Future SA - Volume 4 l 2024

LEARNING LEADS TO ACTION

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Motheo TVET College enables practical, SKILLS-BASED TRAINING relevant to industry needs

Prof Dipiloane Phutsisi, Principal and Chief Executive of Motheo TVET College talks to Future SA about the evolution of TVET Colleges, and why it should be considered institutions of choice.

There has been a lot of negative press about TVET Colleges in the past. As the Principal and Chief Executive of Motheo TVET College for over ten years and the President of the South African Public Colleges Organisation (SAPCO), tell us a bit about the evolution of TVET Colleges. The evolution of TVET Colleges has been significant over the past decade, with a shift towards providing highquality, industry-relevant education and training. There has been a concerted effort to improve the quality of education and training offered at these institutions and to change the negative perceptions that have surrounded them.

TVET Colleges now offer many courses, including in-demand skills such as artisan training, business management, and skills programmes. The focus has shifted towards providing students with practical, handson skills directly relevant to industry needs.

With the rise of the Fourth Industrial Revolution (4IR), TVET Colleges play a crucial role in preparing students for the changing workforce by offering programmes

incorporating technology and innovation. This has had a positive impact on the economy by producing skilled graduates who are in high demand in various sectors.

What are the key misconceptions about TVET Colleges?

Fundamental misconceptions about TVET Colleges include the belief that they are inferior to universities, that they only offer low-skilled courses, and that they are not a viable option for students who want to pursue further education or enter the workforce.

In reality, TVET Colleges provide high-quality education and training in various fields and offer pathways to further education and employment.

Often, universities are looked upon as firstchoice institutions. What is the argument for students to consider TVETs the institution of choice instead?

Students should consider TVET Colleges as their institution of choice because they provide practical, skills-based training directly relevant to industry needs. This can lead to better job prospects, higher earning potential, and the opportunity to pursue further education if desired.

Additionally, TVET Colleges often have strong partnerships with industry and offer work-integrated learning opportunities, giving students valuable hands-on experience.

Describe the TVET student journey.

The TVET student journey typically involves a combination of classroom learning, practical training, and work-integrated learning experiences. Students are encouraged to develop technical and soft skills, such as communication and problemsolving, to prepare them for success in the workforce.

The goal is to equip students with the knowledge and skills they need to enter the job market or pursue further education.

What key characteristics make Motheo TVET College an educational institution of choice for students?

Motheo TVET College is an educational institution of choice for students because of its focus on providing a positive student experience, offering a wide range of courses in various fields, affordable fees, strong partnerships with industry, and a commitment to empowering youth with employable skills.

The college takes a holistic approach to education, ensuring students are well-prepared for success in their chosen field. Motheo TVET College prioritises student support and engagement, offers programmes in high-demand fields, and ensures accessibility for all students through various financial assistance options.

According to the National Development Plan, by 2030, SA should be producing 30 000 qualified artisans per year.

Motheo TVET College and stakeholders are working together to increase the number of qualified artisans produced each year to promote growth in artisan fields.

This includes expanding course offerings, supporting students throughout their training, and creating pathways to sustainable employment.

Once qualified, the college assists students in securing sustainable employment through partnerships with industry stakeholders who provide job placement opportunities and support.

Let’s discuss continuous learning. Tell us how Motheo helps upskill employed people in their respective fields.

Motheo helps upskill employed people in their fields through continuous learning programmes and partnerships with industry. This includes offering short courses, workshops, and training programmes to enhance working professionals’ skills and knowledge.

The goal is to ensure that employees remain competitive in the job market and can adapt to changing industry needs.

Tell us a bit about how Motheo works with stakeholders to drive competitiveness in an environment where the needs of industry continue to evolve. How does Motheo work to ensure students remain up to date?

Mother collaborates with stakeholders such as Kreishandwerkerschaft, the Institute of Plumbing South Africa (IOPSA), the Retail Motor Industry (RMI), the Initiative for Responsible Economy in South Africa (IRESA), and others to ensure that students remain up to date with industry needs.

The college works closely with industry partners to develop a curriculum that aligns with current trends and needs in the job market. This includes collaborating with industry partners to develop relevant curricula, providing work-integrated learning opportunities for students, and offering training programmes aligned with the job market’s needs.

The college is committed to ensuring students are well-prepared for success in their chosen field and can contribute to the economy.

Tell us a bit about the impact of the National Artisan Development Academy.

The National Artisan Development Academy has significantly impacted the development of skilled artisans in South Africa. The academy provides training and support for aspiring artisans, helping them develop the skills and knowledge they need to succeed in their chosen field. By promoting growth in artisan fields, the academy is helping to meet the demand for qualified artisans in the job market and contribute to the economy.

Explain your vision for the future of Motheo TVET College.

My vision for Motheo TVET College's future is to continue providing high-quality education and training that is directly relevant to industry needs. This includes expanding course offerings, strengthening partnerships with industry, and supporting students throughout their training. The goal is to ensure that students are well-prepared for success in the workforce and can contribute to the economy in a meaningful way.

Motheo TVET College

National Artisan Development Academy Officially Opened

In a society where access to education and employment opportunities are often limited, the establishment of the National Artisan Development Academy at Motheo TVET College in the Free State is a beacon of hope for Not in Education, Employment and Training (NEET) youth.

In 2015, the College Principal, Prof Dipiloane Phutsisi, sought funding from the Services SETA board to establish a National Academy that would train and qualify artisans and provide financial support to those unable to afford artisan qualifications.

The Services SETA Board approved the initiative, committing R450 million to the project. With funding secured for land and state-of-the-art facilities, the site handover took place on October 1, 2015. Despite some delays, we proudly announce that the National Artisan Development Academy is fully operational as of June 2023.

At the official opening of the National Artisan Development Academy on 1 March 2024, Department of Higher Education and Training Director-General Dr Nkosinathi Sishi pointed to the link between providing dignified living conditions for citizens and education. He highlighted “the need to fast-track the development and provision of artisans for our economy. At the moment, we produce 20 000 artisans per year. By 2030, we must be producing 30 0000 per year.”

In addition to the Academy apprentices, the number of qualified artisans will be increased by external applicants and those who qualify through the Artisan Recognition of Prior Learning (ARPL) process. The Department has committed to investing a further R1 billion to start a CET College next to this facility.

The new Academy accommodates 1450 students on a campus comprising an Administration Building with 17 offices and two boardrooms, three workshop buildings each holding 12 workshops, a trade test centre and seven classrooms with capacity for 360 students per sitting. 16 standard theoretical

classrooms hold a total of 560 students. Additionally, there are 16 computer labs each with space for 30 students, and six rooms for differently abled students. There is on-site living accommodation available in hostels.

The Academy’s programmes include training for electricians, boilermakers, welders, and solar and renewable energy technicians; also hairdressers, beauty therapists, and jewellery manufacturers. We project 720 apprentices in 2024, 1080 in 2025 and the Academy is expected to produce 252 -300 artisans annually from 2026.

At the opening of the Academy there were exhibition stalls by SETAS, NSFAS and sister Colleges, to share information with learners, educators, and NEET youth. The Department has awarded the Academy Certificates as Centres of Specialisation in Electrical Engineering, and in Automotive Motor Mechanics for Hillside View Campus.

Deputy Director General responsible for TVET Colleges Mr Sam Zungu, Motheo TVET College Principal Prof Dipiloane Phutsisi and Director General Dr Nkosinathi Sishi after Plaque unveiling. Located in Free State Province.

English vs mother tongue study

In South Africa, most students study higher education in English. This has the benefit of opening doors – even globally. However, when a student pursues their studies in a language that is not their mother tongue, whether by choice or due to lack of alternatives, an education expert says it is not without its challenges.

“In South Africa, a country with eleven official languages – now twelve after the recognition of sign language – the decision about the language of instruction is mostly made for students given that English remains the dominant language in higher education,” says Peter Kriel, General Manager at The Independent Institute of Education.

“However, the challenges associated with being educated in English as opposed to one's home language are often overlooked. These challenges must be recognised and considered. Institutions and educators play a vital role in creating inclusive environments that support students in overcoming language barriers, and ensuring that the benefits of English language education are accessible to a diverse student population.”

Kriel notes that being educated in English, even if it is not your first language, has many benefits.

“Being educated in English opens a plethora of opportunities, including globally. English is overwhelmingly the operative language in academia, business and science, opening the door for students to a vast pool of resources, publications, and international collaboration.

“English proficiency is also often considered a valuable skill in the global job market. Employers worldwide seek candidates who can communicate effectively in English, which gives those educated in English a competitive edge in their careers. Learning and being fluent in English can contribute to personal development by expanding one's cognitive abilities, improving problem-solving skills, and boosting self-confidence. It opens up opportunities for personal growth and lifelong learning.”

However, one must recognise the challenges related to being educated in English when it is not your home language, says Kriel, adding that universities must be aware of and responsive to the challenges faced by second and often third-language students.

English proficiency is also often considered a valuable skill in the global job market.

These challenges include:

Fluency issues

Non-native English speakers may struggle to express complex ideas, leading to potential misunderstandings in academic settings. The pressure to master academic English can be overwhelming, affecting a student’s confidence and performance, and must be addressed.

Cultural and identity considerations

The language of instruction is closely tied to cultural identity. Studying in a language other than one’s own may lead to feelings of detachment and cultural displacement. Students may struggle with internal conflict between embracing a globalised educational experience and preserving their cultural roots.

Educational support systems

Native language instruction often has a robust support system, including lecturers and classmates with the same linguistic and cultural background.

In an English-dominant environment, students may need additional support to bridge potential gaps in comprehension and communication.

Adjustment period

Anecdotal evidence suggests that South African parents prefer their children to be taught in English at the school level. About 70% of South African school children from Grade 4 and up have English as the first or the additional language of choice. However, proficiency levels vary, and adjusting to the higher education environment adds another level of

complexity. Acclimatising to an Englishspeaking educational environment requires an adjustment period. Students may, therefore, need time to adapt to the nuances of academic English.

“While English opens doors to global opportunities and career advancements, it is crucial to acknowledge the hurdles related to language fluency, cultural identity, and the adjustment period,” says Kriel.

“In South Africa, most students do not have the option of studying in their home language. It is therefore incumbent on universities to create inclusive environments, and actively support students by nurturing linguistic competence and inclusivity.”

Mind the

Mind the mindfulness gap

In an era of 24-hour digital distraction, people – especially youngsters – need to learn purposefully to choose where to focus their attention rather than habitually allowing it to be pulled in multiple directions.

This is according to Dr Tessa Roos, a specialist psychiatrist and mindfulness teacher practising at UCT Private Academic Hospital, who notes compelling evidence connecting changes in human brain structure to the many digital interactions and distractions that now form part of our reality.

“Younger generations, in particular, are finding it difficult actively to direct and maintain their focus because their experience of the digital world predisposes them to distraction, far more so than for previous generations. Mindfulness presents a very practical and immediate way of addressing this problem,” she says.

Dr Roos notes that mindfulness has become a buzzword and is often misconstrued as requiring a calm environment or a quiet mind to practise it.

“When I started giving mindfulness talks, I did online searches for supporting mindfulness imagery and came across countless

misleading images, like people meditating on the beach. There seems to be a false impression that mindfulness is about being in a serene state, but it is actually for the frustrated person caught in traffic, the exhausted person trying to get their baby to sleep – people who are stuck on the hamster wheel and coping with the many challenges of daily life,” she explains.

Jacqui Wigg, an education professional who teaches mindfulness with Dr Roos, adds that mindfulness is not about creating a wholly calm and empty mind but rather about becoming aware of one’s thoughts and emotions instead of being swept away by them.

“By developing mindfulness, you can use thought as a tool, rather than getting lost in thought. It is about having agency over your awareness and choosing how you respond. This is a subtle shift, but with practice over time, it can change your experience of life.”

True mindfulness

According to Dr Roos, mindfulness – as defined by Jon Kabat-Zinn, a US professor emeritus of medicine and mindfulness expert – is the awareness that arises through paying attention in the present moment, on purpose and non-judgementally.

“This can start with something as simple as noticing the sensation of your feet on the floor, for example. Unlike a fight-or-flight response, you are aware of your thoughts and emotions and actively choose where to focus your attention at that moment,” she says.

“Mindfulness's non-judgmental aspect relates to accepting your reality. That does not mean you should stop making positive changes in your life – rather, it’s about starting from a place of acceptance instead of spending your energy on wishing things were different,” says Wigg.

“By starting with the intention of acceptance in mindfulness practice, you can free up energy for being with things as they are, which allows capacity for growth and change.”

Stopping the train

Dr Roos adds that acceptance and non-judgement directly relate to developing self-compassion and greater understanding.

“Many people are shocked to realise just how many of their thoughts are self-critical when they start paying attention to them in everyday situations. This could be a case of being at the gym and going down the rabbit hole about how your body compares to other people’s bodies or getting lost in thought on the drive home about what you should have said during an argument long after it has passed.

“Mindfulness can help you stop that train and put your focus elsewhere, such as feeling your muscles as they stretch and contract while you exercise or observing the irritation that arises within you and choosing to chuckle at your own humanness. After all, we are all human. By noticing and accepting your experience in the moment, you can actively choose to move forward with your thoughts and actions instead of remaining in a spiral of self-criticism,” she says.

Dr Roos says that while numerous apps and other resources exist to develop mindfulness on your own, it has multiple layers and can be challenging to implement, so the input of a community or a teacher is recommended.

“In simple terms, you could start by selecting an ordinary task such as brushing your teeth, feeling the sensation of the bristles, and tasting the toothpaste. When you notice your mind wandering, bring it back to toothbrushing. However, building up the practice of mindfulness and finding anchors for your awareness require ongoing development, which is much more easily done when you are not going it alone.

“Practising mini-mindful moments in a controlled environment and with guidance can help you build truly effective mindfulness that you can apply to your life in a bigger way. There are times when life can be unpleasant, and we can’t always change that, but we can be mindful and choose where to focus our attention,” she concludes.

For more information about the mindfulness course offered by Dr Tessa Roos and Jacqui Wigg, please visit www. capemindfulness.com.

30 Years of Commitment to Nurturing Young Lives: From Cradle-to-Career

From our humble beginnings as a family-run organisation we are proud to have become a globally recognised leader in creating lasting, transformative social impact in South Africa.

We could not have done this without you. For 30 years, our strategic partnerships and collaborations have allowed us to continually expand our impact and transform entire communities.

We would like to express our deeply felt appreciation to all our sponsors, contributors and supporters for holding our hand.

Our Cradle-to-Career 360° model has, to date, achieved close to 100% school readiness and changed the lives of 315 780 young learners over the last three decades. We could not have done this without your support.

Early Childhood DEVELOPMENT

18 Pretend play

CHILDREN

READING IS THE KEY TO SUCCESS FOSTERING RESILIENCE IN YOUNG

Pretend P Y A P L L A Y

By Lisa Lohiser, Manager of Early Childhood Development Research at the Fisher-Price Play Lab

As your toddler grows, so does their imagination. That’s because little ones make sense of the world and discover themselves through pretend play. From babbling on a toy phone to cooking you dinner in their play kitchen, your child is learning how this big world works and how they might fit into it.

You probably noticed that imitation play started early (9-12 months) and centred on a simple action. Your baby might have tapped their tiny hands on a toy laptop or cradled a baby doll just as you held them.

Around two years old, toddlers shift into pretend play. They begin to play out common scenarios they see in real life, like playing house or cooking an imaginary meal. Pretend play helps teach kids how to be responsible, creative, and kind. While playing, your toddler also learns essential skills to help them navigate the real world through their imaginary one. So let your little one take your hand and join them in the world of make-believe.

Why is it so important?

With the freedom to create their own adventures, pretend play encourages kids to flex their creative muscles. They can choose to be a mommy, a farmer, a teacher or even an astronaut. The sky’s the limit!

And when they jibber-jabber to describe that “shhhh, my baby is sleeping”, your toddler is also developing valuable language skills that help them speak, understand, and use words meaningfully.

When your little one plays with other kids, they develop their language, social, and problemsolving skills. Whether they’re building a fort or choosing roles to play house, kids playing together learn how to compromise, negotiate, and share.

Pretend play also encourages self-regulation and important emotions. Kids who have pretend wrestling matches or play cops and robbers are learning impulse control and how to set and respect boundaries.

Most importantly, your little one finds meaning and purpose through pretend play, which builds their confidence and self-esteem. If they can put on a chef’s hat and bake you the very best birthday cake, what else can they do?

Essential Tips

• Use figures to “practise” a significant or new event for your toddler, like going on a trip or starting a new school. Playing and practising will help your toddler become familiar so that new events won’t be so intimidating.

• Story starters: give your toddler some story starters to spark their imaginations. Where will the people go today? What will they do?

• Set them up for success: by providing the right play materials, your little one can jump right into pretend when the toys they are using invite this type of play – a toy farm, a medical kit, etc.

• Play with them to expand their growing pretend play skill set. Offer a few more advanced play scenarios. Go camping indoors and build a tent, then roast marshmallows around the toasty fake fire. This will allow their growing imagination to play out complex stories rich with emotion, language, and props.

Surprising Tips

• Expose your child to new places and experiences to fuel their pretend play toolbox. A museum, zoo, or camping trip can spark new play themes and possibilities.

• Put on a performance, and let your little star dress up and run the show!

• Surprise them: bring a rectangular block to your ear and say “hello”. Show them that a simple play material can represent something else.

• Play with older kids (cousins, neighbours, siblings)builds their pretend play skillset. They’ll see new ways to play. It’s cool and aspirational.

Skill Development

12-18 Months Imitate simple actions that they have observed adults doing

12-18 Months Engage in symbolic play with realistic props

16-24 Months Pretend one object is another

24-30 Months Engage in thematic pretend play with multiple objects and actions

24-36 Months Imagine themselves as other things/people during play

30-36 Months Play make believe with you and others where stories make sense

Whether they’re building a fort or choosing roles to play house, playing together helps kids learn how to compromise, negotiate, and share. Most importantly, your little one finds meaning and purpose through pretend play, which helps build their confidence and self-esteem.

is the key to SUCCESS Reading Reading is the key to SUCCESS

South Africa is facing a literacy problem. Eight out of 10 school children struggle to read by the age of 10, 81% of children cannot read for comprehension, and a majority of primary school children do not know all the letters of the alphabet.

Nkazimulo Zitha, Head of Achievement at SPARK Schools, says fostering a culture of reading and instilling a love for the written word is both the education system and parents’ responsibility.

“Early childhood is a critical period for brain development – good brain health from an early age is directly linked to better mental health, cognition and educational success in later years. Language learning, which includes reading and discussing books, is a key factor in healthy brain development,” Zitha says.

Zitha says while experts believe various steps like promoting a reading culture, encouraging parents to read to their children, and making books more affordable and accessible certainly help in addressing the reading crisis, they also believe that the crisis can be averted by providing high-quality and affordable education for all.

SPARK Schools, a network of private schools offering affordable, globally competitive education, teaches reading for meaning from

Grade R. While the complexity increases over time, scholars learn how to make inferences, ask questions, and make connections to the text from the beginning.

Zitha stresses that instruction in reading comprehension cannot begin only after a child reaches phonetic competence and fluency; it must be integrated from the outset.

“At SPARK Schools, literacy comprises nearly half of the instructional day in Grades R to 3. This is to ensure that scholars learn and practise reading and writing skills that they can confidently take with them into the intermediate phase and beyond.”

Language learning, which includes reading and discussing books, is a key factor in healthy brain development.

How to instil a love of reading

Zitha says reading is an exercise for the mind. “It helps children calm down and relax, it opens doors to new knowledge to enlighten their minds and it has been proven that children who read with comprehension grow up with better cognitive skills.”

The benefits of reading include:

• Improved vocabulary.

• Better comprehension.

• It develops critical thinking skills.

• It improves memory.

• It improves analytical skills.

• It improves results at school.

According to SPARK Schools, there are a few ways parents can encourage their children to read, and love it:

1. Read to them and with them: even though life is quite hectic, carving out 30 minutes a day to read a book to and with your child has a positive impact on their social and emotional development.

2. Let them choose books they like: allowing a child to pick up books that interest them makes reading fun and exciting. It is important to make sure a child understands what they are reading. So, when they read, ask them questions such as, What is the story about? Who are the characters in the book? And what they have learned from the story? This is a good way to see whether your child understands what they are reading and is developing critical thinking skills.

3. Lead by example: it is important that your children see you reading books. By starting a reading habit yourself, you will encourage your children to also want to read. Books, newspapers, and magazines are all reading material.

“Literacy means freedom to learn, explore and thrive academically. We must help our children with this vital life skill,” says Zitha.

LEARNING

disabilities in children

The most common learning disabilities and how parents can help their children cope.

Yes, your child is different, but some differences have benefits.

Learning disabilities affect the ability to understand, speak, or read language, do mathematics, and coordinate movements and functions. These setbacks are more common in children than most people realise, with research citing that 1 in 5 children in the USA have a learning disability.

According to Jonathan Hoffenberg, social worker and PACES Manager at The Parent Centre, learning disabilities are genetic. However, other factors such as premature birth, exposure to alcohol, drugs, toxins, or infections during pregnancy play a role. While these disorders are present at birth, most of the time, they are only picked up in school.

“There is still a lot we don’t know about learning disorders and their exact causes. Psychology is a relatively new science so as we learn more about the brain, we can increase our understanding of these disabilities,” says Hoffenberg.

Hoffenberg.

He says it is important to understand that learning disabilities are not linked to intelligence or motivation. “People who have a learning disability are not ‘stupid’ or ‘lazy.’ Ironically high intelligence can often mask a learning disability.”

‘lazy.’

Below, Hoffenberg outlines four different learning disorders and their symptoms.

01

Dyslexia

This is the most common learning disability. Dyslexia affects the reading and language processing skills. Common symptoms include reversing letters and not being able to break words down. It can affect how we hear or process spoken language. It affects spelling, copying, and reading. Because reading and comprehension are vital in early education, dyslexia can delay speech and reading. This can permeate children’s subconscious and affect self-esteem.

02

Dyscalculia

This affects maths skills. For children with this disorder, it’s difficult for them to understand mathematical concepts and solve fundamental math problems (addition, subtraction, multiplication, and division).

03

Dysgraphia

This is a learning disability that affects a person’s ability to write, whereas dyslexia is about reading and language processing. Dysgraphia impacts letter spacing, the ability to organise thoughts and ideas into writing, and presents as children with messy and slow handwriting. Difficulty in translating thoughts into writing affects spelling, grammar, vocabulary, critical thinking, and memory.

04

Auditory and visual processing disorders

Auditory processing disorders affect the processing of sounds. A child’s ears may be fine, but the brain struggles to filter and differentiate sounds. A child may confuse the order or source of sounds and may struggle to hear a teacher’s voice against background noise. This can be a language processing disorder where the child struggles to attach meaning to sound groups that make up words and sentences. Individuals with visual processing struggle to interpret letters into language.

ADHD and ADD are not learning disabilities

Hoffenberg notes that whilst both Attention-Deficit/ Hyperactivity Disorder (ADHD) and Attention Deficit Disorder (ADD) have an impact on learning, just as Autism Spectrum Disorder (ASD) can have an impact on learning, these are not strictly classed as learning disabilities. ADD and ADHD are neurological conditions with symptoms of inattention, distractibility, and poor working memory (executive functions).

What makes ADHD/ADD different from learning disabilities is how they are treated. ADHD/ADD can need medication, but it can also be positively impacted by diet, exercise, and mindfulness, such as learning meditation, as well as coaching and counselling.

How parents can support learning disabilities

Hoffenberg points out that parents can acknowledge their children’s learning issues while appreciating their differences. “Yes, your child is different, but some differences have benefits. ADHD people can transition through emotions quickly, which can mean they are not as affected by negative feelings. Children with a learning disability in one area may have strengths in others, for example, children who struggle to read can be excellent auditory learners.”

Address any possible teasing and “othering”. Try to make your child feel unique and valuable for who they are.

Become an advocate for your child. Research how you can practically help them with their disability.

Join a support group, find parents with similar challenges, and seek counselling. Having a child with a learning disability can feel like a burden and cause stress. It can trigger feelings of anger and failure. Therefore, support and self-care are essential.

Fostering resilience in young children

Nurturing resilience in young children is paramount for their growth and development in a country and world filled with challenges. Ursula Assis, Country Director of Dibber International Preschools, sheds light on this crucial aspect of parenting, teaching, and early childhood education and development.

Assis explains that resilience refers to a child’s ability to respond positively to adverse events. While some may perceive resilience as an innate trait, she stresses that it can also be cultivated through cognitive, emotional, and social skills. “Resilience is not just about bouncing back from setbacks; it’s also about equipping children with the tools to navigate life’s uncertainties with confidence and adaptability," says Assis.

She suggests nine practical ways parents can foster resilience in their young children:

Setting boundaries: Assis advises parents to set boundaries and encourage independence in their children. Saying ‘no’ when appropriate and allowing children to tackle tasks independently instils a sense of self-reliance and responsibility.

Avoiding overprotection: while ensuring safety is essential, she cautions against overprotecting children. Allowing them to explore, experiment, and occasionally experience failure is crucial for their growth and resilience.

Asking empowering questions: Assis suggests asking ‘how’ questions to encourage problem-solving skills and a positive outlook instead of focusing on mistakes. This approach helps children develop resilience by shifting their perspective from dwelling on failures to finding solutions.

Encouraging healthy risk-taking: it is vital to encourage children to take calculated risks and step out of their comfort zones. By providing guidance on assessing risks and taking appropriate precautions, parents empower children to explore new opportunities confidently.

Positive communication: the tone plays a significant role in shaping children’s perceptions and responses to challenges, with parents encouraged to communicate positively and emphasise encouragement and support rather than fear or negativity.

Building strong family bonds: a supportive and loving family environment lays the foundation for resilience. Spending quality time together, fostering open communication, and nurturing emotional stability contribute to a child’s ability to cope with challenges.

Embracing mistakes: making mistakes is a natural part of learning and development. Assis advocates allowing children to make and learn from mistakes, emphasising that resilience is built through overcoming challenges.

Storytelling and inspiration: sharing stories of resilience and perseverance inspires children to believe in their abilities. Assis recommends storytelling as a powerful tool for instilling values of determination, passion, and resilience in young minds.

Providing unconditional support: while fostering independence, it should be stressed that parents need to maintain a supportive presence in their children’s lives. Knowing they have a reliable source of love and guidance gives children the confidence to navigate obstacles and seek help when needed.

In conclusion, Assis reiterates that parents play a crucial role in modelling resilient behaviour for their children. Parents can empower their children to thrive in adversity by incorporating these strategies into parenting practices. Dibber International Preschools is dedicated to supporting parents in fostering resilience and nurturing the next generation of confident, well-balanced individuals.

Basic Education

28 Changing the way we think about maths

PRACTICAL TIPS FOR HOMESCHOOLING

DEVELOPING GOOD STUDY HABITS

DEVELOP YOUNG MINDS

Changing the way we

think about maths

Focusing on STEM (Science, Technology, Engineering, and Mathematics), where mathematics serves as a gateway subject, Oxford University Press South Africa (OUPSA) acknowledges the impact of positive thinking and affirmation in mathematics to help boost learners' confidence. Nurturing such a growth mindset from a young age sets learners up for success and resilience in all aspects of their lives.

The Trends in International Mathematics and Science Study (TIMMS) confirms that mathematics is not a strong subject for South African learners. The study points out that among 64 countries, South Africa ranked third from the bottom in primary school level scores [at time of print]. Based on recent years’ National Senior Certificate (NSC) examination results, fewer than 20% of all our learners pass mathematics annually, meaning that 80% either don’t take pure mathematics as a subject or ultimately fail it. Of this 20%, many who take mathematics-related subjects in their tertiary studies also fail these. If Carol Dweck’s Harvard Business Review1 article likens a “growth mindset” to “individuals who believe their talents can be developed (through hard work, good strategies, and input from others),” how could it influence our learners’ mathematics performance?

“While a growth mindset can have different interpretations, the concept inherently incorporates considerations of well-being from multiple perspectives,” says Dr Michelle Septhon, Mathematics and Sciences Publisher at OUPSA. The Oxford English Dictionary defines “well-being” as the “state of being healthy, happy, or prosperous”. When considering the role of well-being in school performance, particularly in mathematics, anxiety and disengagement often arise from poor well-being among many learners. A 2020 study titled “Feeling Good and Functioning Well in Mathematics Education: Exploring Students’ Conceptions of Mathematical Well-Being and Values”2 suggests that there is a need for a better understanding of how to apply well-being in subjects.

“It's no secret that many of our learners struggle in mathematics, but can their performance improve by changing our approach as teachers and parents?” asks Sephton.

Internationally, Oxford University Press (OUP) recognises that students who are happy and healthy are more likely to continue their studies and be successful in their academic studies. Their multifaceted approach integrates educational materials, teacher training, and community engagement to inspire a love for mathematics that transcends the classroom.

“Mathematics is a subject that triggers a strong emotional reaction in many: feelings of inadequacy, failure, and even fear,” says Sephton. There are several facets to wellness in mathematics, including how we think about It and our self-talk around it. This not only holds for children but also for teachers and parents.”

“A mind shift can begin at a very early age,” adds Sephton. The way parents speak about the subject at home can provide opportunities to engage with mathematical concepts outside the classroom, thus making maths real and showing its usefulness in everyday life (something learners often ask). At the same time, using positive and affirming language can shape the way children experience mathematics. In this way, parents can improve their children’s ability to do well in mathematics.”

Make maths matter every day. Integrate mathematics into your family’s daily activities so that it’s easy (and maybe even unavoidable) for your child to engage in mathematics. This can range from including them when measuring ingredients for a recipe, budgeting for a family outing, talking about and calculating time, or incorporating mathematical puzzles and quizzes during game nights.

Be your child’s maths buddy. Supporting your child’s improvement in mathematics may require your active participation. This will involve overcoming your fear of mathematics and turning it into an activity where you can “figure it out” together. If your child starts explaining mathematics to you, it’s a sign of them gaining independence in this subject.

It’s okay to make mistakes. Often, your child’s hesitance stems from a fear of failure. Help them understand that making calculation errors is a natural part of the learning process and that being open to criticism is good. Mastering how to correct these mistakes offers a deeper level of understanding and demonstrates growth.

Use affirmation. Instead of just celebrating your child’s correct answers, make it a point to cheer them on their effort – and not their intelligence or correct answers. Words such as “I’m proud of you for not giving up” and “the more you practise, the more I can see you improve”. Highlight their capacity to analyse their methods and self-talk around their thinking by encouraging them to say things like “It’s okay. I will try again”, “I am going to figure this out,” or “Plan A didn’t work. I will try Plan B.”

1. Dweck, C. (2023) What having a ‘growth mindset’ actually means, Harvard Business Review. Available at: https://hbr.org/2016/01/whathaving-a-growth-mindset-actually-means.

2. Hill, Julia L., et al. “Feeling good and functioning well in mathematics education: Exploring students’ conceptions of mathematical wellbeing and values.” ECNU Review of Education, vol. 4, no. 2, 6 July 2020, pp. 349–375, https://doi.org/10.1177/2096531120928084.

https://nces.ed.gov/timss/

When we struggle, it feels easier to tune out and decide that mathematics isn’t for us. Still, by taking the small steps highlighted above, it is possible to change the way your child perceives mathematics and to change their narrative around it from one where it is a subject to fear, synonymous with failure, to one that builds their confidence and sense of achievement. This will spill over into other areas of their school career, positively affecting their mental health and setting them up for success in later life.

The challenges faced by South African learners demand a concerted effort to address the symptoms and the root causes of these challenges. There is no single solution, but parents, educators, policymakers, and community leaders are encouraged to unite in support of holistic educational practices that also acknowledge the intrinsic value of our children's (frequently neglected) mental health and wellness.

https://www.oed.com/dictionary/well-being_n?tl=true

https://www.researchgate.net/publication/342718974_Feeling_ Good_and_Functioning_Well_in_Mathematics_Education_Exploring_ Students'_Conceptions_of_Mathematical_Well-Being_and_Values

6. https://educationblog.oup.com/primary/could-student-wellbeing-belinked-to-academic-achievement

About Armscor

The Armaments Corporation of South Africa SOC Limited (Armscor) is an acquisition agency for the South African Department of Defence (DOD), and other organs of state. Armscor's mandate is to provide the armed forces with state-of-the-art defence matériel, delivering innovative defence solutions efficiently and effectively. The organisation manages the strategic capabilities of the DOD, producing research and vanguard technological solutions required to provide safety and security for South Africa, its citizens and the continent.

Youth Development Programme

Armscor’s Youth Development Programme (YDP) is a corporate initiative aimed at cultivating empowered youth that are socially responsible, productive and innovative. The YDP provides a wide range of opportunities and support to young people through targeted interventions, to acquire the necessary life and professional skills, receive study funding, offer internships and increase their employability.

YDP’s focus areas

Basic Education Level: includes high school careers fairs, Mathematics and Physical Science performance improvement drives and corporate social investment support.

Tertiary Level: includes offering an allinclusive bursary scheme to talented individuals to study full-time towards a degree in Science, Technology, Engineering and Mathematics (STEM) careers.

Post Studies Level: includes providing deserving students with the opportunity to obtain practical work experience related to their field of study. Armscor offers an intensive 24-month internship programme for graduates to gain meaningful workplace experience.

Careers at Armscor

Armscor offers the following career opportunities among others: Project/Programme Manager

Quality Engineering Specialist

IT Specialist

IT Systems Analyst

Computer Engineering

Ergonomics Consultant

Various vacancies are placed on the Armscor corporate website, visit www.armscor.co.za for more information. Follow Armscor’s social media platforms to stay updated on work opportunities.

Armscor Learning & Organisational Development 370 Nossob Street, Erasmuskloof X4, Pretoria, 0001

Republic of South Africa

Email: bursaries@armscor.co.za

Email: tdp@armscor.co.za

Email: careers@armscor.co.za

Tel: 012 428 1911

Practical tips for homeschooling

“Embarking on homeschooling is a decision that requires careful planning and a commitment to providing a complete educational experience,” says Colin Northmore.

Homeschooling as an educational pathway is growing substantially in South Africa for various reasons, including parents’ mobility, the individual needs of a student, and the lack of space at good schools in a given area. The prospect of homeschooling can be exciting and opens up many options for families, but it also needs thorough preparation and understanding before this approach is taken, in particular, the legal landscape.

Colin Northmore, Principal of Evolve Online School, a brand of private education provider ADvTECH, says parents should assess four key areas when considering homeschooling as an option.

1Navigating legalities

“Understanding and adhering to the legal framework set by the South African Schools Act is crucial. Parents must apply for permission to homeschool through the provincial education department,” notes Northmore.

“This process includes notification, registration, and presenting a detailed learning plan aligned with national education standards. Ensuring compliance with these laws legitimises homeschooling and sets a structured foundation for your child’s education. It can be daunting, but is easily solved if you choose a curriculum where your provider supplies the learning plan. A good online school will be able to assist parents and provide expert support in this regard.”

Curriculum selection and tailoring education to your child

Choosing the right curriculum is a pivotal step. South Africa offers a range of local and international curricula, each with a unique education approach.

“This is probably the most important step because it defines the limits and opportunities for your child. Parents should consider their child’s learning styles, interests, and future educational goals when selecting a curriculum. Additionally, integrating technology and various educational resources can enhance the learning experience, making it more engaging and comprehensive,” Northmore says.

Parents starting homeschooling in South Africa may need help understanding the differences between the offerings. Schools vary in how they deliver the curriculum, from only sending you the materials by post to conducting a full-time virtual school. Some provide qualified teachers and put children in small classes, while others adopt a lecture-style model with hundreds of children in the live session. Here are some questions you can ask to compare various offerings:

• What examination will my child write at the end of Matric? Is the provider registered with a recognised examining body, and did they have to undergo a quality assurance process to achieve that recognition?

• Will qualified teachers be managing my child’s learning? Are there live classes, and how many students are in those classes?

• How does assessment work?

• Does the provider use an innovative approach to teaching and learning? Will the curriculum provide a future-focused education for my child, and can the provider explain their approach?

• What technology will I have to buy, and how does the supplier integrate educational technology and apps into the learning?

• How involved will I have to be?

• Will my child be able to interact with their peers, and does the provider make any provision for social development?

• What if my child has a physical challenge or is neuro-diverse? Can the provider accommodate my child’s specific needs?

Creating an effective learning environment

Transforming a part of your home into a dedicated learning space is more than just a physical change; it’s about creating an environment that contributes to learning and growth.

Community engagement and support

Homeschooling isn’t a journey to be embarked upon in isolation. Joining the homeschooling community offers invaluable support and resourcesharing opportunities. From networking with other homeschooling families to seeking professional educational advice, these connections can significantly enhance the homeschooling experience. Additionally, enrolling children in extracurricular activities can ensure they develop social skills and explore various interests beyond the academic curriculum.

“Embarking on homeschooling is a decision that requires careful planning and a commitment to providing a complete educational experience,” says Northmore.

3

“A consistent routine that balances academic, physical, and creative activities is essential. Homeschooling offers the flexibility to adapt this environment and schedule to suit your child’s needs better – a significant advantage over traditional schooling methods,” notes Northmore.

“By understanding legal requirements, choosing the right curriculum, creating a nurturing learning environment, and engaging with the broader homeschooling community, parents can ensure a successful and enriching educational journey for their children. The essence of homeschooling lies in its adaptability and responsiveness to each child’s unique needs and aspirations, and its ability to offer a personalised educational pathway that can lead to profound personal and academic growth.”

matters mattersTech

According to the Bill of Rights, everyone has the right to basic and further education. How do we, South Africa’s citizens and the custodians of these rights 30 years later, ensure that the most seminal word – everyone –continues to be our focal point?

By Louise Schoonwinkel, Managing Director of Optimi Home

When the Bill of Rights was passed in February 1996, PCs were still being introduced into people’s homes, and the internet had only been commercially available for less than five years. We were a long way from the quantity and quality of educational resources, communications, and video conferencing platforms we have today.

In the nearly three decades since, however, technology has democratised access to education and inched us closer to ensuring that this right is possible for everyone. Through their extensive use of technical tools, alternative forms of education, such as homeschooling and online schooling, are playing an increasingly critical role in this space.

The role of technology

Technology consistently breaks down the barriers that exist in traditional education models. Today, learners can access lessons and learning material from internationally acclaimed teachers and world-class schools and universities easily and freely. They can use these resources to supplement what they are learning in school, to deepen their educational experience and understanding, and to give them a greater chance of success.

Technological advancements have also significantly impacted the integrity of assessments for distance learners. Now, learning organisations can control when learners access and upload their assessments, easily compare marks, and distribute reports.

Of course, this is not a universal experience in South Africa, and while there has been progress in the past 30 years, there is still room for improvement. Many learners remain hindered by the prohibitively high cost of data and the financial and logistical challenges in gaining access to a reliable device. These obstacles must be overcome to fulfil the right to education.

While homeschooling and online schooling are still relatively niche, they help serve learners with different educational needs.

Alternative forms of education put technology first

Homeschooling and online schooling have come to depend on technology to provide high-quality education to learners who don’t attend traditional schools.

Reflecting on the past, it’s worth mentioning how the government’s approach to homeschooling changed in the wake of democracy. Under apartheid, children were mandated to attend registered schools, and there was no provision for alternative forms of education. In 1996, however, homeschooling was officially recognised by law with the enactment of the South African Schools Act, and today, it is a regulated and respected education alternative. Online schooling has become increasingly common in recent years, especially since COVID-19.

While homeschooling and online schooling are still relatively niche, they help serve learners with different educational needs. Some live in remote areas without easy access to brick-and-mortar schools, while others are professional athletes, artists, and entrepreneurs whose work pulls them away from their educational commitments. Some are ill and physically unable to attend school full-time, and some learn better in individualised, focused environments.

Technology has helped homeschooling and online schooling providers to reach these children, no matter where they are in the country, and to tailor offerings to their unique requirements. Parents have an essential role to play here, of course, either facilitating the teaching themselves in the case of homeschooling or providing the technical resources necessary for online schooling. Virtual support is readily available in both instances should either parents or learners require it.

To fulfil the right to education, we must remember that not everyone has the same educational needs and preferences. Everyone should have the right, in other words, not only to education but also to be educated in the way that best suits them. The provision of robust educational alternatives is critical.

While there are still impediments to education in South Africa, homeschooling and online schooling, which use innovative technological tools, are helping to ensure that no child is left behind.

Why Optimi Publishing Assessments?

Our Publishing Assessments provides a complete collection of CAPS-aligned assessments for the entire academic year! We o er you a package that includes a range of tasks, tests, and examination papers, along with their applicable memorandums. You can look forward to substantial cost savings in 2024 since our assessments cover all the essential content for all grades whilst adhering to the correct standards.

Save your teachers time with our ready to use assessments, moderated by qualified teachers who are registered with SACE.

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Assessments cover all the required content for each grade and subject.

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Complete set of assessments, including tasks, tests, examination papers and applicable memorandums.

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Neurodiversity in the online classroom

It is estimated that at least 10% of South African children have neuropsychological challenges.

Neurodiversity, the range of different brain structures and chemistry which is found in the human population, includes people with autism as well as those with differences such as ADHD (attention deficit hyperactivity), dyslexia, OCD (obsessive compulsive) and sensory integration issues. Neurodivergent children may experience additional life trials regarding social relationships, communication, language skills, mood, motor coordination, attention, activity and sleep.

Worldwide, many neurodivergent children are included in the mainstream educational system, and neurodivergence is not synonymous with disability, though some children may need special accommodations in their learning environments. Tracy Fletcher Davies, a Clinical Psychologist at The Neurodiversity Centre in Cape Town, says, “The latest research is revealing that neurodiversity issues can co-occur and overlap and are not as stand-alone as we once thought. Other mental health concerns may present alongside neurodiversity challenges. Therefore, the experience of neurodiversity is highly individual and variable, and neurodivergent children may need different kinds of adaptations for them to succeed at school in both academic learning and social development.”

Koa Academy, an online school, has included neurodiversity training for its teachers and shares awareness of neurodiversity with parents and learners. Head of FET Academics at Koa, Jason Hutchison, says, “While Koa is not styled as an online school for those diagnosed with neurodivergence, we recognise that it is inevitable that neurodivergent children, parents and teachers will be represented in our school community. It is essential to have a school environment based on understanding, recognition, and tolerance because these factors are at the heart of social and self-acceptance. When we can recognise and understand those around us, we can maximise everyone’s potential. Embracing neurodiversity is not just for the neurodivergent; the neurotypicals play a key role in helping shape an ecosystem that is inclusive and welcoming of everyone.”

Is the online classroom better for neurodivergent children than traditional schooling?

While several studies have shown that neurodivergent children can improve their academic performance in more flexible online education, this is not necessarily the solution for every child and family.

Davies says, “What counts is the fit between the child’s needs and the school, whether that is online or traditional. Children have different needs for co-regulation, structure, choice, routine, sensory stimulation, lowered sensory stimulation, peer interaction, sport, visual or auditory learning choices. The answer lies more in how a learning environment incorporates

the child’s needs as opposed to whether the format is online or in-person. What I have found in my practice is that teachers can be powerful agents when it comes to meaningful inclusion, so it helps to have teachers who can recognise and accept neurodiversity. Many children who have found mainstream school overwhelming might well thrive in an online school where they engage from their own, controlled environment in smaller classes and follow personalised learning pathways. However, online school may limit opportunities for social and emotional connections, and it also requires greater parental oversight and support which is not feasible for all families. So, we need to be working towards greater understanding and acceptance of neurodiversity across all educational spaces.”

One is either neurodiverse or not

Hutchison says, “It is important to understand that neurodivergence is not a choice, it is not a disease, and it is not contagious. Neurodiversity is a physical difference in the structure of the brain and the chemistry involved. For example, those with autism have a more triggered amygdala, which is an emotional response and fear control centre. When people with autism become overstimulated, it triggers a response in a way that would be similar to a neurotypical person coming eye to eye with a hungry lion in the wild. The term ‘spectrum’ can also be misleading as neurotypicals may think that they might be a ‘little neurodivergent’. That is not the case - one is either neurodivergent or not. However, the characteristics, nature, and neurotypes of each individual classified as neurodivergent are unique. This means that the severity of the impact neurodiversity has on each person is different, and for some, the impact may be intense and debilitating, while for others, it can be a superpower or quirk that makes them interesting.

Those with neurodivergence can still achieve, meet deadlines, engage in classroom situations and discussions, and be positive, active members of society in various ways. Yes, there might need to be a shift in how we approach different situations to ensure everyone has an equal and equitable opportunity for success. However, that does not mean we need to lower our standards or expectations for those recognised as neurodivergent. Instead, we just need to ensure that everyone is provided with the level of support they need to reach the goals that are attainable for them. Neurodiversity should not be used as an excuse for not succeeding - that would be an injustice to both those recognised as neurodivergent and to the larger community who can derive benefits from the inclusion of unique perspectives brought by those who are neurodivergent.”

Tips for supporting neurodivergent children during schooling

Parents of neurodivergent children can consider these top tips from clinical psychologist Tracy Fletcher Davies to help support your child’s success through their schooling years.

1 Accessing support: from assessment to diagnosis, recognition, and intervention – helps people have support. A range of professionals can help families, including neurodiversity-informed psychologists, developmental paediatricians, neuropsychiatrists or paediatric neurologists, occupational therapists, and speech and language therapists.

2 Identifying the most pressing needs at each developmental stage: the needs of a neurodivergent child evolve over the school years. Working with your professional support and educators, the team around your child helps identify your child’s current challenges and implement appropriate strategies as needed. These might include targeted interventions from time to time, such as speech and language support, occupational therapy, implementing environmental adaptation techniques or employing a multidisciplinary support strategy.

3 Meeting education needs: many considerations are involved in school choice, including your child’s sensory profile, communication preferences, social barriers or needs, specific learning strengths and differences, and any additional cooccurring learning conditions. Parents need to consider executive functioning support so their child is more adept at planning, time management, and emotional regulation. A good idea is to encourage the school and teachers to consistently seek opportunities for your child to learn through their interests and strengths.

4 Encouraging a positive neurodivergent identity: helps to focus on appreciation of the gifts and strengths of having a neurodivergent child in the family. Parents can consider what quality of life, happiness, and joy mean for each person rather than what mainstream society perhaps considers acceptable. Be open to shaking up all the constructs of what independence, success, love, and meaning look like, and listen to your child’s unique voice.

5 Finding community and being part of the change: as awareness grows, it is hopefully becoming easier for parents of neurodivergent children to join an affirming neurodivergent community while also nurturing happy, healthy relationships with neurotypical family and friends. Many parents of neurodivergent children find purpose in working together to promote a more inclusive society and help remove barriers to meaningful inclusion.

www.koacademy.com

... the needs of a neurodivergent child evolve over the school years.

DEVELOPING

good study habits

One of the most important skills to develop in high school is learning how to study effectively, with future higher education success in mind, an education expert says.

Effective time management is pivotal in the high school setting and beyond.

“For many high school students, the focus is almost exclusively on doing well in their next exam by trying to master their work in whichever way possible. While it is, of course, important to try and perform optimally during exams, the more fundamental skill to master during your high school years is the ability to study effectively while the workload is still relatively contained,” says Dr Linda Meyer, MD of IIE Rosebank College.

“High School is a phase filled with advanced subjects, increased independence, and personal accountability. This is the time to establish strong study habits, not just for high school success but as a foundation for future academic endeavours, especially in university.”

Dr Meyer explains that high school should be viewed as a stepping stone that prepares students for the challenges of higher education and, ultimately, a successful career. She says this is the time to develop those skills and habits that will stand you in good stead for the rest of your life.

“The shift from a structured high school environment to the more independent and self-directed university world can be a game-changer. This is where the study habits you developed in high school come into play, helping you meet the higher expectations and increased learning demands of university life.”

Dr Meyer says there are several foundations which support effective study habits, and parents and teachers should assist students in developing these. They include:

Introspection and adaptability

Understanding one’s learning preferences and needs is the cornerstone of effective study habits. High school students should self-assess or seek support to identify their learning style, whether auditory, visual or kinaesthetic. Tailoring study methods to these personal inclinations can significantly boost comprehension and retention. It is also well worth the investment to attend a suitable study methods workshop early in one’s high school career.

Mastering time management

Effective time management is pivotal in the high school setting and beyond. It involves prioritising academic tasks, setting achievable goals, and crafting a balanced schedule accommodating studies and personal time. The discipline of managing time efficiently in high school sets the stage for success in the more unstructured university environment.

Engagement and interaction

Active engagement with study material through summarisation, questioning, and peer teaching enhances understanding and memory. High school students should be encouraged to explore beyond passive reading and engage in interactive and dynamic study practices.

Collaborative learning

Recognising the value of seeking assistance and engaging in group study can greatly enrich learning. Collaboration with peers introduces multiple perspectives and problem-solving approaches, enriching the educational experience.

Routine review

Consistent, daily revision and practice reinforce learning and prevent the need for last-minute cramming. Establishing a habit of regular review in high school aids in the long-term retention of information, a practice that proves invaluable in university studies.

“Implementing effective study habits involves a commitment to gradual change and flexibility. High school students might start by setting specific goals for each study session or experimenting with various learning strategies to discover what works best. Continuous self-reflection on the effectiveness of these strategies is critical to ongoing improvement,” Dr Meyer says.

“Good study habits established in high school do more than prepare students for academic success in university; they equip students with skills applicable to various aspects of life, including professional and personal challenges. These habits foster a mindset of lifelong learning and adaptability, which are essential for success in a world where the future is unpredictable.”

Dr Meyer says this is why high school presents a pivotal opportunity for students to build and refine their study habits, setting a solid foundation for university and beyond.

“By recognising the value of this period and actively working to improve their learning techniques, students can ensure a smoother transition to higher education and set themselves up for a successful academic and professional future.”

5 month study

prep guide for matric 5 month study

“Matric exams are crucial as they often determine your overall academic performance and can significantly impact your future educational and career opportunities. These exams not only test your knowledge and understanding of the subjects studied throughout the year but, directly or indirectly, also develop important skills such as critical thinking, time management, and problem- solving.”

He advises students to implement a five-month plan to organise their study routine and help them stay on track so that they will be ready and confident by the time the final exams arrive.

“Five months might feel like you still have plenty of time, but the reality is that if you aren’t yet in a comfortable habit of studying based on a revision plan, time

JUNE: organise and plan

“With five months to go, you still have time to set clear goals and understand your objectives. You should use this time to identify the grades you want to achieve and the subjects you need to focus on. Create a study schedule to ensure that you plan your time effectively, and develop a realistic study schedule that covers all subjects, balancing schoolwork and personal time,” says Kriel.

“The most important approach, however, is to stick to the schedule as at this stage consistency is crucial. You should also use this time to gather resources and materials. This may include all necessary textbooks, notes and any additional resources such as past papers. It is also crucial that you seek help now if there are topics you find particularly challenging.”

JULY: build a strong foundation

“With only four months to go, you should focus on active learning techniques such as writing down key concepts and points in your own words to reinforce learning,” says Kriel.

You can also consider study groups since studying with peers can provide new insights and make learning more enjoyable.

“Regularity, consistency and sticking to your plan are key. It is also now a good time to complete past papers or sample questions to get familiar with the exam format and timing and to help you focus on aspects that you have not yet mastered.”

SEPTEMBER: intensive review

The preparation pace must now increase and become laserfocused on the exams which are two months away.

“It would be a good idea to practise and review by taking fulllength practice exams under timed conditions, as this builds exam stamina and time management skills. Critically go through your answers to understand what you did well and where you can improve, and focus on these areas now.”

AUGUST: deepen understanding

With three months to go, and if you met your deliverables in the previous month, you would now have a good idea as to where the gaps are, notes Kriel.

“The time is now to focus on weak areas to regularly assess your progress and keep identifying areas where you struggle. Spend extra time on these weak areas and use a variety of study methods like flashcards, mind maps and educational videos to keep things interesting and deepen your understanding.”

OCTOBER: final preparations

It is the big month and time for final revisions. This month you must focus on reviewing the most critical concepts and information in each of your subjects. However, avoid overloading yourself. Short, focused review sessions are more effective at this stage.

“As your first paper approaches, you need to sort out the actual exam logistics as well,” says Kriel. “Get a good idea of your exam schedule and plan your exam days to avoid last-minute stress. Ensure that you have all necessary supplies such as pens, pencils, calculators, and your ID. If you put in the work over the past five months as outlined above, you can be confident that you have prepared to the best of your ability, so aim to keep a positive mindset and belief in yourself.”

Higher Education

50 UMP: developing critical thinkers to enact positive change

LIFE AFTER MATRIC APPLYING TO UNIVERSITY

ENABLE CAREER PLAN

Enter a world of

creative minds

For over a decade, the Cape Town Creative Academy (CTCA) has stood at the forefront of high-quality education tailored to the creative industries.

The Cape Town Creative Academy (CTCA) is not just an educational institution; it is a crucible for innovation and artistic development, providing students with a diverse array of skills that prepare them for the multifaceted world of creative industries. Offering registered and accredited degree programmes in Communication Design, Contemporary Art, Interaction Design, and Motion Design, CTCA equips students with skills deemed essential by the World Economic Forum: complex problem-solving, critical thinking, creativity, emotional intelligence, teamwork, and cognitive flexibility.

Students thrive in an environment that encourages self-expression and creativity.

Offering registered and accredited degree programmes in Communication Design, Contemporary Art, Interaction Design, and Motion Design, CTCA equips students with skills deemed essential by the World Economic Forum: complex problemsolving, critical thinking, creativity, emotional intelligence, teamwork, and cognitive flexibility.

The CTCA's creative hub offers an excellent education experience; students interact with artists, designers, and international visitors in the vibrant Silo District.

Cultivating creative excellence

CTCA emphasises personalised education, ensuring that students hone their unique talents under the guidance of experienced academics, practitioners, and technical specialists. This approach prepares graduates for sustainable careers in the creative sector. "Achieving high employment rates for graduates is a key priority," says Francisca Gebert, CEO of CTCA. "We evaluate our programme outcomes against global standards of competence and the ever-evolving demands of the job market to ensure education is directly aligned with career opportunities. We cherish and support our students’ individual journeys, recognising their unique talents, interests, and goals."

The perfect backdrop to creativity

Combining state-of-the-art technology with timeless techniques, students master creative problem-solving using the latest software, photography, 3D printing, traditional printing, animation, and more. The fully equipped Makers Lab provides hands-on experience in making, moulding and sculpting. CTCA’s holistic approach ensures students are versatile and well-prepared for the evolving creative landscape, fostering innovation and artistic excellence in every discipline.

Located in the vibrant Silo District at the V&A Waterfront, CTCA provides an ideal environment for creative growth and international orientation. The Academy's modern and spacious classrooms in the Silo District adjacent to the Zeitz Museum of Contemporary Art Africa (MOCAA), offer students exposure to design, architecture, and contemporary art within a secure setting. The magnificent views of Table Mountain and the bustling harbour further enhance this stimulating learning environment, where students can create, meet, and exchange ideas.

Surrounded by creative studios and talented contemporary artists, designers, and product designers, students gain invaluable insights into the world of African art and culture. Students interact with artists and international visitors, enriching their educational experience within this creative hub, which bolsters the city's reputation as the World Design Capital (2014).

A balance of study and lifestyle

The campus is easily accessible, located near shops, restaurants, and banks, with MyCiti bus stops conveniently positioned in front of the building. Students develop their artistic talents within a safe and secure environment while maintaining a healthy balance between study and lifestyle. The Silo District features a state-of-the-art fitness club, a pool, and dedicated cycle trails and running paths. "We are privileged to offer our students world-class amenities that match our programme quality in this prominent creative hub," says Gebert.

Email: info@ctca.co.za

Address: Silo 5, 2nd Floor, Silo Square, South Arm Road, V&A Waterfront, Cape Town www.creativeacademy.ac.za

The campus next to the Zeitz Museum of Contemporary Art Africa (MOCAA) –a dynamic location underscoring the artistic approach of CTCA.

Modern and spacious classrooms on the second floor in Silo 5, located in the heart of Cape Town’s creative V&A Silo District.

UMP: developing critical thinkers to enact positive change

Prof Thoko Mayekiso, Vice-Chancellor at the University of Mpumalanga (UMP) talks to Future SA about the impressive growth of UMP, a university committed to quality learning and enabling holistic socio-economic change.

Why is the University of Mpumalanga an institution of choice for prospective students?

UMP provides students with an environment that is conducive to teaching and learning. The teaching is conducted in state-of-the-art facilities and uses the latest technology to enhance teaching and learning. The academic staff are well qualified in their disciplines and professions and 55% have doctoral degrees.

UMP seeks to produce graduates who are intellectually curious, independent, creative and critical thinkers who can innovate by applying their knowledge and skills to the solution of novel as well as routine problems for sustainable development.

As someone who has spent decades in the higher education sphere, what advice would you give to the following?

Prospective students applying to university: I would encourage them to apply to UMP as we are committed to access for success. Our pass rate of between 80-85% is higher than the national norm. They will experience not only quality academic programmes but also exposure to a diverse range of co-curricular activities.

Current students: I would advise them to use their time at UMP productively, be bold in their intellectual pursuits and participate in co-curricular activities.

Post-grad students: I would advise post-graduate students pursuing research degrees to select their research topics and their supervisors very carefully to ensure the best fit with their interests.

Describe student life on campus.

The UMP philosophy on student life: the University of Mpumalanga understands that students, by their very nature, are vibrant beings and require an environment that promotes vibrancy. UMP is conscious of this need and has, over the years, committed itself to ensure that a vibrant student life is promoted through different avenues and/or focus areas, such as living and learning activities in the residences, recreational and cultural activities, sporting activities, personal development activities, etc.

Student life on campus: the University continues to create a dynamic student life on campus, promoted primarily through the creation of a co-curricular environment. The University has appointed a number of Resident Student Assistants (RSAs), who are mainly senior students, to drive activities in the residences. This includes social clubs, events, support services, and community building programmes and activities. The programmes are targeted at the entire student community on campus, including those staying in the accredited private accommodation. The RSAs lead the resident students in the development of living and learning programmes organised through the residences where all students are able to participate. The University’s approach is to also provide convenience, comfortable, and healthy lifestyle benefits for today’s students. Students are able to make use of the shared/ common spaces for continued academic and social engagement among themselves. These common spaces are discussion spaces, study rooms, games rooms, courtyards, etc. which are available in the residences. Our residences are designed in a manner that allows students to continue with their learning after their lectures have ended in the lecture venues. The availability of Wi-Fi access across the campus and the availability of computer labs on a 24-hour basis mean that students can continue with academic work as and when they wish. This architecture is one that befits a 21st century institution that responds to a vibrant student life on campus.

Facilities and activities that the university offers to enhance the student experience: we provide a range of facilities to enhance the student life on campus. There are many sporting facilities, ranging from soccer fields, courts for netball, basketball, volleyball, tennis, and rugby field. All are state-ofthe-art modern facilities. UMP prides itself on its athletics tartan track, which has eight tracks. Our tartan track is rated by the International Association of Athletics Federations (IAAF) as Class B. This is a major achievement for the University in terms of its high quality facilities and students greatly enjoy it. There is also a medium-sized gym on campus which our students also appreciate very much.

It should be emphasised that the University understands the importance of the provision of health services for the wellbeing of students. We have two campus clinics, one at each of the two campuses. The clinics are run by professional nurses to ensure

that students receive the health services that they deserve. We also have a Student Counsellor who is a Clinical Psychologist to provide the much needed counselling support services for our students.

It is our understanding at UMP that when students are on campus, they need to feel that they are in a home away from home. The University has a number of catering facilities for students, which include a coffee shop, two modern tuckshops, a 250 seater medium-sized dining hall and the main 750 seater state-of-the-art dining facility which provides modern amenities and dining facilities for students.

Our students who stay at the accredited private accommodation facilities in and around the city of Mbombela, enjoy the available drop-off facility, which the University has constructed for students’ use. This is to ensure that when students come to the campus they are dropped off at a safe facility, which also gives them the dignity they deserve. This facility is also a pick-up point for students when they go home after classes.

Students at UMP are actively involved in a number of activities/ events as part of their vibrant student life. The University hosts, on an annual basis, a fun walk/run which has become very popular among staff and students. This fun day provides an opportunity for staff and students to participate in a 3km walk or a 5km run, all in the name of fun and wellness. The University also hosts two Sports Days on an annual basis, one at each campus in one semester. The Sports Days provide an opportunity for students to showcase their skills in sports such as netball, volleyball, soccer, basketball, tennis, rugby, athletics and indigenous games, among others. Students love these games and come and participate in large numbers.

In other to promote student participation in co-curricular activities, the University hosts a Co-curricular Awards Gala Dinner annually. This prestigious event provides the University Management with an opportunity to recognise and award students who excel in co-curricular activities at the University. Every student wants to win an award during this prestigious event. There are a number of categories under which students get recognised for their excellent performance and they get awards.

Popular clubs/organisations on campus: the University uses the system of Student Societies as a platform through which students get involved in activities tailored to their social and cultural interests and performance. On average the University has about 20 active Student Societies each year. Students take advantage of the opportunity to participate in these societies as practice for taking on different roles and responsibilities such as supporting fellow students, promoting community engagement initiatives and projects, etc. The popular Student Societies include, but are not limited to ENACTUS, the UMP

Choir, Inkanyezi, a Student Cultural Society that promotes the different cultures that are available on campus, the Rainbow Alliance, a Student Society that advocates for the LGBTQIA+ community, the Student Gender Society, which focuses on gender awareness, a critical area that needs continued attention at universities and communities across the country. The Peer Educators is another famous Student Society that promotes different campaigns on campus that focus on healthrelated matters. They work closely with the Mental Health Ambassadors, under the guidance of the Clinic, to promote mental health awareness campaigns. We also have the Disability Ambassadors Student Society which deals with matters of disability on campus. These are some of the Student Societies that are very active on campus and advance the support for students at different levels.

One can conclude that the provision of a vibrant student life is considered critical at UMP, and we understand that vibrancy is the name of the game for young people.

reflected in its mission, “To offer high quality educational and training opportunities that foster the holistic development of students through teaching and learning, research and scholarship, and engagement, in collaboration with strategic partners”. The University of Mpumalanga, is committed to the holistic development of students, and to enabling them to realise their potential in the full spectrum of cognitive, social, aesthetic, physical, and personal dimensions in pursuit of democratic citizenship. There is a clear commitment to offer our students a life-changing experience through high-quality curricula and co-curricular programmes, which promote the principles of excellence, free enquiry and academic integrity. We are guided by the principle of access for success to foster a positive learning experience and outcome for our students. We have introduced a number of initiatives to create a conducive learning environment such as mentorships, tutors and peer helpers.

UMP is a comprehensive institution offering 74 qualifications from Higher Certificates to Doctoral degrees.

As a fairly young institute, which has grown immensely since its establishment, what edge does this give UMP in terms of courses offered, infrastructure and available resources for the student of today?

The University of Mpumalanga prides itself on providing access to higher education to students who previously would not have had such access. It is positioning itself as an African university rooted in its home province of Mpumalanga. As such, the University is responsive to its immediate political, socioeconomic, geographical and historical context as well as to its place in the world. It embodies the ideals and aspirations of an inclusive, non-racial, non-sexist, transformed and democratic South Africa.

The University of Mpumalanga was intentional from the outset that it would become an authentic African university. Not just a university located geographically in Africa, but a University that recognises, affirms and embeds the African experience and context in the academic project. A University that embraces, celebrates and upholds African values and epistemologies. As

As informed by our educational philosophy, our teaching is theoretically informed, pedagogically appropriate and sensitive to diversity in all its forms in the educational environment. Our teaching emphasises the interconnectedness of teaching and learning, research and scholarship, and engagement. The curricula and co-curricular activities expose students to different ways of knowing and to the value of the indigenous knowledge system (IKS). Linked to this educational philosophy is the adoption of humanising pedagogies to prepare students for the everchanging and dynamic world in which they find themselves.

In terms of programmes/courses, which fields does UMP excel in for undergraduate and postgraduate levels?

UMP is a comprehensive institution offering 74 qualifications from Higher Certificates to Doctoral degrees. These programmes cover, broadly: Agriculture; ICT; Natural Sciences: Education; Law; Humanities; Social Sciences; Development Studies; Economics and Hospitality Management. UMP is doing well in all the above fields of study.

What surprises you most about the growth of

UMP?

The huge demand for places at UMP. At the start of 2024, we received over 100 000 applications for 3 200 places at firstyear level.

How does the university balance its offerings with the needs of today i.e. skills required in an ever-evolving world, innovation to address realities etc.?

The University is informed in developing its qualifications by its context locally, nationally and globally. It is informed by the National Development Plan, the Sustainable Development Goals and the Scarce and Critical Skills.

How

do you see the role of the higher education sphere, and graduates shaping the future of SA?

The higher education sector plays an important role in shaping the future of SA through educational and training programmes. UMP has identified the following graduate attributes as its value proposition:

Resourceful, responsive and responsible

Critical thinking skills and knowledge

Resourceful, responsive and responsible Critical thinking skills and knowledge Innovative and entrepreneurial

Innovative and entrepreneurial communicators

Tell us a bit about the research collaborations UMP is undertaking with global partners?

We have established 35 partnerships with international universities: 11 in Europe; 4 in North America; 2 in Australia; 9 in Asia and 9 in Africa. Our students are participating in international forums, where they have excelled, through these partnerships. In December 2022 and June 2023, our students presented papers at international conferences at the University of Agronomic Sciences and Veterinary Medicine of Bucharest, Romania. Two of our students spent 6 months of a Study Abroad Programme at the FH JOANNEUM University of Applied Sciences in Graz, Austria. In 2022, our students won the Best Pitch Award, at the Asia Pacific University of Technology and Innovation in Kuala Lumpur, Malaysia. In May 2024, our students won the vertical on Health and Wellness, as part of the University Incubator Consortium (UNIIC) Ideathon 2024, under the auspices of the Palawan State University, Puerto Princesa, Philippines.

High unemployment rates continue be a challenge. How are UMP’s courses/offerings enabling employment opportunities for graduates?

All the Diploma programmes offered have a period of 12 months Work Integrated Learning (WIL). The University has established a Students and Graduates Placement Unit that works very closely with potential employers to enhance the employment readiness of our students. Once a year the Students and Graduates Placement Unit hosts a Career Expo that is attended by our students, alumni and potential employers such as the SETAs; Halls and Sons Company; the Agricultural Research Council; Mpumalanga Economic Growth; Overseas Visitors Club); South African Bureau of Standards; South African National Biodiversity Institute and Rainbow Chicken Limited Foods.

The University has the 4-star Tfokomala Hotel and Conference Centre that is used to provide experiential learning opportunities to students registered for the Diploma in Hospitality Management and Diploma in Culinary Arts.

Additionally, the University has established a Centre for Entrepreneurship Rapid Incubator which plays an important role in inculcating the entrepreneurial mindset in students. The Centre plays a pivotal role in fostering a climate of entrepreneurship. It helps students to test the viability of their ideas, pitch to potential investors, grow their business ventures and address challenges faced. This is intended to develop students as entrepreneurs so that they can establish their own businesses.

PROF THOKO MAYEKISO

Ethically and socially aware change

Ethically and socially aware change agents

Vice-Chancellor at the University of Mpumalanga (UMP)

Q

uestions

to ask yourself before applying to tertiary institutions

Does the university/ college offer the courses I am interested in?

Are the courses accredited?

How much does it cost to study here?

Can I be funded fully or partially via a bursary at this institution?

What are the admission requirements for courses of choice?

What career options do I have with this degree/ diploma?

From a location perspective, will I be okay being far away from home?

What is the environment like on campus? What sort of activities or clubs are on offer?

Is the institution located near public transport routes?

Does the institution offer residence options, or would I be required to find my own accommodation? Does the university cafeteria cater for my dietary requirements?

Life

Lifeafter Matric

The Matric exams are the most important and challenging assessments for South African learners. They are the culmination of 12 years of schooling and the gateway to higher education and career opportunities. However, not everyone who writes these exams will pass or achieve the results they hoped for. While this is a setback, learners need to know that they still have options, an education expert says.

A vocational course will allow you to step into the job market after completion.

“If you are one of those learners who did not pass Matric or did not get the exemption you needed, you may feel disappointed, discouraged, and hopeless about your future. You may think that you have no options left and that your dreams are shattered. But this is not true,” says Siyavuya Makubalo, Marketing Manager at Oxbridge Academy.

Stay positive and remain proactive

The most important first step for those worried about their results is to stay positive and remain proactive.

“Many people are unaware that there are different study options, especially vocational ones that are sought after in the job market, which don’t need a Matric certificate. If you can bounce back from this challenge and promise yourself not to neglect your education but instead work hard towards a goal you can be enthusiastic about, you have a formula for success on your hands,” says Makubalo.

The following options are flexible, affordable, and accessible, and they can help you achieve your full potential:

“There is life after Matric, and there are many ways to continue your education and improve your prospects, even if you did not pass. You do not have to give up on your goals or settle for less than you deserve. You can still pursue your passions and interests and acquire the skills and qualifications you need to succeed in the 21st Century,” she says.

Rewriting certain subjects: If you did badly in only one or two subjects, it is an option to rewrite those subjects you didn’t pass or those in which you want to get higher marks.

Repeating matric: If you fail or don’t qualify for Matric exemption, you can still finish your Matric through distance learning. This option is cost-effective, can be done from your own home (which means that you don’t have to go back to school), and learning materials are easy to use and understand. If you go this route, make sure that you find a good institution with consistent support available to ensure you can make a success of your studies.

Complete a bridging course or similar qualification: An intro to N4 course is similar to a bridging course, as it allows you to advance to N4, N5, and N6. After completing N6, you can apply to the Department of Higher Education and Training for a National Diploma, provided that you have gained 18 months of relevant practical experience. Passing an N4 level qualification is equivalent to a Matric, and continuing through N4 to N5 will make you more employable than someone who only has a Matric certificate.

Enrol for a vocational course: A vocational course will allow you to step into the job market after completion. It provides the specific skills and theoretical knowledge required in fields such as project management, health and safety, logistics and supply chain management, and contact centre operations. All of these courses can be completed without having a Matric certificate and through distance learning, which means that you can even start earning while you’re learning.

Enrol for an occupational certificate: An occupational certificate is a qualification that is awarded to individuals who have demonstrated competence in a specific occupation or trade. It is a nationally recognised qualification that is based on industry standards and is designed to equip learners with the skills and knowledge needed to succeed in a particular occupation. In South Africa, occupational certificates cover almost all sectors including agriculture, business, construction, education, health, hospitality, manufacturing, mining, and transport.

“While disappointing, failing or doing badly in Matric is not the end of the road for you or your aspirations,” says Makubalo.

“There are many options available to you if you did not pass Matric, or if you want to improve your results. You do not have to let your past define your future, and you can still achieve your goals and dreams, and make a positive contribution to society.”

Applying to university

We all know that getting into university is a challenging experience. Limited spaces make it competitive, results and high fees are just some of the challenges. Elijah Moholola, Spokesperson for UCT, shares some insights about applying to university, specifically UCT.

Universities have limited spaces. What is required to give prospective students an edge in attaining an acceptance letter?

UCT receives a staggering number of applications each year, surpassing 90 000. However, the university can only accommodate a fraction of these applicants, with just 4 500 available first-year places. This intense competition underscores aspiring students’ challenges in securing admission to UCT.

To be considered for admission to a programme, an applicant must first meet the eligibility criteria. As an undergraduate applicant to UCT, it is crucial to understand and fulfil specific requirements. National Senior Certificate (NSC) applicants aiming for higher certificate, diploma, or degree programmes must have fulfilled the NSC requirements for such endorsements.

Admission Points Score (APS) is important in enhancing the likelihood of acceptance into a specific programme – the higher the APS, the greater the chance. However, this is contingent upon the limited number of available spaces and is relative to the performance of other prospective students applying for the same limited positions. The percentages attained in NSC examinations, encompassing both preliminary and final assessments, are directly translated into admission scores, with each percentage equating to a corresponding score.

When evaluating an admission, the cumulative scores of six subjects are considered, excluding Life Orientation, but including English and any mandatory subjects for the relevant programme. For instance, in a programme where Mathematics and Physical Sciences are prerequisites, scores for English, Mathematics, Physical Sciences, and the next three highestscoring subjects (excluding Life Orientation) are amalgamated to compute the NSC score towards the APS. It’s imperative to note that results below 40% in any subject do not contribute to the overall score.

If students are not accepted into their primary choice of study, what advice would you give them?

UCT offers a range of undergraduate academic programmes within one of our six faculties: Commerce, Engineering and the Built Environment, Health Sciences, Humanities, Law and Science. They each offer an internationally recognised qualification at one of the world’s most beautiful and diverse campuses.

Applicants may apply to two programmes, and their first choice must accumulate more points than their second choice when making their selections. This strategy increases their chances of being accepted into their preferred programmes.

Unemployment is a serious challenge. What are the local trends in terms of choosing a course of study that will enhance employability?

UCT alumni remain among South Africa’s most soughtafter graduates, with one of the country’s highest graduate employment rates. Our students are often recruited directly into the private and public sectors, thanks to the sterling work undertaken by UCT’s Careers Service unit, which connects employers with future graduates. Career advice is available to all UCT students and remains free for three years after graduation. We also support student entrepreneurs who want to develop their own businesses.

In a highly competitive context, employers value graduates who have developed and acquired attributes and skills that enable them to contribute to their growth and sustainability.

In 2023, the UCT Careers Service surveyed several companies and asked them to rank the skills of the future and provide insights into sought-after graduate attributes. The top responses were as follows.

Skills

These abilities can be developed and acquired through training, practice, and experience. They are discipline – or jobspecific, transferable, and applicable across multiple contexts.

• Critical thinking – the ability to think clearly and rationally, using logical reasoning and understanding biases.

• Communication – the ability to communicate orally, in writing, or via electronic means.

• Mental flexibility is the ability to translate knowledge to different contexts, be adaptable, and learn.

• Teamwork – involves working collaboratively with others to achieve a goal.

• Planning and ways of working – involves the ability to plan and prioritise your workload.

• Critical thinking is the ability to evaluate and draw conclusions from information, find sustainable solutions to complex problems, and make decisions.

• Complex problem-solving: the ability to use appropriate knowledge and skills to identify, formulate, and solve complex problems to reach conclusions.

• Judgement and decision-making – the ability to apply appropriate methodologies to define and deal with situations in a professional manner.

Students and prospective applicants must apply to as many funding sources as possible.

NSFAS funding UCT GAP funding

NSFAS funds first-time and continuing students from households with an annual income of no more than R350 000.

Other funding

Attributes

These are the broader qualities that one develops through their more comprehensive educational experiences. They enable graduates to be successful in their careers and contribute to society. They are not only linked to discipline-specific and technical skills.

• Emotional intelligence involves being self-aware and reflective, flexible and resilient, accepting and giving constructive feedback, acting with integrity, and taking responsibility for one’s actions.

• Valuing cultural diversity – being able to understand, accept and respect diverse cultures when making decisions.

• Resilience – the ability to bounce back from difficulties, face and overcome challenges, and be strengthened by them.

• Confidence – being self-assured in one’s own abilities and ambitions; being engaging and positive.

• Curiosity – eager for opportunities to learn, reflect and apply new knowledge and skills.

Funding is an issue for many students and aspirants. What are some ways that students can overcome this hurdle?

UCT’s provision of student financial assistance is one of the cornerstones of our transformation initiatives to assist academically and financially deserving students. In our commitment to helping as many deserving students as possible, our projection for 2023 shows that key financial aid sponsors spent at least R1.7 billion (unaudited) in support of UCT students.

Students and prospective applicants must apply to as many funding sources as possible.

UCT financial assistance falls into various categories:

UCT offers GAP funding, a financial assistance programme for the “missing middle”, ie students from families with an annual household gross income above the NSFAS threshold of R350 000 but no more than R600 000 per annum. GAP funding is exclusively financed by UCT under the funding policy terms.

UCT sibling rebate bursary

The UCT sibling rebate bursary programme reduces tuition costs for undergraduate siblings who do not qualify for NSFAS financial aid or UCT GAP funding. It is for students from families with a combined annual household income of between R600 000 and R750 000 per annum who have two or more undergraduate siblings at UCT at the same time.

Qualifying students are eligible for a bursary equivalent to 20% of the tuition fee for the year.

Funding from corporations, non-governmental institutions, sponsors, and other key funders is provided directly to eligible students but is administered with the assistance of UCT, as the university offers all the necessary documents (e.g., academic transcripts and fee statements) and other information required by the funders.

we’re changing the world Changing the way

It’s a truism to say that change is the only constant. However, with inequality and instability growing, and worsening climate change, the requirement to foster inclusive societies is more pressing than ever. We need new solutions and new systems for longstanding problems. It is heartening that in the current global context, the voices of the Global South, including Africa, are becoming louder, stronger, and more potent. We believe it’s critical to elevate these voices because we understand our context best and, by bringing diverse perspectives to global issues, we can design better solutions. The Bertha Centre for Social Innovation & Entrepreneurship, Africa’s first specialised centre dedicated to advancing social innovation and entrepreneurship, supports the development of local knowledge.

Dr Solange Rosa, Director, Bertha Centre for Social Innovation & Entrepreneurship, UCT Graduate School of Business

The Bertha Centre pursues social impact for social justice through educating, researching, convening, catalysing and advocating with a systems lens on social innovation. We help changemakers mainstream social innovation in various sectors and work to transform resource allocation from a financial profit logic to one that values sustainable social impact. We partner to leverage social innovation and a systems perspective to transform health, education, finance, climate justice, governance and youth development.

Visit the Bertha Centre website here (https:// gsbberthacentre.uct.ac.za) or scan the QR code next to this for more information. You’re also welcome to email berthacentre.gsb@uct.ac.za and follow us on social media to stay connected.

One of the Centre’s key projects is the Changemakers Programme in partnership with Solution Space. Hosted in the community of Philippi out of UCT’s satellite campus Philippi Village, the Changemaker Programme is a 2-month interactive social entrepreneurship programme for young people not in formal education, training, or employment. The programme, which has run annually for three years, focuses on developing social entrepreneurship skills, anchored in the development of an entrepreneurial mindset. Skills are built and developed through the delivery of 3 core modules: social entrepreneurship, sports for development, and mental health.

“Africa’s many pressing socio-economic and environmental challenges need urgent solutions, and tackling these issues requires a special brand of innovation and entrepreneurship. Creative, out-of-the box thinking, at a systemic level, to deal with the problems and potential solutions is also imperative.”

Due diligence checks must go beyond credentials

The distance learning sector in South Africa continues to grow as prospective students seek alternative pathways to costly full-time, in-person university studies. But with this growth has come the proverbial explosion of offerings on the market, many of which cannot deliver on their promises.

While prospective students have always been advised to ensure proper due diligence, particularly checking an institution’s credentials, an expert says that is insufficient to ensure a successful study experience.

Siyavuya Makubalo, Marketing Manager at Oxbridge Academy, says prospective students should check an institution’s registration and accreditation first. Things that don’t look good should immediately be removed from the list.

However, in addition to this first non-negotiable, there are other steps prospective students must take to vet an institution.

Reputation & track record

Commitment to student success

Logistical aspects

Return on investment

Research the institution’s reputation and track record. Seek out colleges with a proven history of student success who can regularly showcase alumni and their success stories. Institutions prioritising academic excellence and promptly providing work-focused materials are more likely to support your learning journey effectively.

Try to contact current and past students and speak to them about their experiences. Ideally, the institution should also be part of a bigger education group with a history of excellence.

Consider other options if an institution cannot demonstrate its track record of helping students achieve their goals. Accessible student support is crucial. Look for institutions that offer readily available assistance. Whether it’s academic guidance or technical support, ensure you won’t feel stranded during your studies.

Does the institution have efficient processes for course delivery, assessment, and communication? Consider factors like technology infrastructure, administrative support, and responsiveness. If they are unresponsive during your enquiries, assume they will become even more so after you have signed on the dotted line.

Understand the total impact on your pocket. Distance learning can be cost-effective, but it’s essential to consider tuition fees, study materials and additional costs. Weigh the value you’ll receive against the investment. A reputable institution that provides quality, skills-focused education and robust support is worth your time and money.

“When an institution fails to deliver on its commitments, students face disruptions in their learning journey. Delayed study materials, inadequate support, sup-par curricula and logistical holdups can hinder progress and cause frustration and ultimately unsuccessful outcomes,” says Makubalo.

“When considering your choice of distance learning institution then, it is important to consider more than merely a college’s credentials, but also its ability to provide an education that is worth investing in, to ensure you can be successful and make a start in the career of your dreams.”

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Skills Training

Skills-based hiring

in the tech sector

As technology continues to evolve at an unprecedented pace and become infused across all aspects of the business, companies are increasingly under pressure to remain competitive by attracting the best tech talent available. However, with a shortage of IT skills and limited access to higher education, it is clear that alternative approaches to recruitment and talent development are required, and this includes a greater focus on skills-based hiring.

By Jessica Hawkey, MD at redAcademy

Promotions within an organisation are usually a result of skills and experience rather than academic qualifications, so why not use these as the criteria right from the start?

Rather than being bound by academic qualifications, the focus is on attitude...

Globally, large multinationals such as Accenture, General Motors, IBM and LinkedIn among others are placing importance on skills when hiring employees rather than focusing on traditional educational qualifications. These organisations are looking for problem solvers with proven experience and a multi-disciplinary skill set rather than someone with just theoretical knowledge. This approach is especially useful for filling modern, technology-based entry-level roles in specific industries such as software development.

By removing the requirement for mandatory higher degree qualifications from job advertisements, recruiters can tap into a wider range of candidates who possess relevant skills and experience. This not only increases the number of candidates available but also ensures that the best candidate is selected for the position. In a country like South Africa, skillsbased hiring can be an effective means of providing opportunities for young people without a university education.

Of course, there is resistance as this is a shift that can upset the status quo; organisations have long relied on academic qualifications as a vetting measure and it can be hard to bring about change. To be clear, we are not disregarding traditional degrees as they still have a vital role to play in certain professions. However, when looking at areas such as technology, traditional educational institutions have simply not been able to keep up with the rate of change – or produce the number of skilled graduates needed.

Businesses looking for tech talent the traditional way first need to look at how many graduates are on the market, then whether they are familiar with

the organisation's technology stack and finally, whether there is a culture fit. It is hardly surprising there is a fierce war for scarce talent, while it is also clear that an alternative approach to skills development is needed if businesses are to meet their future requirements.

While there were not many alternatives in the past, organisations such as redAcademy are filling the gap by introducing a skills development and training programme aimed at fast-tracking the careers of young South Africans in the IT industry. Rather than being bound by academic qualifications, the focus is on attitude: problem solvers who are quick to learn, dedicated, accountable, responsible and take pride in their work.

The programme then equips these young people with software development training and theoretical knowledge before providing them with the practical, real-world experience of working alongside professional developers on projects for real clients using their specific technology stacks – not unlike workintegrated learning. Selecting candidates based on their skills as opposed to their qualifications and degrees may not only result in more favourable employment outcomes, but they will be able to “hit the ground running”.

Beyond simply providing organisations with entry-level talent, skills-based hiring can also help build a developer resource pipeline and ensure that succession planning within organisations is successful. A talent partner can verify that sourced candidates have the right hard and soft skills and familiarity with a particular organisation's technology stack and way of working, and can vet them based on acquired refined skills rather than general academics.

It's important to note, however, that skills-based hiring cannot solely be the responsibility of the HR department. Based on industry insights shared by Insaaf Daniels, Human Capital General Manager at redPanda Software, Chief Technology Officers (CTOs) and other members of the C-Suite must play an equally active role in driving the process forward. They are responsible for determining the organisation's strategic direction and ensuring that it has the resources it needs to achieve its objectives. Skills-based hiring will be a crucial component as it guarantees that businesses have the right people with the right abilities to deal with any issues that may arise.

What is clear is that to remain competitive, companies in South Africa need to adopt new approaches to developing scarce talent while also investing in upskilling their current workforce and integrating learning into their corporate cultures. Slow-moving companies that operate with outdated paradigms will fall behind and risk losing their most valuable resource: Talent.

Closing the Skills

Gap

Several issues and challenges facing South Africa could be linked to the country’s history. It is well known that amongst these issues, quality, affordable education remains inaccessible for the vast majority of South Africans. However, this is not true for all South Africans. There is a seemingly obvious divide between those who can access quality education and those who cannot.

By Dr Shahiem Patel: Dean of Regent Business School

Generally, the rich have access to quality education, and those lacking wealth do not. The effect of this is that those who access quality education are likely to gain usable skills, but those who are not wealthy are unlikely to acquire valuable skills. In this perpetual cycle, we start to see the emergence of a skills gap between rich and poor. Gaining skills would typically be a means to enjoy some financial benefit. Ultimately, this kind of skills gap results from economic inequality and gives rise to further inequality.

However, there is another, less visible kind of skills gap, and that is the focus of this piece. What is this additional consequence? It is the gap between the skills required and demanded by employers and those supplied by the workforce. This discrepancy is widening with each passing day as technology continues to develop, and the nature of problems being solved by businesses is constantly evolving.

The evolving skills landscape: employer needs vs. workforce supply

Further compounding the problem is that even those who can access quality education might be entering the working world with skills that were needed at some point in the past (not necessarily in the distant past). Yet, their skills are still somewhat outdated and irrelevant. Something needs to be done to address this, particularly the gap between relevant skills demanded by companies and those that are in supply from the labour market.

Fostering collaboration: principles for bridging the skills gap

The obvious solution is for academic institutions, businesses, labour movements and students to engage and collaborate closely. In particular, the collaboration between academia and business has the potential to address the fundamental skills gap because there will be closer proximity between the generators (academic institutions) and consumers (businesses) of skills required to drive economic growth in South Africa. The need for closer proximity is further highlighted by the global shift towards digitisation and the emergence of artificial intelligence as a tool for disruption. The interaction and cooperation must be constant and reach some form of scale in the country, resulting in every industry enjoying the fruits of the collaboration.

There are questions around the issue of business and academic collaboration in closing the skills gap that requires answers. What is meant by collaboration? Who are the stakeholders that will represent business and academia in the engagements? What criteria should be applied to appointing people to these roles? The list of questions is far too long, and finding answers to them is not the goal of this piece. Instead, a few guiding principles on how the collaboration ought to occur are more meaningful.

A culture shift for South Africa: the first principle of collaboration ought to be encouraging lifelong learning as a culture in South Africa. If technology and social forces result in constantly changing needs and demands, lifelong learning ensures that the workforce remains updated on those evolving forces. This impacts the ways of work required to stay relevant. In this respect, short learning programmes, micro skilling credentialling and badging are practical areas of collaboration.

Integrating academia with real-world challenges: this form of work-integrated learning exposes learners to business challenges and opportunities during their studies. In many instances, work-directed learning could be used to assess students. This has the benefit of preparing students for the socalled “real world” of work while they are in the environment of an academic institution. The other benefit is that employers have the opportunity to identify talent early and to nurture that talent in innovative ways as students transition from education to employment.

Endorsement and industry relevance of community engagement: this powerful principle should be embraced during collaboration between academia and business. It entails engagement by both these parties with professional bodies in various industries and ensuring that those bodies endorse programmes offered by academia. This is a signal to employers that students who have been through an academic programme will equip them with the necessary skills to add value to the employer and, by extension, to the industry.

Embracing start-up culture in education: identifying who “business” is will also go a long way towards meaningful collaboration. As start-up culture continues to flourish globally, “business” does not necessarily need to be a corporate entity in a brick-and-mortar style. Fluid, rapidly evolving, dynamic digital entities are increasingly being considered “business” and must also be engaged by academia meaningfully and deliberately. The opportunity for start-ups to showcase their innovation to a broad audience and incorporate it into curricula will help address the skills gap in South Africa.

Applying rigour to collaboration: sustained research in a collaborative manner between academia and business is a principle that could add rigour and trustworthiness to the engagements. Traditional and emerging research methods could be applied to shared problems and used to make sound decisions during collaboration. In particular, action research

Author bio:

is increasingly popular in practically exposing research participants to environments and scenarios and learning by sensing. Learning by sensing is a valuable means of skills development and must be incorporated into engagements.

Mapping employability skills: the principle of workplace readiness, 21st-century digital skills and employability programmes must be prioritised when collaborating. Business and academia should map out the soft skills, problem-solving skills, teamwork, communication skills and digital literacy that new entrants to the workplace require. Once mapped, these skills must be updated frequently to respond to changing needs. After that, academia and businesses should create robust and practical programmes to address these needs.

The above principles are not exhaustive but form the basis of a framework that could be developed to close the skills gap meaningfully in South Africa. In addition to these principles, overcoming barriers or challenges to successful collaboration must be considered. These include financial considerations, cultural differences between business and academia and potential unwillingness to formalise collaboration agreements by either or both parties.

Policy frameworks for partnership enhancement

Government policy plays a critical role in addressing some of these barriers and facilitating partnerships. Policies that encourage collaboration through tax incentives, funding grants, and streamlined regulatory processes can significantly enhance the capacity for joint projects. Policies focusing on digital infrastructure development should not be overlooked, particularly in rural and underprivileged areas which are crucial in ensuring that the benefits of these collaborations are widely shared.

As South Africa stands at the crossroads of tradition and innovation, the collaboration between industry and academia offers a beacon of hope. By bridging the skills gap through partnerships that foster lifelong learning and workforce readiness, South Africa can address its immediate employment challenges and position itself as a leader in the digital age. This journey requires commitment, innovation, and collaboration across all sectors of society. Yet, given the resilience and spirit of the South African people, it is a challenge not just to be met but embraced as an opportunity to redefine the future.

Born and bred in Johannesburg, Dr Shahiem Patel holds a Bachelor of Commerce degree in Law, an Honours degree in Business Management, a Master of Commerce in Leadership Studies and a Doctor of Philosophy in Leadership. He joined Regent Business School in 2019, leading the institution’s flagship Master of Business programme on a new journey towards innovation, technology and making the students happy.

Since Serving 1909

Formed in 1909, The South African Institute of Electrical Engineers sports ± 6000 engineering professionals.

Why Join Us

Our members are professionally engaged in various engineering activities, including academic research, manufacturing, electronics, telecommunications, measurement and control, mining, and power infra-structural services. Members make meaningful contributions to the quality of life in communities and the steady advancement of technology. Their efforts are acknowledged in many countries worldwide.

Training Academy

We offer CPD training courses, a powerful learning tool to improve skills, ensuring that academic qualifications do not become outdated.

Skills Development

One of our core objectives is to harness and foster the growth of Education in the Engineering sector, which has been faced with a debilitating shortage of skills.

Corporate

Forums

Corporates are invited to monthly forum meetings to discuss and brainstorm critical issues in South Africa and find solutions.

To enhance the practice of electrical engineering in South Africa and the stature of our members through knowledge, networking, influence, education and communication.

Matching the MISMATCHING

skills gap

skills gap

Afrika Tikkun (AT) emphasises the importance of skills development and adaptability in today's rapidly evolving economy.

South Africa’s labour workforce shows a skills mismatch, and in 2019, it was reported that South Africa has a skills mismatch of more than 50% and the lowest productivity in the labour workforce compared to 30 other countries.

According to the Global Competitiveness Index for 2017-2018, as the World Economic Forum reported, South Africa ranked 61st out of 137 countries in terms of its ability to develop, attract and retain talent. South Africa faces several contextual economic and labour market issues that impact its overall development and stability. The World Bank reports that South Africa’s economic growth has been sluggish, averaging around 1% annually over recent years. Policy uncertainty, corruption, inadequate infrastructure and electricity supply constraints have hampered private sector investment and stifled economic expansion. Insufficient progress in structural reforms and addressing governance issues have also impacted investors’ confidence.

In addition, South Africa has a complex labour market regulatory framework, which includes minimum wage legislation, collective bargaining and strict labour market entry and exit regulations. While these mandates aim to protect workers’ rights and promote social justice, they can also create barriers to employment, especially for small businesses and low-skilled workers. This result is exacerbated in an era of technological advancements and automation gradually transforming work.

The World Economic Forum’s “Future of Jobs” report shows that 23% of all jobs globally will change by 2027, noting that job losses are set to outpace short-term employment opportunities. According to the report, adopting technology and increased digital access will create an anticipated 69 million new jobs being created and 83 million jobs being eliminated.

In light of this, Afrika Tikkun’s Group CEO, Dr. Onyi Nwaneri, underscores the urgency for workers proactively to upskill themselves to meet the evolving demands of the job market.

In 2023, Afrika Tikkun, in collaboration with Microsoft, hosted business leaders from South Africa’s largest corporations, where the country’s unemployment problem and skills mismatch were further probed and unpacked. During the dialogue, held under the theme “Skills Gap, Youth Employability and Employment”, industry leaders also identified a critical issue hindering progress in South Africa’s skill development ecosystem: a lack of coordination and collaboration between employers and those who provide young people with skills. They warned that this lack of cooperation allows the skills gap to widen. The consensus among industry players is that harnessing the power of supply chain interactions and industry-wide collaboration is paramount in addressing the pressing skills gap challenges the nation faces. They also committed to tackling employment challenges as a collective.

“Those who want to end the cycle of youth unemployment may need a change in attitude and perspective to get to the bottom of its skills gap challenges that continue to feed into rising unemployment,” said Nwaneri.

In the face of a youth unemployment rate of 66% and declining productivity numbers, Dr. Nwaneri urges job seekers and employed workers alike to embrace self-empowerment through skills acquisition by equipping more South Africans with relevant skills and access to economic opportunities. Afrika Tikkun reaffirms its commitment to empowering the youth and our future workers through skills development programmes, fostering a more resilient and prosperous economy for all. www.afrikatikkun.org

Futureproof your eLearning

There’s no denying that people are flocking to online courses and videos to learn new skills and find valuable information. Employees expect their organisations to have robust online learning platforms to upskill, reskill, and become better at performing their roles.

While eLearning used to be a nice-to-have, it has become a must-have as employees expect their organisations to have a space to gain knowledge and real-life solutions for their challenges in the workplace. They’re also using eLearning to stay compliant and updated on new processes and information about their organisation, their roles, and the industry in which they operate.

Research proves that organisations around the world use eLearning to level up their employees, grow powerful leaders, and transform their workforce into a force for good that drives their business toward its goals.

“With all the exciting and increased demands business leaders and HR professionals expect from eLearning, our clients are expecting their eLearning to make a real impact on their bottom line,” says Michael Gullan, CEO of an eLearning consultancy that provides highimpact, strategy and eLearning solutions to organisations in Southern Africa.

Gullan shares his predicted top 10 trends to look out

Strategic use of Artificial Intelligence (AI): AI is changing how people work and learn and is also an excellent tool for creating better learning experiences. AI can also be used to provide quick answers to employees questions with chatbots.

Virtual meets Augmented Reality (VR/AR): With VR, employees can immerse themselves in realistic virtual environments, enhancing their engagement, retention, and application of information. AR overlays digital information in the real world, allowing employees to interact with virtual objects in a physical setting. For example, employees who need to learn how to change a car battery can now visualise and interact with 3D models of the engine in real-time directly from their devices.

Continuous learning never ends: The world is changing rapidly. Technologies, industries, and how people work also evolve rapidly, making it crucial for employees to continually update their skills and knowledge. In 2024, organisations will prioritise continuous learning to keep their employees relevant, productive, adaptable, and ready for new opportunities.

Micro, nano, and just-in-time-learning: Nano-learning, which delivers content in short, targeted, and relevant learning moments that are easy to digest and understand, will come to the fore in 2024. It empowers employees to access information quickly and conveniently when they need it. This is especially relevant in fast-paced industries where knowledge is constantly updated.

Gamification will level up: Game elements, such as challenges, rewards, competitions, and notifications, will become the gold standard in eLearning for its powerful ability to make learning fun, memorable, and engaging. Gamified learning also increases motivation, encourages participation, and improves retention and application

for in eLearning in 2024.

Learning on the go: Mobile learning allows employees to access their courses anytime and anywhere. They also want to listen to their learning material while on the move, which means we will see the rise of audio learning materials as a complementary format to other rich media all of which must seamlessly switch between devices.

Outsourced eLearning content: With the increased demand for strategic, impactful, high-quality, engaging, and targeted eLearning, organisations are opting to outsource their eLearning content to specialised consultants. This way organisations get the best out of professionals who deeply understand the science of adult learning, instructional design, and technology. It also provides access to diverse perspectives and fresh ideas, resulting in engaging and effective e-learning experiences for learners.

Learning experience platforms: Learning experience platforms provide employees with personalised, interactive, and engaging learning experiences. It incorporates a range of rich media, AI, gamification, and granular data analytics that empowers organisations to measure employee performance and optimise their eLearning programmes.

Blending traditional and eLearning: As technology advances, eLearning professionals are combining the best classroom instruction with the flexibility of online learning. This caters to different learning styles and enables employees to access learning content anytime, anywhere, while incorporating collaborative activities and face-to-face interactions when necessary. 1 2 3 4 5 6 7 8 9 10

Employee wellness: Employee wellbeing training will be a priority for many organisations as employees face increased challenges and stress. eLearning can provide knowledge, tools, and skills to develop resilience, manage stress, and improve well-being. Happy, healthy employees are more productive and engaged, so we will see more mindfulness, selfcare, work-life balance, and stress management courses featured in corporate eLearning in 2024.

eLearning in 2024 holds exciting opportunities

“Skills, knowledge, and performance gaps significantly impact businesses' ability to achieve their goals,” concludes Gullan.

“Organisations that embrace a growth mindset and keep up with where learning and development are going will have the edge over their competitors with an empowered high-performing team.”

eLearning in 2024 holds exciting opportunities for both learners and organisations. AI and VR can enhance learning experiences while, organisations prioritising personalised learning, continuous skill updates, nano-learning, and gamification will be ready for the future. Lastly, wellbeing should be a focus to nurture resilience and stress management. Mobile and audio learning that caters to on-the-go lifestyles is key, as is finding the right Learning Experience Platforms for your needs now and in the future.

Landing a JOB JOB

Some companies have slightly different recruitment processes, but for the most part it is standard. Here are some tips to get you started on your job hunt journey...

Curriculum Vitae (CV)

Generally, a CV is your first opportunity to introduce yourself and/or impress a prospective employer. This document highlights your skills, qualifications and experience.

While you would have a generic CV, it is advisable to revise your CV according to job specifications.

Sample CV structure

• Full name

• Contact details (location i.e. city, telephone, email)

• Summary (a brief introduction highlighting your strengths, career goals etc.)

• Skills: for example, communication, administration, customer service, problem-solving etc.

• Work experience: if you have had previous work experience, the most recent should appear first. If not, include other experience such as volunteer work or internships.

• Achievements: list any awards, prizes or special mentions you have received.

• Education – list your most recent educational qualification first.

• References – alert referees in advance of your intention to list them, and get their agreement.

CV design tips

• Use an easily legible font that is easy to read like Arial or Calibri. Also ensure your font is not too small or too big – generally a font size of 11 or 12. Avoid italics or a cursive-like font.

• Use sub-headings and bullet points to ensure an easy read.

• Don’t waffle – use short, concise sentences. Aim for your CV to be no longer than 2-3 pages.

• Run spelling and grammar checks – if this is not your strong, point, get someone else to read through it.

Screeninginterview

Over the years there has been an increase in screening interviews, which are designed to determine if the applicant has the necessary qualifications and/or experience for the job and to eliminate unsuitable candidates. There will be a few questions about your background, and there may also be questions about salary expectations and availability.

Screening interviews can be in-person, via phone or video chat utilising digital platforms such as Zoom, Teams, Skype etc.

Although a screening interview generally lasts only 15-30 minutes, applicants may sometimes undervalue its importance. This is a critical mistake, as the screening will determine whether or not you progress to the next round of the interviewing process. Always do your research, and be prepared. First impressions count.

Employment

Interview

Dress for success. No matter the job you are applying for, appearances matter. Depending on the industry, you can opt for smart casual or formal, but always aim for a neat, clean, tidy appearance. When meeting in person, give a firm handshake and make eye contact.

Be prepared by researching the company and the job in advance. Ensure that you understand the job description well, and formulate your answers to emphasise your suitability for the position.

A great tip is to practise answers to potential questions in advance. Make key notes, but don’t try to memorise answers. If you come across a question you don’t understand, take a moment to think about it before answering. You can also try to reframe or redirect the question to something you feel more familiar with. If you are genuinely stumped, you can admit it is an area you are not familiar with, but that you have an interest in xyz, and are willing to learn more etc.

Staying calm throughout the interview is vital; while interviews may be nerve-

wracking for some, remember that it is a two-way street. You also have the opportunity to size up the potential employer and ask in-depth questions about the role, the cultural fit, the growth potential and so on. Have some questions prepared in advance.

After the interview, send a thank you note via email within 24 hours.

Thankyouemail

A simple structure of a thank you email is as follows:

Dear Celia,

Thank you for the interview opportunity. It was a pleasure meeting the team and learning more about the role at <insert company name>. I feel that my experience can add value to the project and am excited at the possibility of working with such a dynamic team.

If you have any further questions, please let me know.

Thank you.

Regards,

Sarah

TOP T I PS

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Throughout the process, always conduct yourself professionally. Be friendly and engaging but retain professionalism.

Follow-up

In the interview you might have been told that you would receive feedback in a week or two. If that doesn’t happen, don’t panic. Send a follow-up email like the sample below.

Dear Celia,

I hope you are well. Thank you once again for the interview opportunity on <insert date>.

I would like to follow up regarding the progress of my application for the role of <insert position>.

Should you require any further information, please let me know.

I look forward to your response. Thank you.

Regards, Sarah

2

Keep an eye out for red flags. Yes, a new job might seem amazing on paper, but sometimes it’s just on paper. An interview can give you some insight into the environment and role, and provide information about whether the company is a good fit for you.

3

While a role might look promising and you have been called for an interview, don’t stop searching for a job until you have signed the offer letter. Sometimes while you have undertaken all steps in the recruitment process, a job can be put on hold etc. Keep your options open.

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It’s a tough job market, so don’t take rejection too personally. Realistically, we are disappointed if we don’t get the job we want, but it is important to look ahead and keep searching for opportunities. Remember, no interview is ever a loss as we can learn from these experiences – we can build confidence from attending interviews, and understand more about areas we need to work on.

Set up alerts on your email/phone for particular job openings.

Even if you are not looking for a job always keep your CV updated – more often than not we sometimes forget to include outstanding career achievements/ experiences.

Leverage your network. It is not nepotism to ask friends to keep an eye open for vacancies so you can apply for them.

Still on networking, attend industry events, join associations if possible – these are great ways to meet people in your chosen industry.

Keep your skills up to date by taking short courses in your area of interest whenever possible. Many of these are free or very low cost and provide useful certification. See https://www.mooc.org.

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Make use of online resources such as LinkedIn to present yourself and connect with others.

YOUR FIRST JOB

interview

Being a student is one of the best but most challenging periods of a young person’s life. Thousands of hours will be spent attending classes, writing assessments, and embedding the required skills for their earmarked profession before graduation. Unfortunately, when it comes to preparing for that first crucial interview that could potentially launch their career, not enough time, energy, and focus is spent preparing.

“Graduates do themselves a disservice in not setting themselves up for success when all it would take, in comparison to their years of study, is a relatively limited amount of time and energy. Moving from being a graduate to landing your first position is not the time to drop the ball – this is the metaphorical last stretch which should see you sustain your effort, to ensure your candidacy stands out in a crowded job market,” says Dr Bronwyn Le Ann Batchelor, Head of Faculty: Law at The Independent Institute of Education.

She says the job-seeking phase can be simultaneously exciting and daunting, especially in South Africa, where around 30 per cent of the country’s labour force is unemployed.

[Figures at time of print.]

“The imperative to set yourself apart is that much higher. The first step on this journey involves facing the challenge of the job interview. Your first interview can distinguish you from other job seekers and set the tone for your entire career, thus making it essential to approach it with thorough preparation and confidence,” Dr Batchelor says.

She says several simple – but key – strategies are available to help set yourself up for success as you prepare for that all-important first interview. These include researching the employer, researching the role, preparing and practising your introduction, anticipating common interview questions, highlighting achievements, rehearsing, and preparing questions for the interviewer.

“Before stepping into the interview room, it's crucial to understand the company you're interviewing with,” says Dr Batchelor.

“Keep in mind that they will have numerous candidates vying for the same position, and that the candidate who shows they already understand the company will stand a much better chance. Fit and qualifications are important, but you want to tick as many favourable boxes as possible. Doing your research will immediately elevate you above those candidates who did not.”

The role

In addition to understanding the company, you must demonstrate that you understand the role, what will be expected of you, and how you will align with the requirements.

“Thoroughly analyse the job description or advertisement, whatever is available to you. Understand the key responsibilities, required skills, and qualifications. Consider how your skills and experiences match the job requirements and be ready to articulate this alignment during the interview. This preparation will allow you to demonstrate your genuine interest in the role and convince the interviewer that you are the right fit,” says Dr Batchelor.

Practise, Practise, Practise

Know what you are going to say & look the part

First impressions are not always accurate, but they can instantly make a positive or negative difference.

“Construct a succinct and compelling introduction of yourself that highlights your relevant skills and experience. Keep it short, focused, and engaging. This pitch will likely be one of the first things you share in the interview and can leave a lasting impression – make it count.”

Dress professionally in attire that aligns with the company’s culture and the position you are applying for. Pay attention to grooming, and ensure your overall presentation reflects your respect for the opportunity. That does not mean you need to splurge on new outfits – instead, ensure that you make the best of what is available and put your best foot forward on the day.

The interview

It is easy to research common interview questions and the approach that should be taken with them. Do not, however, provide generic answers. Align your candidacy with those questions that will always arise during the interview.

Doing thorough preparation beforehand will reduce stress and anxiety and help you be more confident and articulate during the interview. Also, remember to prepare a list of your key accomplishments and how they demonstrate your skills, character, and qualifications for the position.

The STAR method is an excellent approach for structuring responses (Situation, Task, Action, Result). This allows you to provide concrete examples of how you have successfully handled challenges in the past. Take the time to prepare these examples. Even if you have not been previously formally employed, you will have examples from challenges or successes that you faced in your studies, ad hoc work, volunteerism, or personal life that can highlight your character, skills and qualifications that align with the position available.

Enlist the help of a friend or family member to conduct a mock interview. Good higher education institutions may even have career centres or support services that can assist. If so, grab the opportunity!

Practise answering questions, refine your body language, and request constructive feedback. This simulated experience can significantly reduce anxiety, boost your confidence, and help identify areas for improvement. During the mock interview, you can also practise the questions you will be asking the interviewer.

Dr Batchelor says that just as one’s success in their studies is not dependent on luck, interview success is not dependent on a fluke either.

“Interviewing requires preparation and strategic planning. With the right preparation, you can significantly improve your chances of success,” she says.

CareerBox and CCI tackling youth unemployment

Every year millions of young South Africans face deep levels of anxiety in the search for employment. CareerBox, an NPO, together with CCI seeks to help make a dent in high youth unemployment rates by recruiting and training youth and women for the Business Process Outsourcing (BPO) industry.

The CareerBox office in Umhlanga, KwaZulu Natal, is a hive of activity. CareerBox – with branches in KwaZulu Natal, Johannesburg, and Cape Town – identifies and recruits talented, underprivileged youth and women, providing career development training and work readiness programmes for placement with corporate partners in the Business Process Outsourcing (BPO) industry. Since its establishment in 2013, CareerBox has trained and placed more than 60 000 people.

Walking through the offices, CareerBox Managing Director Lizelle Strydom explains that applicants undergo several assessments such as behavioural, communication skills, typing skills, literacy, and numeracy.

In the reception area, a number of young people sit anxiously waiting to enter the training pool in the hopes of clinching a job in the contact centre industry. Just a few metres away a boisterous class is in progress. Some weeks ago, these boisterous recruits were waiting in the reception area. The class is animated, and Strydom comments that part of what CareerBox does is try to instil confidence among recruits during training. What also comes across strongly when talking to the recruits is dignity. The youth hunger to be productive and earn a salary, as many come from disadvantaged backgrounds.

If successful within the CareerBox programme, applicants then move on to the next phase, which is technical training at CCI.

According to Strydom, “Africa is filled with talented young people who simply haven’t had the opportunities to develop their skills. We have witnessed first-hand how so many capable and ambitious young people have managed to secure their first job after completing our workplace readiness training programmes, thereby securing not only their own future but uplifting their entire family in the process.”

A great example of the growth potential within the BPO space is the story of Pearl Zikalala. Zikalala explained that after matriculating her family did not have the means to enable her to further her education. Frustrated by circumstances, she eventually decided to take control of her future and attended the CareerBox programme. Through the years she has successfully worked her way up the career ladder at CCI to become a Senior Operations Manager with hundreds of employees reporting to her. She also highlights that her job at CCI enabled her to further her studies and obtain a degree.

Another CCI employee explains that she completed a degree in chemical engineering but was unfortunately unable to secure employment in that field. She worked her way up to a management position, where she oversees employees working on a specific campaign.

According to Peter Andrew, Chief Executive Officer of CCI South Africa, the BPO industry is a key driver for economic growth and employment opportunities in South Africa. He highlights that the Department of Trade and Industry has identified BPO as a priority sector, especially for addressing youth unemployment.

Historically the BPO industry was dominated by countries such as India and the Philippines. Andrew notes that South Africa has made immense strides to become a key player in the global outsourcing market, particularly in English voicebased sourcing markets. This is evidenced by the CCI’s large portfolio that caters to blue-chip international clients.

Having undertaken a visit to the CareerBox and CCI operations, there are several indications as to why the BPO industry may be an answer to youth unemployment:

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No experience required

Having previous employment experience is not a requirement. Generally, a matric certificate is required.

Free training and accessibility

Training at CareerBox is approximately three weeks, and if they pass, they are generally placed at CCI where they undergo technical training. There is no cost involved.

Training allows applicants to enhance skills such as communication, which positively transfer to any other future job opportunities.

Strydom adds that accessibility is key. “You can offer the best training programme in the world, but if the people you are

serving can’t get to that opportunity, it will come to nought. This is why we have carefully chosen our training facilities to be close to public transport options, and to the communities we serve. In Umlazi, KwaZulu Natal, we have chosen a facility where community members can directly access the resources they need to change their lives without having to pay for transport to another area.”

According to Andrew, CCI is committed to developing agents not only for the company but the industry as a whole. CCI provides technical training for campaigns and has additionally launched the CCI IT Academy to help build digital skills for the industry. “The IT Academy provides an avenue for growth for agents and employees across CCI into the IT department, thereby growing the skills base in the BPO industry. Our aim with the Academy is to have a powerful positive impact in our employees’ lives, while successfully addressing the skills shortage in the IT sector,” he adds.

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Competitive reward system

CCI incentivises employees with consistent and structured reward and recognition programmes. Additionally, contact centre jobs generally offer a higher basic salary than other entrylevel positions.

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Enabling opportunities

According to Strydom there is a 92% placement rate within CareerBox, and individuals have the opportunity to move up the career ladder quite quickly if they have the drive and motivation. Furthermore, young employees are exposed to different aspects of the business with potential opportunities to branch into other areas such as IT, HR, finance and other support services. Strydom, as an example, started out in a contact centre, later moved into an HR role to eventually become the MD of CareerBox.

The contact centre industry is not for everyone, however, as Strydom explains, undertaking the training provides applicants with skills which can enable them to get jobs in other industries.

MANAGEMENT PEOPLE WORK SOLUTIONS THAT

About us Our Services

Since our inception in 2005, Omega People Solutions has been the leader in providing innovative and customised People Management services from owner-managed businesses to JSE listed companies. At Omega People Solutions, we embrace the value of the employee as a critical part of the success of any business.

Our approach is to partner with decision makers and help craft People Management Solutions that are world class, sustainable, flexible and most importantly, which aim to address and ensure a culture of overall institutional wellness.

We are driven by, Originality, Mindfulness, Engagement, Gumption, and Agility.

Payroll solutions

Recruitment

Industrial Relations / Union Management & LRA processes

Inclusive People Management

Human Resources Information Systems

Organisational Design and development

EE and SDF solutions

Coping with the emotional burden of

unemployment

Unemployment can have significant implications for mental health, which may lead to people being affected both emotionally and psychologically. The loss of employment frequently leads to negative emotions and psychological stressors that can add to and exacerbate mental health challenges.

By Marcel Hitge, Counselling Psychologist at Netcare Akeso Gqeberha

Below is a list of some of the common implications for mental health due to unemployment, as well as some effective coping strategies.

Mental impacts of unemployment

Financial stress Unemployment brings financial instability leading to stress, anxiety, and worries about meeting basic needs such as housing, food, and healthcare. Financial stress often leads to people not being able to afford the most basic requirements such as rent, food, transport etc. This causes a significant anxiety response, as the individual perceives a threat to their safety and well-being.

Self-esteem Job loss can challenge one's sense of identity and self-worth, particularly if one's self-esteem is closely tied to their professional role. It may lead to feelings of inadequacy or a loss of purpose.

Social isolation Unemployment can result in fewer social interactions, as the workplace is a significant source of social connections. Social isolation can contribute to feelings of loneliness and depression.

Uncertainty and fear South Africa has a significantly high unemployment rate. This creates strong feelings of uncertainty for most people who are currently unemployed. The feeling of uncertainty of when or even if employment will be obtained again can create a persistent sense of fear and anxiety about the future.

Relationships Loss of employment can result in strain on relationships with family and close friends due to the increased stress, forced changes to one’s lifestyle, as well as potential conflicts resulting from financial difficulties. Furthermore, when people experience low motivation, depression, and anxiety they will tend to socially isolate and withdraw, which may also result in difficulties within relationships as they are perceived as not being ‘themselves’ anymore.

Depression Extended unemployment may contribute to the development or exacerbation of depressive symptoms, such as persistent sadness, low energy, and feelings of hopelessness. Coupled with low self-esteem, social isolation and fewer resources or opportunities to enjoy life, the cycle of depression can become stronger and more debilitating.

Coping Strategies

• Keep to a routine: maintaining a daily routine and following a schedule provides structure and stability, helping to counteract the perceived chaos that comes with unemployment. This assists in the reduction of stress and leads to an increased perception of control in a situation that is mostly out of the person’s control.

• Social support and relationships: stay connected and in contact with friends, family, and former work colleagues. Social support is a powerful resource to help cope with stressful and challenging situations. It further helps with reducing social isolation which in turn helps with coping with stress, anxiety, and depression. Communicate openly with family and friends about your situation. Share your feelings and concerns and work together to maintain healthy relationships during this challenging time.

• Set realistic goals: break down the job search process into manageable goals. Celebrate small achievements, such as updating your CV or attending a networking event. Engaging in volunteer work or freelance opportunities can provide a sense of purpose, maintain valuable skills, and expand professional networks.

• Skills development and networking: use the time during unemployment to acquire new skills or hone existing ones. This not only enhances employability but can also boost self-esteem and provide a sense of accomplishment. Don’t underestimate the value of any form of training or short course. Any opportunity to develop skills will also provide the potential to meet new people and be exposed to new environments that can lead to future employment. Networking can provide emotional support and may lead to potential new positions; it also offers valuable advice from experienced people.

• Financial planning: create a realistic budget, explore financial assistance options and seek professional advice if needed. Understanding your financial situation can help alleviate stress by knowing what is required to make ends meet.

• Physical exercise: physical exercise or engaging in enjoyable physical activities is a powerful tool to help with emotional coping. Do regular physical activity, as this is proven to have positive effects on mood and can help manage stress. Physical exercise often gets prescribed by psychiatrists and psychologists as part of a holistic treatment strategy due to its proven positive effects on mental health.

• Mindfulness and stress reduction:

practise mindfulness and stress reduction techniques, such as meditation and deep breathing exercises, to manage anxiety and promote mental well-being. Embrace a positive mindset, focusing on your strengths and past successes. Resilience is crucial in navigating the uncertainties and fears of unemployment.

• Seek professional help: if feelings of depression or anxiety persist, consider seeking support from a mental health professional. Psychologists, counsellors, and social workers can offer coping strategies and a safe space to explore and contain intense emotions as well as assist with practical strategies to tackle the journey ahead.

• It is important to know that no one’s situation is the same and each person’s circumstances are unique to them. Coping with unemployment is your own journey and is part of building your life experience, as well as developing your character. Obtaining professional help and building a strong support system are the most crucial steps toward maintaining emotional and psychological well-being during this difficult period.

... use the time during unemployment to acquire new skills or hone existing ones.

Unlocking a future

in accountancy

By Karl Smith, Senior Education, Training and Member Support Manager, SAIPA

If you’re a young person pondering your career options, accountancy offers opportunities and excitement you might not have considered. Let’s delve into why accountancy is a preferred career choice for many, what skills you need to succeed, the job prospects awaiting accounting graduates, and the top trends shaping the future of this field.

Accountancy is fast becoming a preferred career option

One of the core reasons that accountancy has become a career of choice, especially in South Africa, is because it offers a level of stability many young people seek. In a constrained job market, accountancy stands as a profession that provides largely unwavering job security. Every company, big or small, needs accountants to manage their finances. This means you’ll always be in demand, and your skills will be valued wherever you go. Plus, with the rise of technology, the role of accountants is evolving into something even more dynamic.

In addition, as our world becomes increasingly interconnected, the demand for accountants with international expertise is surging. Accountants can discover opportunities to work globally, with their expertise transcending borders. This opens the door to a truly global career that can be both professionally and personally enriching.

Accountants cultivate a unique skill set that includes robust analytical abilities, meticulous attention to detail, and a profound understanding of financial matters. These attributes position them ideally for leadership roles such as Chief Financial Officer or Chief Executive Officer. Accountants frequently play a pivotal role in shaping an organisation’s strategic direction, offering profound fulfilment and dynamism.

What it takes to become an accountant

To become an accountant, you need hard and soft skills. Hard skills are like tools in your toolbox – things you can learn through study and practice. These include financial analysis, tax preparation, and knowledge of accounting software.

But soft skills are just as important.

Communication skills will help you explain complex financial concepts to clients needing more handholding, especially if they are small or medium-sized entities. Attention to detail is another crucial skill, while problem-solving will help you tackle the challenges that inevitably arise in finance.

The opportunities that await accounting graduates

One of the most captivating aspects of a career in accountancy is its versatility. Accountants have a wide array of career paths to explore. You could work in accounting firms, corporate finance departments, government agencies, non-profit organisations, or even as a self-employed consultant. Or you might opt to work in management accounting, where you’ll help companies make strategic decisions based on financial data.

There’s also the exciting world of forensic accounting, where you’ll use your investigative skills to uncover financial fraud and misconduct. And let’s not forget about the growing field of sustainability accounting, where you’ll help companies measure and report their environmental and social impact. This diversity paves the way for adaptable and dynamic career trajectories that are anything but monotonous.

As businesses become more complex and globalised, the need for skilled accountants is greater than ever. In many countries, including South Africa, accountancy is considered a scarce skill, meaning there is a lack of qualified accountants to meet the demand. This is great news for anyone considering a career in this field – they’ll be entering a profession where their skills are in high demand, and their expertise will be valued.

The future of accountancy

Accountancy is an ever-evolving profession that constantly develops and responds to the changing business landscape. Among the top trends shaping accountancy today is technology integration. Gone are the days of manual bookkeeping. Today’s accountants are harnessing the power of technology to streamline processes, analyse data more efficiently, and provide real-time insights to their clients. From cloud-based accounting software to artificial intelligence and blockchain technology, the future of accountancy is about embracing innovation.

Expanding horizons

A remnant of the COVID-19 pandemic, remote work has continued to open new opportunities for accountants to work from anywhere in the world, collaborate with colleagues across borders, and serve clients in different time zones. Lastly, there is a growing focus on sustainability. As the world grapples with climate change and social inequality, there is increased demand for accountants to help businesses navigate these challenges. Sustainability accounting is more than just measuring carbon emissions – it’s about integrating environmental, social, and governance factors into decision-making processes and reporting practices. Accountants who can help companies achieve their sustainability goals will be in high demand in the years ahead.

In conclusion, accountancy offers young professionals a rewarding career path filled with opportunities for growth, innovation, and impact. Whether a potential entrant into the industry is passionate about numbers, technology, or making a difference, there is a place for them in the world of accountancy.

NEEDS MORE The education sector

women leaders

Gender inequality is still rampant throughout society and in the workplace. It can take on many forms – disparity in promotions, unequal pay and fewer leadership roles. While this is often the case in big corporations and civil society, we should also be turning a lens towards the education sector, where gender inequality is even more pronounced.

By Joseina Ramgareeb, Deputy Principal of Centennial Schools

Across the world, and in South Africa, women make up more than 70% of teaching staff, yet less than 40% of education management. A 2021 study by the University of Stellenbosch paints a bleak picture of female management representation in the South African education sector, where 70% of all publicly paid educators were women, 48% of deputy principals were women, and only 39% of principals were women.

In addition, in many organisations, the demands placed on female colleagues far outweigh those placed on male counterparts with the same job description. The gender pay gap compounds this inequity. According to the latest World Economic Forum's Global Gender Gap Report, South African women are paid between 23% and 35% less than men for the same work. Stats SA has similar figures, noting recently that the gender wage gap was about 30% across the board.

Women bring unique skills to leadership roles

The education sector has always attracted large numbers of women. Still, women remain severely underrepresented in school leadership despite evidence increasingly suggesting a link between strong and accomplished female school leaders and positive learning outcomes.

Most female educators have mastered the art of multi-tasking, balancing the demands of motherhood and domestic life and excelling in the workplace. Regrettably, these attributes are often seen as ‘soft skills’ and are therefore not valued. Some senior male managers often dismiss essential attributes like empathy and emotional intelligence, which are generally attributed to women and critical to educating our children.

We need to help change an antiquated and stereotypical management approach to educate the incumbent male

leadership on the role that women play and will continue to play in the world. There needs to be a recognition of the value of ‘soft’ (read essential) skills and acceptance of a different perspective that women bring to an organisation.

Research worldwide shows that female leaders bring unique skills to leadership positions, fostering increased diversity, a change of mindset, and increased organisational success.

Of course, increasing the number of women in leadership positions will significantly change the organisational ethos.

A Harvard Business Review found that women outscore men on 17 of the 19 competencies deemed essential for managers. Women are highly competent managers, but what’s holding them back is not a lack of capability but a lack of opportunity.

A change of mindset is needed

Some of the ways to retain valuable female human capital are to allow for flexible working hours to accommodate the many roles these women fulfil in society, update recruitment and promotion policies to ensure fair representation of females in all positions throughout the organisation, and organisations must update salary scales to reduce and then eliminate the gender pay gap.

Companies need to invest in women’s supply chains and support SMMEs run and set up by women to allow female talent to develop faster. Investing in learnerships in the workplace that enable female employees to acquire new skill sets is also crucial.

Looking specifically at our schools, how we educate a girl child versus a boy child at all levels can change the narrative. Curriculums need to be free from bias and gender parallels. For example, this can be approached by driving STEM subjects to all school students. Too often, STEM fields are viewed as masculine, and parents and teachers underestimate the abilities of girls to cope with these subjects.

While the numbers speak for themselves, change must happen to truly transform the education sector’s quality in an industry dominated by women. The quality, growth and future of the next generation of leaders and teachers in South Africa could depend on it.

Strategies for women

in corporate leadership

The path to the top for female leaders in South Africa is often strewn with obstacles. Although much progress has been made, gender bias and stereotypes still prevail. The balancing act between professional aspirations and personal commitments further complicates women’s ascent, often forcing talented women to trade career milestones for familial responsibilities.

“Networking, a crucial rung on the corporate ladder, remains elusive due to the entrenched boys' club culture in many sectors, limiting access to the informal gatherings where essential decisions are made. The need for mentors and sponsors in senior positions exacerbates this isolation, leaving many women to navigate the corporate maze without a compass,” says labour expert Dr Linda Meyer, MD at The Independent Institute of Education’s Rosebank College.

“And the wage gap remains an unfortunate reality, with women still often earning less than their male counterparts for the same roles and responsibilities. This disparity undermines their financial autonomy and diminishes their perceived organisational value.

“Moreover, the underrepresentation of women in leadership roles creates a vacuum of role models, making the journey seem lonelier and the destination further out of reach.”

Time for women to redefine leadership

Dr Meyer says that although historic challenges continue to prevail, organisational shifts are taking place that allow women to redefine leadership.

“The corporate landscape is gradually transforming, with organisations increasingly acknowledging the value of diversity and inclusion. This shift paves the way for policies and practices that level the playing field, offering women a platform to showcase their leadership prowess,” she says.

“The rise of women-focused networks and support groups also provides a sanctuary for sharing experiences, strategies, and success stories, creating unprecedented opportunities for momentum. Additionally, the increase in successful female leaders across various industries serves as a beacon of hope.”

Finally, once a rarity, flexible work arrangements have become a staple in the modern workplace, increasingly offering women the ability to balance their career aspirations with personal commitments.

Dr Meyer says that although challenges remain, the environment is ripe for women

to chart their way to the top. “Women pursuing leadership roles must carve their niches, crafting personal brands that resonate with their unique value propositions. Seeking out mentors and sponsors, building supportive networks, and advocating for oneself become indispensable tools in their arsenal.”

It is also essential that advocacy continues in support of policy changes, she says.

“The onus also falls on organisations to cultivate an environment where diversity thrives, biases are dismantled, and opportunities are equitable. Championing diversity and inclusion initiatives, advocating for policy changes, and fostering a culture of mentorship can amplify the impact of women leaders, paving the way for a more inclusive corporate landscape.

“Increased advocacy for gender equality and policy changes, such as equal pay legislation and parental leave policies, is creating a more level playing field for women in the corporate world. However, it is essential to follow through on these wins, to ensure the promises on paper match the implementation in reality.”

Strategies for success

Dr Meyer, advises women reaching for the top to:

Develop a personal brand that articulates your unique value proposition and leadership style.

Seek out mentors and sponsors, actively cultivating relationships with individuals who can provide guidance and advocate for your career advancement.

Build a supportive network of diverse colleagues, peers, and mentors who support your growth and development. Continue learning and developing by investing in your professional development through continuous learning, skill acquisition, and leadership training.

Speak up and advocate for yourself by not being shy about showcasing your achievements and being vocal about your aspirations and the contributions you can make in more senior roles.

Champion diversity and inclusion by using your position to advocate for more inclusive policies and practices within your organisation, benefitting not just women but all underrepresented groups.

“Addressing lingering challenges and leveraging available opportunities requires a multifaceted approach, including personal initiative, organisational support, and broader societal changes. But for women ready to begin their path towards senior leadership, today's environment provides fertile ground for realising their vision.”

Navigating high-growth startup success

Corporate governance, often regarded as the compass guiding organisational behaviour, holds immense significance for startups. Against a constantly evolving backdrop, where innovation and rapid growth are the lifeblood of emerging companies, robust governance practices become more than mere compliance requirements – they become strategic imperatives.

By Daniel Govender, Head of School of Law and Administration at Regent Business School

By understanding the nuances of corporate governance and implementing best practices, startups can navigate challenges, build stakeholder confidence, and chart a course toward sustainable prosperity. At its core, corporate governance represents the intricate web of principles, practices, and structures that govern an organisation’s decision-making processes. It extends beyond mere compliance with legal norms; rather, it serves as a strategic framework that shapes the very essence of how a company operates.

Decoding the power play: unveiling the dynamics of corporate governance

Corporate governance, a fundamental aspect of corporate structure, revolves around shareholders, a board of directors, and senior management, including C-suite executives. Beyond these key players, stakeholders such as employees, customers, and suppliers also play integral roles. It goes beyond mere regulatory compliance, embodying a dynamic framework aligning organisational goals with ethics, transparency, and sustainability.

Effective governance cultivates trust, accountability, and responsible decisionmaking, catalysing success. Particularly in the startup ecosystem, where agility and innovation are paramount, implementing strong governance practices can be transformative, enabling startups to navigate uncertainties, attract investors, and establish a sturdy foundation for growth.

The DNA of high-growth startups

High-growth startups epitomise key traits vital for founders, investors, and stakeholders alike, thriving on innovation across sectors like software, e-commerce, and biotech. Embracing agility and lean methodologies, these ventures prioritise quick iteration, failure-driven learning, and resource efficiency to swiftly exploit market opportunities. Entrepreneurs leading such startups are recognised for their risk-taking tendencies, viewing failure as a pathway to market dominance. Securing substantial capital through avenues like venture capital or crowdfunding fuels expansion, enabling crucial aspects such as product development and talent acquisition. Leveraging network effects and attracting top talent are also paramount, ensuring alignment with their vision while fostering environments conducive to creativity and purpose.

Unlocking success: why corporate governance is

vital

for startup triumph

Effective corporate governance is paramount for startup success, offering a protective shield during the tumultuous early stages. It ensures prudent financial management, preventing misallocation of resources and unsustainable growth, crucial for startups operating on tight budgets. Weak governance can lead to impulsive decision-making, as evidenced by the downfall of Theranos due to transparency issues and ethical lapses. Strong governance structures provide checks and balances, instilling stakeholder confidence. Transparency in decision-making attracts investors, talent, and customers, enhancing funding opportunities, employee satisfaction, and brand reputation. For high-growth startups, effective governance becomes even more critical, ensuring sustainable growth and alignment with the company’s vision.

Crafting a dynamic ensemble: exploring board composition and role

Crafting a dynamic ensemble for startup boards is like charting a course through uncharted waters. Diverse skills among board members spanning finance, marketing, technology, and operations offer a wealth of perspectives, enriching discussions and leading to better decisions. Industry-specific expertise in fintech, healthcare, or e-commerce ensures strategic alignment with market realities. Independent directors, crucial for unbiased oversight, bring objectivity and are mandated in many jurisdictions to promote transparency and ethical conduct.

Striking a balance between executive and independent directors is paramount for effective governance. Independent directors offer invaluable guidance free from internal biases, particularly for high-growth startups facing critical decisions. Board composition and roles are pivotal for all startups, establishing governance norms, overseeing strategy, and safeguarding shareholder interests. Yet, for high-growth startups, structured boards become strategic assets, offering mentorship, risk navigation, and alignment with the founder’s vision amidst rapid expansion.

Fortifying startup foundations: unveiling the power of shareholder agreements

Shareholder agreements serve as the bedrock of startup governance, intricately weaving together the interests of founders, investors, and employees. These legally binding documents elucidate rights, responsibilities, and dispute resolution mechanisms, fostering clarity and alignment within the company. From delineating voting rights to outlining exit strategies and pre-emptive rights, these agreements are

indispensable in maintaining stability and preventing chaos, especially for high-growth startups navigating rapid expansion. Negotiating fair terms necessitates transparency and empathy, striking a delicate balance between founder autonomy and investor protection. In essence, shareholder agreements are not mere formalities but critical tools in fortifying the foundations of startup success.

Building startup empires: the unyielding imperative of transparency

Transparent communication is essential for the success of any organisation, particularly startups. Cultivating a culture of openness through regular reporting fosters trust among team members, investors, and stakeholders. Transparency prevents surprises by providing accurate information, ensuring everyone can access the same facts, and promoting alignment. Ethical dilemmas are inevitable in the fast-paced startup environment, making governance crucial for guiding principled choices. Effective governance frameworks establish ethical boundaries, ensuring decisions align with the company’s values and longterm vision, especially during pivotal moments like business model pivots or resource management. Transparent decisionmaking involves weighing options, considering consequences, and acting ethically, as exemplified by Patagonia’s transparent communication of donating Black Friday sales to environmental causes, reinforcing its commitment to sustainability.

Transparency and ethical decision-making are paramount for startups. They create a cohesive organisational fabric, prevent conflicts, and build a resilient culture. As startups pursue rapid expansion, transparency becomes a strategic imperative to maintain integrity. Robust corporate governance is the foundation upon which high-growth startups build their empires, ensuring that growth doesn’t compromise transparency or ethical standards. Stakeholder confidence, investor trust, and sustainable success hinge on wellstructured governance frameworks that uphold transparency and ethical principles.

As high-growth startups strive to carve their path to greatness, let us remember that transparency and ethical governance aren’t burdensome obligations; they are the unyielding imperatives that fortify the foundations upon which startup empires rise. Through unwavering commitment to these principles, startups can truly stand the test of time, inspiring trust, driving innovation, and shaping a future where success is measured by growth and integrity.

THE COMPLIANCE INSTITUTE SOUTHERN AFRICA (CISA) IS THE INDEPENDENT PROFESSIONAL BODY FOR THE COMPLIANCE PROFESSION RECOGNISED BY THE SOUTH AFRICAN QUALIFICATIONS AUTHORITY (SAQA).

We are a member of the International Federation of Compliance Associations (IFCA). Selected designations qualify its holders to be awarded the International Certified Compliance Professional (ICCP) designation that is recognised in IFCA member countries.

WE OFFER:

Best practice standards in the form of the Generally Accepted Compliance Practice Framework (GACP). Professional development and accreditation through our three SAQA-registered designations:

i) Compliance Practitioner (SA) / Cprac (SA)

ii) Compliance Professional (SA) / CProf (SA)

iii) Anti-Money Laundering Compliance Practitioner (SA) / AMLC Prac (SA)

Our designations are designated as Commissioners of Oaths.

Training programmes for skills development. Mentorship programmes and networking for young professionals to build the next generation of compliance professionals.

Thought leadership through forums, interest groups, conferences and events.

Recognition of excellence in the compliance discipline through the annual compliance awards.

Interested in a career in compliance, or need more information? Talk to us.

Celebrating this milestone! https://www.linkedin.com/company/compliance-institute-southern-africa/ https://www.facebook.com/Compliancesa/ Celebrating this milestone!

enquiries@compliancesa.com | www.compliancesa.com

Strategic imperatives for South African businesses

As the global economy constantly evolves, businesses’ ability to adapt and continuously learn is crucial for maintaining competitiveness and ensuring long-term success. While rich in opportunity and entrepreneurial spirit, South African companies face distinctive challenges that significantly impede their ability to adopt a learning culture. These obstacles range from infrastructural limitations to socio-economic constraints, which collectively hinder the potential for organisational growth and innovation.

By Dr Rowen Govender -Academic Head (School of Healthcare Management) at Regent Business School

The landscape of continuous learning in South African businesses is fraught with hurdles that critically impact their ability to foster a progressive learning culture. To uncover the solutions, we must first understand the barriers. One major challenge is the limited access to educational and training opportunities, particularly in rural and underserved areas. This geographic disparity restricts employee skill enhancement and leaves large workforce segments without the means to pursue personal and professional development.

Financial constraints further complicate the scenario, particularly for small and medium enterprises (SMEs). These businesses often struggle to allocate budgets for expansive learning

initiatives, viewing them as luxuries rather than investments in future growth, which will ultimately positively impact their bottom line. This financial limitation affects the availability of resources and impacts the ability to attract and retain top talent who may seek opportunities for advancement elsewhere.

Cultural norms within many South African communities may also undervalue ongoing professional development. In some cases, there is a preference for immediate job performance over longterm career growth, which can create a workforce less inclined towards lifelong learning. This cultural perspective can lead to a lack of motivation among employees to engage in continuous learning, thereby stunting individual and business growth.

Significant organisational resistance to change often exists, particularly towards innovative learning models that challenge traditional workplace norms. This resistance can stem from various sources, including top management’s reluctance to disrupt established practices, middle managers’ fear of upheaval in team dynamics, or employees’ apprehension about new technology and methodologies. Such resistance can stifle adaptability and hinder a company’s ability to respond to evolving industry demands and technological advancements.

Locally, the regulatory and policy framework in South Africa does not always support continuous learning. The lack of incentives for businesses to invest in employee development programmes or partnerships with educational institutions can create an environment where learning and development are not prioritised. This lack of support from the broader business ecosystem makes it difficult for organisations to commit to and sustain a culture of learning.

Exploring the impact

Companies fail to keep pace with industry advancements without a proactive learning culture, losing their competitive edge. There is a clear correlation between an organisation’s learning capabilities and its overall performance. Businesses lacking learning opportunities often see employee morale and productivity decline, leading to high turnover rates and a workforce ill-equipped for a dynamic market environment. Additionally, this deficiency can stifle innovation, preventing the organisation from developing new products or improving services that could capture market share and drive growth. In the long term, the inability to adapt to technological changes or evolving industry standards can significantly lose relevance in the marketplace, jeopardising the company’s survival.

Proposed solutions

Businesses must develop flexible learning programmes tailored to diverse employee needs, utilising online and blended learning platforms for scalable, cost-effective training solutions. Creating a supportive culture that values knowledge and innovation is crucial, requiring leadership to champion learning and provide resources for development. Engaging with educational institutions and government bodies through policy advocacy can also help dismantle systemic barriers to continuous learning. The natural progression would mean regular assessments and feedback mechanisms being implemented to improve learning outcomes and ensure constant alignment with industry demands. Fostering an environment that celebrates educational achievements and practical application of skills can motivate employees to engage in ongoing professional development, further embedding a culture of learning within the organisation.

Best practices and success stories 1 2 3

The higher education sector must be proactive in integrating learning into its core operations and extending its reach beyond traditional classroom environments by incorporating initiatives that serve as models of effective learning integration:

Online programmes are designed to accommodate working professionals’ schedules, allowing them to apply new knowledge directly to their workplaces.

Tailored courses for executives, managers and companies focusing on leadership, innovation, and strategy, equipping them with the skills to drive change within their organisations.

Community engagement projects connect students with local businesses and non-profits to apply theoretical knowledge in practical settings, enhancing both learning and community service.

A solid example of implementing a solution would be the research and development centre, iLeadLabs, which Regent Business School has opened. These dedicated centres encourage students and faculty to engage in cutting-edge research and learning, fostering an inquiry and critical thinking environment. These iLeadLabs offer a dynamic, hands-on learning environment where students can engage in practical projects that develop essential digital and entrepreneurial skills for the modern workplace.

These initiatives enhance the educational experiences of their participants and contribute significantly to the broader community by fostering a culture of continuous improvement and adaptation.

The need for continuous learning in South African businesses is of paramount importance. Business leaders and HR professionals must recognise learning as a strategic priority and take actionable steps to integrate it into their organisational fabric. This includes investing in technology to facilitate accessible learning, creating incentives for continuous professional development, and establishing clear pathways for career advancement through learning achievements. Constant learning is the keystone of organisational adaptability and success. By recognising and overcoming the specific challenges South African businesses face, leaders can cultivate a thriving learning culture that propels their organisations forward. Let this be a call to action for all stakeholders to invest in the future by investing in learning today. By addressing these challenges head-on, South African businesses can unlock new levels of performance and sustainability, ensuring they remain relevant in an increasingly complex global market.

Enabling sustainable growth for

SUPPLIERS

Various studies have demonstrated that local suppliers of goods and services to corporates or public entities in South Africa continue to face numerous challenges that hinder their meaningful participation in the mainstream economy. Boy Ndala, Communication Manager at the Small Enterprise Development Agency (SEDA) shares some insights about how Supplier Development Programmes can assist SMMEs.

1

Tell us a bit about SEDA’s Supplier Development Programme

Some of the challenges faced by suppliers include a lack of capacity and capabilities, limited access to market opportunities, substandard quality in the provision of goods and services, and a lack of diversity in the supply-side market. It is generally accepted that Supplier Development Programmes offer an effective mechanism for addressing these challenges, provided the programmes are appropriately designed and implemented.

SEDA has developed its Supplier Development Programme (SDP) as a specific, focused and targeted response to the challenges outlined above, in line with the national government’s objectives of preferential procurement, BroadBased Black Economic Empowerment (BBBEE), the National Development Plan, the manufacturing and supply localisation framework and job creation.

2

Who benefits from this programme?

The SDP has both a supplier and demand side: Supplier: the programme aims to strengthen supplier firms’ performance by enabling them to acquire the appropriate skills, capabilities, and capacity necessary to conduct locally and globally competitive business. This improves their ability to access supply chains, compete for business, and perform to or beyond the buyer’s expectations.

Demand side: the programme aims simultaneously to benefit the buying organisations – usually through a partnership arrangement – by identifying appropriate competent suppliers and providing compliance – and capability-building support of various kinds to suppliers that reduce the buyers’ risk and align the supplier more effectively with the buyer’s requirements and expectations. Partners may include state-owned enterprises, public sector departments and agencies, private sector companies, and multinationals.

3

What are the benefits of joining this programme?

The benefits of the programme to suppliers include the following:

• reduced supply costs, improved technology; increase in productivity; increase in total quality and improved deliveries/logistics;

• facilitating the internal reorganisation of the business operation;

• conforming to sector/industry regulations; and

• facilitating access to markets.

The benefits of the programme to the corporate partner or a buyer include the following:

• providing access to a large and diversified database of suppliers of high-quality products;

• facilitating the transformation and diversification of the corporate supply chain;

• leveraging resources and reducing costs associated with supplier development;

• contributing to Broad-Based Black Economic Empowerment (BBBEE); and

• contributing to the national development plan goals of increasing economic growth, employment creation, and skills development.

4

How does the private sector work in conjunction with SEDA to enable sustainable business practices?

SEDA employs an inclusive approach to determining which partners to work with in delivering SDPs. It works with the private sector and applies the District Development Ecosystem (DDE) model, which operates at all levels of government with a primary focus on the local municipalities in a “bottom-up” approach.

The DDE model comprises state-owned enterprises, public sector departments, and agencies. It positions SEDA as a coordinator of private and public sector business development support services. SEDA also seeks to address the lack of coordination in the business development ecosystem and improve the impact of all business development initiatives on the country’s economy.

The main objective of rolling out the programmes according to the DDE model is focused on opportunity matching, which seeks to improve access to finance, programme implementation and development, building practitioner capacity, and development of a shared information infrastructure. SEDA collaborates with many ecosystem stakeholders and allocates significant resources to promote entrepreneurship and the growth of Small, Medium, and Micro Enterprises (SMMEs) nationwide. With 54 branches, 46 co-locations, and 110 incubators, SEDA has the largest office network in the nation.

Programme planning and delivery only take place based on a Memorandum of Understanding (MoU), Memorandum of Agreement (MoA) or Service Level Agreement (SLA) that will stipulate both stakeholder’s requirements and the services to be rendered to identified beneficiaries. This agreement will form the basis of the engagement, and a project task team comprising representation from all the MoU stakeholders will be formed to ensure the smooth steering of the project while adhering to the standard operating procedures and processes of the respective organisations.

Monitoring and evaluation are applied at all times to review SDP progress, identify problems in the planning and/or implementation, and make adjustments to achieve meaningful impact.

5

According to reports, many SMMEs fail within the first year. How does being part of a programme such as this promote sustainable growth?

The programme targets SMMEs that are beyond the startup phase and are suppliers or have the potential to become suppliers to corporates, state-owned enterprises and other public entities. SMME participation is customised to the buyer’s needs and determined and agreed upon jointly by the stakeholder and SEDA. As mentioned earlier, the programme aims to strengthen the performance of supplier firms/ beneficiaries by enabling them to acquire the appropriate skills, capabilities and capacity necessary to conduct a locally and globally competitive business. This improves their ability to access supply chains, compete for business, and perform to or beyond the buyer’s expectations.

The programme does not use a one-size-fits-all approach; the emphasis is placed on ensuring that corporate organisations or stakeholders participating in the programme in partnership with SEDA design a custom-made programme based on their procurement needs, resulting in the development of qualifying criteria for potential beneficiaries. This, by implication, means that not all businesses can participate. The focus is mainly placed on those that have demonstrated potential in terms of being operational and possess a certain level of capacity, can generate a set minimum turnover and are likely to be aligned with what both organisations intend to achieve with the programme. The programme aims to develop SMMEs that can actively participate in the mainstream economy domestically or internationally; hence, a certain level of potential and commitment is a prerequisite.

Corporate organisations will most likely have a database of suppliers rendering products and services through their procurement mechanism. The programme is then designed in partnership with SEDA to ensure that proper capacity building and development are channelled to these suppliers, with the focus placed on both organisations leveraging each other’s competencies.

Once an agreement in the form of an SLA, MoU or MoA has been signed, the corporate organisation or buyer then furnishes SEDA with a list of potential beneficiaries based on the selection criteria set out on the MoU, and SEDA, through its respective branches, registers the beneficiaries on eThuse which is a client management system and follow-up with an assessment. The assessments are usually conducted in alignment with the predetermined programme so that interventions derived from its findings will contribute towards developing tailor-made solutions in driving or directing beneficiaries to achieve what the buyer requires. The project plan, along with explicit activities or milestones, time frames, and responsibilities, guides the implementation of interventions. The programme’s project task team is responsible for ensuring that all milestones are achieved within the set time frames and that the programme achieves its objective.

6

How can SMMES join the supplier development programme?

It is important to note that SEDA is an Enterprise Development Agency with a Supplier Development Programme as one of its offerings. With that said, it is also important to understand that in a supplier development programme, a corporate organisation or buyer will provide SEDA with suppliers already registered in their database; the intention is to help them further develop to meet the organisation’s procurement requirements.

In an Enterprise Development programme, potential SMMEs or suppliers can register directly with SEDA to be assisted with various business developmental interventions, including exposure to opportunities through the Enterprise Supplier Development Programme.

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