Tween & Teen - Parenting Hub

Advice from the experts

How to help your child overcome peer pressure

Merriam-Webster defines peer pressure as: “A feeling that one must do the same things as other people of one’s age and social group in order to be liked or respected by them.” Children of all ages experience peer pressure. Most people think peer pressure is a bad thing (stealing, smoking, taking drugs, drinking alcohol); however, some peer pressure can be good. Your child wants to be liked and to do the right thing. As a parent, you can help your child deal with peer pressure and make good choices at every age and stage. Welcome positive peer pressure. If another child is pushing your child toward something better, that is a good thing. It might help your child socially or academically. For example, it might encourage your child to participate in the school talent show or rugby trials. Understand negative peer pressure. Your child wants to fit in, doesn’t want to feel rejected or teased, and isn’t sure how to get out of a bad situation. Start early by preparing your young child for peer pressure. When they are in preschool, tell them not to copy silly or bad behaviour. For example, if a friend or classmate pressures them to take something that doesn’t belong to them, teach them how to say “no” and walk away. As your child goes through preparatory school, talk with them about smoking, drugs, and alcohol. Peers pressure kids to sneak out of the house, bunk school, drive without a license (or ride with an underage driver), steal, vandalise property, and cheat, too. Give your child ideas of what to say when pressured. Practice this “role playing” often. This helps your child get out of a bad situation. Tell your child they can blame you if they need to get out of a bad situation. Give your child a special code word to say or text you if they can’t get out of a situation on their own. This will signal that they need help. Share your family values. It’s important to let your child know how you feel about stealing, cheating, bullying, and more. When a child knows something is wrong, they will think twice before agreeing to do it. Encourage your child to feel good about him or herself. Celebrate their achievements and praise them when they make good choices. Children who feel good about themselves are more likely to resist negative peer pressure. The same is true with friendships. Children who have friends whose families share your values are more likely to resist negative peer pressure. Monitor your child’s friendships (in-person and online). There may be a day when your child makes a bad choice because peer pressure. When this happens, remain calm. It’s a good opportunity to teach your child about choices and having the courage to say no. Negative peer pressure can have a downward spiral effect. This means that pressure to commit small wrongs can lead to more serious bad behaviour. For example, if your child is easily pressured to take things that don’t belong to him, he or she might one day agree to experiment with shoplifting. Don’t forget that the media and internet are forms of peer pressure. What your children hear and see on TV and online can influence your child’s choices. Monitor these influences by: Limiting your child’s exposure to TV and the internet. Consider your child’s age and other responsibilities (homework, job, family time) to decide on how much time he or she should be allowed to watch TV or explore the internet. Monitoring what your child watches or views on the internet. You can see your child’s internet search history on a computer. You also can check your child’s phone to see what apps he or she has downloaded. Require your child to provide his or her passwords in return for the privilege of accessing TV and digital media. Learning more about the music your child listens to. Some song lyrics can send powerful, negative messages. Watching TV or searching the internet together. This gives you an opportunity reinforce your family values. It also gives you an opportunity to sort out fact from fiction on certain things (drugs, alcohol, pregnancy, etc.). Securing your home’s TV and online devices. Most cable, internet, and cell phone providers have parent control settings that restrict inappropriate material from children. Monitoring your child’s electronic use at their friend’s homes or when friends bring electronic devices to your home (laptops, tablets, phones). Tell your child what is and what is not allowed. written by Ria van Niekerk – Deputy Principal Trinityhouse Preparatory Randpark Ridge

October 3, 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

‘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

Foldscope – When paper art and science meet.

A paper microscope that will change the way children learn about science. As a rule, microscopes are expensive, delicate instruments. Certainly not a suitable toy for an eight-year-old and probably the last thing parents would think of giving to a child. But what about a microscope made from paper that costs around R40? A microscope that is water-resistant, tough, and small enough to fit in a shirt pocket, or slotted into a book? Enter the Foldscope, an innovative piece of equipment that is set to change the way science is taught at school and at home. Most schools in South Africa are not lucky enough to have a single microscope, let alone one for each child. And most children never have the opportunity to use a microscope or to freely explore what the inventor of Foldscope calls the “microcosmos”. It is an accepted fact that children learn best through experiences rather than instruction, and hands-on activities form a critical part of experiential learning. Experiential learning also stimulates the imagination, inspires curiosity, and nurtures a love for learning in general. How can we expect our children to be excited about science when it is inaccessible, and its education is usually one-dimensional? One of the reasons that South African schools perform consistently poorly in maths and science is a lack of access to appropriate equipment and materials. Now imagine what could happen if every child had access to a microscope, or even better, their OWN microscope. Before the invention of the Foldscope, this was a near impossibility for the majority of South African schools. What about a microscope at home? Picture yourself exploring the garden with your child, collecting flowers or insects, and studying them using the Foldscope. Even something as simple as examining the difference between salt or sugar crystals could be a fun and educational activity. For homeschoolers, a tool like the Foldscope is invaluable to enhance their studies. By motivating our children to spend time in and interacting with nature, the Foldscope could also provide a way to reduce the time spent in front of a screen. A Foldscope starts out as a flat sheet of plastic-coated paper, precut into shapes that are folded and slotted together to form a fully functioning microscope. Its magnification is similar to the microscopes found in classrooms and research laboratories, meaning it can easily magnify plant and animal cells, insect parts like wings or eyes, pollen, hair and follicles, a variety of microorganisms, algae, red blood cells, and larvae; the list is endless. As long as a sample can fit on a standard microscope slide, it can be viewed with a Foldscope. One of its most attractive features is the ability to couple with the camera on a cell phone or tablet. This gives children the opportunity to take photos and videos and to share their findings with friends, parents, and teachers. By attaching the Foldscope to a cell phone’s flash, the image can also be projected onto a screen. Teachers all over the world are starting to see the fantastic possibilities for getting children excited about science, biology, and engineering. In the United States and India, Foldscopes are now regularly used in the science classroom. South African schools, especially resource-poor schools, could also certainly benefit from having these devices in the classroom. In fact, if we hope to ever compete with the rest of the world in terms of science and maths, tools like the Foldscope are essential. Foldscopes come in kits of 20 or 100 basic units, perfect for classroom use. To keep the costs down, these kits also come with a limited number of accessories that are to be shared among learners. Sales of Deluxe individual kits, including an extensive set of accessories for home use, partially subsidize the classroom kits. SciBuddy, a new player in the field of scientific educational materials, is the exclusive distributor of Foldscopes in South Africa. The owner, Arista Burke, has a background in microbiology and education and believes that Foldscopes will be a gamechanger for South African schools. “For the first time, giving every child in SA access to a microscope is a real possibility. The schools that realize the potential of this tool are going to have a definite edge going forward”, says Arista. SciBuddy wants every school to have at least one set of Foldscopes. To make this possible, they are donating one kit to an underprivileged school for every 20 kits sold. To find out more about SciBuddy and Foldscope, visit www.scibuddy.co.za or their Facebook page, SciBuddySA.

September 20, 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

Developing children’s EQ crucial for future success in rapidly changing world

Emotional intelligence (EQ) is increasingly becoming a greater determinant of future success across all spheres of life than IQ, an expert says, adding that it is more important than ever before that EQ is nurtured from a young age. “The introduction of social media into our lives as well as the lives of our children has created an environment where people are required to efficiently manage a variety of relationships simultaneously and successfully,” says Chris Van Niekerk, head at Founders Hill College, part of Africa’s largest private education provider, ADvTECH. He says the acquisition of knowledge, while obviously important, is less critical in the current information age, and that the emphasis for success has more to do with what can be done with the knowledge at hand. “This requires the ability to collaborate across gender divides, age gaps, cultural differences, and the like. A well-developed EQ will position a child well to positively engage 21st century challenges in adolescence and ultimately, adulthood.” Van Niekerk says that emotional intelligence can be defined as the ability to understand our own feelings, as well as the feelings of those around us. This includes concepts of self-awareness, empathy and dealing sensitively with other people. “In a world where we are required to manage a matrix of personal and professional relationships instantly and efficiently, the need to have a well-developed sense of self, alongside good empathetic social awareness is critical. It is widely accepted that IQ alone does not guarantee success in adulthood, in either the workplace or at home. “Our potential, and that of our children, will only come to fruition if our cognitive abilities are enhanced, complemented and communicated through a well-developed EQ which entails sound self-awareness as well as the awareness of the emotions of those around us.” Van Niekerk says that a well-developed EQ can, literally, be the deciding factor for success in adulthood. “This places an exciting, but onerous burden on us as parents and educators to ensure that our children are not only well versed in the Social, Natural and Commercial Sciences, among others, but also have the emotional savvy to manage their own feelings and behaviours, while being able to understand the feelings of others.” He advises parents who are serious about prioritising the EQ of their children to start incorporating strategies to develop it in their daily lives. There are a few practical ways in which to do this: Role model the behaviour that you expect in your children. Normalise talking about emotions. Acknowledge positive and negative emotions in your child. Teach your children that feelings and behaviour are in fact separable. Negative emotions do not have to lead to inappropriate behaviour. Keep your expectations, and subsequent guidance, age appropriate. Love them unconditionally. “The need for Emotional Intelligence is introduced naturally to our children from early cognition, when they learn ‘acceptable behaviour’, learn to manipulate others, and respond to their environment to get what they need, and more often, to get what they want,” says Van Niekerk. “The ‘how’ of introducing EQ to children is dependant on their emotional capacity, which is usually linked to their age. Six-year-olds, normatively, are able to follow basic instructions, can express their feelings, fears and problems, are reasonably self-sufficient and are able to compare themselves to their peers. With this specific ‘emotional skill set’ in mind, parents and teachers can get creative with exploring learning opportunities related to identifying and naming emotions, reflecting on the emotions that accompanied certain experiences during the day, as well as exploring different ways of expressing emotions.” Van Niekerk says it is widely accepted that people with well-developed emotional intelligence do better in the workplace than those of similar IQ, but who are less proficient in areas related to “people skills”. “This is true for the entire life cycle of our careers, from the entry point during the interviewing process, to ultimately fulfilling our professional potential later in our careers. Academic excellence is important and it matters in the workplace, however people drive workplace processes, and the degree of an individual’s success is reliant on combining these various skill sets. “Equally, in personal relationships, a realistic and well-grounded identity, coupled with positive feelings about our concept of self, create an ideal position for us to choose and enjoy fulfilling and healthy family and social lives as adults. And the best time to start this journey to personal success, is in a child’s early years.”

September 11, 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

Depression & How Parents can help their Children

Teenagers are known for their moody natures. Adolescence brings with it so many changes for a child embarking on the journey to adulthood – hormones, academic pressures, physical developments, questions about their identity and place in the world, and social pressures, particularly among peers. But mental health specialists have found that there is a point when teen moodiness is more than what it seems, and that depression in youth is a real problem. How to Identify Depression in Teenagers Being subjected to bad moods and periods of rebelliousness is a norm for parents of teenagers. However, there are signs and symptoms that parents can look out for that will help them identify depression in their children, so that early intervention can take place. Depression is an all- encompassing illness, where emotions like sadness, anger, and despair are so overwhelming it becomes difficult to function normally in society. What a parent is likely to see when teenager is depressed, includes lethargy, school grades going down, substance abuse, addiction to social media/internet, low self-esteem, violence, and behaviour that poses a threat to themselves and others. A depressed teen might talk often of running away, or romanticise suicidal thoughts, and they will show a marked change in their eating and sleeping patterns as well. How You can Help Often a parent will feel inadequate when it comes to helping their depressed child, most times feeling rather overwhelmed themselves. But there are ways in which your support as a parent can make a huge difference. In Catherine Radloff’s article about supporting a depressed teenager, she outlines various ways in which parents can have a positive influence in their child’s struggle with depression, and several studies have shown that the support from family in properly managing mental illness can greatly reduce the depth of depressive episodes, as well as the frequency with which they occur. Below are a few ways parents can help their depressed teenager: Seek Professional Help Don’t put off contacting a mental health professional if you think your teen may be suffering from depression. These specialists are trained to diagnose the condition no matter the age of the patient, and come with expert knowledge that will serve as a much-needed support for parents who have to help their child through this challenging time. Encourage Socialising Depressed teens will seek solitude, but too much time spent alone with their own dark thoughts can be very damaging. Encourage social interaction on a personal level – social media doesn’t count – and this will help eradicate feelings of isolation. Get Them Moving Regular physical activity has been proven to alleviate symptoms of depression, and by adopting a good exercise regime, your teen will be taking the right steps to managing their condition in a healthy way. Monitor all Medication If your child is under the care of a specialist in mental health and their condition calls for it, they will be prescribed anti-depressants to help them manage their condition. It’s important for parents to make sure the child takes the medication on time and in the correct doses. Listening goes a Long Way Teenagers with depression often feel isolated and misunderstood. These feelings cause them to withdraw from people, and even lead to very dark thoughts about leaving this world altogether. It’s vital that parents keep open line of communication with their child. Assure them that it’s safe to share their feelings, and also that you are willing to listen without judgement. Never dismiss what they think and how they feel, as this could be detrimental to their state of mind. Routine & Diet Depression and anxiety often go hand-in- hand, and a stable, predictable routine is one way of reducing symptoms of anxiety. For instance, your child may have trouble sleeping, but will find comfort in a fixed bed time. Loss of appetite is common in depressed teens, but although they might not be eating well, ensure that they have a healthy selection of foods available. Balanced nutrition plays a key role in keeping the mind and body feeling their best. Professional Treatment ZwavelStream Clinic is a private psychiatric institution that provides patients with a tranquil space to achieve mental wellness. Our team of mental health specialists bring decades of experience and skills to their approach, prioritising the recovery and treatment of each patient as an individual. If you suspect that you or someone you know might be having mental health issues, feel free to do our online self-diagnosis questionnaire to find out if psychiatric intervention is necessary. All results will be treated with the utmost confidentiality. Alternatively, you can visit our website to find out more about what we offer, and how we can help you or your loved one.

September 5, 2018

Ways to cope with generation me, me, me

By: Justin Kistan, Crawford College North Coast If we’re lucky, we’ve been told our whole lives that we’re special. Our parents said it to us, our friends, and even our teachers. And we are special? To them. To the world at large? Not so much. Don’t get me wrong. You are unique without a doubt. Your environment and experiences have carved you into something inimitable. Only you can do, what you can do. But is that special yet? Constant positive reinforcement is important in building our self-esteem. Too much of it though can make us a little entitled. Hey, if I’ve been told that I’m special my whole life, surely I deserve good things?! Don’t I deserve the accolades, awards, and applause? Maybe. But have we earned them? We want the standing ovation but have we delivered on the performance? Popular culture perpetuates this today. It’s all about me. I deserve all good things just for being the awesome individual that I am. It’s called a selfie for a reason. It’s you framing yourself as the centre of your own little world. Now imagine a child living in this world. Can you blame them today for being vain, egotistical and self-centred? Unwarranted self-esteem can lead to an entitlement which can lead to narcissism. Our EGO (unhealthy belief in our own importance) gets so big that it becomes a stumbling block on our path to real growth and development. Hedonic adaptation is also to blame. We very quickly get used to all the good things in our lives and therefore go looking for our next happiness ‘fix’, either from buying something new or basking in the attention of others through Instagram, twitter or negative behaviour. How can we fix this? Kids can learn to: Apply the meta-skill of the 21st Century, SELF-AWARENESS, which is the ability to see ourselves for who we are, appreciate how others see us and to begin to understand our place in the world. Self-awareness removes the blinkers from our eyes and allows us the vision to accurately tune into our current station in life. We will never get to where we want to go in the future if we don’t know where we are now. Practise GRATITUDE. Gratitude is the antidote to entitlement. It reminds us to appreciate what we already have and fosters greater happiness and empathy while discouraging depression, anxiety and envy. No more FOMO. Keeping a gratitude journal is a good way to start. Just write down three things (big or small) that you’re grateful for every day and you’ll start to feel the positive results soon. Deep introspection and appreciation can spur inspired action that will earn authentic admiration. Through their actions and interactions, children can learn to pause, ponder and then perform. Insight before Foresight. They will build their competence and with that, they will earn their confidence. Remember: Special is not who I am, it is what I’ll become. I will learn and earn it.

August 30, 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

What to consider when searching for a school

By Yandiswa Xhakaza Choosing a school is no small feat. Parents often undertake this task under enormous pressure and in a hurry to find a school on their way to or from work. However, I would urge parents to invest more time in finding the right school for their child because, while convenience is often the driving force, it’s important to remember that your child is potentially going to be in that space for up to 12 hours nearly every day. As such, the environment must be conducive for your child to feel secure, to be happy and to thrive. Below are a few practical things that all parents should look for when in search of a good school. While these are biased towards pre-school and primary school, many of these considerations can also be applied to high school. The school environment and general aura of fun, excitement and vibrancy. Look for colour, flowers, trees, jungle gyms and outdoor play equipment. You should get a sense of security, love and warmth. Classroom design and layout is a big indicator of whether the school offers a forward-thinking, 21st century approach. Look for learning stations with different learning activities in each station, as well as the availability of appropriate educational toys that incorporate sensorial skills, fine and gross motor skills, etc. In a pre-school environment, look for the dramatic play area, big wooden blocks, a reading corner etc. Classrooms that still force all children to strictly sit at a desk for more than 8 hours a day are concerning, so look for beanbags, couches, benches, comfortable carpets, balance balls etc. This not provides variety, it also allows children to learn in the ways/positions that they are most comfortable in. Wi-fi powered schools are no longer those with a computer room and designated computer classes once or twice a week. Schools that are innovative and digitally advanced are easy to spot. Look for visible gadgets inside the classroom, including laptops/tablets, headphones, white boards, projectors etc. Digital learning shouldn’t happen in isolation, it should be infused with day-to-day learning. Child happiness is the most genuine measure, so listen for the buzz of laughter and look for happy smiles. Well mannered and polite children who greet and make way for you to pass is symbolic of the school culture. A great set of extra-curricular activities that children can choose from speaks directly to whole child development. Consider how the school harnesses all aspects of the child, not just academic ability. Effective teacher-parent communication that happens on a regular basis regarding the work being covered at school that week, fun activities that took place in class, occasional photos of the children, classroom messages etc. Find out how parents are engaged so that they feel like they are part of the learning experience. A diverse team of dynamic and passionate teachers always makes for a great school. The school can have state of the art facilities and resources, but without amazing teachers who inspire children and make them feel like they are doing an incredible job, then it’s all for nothing. Teachers can make or break a school, so be sure to meet the educators.

August 14, 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

What Summer Camp Mom Are You?

We all know there are different types of moms around the world, but when moms send their children to summer camp, moms turn into summer camp moms. From the rookie, to the veteran and everything in between. Here are the different types of moms we get to see on arrival day at summer camps. The Helicopter Mom Like helicopters, a helicopter mom hovers over her child on every little detail when sending them to camp. From which set of clothes he should wear for the camp evening program, to having an extra pair of socks in the event that the extra packed pair gets lost too, to packing “just in case” medication, to pulling out a two-page set of questions based on information she gathered from the camps website, to requesting interval reports from the camp on how her child is doing. The list is endless. We love our helicopter moms, they keep camp standard on the ball. The Worrisome Mom With similar characteristics to the Helicopter Mom, this mom is an over-thinker. The slightest scratch on her child would need paramedic support. She has multiple scenarios lined up of what could go wrong, asks her child if they’re going to be okay seven different ways before letting them go during their goodbye hug.”Mooooooom”, this is what you usually hear from a child with a Worrisome Mom.” Better safe than sorry” is this mom’s mantra. The Over-Sharer No kid enjoys being dropped off or picked up by this type of summer camp mom. “Jonathan hasn’t passed his stage of wetting his bed yet”, as she pulls out Jonathan’s luggage from the back seat of the car. This mom will make sure Jonathan’s life story is put out into the world before he steps a foot out of the car, the extreme case of this type of mom would be the old-age tradition of taking out baby photos accompanied with story-telling. But how adorable our ‘over-sharer’ moms can be. Doting on their children, who should have a day dedicated to reminisce over their children. The Free Range Mom This is any summer camp’s favourite type of mom. Dubbed “The Zen Mom”, this mom believes in the spirit of letting their child experience camp independently. As you may have picked up, this is the total opposite of the helicopter mom. She’s all about having fun. She has the counselors and the other campers eating out of her hands with her charming personality and free spirit. The Girl Scout Mom Another mom camps love. This mom is all about camp spirit! She has camp culture so embedded in her that she would fit right in with the counselors. Armed with hand sanitizer and a first aid kit, she’s ready for anything. She’s prompt and thoughtful, and is always ready to help. With this mom by your side, one would be tempted to be a camper for the day. We love it when moms become summer camp moms, what summer camp mom are you?

August 7, 2018

Help! My child is writing exams for the first time

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

July 25, 2018

Chasing academic A’s limits possibilities

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

July 25, 2018

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

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

July 25, 2018

Children can burn out too!

Gone are the days when children went to school, came home, made a peanut butter sandwich and went to play with the neighbourhood kids! Cindy Glass, Director and Co-founder of Step Up Education Centres explains “Children are naturally high-energy beings and very little thought is given to the extreme pressures and overloading of activities that our children face in the world that we find ourselves living in today! As adults, we are familiar with the challenges of physical and emotional burn-out, but we do not consider that children are prone to burn out as well. In fact, burn out in children, if left unchecked, can lead to depression, complete apathy and a myriad of health issues.” Cindy goes on to explain that many children are being subjected to competitive and pressured activities all day, every day and at a pace that most adults would find challenging to keep up! “Academic expectations, sports (school and clubs), cultural and religious studies, extra lessons, music, art, drama, dance…. the list goes on and on… when packed, back-to-back into the daily schedule of children can lead to overloaded children becoming exhausted and this may lead to burn out!” Parents who notice that their children are showing a combination of the following signs may want to consider that their children may be heading towards burn out-or worse-have already burned out! A loss of motivation or desire for activities that they once enjoyed or looked forward to. Anxiety, fearfulness and panic attacks Fatigue and tearfulness, withdrawn, uncharacteristic tantrums Feelings of dejection, making excuses or simply refusing to attend activities that they may have enjoyed before Physical illnesses, loss of appetite, nail biting Falling behind in academics or other activities Burn out is not something to be taken lightly. Cindy gives the following tips to consider when dealing with burn out in children: Choose to be a mindful parent. Watch, communicate, listen-with-understanding, acknowledge that something needs to change and act to help and support your child! Honestly assess the activities and stress causers in your child’s life. Work with your child to reduce or stop the activities that cause the greatest stress. Allow time for your children to just BE. Allow time for rest and reflection, for childish games and laughter. Teach your children the importance of listening to their bodies and making healthy choices for themselves—choices that are uplifting, enjoyable and less pressured. Be realistic in terms of how many activities your child is doing every day and every week. Watch for signs of exhaustion. Engender a relationship of non-judgemental communication with your child. Guide, support and teach them positive coping skills (which may or may not involve a change in schedule). Choose to create balance in yours and your children’s lives. There is no advantage or positive learning that can take place from overloading a child! It is important for children to learn a variety of skills as they grow, but be aware of how much is expected of them—too much can be counter-productive! Cindy concludes by saying “Burn out in children is more prevalent that we may have allowed ourselves to consider before! It can lead to serious consequences. As parents, it is essential that we acknowledge that children, although naturally high energy beings, can and will burn out if their lives are out of balance and the signs are left unchecked!”

July 6, 2018

Back off your Matrics

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

July 6, 2018

Preparing youth for the workplace of the future

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

July 5, 2018

Why a good holiday camp is worth the cost

You want your children to be productive during their school holidays, so you browse around for a good holiday program. However, the cost of a good sleepover holiday camp seems exorbitant. You wonder how the majority of American parents can afford to send their kids to summer camp for the entire school holiday, every year. You did find much cheaper camps – but are they any good? Why are some camps R200 per night, and others up to R900 per night? The price of a camp is often an indication of it’s quality. Although cheaper camps may keep your child busy during the school holidays, there are more pressing concerns you should settle before entrusting your child into the care of others. There are reasons why some camp prices are a little upscale. Here are four reasons that a pricey camp may be worth investing in: Safety You cannot expect a cheap camp to have high-end security measures, because high-end security doesn’t come cheap. Whether it is equipment or general safety measures, if a camp is too cost-conscious you may not be sending your child to the safest camp. For example, Sugar Bay holiday camp is protected by full perimeter electric fences, twenty-five closed-circuit televisions (CCTV), 24-hour armed response, patrolling night watchmen, access control at their point of entry and exit and panic buttons in every cabin. The camp has its own 24-hour Health Care Center for minor health issues, and always has a doctor on call. All equipment and gear is of the best quality to ensure the safest possible camp experience. Staff Cheaper camps may not spend money on providing professional staff training, and costs may also be cut by employing as few staff as possible. On the other hand, each staff member at Sugar Bay Camp is trained in Emergency First Response and CPR. They are also required to provide a police clearance certificate before employment. During their two week training program, all staff receive instruction in child psychology, theory and practice of teaching, leadership and activity instruction. Thereafter, only the best performing staff are selected for employment. Sugar Bay camp also has a strict 1:3 staff to child ratio, which is the highest in South Africa, to ensure that each child receives full-time supervision and individual attention. Activities and Facilities Camps that are easy on the pocket usually have limited and often compulsory activities, as well as inflexible schedules. Most children don’t like the idea of having to participate in activities that they don’t enjoy. Whereas, higher-priced camps are able to offer a wider range of activities and more flexible programs. For instance, Sugar Bay holiday camp offers over 100 activities, none of which are compulsory. Children may decide what they would like to participate in – and when. There are always multiple activities running at any given time, and kids may participate in whichever activity they prefer. This freedom of choice allows kids to make their own independent decisions and encourages them to try new things – like learning how to surf or skateboard. Meals Children require healthy meals and energizing snacks to fully enjoy their camp experience. The most affordable camps often compromise on the quality of food by offering the cheapest meals they can afford at bulk – food that most kids do not enjoy. These camps may also not be in a position to cater for special dietary needs like gluten intolerant, halaal, vegetarian or lactose intolerant children etc. Sugar Bay, on the other hand, offers fresh and tasty meals every day, with different meals served each day. Fresh fruits and veggies are available at every meal time. A balanced meal plan is offered with the right proportions of protein, carbohydrates, dairy and vegetables. All of the baked goods – like bread rolls and croissants – are made fresh on the premises. Individual dietary needs are also catered for. Some examples of breakfasts include: cheese croissants, bacon and eggs, quiche, french toast etc. There is always yoghurt, fresh fruit and cereals available in addition to these main meals. Lunches may be: fish and chips, chicken schnitzel, beef strips with rice etc. There is always a salad bar and fresh fruit available at lunch time. Dinner may be: lasange, cottage pie, curry, grilled chicken and rice, beef stew etc. There is always a salad bar and fresh vegetables available at dinner time. Dessert always follows, some examples of which include: peppermint crisp tart, ice-cream and chocolate sauce, chocolate brownies, malva pudding etc. Despite the exceptional safety protocols, professional staff, variety of activities and healthy and delicious meals, Sugar Bay also imparts life skills that you cannot put a price tag on. Every cent that you spend on a holiday camp at Sugar Bay is a worthwhile investment that accompanies your peace of mind as a parent. If you are interested in booking a camp for your child, or have further questions, contact Sugar Bay via their website, email holidays@sugarbay.co.zaor call (032) 485 3778.

June 26, 2018

ADHD vs Bipolar: Know the difference

Inattention, hyperactivity, impulsivity, sleeping problems, racing thoughts and moodiness. These are all typical symptoms of Attention Deficit Hyperactivity Disorder (ADHD). They are also common symptoms of bipolar disorder – a mental illness known for severe mood swings and depression. But how do you tell the difference? Studies estimate that 20% of people with ADHD will develop bipolar disorder. Conversely, 70% of people with bipolar disorder also have ADHD. The high comorbidity rate and overlap in symptoms make these two conditions difficult to distinguish and diagnose. ADHD is ten times more common and more likely to be recognised while bipolar disorder is often misdiagnosed. It is critical to know the difference and get an independent but coordinated treatment plan for both. Untreated ADHD can be challenging but living with a misdiagnosed ADHD and bipolar combination can be dangerous. However, with an accurate diagnosis, the ADHD and bipolar combination can be treated successfully. This will help patients feel more stable in mood and in their ability to live fulfilling lives in their roles as spouses, parents and employees. One fundamental difference is that ADHD mainly affects attention and behaviour while bipolar symptoms mainly affect mood. Distinctions can be drawn between the two based on mood shift triggers, the speed and duration of mood shifts, the onset and consistency of symptoms, and the individual’s sense of reality. The importance of an accurate diagnosis can’t be overstated. With a holistic and dual treatment plan, therapy and life management, individuals with both ADHD and bipolar disorder can live healthy and fulfilling lives. If you suspect that you or a loved one might have ADHD, set the record straight with this self-assessment. If you are unsure about the symptoms or suspect that bipolar disorder might be present, speak to a medical professional. For more information around the symptoms, impact and treatment of ADHD, visit MyADHD.co.za or My ADHD on Facebook.

June 14, 2018

Schools must adapts approach for education and engaging generation Alpha

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

June 6, 2018

Understanding the teen years

Raising a teen can be a daunting task. Teenagedom was a very long time ago for some parents, and the thought of raising a teen in todays fast paced, technological age tends to make parents feel overwhelmed straight off the bat. By developing a greater understanding of a teen’s world and compartmentalising it, may make the task a little less stressful for parents. The teenage years are a critical stage on the road to adulthood. These are the years from which well-adjusted adults are moulded. A teen typically operates in three major spheres in their lives; the social, academic and physical spheres. Striking a balance between these three areas can help teenagers to navigate this period more easily, and will set them up for being wholesome adults in the future. What parents may begin to notice is that these three spheres are inextricably linked. Trouble in one area may easily affect another; for example, poor performance in Mathematics over a term, which falls in the academic sphere, could be partly attributed to the loss of a grandparent a few months before, which is the social sphere. Parents can play a pivotal role in helping teens to keep a state of harmony. Although this is the time that teens need to find their independence, they still do require the support of someone to help them through it. Parents can monitor their teen and look for links between behaviour and events in each sphere and intervene where needed. Teens spend most of their time in the academic sphere surrounded by their teachers and friends. As they move further up the grades in school, the academic pressure mounts and the focus on career becomes greater. Many teens get bogged down by the academic pressure, which in turn may affect the other two spheres. Teens of all academic strengths are affected by these pressures and parents may notice things such as social withdrawal or illness creeping in. These are signs that your teen may be under duress and that there is an imbalance. Intervention will be required and the help from professionals, such as teachers, may be required to address the issues. It is imperative for a teen to maintain their physical well-being. Regular exercise and healthy eating habits help to keep a teen aligned. Teens require 8 to 9 hours of sleep a night, which can be difficult to get for them due to homework and study routines that may keep them up. Snappiness and irritability could be due to lack of sleep or hunger, for example. The social sphere includes both family and friends. Teens are social beings and enjoy socialising immensely. One major difference between the generations is that teens of today use the digital world to socialise as well. Teens also begin to slowly separate from their parents on a quest to develop greater independence. This period will not come without bumping of heads; however. Parents may need to incorporate new strategies when it comes to communicating with a teen. Allow your teen the time and space to develop their independence in a healthy and safe way. Parents may also notice that their teen gravitates towards their peers more and more over this period. The trick is not to take this too personally – it is normal. This new-found independence can go a long way in helping the transition from school to university and to the world of work one day. Written By: Donel van Zyl, Crawford College North Coast

June 6, 2018

Talking about periods

HOW SHOULD I APPROACH THIS? Your daughters first period is a momentous event in her life, but it can also be a little confusing and anxious too. When it arrives, it’s important she feels prepared and is aware of what’s happening to her. Discuss the science Although it sounds an obvious thing to say, its worth talking her through the basics of why we have periods, how the menstrual cycle worksand the blood loss she’ll experience. We’ve got all the information you need here to help explain these things, including a Teen Handbook. If she wants to find out herself, direct her to the teen section which includes advice on all aspects of her body Help her feel prepared One of the biggest worries many girls have is starting their period when away from home or in school. Very often, wearing a pant liner on a daily basis can build her confidence as it alleviates any fear that she will be caught unaware. Its also a good idea to give her some pads to keep in her school bag just in case. Lil-lets has a mini purple rangedesigned with petite women and younger girls in mind Is there a minimum age for using tampons? There is no minimum age for using tampons or a medical reason why a girl new to her periods should not use one. However, it is often best for them to understand their flow and monthly cycle before choosing to use this form of protection. Show her products It’s easy to forget that she probably hasn’t seen what a pad looks like. Once you’ve bought a pack, show her a pad, how she should position it and how to dispose of it afterwards. This should give her the confidence to do it herself next time. If you would both rather not have this conversation directly, our Teen Handbookhas explanations of how to use pads so she can have a look in her own time. The same applies to tampons as they can be really confusing, especially as they come in both an applicator and non-applicator formats. Anything else to add? Its perfectly normal for her period to last a couple of weeks too, so again, Its worth sharing this bit of information with her so she will know what to expect. Many thanks to Lil-Lets for their insight, you can read more atÂ https://www.lil-lets.co.za/Advice/Advice-for-parents

May 21, 2018

Matric subject choices: Avoid risky selections in face of changed requirements

In coming months, Grade Nines will choose which subjects to pursue during their final school years, on which they will be tested when they sit for their final Matric exams. And while the Department of Basic Education recently announced the withdrawal of the “designated subject” list – the list of subjects from which students who want to pursue a degree after school have had to select their subjects – there are some serious considerations not to be ignored, an expert says. “Some may argue that the withdrawal of the designed subject list gives young people more choices, but we urge schools and learners not to make risky and uninformed changes,” says Dr Felicity Coughlan, Director of The Independent Institute of Education, SA’s largest private higher education provider. She notes that the original list contained many of the traditional subjects used to gain access to University, and that many of these subjects required learners to master skills that will be important when seeking entry into a public university or private higher education institution. “These skills include argumentation and reasoning, found in subjects such as History, logic and mathematics as found in Accountancy and Maths or Maths Literacy, and evidence and scientific reasoning skills, as found in Physical Science and Life Sciences. “Additionally, the two-language requirement also ensured a well-rounded educational experience for students living in a multilingual country. The reasoning behind the original inclusion of these subjects should be remembered, and students are encouraged not to put together a collection of subjects that are all of one type which will result in them developing less holistic academic skills. The impact on their studies later in life will be real,” says Coughlan. In addition, learners considering their subject choices should remember that despite the change of requirements at school, Universities were not at the same time required to change their admission requirements. “Higher education institutions need not change entry requirements if they don’t want to, and one can be sure that many – if not most – won’t. Definitely not in the short term, and particularly not for those qualifications that currently require Mathematics or Life Sciences. We therefore encourage learners to do their homework before opting out of these traditionally required subjects.” The third consideration follows from the first two, says Coughlan. “Some subjects, such as Design, were omitted from the original list but have been accepted by some institutions for several years now as part of conditional admission requirements for certain qualifications. Design thinking is a strong and necessary skill for modern living and it is likely that it will become more and more acceptable for admission to higher education.” Design therefore is one of the examples that should be considered as part of a portfolio of creative subjects after learners have checked its acceptability to the higher education institution of their choice, Coughlan notes. “In light of these changes in subject choice requirements, and given the risk of learners opting for perceived easier subjects or subjects that are too similar in nature, we urge learners to investigate their options carefully, and schools to support them in making informed decisions,” says Coughlan. “The public higher education sector is not likely to change quickly to accept subjects they currently do not accept, and while the private higher education sector may be more progressive, our advice remains the same as it has always been: to select subjects that keep your study options open. This means learners should include at least one subject in which they know they can excel, and then others that will teach you a range of different skills. “In today’s volatile and uncertain world, it is more important than ever before to cultivate an extended base of skills from which you can draw, to improve your chances of succeeding.”

May 18, 2018

CHANGES YOUR TEENAGE DAUGHTER IS GOING THROUGH

HELP! SHE’S BECOMING A TEEN! Pointing out that the teenage years can be fraught is like telling a new mum she’s going to have to change a nappy or two. As puberty starts to take hold, hormones begin to make teens more irritable, which combined with the changes to her body could mean you’re in for a bumpy ride. Some girls see all of this as a really positive sign that they’re becoming a woman. Although, many girls wonder if they’re normal, especially if they’re the first or last in their class to see signs of puberty appearing. One of the most important pieces of advice we can give you is to just keep on reassuring your daughter that everyone is unique so she may experience the changes at different times or in a different order to her friends. For most girls, puberty starts around the ages of 11 and 12, but it can start as early as 8. The first signs tend to involve breast development and hair growing under the arms and between the legs. It’s then usually a couple of years later that the first period arrives. Again they could start as early as 8 though, or in some cases not until she’s 18. Many thanks to Lil-Lets for their insight, you can read more at https://www.lil-lets.co.za/Advice/Advice-for-parents

May 16, 2018

Technical Matric opens door to practical careers desperate for skilled workers

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

May 8, 2018

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