Mainstream Education - Parenting Hub

Advice from the experts

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

Gearing university education for employability

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

October 4, 2018

Public university or private: Choose the right institution for you

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

October 1, 2018

Conversations to have with your young adult before University life

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

September 28, 2018

Hands-on Learning

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

September 27, 2018

‘Gap it’ to success!

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

September 25, 2018

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

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

September 18, 2018

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

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

September 7, 2018

Homework or no Homework for South African schools?

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

September 6, 2018

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

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

August 22, 2018

Parenting your star athlete

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

August 20, 2018

Sports in Education: Core Skills Addressed

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

August 17, 2018

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

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

August 13, 2018

Bullying: What parents and schools can do

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

August 9, 2018

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

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

August 2, 2018

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