, it isn’t always possible for these learners to return to their school and rewrite one or more subjects the year afterwards. Additionally, there are thousands of learners who unfortunately didn’t meet the pass requirements for matric. “In light of this, most people in South Africa would probably have the perception that once you’ve done your matric – you’re done. But this isn’t true,” says Louise Schoonwinkel, GM of Impaq, a subsidiary of FutureLearn group. “You can always go back through a distance education provider such as Impaq and redo one or all of your subjects to improve your marks and get the pass you want. Moreover, you can do this with a high degree of flexibility from home, during your own time,” Schoonwinkel. With over 16 000 registered learners in 2018, Impaq is well known as being South Africa’s leading provider of home and distance education solutions for learners from Grade R – Grade 12. Impaq is also well-suited to helping learners redo matric in South Africa because it follows the Curriculum Assessment Policy Statements (CAPS) and is registered with the assessment body, SACAI, which is quality assured by Umalusi. SACAI is also one of the national assessment bodies that manage the National Senior Certificate examination along with the IEB and Department of Basic Education. How it works Regardless of the assessment body that learners were previously registered with, any matric candidate who had a final examination sitting – either last year or even in previous years – can register with Impaq to improve or repeat Grade 12. The final deadline to do this is 15 February 2019. When it comes to Grade 12 candidates who register as repeaters, there are two options. 1. Learners who are repeating their school-based assessment portfolio and the final examination. For this option, the candidate has to redo all the tasks and tests, as well as the June exam and the preliminary and final examinations. The candidate may redo all their subjects or only certain subjects. 2. Learners who are only repeating the final examination. For this option, the candidate should have had a sitting for the NSC Final Examination and should have a complete and valid School-Based Assessment, or SBA (this involves tasks and tests as well as the June and preliminary examination). In this instance, the candidate will only rewrite the final examination at the end of the academic year and their current SBA will be submitted as part of the final mark. (It’s important to bear in mind that the SBA is only valid for three years.) In both options, learners have access to 25 subjects (including the likes of IT and Religion Studies). “If you’re looking to improve upon your matric, there is hope for you and the tools for you to achieve this. Experts at Impaq are also available to assist you with any queries you may have,” says Schoonwinkel. For learners who are interested in finding out more and registering, they can do so by clicking this link: https://www.impaq.co.za/improve-matric-results/

March 2, 2019

The link between emotional challenges and poor academic performance

Have you ever considered that your child’s struggles at school may be because of emotional challenges? The academic year, as we are already aware, hold many stressors for children. What we are not always conscious of is that a child’s emotional state can directly affect the need to perform academically. In fact, according to Kerry De Jager, Head Franchisor at Step Up Education Centres, South Africa says, “Children who are experiencing emotional challenges (pain, uncertainty, family challenges, low self-esteem and fear) are more likely to struggle with the academic demands of formal schooling.” Think of a time as an adult, for example, where you have had an emotional challenge. “It is incredibly difficult to focus on our jobs and careers when our emotional state is one of pain, blame or demotivation. As an adult we have developed the skills needed to cope with stress and anxiety and yet our emotional state sometimes hinders our ability to function in the workplace,” Kerry explains. She adds that developmentally some children are not yet ready to deal with these stresses and furthermore an emotional immature child will not have the coping skills to deal with the way their emotions make them feel. As the stresses of the year creep up on them, their emotional state will have a greater and greater impact on their ability to concentrate on their academic work. “An emotionally stable learner is able to take in and retain new information more effectively. Concentration skills are better and social relationships are a great deal more positive.” Kerry gives the following tips to parents who you have a child who is struggling at school: It is important to look at your child as a unique individual and realise that academic performance cannot be looked at in isolation. If your child has not performed as well as what you expected, try and find out why. Aim at honest non-judgemental conversations that will enable you to understand the emotional state that your child has been in during the academic year. Are they emotionally able to cope with the grade that they are in? Has it been a particularly difficult year at home? Has your child had a significant change in their lives like a new sibling or perhaps a divorce? Has there been a change in friends at school or at social clubs? All these questions may provide some insight into why they have not performed as well as you anticipated. They will also afford you an opportunity to work together to find positive solutions. Remember that everyone wants to achieve success, whether they are willing to admit it or not! It is not in their nature to want to fail. Our role as parents is to guide, support, encourage and motivate our children to rise above the challenges of life to achieve the best version of themselves! “Each child is unique and their needs all differ. If you take the time to try and understand why a child is performing the way they are, it is a huge step in the right direction. Be patient with your children as they navigate the world with you at their side!” Kerry Concludes.

February 28, 2019

Helping your child make the most of repeating a Grade

When babies are learning to walk, they fall (or fail) many times over. Babies need to repeat the process (of learning to walk) over and over again, until they get it right and are able to move on to greater movement such as running, jumping and skipping. According to Cindy Glass, Owner and Founder of Step Up Education Centres, “These ‘failures’ are normal and natural processes in the act of learning to walk. In fact, they are expected and hailed as signs of effort and future success!” She adds that as we grow older, our fear of failing and falling down tends to slow our progress and in some cases, even stop it altogether. “Children who ‘fail’ a grade, for example, often feel humiliated, ashamed, embarrassed and depressed. Their self-worth plummets and they often find it difficult to accept the fact that they will not be moving up to a new grade with their classmates.” Parents, too, struggle with a ‘failed’ grade as, so often, they see it as an indictment on their parenting. “And yet, if you think about it, ‘failing’ a grade is not all that different to trying to walk for the first time. Some skills need more time and attention to master and not all children learn at the same rate or even in the same way.” If your child is repeating a grade in 2019, Cindy gives you some tips to help him/her in understanding and embracing the gift of being given this opportunity to learn more effectively: There is no such thing as failing a grade. It is time to speak a different language. Your child has not yet mastered the building blocks needed to move on to a new grade. He/she is being given an opportunity to REPEAT a grade in order to master these important skills. Address the elephant in the room through open and honest communication. Speak to your child about them having to repeat the grade. Find out how they feel and what they will need from you in order to move forward with a positive outlook. Non-judgmental conversations are essential at this time. Help your child to own and embrace the repeat. Help them to see it as a learning opportunity. Senior learners who may not have worked to their potential (resulting in having to repeat) need to identify and OWN the mistakes that they had made and look to the future knowing that they can and must make better choices for themselves. Extra tuition at this time is highly recommended. Choose an environment that focuses on building self-esteem and emotional intelligence skills as well as academic skill. Teach your child that they are not LESS of a person for having to repeat their grade- they have simply taken a different path to their classmates. Keeping your child’s self-esteem intact while still teaching them to take responsibility for their learning is going to be your biggest challenge as a parent. “Having to repeat the grade can be a tough experience for parents and learners, but it need not be the end of the world. YOU are your child’s greatest teacher. How you choose to move forward will set the tone for how well your child is able to adapt to the situation,” concludes Cindy.

February 22, 2019

MATRIC 2019 ROADMAP: TAKE CONTROL OF YOUR YEAR RIGHT FROM THE START

The first few weeks of a learner’s final school year is like a rollercoaster ride – lots of excitement, a little bit of fear and a good dose of disorientation. The start of Matric can be overwhelming, but learners would do well to get things under control as soon as possible by devising a roadmap for the months ahead, an expert says. “Matric is a short year compared to previous school years, and before you know it, you’ll be sitting down for your final exams. The good news is that in January you still have time on your side to put in place a strategy for not only worker harder than before – which you definitely should be doing – but also working smarter,” says Dr Gillian Mooney, Dean: Academic Development and Support at The Independent Institute of Education, SA’s largest private higher education institution. Mooney says that in addition to the demands of preparing for the most important exam in their school careers, Grade 12s also have a plethora of once-in-a-lifetime events coming up. “So right now you need to consider everything that will require your time and attention this year, and figure out exactly how you will make provision for all these demands.” Mooney says taking care of the life and academic admin now, will free up precious energy allowing learners to focus on the task at hand when the time comes. “Remember that the better you perform, the higher your chances of landing a spot in the higher education institution and programme of your choice. This will in turn have a knock-on effect on your career prospects. Competition is tough, and every mark that you can earn this year could be the difference between going the route you want right away, or having to spend more getting where you want to be,” says Mooney. She says in the next few weeks, learners should create a single calendar incorporating all the important matters they need to attend to in the coming year, which includes the following: ACADEMIC YEAR Note down the dates of all the important tests and exams, and draft your study and revision timetable. “A year sounds pretty long, but in Matric, the year is shorter and the final exams sooner than you are used to, so the best time to start revising is right away. Consistency is key, and by doing your bit every day, you won’t need to deal with a seemingly insurmountable volume of work ahead of your exams. Instead, you’ll be able to use revision time to solidify concepts and complete old papers,” says Mooney. SOCIAL EVENTS “While it is obviously exciting to look forward to and plan your Matric dance, 40 days-celebration and so forth, you can’t afford to spend too much time and energy on this during the year,” says Mooney. “So note down the important dates, note down when you will take some time out to plan for them, and then let it go until the time arrives.” FUTURE PLANS On top of all the academic, social and life demands Matrics will face this year, they also need to decide what they are going to do after school. “The world of work today looks completely different to the way it looked when your parents, guardians and teachers left school, so you have to do your own research. New jobs are being created all the time, and by the time you finish your studies, there will be careers that we can’t even predict right now,” says Mooney. “Leaving the decision about higher education until later, means you won’t have time to properly research your options. This is why we suggest learners do a bit of work on their future plans every week, so that they can thoroughly investigate what is on offer at both public universities and private, by doing online research, visiting campuses, and speaking to people who work in their prospective fields or who have studied at one of the institutions on their shortlist.” If learners timeously narrow down their options, they can avoid the rush when everyone else wakes up. EXTRA-CURRICULAR ACTIVITIES Sport and cultural activities, volunteering and part-time work are important for maintaining balance in your Matric year, but can take up a lot of time. Try not to add more to your plate this year. Take these activities into account in your start-of-year planning, and if you find yourself too squeezed for time later, consider lightening the load on your schedule. OTHER MILESTONES Many learners will turn 18 during their Matric year, which means there is some additional life admin to be done. For instance, those who turn 18 before the country’s general elections in May, need to ensure that their ID is in order and that they are registered to vote if they intend to do so. Some may also wish to obtain their Driver’s Licence, which means some time needs to be factored in for lessons and the actual test. “Think about which other issues you want or need to sort out this year, and note that down in your year-at-a-glance calendar as well,” says Mooney. “When you look back at your school career, make the memory one of having taken charge of your future on the cusp of adulthood. Too many learners arrive in Matric and think they’ve reached the finishing line. What will set you apart from your peers – when applying for further study and applying for your first position, when Matric marks are still very important – is if you resolve to keep your head in the game now,” says Mooney. “There is a lot to be said for choosing an approach of delayed gratification during this year. If you use your time wisely and maturely, you will be able to both enjoy this significant period in your life, as well as optimally position yourself for future success.”

February 15, 2019

Consider all the costs before committing to a tertiary course

Deciding to get a tertiary qualification is a big commitment, both financially and in terms of the time and effort you’ll need to invest to get your degree or diploma. According to a Department of Higher Education 2015 report 47.9% of South African university students do not complete their degrees. This high drop-out rate is not only due to poor academic performance but also because many students run out of money before they graduate, even with government funding for some students. Starting a course if you can’t afford to complete it, makes it much less likely you’ll ever go back and get the qualification. Whether you’re able to obtain a NASFAS loan or bursary or your parents or relatives apply for a loan to help you, here are some things to think about: Can you afford the university, technicon or college you want to attend? You may have your sights set on a particular institution, but it’s worth doing some research. First year university fees for a BA-degree in 2017 varied from R34 254 to R49 440 – a difference of over R15 000. Also, bear in mind that in South Africa only public institutions can call themselves universities. Private higher education institutions can offer exactly the same range of qualifications up to doctoral degree level, but may not use the term ‘university’ even though they are subject to the same regulation and quality assurance. It’s sensible to research all the options that are available before deciding which is the best for you. You can find a list of accredited institutions on the website of the South African Qualifications Authority and follow the Qualifications and Part Qualification link. Remember, the most expensive may not always be the best option for you. Other than tuition fees, what other costs should you consider? Remember that in addition to the course fees you’ll have to pay application and registration fees. Some bursaries and funders do not pay these costs. If the institution is far from home you’ll have to budget for food, accommodation and possibly even data or wifi connectivity. If you’re staying at home, you may be lucky enough not to have to worry about rent, food or data, but may need to pay for transport to and from campus. It’s a choice that television and radio personality, Carissa Cupido, faced. Her dream university was Rhodes, but because she could not afford the tuition and student accommodation, she chose UCT so she could stay at home and save on some costs. She says that even if you save on accommodation you will always have to pay for books, other course material, stationery and possibly a laptop or other electronic device. Most reputable institutions will provide information on what you’ll need, where to get it and what it will cost. If you can, it’s also worth speaking to students or lecturers to check this information and find out if you can buy second-hand books or other equipment you’ll need. Carissa was able to save money by downloading textbooks that were available online or finding second-hand copies. Her other tips for managing your finances while you’re studying are: Get a part-time job. Ideally look for options that fit your studies, such as tutoring school children or your fellow students. Keep an eye out for student discounts. Many shops have student specials and discount days. Take advantage of these whenever you can. Work out a budget and stick to it. Ask someone with experience to help figure out a weekly or monthly budget and then make sure you stay within it. To find out more about Carissa’s university experience click here: https://www.directaxis.co.za/direct-talk/how-to-save-money-as-a-student Are you getting value for money? There’s more to tertiary institutions than just academic life, particularly if you’re planning to spend three or more years of your life earning a qualification. If you can, visit the campus beforehand to get a feel for it and to check out the facilities. Ask about student support such as tutoring, guidance or career counselling. You won’t spend all your time studying, so also consider what non-academic activities and facilities are provided. Find out what sports are offered and if there are other clubs and societies that interest you. “Education can bring great rewards, but registering for a tertiary qualification is a big financial commitment,” says Marlies Kappers, head of marketing at DirectAxis. “That’s why you should think carefully about what you want to do and how the qualification will help you achieve this, before deciding on the best course and institution.” To find out more about funding your education visit: https://www.directaxis.co.za/imagine/education

February 10, 2019

GREAT RESULTS, NO UNI: STUDY OPTIONS IF YOU PERFORMED BETTER THAN EXPECTED

Many Matrics from the Class of 2018 currently find themselves in the fortunate position of having performed better than anticipated in their National Senior Certificate examination, achieving a Bachelor’s pass and qualifying for higher education access. But while they are now in a position to apply for further study, these prospective students need to ensure they do their homework before signing up with institutions still accepting applications for study in 2019, an expert says. “In particular, parents and Matriculants must ensure they don’t fall prey to institutions that are either not registered and accredited, or whose qualifications are not recognised,” says Nola Payne, Head of Faculty: Information and Communications Technology at The Independent Institute of Education, SA’s largest private higher education institution. “The good news however, is that there are still exciting study options available, particularly in the private sector, where good institutions have a strong focus on work-ready programmes,” she says. Payne says now is also a good time for even those prospective students already accepted into a programme, to consider whether they have chosen the right study path. If there are any doubts, they should have another look at available options rather than adopting a potentially expensive wait-and-see approach in their first year. “This coming month provides an opportunity for prospective students to investigate all their options and sign up for a quality qualification with an accredited institution, whether they left it too late, or performed better than envisioned. And those who have already signed up, should honestly assess whether they are excited about the degree on which they will soon embark, as well as the institution they will attend. “It is better to change course now, before spending time and money trying to make the wrong thing work, and becoming part of SA’s high first year dropout statistics,” says Payne. “Make sure that you are studying for the right reasons, and that your qualification will provide clear access to a specific career, whether it be a professional qualification such as accounting, law or teaching, or in a new exciting career path such as brand management, digital marketing, network engineering, game design and development, and application and cloud development. Don’t just apply for any degree at any institution for the sake of earning a qualification,” she says. Payne says South Africa’s single quality assurance system and one National Qualifications Framework means that any institution offering a registered and accredited qualification – whether public or private – is offering a qualification of equal standing. She says all registered and accredited higher education institutions – whether they be public universities or private – are registered by the Department of Higher Education and Training (DHET). They are only registered if they have been accredited by the Council on Higher Education (CHE) and registered by the South African Qualifications Authority (SAQA) on the National Qualifications Framework (NQF). “To look up a qualification on the NQF, search for it on the SAQA website, or ask the institution for its SAQA identity number, which should be readily available. If the institution is recognised by the DHET and the programme is listed on the NQF, prospective students and their parents can be confident about the bona fides of any qualification they want to pursue,” says Payne. She says that as the world of work changes and evolves, new programmes are constantly developed in response to workplace demands. “This means there will regularly be new and more exciting options on offer compared to the past, and potentially fields of qualification that are more aligned with the career aspirations of prospective students. However, it is imperative that one does one’s homework carefully, because unscrupulous operators have become increasingly sophisticated in their methodology. Fraudsters are making the most of the often hard-to-understand language related to legitimate private higher education, which means that they are able to present offers that appear legitimate, but are not. “It is good to have more choices, but make sure you make smart decisions,” says Payne.

February 10, 2019

Finding the best learning environment for the Gen-Z student

With matric complete, a new cohort of Generation Z (Gen-Z) is now in search of optimum learning environments that will support their pursuit of knowledge and help them prepare themselves for the world of work. Often referred to as ‘digital natives’, Gen-Z’s stand out for growing up with a complete immersion in technology which has shaped the ways they find, process, learn and engage with content. As they enter our universities and colleges they also bring with them their generational worldview and traits. Across the world, traditional higher education is challenged to adapt to provide learning environments that will set Gen-Z on pathways to success. Gen-Z’s have been raised in an inter-connected world with unprecedented amounts of information immediately accessible to them through their devices. The world’s problems are more apparent and visceral to them, and they tend to be innovative problem-solvers who are often driven by the need for social change. There may well be many among them who are specifically looking for study programmes that will support their aspirations to make an impactful contribution to an ever-changing and uncertain world. Notable for their adaptability, Gen-Z’s want to be equipped with skills that do not confine them to a single field of work. Rather, they prefer to develop universal skills that will help them to solve challenges in different work environments. Another impact on Gen-Z has been growing up in a world that has been more protective of childhood and children, with parents more aware of parenting and aiming to turn out young adults with healthy self-esteem. As a consequence, Gen-Z’s have expectations of being engaged with as worthwhile individuals, whether that’s online, at home or in their study environment. They value close personalised attention, recognition of their uniqueness and tailor-made plans to help them get to where they want to be in the most optimal ways. They do better with regular, constructive feedback from those in charge, and are more open than any other generation to mentoring, coaching and counselling. For many of Generation Z, the traditional Western university model, with its sprawling, anonymous campus, vast lecture halls and cloistered academics, is not the optimal route for their further education. Their preferences are shaping higher education across the globe, but it’s not that easy for long-standing institutions to transform in radical ways. Lauren Martin, Clinical Psychologist and Head of Teaching and Learning at SACAP (South African College of Applied Psychology) believes this is one of the reasons there has been a steady rise in private higher education institutions across the world. “Private institutions have had the benefit of offering personalised, tailored educational experiences which allows them to remain agile in meeting the changing needs of students who enrol,” she says. “Private institutions like SACAP are specifically geared to provide 21st Century learning environments that best suit the current generation.” Lauren points out that the optimal higher education learning environment for Gen-Z, must include: Providing social learning environments where Gen-Z can engage seamlessly with diverse content, educators, mentors and peers. Their learning environment needs to provide opportunities for sharing, engaging and debating. Smaller classes that allow for robust discussions on relevant world issues are important for Gen-Z’s. “They need to be hands-on when it comes to their learning,” Lauren says. “Their learning environment needs to enable them to be directly and deeply involved in their learning process.” Providing on demand services so that Gen-Z can at any time and with great ease access a variety of services that help them optimise their study experiences. Gen-Z’s are adaptable and can easily access information to assist with their own learning. Their needs rapidly change as they are exposed to new information and contexts, and they require a personalised set of support services to meet their needs. Their learning environment needs to be agile in developing and offering new and diverse support services, delivered flexibly and efficiently. Providing career guidance, planning and focused learning opportunities because Gen-Z’s want to be involved in making a meaningful difference in the world. Providing opportunities for students to gain experience in various work environments or volunteer options during their studies exposes them to the needs in the community and allows them to practically think about meaningful career trajectories. Also, they value developing universal skills that allow them to create careers that perhaps have not even been thought of yet. Their learning environment needs to foster flexibility, autonomy and innovation. Deeply integrating digital learning tools and engagement channels so that Gen-Z can learn the way they learn best – through technology and multimedia devices. “Gen-Z’s are accustomed to communication and learning through various technology platforms such as social media, smart phones and apps, Lauren concludes. “Their learning environments need to incorporate creative technology platforms, applications and in-class integration to keep Gen-Z’s thriving as they study.”

January 24, 2019

Former Springboks to offer up their expertise to schools

OPPORTUNITY TO SPEND THE HOLIDAYS WITH RUGBY ROLE-MODELS Former Springboks, professional coaches and provincial players are offering parents a solution to the dilemma of keeping the kids entertained during the school holidays with fun, educational courses. Taking place from 13 to 19 December at St Charles College, players aged 7 to 17 and coaches of all levels will have the opportunity to learn from these role models as part of the Investec International Rugby Academy’s December holiday courses. Grounded in the belief that a solid knowledge of the basic elements of rugby are essential components to the development, safety and success of the game, the Academy will include former Springboks Bryan Habana, Braam van Straaten, John Smit, André Pretorius and Ian MacDonald, as well as iconic international coaches’ Ian McIntosh, Dick Muir and many more. “Together we all have a great deal of specialisation and by bringing this sort of expertise together sets a certain standard. We aim to give players the right knowledge for the right start,” says former All Black Captain and Academy mental toughness coach, Murray Mexted. Regardless of team, school or level of the game, these greats hope to inspire a passion for the game in young players and teach them valuable life skills, while fast-tracking their abilities by transferring an understanding of what it takes mentally, behind-the-scenes and on field to become a professional. “We put players in pressure situations to learn to make decisions and, also, not to be scared when they make mistakes. A platform like the Academy is a great way to enhance yourself as an individual and as a player or coach, and to be able to be taught by players who have experienced the professional game – you can’t get a better area to learn from,” says current Sharks consultant coach and former Springbok Assistant Coach, Dick Muir. Understanding that school coaching goes hand-in-hand with developing future talent, the Investec International Rugby Academy also focuses on keeping coaches up-to-date with the latest, international coaching methods to maintain the professional standard from an early age. “Knowledge-sharing, especially amongst coaches, is one of the most important things in the game. If we can introduce an environment or culture of knowledge-sharing by creating a network amongst players and coaches, it makes everyone comfortable to, not only learn something new, but to be able to impart something that has worked for them,” says former Springbok Captain, John Smit. Position-specific coaching, skills work and mental toughness are high on the learning agenda for all age groups. High school players (ages 13 to 17) are offered two options – a 5-Day Players Course and an Advanced Players’ Course (seven days), while primary school players (ages 10 to 12) spend four days in the Intermediate Players’ Course, and junior primary players (ages seven to 9), three days focusing on the building blocks of playing a safe game in the Prestige Players’ Course. “There’s always a feeling of character on the Academy’s courses; character players and coaches that you meet here,” says former Springbok, André Pretorius. For more information about The Investec International Rugby Academy’s Courses, taking place during the school holidays from 13 to 19 December at St Charles College in Pietermaritzburg, visit www.investecacademy.com or contact Greg or Bernadine Miller on (031) 940 5565.

December 10, 2018

Individualism and learning synergy

The traditional educational system generally expects students to all act, think and talk the same. This challenges individualism. School’s need to understand what being an individual means to students and their learning. Creating a learning environment that allows students to embrace their individualistic views and interests is a platform provided to create self-confident citizens that think outside the box and make connections beyond content alone. Allowing a student to express their individualism provides opportunities for self-realisation. This assists with decision making when students are choosing subjects and career paths. As lifelong learners, students should not only be encouraged to study subjects offered in schools but also consider authentic, real life learning related to the changing world we are apart of. Students need to be challenged with self-discipline; a simple school tradition that challenges this are school bells that indicate time allocated to classes. Teaching students to keep track of their own time creates a sense of autonomy, time and self-management. Life after school does not include bells that help guide time allocated to tasks. A school like Abbotts College provides a variety of situations students manage and are responsible for their own time-management. A typical day at school is very structured and time bound where generally students only have access to teachers during school time. This means that if students have queries about their studies, it will often have to wait for the next day. This creates frustration and loss of interest by students. Abbotts College students have the unique privilege of engaging with their teachers till 7pm every evening during the week. This gives students extended time to consult. Another factor that enhances individualism is social independence which teenagers find challenging to practice. Students continuously feel the pressure to conform to social norms and are often searching for a sense of acceptance. Policies are implemented to conduct the successful operation of a school however some of the rules and regulations that form part of these policies challenge individualism which could limit a student’s potential as a balanced individual. Students want to be accepted as unique individuals and this should be encouraged in schools. Every student has their own way of interacting, connecting, understanding and learning, and this should be integrated into the teaching and learning experiences taking place at schools. Individualism and learning are two complimentary factors that encourage self-actualisation and allow a student to flourish academically, socially, mentally and physically through more confidently expressing and accepting themselves as evolving and unique young adults. Written by: Kumari Lewis, Public Relations assistant at ADvTECH Schools

December 6, 2018

The conversations we need to be having with our school-leavers

The face of parenting changes year by year, as our children grow and develop their own personalities, interests and expectations of life! Cindy Glass, Director and Co-founder of Step Up Education Centres elaborates by explaining “We have been there from the new-born phase – supporting, encouraging, nurturing and guiding them as best we can – in a world that is rapidly changing and in communities that have challenges all of their own. Many parents are entering yet another phase of their children’s development – the excited, anxious, energised, slightly stressed school-leaver! Life, as we know it, can be a cruel adventure!” So what conversations should we be having with our children as they prepare to face life as ‘new-born’ adults? You can only give to others how you feel about yourself. Negative behavioural choices are rooted in fear and a lack of self confidence and self-esteem! Self-awareness and self-respect are key elements in ensuring that you treat others as you wish to be treated! Honour yourself and never stop trying to be the very best version of who you are! Mistakes and failures are inevitable! USE these experiences as learning opportunities to grow in confidence and skill! OWN your mistakes and look for ways to find positive solutions! Choices have a buddy called Consequences! Life is about making choices-every second of every day and facing the consequences of those choices. Don’t blame others for the choices that you have made! Seek to learn from negative choices and use the opportunity to find ways to lift yourself up again. As you learn to honour and respect yourself, aim to pour this into the world. Use every opportunity to be kind to others-remembering that we are all on this earth to learn and grow. Kindness, gentleness and friendliness don’t cost a cent, but they have immeasurable value! It is ok to say NO! You do not have to get involved in anything that does not feel right and good to you. Protect your energy and happiness by saying no to circumstances and pressures that do not add value to your life! Again, saying no in a respectful manner costs nothing. It will show others the strength of character that you have and that is valuable! Think big! Be determined! Be courageous! BUT, allow yourself to be vulnerable and human as well. You may feel sad, angry, despondent, frustrated or lonely from time to time. That is ok. Just do not let these moments define who you are! Feel them, own them and then rise again! Cindy concludes up by saying “Life is a woven tapestry of experiences, adventures, hurts and joys! Embrace every opportunity and choose to LIVE the best life possible, no matter what challenges may come your way! Happiness comes from within and there IS a solution for every challenge!”

December 5, 2018

Dealing with first year failure- temporary setback, not lifelong failure

Thousands of first year students receiving their end of year results are having to face up to the fact that their dreams for the future are not materialising quite as they expected when they walked through the doors of higher learning at the start of the year. And while many of these students may consider throwing in the towel, that would be a mistake, an education expert says. “First-year dropout rates are sky-high in South Africa,” says Peter Kriel, General Manager at The Independent Institute of Education, SA’s largest private higher education provider, “but students who don’t successfully make the transition from school to university on their first attempt shouldn’t be discouraged. Instead, they should re-assess their situation and continue on their higher learning path with a new strategy.” While statistics vary, it is estimated that more than 40% of students quit their studies after their first year. Some put the figure as high as 60%. “If you failed or performed badly in your first year, you should not view this as an eternal pronouncement on your ability (or lack thereof) to make a success of your studies and ultimately earn a degree,” says Kriel. “There are many, many young people who don’t achieve optimally right from the start, and by asking yourself a few questions about your direction and looking clearly at your options, you can still go forth confidently and make a success of higher learning,” he says. Kriel says while there are many underlying issues which contribute to first year failure, including factors such as difficulty adapting to the new environment and workload, as well as socio-economic or personal factors, a major contributor to first-year dropout is the fact that many students didn’t thoroughly do their homework before deciding what to study and where. Too often, prospective students simply go the traditional and some would say outdated route of signing up for a generic degree at their nearest public university, and then find themselves having to burn the midnight oil trying to digest information in which they have little interest, and which doesn’t seem to correlate closely to anything practical that can be applied in the workplace. “As a result, there is this disconnect between what the student is required to engage in day in and day out, and what they envision will be necessary to get their foot in the door in the ‘real world’ of work. “So the first step for students who either failed their first year, or who passed but just can’t see themselves continuing on their current path, is to take a step back and re-assess what they want and where they are going.” Importantly, they need to approach this with the commitment that they will continue and see through their studies, even if it means finding a different approach that makes more sense for them personally, Kriel says. Then they should do one (or a combination of) the following: WORK HARDER The volume and complexity of the workload increases exponentially between school and higher education. If it is simply a case of you having misjudged what is required of you, undertake to start afresh next year and put in the effort consistently, from day one. WORK SMARTER Sometimes too much time and attention are given to one or two areas of work, while others are neglected. Sometimes the way you approach certain tasks is not as efficient as it could be. Here is it helpful to ask your institution’s career centre or student advisors (a good institution must offer these services), for help and guidance with your study strategy. FIND WHAT WORKS FOR YOU If a student isn’t pursuing a field that makes them excited about their learning and ultimately their future career, they are bound to lose momentum and interest in completing their studies. If it is clear at this stage that a first year’s chosen qualification isn’t working out, it is better to pursue a new path, rather than spending time and money trying to make the wrong one work. But very importantly, when considering a different qualification, students must ensure they properly research all available offerings. There are many new and exciting fields with work-focused qualifications that students may not even have been aware of in the past. FIND AN INSTITUTION THAT WORKS FOR YOU Higher education is no walk in the park, and making the transition from being assisted by teachers who know your name at school, to being a number sitting in front of a lecturer who needs to get hundreds of students through the year’s curriculum, can be daunting. That is why it makes sense to find a higher education institution which is able to offer smaller class sizes and individual attention, which makes a marked difference to individual student outcomes. “Our message to discouraged first years is to not give up. Don’t view your past year as a wasted one – no education is ever wasted. Take the lesson and make the corrections where needed, and build on what you’ve achieved thus far,” says Kriel.

December 5, 2018

Matric results scenario planning – know your options for any outcome

The period between the last exam paper and the release of Matric results are some of the most anxiety-inducing, nail-biting weeks of school-leavers’ lives. What should be a period of rest and relaxation as young people make the transition between school and further studies, is often marred by questions about “what if”. “It’s important to be able to use this time to reflect and look forward to future plans, but because there are so many possible scenarios that may arise from one’s Matric results, this time is too often spent stressing – both on the part of learners and their parents or guardians,” says Dr Gillian Mooney, Dean: Academic Development and Support at The Independent Institute of Education, SA’s largest private higher education institution. “Instead of stressing, now is the time to consider what you can control and to let go of what you cannot control. For example, the exams are over – you cannot change the outcome, or the exam results. What you can control is how you react to this outcome, and you can start to plan for a range of possible outcomes,” she says. Mooney says that there are established potential scenarios for which Matriculants can and should plan after writing their last paper. “If you know what to do after receiving your results, regardless of what the outcome may be, you’ll be able to relax and regroup so that you enter the new year refreshed and ready to take on the next phase of your life,” she says. She adds that parents and guardians in particular need to get in the right frame of mind ahead of the release of the results, so that whatever happens, they are well-positioned to either help their child make a successful transition, or deal constructively with any challenges that may arise. “Parents who are concerned that their child may not have performed as well as hoped, need to be particularly cognisant of how their reaction to results may impact on the ability of their child to bounce back should results be disappointing,” she says. “For these parents and learners, it will be particularly helpful to discuss potential scenarios in coming weeks, and be ready with a plan of action on how to manage the situation if indeed the learner’s results were below par. In addition, parents must manage their own emotions while remembering an over-the-top reaction may make an unnecessary but long-term impact.” So at this stage, it is helpful to stand back and objectively consider what options are open to both successful and not-so-successful Matriculants, Mooney says. “Always keep in mind that there are indeed options, no matter what your results.” SCENARIO 1: OPTIONS IF YOU RECEIVE A FAIL MARK Sit for the supplementary examinations. Send papers for either a re-mark or re-check. Return to school and re-register for matric. Register at another school to complete matric. Complete matric via distance learning. SCENARIO 2: OPTIONS IF YOU PASS, BUT NOT WELL ENOUGH FOR DEGREE STUDY Send papers for either a re-mark or re-check. Enrol for a Higher Certificate at a higher education institution, which can give access to degree study. Enrol for a Diploma which can give access to degree study. SCENARIO 3: OPTIONS IF YOU PASS, BUT NOT WELL ENOUGH TO ACCESS YOUR FIRST CHOICE OF DEGREE OR INSTITUTION Re-do the relevant subjects to attain the required marks. Investigate other options – look at different public universities or private higher education institutions. Whether public or private, all institutions set their own minimum criteria. An institution where the demand outweighs the availability of space as often occurs in the public sector, may set this bar quite high regardless of the objective quality of the education and qualification at that institution. Look at different qualifications within your field of interest, as there may be countless exciting offerings at institutions you may not have considered before. Other institutions may also have made provision for students who require more support, and will therefore have more accommodating admission requirements. SCENARIO 4: BETTER THAN EXPECTED RESULTS Great results mean greater options, so use the opportunity to review whether you are really on board with your chosen qualification and institution, before spending precious time and money pursuing a path that isn’t perfect for you. Investigate further than the road everyone is travelling, by researching niche offerings that may be a better fit and provide greater access to high-growth, high-demand career paths. “No matter what happens in January when results are announced, knowing now how you will handle any eventuality will make for a more peaceful, less stressful December, and will go a long way towards averting unhelpful tension within families and for young adults as the moment of truth nears,” says Mooney.

December 3, 2018

Surviving matric results- a parent’s guide

I have a friend who used to work at the BBC going through the raw footage of all the horrors happening around the world and picking out the bits that were acceptable for the public to see. Her job was intense, but she was ok with it… until she became pregnant. There is something about being a parent that makes us more sensitive to the terrible things happening out there and heightens our empathy for other parents. Every year we hear about students who have committed suicide over their matric results, and we can’t help but put ourselves in the shoes of those parents and imagine the grief and regrets that they must be experiencing. That instinct to protect our offspring that wells up during pregnancy (and never leaves) goes into overdrive wondering how we can stop ourselves from ever being in the position of these unfortunate parents. The truth is, not matter what you do, this can still happen. But there are some things you can focus on to reduce the likelihood and to teach your kids some important life skills at the same time. Number one is to be a role model for failure. Yes, go out and fail at things! Do things that challenge you… push yourself a bit… and then when you fail show your children how to do it well. What does that mean? It means having a cry or expressing your disappointment that things didn’t work out the way you’d wanted and then openly (so that your kids can see the process) looking at the good that came out of the situation – what did you learn? Be proud of yourself for trying. Then take what you’ve learned, see where you need to improve or adapt or readjust your goal… and try again…. And again…. And again. Our kids have no idea how wonderful it is to learn through failure because we never do it ourselves. We live little safe lives where we don’t push ourselves beyond our current capabilities. And this gives them the impression that everything must be done right first time or that everything is easy. Secondly, communicate, communicate, communicate. Know what is going on in your child’s life. Discuss feelings and practical things and life lessons and anything else you can think of. Have family meals that are non-negotiable and do not involve electronics at the table. Set aside time to connect. You need to look for signs of depression (changes in appetite or sleeping habits, loss of interest in activities, social withdrawal, irritability, fatigue, etc), but also know that many suicides are not preempted by depression. So if your child is not showing these typical signs it does not mean that they are safe. In these chats with your kids tell them about your own past. Give them a reference point by sharing times when you have had to adjust course or make a plan B. Teach them how to explore alternatives. And lastly, never ever ever equate who your child is with the marks that they get on a test. Always be the champion of your child – the one who acknowledges their disappointment and helps them to find the learnings without lambasting them for their failures. Help your children to differentiate who they are with what they do. Help them to discover who they are and the connection between following your heart and success (which often is not part of the school curriculum). Lay off the pressure to do well in matric. Matric is one year out of a potential 100 or more years of life that your children have on this earth. It is not the make or break for the rest of their lives. There are ample opportunities to redo matric, to discover another path, to find success. Remember that nurturing instinct that arrives with your baby and reconnect with that now. Your baby might be a 6-foot teen, but your child still needs that love and care and support and protection that you offered them so easily when they were born. It is love, kindness and communication that will help our kids through matric and beyond, not pressure, threats, bribes or stern motivational talks. Make absolutely sure that your children know that whatever their results you will always be there for them and will help them to navigate this difficult time.

November 15, 2018

Making the most of your Child’s Education

Education is not merely about improving one’s memory and spitting out facts but rather, it is about developing the intellect. The intellect and conceptualisation are sparked when an atmosphere of expansion is created. In essence, when learners are allowed freedom of thought, movement and creativity they are can connect with their true potential… Learning is an individual process, and what works for one person may not necessarily work for another. It is a process which involves all your senses, intellect, emotional, cognitive ability to learn, adjust, problem solve and succeed. Your child deserves to experience an education system that aligns with core strengths and reinforces other skills necessary for personal and professional growth. It is also very important to make sure that all the building blocks are in place for learning to occur However, many classrooms teach only through either a visual or an auditory medium and yet sight and hearing are just two of the senses. What about the other 5 senses? Most people know the obvious senses such as sight, hearing, touch, smell, taste. However, did you know that the two hidden senses, which are not visible, are the most essential learning systems in the body? They are called the body systems – vestibular system (based in the inner ear) as well as the proprioceptive system (located in every muscle spindle, joint receptor, and ligament). As your child moves throughout their environment, so does the fluid in their inner ear canals. As the fluid in their inner ear moves, your child’s brain is receiving information as to the position of their head in space. These two systems are vital for the integrative learning through all the senses and help the other systems to process information sufficiently as a whole. Without these two systems, whole body learning will be possible. Let’s have a look at the important functions of the vestibular system (inner ear system): It regulates your sleep patterns It tells you about position, time, space It gives you a sense of balance It helps the body to activate muscle contraction for sufficient postural control It assists co-ordination of the body to perform functions such as dressing, tying shoelaces, cooking, sport and ultimately brain co-ordination in scholastic tasks such as maths, reading and spelling. Together with the muscle receptor system and the touch sense, it is vital for the optimal learning through all the senses and therefore to plan ahead of time or use clues to adjust our actions Together with the eyes, the vestibular system helps us to track moving objects, plan the timing of moving objects such as when you want to catch a ball, cross the street or driving your car It plays an important role together with the hearing system to develop language and speech It keeps us alert and focused to support memory, retention of work and ultimately interpret and process information. The vestibular system regulates our autonomic nervous system to boost immune systems and keep the nervous system balanced Just imagine yourself in space. Gravity is gone, and you are relying on your visual and hearing system to know which way is up, down, forwards, backwards. Just think if you have to manoeuvre your way in a shopping centre without gravity and only using your eyes and ears. Imagine that you are not in tune with your body and feel like you are flying in the air, you are feeling off balance, you are not sure if you are standing or hanging upside down, you might be bumping into people and objects which are either moving or standing still, you try to determine if you are in the front or the back of the store, you uncertain how to move your body to get to the door and your are feeling nauseous. How do you make plans if you are not getting any feedback from your body? The job of the inner ear and the receptors in your muscles and joint help you to orientate yourself in this world, it helps you to move and experience, it helps you to problem-solve and understand because you are experiencing it through your body. It keeps your sensitivities at bay and keeps you regulated and content. These two systems together with the touch system (tactile system) are very important for optimal learning. It is so sad that our children are moving less and are exposed to more and more visual and hearing stimuli to learn. One parent even commented to say “Soon our kids will not be required to write as we have voice activating system doing the writing for us.” The kids are less active not as experimental and not as independent in solving problems relying on their bodies. Our children have become more static in their play as well as in their interaction with the outside world. Technology and screen time is taking away valuable time from our children physical play which is supposed to feed the vestibular system. Our clothing ranges are opting for easier options such as Velcro fasteners instead of shoelaces or buttons which limits motor sequences from developing. Our caretakers are doing most of the dressing, bathing, cooking, and cleaning. There are not enough trees to climb to teach our children valuable moving skills in space. The children are becoming more sensitive to movement because they are less exposed to movement. I am seeing more and more children in my practice with fear of heights, fear of movement backwards in space, fear of falling, fear of climbing, high levels of anxiety, overweight and sluggish, poor concentration, hyperactivity and learning difficulties. And now the question: Why do we have so many children with concentration difficulties? Children need to move to stay alert. They will seek it even though it is not appropriate to the situation OR they will just sit and “veg”. Then they are labelled as hyperactive, ADHD, ADD, disruptive, not concentrating, day dreaming; but in fact some of these children are trying to stay alert as their

November 9, 2018

What to do if your parents don’t agree with your study choices

Many Matrics considering their study options for next year are finding themselves in the difficult position of being at odds with their parents or guardians about their preferred direction. While this conundrum has always been around, it is even more pronounced today, given that there are a myriad qualifications and careers that didn’t exist even a few years ago. “Parents often have expectations of the potential careers they see their children pursuing, and it can be hard for them and their children to get on the same page when the parents are in favour of the more traditional qualifications, while the child would prefer to pursue a qualification the parents don’t know much about,” says Nola Payne, Head of Faculty: Information and Communications Technology at The Independent Institute of Education, SA’s largest private higher education institution. She says it is important for families to have a respectful dialogue based on facts and research when they find themselves in this position. “If you are the young adult who would like to pursue a career in, for instance, digital marketing or game design and development, but your parents would rather you do a BCom at a public university, there are ways to get them to see your side of things,” she says. “And if you are the concerned parent, worried that your child’s preferred qualification is lightyears away from what you think they should be doing, there are also a few ways you can set your mind at ease,” says Payne. She says it can be helpful for parents and future students finding themselves at loggerheads to approach the situation as follows: DO THE RESEARCH AND UNDERSTAND THE OPTIONS There are many more study options today than in the past. The range of qualifications on offer has grown exponentially, while the institutions offering them have also multiplied. All registered and accredited higher education institutions – whether they be public universities or private – are registered by the Department of Higher Education and Training (DHET). They are only registered if they have been accredited by the Council on Higher Education (CHE) and registered by the South African Qualifications Authority (SAQA) on the National Qualifications Framework (NQF). Looking up a qualification on the NQF is as easy as going to the SAQA website and typing in a few words. An institution should also be able to give you the SAQA identity number immediately. This means that prospective students and their parents can be confident about the bona fides of any qualification they want to pursue, provided that the institution is recognised by DHET and the programme is listed on the NQF which can be found on the SAQA website. FACE REALITY The world of work looks a lot different today than it did a decade ago, with numerous new and emerging careers on offer, such as brand management, big data analysis, app development, and digital design, to name a few. The traditional, generic 3-year degree is no longer a golden ticket to landing a job. Prospective students would do well to pursue a career-focused qualification which fits well with their talents and interests, and which will prepare them to step into the workplace with confidence. Career-focused qualifications will often also include work-integrated learning, which allows students to build a portfolio of work throughout their time at varsity. This puts them in a much stronger position after graduation when applying for a position. UNDERSTAND THE MARKETPLACE What can you do with your qualification after graduation? That is an important question to ask before committing to a programme. A great way to determine the demand for a qualification and your future earning potential, is to look at career sites and job ads, to see how much demand there is in marketplace. Speaking to an advisor at a higher education institution’s career centre can also go a long way to clarifying your prospects post-graduation. UNDERSTAND THE MOTIVATION FOR STUDYING Pursuing a degree requires a substantial investment of time and money. And handling the demands of higher education and young adulthood is not a walk in the park. The dropout rate among first years is very high, in part because the reason for heading to university wasn’t sound. So if the motivation for further study is for the sake of status rather than to lay the foundations for a specific and successful career, or if a student is only studying to fulfil the wishes of their parents, it would be better to wait, investigate all the options, and only apply when they have found something that gets them really excited about your future. “Parents need to understand that the best approach now is to study and prepare for a world that’s changing, and that the traditional way and ‘safe’ careers may not be the best course of action,” says Payne. “And prospective students need to understand that while the difference in opinion may be frustrating, it is up to them to present their case calmly, clearly and respectfully, with the research to back up the viability and prospects of their choice.”

October 25, 2018

Curating your career starts in school

Teenagers are accustomed to curating their personal image on social media. They select what to share, who to tag and how to display their interests and activities in a snapshot, or a few hash tags. The next step for Generation Z, those born after 1995, is to start curating their career. Whether preparing to apply for a competitive university programme or starting an entrepreneurial venture, there is great value in starting to think about how to express one’s professional interests from an early age. “Your extra-curricular activities during high school help you stand out from the crowd when applying for universities, especially top-ranked international ones,” says Duncan Parsons, Regional Manager for Crimson Education, a mentoring company that helps build high-schoolers’ candidacy to apply for universities in the States and United Kingdom. “Admissions boards are looking for well-rounded candidates with interesting personal stories – not just top marks.” A report by brand management specialists, QWERTY found that nearly 70% of South Africans’ weekly activities are spent on social media channels. Growing up with the internet, Gen Zs have become accustomed to plugging hours into Facebook, Instagram and Snapchat. They’re great at capturing their personal image online; which brands they associate with and which moments they share. Applying some of this time and skill to thinking about their careers can be hugely beneficial for when they finish school. “Demonstrating a variety of skills and interests is a crucial part of an applicant’s success. Universities are increasingly interested in personal stories and motivations,” says Parsons. Crimson Education’s research indicates that about 30% of an application to an American university is based on activities outside of academic curricula; “Colleges look for and fund students who demonstrate that they’ll use the university’s resources to the fullest – they want to see initiative and the potential to become a leader in your field.” Teachers, parents and school counsellors also play an important role in encouraging students to explore exciting career and study opportunities; “With the right guidance and support, students can start a small business or launch a social initiative before they even matriculate. Doing so will help them refine their interests and ultimately select the best fit programme at university, regardless of whether they study locally or abroad,” says Parsons. A great university education, at an institution with leading research groups, lecturers and students from around the world can be a powerful starting point for future change makers. According to Parsons, landing that opportunity is challenging, but not impossible, for driven South African students who apply their finely tuned social media curating skills to their careers. Crimson Education launched in South Africa earlier this year, making the company operational in 17 cities around the world. Parsons and his team regularly host information evenings for parents and learners interested in studying overseas and have recently introduced a career exploration service. For more information, visit www.crimsoneducation.org or email [email protected].

October 15, 2018

Maths Matter: Why it’s worth sticking it out when the going gets tough

In senior high school, the Mathematics syllabus becomes more challenging than ever, and many learners may be tempted to ditch the subject in favour of something less taxing, particularly if they intend to pursue a career that ostensibly doesn’t require Maths. But an expert advises learners and parents to think very carefully before doing so, as a solid grounding in the subject can make a lifelong difference not only to one’s career prospects, but also to those areas of life which seemingly have nothing to do with numbers. “At school we are told regularly that if we do not keep Mathematics as a subject we will not gain access to a Commerce or Science degree of our choice. What we often do not hear is that apart from providing access to limited enrolment degrees, sticking with Maths provides important life skills and a competitive advantage you won’t find anywhere else,” says Aaron Koopman, Head of Programme: Faculty of Commerce at The Independent Institute of Education, SA’s largest private higher education provider. Koopman says that even those learners opting for Maths Literacy should continue to take the mathematical steps and processes seriously, as a solid grounding in Maths truly sets one up for life. “Maths teaches you so much – from the memory and recall skills you gained from learning your times tables, to the focus and concentration that mental arithmetic calculations strengthen, through to the most important skills of all related logic, reason and problem-solving,” he says. “Sure, you may never have to solve a quadratic equation again if you pursue a career in communication, but you will be required to understand a problem and the correct sequence of steps required to solve it, and there is no better place to get that discipline and expertise than from Maths.” Koopman says Maths also enables you to understand sequencing and planning – starting at the right point and working methodically to get the right answer. And when it does not work out the way it should, it is one’s mathematical and analytical skills that help you to work through each step and figure out why things did not turn out the way they should have. “Furthermore, Mathematics is believed to encourage creativity. Not only does it teach clear and sensible thought, but it exposes learners to challenging concepts and unresolved problems. Through this experience, learners can apply themselves in resolving these problems, often in a creative manner.” It is also now well understood that nature follows many mathematical rules – and proportion, balance and pattern are all mathematical concepts, notes Koopman. “That balance between creative freedom and leveraging the repetitive sequence of patterns that results in things humans see as beautiful is at the heart of much art that has continued to appeal over the centuries. “Maths also helps you develop persistence as you apply and discard solutions while trying to make sense of a problem. Maths is the bridge between the world we live in – think of the ‘story sums’ we started in our early grades – and the creative and brilliant solutions that lie behind the world’s best inventions.” And very importantly, companies are increasingly looking for graduates with powerful thinking and troubleshooting capacity – just the competencies that are developed and nurtured through mathematics. “A young person who is mathematically proficient and has honed these skills will find that the world of work is a flexible and engaging space where how you learn is recognised as so much more valuable than what you learned. From understanding numbers and statistics – the ‘hard skills’ that Maths gives you – to applying systematic and logical reasoning or solving a human resource problem, a mind that has been exercised by Maths will reach strong conclusions quickly and have the skills to test itself,” Koopman says. “The systematic nature of Mathematics develops clear and coherent thought of students. This results in the ability to understand how and why things work in a certain way. In a business environment that is characterised by constant change, the analysis of one’s environment becomes fundamentally important and through Mathematics, analytical skills and critical thinking is promoted. Mathematics equips learners with the ability to be proactive, detect problems and to develop suitable solutions earlier, which provides a competitive advantage regardless of one’s field.” As we move into the fourth industrial revolution, in which technological innovation is at the forefront, graduates who did not necessarily study Maths but retained an engagement and respect for it will be well positioned to propel their organisations and respective divisions in the right direction, says Koopman. Additionally, anyone leading a team or department regardless of industry will need to be financially literate and able to manage sometimes substantial budgets. “Therefore we encourage learners to persevere and if necessary get additional help to master Maths, even if they feel they may not ‘need’ Maths in future. Regardless of what you are planning to do career-wise, a solid grounding in Maths will empower you for the rest of your life,” Koopman says.

October 12, 2018

Getting your Gen Z child through the stresses of Matric

As parents, we often think that because we once wrote Matric exams ourselves, we are perfectly capable of supporting our child through the biggest trial of their education so far. The trick however, is to be mindful of the vast generational gap that exists between our children and ourselves. Our kids are going to experience the upcoming Matric exams quite differently from the way we did. And if we’re going to be able to help them, we need to understand their generation as well as we possibly can. The ABCs of Gen Z Gen Z refers to those children/teenagers born between 1995 and 2009 and as with all other generations, this cohort has distinct strengths and weaknesses. In broad strokes: the positive traits that Gen Z have on their side include higher IQs than Baby Boomers, greater ambition than Millennials and a well-developed sense of responsibility. Gen Z are also the first generation to be been entirely digitally immersed and are often referred to as ‘Digital Natives’. They simply can’t imagine a world without smartphones, Google and WiFi (a kid with a device permanently in hand is something every Gen Z parent can relate to). Gen Z’ers prefer almost everything that is digitally presented and are highly adept at discovering and learning on their own. A different kind of learning For most parents, learning means sitting diligently at a desk poring over textbooks. However, your Gen Z child will most probably prefer to do a lot of studying for their Matric exams sprawled on the couch and watching videos of their favourite YouTube teachers. Gen Z’ers also have a tendency towards social learning and can readily turn an online chat with friends into a peer-learning classroom. “Parents of the current Matric cohort need a real understanding of how their child learns best,” says Lauren Martin, Counselling Psychologist and Head of Teaching and Learning at SACAP (The South African College of Applied Psychology). “You don’t want to make the mistake of shutting down or getting in the way of what is highly effective learning for them because you have misinterpreted what they might be doing on YouTube or on FaceTime. Gen Z learns differently from other generations, and they need different parental awareness and support. If a parent is helping or monitoring their child’s study plan, they need to support space in the timetable for digital and social learning.” Digital multi-taskers Another generational anomaly (and potential minefield) is Gen Z’s uncanny ability to digitally multi-task. They can watch TV, quickly post on Instagram while having a WhatsApp conversation with five friends, Google something on their laptop and make long-hand notes simultaneously. It’s the kind of multi-tasking that brings on anxiety and despair for other generations, but Gen Z – with their short attention spans and tech-savviness – take it in their cyber stride. The upshot is that parents, who for the most part view multitasking as a negative, try to curb their teen’s many-at-once habits. “During the Matric exams, parents typically want to limit distractions to sharpen the focus on studying,” says Martin. “This is a challenge for Gen Z students who have a different perception of what constitutes a ‘distraction’. It’s important for parents to have a clear view of their child’s real competencies and allow them to plan for their Matric study time in the ways that work best for them. You can’t forget that they will most likely prepare best by doing some things very differently to the way you did them.” The weak spots to watch Gen Z reports higher levels of anxiety and depression. This is a generation shaped by being born into a perilous world of economic recession, rising terrorism and major global environmental threats. They are predisposed to worry and feeling chronically unsafe. Mental health issues amongst Gen Z are prevalent. “Helping to manage stress might well be the greatest thing a parent can do support their child through this Matric year,” says Jogini Packery, Counselling Psychologist and Head of Student Services at SACAP. “This starts with managing their own stress so that they can model dealing well with strong emotions and a tense life circumstance. Maintaining balance and facilitating effective stress relief will go a long way to soothe high anxiety. Often Gen Z does not get out enough. All of their screen time means less time on the beach or going for a run, cycle or a walk with the dogs. Physical activity stimulates the endorphins that help to keep anxiety and depression in check. If a parent is giving input on a study plan they should check out the downtime and see where they can encourage and share in healthy physical activities that deliver important stress relief.” For any matriculant who is interested in the field of psychology, counselling or Human Resource Management, SACAP offers a wide range of qualifications (including Higher Certificate, Diploma, BAppSocSci (Majoring in Psychology and counselling), BAppSocSci (Majoring in Psychology and Human Resource Management) BPsych, BSocSci Honours and BPsych Equivalent) and a one-of-a-kind approach to learning: academic rigour and applied skills. Graduating confident skilled practitioners is key, which is why SACAP combines an academically rigorous curriculum with a strong emphasis on the ability to apply knowledge through the training of relevant skills. Registration for 2019 term one, closes at the end of January 2019. For further information, visit: https://www.sacap.edu.za/matric-campaign/

October 12, 2018

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