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In the wake of COP26, decisive action was taken by the South African government to concretise its commitment to the Just Energy Transition –a move towards a sustainable, low carbon and equitable energy system – as a national imperative.
On the positive side, major players in the local energy sector have followed suit, joining the fray of South African industry leaders who have demonstrated their support of this mandate.
However, now, as the drive towards a more sustainable future accelerates, it’s clear that skilled workers within the science, technology, engineering and mathematics (STEM) industries are needed, who are equipped to design, develop, execute and manage renewable energy programmes.
This is according to Mustafa Soylu, CEO of Defy Appliances, who says that upskilling within this field is of particular relevance within
our unique socioeconomic context, with South Africa notoriously having the highest Gini coefficient (measurement of income distribution across the population) in the world. “Our country faces a widening divide in terms of wealth and opportunity. “This is a gap that training and education can serve to bridge, particularly in STEM careers that are characterised by their ability to pay a living wage, thus tackling poverty.”
However, he highlights that there is certainly no ‘quick fix’, and successfully making the transition towards a more sustainable and equitable energy system requires a long-term commitment from all stakeholders.
... as the drive towards a more sustainable future accelerates, it’s clear that skilled workers within the science, technology, engineering and mathematics (STEM) industries are needed...
Defy’s WE-InTech programme is one such example; offering training, internships and job opportunities to women pursuing careers in the STEM fields. The initiative is centred around increasing participation in new generation Research and Development (R&D), offering a sustainable solution that will contribute to building a more inclusive economy.
In alignment with this plan of action, Eskom also announced its decision to invest in upskilling staff to become renewable energy artisans – a resolve that has been heralded as a move in the right direction.
Through partnering with the South African Renewable Energy Technology Centre (SARETEC) in a memorandum of agreement signed last month, Eskom made clear its intention to upskill technicians and qualifying community members in renewable energy. This too demonstrates support for the Just Energy Transition (JET) Strategy, facilitating a shift from its current dependency on coal whilst prioritising labour and job creation.
Soylu has expressed his endorsement of this decision by Eskom, which, as he claims, it will “develop a trained and capable workforce that can make strides in building a strong and sustainable local renewable energy sector, providing viable solutions to the ongoing energy crisis.” He added that this investment will assist the country in meeting global and local environmental objectives.
In conclusion, Soylu says: “we must ensure that all solutions to the energy crisis are socially responsible as well as sustainable, in that they benefit the individual and community as well as the broader environment.”
A recent Equal Education report found that 80% of schools in South Africa are dysfunctional with endemic poverty, violence and a shortage of school materials plaguing these schools. It is an alarming report, not only because most of the pupils who attend these schools are black and coloured (which will have socio-political ramifications), but also because this will ensure that South Africa will most likely remain a low-skilled and low-wage economy for the foreseeable future.
By Sindile Vabaza, aspiring economist and avid writer, contributing author for the Free Market Foundation
Half of all South African pupils who have attended school for five years can’t do basic calculations; this was according to a 2015 TIMMS report on mathematics achievements among Grade 5 pupils in SA.
At the same time, it’s calculated that 10% of the country’s teachers are absent from school each day, while research found that 79% of SA Grade 6 maths teachers were classified as having content knowledge levels below the level at which they were teaching.
Dr Nick Taylor of Jet Education Services goes on to say in a paper titled Inequalities in Teacher Knowledge in South Africa:
… for the existence of three kinds of knowledge required for good teaching – disciplinary or content knowledge (CK), pedagogical content knowledge (PCK) and curriculum knowledge; further, that the first of these, while it may be insufficient on its own to support excellent teaching, is the foundation on which all other types of knowledge needed for effective pedagogy rest.
It then proceeds to describe the weak disciplinary knowledge resources held by the majority of South African teachers, and the inequitable distribution of this, the lifeblood of schooling, across the system.
The inequitable distribution of disciplinary knowledge resources is one of the primary sources of the significantly weaker outcomes exhibited by South African children from poor homes. The chapter concludes that, without significantly improving teacher disciplinary knowledge, and pedagogic proficiency, all other efforts aimed at improving the quality of South African schooling are likely to come up against low ceiling effects…
In other words, South Africa is a vicious self-reinforcing cycle of poor education outcomes, poor quality teachers and an education bureaucracy at the mercy of unions. This all feeds into a system of low skilled workers mostly unable to do any other kind of work other than menial work.
The usual objections to school choice Commenting on the success of Leadership College in Manenberg in 2015, South African Democratic Teachers Union Deputy General, Jonovan Rustin, said if government and donors instead gave adequate resources to the other schools in the area, there would be no need for an independent school.
“Education should be the responsibility of the state. I don’t know enough about the school in Manenberg, but I don’t understand why the education department couldn’t give the resources to the schools already operating in the area,” he said.
His response is indicative of the entitlement and hubris of government and government aligned actors to the success of independent schools in low-income and violence-plagued communities.
In other words, government run education is somehow different in his mind to government run municipalities or healthcare or water or electricity services, all of which provide obscenely poor services for the financial outlay and regularly require more resources (bailouts) from taxpayers.
... if government and donors instead gave adequate resources to the other schools in the area, there would be no need for an independent school.
One of the objections to school choice is that every South African should have a say in education regardless of taxation. Education is a 'public good', and we should collectively form the next generation, through government, because every South African has a clear interest in the education of the next generation.
The most important response to this is that the government ‘shaping minds’ to engineer the next generation is fundamentally at odds with a free society. It gives the government the power to homogenise society, potentially killing diverse communities and ideas by deciding which will – and will not – be reproduced.
School choice also gives working class and poor parents similar choices to middle- and upper-class parents when it comes to specific curricula and educational pedagogy. There are distinct differences for example between the educational pedagogies of child-centred learning within the Waldorf and Montessori schools and more traditional schooling choices.
Yet somehow the standardised approach to pedagogy and curricula in government run schools means that poor and working-class parents do not have the resources to seek alternatives, even if they feel those alternatives could be more fruitful for the wellbeing and future prosperity of their children.
There is a perversely inverted snobbery and elitism in denying those who cannot afford alternatives the means to seek them out, while telling them doing so is for the ‘public good’.
What schools like Leadership College demonstrate are the possibilities in education if education is wrestled away from largely unaccountable and government aligned bureaucrats. School choice is not a silver bullet solution (Leadership College is selective), but it is a vital cog in turning around our education system and therefore our economy and social order.
It will be good for the parents who will feel like they are part of a broader social order which empowers them to make the right decisions for their children, it will be good for pupils who will be in schools that more readily fit them, and it will be good for teachers who can employ their talents and strengths in schools which suit them too and provide a much more professionally rewarding environment. If Leadership College is anything to go by then it will be good for society as more children graduate high school being literate and numerate and many more going on to higher education.
If that is not a public good, then I don't know what is.
people and their future.
For more information on how ATS is tackling B-BBEE, visit www.afrikatikkunservices.com
and digital resources are the way to upskill
“Without Mathematics, there’s nothing you can do. Everything around you is Mathematics. Everything around you is numbers.” – Shakuntala Devi, mental calculator and writer, popularly known as the “Human Computer”.
No lies told here. Everything in our world has a Mathematical grounding. Your smartphone, laptop, television, and car all happened because of Maths. Cooking is Maths and so is construction, music, art, design, and sport.
And that’s why it is so vitally important that our children learn Maths at school and learn it well, says Crispian Lees, Head of Education at Advantage Learn.
Lees says a recent study by Stellenbosch University’s Research on Socioeconomic Policy unit (RESEP) came up with some disturbing findings, including that the failure rates of Grade 9s in Maths rose to 80% last year. RESEP also found that some Grade 9s write numbers backwards, and in an international Mathematics study, 54% of them achieved points below the international standard.
“None of this is good news. Maths is a scarce skill, and it is essential that learners are skilled in it to get meaningful employment and improve their standards of living. That is why at Advantage Learn, we are constantly looking to evolve our modules to adapt to education and market requirements like introducing the Neo-Series,” Lees says.
Added to the deterioration in Maths skills is the declining rate of students writing Mathematics in South Africa. Year-on-year there has been a significant drop-off in matrics writing Mathematics and a declining pass rate for the learners who do write the exams, according to data from the Department of Basic Education.
“The drop in numbers should be of great concern. Performance in Mathematics matters for university entrance. Without it, school
leavers are not eligible for programmes at universities in science or engineering or some in commerce. A decline signals that the doors of opportunity in these fields are closing to a growing number of students and the skills scarcity in these sectors is getting worse,” Lees says.
The solution to some of these concerns, adds Lees, is to combine digital learning with a bricks and mortar (school) environment. Digital help is a great resource in our under-resourced schools. While technology will never replace good educators, educators who embrace technology will replace those who don’t, he says.
“Digital learning resources allow teachers to take their teaching to a new level. These digital resources allow educators to seamlessly migrate from different streams of learning. They can also remediate gaps from previous years or advance gifted learners.
“What digital resources also bring with them is real-time analytics for teachers to see what learners know and where the gaps in their knowledge are.
“Teachers are incredibly busy people, and when learners fall behind with Maths, it usually requires them to spend time they
really don’t have to try and bring individual learners up to speed.”
A digital resource means that teachers can assign extra work for those falling behind or those who are failing to grasp certain concepts and that the teacher (and parents) can get proper feedback from the digital programmes especially when learners are working from home or away for a period of time.
Lees says learners can access a wealth of digital resources to support them outside the classroom - all without being in the presence of a teacher. “This teaches children to embrace self-learning, which is on its own an essential skill. Digital resources, like our Neo Series Mathematics resources, actively test learners’ understanding of the subject, they get to try examples and get marked feedback,” he says.
Lees says his company has developed a digital programme to address exactly these issues. Headed by experienced Maths educator Trish Pike, the digital offering, called the Neo Series, is a flexible, blended learning experience that includes over 27 000 minutes of high-quality Mathematics instructional videos covering the full Grade 8 to 12 CAPS syllabus. The Neo Series aims to promote active learning inside and outside the classroom and give teachers, schools, and parents an array of tools that work anytime, anywhere - enhancing and supporting the classroom environment to evolve beyond the traditional textbook-based instruction.
“The offering works as an outcomes-based design which provides curriculum-aligned teaching and assessment and a cutting-edge online learning management system. For those schools that are struggling to fill their Mathematics educator positions because of an undersupply of Maths educators, this is an absolute must-have to ensure the learners’ Maths learning is not compromised,” he says.
“The Neo Series aims to help high school learners of varying abilities to improve their Mathematics, Further Studies Mathematics and Physical Science performance. The resources also support schools by adding an important support layer to their in-person teaching, enabling schools to seamlessly transition between in-person and online teaching modes,” Lees says.
The Neo Series is currently available for schools in Maths Grades 8 to 12 and Further Studies Mathematics, and it covers the full high school curriculum.
For further information on Advantage Learn visit www.advantagelearn.com.
Digital forensics and incident response skills are interlinked and increasingly in demand, offering the right candidates varied and interesting careers.
This is according to Veronica Schmitt, co-founder of the DFIRLABS Digital Forensics and Incident Response practice, Assistant Professor at Noroff University in Norway, and a designated professional member of the Institute of Information Technology Professionals South Africa (IITPSA).
Schmitt was speaking during a webinar hosted by the Institute of Information Technology Professionals South Africa (IITPSA) Women in IT Chapter.
Schmitt, who is currently researching security vulnerabilities in IoT medical devices, says digital forensics and incident response skills will be needed across industries as the world moves increasingly to digital.
“The Covid-19 pandemic forced everything online, and now everything and everyone must move fast – and when we move
fast we make mistakes. We have a constantly evolving cybercrime landscape, so the risk to organisations now is greater than ransomware.”
Digital forensics and incident response are needed to help organisations recover from breaches and mitigate losses and reputational damage, she explains.
... digital forensics is a multifaceted field, with career opportunities in both public sector law enforcement and the private sector.
She noted that digital forensics is a multi-faceted field, with career opportunities in both public sector law enforcement and the private sector. Both areas had pros and cons.
“Digital forensics and incident response isn’t just one thing –for example, you could look at doing intelligence work; or if you are passionate about social media and privacy there are elements in digital forensics that pursue those.
“If it’s digital, and has a storage component, digital forensics can become involved. There are good and bad elements in every direction you choose. In public sector law enforcement, digital forensics investigators look into cases that aren’t psychologically safe – such as human trafficking, or child porn. In the private sector, there might be fraud, divorce cases or cyber bullying.”
To enter a career in digital forensics, Schmitt recommends starting with free introductory courses online, and SANS certification courses, followed by internships at a recognised cyber forensics and incident response firms.
“I think of myself as a digital detective – or a digital snoop,” she says, adding that digital forensics and incident response professionals such as herself typically enjoy solving puzzles and had a range of soft skills in addition to their technical skills.
“We suffer from a ‘crusader complex’, wanting to make a difference and help people,” she adds.
She explains that there is also an element of psychology involved.
“You need to understand the user to be able to uncover their file naming conventions and build a digital fingerprint or profile. And when an organisation is compromised, people are often upset and panicky, so it is our responsibility to help calm things down.”
Schmitt adds that digital forensics and incident response professionals also need skills to manage court appearances.
“In court cases, emotion needs to be taken out of it, so I remind myself to breathe, think, then answer. Often the defence will question your credentials and integrity as an expert witness, so it is important to make sure your resume is impressive, with all the right credentials.”
She notes that the legal system is not yet robust in terms of understanding digital crimes, so digital forensics professionals need to be able to clearly convey the terms they use and how they uncover evidence.
Schmitt likened digital forensics to a ‘wizard in the castle’.
“They make amazing things happen by pulling things together. Then you also have the cavalry – that’s incident response. They can’t be separated and are fluid in terms of flowing into each other,” she explains.
“Young people who are entering the job market can avert the debt trap by resisting the temptation of easy credit, embracing a savings culture early in their careers, and by broadening their portfolio by investing in a wide range of investment tools that are available in the market,” says Boipelo Makgolane, Senior Corporate Finance Analyst at Hollard Life Solutions.
The South African Reserve Bank (SARB) recorded a surge in household savings to 18% of GDP in the first quarter of 2021 on the back of consumer worries about the COVID-19 pandemic. But South Africa remains notorious for its low savings culture and high household debt, close to R2.5 trillion, which averages out to R415,000 per household.
“A lot of retailers offer store accounts; we have seen this trend in our families, which has trapped many households in a never-ending debt cycle. Clothing accounts and accounts at convenience stores offer consumers the ability to get credit with no hassle; however, it encourages impulsive purchases because of its seamless accessibility,” Makgolane notes, adding that like store accounts, credit card accounts can also quickly spiral out of control, suffocating hard-pressed consumers in high interest payments.
“Like the store accounts, the risk with using credit cards is that debt can build up really quickly because of seamless accessibility to easy credit. However, when used smartly consumers can derive some benefits from these facilities by utilising them prudently and within their means. For example, some credit card facilities offer rewards or points on their usage. Consumers can take advantage of this by capping a spending limit they can afford to pay off monthly by only spending what they can afford in order to utilise those rewards. Similarly, consumers are also encouraged to consider using other credit alternatives such as laybyes which are viable, interest-free options to save up to purchase something over time,” she adds.
Makgolane advises consumers to budget, to inculcate a culture of savings by putting away a portion of their income for a rainy day. To do so, she says consumers need to do an honest scrutiny of their monthly expenses to identify areas of profligacy and make the necessary adjustments.
“The first thing that you need to do when you want to start budgeting is you need to open your bank statements and make a list of what it is that you are spending your money on; you can look at the last two, three months just to get an idea of your regular spending habits. This means conducting an audit of average monthly spending on groceries, petrol or transport money, entertainment and so on, and break down this expenditure by making sub-categories for each item. That's the only way you can see where you need to start saving money. Budgeting and saving should be internalised and turned into a habit. You need to treat your savings more like a monthly expense, no matter how much it is,” says Makgolane.
She concedes that the current economic climate has put increased pressure on consumers’ disposable income but points out that this should not dissuade households from building a nest egg for a rainy day.
“It is a misconception that you need to be making more to save – savings can be as little as R50, R100 or R500 a month, it does go a long way over a long period of time, and it can really save your day. All banking institutions have different saving products geared for every type of person and every type of situation. The onus is on consumers to find out from their banks about these products and ascertain what is most suitable for their financial circumstances and savings goals,” she adds.
Makgolane says there is a plethora of investment options available to consumers. These range from equities, where a minimum investment of R100 is required, to vehicles such as tax-free savings accounts where money is invested in a medley of products such as unit trusts, savings accounts, bonds, and fixed deposits. Consumers who invest a maximum of R36 000 per annum in these accounts can access and withdraw their proceeds tax free.
Makgolane adds that conscientious consumers that want to be more tax savvy can also deduct allowable donations that they have made up to a value of 10% of their taxable income. These donations must have been made to charity organisation registered by the South African Revenue Services (SARS) who will provide them with a S18A certificate.
She emphasises that the earlier young entrants into the job market invest into their retirement and savings, the better their
financial standing will be in the long term. The aim should be to create better futures, and it all starts now.
She says that in as much as it is important to adopt prudent ways of spending money, young people who plan to start a family should be mindful of passing on these good habits to their offspring.
“It's important to impart financial education in our kids early on and teach them about how to judiciously manage income and expenses while encouraging them to save. You can do this by giving them a monthly allowance, instead of buying things for them, and then monitoring how they spend it. This will compel them to apply their mind and learn how to make the right decisions. Of course, they might not get it right the first time, but as caregivers we are there to guide them and steer them onto the right path,” she says.
Makgolane says the importance of young people saving as early as possible in their career cannot be over emphasised. “If anything is taken out of this, it should be the fact that a little goes a very long way and it's the same with savings and with investment,” she concludes.
It is a misconception that you need to be making more to save – savings can be as little as R50, R100 or R500 a month...
from classroom to boardroom, opportunities abound
The education profession has come a long way in the last few decades with the growth of the private education sector, and whereas previously career options for graduates were limited, prospects now abound, an education expert says.
“Because graduates are in demand both domestically and abroad, teaching credentials have grown in popularity. The teaching profession's career development has also adopted a new perspective in which teachers can go from being school mentors to leadership positions, such as vice chancellor of the university,” says Dr Lindiwe Mokotjo, Head of Faculty: Education at The Independent Institute of Education, SA’s leading private education provider.
“Where previously, teachers would mostly be headed to a classroom for the duration of their career, with only a handful being promoted to heads of department or deputy or principal, they now have a wide range of options on top of teaching including, but not limited to, instructional design, tutoring, coaching, school management, educational consulting and the option of joining the corporate world of private education. Additionally, there is also great demand for qualified South African teachers abroad,” Mokotjo says.
The way future teachers should be prepared has drastically changed as a result of the expansion of the teaching profession. The transformation includes understanding the material being taught, how it is being taught, the setting in which learners are being taught, and the fact that each learner is unique and
capable of excelling when working with a qualified teacher, he adds.
“Teachers play a vital role in shaping future generations as they sculpt our leaders of tomorrow. Schools of education therefore must be focused on preparing dynamic and skilled future teachers for a life long and successful career in education by equipping them for the 21st century classroom.”
As a result, it is imperative that prospective education students ensure they vet their chosen institution and qualification carefully to confirm that they aren’t stuck in the historic education mould, but that they are strongly focused on staying ahead of latest developments and trends in the field.
Mokotjo says there are several different education qualifications to choose from, for instance:
• A Higher Certificate in Early Childhood Care and Education. This is an entry level/introductory qualification (at NQF Level 5) to the study of early childhood development (ECD) education from birth through to 4 years of age.
• A Bachelor of Education (BEd) in Foundation Phase Teaching (FPT) is an undergraduate professional qualification aimed at preparing students to teach learners from Grades R to 3.
• A Bachelor of Education (B Ed) in Intermediate Phase Teaching. This is an undergraduate professional qualification aimed at preparing students to teach children from Grades 4 to 7.
• A Postgraduate Certificate in Education (PGCE) in Senior Phase (SP) and Further Education and Training (FET) Teaching.
It is important to ensure that the chosen qualification is structured in accordance with the Department of Higher Education and Training’s (DHET) Minimum Requirements for Teacher Education Qualifications (2015) or The Department of Higher Education and Training’s (DHET) Policy on Minimum Requirements for Programmes Leading to Qualifications in Higher Education for Early Childhood Development Educators (2017).
Also importance is to ensure that a curriculum incorporates teaching theory and work-integrated learning components.
“This critical component exposes students to diverse educational settings which ensures that they develop the practical skills essential for excellence in teaching. An institution offering Initial Teacher Education qualifications should have a network of schools in their area of operation to ensure access to differently resourced schools for student teaching opportunities,” notes Mokotjo.
Further, to access work-integrated learning in schools, students would need to present a valid Police Clearance Certificate and register with the SA Council for Educators (SACE) in their final year.
Depending on the specific qualification, education students’ curricula will likely include Languages, Natural Science and Technology, Mathematics and Social Sciences, Psychology for Educators, Professional Ethics, Assessment and Measurement, Educational Management and Research.
“A quality teaching degree from a reputable higher education institution opens the door to a rewarding, interesting, and varied career trajectory – provided, of course, that the educator is invested to lifelong learning and continuously improving their
skills to ensure they can in turn prepare learners in their career for a prosperous future,” Mokotjo says.
“There currently is a significant and growing need for a dynamic pipeline of professional teachers, who are able to bring enthusiasm and innovation not just to the classroom, but to the education profession as a whole. Whereas previously education was perhaps not always a career of first choice for many, the field has now evolved and truly come into its own, with new and exciting opportunities for ambitious young people.”
Sometimes in life not getting what you want immediately is mentally taxing. When things don’t go according to plan, alternatives can be looked at as part of the journey towards the end goal. So, what are some of the alternatives?
Many of us seek to obtain a university degree in the hopes of securing employment in the future. The reality, however, is that university can be very expensive, there are limited spaces (universities cap the number of students they can accommodate), and sometimes learners don’t meet the entry requirements. If a matriculant or individual does not manage to obtain admission to a university, it is not the end of the world and there are alternatives to get you upskilled.
There are pros and cons associated with attending private colleges. Some of the pros include:
• Some accredited colleges and universities have a very good standing from a reputation perspective.
• At certain private institutions it can be a bit “easier” to be accepted – government universities tend to have stringent capacity requirements.
Some of the cons include:
• While there are various private accredited institutions, applicants should be very thorough with research as there are some “bogus” colleges.
• Some private institutions can be a bit more costly.
• Private institutions are not covered by the National Student Financial Aid Scheme (NSFAS) – if applicants require funding, they will have to go the bank loan route or have a discussion with the institution about payment plans.
TVET Colleges historically have had a bit of a negative connotation, however, this is changing. Over the years numerous TVET Colleges have produced very successful graduates who have gone on to obtain employment in various industries.
TVET Colleges generally are more geared towards equipping students with practical skills, which can go a long way in terms of employability. NSFAS can be applied for.
Often the word internship is associated with someone who has a post-matric qualification. However, there are internships that are offered to matriculants. Internships are a great way to gain practical experience in a particular industry or role, which can also give insight as to whether it really is the career field you want to pursue prior to studying further. An internship is also a great way to network for potential future career prospects.
Depending on the field you wish to enter, online courses can be budget-efficient and there is a level of flexibility in terms of time management. For example, if you are doing online courses in coding, you can choose to undertake it full-time or part-time.
If you choose this route, students will need a strong internet connection. Some institutes have adopted online classes whereas some are purely work-on-your-own with support. Online courses can also be cost-effective i.e., you can work from home, or you could study after hours if you have a job.
Securing employment is a step towards a level of financial freedom. For example, if you are unable to study due to funding, having a job can help fund your future studies.
Another positive is, depending on which organisation you work for, there are skills development opportunities that may be afforded to you. When many of us are young, we often have dreams about being in a high-powered position – the reality is that many of us have to start at the bottom and work our way up.
Whatever course you decide to take, the main takeaway advice is to be proactive and look at alternatives as opportunities. It’s not the end of the world if you don’t go to university – you can still upskill yourself and have a good career.
TVET Colleges generally are more geared towards equipping students with practical skills, which can go a long way in terms of employability.
the hospitality industry
In world hospitality terms, Africa is the final frontier for rapid development and expansion, with staggering opportunities for development.
According to an African Development Bank estimate, Africa’s population has grown to over one billion since 2010, with the middle class now 350-million strong. It is this expanding segment of potential travellers that presents a major expansion opportunity for the hospitality industry.
But it’s not only local tourist numbers that are growing. In recent years, international travel to Africa has expanded immensely. According to the United Nations World Tourism Organisation, the continent welcomed 18.5 million foreign travellers in 2021, up from 16.2 million in 2020. Of that figure, 6.1 million made their way to North Africa and 12.3 million went to sub-Saharan Africa. Furthermore, the UNWTO showed that January 2022 experienced a 51 percent improvement in international tourist arrivals compared to January 2021 and it is estimated that Africa will receive 134 million arrivals by 2030.
With this increase in visitor numbers, comes a proliferation of hotels, resorts, lodges and restaurants and the need to staff them with properly trained people filling all sorts of positions – from MDs to managers, front of house, HR, marketing and PR professionals and more.
Says Marius Stols of The IIE’s School of Hospitality & Service Management: “There is a huge need in Africa for academically trained hospitality professionals particularly when one considers that many executive positions in the African hospitality industry are not filled by those from the continent.
“Recently a training manager at one of the largest hotel groups in the world told me that none of the executive managers of their Africa hotels were from Africa. A big contributor to this disparity was that there were no degree qualified managers available from Africa.”
While it is still possible to build a career in hospitality without a degree or diploma, increasingly employers are being more selective and recognise a degree as an indication of competence, signalling that students have learnt about and worked in the industry (through internships) and have the capability to contribute, learn and grow, often more rapidly than those without a degree. A bachelor’s degree provides students with knowledge, skills and abilities in most aspects of hospitality operations, on which they can build when they start working fulltime. Graduates understand the inter-relationship and interdependencies between various functional areas. They also learn how to analyse and research workplace issues, solve problems, make decisions, and work in teams.
“Our Bachelor of Hotel Management (BOHM) speaks directly to this industry need,” says Stols. “In addition, the hospitality qualifications not only prepare students for the hospitality industry but provides them with a wide range of service-oriented skills and trains them to think, plan and execute with the consumer in mind. A hospitality qualification does not bind one to a single industry either. The BOHM is, in essence, a business degree with a hospitality foundation.”
Says Sindile Xulu, CEO of TIA360 (Tourism Investment Africa), a platform to mobilise and stimulate investment in Africa’s tourism: “It is vital that Africa’s hospitality industry is supported and staffed by professionals from the continent because they are often more culturally aware and sensitive to the needs of local customers. They are also often the first point of introduction to their country for overseas guests, so they are better positioned to offer advice and demonstrate local hospitality.
“Investing in a human capital position and supporting the current talent with more relevant knowledge to inform improvement of products and destination and local knowledge is also key,” adds Xulu.
Rene Hill, MD of The IIE School of Hospitality & Service Management concludes: “By studying hospitality management, students acquire tangible in-demand skills that employers look for in candidates, and not only the upper-level management skills and the operation processes in hospitality, but also marketable skills such as teamwork, leadership, design thinking, finance and budgeting and marketing. Hospitality training also helps develop the communication skills employers expect their employees to use with customers and amongst themselves in any professional hospitality workplace.”
For more information on The IIE School of Hospitality & Service Management visit www.iiehsm.com or contact via phone at +27 86 111 2433 or email info@iiehsm.com www.futuresa.co.za
The IIE School of Hospitality & Service Management –which has campuses in Rosebank, Johannesburg and in Newlands in Cape Town – seeks to address the rapidly expanding need for service, hospitality and customercentric education, spanning entry-level through to management-level qualifications.
Courses offered:
• IIE Higher Certificate in Hospitality Management,
• IIE Bachelor of Hospitality Management
• IIE Advanced Diploma in Hospitality Leadership Distance
• IIE Advanced Certificate in Hospitality Management.
The IIE Higher Certificate in Hospitality Management is a full-time one-year course, which also creates a pathway to enrol for the IIE degree. The IIE Bachelor of Hospitality Management is a three-year degree course. Both qualifications meet international standards and are available via distance learning.
The IIE School of Hospitality & Service Management, 3 Keyes Ave, Rosebank, Johannesburg, Gauteng T: +27 (0)86 111 2433
The IIE School of Hospitality & Service Management
The Quadrant
146 Campground Road, Newlands, Cape Town T: +27 (0)21 881 3792
The Learning Development Group offers innovative, flexible, and evolving learning development solutions.
Through our specialist understanding of the intricacies of applicable legislation affecting South African organisations, we solve to deliver solutions that maximise return on investment.
We project manage immersive, comprehensive, and practical programmes to equip individuals with transferable skills that are internationally recognised and highly sought after in lucrative global industries. We tailor digital learning solutions to new entrants into the job market and to the organisations that employ them; providing an end-to-end solution that positively addresses employment opportunities for designated groups that need representation in mainstream business environments.
Skills development for life
The social labour plan of any mine must include long-term commitments to affected communities before, during and after the mining cycle.
By Jacques Farmer, MD at PRISMAAs mining operations begin to wind down, something we are seeing with increasing frequency in South Africa, is that there needs to be a change in both strategy and vision going forward. The goal should always be to invest in communities to ensure that they will be able to provide for themselves, which requires diversification of skills outside of the mining space.
The right training partner is key in ensuring that return on expectation is delivered to enable previously miningoriented communities to continue to participate in the economy long after the mine is no longer operational.
Once mines mature and begin to scale down operations, the human capital development strategy needs to shift. Investment needs to be made in communities to ensure they can provide for themselves and not be solely reliant on the mine for economic participation.
This requires skills transfer along a broader range and can include higher education and learnerships in other fields such as construction and transport or artisan training in bricklaying, plumbing, welding and more. There are also short and powerful programmes in soft skills, such as business administration, generic management skills, entrepreneurial skills, and new venture creation.
Another initiative that proves highly beneficial is to use start-up programme packages, like a ‘business in a box’, which can be delivered to give people not only the necessary skills, but also the tools they need to get a small business off the ground.
For example, individuals can be trained how to install satellite dishes or do basic plumbing and welding, and the training can include a kit so that these people will be able to go out immediately and start providing for themselves and their families.
This should be coupled with skills such as how to develop business and marketing plans, basic accounting, and finance, as well as mentoring and coaching after training is completed.
It is also important to ensure that skills transferred are themselves transferable and that other skills that may exist within the community can be passed down.
Part of the social labour plan can include coaching programmes for people within communities who have skills to transfer, to equip them with the knowledge and skills to pass this along to the next generation.
Orientation at school level is also essential to prepare children for working environments that are not centred on mining. It will also help them understand the various roles that exist within
mining that are not specific to a mine, and can be transferred to other areas, including metallurgy, geology, human resources and more.
There are many areas that can be included in skills development, from farming to business to basics, such as how to prepare a CV. Active engagement with communities is essential in implementing successful programmes. From a holistic perspective, skills development should be about uplifting communities and enabling them to provide for themselves, giving them the skills and confidence, they need to create an economy that is not reliant solely on a mine.
Take a view for the long term Project planning is key to successfully implementing long-term community development plans for after life of a mine, but this is often not a core competency for mining houses.
An experienced partner with knowledge of how to engage with communities and deliver impactful programmes is invaluable. There is no one-size-fits-all approach, as every community is different, and each mining house is also different. Your partner should engage with all involved parties, including unemployment forums and schooling, to understand the specific needs that exist for skills development to create a plan that will deliver long-term benefits.
The goal is sustainable economic growth and participation outside of mining, as well as maintaining the balance with communities. It is vital to deliver on what is promised to maintain trust and prevent unrest, which requires a direct approach.
Having a specialist training partner onboard will ensure that skills development is aligned with long-term strategy to support successful growth and development, giving people real skills to enable them to contribute to economic growth and participation.
Despite the chaos and hardships in the world, Africans continue to be generous and caring people. It’s built into their DNA and identity and is a core part of their heritage.
In fact, a recent report by the Charities Aid Foundation (CAF) confirmed this by ranking six African nations as part of the top 10 most giving countries in the world. CAF also found that middleclass South Africans give away one Rand in three to family, community, or charity organisations.
A local student crowdfunding organisation is testament to this generosity towards others.
R143.44 million raised to help university students pay for their studies
Out of the ashes of the #FeesMustFall movement in 2017, Feenix was launched to bring people and communities together.
By connecting students and funders, both corporates and individuals, they’ve been able to raise more than R143.44 million to help university students pay for their studies.
It’s no small sum. This money has supported and had a phenomenal impact in the lives of 2 955 students who have joined the platform.
“Our spirit of giving is indelibly interlinked with our sense of ubuntu – ‘I am because you are’. So, it’s been incredible to see how many people are committed to changing the lives of others,” points out Leana de Beer, CEO of the student crowdfunding platform Feenix.
De Beer explains that this generosity has transcended all races, cultures and ages.
“It’s helped to build communities, as well as move people and economies forward. I believe that it will also be instrumental to help South Africa weather the storms we’re currently facing. This includes addressing the education gaps and unemployment rates in the country.”
This spirit of giving and ubuntu is something that the organisation is seeing in the very students who have been able to complete their studies thanks to the funds raised via Feenix. Now that they are in the workplace, they are returning the favour by paying it forward - either contributing to the organisation’s funding pool or they have identified students that they want to help.
In 2018, Itumeleng Legoete was able to complete his LLB after managing to raise R150 000 using Feenix. He never forgot about the opportunity that was given to him. From the day he started earning a salary, he has continued to make monthly contributions to help fund other students trying to raise funds on the crowdfunding platform to complete their studies.
De Beer says that the most valuable part of all of it is that students are taking ownership of their future by actively promoting and sharing their profiles to raise funds. “The more active students, or their community, including friends and family are, the more likely they are to receive funding on the platform.”
“There’s power in community. We’ve seen how this is helping to change the lives of the thousands of young people at universities who believe in a brighter future for our country, as well as every single funder who is supporting them to make this a reality,” adds de Beer.
Feenix was launched in June 2017 as a response to the #FeesMustFall movement that spread across campuses in South Africa in 2015 and 2016. This movement highlighted the extremely high cost of tertiary education and the impact that financial stress has on a student’s success rates. Feenix is an online fundraising platform that connects communities; providing a tool for students to formalize their fundraising efforts and a channel for funders to find students they wish to support.
The Feenix team is young, diverse and passionate about education. They believe that access to education should not be dependent on wealth.
Feenix is a Public Benefit Organisation (930057053) and is governed by a Trust (IT831/2017). For more information, visit www.feenix.org
learn best?
No child is the same and so how can we expect to teach them all in the same manner? Hence the idea of various teaching styles. Unfortunately, according to a research article, there is no credible evidence that learning styles even exist. The article specifically refers to the VARK teaching styles that are in vogue.
“Students do have preferences about how they learn. Many students will report preferring to study visually and others through an auditory channel. However, when these tendencies are put to the test under controlled conditions, they make no difference – learning is equivalent whether students learn in the preferred mode or not. A favourite mode of presentation (visual, auditory, or kinaesthetic) often reveals itself to be a preference for tasks for which one has high ability, and at which one feels successful.”
So how best to teach learners then?
According to Dr Derek Muller, the creator of Veritasium, a YouTube channel about science, there’s a lot of research available that supports multimodal approaches (teachers combining various styles to best convey and explain complex concepts).
“There are many evidence-based teaching methods that improve learning, learning styles are just not one of them... The best learning experiences are those that involve multiple different ways of understanding the same thing,” he says.
Ultimately, he concludes that the most important thing for learning is not the way the information is presented but what is happening inside the learner’s head.
“People learn best when they are actively thinking of the material, solving problems or imagining what happens if different variables change.”
To better serve children, especially the most vulnerable children in our society, The Love Trust has developed a multimodal approach that aims to help learners at their Nokuphila School in Thembisa better understand their work material and overcome various barriers to learning through psychosocial support tools, learning aids, teaching programmes and complementary teaching methodologies.
This type of dedication and awareness to their learner’s physical, psychological and cognitive state when teaching new and complex material is crucial for children from impoverished homes. Particularly where access to new and creative learning experiences are harshly limited, schooling among adults in the family low to non-existent, and children who often suffer forms of emotional, psychological, and physical trauma.
The Love Trust accomplishes this through heightened learning experience and opportunities that engage children’s minds through creativity, problem solving, imagination and physical interactions that help them understand and grapple with abstract concepts:
• Personalised teaching: special care is dedicated to learners who are identified as struggling. This involves investigations by specialists to uncover what the barriers to learning these specific
learners have and which might mean adjusting the teaching methods to accommodate that learner’s specific needs, enquiring into the situations at home through a social worker, and providing practical as well as psychosocial support.
• Sport, art, culture and music: Through physical activity and exposure to other disciplines such as music (like their Yamaha recorder programme) and art, learners develop intra- and interpersonal skills that contribute to strengthening their confidence in their ability and reflected in their scholastic performance.
• Technology: Nokuphila School makes use of learning technologies that includes Smart Boards, an eLearning platform and a state-of-the-art computer room where learners can master ICT and robotics skills on par with many schools in more affluent areas of South Africa.
• Gamification: Teaching through play is a crucial part of child development at Nokuphila School. So much so that they include parent training lessons where parents are shown how to engage with their children from an early age through playing educational games such as Lego building blocks.
• Bilingual education: Although their curriculum is in English, Nokuphila’s curriculum includes isiZulu lessons taught by mother tongue home language speakers who not only make the children more comfortable speaking in their mother tongue but also the correct vernacular.
• Caring personnel: Nokuphila prides itself in the quality of its staff, not only in terms of their academic achievements and constant drive for self-improvement but for their dedication to relate, empathise and engage with learners on a meaningful level.
Visit the Love Trust website at www.lovetrust.co.za
South Africa faces a unique dilemma – we have the highest youth unemployment in the world, yet there is a shortage of skilled people to fill positions in many sectors. Businesses want workers who can hit the ground running, yet matriculants don’t have the skills or the understanding of the work environment to make the required impact.
So how do we solve this impasse? According to Sean Sharp, Executive Head of Sales at EduPower Skills Academy, learnerships are the only solution.
“Learnerships bridge the gap between school and work. They can provide the essential skills to help young people get onto the employment ladder and once there, build solid career trajectories,” Sharp explains. `
In a structured programme, a learnership is typically a 12-month qualification. Through work-based learning, learners sharpen the knowledge and skills needed for a specific job – all of which prepares them for the workplace. But what are the key skills developed by learnerships?
Three learners from EduPower explain the five key skills they have acquired during their learnerships:
Time management in the working world is very different from managing your time at school. Buyiswa Mchunu says she joined EduPower with no work experience and had to learn how to manage her time.
It’s not only about being on time for work, but effective time management is also about allocating the right time to the right activity for maximum impact and productivity.
Unathi Fihlo says that the work experience component of the learnership at EduPower has allowed her to develop her communication skills. The Academy has a custom-fitted contact centre that can accommodate more than 400 people.
What really sets it apart from other skills providers is that the learners work on real campaigns talking to clients and Unathi says she has not only learnt how to speak to different people but to express herself in a clear, more succinct manner too.
When Unathi started her learnership she had never even powered up a computer before let alone work on one. After only a couple of months though, she is comfortable with a desktop and proficient in several programmes.
Digital skills are essential in today’s work environment and with a computer at every workstation, EduPower ensures that each of its learners uses every opportunity to maximise their computer prowess.
Another skill that learners quickly develop when working in the Academy’s call centre is problem-solving.
Samkelisiwe Ngubane says learning how to approach problems and solve them goes hand-in-hand with communication skills. There is nothing quite like a call centre to make you comfortable with decision-making. It gives you the confidence to identify problems as they arise and come up with effective solutions on the spot!
The most important skill that learnerships can teach is the ability to dream BIG. Samkelisiwe dreams of becoming a journalist because she loves news and also wants to help people who live with disabilities.
Unathi’s dream is to open her own creche so she can also create employment opportunities in her community. And Buyiswa wants to be financially free to provide for herself, her child and her mother.
Sharp says that EduPower not only teaches its learners the skills they need to prepare them for the world of work but also inspires each of its learners to dream, lighting a fire that will change their lives forever.
“Learnerships can play a pivotal role in providing opportunities for youngsters and developing the skills and attitudes that businesses need,” he explains.
More learnerships are however needed to tip the scales and get young South Africans working.
“Business can make a fundamental difference by investing in the growth and development of our youth. This will mean business gets the practical skills and theoretical knowledge they need whilst enabling our youth to become skilled, competent, and well-rounded contributors to South Africa’s economy, workforce and communities.”
If you haven’t completed any online training or e-learning courses for a while, you might be surprised to discover some new approaches to learning and development, especially in the online space. Do you know what microlearning is? Do you know if your employees favour personalised or experiential learning? Is asynchronous learning something that happens online?
eLearning has come a long way since the days of PDF downloads, death by PowerPoint, or ‘talking head’ videos that never seem to end.
Technology, coupled with a deep understanding of the science of learning, has taken e-learning to new levels on several metrics, such as completion rates, engagement, knowledge acquisition, and, importantly, application.
Here’s how the science of e-learning, overlaid with advancements in technology, can level up your organisation’s L&D.
This type of learning can be completed independently, according to your employee's pace and schedule, or within a broad window of time.
“With our busy lives, short attention spans, and myriad of daily interruptions, all successful corporate learning and development should be asynchronous,” says Michael Gullan, CEO of G&G Advocacy, an e-learning consultancy that provides innovative online learning and training solutions to corporates in Sub-Saharan Africa.
“Individuals have different schedules, KPIs, personal commitments and learning styles, and L&D professionals are seeing far greater results using asynchronous online training.”
This relatively new approach does not take a one-course-fits-all approach but customises or differentiates the curricula according to individual employees.
“Technology has enabled organisations to personalise their e-learning and training so that employees are no longer required to work through courses not relevant to them or through information they already know. Successful e-learning should pick up from where the individual’s existing skills end,” says Gullan.
“You cannot achieve this with off-the-shelf e-learning software. Your technology should understand each employee’s weak points and increase or repeat learning content until the learning outcomes are achieved.” Gullan explains that adaptive learning still requires data analysts to interrogate the e-learning data but will soon use AI for immediate analysis and adjustments.
Learning by doing gives employees the chance to apply their learning directly or indirectly after completing a course.
“Online experiential practices can be achieved via simulations or case studies, giving employees the opportunity to apply their new knowledge in a safe environment,” Gullan says.
“This enhances confidence as employees have a soft-landing to learn from their mistakes before they apply their skills in the workplace.”
This is the most important aspect of adult learning, focused on short but detailed learning tactics.
“Microlearning delivers only relevant, key information to the employee that directly matches the learning outcome. So if your employees need to know how to sell a product, or use new company software, microlearning will take the form of five to ten-minute Content CapsulesTM, designed to achieve the desired outcome.
Gullan adds that when it comes to applying these learning strategies, it's also beneficial to understand that individuals learn in different ways. Some are visual, some learn more effectively with auditory stimulation, while others prefer to read and take notes.
Ensure your e-learning includes diverse, rich learning material, such as audio, video, text, and, of course, multiple opportunities to integrate their knowledge and recall via multiple tests and quizzes along their learning journey.
Corporate Learning and Development has come a long way from in-class training and intranet PDF courses. It should be linked to your organisation’s goals and carefully designed to upskill and reskill your teams so they can be ahead of your competition. Employees without the appropriate skills and information will be anchors to your success, but with the right e-learning, you can turn your workforce into a force.
“Traditional e-learning might involve lengthy lectures on the history, theory, and other superfluous content not directly related to the learning outcome,” Gullan explains.
“This not only wastes employee's time, energy and interest but also detracts from the impact and success of your corporate e-learning.”
While the world and our country, has made strides in pursuing gender equality and parity in the workplace, the truth is that more needs to be done. The IT industry is a crucial cog in the machine taking us into the fourth industrial revolution, but even so, a startling statistic recently revealed that only 23% of technology jobs in South Africa are held by women. As if that weren’t sobering enough, another report found that only 17.2% of software developers in South Africa are women. This is unsustainable and must change.
Of course, there are many parts of the industry that are far more transformed, and this is encouraging. This is the result of a conscious decision and opening the playing field, fairly, to both men and women. redPanda Software, for example, boasts a workforce ratio that’s 41% women, while 58% of managers are female. This is not a box-ticking achievement, this is an important strategy in ensuring young girls have role models and are shown the truth that not only are they welcome in the industry, but their presence is crucial.
If we pull the lens out and take a global view, there are a number of reasons why there are so few women working in technology. Women do not enter the industry at the same rate as men, and as a result, there is a shortage of female role models. Statistics indicate that fewer women are majoring in technology-related fields in high school and university, which limits the pool of female candidates available to companies.
There is no single intervention to respond to this. However, there is optimism in the industry because things are shifting. More women are opting to embrace technical fields and more women are making the decision to study computer science as a result of coordinated attempts to effect change.
IT leaders have a responsibility to keep the momentum going and to speed up the change. They can do this by doing the following:
Diverse leadership has many proven advantages, but the IT industry hasn't quite embraced this to its full potential. Companies should reaffirm their commitment to improving gender equality if they want to effect long-lasting change.
Creating a strong culture of support for women through mentors who can offer encouragement and empathy, as well as assist women in working toward goals and overcoming hurdles will go a long way towards supporting equal access to skillbuilding opportunities.
Many companies have introduced flexible work schedules, and women are appreciating this independence. Following the pandemic, according to a FlexJobs survey, 68% of women want to work remotely, with 80% ranking it as their favourite career benefit.
While women are taking advantage of working remotely, businesses must be aware that it can increase injustices if not applied correctly. Employees who work in person might receive more visibility from management, which might lead to additional opportunities.
In an environment where businesses are seeking to improve the prospects of women in the workplace, this must be front and centre of leaders’ minds, especially where a sizeable portion of women choose remote or hybrid working. Leaders need to be aware of this to level the playing field and improve the workplace environment for everyone.
The majority of women in IT say they believe they should be putting in more effort than their male peers in order to establish their worth. Additionally, gender bias is four times more likely to be viewed as a barrier to promotion by women in tech than by males. And when it comes to their chances for advancement, women of colour in tech are even less optimistic.
Compared to their male counterparts, women in tech report having higher burnout this past year. In the TrustRadius analysis, it was discovered that 57% of the women surveyed claimed to have burned out more than usual during the pandemic, as opposed to 36% of the men.
While it’s not clear what is driving this, it may well be that more women than men report taking on additional work responsibilities for the reasons already mentioned. Being aware of this would go a long way to guarding against it.
We must keep on telling the good news and success stories. We must celebrate the women leaders in tech. This need not always be on a grand scale and can be recognition within teams and businesses. Men have always had other men to admire, and it must be the same for women. At redPanda Software we have a goal of ensuring there is a woman in every role in teams.
Different companies will do things differently, but from a redPanda Software perspective, our recruitment strategy is infused with our goal to drive gender parity, from recruiting to internship and training programmes. It’s one thing to say that men and women should have the same opportunities, but the proof of the pudding is in the eating.
Women, themselves, need to be encouraged to make the most out of their careers in IT, and to grow and achieve the success we all wish to see. Here’s some advice for women pursuing a career in tech:
Have confidence in your expertise: Women frequently underrate their skills and performance, according to the National Bureau of Economic Research, and are more prone to rule themselves out of consideration for positions if they do not fully satisfy the requirements.
Women are more prone to suffer from imposter syndrome in a male-dominated field like technology. Having confidence in your knowledge, expertise, and viewpoint is critical.
Our Managing Director Gerhard Nortje, strongly believes that women should stand their ground and not back down. He has created an environment where employees are encouraged to stand out from their peers - both men and women. His belief is that there are many mediocre developers hiding within larger teams in the industry at large. The key is creating an environment where accountability and a pursuit of excellence is rewarded. Women are encouraged to take advantage of environments like these.
Pursue the benefits of mentorship: The next generation of innovators must have access to a professional network. This is especially true for women working in technology. Women can increase their visibility, social connections, and access to opportunities by seeking out mentorship. Having a supportive, encouraging person nearby who is eager to advise, and help is invaluable.
3Appreciate that women experience the tech industry differently from men
Medical aid is essential for accessing private healthcare in South Africa, but when children become adults, the rate charged for being a dependent on their parents’ medical aid increases substantially. However, many young adults are still studying, or are working entry-level jobs and simply cannot afford to become the primary member on their own medical aid.
Downgrading the medical aid plan seems to be an option for saving money so that parents can continue to pay for their children, but this also results in reduced cover that may mean they pay shortfalls they would not have before. Cancelling medical aid altogether may also appear to be an attractive option, especially if you are young and healthy, however, accidents and illness can happen to anyone at any time, regardless of your age.
While it is tempting to simply cancel medical aid cover when this seems to be a burdensome and unnecessary expense every month, this could leave you in even more dire financial straits should something happen. Breaks in medical aid cover as an adult mean that waiting periods can be enforced when you re-join, and if you stay without cover until you are over age 35, there will be late joiner penalties imposed on the premiums for life.
So, what is the answer? Joanne Stroebel, Medical Aid Specialist at JST Consulting, explains that every family is different, so it is critical to talk to a financial advisor to find the best solution to meet your needs. “When children turn 21, they are typically considered adults, although some medical schemes allow child dependents until age 25. However, it is less expensive to remain as an adult dependent than to be the primary member.
“If you earn less than R10 000 a month, however, there are low-income options available that may be less expensive. The key is to find the balance of a cost-effective solution that still offers the cover you need, and gap cover forms an important part of a holistic portfolio,” she says.
The reality is that accidents happen to everyone, even if you are young and healthy, and dread diseases like cancer are seeing massive increases in numbers in people aged 35 and under.
Your broker can help you to find a solution that works for you. You may not need the day-to-day benefits of comprehensive cover, so a hospital plan for accidents and planned treatments may be an option. Combining this with gap cover to cover many of the shortfalls members experience on these plans can ensure that should you require medical attention; you won’t be paying for it for the rest of your life.
“There is often a significant difference between what medical practitioners and hospitals charge, and what medical aid schemes will pay out. On a hospital plan, this is generally 100% of the medical aid tariff, and most doctors charge 200% or 300% of this, with specialists going up to 500% of the rate. Gap cover is exactly what it sounds like – insurance that covers this gap, which can be a financial lifesaver in the event of severe illness or accidents,” says Tony Singleton, CEO of Turnberry.
Medical aid may be a luxury, but it is one that has become vital for many South Africans, as state healthcare facilities often have long waiting periods, especially for elective surgeries and treatment for illnesses like cancer. Being a member of a medical aid gives you access to treatment at private facilities, even if these are within a specified network, as well as Prescribed Minimum Benefit (PMB) conditions.
Reducing medical aid premiums by opting for basic cover through a hospital plan, and then bolstering this with affordable gap cover solutions, may be a good solution for many young people as they come off their parents’ medical aid plans.
However, when it comes to making any decisions that involve your future financial health, a financial advisor is an excellent resource. They can help you find the most cost-effective options for your circumstances, so that you don’t end up in massive debt should you require surgery or treatment for a dread disease.
Founded in 2001, Turnberry is a registered financial services provider (FSP no. 36571) that specialises in Accident and Health Insurance, Travel Insurance, and Funeral Cover.
With extensive experience across healthcare and insurance industries in South Africa, Turnberry offers unsurpassed service to Brokers and clients. Turnberry’s gap cover products are available to clients on all medical aid schemes, as they are independently provided and are therefore transferable in the event of a change in the client’s medical aid scheme.
Turnberry is well represented nationally, with its Head Office based in Bedfordview, Johannesburg with Business Development Managers in Cape Town and Durban. The Turnberry Team’s focus on outstanding client service comes from having extensive knowledge and experience in the financial services sector and is underwritten by Lombard Insurance Company Limited. Lombard Insurance Company Limited is an Authorised Financial Services Provider (FSP 1596) and Insurer conducting non-life insurance business.
Globally, the state of youths mental health and well-being is in the spotlight. There is a rising rate of mood and behavioural disorders, anxiety, and depression, as well as increases in suicide, self-harm, and substance abuse. This has led to urgent worldwide calls for strategies and interventions that can help youth deal with prevalent mental health challenges.
According to 2021 WHO (World Health Organisation) data¹, it is estimated that 13% of the world's 10- to 19-year-olds are affected by mental disorders, while other studies² report a particular pervasiveness of mental disorders amongst the youth of low to mid-income countries of SubSaharan Africa. Further to this, half of all adult mental health problems have their origins prior to age 14, and 75% by age 24³, making early prevention and promotion essential.
“The upsurge of South African young people dealing with mental health conditions is alarming,” says Programme Director of The Learning Trust, Zoe Mann.
“The majority of South African children are impacted by systemic poverty, high rates of violence and crime, as well as abuse and trauma in their communities. In addition to this, youth are still dealing with covid-related grief, loss of family income, educational setbacks, and doubts regarding their future plans.”
‘Lights on After School’ campaign runs for third year
The Learning Trust, a non-profit organisation that supports and helps develop a network of NGO community-based After School Programmes in South Africa, has joined forces with the Western Cape Provincial Youth and After School Programme Office as well as the Western Cape Branch of Community Chest to drive the third Lights On After School campaign (LOAS) in the country. This annual commemoration, which took place on 20 October this year, aims to highlight the positive impact the after-school sector has on young minds.
Typically, After School Programmes (ASPs) are diverse in their activities. Some focus on academic and homework support,
while others offer sports or team-building activities to immerse vulnerable or at-risk learners in different experiences that enable socio-emotional learning.
Research has shown that engaging with caring adults in ASPs has wide-ranging positive impacts on youth, and can boost learning outcomes, open up study paths and encourage the sustainable adoption of healthy lifestyles.
In South Africa, ASPs are emerging as a force for good in our communities. For example, The School of Hard Knocks (SOHK), one of the ASPs in The Learning Trust network, combines the game of touch rugby with an international socio-emotional learning curriculum to reach more than 150 at-risk adolescent girls, as well as their teachers and caregivers.
SOHK CEO, Jon Hunter-Parsonage says, “The Lights On After School campaign is important to create awareness in South Africa of how ASPs can engage with youth who are affected by trauma at a critical point in time in their young lives.
"Early intervention is essential as young people’s brains are still developing, and no matter what they are going through, they have a better chance of recovering, growing through their
experiences, and developing resilience than at any later stage of life.
"Good mental well-being, which goes hand-in-hand with developing better coping mechanisms, is a gateway to a better future. It affects their performance in education, sets the scene for their relationships, and is the foundation for a healthy lifestyle.”
Increased well-being results in less learner drop-out One of the well-recorded impacts of consistent participation in ASPs is lower school drop-out rates, which is highly relevant for South Africa in this post-Covid era as learning disruptions and setbacks are predisposing even more vulnerable youth than usual to give up on school.
“The country’s drop-out rates are around 40%, which is astonishingly high when compared to global rates. ASPs help learners to develop self-esteem and experience a sense of belonging which are foundational to mental well-being,” Mann says.
“Supporting learners so that they can believe in themselves encourages them to stay in school. Learners who drop out of school often do so because they have given up on themselves and their futures. Now is a critical time for catch-up interventions post-Covid.”
Another ASP supporting LOAS this year is Waves For Change, an organisation that harnesses the power of surf therapy. The programme works with over 2 200 at-risk children at six different beach sites.
Founder and CEO, Tim Conibear says, “our most recent independent evaluation has shown that surf therapy measurably improves self-regulation. Self-regulation is a bucket of functions that get negatively impacted when young people are continuously exposed to stress in childhood.
“A lack of self-regulation can lead to poor choices, such as substance abuse and risk of suicide. Our programmes help children build positive social attachments, practice emotional regulation skills and also develop confidence.”
In Gauteng, The Learner Advancement Group (LAG) is also celebrating the change-making efforts of ASPs in celebration of Lights On After School. They run a weekly Hearts and Minds Workshop nurturing the mental well-being of learners.
“We provide learners with practical tools to manage their thoughts and feelings. We encourage them to understand what worries them, to get to the root cause of any anger they may have, and we teach them how to set goals for themselves and their life,” says Mandla Ngcobo, Programme Director for LAG.
ASPS are a lifeline for learners. Just showing up consistently in a learner’s life says that you care and that they matter,” concludes Mann.
To get involved please visit www.enriched.co.za or www. thelearningtrust.org to donate to one or more of the programmes.
¹ World Health Organisation. Adolescent Mental Health: 2021. Accessed: 5 October 2021. Available from: https://www.who.int/news-room/factsheets/ detail/adolescent-mental-health.)
² (Jörns-Presentati A, Napp A-K, Dessauvagie AS, Stein DJ, Jonker D, Breet E, Suliman S. The prevalence of mental health problems in sub-Saharan adolescents: A systematic review. PloS One. 2021;16(5):e0251689.)
³ .” (Kessler RC, Berglund P, Demler O, Jin R, Merikangas KR, Walters EE. Lifetime prevalence and age-of-onset distributions of DSM-IV disorders in the National Comorbidity Survey Replication. Archives of General Psychiatry. 2005;62(6):593-602.)
With the advent of AI and more jobs becoming increasingly automated, 'soft' human skills have become crucial in all careers. Collaboration, empathy, optimism, adaptability and grace are now acknowledged as essential to the future of leadership in an organisation, and the world at large.
In 2017, consultancy firm Deloitte reported that, "soft skillintensive occupations will account for two-thirds of all jobs by 2030”. And today, talent acquisition and recruitment specialists will confirm that hiring employees with soft skills is not only necessary but also goes a long way to improving teams, building culture, as well as increasing overall company performance, too.
Which soft skills are most important to master?
Which soft performance skills will level up the field of play and outweigh the career experience on your CV? These days, companies are seeking out ‘The Big 5’ in terms of soft skill acquisition amongst leaders and team players. These include collaboration, empathy optimism, adaptability and, perhaps the softest on the list, but arguably the most impactful, is grace.
“It’s becoming more and more vital to hire for skills that can’t be taught in school but rather acquired through character building and life experience,” says Mark Levy, Founder of South Africa’s recently launched and most coveted educational eLearning platform, Playbox. The new platform provides an affordable, oneof-a-kind, all-access-pass to South Africa’s greatest icons-turnedcoaches — who share not only the how-to of their respective crafts but also the softer skills that helped to escalate their careers to legend status.
As a tribute to learning the ropes through the trials and successes of South African greats, Playbox comfortably covers ‘The Big 5’ soft skills list through its meaningful storytelling and knowledge transfer techniques – and here they are:
They say teamwork makes dreamwork and, speaking to leaders in any field, nothing could ring truer. Being able to collaborate and contribute as a team player goes a long way to furthering your career.
In her Playbox, teaching Collective Leadership, one of Africa’s top 100 most reputable marketing leaders and industry players, Santie Botha, advocates for collaboration as one of the Big 5’s most coveted skillsets.
“As a leader, you have to be a team player,” says Botha. “It’s about long-term thinking, implementation with intent, collaboration and compassion.’’
No stranger to the human-centric workforce, empathy takes its place as one of the key players in charismatic leadership around the world. Prevalent in notable presidential statesmen, namely the late Nelson ‘Madiba’ Mandela, Winston Churchill and Eva Perón - leaders today are sounding the call for empathy more and more to the world’s captains of industry, in an attempt to reinstate a certain human essence into the workplace.
In a deeper study on empathy, Harvard Business Review has demonstrated that empathetic companies undoubtedly outperform their more dismissive counterparts by at least 20%. Playbox Coach, Joey Rasdien, says empathy is one of the prevailing soft tools to comedic success, and self-development.
“When you understand how to use empathy, it becomes your superpower,” says Rasdien, reinforcing the notion that empathy is a skill to focus on amongst traditional qualification subsets.
There is a misconception that optimism is something you’re born
with, but in fact it takes a certain kind of nerve and resilience to attain optimism and sustain it. It’s the kind of skill textbooks can’t teach you, but arguably, a Playbox coach can.
Learning to be optimistic in the face of adversity is one of life’s toughest lessons, and a hard nut to crack in business. Ask critically acclaimed chef, Mogau Seshoene, aka The Lazy Makoti. In her Playbox, she shares the publishing trials of her very first cookbook and how a string of ‘no’s’ shaped her to begin believing in her own ‘yes’, leading her to best-selling success and the number one cookbook in South Africa, with over 34 000 copies sold and a fan following of over 600 000 in a short space of three years.
“The experience definitely made me stronger, more determined, less likely to take a ‘no’; and it’s gifted me with confidence and self-belief,” says The Lazy Makoti.
A certain type of resilience goes hand-in-hand in growing one’s career and having the confidence to not only adapt with your changing landscape, but also to back yourself no matter the challenge.
Ryan Sandes, world-renowned ultra-trail runner and South Africa’s golden boy as the first to win an ultra-trail on all seven continents, teaches the power of adaptability on and off the trail.
“Life happens fast. It’s unpredictable, fast-paced, and changing all the time,” says Sandes. “It’s how you choose to adapt to your climate, landscape and all the odds, which will make the difference and push you to make it out there,” he adds.
It’s almost as underrated as it is invisible, yet soft skills like grace in the workplace are key to succeeding in your career as well as in your life. Yvonne Chaka Chaka teaches the art of grace in your music career, in her Playbox.
“For me, grace begins with learning the art of ‘Sawubona, unjani?’”, says Chaka Chaka. “Unjani is one of my favourite South African words. It’s our African greeting that means ‘How are you?’ Am I ever too famous to stop asking that question? No. Am I ever too busy to forget to ask, ‘how are you?’ No. If you want to be successful, be human first,” says Chaka Chaka. “You need to see yourself in others, and others need to see themselves in you. That is grace.”
For more info on how to access the full variety of Playbox lessons visit www.myplaybox.co.za
They say teamwork makes dreamwork and, speaking to leaders in any field, nothing could ring truer.
Recently finished high school, university, or college or unemployed?
Entering the job market can be a daunting experience but is also key to helping you start your journey towards financial freedom.
Research is a key component of applying for a job. You want to be armed with knowledge about the company, culture and always keep in mind growth opportunities.
We all know about LinkedIn, but there are various other online portals to peruse for job opportunities such as PNet, Career Junction, etc. Most of these sites would require you to do an online CV so when you see something that excites you or matches your skillset you can just apply.
A CV is a crucial necessity whenapplying for a job. We all should have one.Something that is important to note is thatapplicants should ideally edit their CV accordingto the job spec. For example, if the job spec hasa requirement that the candidate must have goodcommunication skills – highlight this in your CV.
For people who have no prior formal job experience,you can include something in your CV that speaksto this such as volunteer work you have donethat required you to engage with a varietyof stakeholders.
Often used interchangeably, there is, however, a difference between the two.
A cover letter is an introduction letter that highlights competencies of the applicant to the hiring organisation for a particular position. An example of a simple cover letter would be as follows:
I am writing to convey my interest in working at Window Group (Pty) Ltd as an intern starting February 2023.
At present, I am pursuing my diploma in Design Elements from EDUCATE College. My area of interest includes 2D and 3D design, and I have a talent for creativity, which I believe could be further developed while working at your organisation.
I would also be interested in knowing if you have a Junior Designer position available currently or in the future.
It would be very excited to join your organisation, as I believe I will be able to make a positive impact within the organisation while developing further skills.
Thank you for taking this application into consideration.
Sincerely John Ross
Should your application be successful, and you are invited to interview, be sure to ensure you have done sufficient research on the company. Also think of scenario-based questions that you could potentially be asked. Questions according to positions and industries are easily available online to give you some insight.
Most importantly, while this is an interview, remember to be yourself. Yes, you must be professional, but let positive aspects of your personality shine. Also come up with some potential questions to ask the interviewer as this can show further interest in the role/ company. Dress accordingly – smart casual or formal depending on the industry.
A motivational letter or a letter of interest is also an introductory letter – but is often used by applicants for when a job is not necessarily available, or they might not meet the necessary requirements of the job spec. An example of a motivational letter would be as follows:
Congratulations! Your interview was successful, and you have been made an offer. If you are agreeable to the offer, you will be then given a contract to go through and sign. An offer letter is almost like a teaser – it does not give the full picture, whereas a contract, which has legal standing is very specific about the job such as employment conditions, salary, benefits, leave, etc.
While you are excited about this, it is important to go through these documents very carefully before signing on the dotted line.
Dress the part and bring your A-game. Be on time – it is advised to leave a bit earlier from home to avoid any hiccups such as traffic that could make you late.
Generally, in the first week you will be given an induction about processes and systems, the company etc. You will also be meeting colleagues, who will be part of the team you are in and can help smooth your work journey.
DearSir/Madam,
Iamwritingtoconveymyinterestintheadvertised IpositionofdesigneratWindowGroup(Pty)Ltd. whilehavetwoyears’experiencein2D,and3Ddesign volunteeringatSpeakNGO,andalsohave adiplomainDesignElementsfromEDUCATE College,whichIbelievemakesmeagood candidatefortheabove-mentionedposition.
DuringmyeducationandworkexperienceIhad successfullydisplayedcreativityandmanageda varietyofdesignprojectsinatimelymanner.
Thankyoufortakingthisapplicationinto consideration.
Over the years you will write numerous CVs as your experience changes, and you apply for various jobs. The first CV, however, will always be the most challenging as it is something new.
Firstly, plan a structure for your CV. There are various online examples, but a simple basic one is shown here
Aspects such as sexual orientation, religion, marital status, etc., can leave you open to potential discrimination, so best to leave it out.
Not everyone includes this, but it is a good to introduce yourself, your skills, capabilities and certain elements of your personality. This should be about 40-200 words. An example could be:
Marketing graduate with a passion for creating innovative digital and print advertising campaigns. Savvy communicator and deeply passionate about connecting companies to customers. Committed to achieving results, deadline driven, works well under pressure and a keen interest to continually learn and grow in a professional capacity.
In this section you would include your skills, which differ from person to person. Points could be aspects such as communication, customer service, etc.
If you have had previous work experience, this is relatively easy to complete. If you have had no previous work experience, use this section to include volunteer work, etc. For each experience include the following:
• job title
• period of work experience (dates)
organisation
• responsibilities
List your most recent educational qualification first. This section should include:
• university/college/school
qualification
• period (dates)
• subjects (optional)
Make sure you check your spelling and grammar in your CV. It is also a good idea to get someone to read it – they might pick up errors you missed. Check alignment, spacing and standardisation.
If you have no work experience achievements, you can include academic merit awards here.
This is an optional section but if included should ideally list interests and hobbies that show career growth or aspects that reveal your personality in a positive light.
This section includes the names and contact details of people you have worked with that can attest to your character and skills. Two to three references are generally acceptable. Include the following:
referee’s name
job title
company
telephone number
email address
A rule of thumb is to alert references in advance if you have listed them in your CV. If you have no prior work experience, you could include a lecturer or teacher.
It is anticipated that Artificial Intelligence (AI) technology will grow Africa’s economy by $1.2 trillion by 2030[1]. Fuelling this growth are South African tech startups, 357 of which have raised a combined $994 million and employed an estimated 11 000 people since 2015[2].
Considering this growth, now is the time for South African professionals to prepare for either future-proofing their careers or changing careers entirely, especially considering that the rise of AI will make some jobs redundant but will also introduce a slew of new job opportunities which we will need to be prepared for.
Elizna Theron, Head of Career Services at HyperionDev, says that today’s job market is now global, not just local. “Moreover, tech skills are being increasingly used in almost every sector from medicine to marketing, meaning that more and more jobs will open in the future.”
“Skills are in demand for software engineering, machine learning, and web development,” points out Quality and Support Manager, Ronald Munodawafa. “This is because more and more entry level roles like IT Support are being automated. My advice to those wanting to not only get hired but to also future proof their careers, is to obtain qualifications in these spheres.”
“With coding languages such as Python and JavaScript as well as their libraries also becoming increasingly popular thanks to their use in the development of robust apps, machine learning and general-use cases like web development and data science projects, the need for these skills is growing too,” he adds.
•
Upskill yourself. With increasing salaries for software engineers, data scientists and web developers averaging by R186 350 to R401 469[3] per year, these are attractive fields for those wanting to earn more money. Attaining skills in these areas may be daunting to learn yourself and land a role. It’s a better option to go with a highly rated bootcamp. Most of which can be completed either online or in-person, as well as full-time or part-time. Many of these can be done within three to six months, with flexible payment options. Excellent bootcamp providers get you job ready, and even match graduates with hiring companies.
• Experience is essential. Having a qualification is a major first step for landing a tech job, but having hands-on experience is expected by employers too. You can get this through internships or by taking on an industry-related parttime job, especially if you are already employed and in the process of switching careers.
Here are a few tips Theron and Munodawafa suggest professionals keep in mind when considering a tech-driven career change:• Get your CV up to scratch. This might seem like a nobrainer, but when you consider how many other candidates you’ll be up against, your CV will need to stand out for all the right reasons. Keep it under two pages in length and be sure to really sell the skills and experience that will be relevant to the role for which you are applying.
• Ensure your LinkedIn profile is complete. Because of LinkedIn’s algorithm, you are far more likely to show up in search results if you have a complete profile. Plus, this makes a better first impression on recruiters and hiring managers who come across your profile when proactively searching LinkedIn for talent. For inspiration, pull up the profiles of people who have the kind of job you would like and see what information they include, along with the topics they talk and share about. Use this as a guide for compiling your own profile.
• Keep your portfolio fresh. In many cases, employers won’t even consider a candidate if they don’t have an updated portfolio. There are a number of free coding assessment sites like Codility and Hacker Rank that enable you to complete projects to not only strengthen your skills but also add to your portfolio. Ideally, your portfolio should have samples of your work tailored to the role you want.
• Start networking. The job hunt can be lonely at times which is why finding and becoming part of a supportive community is crucial. You can do this by joining relevant groups
on LinkedIn, participating in hackathons and attending networking events. Who knows, you might meet someone who can help you get a foot in the door with a potential employer.
• Do your homework. While you should never go into an interview without knowing about the company and the market in which they operate, you should also have knowledge about yourself. Do you want to work full- or part-time? Would you prefer an in-office or remote position? Do you work well within a team or better on your own? This will help you make informed choices when it comes to applying for jobs.
• Be open minded. You might not land your dream job right away but be open to opportunities that might lead you there. Sometimes, the path to success is not a straight line.
Munodawafa concludes by saying that the right guidance, tools and support can help South Africans make their next career move and take advantage of the opportunities that tech has to offer now and into the future.
https://www.pwc.com/gx/en/issues/analytics/assets/pwc-ai-analysissizing-the-prize-report.pdf
https://disruptafrica.gumroad.com/l/qskzcl
https://www.payscale.com/research/ZA/Industry=Information_ Technology_(IT)_Services/Salary
Skills are in demand for software engineering, machine learning, and web development.
Learnerships, designed to address youth unemployment, close the skills gap and drive employment equity in South Africa, have to deliver more than an NQF registered qualification. The 12-month work-based learning programmes, directly linked to an occupation or field of work, need to produce graduates who not only have the knowledge, skills and ability to perform a specific occupation, but they must also be ready for the world of work. If work readiness is not incorporated into learnerships, the reality is that learners will struggle to find work when they graduate.
This is the opinion of Sean Sharp, the Executive Head of Sales of EduPower Skills Academy. He believes that companies sponsoring unemployed candidates for learnerships and bursaries for Skills Development points on their B-BBEE scorecards, need to put pressure on training providers to go above and beyond the curriculum. By making work readiness an integral part of their programme, they will also be ensuring that their learners are set up for success in the job market.
“A qualification, whether it’s Grade 12, a Certificate, Diploma or a Degree, will not guarantee that a learner is employable. Employers want to hire people who are work-ready, and who can step into a role and perform from day one. It is, therefore, our job as training providers to ensure our learners are proficient in these essential skills,” says Sharp.
Work readiness is a combination of attributes and behaviours that ensure prospective candidates have the skills, critical thinking and ability required to perform and retain their jobs. To develop these skills amongst learners, Sharp advises companies to ask their training providers if these four steps are included in their learnerships:
Every learnership programme is designed to comprise 30% theoretical training and 70% work experience. This means that learners should graduate with a minimum of 900 hours of practical on-the-job experience in a specific occupation – not only preparing them for work but giving them the skills and experience they need to perform effectively in an entry-level position.
Work experience provides learners with the opportunity to work together and learn from each other, giving them a better understanding of the job on hand. It imparts practical, on-the-job ability training such as effective communication, presentation skills, email and telephone etiquette and even conflict management; skills they can practice and perfect in preparation for a real-work environment.
The world of work is daunting as there are so many unwritten rules that employers often take for granted that a new employee knows and understands. Your training provider should, therefore, be operating in the same way as a business and learners need to be following the discipline of working a five-day week, being punctual, adhering to leave practices as well as completing tasks accurately and timeously. By doing this, they are giving the learner a meaningful introduction to the world of work.
Some learners adjust quickly to a new environment while others take more time and may even need help adjusting. This is where coaching and mentoring are highly effective tools to ensure that young people have the support they need to achieve their full potential. A simple intervention such as an hour with an experienced mentor can make a world of difference for someone who is battling to understand what is required of them in the workplace.
“When learners understand the theory of the learnership and are competent in putting it into practice, it boosts their confidence making them positive contributors, more productive, good motivators and excellent role models. This results in a great attitude that will not only help them find their first job but will set them up for future career success,” says Sharp.
“Learnerships require considerable financial investment on the part of the sponsor company,” he continues. “It is, therefore, important that the training provider selected is doing everything possible to ensure that your learners are equipped with all the requisite resources to thrive in a work environment”.
Through your investment in learnerships, your company has the ability to empower employability. By ensuring that work readiness is a part of every learnership programme, you will be providing graduates with a fighting chance at employment that will positively impact our economy and our future.
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Koos Bekker has amassed one of the largest fortunes ever by a South African. Under Bekker, Naspers made several bad investments, a few mediocre ones, a few good ones… and one that shot the lights out.
In Koos Bekker’s Billions, TJ Strydom delves into Bekker’s life, career and business decisions. He identifies 15 winning strategies that catapulted a Heidelberg boerseun into unfathomable wealth. This is a fascinating look into the life of a very private billionaire.
Never Waste a Good Crisis was born in the wake of Covid-19. However, the book elaborates on many other challenges that leaders in corporate South Africa have had to deal with – including deeply personal ones. Carié Maas asks 20 seasoned leaders what their leadership philosophies are, and their opinions vary as widely as the industries they come from. The lessons they share will inspire, encourage and challenge the reader.
Since 1994, South Africa has had five presidents who have varied greatly in style and character, despite all belonging to the same political party. How do they compare? How did they handle the crises they faced? Written with insight and rigour and drawing from interviews with political insiders who are close to events, The Presidents shines sharp new light on the leaders who have been entrusted with South Africa’s future.
Oscar Chalupsky relives some of his most exhilarating and nail-biting races and shares the lessons he has learnt from winning on the international surf lifesaving, kayak and surfski circuits. The final chapters recount his courageous battle against cancer and his refusal to let the deadly disease dictate his life. No Retreat, No Surrender is an uplifting account of grit, perseverance, talent and attitude, vividly capturing the determined mindset of an inspirational sporting legend.
In 2013, South African businessman Daniel Janse van Rensburg set off to the West African country of Equatorial Guinea to finalise a legitimate airline contract with a local politician. Within days, Daniel was arrested and detained without trial in the island’s infamous ‘Guantanamo’ cells, and was later taken to Black Beach, one of the world’s most feared prisons, notorious for its brutality and inhumane conditions. This is his remarkable story of survival over nearly two years.
In this truly remarkable life story Saray Khumalo shares her epic journey to the top of the world: Mount Everest. From her childhood in Zambia and Zaire, to a corporate career in South Africa, through marriage and motherhood, Saray harboured one overriding ambition: to reach the summits of the world’s highest mountains. After three unsuccessful attempts, Saray became the first black African woman to summit Mount Everest, the world’s highest peak.
Koos Bekker’s Billions
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