When your child is struggling, remedial education offers relief for parents and learners needing extra
Why blended and co-operative learning can change your child’s world.
Preparing
Gone
Reading
Broadening the prospects of future-proofing an international career.
Artificial intelligence and social media have their place in education.
Educators face a troubling digital dilemma: how to harness the power of technology for learning while safeguarding students from online dangers. 40
The power of steam education: where art meets science.
Smartphones are being blamed for creating a Gen Z mental health crisis of anxiety, stress and depression. But there are ways you can help your teen navigate the pitfalls of phones and be happy; Red flags parents need to be aware of in their teens.
Sports allow learners from all backgrounds and social environments to connect, achieve and learn; Understanding the power of school sport sponsorships.
Wrestling with the age-old dilemma of what to pack in your kids’ lunchboxes? We share healthy lunchbox items that kids enjoy and that will not break the bank. 49
EDUCATION
The choice of where to study abroad can be overwhelming but consulting with the right experts can help demystify the process.
The gap year is a time-honoured tradition for those wishing to see a bit of the world before they embark on further studies.
Practical training and education in the healthcare sector provides opportunities for school leavers to enter the job market.
Integrating technology into higher educational institutions will streamline processes and reduce costs.
OUTDOOR EDUCATION
Outdoor education, adventure camps and tours help children do better in school and develop essential skills.
TEACHING SUSTAINABILITY
Efforts to mitigate the existential threat posed by climate change hinges on the right curriculum activities.
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Armed with the right info
Navigating a child’s education is not for the faint-hearted as most parents can attest in the best of times. There are twists and turns, ups and downs, some smooth sailing along the way and quite a bit of turbulence.
Throw in the rapid changes technology has had on how we learn and the mental toll of social media on young minds and it’s no wonder we are all overwhelmed. Yet, there is no journey so full of wonder, joy and growth for both parents and learners.
“I wish I knew that ...” is something I said to myself repeatedly as I read through the treasure trove of information in this latest edition of the SA Schools Collection How is artificial intelligence (AI) and social media impacting the classroom? What is blended learning? Is my child falling behind, and what can I do? Mental Illness is rampant among young people, so what red flags should I be looking out for in my child’s behaviour?
Many of us have grappled or are grappling with these questions now, and wondering where to find the answers. I know I have and, at times, stumbled through looking for answers.
My twin sons are graduating from an overseas university this year. While it has been a bumpy ride at times, studying away from home in a foreign country has strengthened their resiliency. They have developed and will reap the benefits of a global education. If you’re thinking of going that route, you will find very useful tips on how to apply, what to look for and what help is available.
On every page in this issue, I gleaned something valuable, and I know you will, too, if you are still navigating your child’s academic journey.
therefore do not carry any endorsement by the publisher.
Embrace the changes that AI and technology are bringing to how we learn. There are different learning and teaching styles – find out what style best suits your child. No need to squish a square peg in a round hole when so many options are available now.
As I relish the joy that our educational journey is ending, I am brimming with pride. I know that armed with the right information, a lot of patience and an open mind to embrace the rapid changes and disruption technology has had on education, your child will thrive.
Embrace the changes that AI and technology are bringing to how we learn. There are different learning and teaching styles – find out what style best suits your child. No need to squish a square peg in a round hole when so many options are available now.
Seeing a well-rounded young adult ready to face the world makes it all worthwhile!
Vukani Magubane Editor
LISTINGS 101
REMEDIAL AND SPECIAL NEEDS SCHOOLS
C
CORE SCHOOL – CENTRE OF REMEDIAL EDUCATION
Grades: 1–7
Tel: 011 445 3900
Address: 48 Johannesburg Road, Lyndhurst, Gauteng
Email: core@edenschools.co.za
Website: www.coreschools.co.za
CROSSROADS SCHOOL
Grades: 0–9
Tel: 046 603 2300
Address: 106 13th Street, Victory Park, Randburg
Email: info@crossroadsschool.co.za
Website: ww.crossroadsschool.co.za
F
FOOTPRINTS SPECIAL NEEDS SCHOOL
Grades: 2 turning 3 years–18 years
Tel: 011 791 0062
Address: 20 & 24 Jan K Marais Street, Malanshof, Randburg, Gauteng
Itumeleng Mogaki asks the experts about the benefits of early childhood development and how they can help develop well-rounded learners
Access to quality early childhood development (ECD) is an important foundation for a child’s future. It lays the groundwork in preparing a child for their future interaction with the world. A vital part of ECD is play.
The significance of play in a young child’s development is gaining increasing recognition as a vital long-term investment in both their individual growth and wellbeing.
Experts believe that the seemingly simple acts of play, such as building with blocks, pretending or exploring with peers in ways that are both fun and enjoyable contribute to children’s cognitive, emotional and social development.
LEGO Foundation’s Learning through play 2022 Summary report found that there are 64 studies showing a positive link between learning through play and the
development of physical skills, which simply means that playful learning and children’s skills go hand in hand.
Janet Beyrooti, preschool curriculum manager at independent education provider Curro Holdings, highlights the often-overlooked importance of play in adult life. “While adults may forget the immersive nature of play, it remains a critical component in the development of well-rounded individuals from a young age.
“At any age, play is essential, but its impact is profound in early childhood development,” Beyrooti explains.
“Children
“When we observe preschoolers engaging in seemingly aimless activities, such as playing in a sandpit, manipulating building blocks or scribbling on paper, it may not appear educational at fi rst glance. However, closer observation reveals signifi cant learning processes taking place.”
Beyrooti refers to a 2019 academic paper,“Toward a South African Pedagogy of Play”, which unpacks the contradiction of play – its inherent messiness and chaos differing from the structured environment of schools and timetables.
think creatively naturally, particularly because they often lack advanced verbal skills. Their creative thinking, essential for future academic success, is nurtured through play.” – Janet Beyrooti
EARLY CHILDHOOD DEVELOPMENT
“The paper suggests that we should be intentional and thoughtful about how we use play because it has the power to make a big difference.
“Children think creatively naturally, particularly because they often lack advanced verbal skills. Their creative thinking, essential for future academic success, is nurtured through play. Whether stacking blocks or making expressive scribbles, these activities build foundational skills crucial for later learning,” she explains.
She adds: “The long-term benefits of play-based learning become evident in children who have experienced such approaches. By the time they reach primary school, these children demonstrate superior creative expression, physical agility, hand-eye co-ordination, and foundational soft skills such as communication and problem-solving.
Sinovuyo Arosi, educational psychologist at SASKO Siyasizana, asks who teaches a child to play. “In truth, children themselves are the architects of their playful worlds. They naturally express themselves through
joyful movement and exploration, unlocking profound benefits across their cognitive, emotional, social and physical development.
“Psychology has shown that young children naturally express themselves through positive play. The profession has even appropriated child-directed play as a useful method for exploring the internal world of children in need of psychological intervention by using play therapeutically,” says Arosi, adding that “play is not just fun, it’s a powerful force shaping healthy child development.”
THE IMPACT OF PROMOTING POSITIVE PLAY
Highlighting the Play Better campaign by SASKO Siyasizana as one of the initiatives recognising and supporting ECD as an important part of every child and young people’s natura development, Arosi says play therapists believe that, for children, “toys are their words and play is their conversation”.
“Play allows children to use their creativity while developing their
“Play is not just fun, it’s a powerful force shaping healthy child development.” – Sinovuyo Arosi
imagination, agility, reasoning skills and emotional strength,” says Arosi. “According to neuroscientists and paediatric specialists, play is crucial for healthy brain development and neural functionality. These neural building blocks are central to optimal thinking and reasoning skills in young people.
SINOVUYO AROSI
EARLY CHILDHOOD DEVELOPMENT
“These brain faculties are useful in classroom tasks involving numeracy and literacy. The physical benefits of play are also reported by practitioners, such as occupational therapists, who collaborate with child workers. Children hone their physical prowess through diverse forms of play, from mastering traditional indigenous games to navigating classic toys. These playful challenges refine dexterity and co-ordination, laying the foundation for lifelong physical health and wellbeing,” Arosi explains
CONQUERING PERSONAL FEARS
Arosi believes that through self-directed imaginative play, children forge a sense of mastery, conquering personal fears and rehearsing for future social roles.
“Unrestricted access to positive play experiences is paramount as children who navigate their self-created worlds successfully develop essential competencies. These competencies manifest in enhanced confidence, emotional resilience and the ability to confront future challenges with greater ease.
“From a psychosocial perspective, undirected play fosters the acquisition of invaluable interpersonal skills, enabling children to effectively collaborate in groups, share and negotiate with peers and develop self-advocacy strategies. These skills are foundational for establishing and maintaining meaningful relationships throughout life.”
PREPARING FOR FUTURE SCHOOL, WORK, AND GENERAL GROWTH
Arosi notes that positive play has also been explored for nurturing adult-child relationships. “The relationship a child has with the primary caregiver/s from birth is a blueprint and an accurate marker of the psychoemotional health of the child across their lifespan. The strength of the early attachment bond lays the groundwork for children’s self-awareness and interpersonal competence.” she says.
“It is imperative for parents and caregivers to actively participate in play, fostering this bond. The developmental journey of children is significantly shaped by the presence of caring adults who prioritise positive, child-directed interactions during play.”
ECD HAS GREAT BENEFITS FOR THE DIFFERENTLY ENABLED
Emphasising how children that are differently enabled can benefit from ECD programmes. Nomsa Muthaphuli, ECD and youth fund manager at the Oppenheimer Memorial Trust, says said all children have the right to ECD, and differently enabled children can certainly benefit from these services.
“Inclusion is crucial and can benefit all children attending such programmes, not just the differently enabled child.
What is critical, is ensuring that practitioners are not only equipped with the basic skills to support children’s needs, but also have access to the right support if any referrals are required. Organisations such as The Learning Initiative and Shonaquip Social Enterprise play a much-needed role in this space.
Prof Claudine Storbeck and her team at Wits University have also done work on the inclusion of young children with disabilities through play-based learning,” notes Muthaphuli.
ACTIVITIES FOR DEVELOPMENT
Nomsa Muthaphuli, ECD and youth fund manager at the Oppenheimer Memorial Trust, shares activities, which if incorporated in play, she says, can and will lead to a well-developed child.
1. Allowing children to kick/throw a ball, run around outside or even jump rope, enables them to control large muscles in their bodies, leading to gross motor development.
2. Working on age-appropriate puzzles, drawing, colouring in and cutting images from a magazine help with hand-eye co-ordination and the ability to control small muscles (fine motor co-ordination and visual motor integration)
3. For a child to understand number concepts, symbols, shapes and sizes, they need to play with puzzles, play matching games of items with similar shapes, colours, and so forth, play hopscotch and count, resulting in the development of emergent numeracy and mathematics abilities.
4. A child’s ability to wait their turn, follow instructions and concentrate can also be developed through child-directed pretend play, storytelling, singing and dancing. Literacy and language can be developed by activities such as reading a variety of books aloud
5. to children, introducing new concepts and words, for example,
“There is no wasted play with a child, but it needs to be intentional as different activities support the development of specific areas.” –Nomsa Muthaphuli
weather, the body, animals, among others, and demonstrating active talk and listening when engaging with them.
“There is no wasted play with a child, but it needs to be intentional as different activities support the development of specific areas. Caregivers need to be careful of bias towards some activities and not others as this may result in a child falling behind and having a imbalance across the developmental areas,” concludes Mathaphuli.
NOMSA MUTHAPHULI
When your child Is struggling
Remedial education offers relief for parents and learners needing extra attention. By Lisa Witepski
You have a sneaking suspicion that your child is not keeping up with their peers in the classroom. Are you being overly concerned, or is there a real problem? And, if so, is remedial school the answer?
Although every child progresses at their own pace, educational psychologist Dr Jeanne Meiring says that red flags include scholastic underperformance and a struggle to acquire skills related to language, reading, writing, spelling and maths.
“You might even see a regression in these areas or in social or emotional behaviour,” says Lindsay Fisher, principal at Craiglands School. She adds that you don’t need to start researching remedial schools immediately: first, your child will undergo an assessment with an educational psychologist, which may include checking cognitive potential, investigating the child’s reading, writing and arithmetic level, assessing processing speed or even checking for specific learning disorders, such as dyslexia, or neurodiversity, such as ADHD.
READY FOR REMEDIATION?
The educational psychologist’s recommendations may include other
interventions before advising admission into a remedial school – but Fisher acknowledges that such a referral often comes as a shock to parents.
She observes that transferring to a new school can be frightening, especially if the child’s current school has done little to prepare or educate them about what remediation entails.
However, if the right support is given, entry into a remedial environment is often a tremendous relief for the family. Fisher reports that many learners see progress almost immediately, largely because they feel emotionally safe.
“Children are remarkably intuitive, and those struggling at a mainstream school may feel inadequate. Finding themselves in an environment where they are accepted reduces that anxiety – important because learning cannot take place unless they feel secure. We typically look to bolster their confidence and independence even before we look at their academics.”
It also helps that, in most remedial schools, a wealth of resources is available in-house, from occupational and speech therapists to educational therapists. Remedial teachers also receive specific training to ensure they can cater to a range of barriers to learning.
WHEN IT’S TIME TO RETURN TO MAINSTREAM EDUCATION
Dr Meiring points out that while some children may be deemed ready to return to mainstream schooling after some time, this progress is different for everyone: there is no “set period” after which parents can expect an improvement.
Again, transitioning to a mainstream school should be handled carefully, Fisher says. Your remedial school will keep a close eye on progress in both academic and social or emotional development, and if the staff are satisfied in this regard, they will give you early notice. “Signs that a child is ready to move on include being able to initiate tasks, requiring less intense support and showing independence and emotional maturity,” Fisher explains.
The team will then set goals they would like the learner to reach, working with them to achieve these goals so that by the agreed time, they are ready to transition.
Fisher says that, typically, a school will advise parents to start looking for a mainstream school around midway through the year, so that they can start applications for the following year. The team will advise about areas that may still require improvement and will compile a plan to address these. For example, perhaps the child will continue to see an occupational therapist every month.
The final step is to conduct intense research into possible mainstream schools, remembering that there is no one-size-fits-all. It’s a good idea to ask the remedial school for advice and recommendations and to request assistance around the assessment process to ensure it is fair and valid.
“Children are remarkably intuitive, and those struggling at a mainstream school may feel inadequate. Finding themselves in an environment where they are accepted reduces that anxiety.” – Lindsay Fisher
Blended learning
Blended learning versus traditional learning has been an ongoing debate among educators and academics for two decades.
The debate intensified during the COVID-19 pandemic when classes went online globally, and educators at all levels had to introduce alternative teaching methods for classes to continue.
So, did this result in the rapid adoption of blended learning? And is this the future of education?
WHAT IS BLENDED LEARNING?
“Blended learning (BL) combines the best aspects of face-to-face instruction with digital learning opportunities when appropriate, educationally sound and sustainable. It is not about using digital technology as much as possible, but rather identifying the core reasons for including
Dr Sonja Strydom, deputy director at the Centre for Learning Technologies at Stellenbosch University, tells Thando Pato why blended learning is an important tool in education
technology and how it can contribute to learning and achieving outcomes,” explains Dr Sonja Strydom, deputy director at the Centre for Learning Technologies at Stellenbosch University.
In other words, technology is the tool used, when appropriate, to roll out the curriculum and ensure that students have the best learning experience.
Rapid advancements in technology have expanded the apparatus in the BL toolkit. The options available include artificial-intelligence-assisted programmes, such as ChatGPT, games, online
programmes, Google Workspace, YouTube, and online meeting platforms, such as MS Teams, Zoom and Google Meet, where live classroom or tutorial sessions can take place. Through chat functions, participants can engage actively with both the teacher and each other.
In many cases, says Dr Strydom, mobile devices are used to facilitate BL, especially at schools. “Mobile learning is one of the quickest ways to involve learners in various digitally enabled activities,” she explains.
“While some of the tools that are now used for BL are new, the concept, approach and
“Blended learning combines the best aspects of face-to-face instruction with digital learning opportunities when appropriate, educationally sound and sustainable.” – Dr Sonja Strydom
practice of BL are not,” says Dr Strydom. “They have been integrated into many educational institutions across South Africa and abroad long before the COVID-19 pandemic. Most educational institutions employ a learning management system (LMS), such as Moodle, which allows educators to deliver course materials and provide a space for engagement, assessments, quizzes, and so forth. LMS systems are usually robust and user-friendly, easily accessible to support staff to assist both educators and learners when needed,” she adds.
HOW IT SHOULD BE APPROACHED
The success of a BL approach depends on many factors, Dr Strydom advises. “This includes but is not limited to the nature of the subject and the intended learning outcomes, the course design, the quality of the learning materials, the digital skills of both learners and educators, available digital support for learners and educators and the level of knowledge and experience of educators to develop a pedagogically sound digitally enabled learning intervention.”
DEVELOPING SKILLS THROUGH CO-OPERATIVE LEARNING
Co-operative learning is increasingly being used as a teaching tool in schools countrywide. We speak to an expert to find out why
In 2017, Angie Motshekga, Minister of Basic Education, commissioned the National Education Evaluation and Development Unit (NEEDU) to conduct a study examing the characteristics of top-performing schools in South Africa. The Schools that Work Study II found that many of the top-performing schools successfully implemented co-operative learning as a teaching tool.
WHAT IS CO-OPERATIVE LEARNING?
The NEEDU 2018 report, Co-operative Learning: How learners work together and support one another for mutual benefit, defines co-operative learning as “instructional use of small groups so that learners work together to maximise their own and each other’s learning. In co-operative learning, learners work together in groups to achieve three main goals: contribute to a team, demonstrate individual responsibility and share accountability for the outcomes of the group”.
The report says the five pillars of co-operative learning include:
• positive interdependence;
• individual accountability;
• promotive interaction;
• interpersonal skills; and
• group processing.
THE BENEFITS BEYOND THE CLASSROOM
Carien Groenewald, director of Kagan South Africa, which offers Kagan Co-operative Learning (KCL) training to schools throughout the country, says that co-operative learning has many benefits. “When co-operative learning is implemented effectively, the benefits are endless, not just for learners and teachers, but also schools and communities. The benefits of co-operative learning include better academic results because learners are engaged and developing their critical thinking skills.
“Additionally, co-operative learning also helps build social skills and interpersonal relationships through communication. Another important skill that is developed is empathy –that skill is useful in all aspects of life. Co-operative learning has also been shown to affect learners’ mental health and helps reduce disruptive behaviour patterns because it promotes feelings of mutual support and healthy self-esteem, which help create a positive learning environment,” she explains.
Groenewald adds that the benefits of co-operative learning tools can be
used at any stage in the educational development cycle, from preschool to tertiary and after school in the working environment. “I have found it very helpful in my professional life when attempting to create understanding or get everyone on board with a new idea,” she says.
While there are various schools of thought around the tools and terminology used to implement co-operative learning in the classroom, Groenewald says that the Kagan Co-operative method is incorporated in classrooms using one or several of the 200 tried and tested methodologies at Kagan South Africa’s disposal.
Source: Co-operative Learning: How learners work together and support one another for mutual benefit.
THE FUTURE OF THE CLASSROOM
With the rapid growth in technology, Dr Strydom says that up-to-date continuous professional development for educators is essential. “Ideally, educational departments should be at the forefront of digital developments, with a working understanding of how it will impact learning. Staff training and support should then ideally be just-in-time, with appropriate resources and support available for educators to pilot these practices in the classroom.”
When done correctly, BL, she says, has the capacity to increase learner
engagement and motivation. It also provides flexibility and convenience for learners to access the learning material, provided they have the appropriate devices and stable internet access.
In addition, BL can also create pathways for personalised learning opportunities for students that allow them
BL
to progress at their own pace based on individual differences. “The rise of generative AI (artifi cial intelligence) emphasises this potential for differential learning pathways, adaptive assessments and targeted feedback, enabling learners to identify areas for further knowledge development.”
can also create pathways for personalised learning opportunities for students that allow them to progress at their own pace based on individual differences.
FUTURE-PROOFING LEARNING
Shaun Fuchs, CEO and founder of Centennial Schools, shares how their curriculum is ensuring that learners are prepared for the future – whether tertiary education or work
Aside from the National CAPS Curriculum subjects, Centennial Schools offers additional carefully curated courses and subjects designed to empower students to engage actively in the real world and thrive in a rapidly evolving technological landscape.
Technology and digital literacy lie at the heart of Centennial Schools’ education philosophy. We have reviewed the most relevant educational needs and trends and have adapted our approach to suit a dynamic and rapidly evolving world. We have implemented new teaching methods that focus on learning and added subjects that will empower and equip the most tech-savvy generation of our time.
Centennial Schools’ curriculum includes subjects such as marketing, financial management, entrepreneurship, eSports, coding and content creation. We are also familiarising our students with the virtual world of cryptocurrencies and blockchain.
The curriculum also includes aspects of global collaborative learning, which connects local students with international counterparts to collaborate on projects. Students can
work on projects with other students from around the world at any given moment. This has been shown to foster better cultural understanding and provide learners with diverse perspectives.
We have implemented this and much more because we believe these are the future-forward skills young people need to successfully integrate into the careers of the future – and we’ve seen great success in student performance overall.
For South Africa’s current curriculum to evolve successfully, besides including subjects that equip learners with the essential skills to future-proof them, the curriculum also needs to adopt more personalised learning. This moulds education to the needs of individual students. It includes individualised learning plans for students, allowing each student to learn at a pace that best suits their abilities, so they engage with content that is most beneficial to them.
By implementing new education solutions, we can not only make sure that learners exit school with a matric certificate, but also that they are qualified to enter the job market immediately.
Centennial School Sunninghill was established in 2022 after the COVID-19 pandemic. Initially, the school catered for Grade 7 to 9 learners but now enrols students from Grade 6 to 11 and will take its first Grade 12 enrolment in 2025.
The curriculum also includes aspects of global collaborative learning, which connects local students with international counterparts to collaborate on projects.
Sandton-based Centennial Schools eSports centre is breaking educational norms by offering a digital learning and teaching strategy aligned with the needs of organisations in the digital era.
Preparing for the world of work
Schools are increasingly under pressure to prepare learners for a constantly changing working world.
Mart-Marié du Toit writes that the challenge lies in the fact that workplace readiness is a hard-to-define concept, as the skills taught to learners now, might be old news when they step onto the first rung of the work ladder
High schools are taking various measures to prepare learners for the world of work, but the effectiveness and extent of these efforts can vary significantly across different schools and regions.
In addition, the pace of technological change means that continuous adaptation of educational strategies is essential.
Louise de Marillac st. Julien, career development manager at Christel House South Africa, says career training is vital. “Our school works with career development from Grade RR to Grade 12 and five years post-matric to ensure our students are ready for the workplace. Our career curriculum is integrated with the academic curriculum and sits alongside the character development programme.”
Character development, or ”soft skills”, are becoming buzzwords for corporates
when hiring recruits, says Marsha de Wet, global markets COO at Absa Corporate and Investment Banking.
“Soft skills are a key differentiator in the workplace. People who can articulate information concisely and confidently stand out. Those who take accountability for their development and ownership of their role are likely to experience accelerated development.”
SOFT SKILLS ARE NOT ENOUGH
But soft skills alone can’t help you decide what career to follow or guarantee you a job offer.
Lara-Ann Koch, principal of Marist Brothers Linmeyer – High School, says they hold a Careers Day every March. “This year, we hosted sixty institutions and six top university speakers. We also run a job-shadowing programme for Grade 10 and Grade 11 students. They must job shadow for at least two days in their field of interest. This becomes part of their Life Orientation requirements.”
Riaz Moola, CEO of HyperionDev, says career days are important, but schools could do more to expose students to the expectations of the working world.
“Extending career days to include direct interactions with industry professionals can provide real-world insights and foster a better understanding of different occupational fields. This combination of practical exercises and expert guidance would equip students with a solid foundation for entering the workforce.”
“Extending career days to include direct interactions with industry professionals can provide real-world insights and foster a better understanding of different occupational fields.” – Riaz Moola
TERTIARY TIGHTROPE
Faye Kula, programme operations manager, STS Lawhill Maritime Centre, says some basic skills are lacking after degrees are conferred. “A shortage of resources and innovation is causing a vacuum,” she explains. “Students are not given relevant information for the fast-paced working environment, nor are they prepared for it.
“Most candidates struggle with simple issues, such as drafting a CV and a cover letter for job opportunities,” Kula says.
Dr Corrin Varady, CEO of ed-tech platform IDEA, agrees. “The bridge between our basic education and tertiary institutions is more important than ever. Our higher education sector takes our graduating basic education cohorts into their programmes, which means we are inheriting the standards – both poor and high-achieving – from basic education into tertiary.”
Dean McCoubrey, founder of MySociaLife and Digital Parenting Club, says: “There is a growing gap between academic instruction and the practical demands of the working world.
“The rapid technological advancements and changing job market dynamics often outpace curriculum updates, leaving graduates underprepared for their careers.”
However, according to Marsha de Wet, global markets COO at Absa Corporate and Investment Banking, many South African tertiary institutions provide multiple opportunities for students to upskill and prepare for the workplace.
“They offer CV-writing workshops, investment and consulting societies, data literacy workshops, and more. The focus really should be on how students take advantage of the opportunities to prepare themselves for work.”
McCoubrey sums it up: “It will be a tightrope walk, requiring a clear handle on what the future looks like and what the future of work will demand.”
Online, traditional or homeschooling?
Gone are the days when brick-and-mortar classrooms were the only choice for school-goers. With other models available, Lisa Witepski goes in search of what parents need to consider to make the best choice for their child
Tanya du Toit asked her parents several years ago if she could complete her schooling online rather than in person. At first, her parents were sceptical, admits her father, Francois. “We were worried about the social aspect she would be missing out on – but we found that, while in-person education has its benefits, there are many distractions from academics daily, and it can be hard to get support from the right quality personnel.”
Ultimately, the du Toits decided to “take the risk”: Tanya had already proved to be a highly conscientious and responsible student, and since she didn’t participate in sport at the time, she wouldn’t be missing out on this front. Last year, she completed Matric with UCT Online High School as the top achiever of the South African Comprehensive Assessment Institute’s administered learners.
A QUALITY OPTION
For the many parents (and their children) who battled through online sessions during the COVID-19 lockdown, Tanya’s desire to leave a physical classroom may be puzzling. But, says Colin Northmore, principal of Evolve Online Schools, it’s important to remember that the hastily cobbled together lessons presented at the time are not a true reflection of online education but rather, a not entirely successful attempt to replicate the school day. A tailored online education offering is vastly different: it includes a blend of live and pre-recorded sessions, usually
supplemented by smaller tutorial groups and, in some cases, led by learners’ peers.
This makes the model appealing to a variety of families, and for different reasons, Northmore notes. Some parents go this route because they find themselves in remote locations, perhaps because of work, without sound schooling options. Work obligations might also require them to lead a nomadic lifestyle, where their children’s education is disrupted frequently. In this case, online learning allows for consistency.
Cost is another significant driving factor: with the Education Price Index outstripping the Consumer Price Index, independent schools have become out of reach for many. Meanwhile, some parents choose online schooling because they would like their children to access a more eclectic, forward-looking syllabus than that currently offered by most schools – where, often, the curriculum is bloated. Then there are the children who require flexibility in their learning, perhaps because they have already embarked on a sporting career
Some parents choose online schooling because they would like their children to access a more eclectic, forward-looking syllabus than that currently offered by most schools.
“A child with barriers to learning can pause at a specific point in a pre-recorded session, which they would not be able to do in a brick-and-mortar classroom.” – Tessa Venter
or established a business start-up that requires a hefty investment in time. Online schooling enables them to slot their learning around their timetable.
Tessa Venter, chief academic officer for UCT Online High School, notes that at a time when the South African education system is clearly under stress – with the country about to lose 50 per cent of its teaching staff by 2030 due to retirement – many parents feel that an online school offers their children the best shot at a quality education.
BUT IS IT FOR ME?
Think online learning and the word “discipline” is sure to surface – along with motivation and accountability.
But, while learners who have a degree of self-mastery may find online learning easier than those who struggle in this area, Northmore says that children develop independence rather quickly.
“So long as their parents support them by creating a conducive environment, they are soon able to learn skills such as self-regulation.”
Many respond to a flexible model that allows them to take tests when they are ready or to pause a pre-recorded lesson so that they can revise a concept. This is what makes online learning a sound option for neurodiverse children, especially in low-income households, Northmore maintains. “We are not designed as a neurodiverse environment, and we cannot offer the services of trained professionals, such as speech
therapists, but the use of technology often supports specific types of neurodiversity or barriers to learning.”
Venter agrees: “A child with barriers to learning can pause at a specific point in a pre-recorded session, which they would not be able to do in a brick-and-mortar classroom. That learning is then bolstered during live sessions.”
Another benefit, in her opinion, is that online subject specialists are freed from the other roles typically imposed on teachers in brick-and-mortar classrooms, such as social support and content development. This allows them to focus on their area of expertise, making for quality learning.
CHOOSING AN ONLINE SCHOOL
With many models to choose from, parents might struggle to find an entry point to online schooling. The first question to ask, according to Northmore, is, what is the matric pathway?
“Many of our children do not wish to go to university – they have other aspirations. However, the ability to progress to tertiary education remains a chief concern for parents,” he says. The key here is investigating the examining body employed by the school. Many South African online schools write the SACAI exams, which are roughly equivalent to the brick-and-mortar matric.
However, Northmore says that it is advisable to look for additional accreditation and also check the curriculum in place. It’s critical to be thorough in this regard: while some schools claim to provide a Cambridge curriculum, it is
necessary to ensure they are named on the Cambridge website. Check, too, that your child is completing the right subjects to earn a university pass.
A second question to ask is whether the school is staffed by qualified teachers. While this may seem a given, Northmore notes that until the Basic Education Laws Amendment Bill is passed, requiring work to be marked by a registered assessor, schools can follow the stipulations of the SA Schools Act. This says that a marker must be of the same quality as a government school – “so, in essence, the marker does not have to be a qualified teacher”.
Find out about the model followed by the online school: will you, as a parent, be expected to teach some of the work? Are lessons live, pre-recorded or a mix of both? How much independent work are learners expected to undertake? Are live lessons interactive, and how large are the classes?
BE PREPARED
Every schooling model requires parents to play a role in their children’s education, but Venter points out that this is all the more important for an online learner, as they are not supervised by school staff. “It’s crucial to keep up with your child’s work: are any assignments due? Are they on track with their learning? Some schools offer mechanisms to help in this regard, for example, we have an app.”
A little extra effort must be invested into your child’s social development, too. Many schools try to address this: UCT Online High School hosts a monthly assembly and offers virtual clubs, for example, while learners at Evolve are placed in syndicates to work on projects. It is nonetheless a good idea to participate in in-person extramural activities or clubs where possible. Northmore suggests joining a Facebook group such as Homeschooling South Africa, which arranges regular social activities.
Venter believes that demand for online schooling is likely to grow as the pressure on South Africa’s schooling system increases – and with UCT Online High School’s learner body numbering 4 000 just two years after it first commenced operations, it’s clear that the appetite for online schooling is well established.
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How to develop future bookworms
Reading is not only a skill that we use in daily life; for millions of people it’s a source of pleasure and a hobby, writes Thando Pato
Reading, says Marion Bailey, founder of Raising Readers, is a vital skill that underpins all learning, and children who learn to read for themselves from a young age benefit both cognitively and emotionally. However instilling a reading culture is not as simple as most parents may imagine, she advises.
According to the 2021 Progress in International Reading Literacy Study, 8 out of 10 South African school children struggle to read by age 10. While exposing children to books and reading to them from infancy is good practice, it will not necessarily make them a bookworm, says Bailey.
“To love reading, a child must be able to read the words in a book. To read words, a child must be shown the code of the language and how to make connections between sound and print. Children don’t just become readers because a parent or caregiver reads to them. To become a
reader, a child needs to be explicitly taught how to read words,” she explains.
She continues: “Mistakes parents often make when trying to teach their children how to read are to give them a random list of words to learn how to spell, teach them to memorise whole words or to look at a picture with a word and ‘read’ the word. That’s guessing and not how the brain learns to read.”
To master the skill of reading, children must be taught under what literacy experts refer to as the “structured literacy method”, which wires the brain to be literate.
“At Raising Readers, our mission is to change the literacy landscape of South Africa. We help teachers re-ignite their love of teaching by empowering them with structured literacy knowledge, skills and resources, and we give parents access to skilled, structured literacy teachers who can teach their struggling reader and get them back on track,” says Bailey.
“To love reading, a child must be able to read the words in a book. To read words, a child must be shown the code of the language and how to make connections between sound and print.” – Marion Bailey
WHAT PARENTS CAN DO TO HELP
To support their children’s journey towards learning how to read, Nadeema Musthan, chairperson of The Literacy Association of South Africa (LITASA), advises parents to do the following: “From an early age, parents must play with sounds and words, they can do this by introducing nursery rhymes or games. The next step is developing your child’s language and vocabulary by reading to them,” she says.
“Reading to children is very important. It models language, demonstrating how we use our voice, gestures, facial expressions, and so forth to make the story come alive. It shows children the magic of stories and allows them to recreate the experience of it. It also links meaning to pictures, words and symbols. Reading to your child also builds phonological awareness, which is the basis for formal literacy skills,” Musthan explains.
To access literature, parents should join a public library or download books from Nal’ibali, BookDash or African Storybook to their smartphones.
For children between the ages of one and six, Musthan recommends parents read to them from books that are interactive with pop-ups and moveable parts. “Colourful and exciting pictures are great because you can use them to talk to children about what you both see while reading to them. Also, be sure to expose your child to books in different languages,” she advises.
Should parents be teaching their children to read before they go to school? “Parents should be telling stories to their children and exposing them to a wide range of reading material, including poetry, songs, games, riddles and rhymes, and modelling and creating opportunities for them to draw or write. This will help children before they enter formal schooling and will support their literacy development further,” says Musthan.
As children grow, Musthan says it is important to understand what subjects are of interest to them to sustain their interest in reading. “Find books and reading material on that subject and feed their interest with the reading material. Make the reading experience joyful and fun, and not scary, intimidating or humiliating.”
The benefits of multilingual learning
Multilingual learning can have several benefits, including broadening the prospects of future-proofing an international career, writes Busani Moyo
Media personality Somizi Mhlongo said in one of his Instagram posts that every time he hears black parents speak with their young children in English, he cringes. He went on to explain: “There is nothing wrong with your kids speaking English and going to English schools, but I don’t think parents realise the kind of damage or missed opportunity they are depriving their children [of], and the power and wealth in knowing your mother tongue.”
Anyone who has been to South Africa’s middle-class townhouse complexes or malls in Greenstone Estate, Midrand or Burgundy Estate will likely agree with Somizi because every other child, both black and white, speaks in English. Could this indicate that parents do not understand the benefits of learning different languages in relation
to broadening the prospects of future-proofing an international career?
A MISCONCEPTION
Professor Zethu Nkosi is the dean of the College of Human Sciences (CHS) at the University of South Africa. She believes the challenge of young people who can only speak English emanates from the misconception that those who speak English are more intelligent. She says: “This is a national problem as we embraced the notion that speaking English equates to being brilliant/intelligent.” Professor Nkosi adds: “We have looked down on our African languages, and it’s the responsibility of every household to teach, speak and preserve them.”
“We have looked down on our African languages, and it’s the responsibility of every household to teach, speak and preserve them.” – Professor Zethu Nkosi
Professor Nkosi says she is not a proponent of foreign languages because she believes that charity begins at home.
“We need to learn and embrace our mother tongue languages before we go for foreign languages,” she says. This is a particularly pertinent observation at a time when the middle class is often accused of not being proud of South Africa’s heritage.
Regarding multilingual learning, the basic education phase is an important stage to which attention should be paid. This view is acknowledged by Professor Nkosi, who says: “It’s important for the country to implement the Language Policy as much damage was done during basic education.”
She adds: “When students come to varsity,
they are ill-prepared for African languages. Academics are also not competent in all African languages, which further complicates the language agenda.”
THE BENEFITS
Tonie Konig of the Riverside College at Burgundy Estate in Cape Town argues that in today’s interconnected and fast-paced environment, the “ability to communicate in multiple languages has become increasingly essential”. He adds: “Research consistently shows that learning a second
language enhances problem-solving skills, creativity, and multitasking abilities.” Konig also notes that learners who can speak more than one language tend to outperform their monolingual counterparts because their “academic advantage is not only due to improved cognitive abilities, but also to the enhanced understanding of language structure and grammar that comes with learning a second language”.
The idea that multilingual education has cognitive benefits is supported by a report published by the European Commission.
“In a globalised job market, proficiency in multiple languages is a highly sought-after skill.” – Tonie Konig
OPTIONS FOR LEARNERS WHOSE SCHOOLS DO NOT OFFER A LANGUAGE OF CHOICE
It’s hard to argue against the proposition that multilingual learning and learning a second language have their benefits. For instance, individuals who speak an international language broaden their work opportunities. But what options do parents have if their children’s school does not offer a language of their choice?
DEMAND IT
Professor Nkosi advises that parents whose children’s schools do not offer languages of their choice are responsible for ensuring that schools offer those languages. She says: “If the second language is not available, parents must demand that from the SGB. Their voices need to be heard as language mastery is the foundation of knowledge generation and preserving our cultures.”
Professor Nkosi believes “parents must propose options that will benefit the future generation because if schools do not prioritise the offering of other languages, the country is doomed”.
USE THE LAW
Parents are also supported by the provisions of the South African Schools Act (SASA), which refers to using the language of learning and teaching (LOLT). The Language in Education Policy – an offshoot of the legislation –stipulates the following:
•In Grades 1 and 2, all learners shall be offered at least one approved language.
•From Grade 3 onwards, all learners shall be offered their LOLT and at least one additional approved language as a subject.
• All subjects must receive an equitable allocation of resources and time.
• When learners apply to schools, they should select the LOLT of their choice. If the school uses the LOLT selected by the learner and a place is available, the school must admit the learner.
• If no school in the district offers the learners’ desired LOLT, the learner reserves the right to request
that the provincial education department provide instruction in their language. The points above are bolstered by the National Curriculum Statement (NCS), which emphasises the crucial role of additive multilingualism. The NCS stipulates that all learners study their home language and at least one additional language as language subjects from Grade 1 and that all learners have studied an African language for at least three years by the end of the General Education and Training (GET) band.
HIRE A TUTOR
With the proliferation of online learning, getting a tutor to teach children a second language is another viable option. When parents have the time, they can tutor their children themselves and ensure they can speak the language they don’t learn in school at home.
“Parents whose children’s schools do not offer languages of their choice are responsible for ensuring that schools offer those languages.” – Professor Zethu Nkosi
It concludes: “Multilingualism increases brain plasticity and can be advantageous for further language learning.” According to the same report, “when learning a new language, individuals who have acquired more than one language from an early age display early signs of multilingual language acquisition at the brain level in comparison to learners who have acquired a second language later on”.
It is now well-accepted that the world is slowly becoming a global village. Some have argued that within that village, distance is dead.
MOST POPULAR LANGUAGES IN THE WORLD
1. English: first language: 372.9 million people. According to Ethnologue, English is the most spoken language worldwide, including native and non-native speakers. It is the default language in international business, tourism, technology, and much more.
2. Mandarin: first language: 929 million people. Looking at total speakers (1.1+ billion), Mandarin is the second most widely spoken language in the world. However, it’s the most spoken language in the world if you count only first-language (native) speakers due to China’s significant population. Mandarin is not actually a language, but a set of dialects of the Chinese language. What unifies these dialects under the same name is that their speakers can understand each other.
3. Hindi: first language: 343.9 million people. Hindi is, along with English, one of the 22 official languages of India, the second most inhabited country in the world. India’s incredible linguistic diversity (more than 121 languages coexist) explains the high rate of
Those who can communicate in different languages will likely prosper within that global village. Professor Nkosi also shares this perspective: “Many job opportunities can arise from language mastery, for example, interpreters, tour guides and teachers, among others.” Konig agrees, adding: “In a globalised job market, proficiency in multiple languages is a highly sought-after skill.”
FAST FACT
There are currently more than 7 000 languages in the world.
Source: Berlitz.com
non-native speakers who use it as a lingua franca. In addition to India, Hindi is spoken by over a quarter of the population of Nepal.
4. Spanish: first language: 474.7 million people.
Spanish is the second most widely spoken language globally in terms of native speakers. In addition, it is the most spoken of the Romance languages and the third most used on the internet. Today, there are 21 Spanish-speaking countries in the world, with dozens more that have a significant Spanish-speaking population. Interestingly, the United
States is the second country with the largest number of Spanish speakers globally.
5. French: first language: 79.9 million people. Today, there are 29 French-speaking countries worldwide. If English is the language of business, then French is considered the language of culture. Its enormous importance is reflected in the fact that it is the third language with the largest number of non-native speakers.
Source: Berlitz.com
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The role of AI in the classroom
Artificial intelligence and social media have their place in education – within boundaries, writes Trevor Crighton
Social media has been a fixture in our lives for two decades now –and artificial intelligence (AI) has been around in various forms for years. Public awareness around and access to AI really exploded at the end of 2022 when ChatGPT brought it into the mainstream. Millions of words have been written since then about how its application is going to revolutionise industries and the way we access and manage knowledge. It’s no surprise then that both social media and AI can play an important role in education in South Africa – for both teachers and learners.
SOCIAL LEARNING
Iviwe Mtubu, a Jakes Gerwel candidate fellow and University of Cape Town graduate, who teaches geography and maths literacy at Westerford High School, says social media in education has primarily been teachers adopting the technology to
help encourage learners to recite and sing answers or educational content provided in videos or audio clips, using the same kind of drivers that the platforms use to make songs massive international hits or popularise personalities.
Mtubu says that despite concerns about content quality – and in the face of the debate about whether learning to “parrot” responses is evidence of learning – there’s potential to leverage social media platforms for fostering critical thinking, creativity and problem-solving. “By encouraging students to engage in meaningful discussions, analyse diverse perspectives and evaluate information critically, it’s an opportunity for educators to harness social media as a tool for intellectual growth,” he says.
There is also an onus on teachers to help learners discern misinformation on social media. “Educators play a crucial role in teaching students media literacy skills. By providing guidance on fact-checking,
“By
encouraging students to engage in meaningful discussions, analyse diverse perspectives and evaluate information critically, it’s an opportunity for educators to harness social media as a tool for intellectual growth.” – Iviwe Mtubu
IVIWE MTUBU
source evaluation and critical analysis of online content, teachers can empower students to distinguish between credible information and falsehoods,” Mtubu says.
Social media platforms can facilitate collaborative learning, virtual field trips and real-time interaction with experts, enriching traditional classroom instruction. Additionally, platforms such as YouTube and TikTok can serve as creative outlets for sharing educational content, including demonstrations of complex concepts or experiments. “I use the words ‘opportunity’ and ‘can’ intentionally because I believe it is possible, but not the case currently,” he says.
One of the major social media pitfalls – and one that has the biggest impact on younger people – is that criticism can spread quickly online. In the education space, this could be seen as a kind of “social grading” of schoolwork.
Mtubu says negative feedback on social media posts could potentially deter students from engaging in online learning activities. “However, by fostering a supportive and constructive online learning environment, educators can mitigate this risk. Encouraging respectful dialogue, providing constructive feedback, and emphasising the educational value of social media interactions can help promote positive engagement and learning outcomes,” he says.
Some schools do – and many more should – have social media charters that establish guidelines for responsible social
media use in education. “A well-defined charter could outline best practices, privacy protections and digital citizenship principles to ensure safe and productive online interactions within educational settings,” says Mtubu.
“There are no proper guidelines for schools and teachers on how to deal with social-media-related matters and the boundary between what should concern the school and what should not.”
BLENDING AUTHENTIC AND ARTIFICIAL INTELLIGENCE
Niall McNulty, programme manager, data and AI at Cambridge University Press & Assessment, says that generative AI can enhance personalised learning experiences by tailoring questions based on students’ responses. “For example, if a student is struggling, the AI tutor can ask easier questions or provide additional support material. These tutors can also present questions in different ways to encourage learners to think critically and approach problems from various angles.”
Teachers are also able to train AI models to provide feedback in a similar manner as their own by supplying historical questions and responses as examples. Once trained, the AI model can independently provide feedback to learners, following the teacher’s approach.
He theorises that AI can play a significant role in fostering critical thinking skills by
“An AI-powered debate platform could present students with arguments from multiple viewpoints on a given topic, challenging them to evaluate the strengths and weaknesses of each position and form their own well-reasoned opinions.” – Niall McNulty
exposing students to diverse perspectives and encouraging them to analyse information critically. “For example, an AI-powered debate platform could present students with arguments from multiple viewpoints on a given topic, challenging them to evaluate the strengths and weaknesses of each position and form their own well-reasoned opinions,” says McNulty.
Crucial to the application of AI in the classroom – as with social media – are responsible use strategies and school policies, especially as plagiarism is a growing concern since the speed at which models are evolving is making it more and more difficult for teachers to detect AI-generated content.
“Addressing the issue of AI and plagiarism includes discussing the ethical implications of using AI to generate content, the importance of academic integrity and the consequences of plagiarism with students,” he says. “Educators should provide clear guidelines on how students can use AI tools as part of the learning process, such as for brainstorming ideas or generating rough drafts, while emphasising the need for students to critically analyse and refine the AI-generated content.”
NIALL MCNULTY
Think SMART
Safeguarding children from digital dangers in the modern classroom
Amy Newsome, account relationship manager: South Africa, Namibia and Mozambique at British Council, writes that today’s educators face a troubling digital dilemma: how to harness the power of technology for learning while safeguarding students from online dangers
Technology is enhancing learning by providing immediate access to information for homework, research and interactive learning experiences. However, it also exposes children to significant risks, including cyberbullying and the potential for exposure to harmful content.
Even though teachers can use certain tools and strategies to provide some protection for children in the classroom, it’s much harder to police their use of social media outside of school hours.
More than 95 per cent of children in South Africa have regular access to the internet, but their risky online behaviour can expose them to online violence, exploitation and abuse, according to the 2021 SA Kids Online Study
Without adult supervision, children may experience or even contribute to cyberbullying,
come across content not suitable for their age, encounter strangers with bad intentions or expose their personal information.
Misinformation is another risk; ensuring children have access to reliable information helps them to have a balanced view of the world around them, and staying informed protects them from scams and hoaxes.
The SA Kids Online Study found that:
• 70 per cent of children surveyed use the internet without parental consent.
• 25 per cent confirmed that they have added people they have never met face to face to their friends or contacts list.
• 18 per cent have sent a photo or video of themselves to someone they have never met face to face.
• 67 per cent of child participants who have seen sexual images were exposed to them on an online device.
Because of the dual-edged nature of technology in education, we need robust strategies to safeguard children online.
CREATING A SAFER INTERNET
British Council, recognising how critical these challenges are, supports partner schools with resources aimed at boosting digital safety and awareness. For example, the Online Support for Schools (OSS) platform is available to all partner schools. Courses, modules and webinars are available for teachers and school leaders to improve their awareness and assist with their professional development.
Other tools include direct educational support and extend to comprehensive training for educators on navigating online risks, cyberbullying prevention and
AMY NEWSOME
building a safer online community. It’s a collaborative effort that includes educators, parents and students in creating a responsible and secure digital environment.
In light of the increased reliance on online learning platforms triggered by the COVID-19 pandemic, we have been proactive in launching resources, such as the Digital Life Hacks programme, tailored to enhancing digital literacy among students.
British Council Partner Schools has developed a safeguarding toolkit to support schools, parents, carers and children to keep young people safe online. The programme focuses on educating children about their online identity, the implications of their digital footprints and strategies for engaging with social media mindfully and securely.
The British Council Partner Schools programme teaches the SMART rules, which can be adopted by all learners.
•S for Safe: keep personal details away from strangers.
•M for Meet: don’t meet people you only know online unless you’re with a trusted adult.
•A for Accept: don’t click any links you’re unsure about.
•R for Reliable: question the reliability of information. Not everything you see on the internet is true. Check facts with a trusted adult.
•T for Tell: tell your parent, carer or trusted adult if something makes you uncomfortable or worried.
Other tools include resources for creating safer school environments and guidance on involving parents in the conversation about digital wellbeing.
By working together, schools, parents and students can create a more secure online learning environment for everyone.
SHARED EXPERIENCES, GREATER AWARENESS
Professional development events, such as Schools Now! 2024, held in Cape Town in February, play a crucial role in facilitating a global dialogue among educators on the challenges and solutions related to digital integration in education. These events offer platforms for sharing experiences, strategies and best practices from diverse educational contexts, helping to grow a global community of educators committed to safeguarding children’s wellbeing in the digital world.
ABOUT THE BRITISH COUNCIL
We support peace and prosperity by building connections, understanding and trust between people in the United Kingdom (UK) and countries worldwide.
We uniquely combine the UK’s deep expertise in arts and culture, education and the English language, our global presence and relationships in over 100 countries, our unparalleled access to young people and influencers and our creative sparkle.
We work directly with individuals to help them gain the skills, confidence and connections to transform their lives and shape a better world. We support them to build networks, explore creative ideas, learn English, get a high-quality education and gain internationally recognised qualifications.
We work with governments and our partners in the education, English language and cultural sectors in the UK and globally. Working together, we make a bigger difference, creating benefits for millions of people worldwide.
We work with people in over 200 countries and territories and are on the ground in more than 100 countries. In 2022–2023 we reached 600 million people.
For more information, visit: www.britishcouncil.org.
Safeguarding in education goes beyond mean/harmful text messages to include physical, emotional and even psychological threats. Awareness of these issues is essential. Equally important is knowing the steps to take if there are concerns about a child’s safety. British Council Partner Schools have designated safeguarding contacts for reporting concerns. This ensures children, teachers and parents have access to helpful resources and know there are established channels to seek help or report issues.
SCHOOLS NOW! 2024
British Council’s Schools Now! is a global conference that fosters educational innovation across our global community of British Council partner schools spread over 40 countries. The conference is aimed at educational professionals who wish to learn more about key areas of international education, share their ideas and experiences and network with like-minded peers.
The conference connects over 300 delegates face to face with a further 2 000 virtual attendees from around the world.
ABOUT BRITISH COUNCIL PARTNER SCHOOLS
A trusted education partner, we help improve the quality of education, supporting learners worldwide to achieve their potential through access to life-changing United Kingdom (UK) education and qualifications.
The British Council supports 2 500 partner schools to enhance the learning experience and improve educational outcomes. We create global connections within the educational community to support professional pathways for educators, enable enriched learning journeys and prepare students for the future.
We support our partner schools to deliver globally trusted UK International School Qualifications in over 40 countries, transforming the lives of over 250 000 students every year.
For more information, visit https://www.britishcouncil.org/ exam/partnerschools
Stay updated by following British Council Partner Schools LinkedIn.
Digital safety is an ongoing journey, but with continued collaboration and commitment, we can safeguard the wellbeing of children in the classroom and beyond .
Putting the A in STEM
The power of steam education: where art meets science.
By Dumi Manganye, academic advisor: data & edtech at ADvTECH Schools
In today’s rapidly evolving world, education must prepare students for the challenges of the present and the uncertainties of the future. The traditional STEM (science, technology, engineering and mathematics) curriculum has been the cornerstone of scientific and technical education over the past decade. However, there’s a growing recognition that to thrive in a dynamic global landscape, students need more than just analytical skills – they need creativity, adaptability and the ability to think divergently. Enter STEAM education – an innovative approach that integrates the arts (represented by the “A” in STEAM) into the STEM framework.
Integrating arts into the STEM framework ensures that students are exposed to holistic learning throughout their academic journey. By combining the sciences with the arts, STEAM education promotes a more holistic understanding of the world, recognising that creativity, aesthetics and emotional intelligence are essential components of a well-rounded education. When students engage in artistic expression alongside scientific exploration, they develop a deeper appreciation for both disciplines.
STEM alone tends to focus on “finding the right answer”, whereas incorporating art encourages divergent thinking. Divergent exploration ensures the consideration of multiple solutions, embracing ambiguity and thinking outside the box. When integrating arts into the traditional STEM curriculum, we create an environment where students can innovate, experiment and invent. Whether designing a sustainable building, composing a musical piece or creating a digital animation, the arts inspire novel approaches and imaginative solutions.
STEAM
DUMI MONGANYE
ENSURING THE RIGHT SKILLS
STEAM education fosters problem-solving skills by encouraging students to tackle real-world challenges. Imagine a project where students design a solar-powered sculpture that not only generates energy, but also captivates viewers with its aesthetics. Such interdisciplinary projects require collaboration, critical thinking, and an understanding of technical and artistic principles.
As educators equipping the next generation of leaders, we must ensure we develop those skills that will empower our future innovators.
The job market is ever-evolving, and future employers will seek individuals who can adapt, communicate and innovate. STEAM graduates possess a unique blend of skills – they can code, analyse data and communicate their findings through compelling visualisations or persuasive narratives. Whether they become engineers, designers or entrepreneurs, they’re better equipped to thrive in a world where boundaries between disciplines blur.
Schools and educators therefore play a pivotal role in making STEAM a reality. ADvTECH Schools, such as Crawford International, Pinnacle Colleges,
education promotes a more holistic understanding of
the world, recognising that creativity, aesthetics and emotional intelligence are essential components of a well-rounded
education.
Trinityhouse, Niche schools and schools in the rest of Africa, have sought to ensure our pioneering STEM offering integrates holistically into our arts education.
We achieve this by assigning projects requiring both technical expertise and creative expression. Our assessments evaluate both convergent and divergent skills. Assessments shouldn’t merely test knowledge; they should also gauge creativity, collaboration, and originality.
With dedicated STEAM rooms, students engage in collaborative projects such as “City of the Future.” Students visit the STEAM lab to collaborate once every seven days. At our Niche schools, students envision and design futuristic cities, employing laser-cutting, 3D printing, and microcontrollers to tackle real-world challenges. Crawford schools use virtual reality to explore global landmarks and then recreate them in Minecraft, fostering creativity and cultural appreciation.
At the college level, students utilise robotics and coding to address urban issues. These initiatives empower students to become innovators, problem-solvers and creators, preparing them for success in a rapidly evolving world.
We truly believe that ADvTECH schools are shaping the future by nurturing the next generation of STEAM leaders, and we invite other schools to join us on this quest.”
During a STEAM lesson, Crawford International (Branston) Grade 00s were asked to build a tower from the floor onto their table surface. Watch their creative engineering skills.
It’s your call
Smartphones are being blamed for creating a Gen Z mental health crisis of anxiety, stress and depression. But there are ways you can help your teen navigate the pitfalls of phones and be happy. By Glynis Horning
Teenage mental health has seldom been more fragile, and in South Africa, we have special cause for concern. In the latest Annual World Mental State of the World Report released in March, we rank in the bottom 4 of 71 countries surveyed. Alarmingly, the report notes that the younger children were when they got their first smartphone, the worse their mental health.
Gen Z – those born in 1995 or later – are the first generation to have not experienced the world without digital technology. GlobalWebIndex estimates they spend over four hours a day on smartphones. American social psychologist, researcher and ethics professor Jonathan Haidt calls it “the great rewiring of childhood” and observes that it’s turned them into “The Anxious Generation” – the title of his latest book making waves internationally.
He warns that platforms, such as Instagram, where users post content about themselves, then await the judgements of others and the social comparisons that go with it, lead to depression – especially as many posts carefully curated highlights of their lives and use filters and editing apps to
boost their looks and “personal brand”. Haidt reports that “girls who say they spend five or more hours each weekday on social media are three times as likely to be depressed as those who report no social media time”.
While smartphones offer many benefits, from preparing our children for a technological world to safety (allowing us to always know their whereabouts), there’s no denying the risk smartphones can present if not used responsibly and within limits.
“In the absence of better regulation of big tech, it’s up to parents to set these and, often more difficult, an example of moderation and balance in their smartphone use,” says Joburg mother of two Kate Farina, co-founder of Be In Touch, which runs talks, webinars and campaigns on family digital wellness.
MODERATE YOUR CHILD’S ONLINE ACTIVITIES
•Decide if your child truly needs a phone.
“Be guided by their emotional maturity and responsibility more than age,” Farina says. If they are not ready, “dumb phones” can be used for voice calls and text messaging only. Ideally, children
should access the internet only from age 14 and social media from 16 to get through the most vulnerable time of brain development without being subjected to social comparison and influencers.
“Because the prefrontal cortex is not yet fully mature, teens may have trouble controlling impulses or judging risks and rewards,” Farina says. Digital technology is also addicting, especially for young, developing brains.
•Lend, don’t give. That way you can negotiate how they use a smartphone and the rules to do so safely.
(Be In Touch has a contract parents can download and make their own: https://beintouch.org.za/resources/ )
•Talk, guide and monitor. “Use one of the many parental controls available, such as Bark, that monitor rather than spy on kids,” she says. Talk to them about FOMO (fear of missing out) and the unreality of others’ curated posts. About bullying and its painful consequences. About online predators who aren’t who they say they are. About setting social media apps to control who contacts and follows them. And stress the permanence of whatever they post and how it can come back to bite them.
• Don’t allow smartphones and other devices that connect to the internet in bedrooms at night. About 90 per cent of learners report it’s the prime time for cyberbullying, Farina says, and 62 per cent report they’ve been contacted by strangers online with inappropriate messages or pictures. “It’s also linked to sleep deprivation, which raises the risk of depression.”
• Encourage face-to-face connections with friends and family. “Teens must interact socially to develop interpersonal and social skills,” she says. Encourage them to join sports, drama or music groups, or other activities where they can meet new people.
•Stay in touch constantly as kids go online. “This generation needs parents to take ownership of their licence to parent like never before,” says Farina. “An authoritative parenting style balances warmth and firmness (with clear boundaries and consequences), promoting independence and discipline. Be your child’s parent, not their best friend!” It’s your call.
Red flags for parents
Is your child just being a moody teen, or could they have a mental health problem? By Glynis Horning
Depression and suicide in children are on the rise.
“Bullying is rife in our schools, and children are mocked and humiliated for looking different or having learning or other challenges,” says Patricia Tau, a Brakpan educational psychologist and remedial therapist.
“They’re afraid to report it and, when it gets too much, become depressed. And if parents or teachers don’t see behaviour
change and there is no support, they can harm themselves.”
According to the latest UNICEF South African U-Report (October 2023), 60 per cent of children and youth felt they needed mental health support over the past year, rising to 70 per cent for those aged 15–24.
The most common mental health conditions in adolescence are depression, anxiety and behavioural disorders,
“Be calm, empathetic and supportive, listen without judgement – your child should feel free to talk about anything without fear.” – Patricia Tau
reports the World Health Organization
The increase in young people suffering from mental illness has been linked to the isolation and stress of the COVID-19 pandemic and the growing use of digital devices and social media, exposing children to explicit violence and sexual
PATRICIA TAU
The increase in young people suffering from mental illness has been linked to the isolation and stress of the COVID-19 pandemic and the growing use of digital devices and social media.
content, constant comparisons with peers and cyberbullying.
Yet anxiety and depression often go unnoticed, as moodiness in teens is easily attributed to the many changes they go through in adolescence, from physical to emotional, hormonal, sexual, social and intellectual, says Tau. There are no simple tests, and the only way to know if your teen has a mental health problem is for them to be evaluated by an experienced psychiatrist, psychologist or social worker.
This is crucial – left untreated, anxiety disorders and major depression can result in self-harm and suicide. The South African Depression and Anxiety Group (SADAG) reports that there are an estimated 23 suicides daily in South Africa and 230 serious attempts. “Teen suicide is becoming more common every year –the most at-risk age group for suicide in South Africa is adolescents aged 13 to 19,” says SADAG operations director Cassey Chambers.
Anxiety is feelings of nervousness, worry and dread, says Tau. Depression is feelings of sadness that don’t let up, reduced energy and hopelessness – a loss of pleasure in what you once enjoyed, negative thoughts about yourself and thoughts of death.
Danger signals
Parents need to watch for the following signs.
•Low mood for at least two weeks, which can include tearfulness.
•Loss of energy and fatigue or restlessness, hyperactive behaviour.
• Complaints of headaches, stomach aches or other physical ailments.
• A significant change in sleep patterns (sleeping more or less than usual).
•A significant change in appetite or weight (losing or gaining weight).
•Withdrawing (from other people and activities), isolating.
•Escaping into substance abuse or online worlds.
•Falling grades.
• Neglect of personal hygiene and appearance.
• Difficulty concentrating, thinking clearly or making decisions.
•Negative talk: “No one likes me”, “I can’t do anything right”, “nothing’s fun anymore”.
• Self-harm.
• Talk about death: “I wish I wasn’t here anymore”, “you’d be better off without me”.
However, some high-functioning depressives don’t show signs and present a calm face to the world. And many teens, especially boys, deny they feel afraid or overwhelmed because they see that as weakness or don’t want their parents to react and get involved in their lives.
For some depressed teens, simply unburdening or expressing their stresses and fears, feeling heard, acknowledged and accepted, may be all they need, but others will require professional help. This makes it important to check in with them.
“Be calm, empathetic and supportive, listen without judgement –your child should feel free to talk about anything without fear,” says Tau. Let them know you are there for them,
FAST FACTS ON ADOLESCENT MENTAL HEALTH
• Globally, one in seven 10–19 year olds experience a mental disorder.
• Depression, anxiety and behavioural disorders are among the leading causes of illness and disability among adolescents.
• Suicide is the fourth-leading cause of death among 15–29 year olds.
• The consequences of failing to address adolescent mental health conditions extend to adulthood, impairing physical and mental health and limiting opportunities to lead fulfilling adult lives.
Source: World Health Organization (www.who.int/news-room/fact-sheets/ detail/depression).
without interrogating them: “You seem a little low, how is it in your life?” And ask, “Can we get you help?” It’s often easier for teens to open up with professionals than those close to them, and you are a parent – not trained to diagnose or manage a mental health problem that may require counselling or medication.
“Don’t be afraid to ask if they are thinking of hurting themselves,” says Chambers. “You won’t be giving them ideas – you’ll be giving them a chance to talk and share what they’re feeling. Research around the world has shown that talking about suicide saves lives.”
Reach out for help through your health practitioner, who can direct you to a psychologist or psychiatrist, she advises. Or to SADAG, which runs a free mental helpline, 0800 456 789, and a suicide crisis line, 0800 567 567, or SMS 31393, available 24 hours a day, 365 days a year.
“Untreated or undiagnosed depression is the leading cause of suicide – so take any signs of depression or suicide seriously,” Chambers concludes.
* Glynis Horning is the author of Waterboy: Making Sense Of My Son’s Suicide, available at bookstores and online (Amazon, Takealot, Loot). All royalties donated to SADAG
CASSEY CHAMBERS
The impact of sports on culture and identity
Sports allow learners from all backgrounds and social environments to connect, achieve and learn, shares Paul Viljoen, headmaster at Paarl Gimnasium
Paarl Gimnasium is incredibly fortunate to be recognised as the leading co-ed school in South Africa. Its success is built on determination, inclusivity and a never-say-die attitude.
As a school of only 550 boys and 550 girls competing against predominately single-gender schools, Gimnasium relies on every single pupil to participate in the extramural programme.
The impact of sport on our school’s ethos and culture cannot be overstated. Sports serve as a powerful vehicle for fostering a sense of unity, pride and community spirit within schools, shaping the overall atmosphere and identity of the institution.
The sense of pride that comes with representing our school on the sports field galvanises our learners weekly. The shared experience of victory and defeat fosters a sense of belonging and camaraderie, strengthening the bonds that tie the school community together.
SHAPING VALUE SYSTEMS, ETHOS AND CULTURE
As a valuable educational tool, sport shapes and defines character on a continuous basis. The shaping of value systems, teamwork, discipline, perseverance and sportsmanship is as important as the
knowledge gained from the teaching and learning process in the classroom.
Sport creates great moments of celebration, but also of sorrow. In these moments, we challenge our learners to act with grace and humility in victory, but also with resilience when we lose and things do not go our way. These moments shape our ethos and culture and force our learners to rely on the collective rather than on the me or I.
Our students develop resilience in the face of adversity, learn to overcome challenges and build self-confidence through their accomplishments on the field or court. These values extend beyond the realm of sports and permeate the school culture, shaping the behaviour and attitudes of our learners in their academic pursuits and even their personal lives.
Sports allow learners from all backgrounds and social environments to connect, achieve and learn. When our boys and girls are in the heat of battle, they simply must rely on one another to survive and be victorious. It is then that our children truly become part of the Paarl Gimnasium
family, bonds are formed and teammates become like brothers and sisters.
CREATING A SENSE OF BELONGING
Additionally, sports serve as a catalyst for school spirit and pride, fostering a positive atmosphere of enthusiasm and excitement on campus.
The sight of students wearing school colours, chanting cheers, singing school songs and displaying banners and signs in support of their teams creates a vibrant and energetic atmosphere that permeates the entire school community. It is always a goosebump moment as the school band and cheerleaders inspire our boys and girls to find joy in their hearts. They always leave with smiles on their faces and a great sense of belonging.
Sporting fixtures are often the highlight of the week for not only the learners competing, but also for the community. Thousands of parents and supporters descend on our campus, all wearing their schools’ colours and supporters’ gear. Even though battles are fierce and the will to win is strong, respect for one another is at the heart of it all. Communities are brought together; bonds are formed and the love for one’s school and children is at the forefront of what happens on the day. How wonderful to be part of it all!
Our students develop resilience in the face of adversity, learn to overcome challenges and build self-confidence through their accomplishments on the field or court.
PAUL VILJOEN
Cashing in on school sports
Despite the economic downturn in recent years, the schools’ sports sponsorship industry proceeded unhindered to become a vibrant sector, writes Herman Gibbs
The school sports sponsorship sector, according to Kelvin Watt, an expert in corporate social investment and school sports research, is valued at over R500-million this year. Watt has been a leader in securing TV coverage for school events that have become lucrative projects for companies. As a result, the school sports bodies that traditionally convene school events have made way for private enterprises to run events.
School bodies often don’t have the know-how to capitalise on the appeal of the events – this is where experts such as Watt have been a revelation.
“Aligned with our devotion to commercial excellence, together we are reshaping the landscape of sports streaming and also delivering schools’ sports coverage to parents and communities, creating an unparalleled viewing experience for all stakeholders,” says Watt, who has devised highly intuitive solutions to making the school sports industry lucrative.
Another major player in the schools’ sports industry is Provantage Sport, headed by managing director Xhanti-Lomzi Nesi. He is an expert in the field of school sports and has noted the growth in the sector.
“It is a very sizable sector and has become ever more so given the prevalence
of broadcast matches via SuperSport Schools,” explains Nesi.
“Making more school sports available has increased the appetite for sport among youth. There was a time when the industry believed that the young generations were not into sports as much as the previous generation.
“We (South Africa) have a strong school pride culture, and the common social question is which school did you attend?
“We have roughly 25 000 schools in South Africa, of which about 2 500 are independent/semi-independent schools.
“If you modestly take about 3 000 schools that run proper sports programmes, annually they’d have between R1.5 to R10-million and more for sport. This would include sponsorship investment from corporate partners, alumni, fundraising and local parent and community company support.”
Nesi says the big five (rugby, athletics, football, netball and cricket) are responsible for most of the viewed and attended events. He added there is also a strong following for hockey, water polo and the rapidly growing basketball code.
WHY SCHOOLS NEED SPORTS SPONSORSHIP
•Sponsorships are the answer to a lack of funding. The financial injection allows schools to sustain sports codes on offer at the school.
• Sponsorships pay for training equipment and facilities. The chances are that schools will benefit hugely from facilities that are not usually available to schools. Their performances may attract additional sponsorship.
• Sponsorship helps to enhance the school’s image. A sponsorship boost could help schools deliver improved performances, enhancing the commercial appeal of school sports for prominent brands.
• Sponsorships allow schools to hire coaching personnel. Teachers often
have to double up as academic and sports coaches. They are not always equipped to bring the best out of players, whereas a professional coach can raise standards significantly.
• Sponsorships allow schools to buy mini-buses and trailers. Gone are the days when a group of teachers would step in to transport a sports team to a venue for a fixture. These days, sponsorship allows schools to buy mini-buses or trailers (to transport golf or rowing items, for example).
“It’s all about community involvement,” says Robbie Blair, operational manager of Premier Interschools, an organisation that convenes schools’ rugby and netball fixtures in the country. He says companies have different ideas on how and where they want to spend their money on sponsorships.
“I find most of these decisions are based on how best to enable community-driven events,” he says.
“Schools benefit financially, which directly affects their ability to enhance the learning experience. This may lead to additional coaching, better facilities or bursaries to attract players needing financial support.
“The sponsors benefit from building relationships within the community, which, in turn, creates potential customers.”
Premier Interschools is a one-stop shop. It decides on a project, identifies the participating schools, raises the sponsorship for the event and then leverages TV and media coverage. It shares the proceeds of the funding it secures with the schools.
For many of the schools participating in rugby and netball events, this has become an important revenue stream.
XHANTI-LOMZI NESI
Nutrition on the go
Quick and affordable lunchbox ideas for kids
Wrestling with the age-old dilemma of what to pack in your kids’ lunchboxes?
Mbali Maphoi, Laager Tea4Kidz partner dietitian, writes that finding the balance between healthy lunchbox items that kids enjoy and that don’t break the bank is an ongoing challenge. She shares some convenient and cost-effective lunchbox meals and snacks to give them a nutritious start
School meals must provide nourishment for growing minds and bodies, and the contents of the lunchbox are a pivotal component of a child’s daily nutrition. Packing a healthy lunchbox requires delicately balancing health, time and budget considerations. To help inspire parents and caregivers, here’s a selection of simple, tasty, nutritious budget-friendly lunchbox ideas.
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CHICKEN AND PEA PESTO SANDWICH
Nutritional benefits: this sandwich pairs lean chicken protein with the nutritional benefits of peas, creating a filling and delicious sandwich.
To make
Blend 1 cup of thawed frozen peas, 2 tablespoons of cooking oil, ¼ cup of grated parmesan cheese or a handful of nuts, salt and pepper to season.
Spread pea pesto onto a slice of bread (toasted or not). Add lettuce and cooked chicken pieces.
HUMMUS AND VEGGIE SANDWICH
Nutritional bene ts: hummus offers plant-based protein, bre and healthy fats, complemented by nutrient-rich fresh veggies to create a satisfying and wholesome option.
To make
Blend 1 can of chickpeas (drained and rinsed), 2 tablespoons of tahini, 2 tablespoons of cooking oil, 1 clove of garlic or ½ teaspoon of minced garlic, juice of 1 lemon and salt to taste.
Layer the lettuce on a slice of brown or seeded bread, add hummus and cucumber slices, add more lettuce and close with another slice of bread.
PLAN AHEAD
Candice Sessions, Laager marketing manager, says nutritious lunchbox meals don’t need to be time-consuming or expensive – the key lies with planning ahead.
“Weekday mornings can be rushed and stressful, so ensuring you have healthy lunchbox meals for your kids and family starts with planning. A weekly meal planner, with lunchbox meals included, can be a great solution. This can help parents and caregivers plan ahead for the week and ensure that the ingredients they need for healthy meals are at hand,” she advises.
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TUNA WITH A TWIST
Nutritional bene ts: tuna supplies omega-3 fatty acids crucial for brain health. A creative twist on this classic option is perfect for kids.
To make
Combine canned tuna (drained) with mayonnaise or mustard and diced cucumber and mix up. Spread the mixture over the bread and add mixed herbs (optional).
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EGG SALAD SANDWICH
Nutritional benefits: eggs provide essential proteins and nutrients, creating a well-rounded and satisfying meal.
To make
Mix boiled and mashed eggs with plain yoghurt, Dijon mustard, salt and pepper. Spread on bread.
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PEANUT BUTTER AND APPLE SANDWICH WITH HONEY DRIZZLE
Nutritional benefits: peanut butter provides protein and healthy fats, while apples provide fibre and natural sweetness.
To make
Spread peanut butter on brown bread, layer with thinly sliced apples and drizzle with honey before closing with another slice of bread.
STAY HYDRATED
Keeping children hydrated during the school day is also key, particularly in warmer months. Finding alternatives to sugary fruit juices and cold drinks is important as sugar spikes and dips during the school day can negatively impact concentration. Homemade iced tea is a healthy and cost-effective alternative that can be prepared ahead of time and stored in the fridge.
Simply brew a strong batch of Laager Tea4Kidz Rooibos tea, sweeten it lightly with honey and let it chill in the fridge. Add ice and sliced fruit for a delicious and refreshing lunchtime beverage.
The Laager Tea4Kidz Rooibos range is naturally caffeine-free and sugar-free and offers a variety of flavours, including two with added vitamin C for even more health benefits. Parents and caregivers can also access a range of healthy recipes, advice and tips via the Joekels website, www.joekels.co.za, and via @Tea4Kidz on Facebook and @LaagerRooibosTea on Instagram.
Navigating the world of international education
The choice of where to study abroad can be overwhelming but using the right experts can help demystify the process, writes Nico Eleftheriades, managing director, Global Education
For South African students looking to expand their horizons through international education, the pathway to studying abroad is filled with opportunities as well as challenges. From choosing the right destination and navigating complex application processes to adjusting culturally in a new country, the journey is a meticulous one. Partnering with an experienced educational consultancy such as Global Education is invaluable.
EXPERT GUIDANCE ON CHOOSING THE RIGHT DESTINATION
The choice of where to study is critical and can be overwhelming given the vast number of options available across the globe. Global Education helps demystify this process by providing detailed, personalised consultations that consider the student’s academic interests, career goals and personal preferences. Whether the diverse educational pathways of the United States (US), the rigorous academics of the United Kingdom (UK) or the innovative programmes in Australia and Canada, Global Education has the expertise to guide students to the best fit for their ambitions.
SIMPLIFYING COMPLEX APPLICATION PROCESSES
Each country has its unique application requirements and deadlines, which can be daunting for students and parents. Global Education offers comprehensive support in managing these processes, from preparing powerful personal statements to navigating the intricacies of systems, such as UCAS in the UK or the Common Application in the US. Its expertise not only simplifies these complex processes, but also enhances the student’s chances of acceptance by ensuring all elements of the application are completed to the highest standard.
FINANCIAL PLANNING AND ACCESS TO SCHOLARSHIPS
One of the major hurdles to studying abroad is the financial investment required. Global Education provides critical support in financial planning, helping students understand the costs involved and exploring options for scholarships and financial aid. Its knowledgeable advisors can assist in identifying and applying for scholarships that reduce the financial burden on families, making international education more accessible.
VISA APPLICATION ASSISTANCE
Securing a student visa is an essential step in the study abroad process – any errors in this phase can delay or derail educational plans. Global Education’s expertise in visa requirements and processes ensures that students submit complete and correct applications, providing peace of mind and saving valuable time and resources.
PRE-DEPARTURE PREPARATION AND CULTURAL INTEGRATION
Studying abroad is both an academic pursuit and a cultural experience. Global Education prepares students for this transition through pre-departure briefings that cover everything from academic expectations to cultural norms in the host country.
Moreover, its support extends to on-the-ground integration services, helping students adjust to their new environment and truly thrive during their studies abroad.
ONGOING SUPPORT THROUGHOUT THE EDUCATION JOURNEY
Global Education’s commitment to its students extends beyond getting them to their chosen university. It provides continuous support throughout the student’s educational journey, including visa renewals, internship placements and even postgraduation career planning.
This end-to-end service ensures that students are not only prepared to succeed academically, but are also well-positioned to launch successful careers after graduation.
Choosing to study abroad is a significant decision that impacts not just the educational trajectory of students, but also their future careers and personal growth. Partnering with Global Education offers South African students and their families a trusted advisor who will guide them through every step of this life-changing process.
With Global Education, students gain more than a service provider; they get a partner invested in their success and wellbeing throughout their international education journey. This partnership opens doors to global opportunities, equipping students with the tools they need to excel in a competitive world.
Opportunity to rest, reflect and plan
The gap year is a time-honoured
tradition for those who wish to see a bit of the world before they choose a study or career path, writes Anthony Sharpe
“Don’t feel guilty if you don’t know what you wanna do with your life; the most interesting people I know didn’t know at 22 what they wanted to do with their lives; some of the most interesting 40-year-olds I know still don’t.”
These words, popularised by Baz Luhrmann’s 1997 spoken word song “Everybody’s Free (To Wear Sunscreen)”, appeared in a Chicago Tribune column by Mary Schmich, who hit the nail on the head of the anxiety plaguing many high school or university graduates who feel pressured to choose a career of life direction, without very much life experience.
A gap year is a great way to gain such experience – whether you’re yet to begin your studies or just finished. Here are a couple of exciting options.
WARRIORS ACADEMY
Life’s an adventure, and the Warriors Academy aims to equip young people with the skills they need to navigate the uncertainties they face and discover their path forward – by having adventures. Accredited by the International Gap Year
Association, the academy has been operating in South Africa for more than 20 years. The programme is about more than just adventure and travel, says Ruan Viljoen, marketing director and adventure specialist at Warriors Academy. “It’s about fostering independence, emotional resilience and self-assurance, which are crucial for success in any field. We guide students towards pursuing their passions and achieving success through a blend of adventure, personal coaching, mentorship and travel.”
The programme is structured around four seven-week seasonal Quests, each offering a diverse array of adventure activities, such as scuba diving, Kruger National Park hikes, Orange River rafting, and more.
“Alongside these adventure activities, students also engage in workshops covering topics such as first aid, self-mastery, career guidance and public speaking,” says Viljoen. “Personal mentoring sessions further support individual growth and personal development.
“With the flexibility to join any number of our Quests based on their schedule or studies, students can tailor their experience
“Alongside these adventure activities, students also engage in workshops covering topics such as first aid, self-mastery, career guidance and public speaking.” – Ruan Viljoen
to suit their needs,” adds Viljoen. “This allows those who are unable to commit to a full gap year to enjoy the benefits of a gap year experience over a shorter period.”
SEAMESTER
Conceived by Prof Isabelle Ansorge, a professor at the University of Cape Town’s Oceanography Department, SEAmester was South Africa’s first classroom afloat. Ansorge says the programme is rooted within a broader capacity-building framework.
“The UN Ocean Decade places capacity-building at the core of its mission and calls for programmes that improve scientific knowledge, develop research capacities and transfer marine technological information and expertise across generations.”
In line with this, Ansorge notes South Africa’s Department of Science and Innovation (DSI) has already taken an encouraging and significant step forward in such training measures. “The current DSI Global Change Grand Challenge programme calls for platforms that ‘attract young researchers and retain them by exciting their interest in aspects of global change, while developing their capacity and professional skills in the relevant fields of investigation’.
“To meet these challenges, SEAmester – South Africa’s floating university and a joint initiative between the government and universities – was started in 2016.”
Ansorge says SEAmester’s strength is that the 46 South African postgraduate students, selected annually across all universities, have the opportunity to combine theoretical classroom learning with application by doing ship-based, hands-on research through the Agulhas System Climate Array programme.
“Now in its eighth year, SEAmester has made significant progress in ship-based training, with more than 241 students from 26 South African universities having participated in these training cruises.”
For more information, go to seamester.co.za.
Investing in a healthcare career
Practical training and education in the healthcare sector provides opportunities for school leavers, writes Dr Ann Van Zyl, highereducation and training manager at Mediclinic Southern Africa
Higher education and training programmes in South Africa are vital in bridging the gap between schooling and the working world. The alarming national unemployment rate has amplified the call for moreeducational opportunities in recent years.
School leavers, however, are often held back by affordability and access issues. This is where sector leaders such as Mediclinic can play an essential role in shifting the socioeconomic landscape by providing aspiring students with a clear pathway to a thriving career.
FROM CLASSROOM TO CAREER
The Mediclinic Higher Education and Training Institution offers programmes designed to provide school leavers with the knowledge and experience they need to work in the healthcare sector. For some, these programmes give an enlightening introduction to the experience of working in the healthcare industry and a starting point upon which to build. For others, it represents fulfilling a personal and professional ambition within a specific niche, such as nursing.
Mediclinic Southern Africa is a prime example of the potential of private sector players to provide people with the means to enter job markets such as healthcare.
Experience has shown us that diploma qualifications can provide students with a window into specialist fields within their chosen vocation. Nursing graduates could go on to become specialist nurses, unit managers, researchers, nursing managers and consultants, for example. The key to realising these long-term dreams is to invest in the education and training that will lay the groundwork for excellence.
ADDRESSING THE NEED FOR CRITICAL SKILLS
Not only do institutions of this nature improve the accessibility of higher education, but
Diploma qualifications can provide students with a window into specialist fields within their chosen vocation.
they also play a role in addressing critical skills shortages. According to the Human Resources for Health Strategy, the shortage of skilled health professionals in South Africa will rise to as many as 9 000 workers by 2025. For this reason, registered nurses in several fields, from community health to mental health, and nurse educators, have been placed on South Africa’s Critical Skills List.
Welcoming students into the sector aligns with the national drive to promote STEM (science, technology, engineering, mathematics) careers. Learners thriving in mathematics and science must be encouraged to leverage these important subjects as the building blocks of long-term success.
Many programmes offered by Mediclinic use these subjects as a baseline for more technical areas of study – school leavers who can demonstrate proficiency in these areas are highly sought-after by the institution. These include niche programmes such as clinical coding, which involves the translation of clinical information into codes in accordance with specific coding rules, conventions and clinical standards.
Another niche offering by the Mediclinic HigherEducation and Training Institution is the diploma and higher certificate qualification in emergency medical care. These programmes are open to learners who have successfully completed their grade 12 schooling or existing emergency care personnel who are looking to expand their knowledge and skill set.
Entering this career path not only provides candidates with the foundational knowledge they need to deliver emergency medical care, but is also another field estimated to
become a critical skills area nationally. To this point, data pulled from the Health Professions Council of South Africa database found that an additional 96 000 emergency care workers will be required by 2030 to service South Africa’s growing population.
For school leavers, these fields of study represent promising employment prospects and the opportunity to meet a growing demand. Through our programmes, learners can gain hands-on experience in their field of interest. This approach not only ensures better understanding and better knowledge retention, but also ensures a successful student can qualify with valuable and relevant real-life work experience.
APPLY USING OFFICIAL CHANNELS
In terms of funding options, Mediclinic provides both paid and sponsored training in the form of bursaries. In light of the recent rise in education scams, we urge school leavers interested in pursuing one of these opportunities to use only official channels to apply and pay for their studies. Many current scams involve making “upfront payments” using instant messaging services and other informal channels. To avoid falling prey to these kinds of scams, it’s important to use the legitimate Mediclinic Higher Educationportal to apply and make enquiries.
Tech integration in education, essential not optional
Carl Dahms, product owner, F&O at Braintree, writes that with the types of technology available to automate and streamline processes, theintegration of technology into higher educational institutions should no longer be viewed as a choice, but a necessity
The perceived cost of tech integration might be hindering its uptake, but it is important to note that with the right technology and implementation partner, the benefits often far outweigh the costs in the long run. There are a multitude of touchpoints where a single technology solution such as Microsoft and Dynamics 365 can impact a university, technikon or technical vocational education and training (TVET) campus.
SIMPLIFYING STUDENT REGISTRATION
For many institutions, the registration process can be tedious and long, with reams of paperwork and room for error. Simplifying student registration using the right solution can decrease this duration from weeks to a mere few hours. Streamlining this process also reduces the need to employ temporary
staff, an added resource often needed to manually process the annual influx of applications and registrations.
SEAMLESS COMMUNICATION
In terms of communication between departments, a unified technology platform can enable real-time insights across finance, students, academics, human resources, campus access, accommodation and faculty to improve operational efficiency. A lack of integration between departments is often the primary motivator for institutions and organisations to begin a digital transformation.
CONSISTENCY AND ACCURACY ACROSS THE BOARD
From a finance and operations perspective, all financial processes and expense management can be integrated into a single solution. This enablesreconciliation across multiple systems, ensuring consistency and accuracy from all departments, with robust reporting and analytics capabilities able to track key performance indicators, monitor budgets and identify trends and anomalies.
DRIVING ECONOMIC EFFICIENCY
Cost reduction is another welcome benefit of integrating digital tools. Reducing time and resources leads to cost savings on labour and operational expenses, with the costs associated with printing, storage and distribution of documents also decreasing. Implementing a Microsoft solution can also lead to cost savings by reducing the need
A unified technology platform can enable real-time insights across finance, students, academics, human resources, campus access, accommodation and faculty to improve operational efficiency.
for multiple software licences, maintenance fees and integration costs associated with disparate systems.
Data integration for students not only enables real-time access to their statements and financial records, but also access to their required course materials and academic resources, student support, schedules, campus facilities and services.
ENHANCED SECURITY
Educational institutions face a multitude of security challenges, internally and externally. From a physical access point of view, student profiles can be linked to biometric data for quick and convenient authentication to improve campus security.
Given the enhanced security capabilities when shifting from a traditional on-premises IT model to a cloud solution, an institution can also significantly improve its security score, better protecting sensitive financial data and ensuring regulatory compliance, and more effectively mitigate risks and safeguard against security breaches and data loss.
INCREASED ACCESS TO EDUCATION
Something of particular relevance within the South African context is digital integration’s ability to enable more students to access tertiary education. Offering online courses and degree programmes allows students access from anywhere with an internet connection. This type of online learning facility also often means lower tuition fees and reduced costs associated with commuting, housing and campus amenities.
These are just some of the many examples of how higher education can be transformed through the use of technology that is ready and available in South Africa. This type of solution could benefit any educational facility where the registration of students and the operations of the organisation need to be integrated and automated – a move that will enable schools and centres of learning to thrive.
58 Redwood College
60 Alma Mater International Schools
62 Ashton International College
64 Brainline
66 Bramble Hill International School
67 Eden Schools
68 Curro
70 Marist Global Schools Network
KOA Academy Online schools equip the next generation for the future
KOA Academy writes that online schools are future-proofing learners for careers in the digital era
Online schools are not all the same. Technology in education is rapidly evolving, digital education is ever-expanding and new and improved models of online schooling are providing families with far more choices when it comes to their children’s education. In South Africa this year, online schools have experienced record-breaking enrolments.
Koa Academy is the realisation of the vision of Mark Anderson that he calls “School 2.0”. As Koa’s principal and co-founder, Mark has an unwavering focus on providing today’s children with an education that truly prepares them for the real world. “That’s
“At Koa, we’re educating digital natives to be digitally literate.” – Mark Anderson
a world with a significant, continually advancing digital realm and workplaces set in the context of the fourth industrial revolution,” he says. “We’re educating kids for the fastest-changing world humans have ever known. They need to learn different skills and have different learning experiences from the generations before them. At Koa, we’re educating digital natives to be digitally literate.”
What makes Koa Academy unique is its focus on high engagement. Learners attend school in eight-person pods with a dedicated teacher who has an extraordinary opportunity to know them well. The school day starts with a Pod Connect session focused on socioemotional learning and small group connection. Koa teachers curate globally sourced learning content that plays to each child’s strengths as they progress through the IEB curriculum.
Subject specialist teachers are available for one-on-one and workshop sessions that promote academic achievement. Learners, teachers and parents easily keep track of learning progress through individualised dashboards and timetables. The school community comes together for online assemblies, expert presentations, student-led clubs and expos, as well as in-person social events.
Anderson says: “At Koa, we root learning in real-world issues. We follow a mastery-based approach, so no one gets left behind or goes through school with frustrating learning gaps. Age-appropriate feedback is ongoing, and assessments are meaningful because they are embedded in the learning process. Our dedicated teachers facilitate content at each child’s own pace, and there is focused academic support exactly when it is needed. All this leads to the development of flexible and agile lifelong learners who are mastering the skills most needed to succeed in future work and citizenship.”
Discover Koa Academy at koaacademy.com, call or WhatsApp +27 67 409 5202 or email hello@koaacademy.com to learn more.
FOOT PRINTS PREPARATORY SCHOOL (SPECIAL NEEDS)
MALANSHOF, RANDBURG
2 YEARS TURNING 3 TO 18 YEARS
Footprints School is an independent special needs school started in 2005 to promote the potential of learners through the provision of high-quality education to equip learners to become productive, integrated members of society. Our staff comprises qualified SACE-registered educators, occupational therapists, speech and language therapists, a biokineticist and an educational psychologist. Every child has weekly oxygen therapy in our mild hypobaric oxygen chamber as well as weekly hydro therapy in our indoor hydro therapy pool with a qualified biokineticist. The school has three levels:
JUNIORS
The key focus is on perceptual skills, literacy, numeracy and life orientation. There is a strong emphasis on empowering every child and making every child a reader, an approach continued throughout the school.
Head of school: Sharon Rowe Type of school: Special needs
INTERMEDIATES ANDSENIOR PHASE
•A life orientation stream: for those learners who require additional time to acquire literacy and numeracy skills and the skills for independence. The curriculum consists of promoting skills that will benefit the learner for life. The aim of this stream is to promote independence and supported work placement. Compulsory core subjects include literacy, mathematical literacy, cookery for independent living, social etiquette, career preparation and work experience. All pupils work on individual skills portfolios dependent on their interests and ability levels.
• An a ademi stream: it focuses on theme-based teaching that covers history, geography, natural science and all the regular subjects. The teachers offer a differentiated approach, thus catering for
each child’s ability. The maximum class size is 10 learners.
• o ationaltraining: career preparation and work experience. The aim of vocational training is for the child to be integrated and productive within society. Only seniors who are ready and capable are offered a choice of vocational work experience, which will change termly to establish the type of career path in which they may excel. Senior learners (of both streams) can take part in our Work Experience Programme from the age of 16 years. As work experience forms part of the school curriculum, the learners work on a voluntary basis with no remuneration. Work experience also provides learners with opportunities to develop work profiles and gain a practical sense of reality in terms of goals and expectations of the job market.
HEAD
Mr A C Dewar
BA
ENTRY REQUIREMENTS
By application, reports and interviews
FEES PER YEAR (4 TERMS)
Tuition: R 51 480.00
Full Time Boarding: R 62 700.00 Weekly Boarding: R 44 660.00
CONTACT DETAILS
Tel: (043) 7221822
E-mail:
info@selborne.co.za
Website: www.selborne.co.za
152 years of educating and challenging learners to follow and realise their dreams. Developing character through opportunity and challenge has been the hallmark of our world class establishment. Our boys grow into fine young men of integrity, principle, courage and determination. Men who accept their responsibility and take their place as leaders in chosen fields of service. Proud Old Selbornians with impressive records of service in various spheres in life.
Selborne College has established an excellent name in maintaining its valued traditions, outstanding achievements and meaningful contributions to society both here and abroad. 152 years of tradition has cemented our College’s place as one of the leading Boys Schools in Africa. A proud Selbornian is a proud South African.
Matric Results 2023
Selborne College received the Premiers Top Achievers Award for being the best performing school in the BCM District.
POSTAL ADDRESS: PO Box 11194 Southernwood East London 5213
Brescia House School, located in the heart of Bryanston, is an independent Catholic day school for girls. As part of the global Ursuline schools’ network, Brescia offers a rich Global Education Programme, fostering connections with Ursuline counterparts worldwide through travel opportunities and online collaboration projects.
The motto of the school, Serviam, means “I will serve”, and a spirit of service to the community is encouraged in the pupils and the staff. While remaining true to the vision of our founders, we welcome pupils of all denominations, encouraging them to explore many aspects of religion and spirituality. Academically, the school provides a diverse curriculum complemented by extramural activities. Facilities include an aquatics complex with heated swimming pools, two hockey fields, a mini astro and eight tennis/ netball courts. Sporting activities include swimming, diving, artistic swimming, hockey, netball, soccer, athletics, tennis, cross-country and orienteering. Off-campus, students can participate in the school equestrian team, and
Head of school: Mrs Loredana Borello
Head of primary school: Mrs Deborah Zambon
a CrossFit programme is offered to the Brescia House School students at CrossFit Proform. Cultural activities include public speaking, TED Talks, debating, global affairs, photography, cooking club, drama, chess, choir and music. The Brescia House School Music Institute enables students to be exposed to music production and technology.
Students are taught coding from Grade R all the way through primary school. They continue to attend ICT lessons in the high school, and use a variety of applications to assist with coding and robotics. From Grade 10, Java is the programming language taught during information technology.
The introduction of laptops to all students in Grades 4 to 12 ensures that the students receive a first-class education and are wellequipped for the future. In addition, Brescia House School has been identified as a Microsoft Showcase School since 2013.
Brescia Bears
Welcoming boys and girls aged 3–5 years, Brescia Bears is an immersive experience inspired by the Reggio Emilia philosophy and the ethos and values of an Ursuline school. The school has been designed as a home-away-from-home, with open rooms flooded with natural light, an interactive kitchen space, and a beautiful garden that encourages all aspects of physical and emotional development through play. Our on-site coffee shop provides a welcoming space for parents to connect, share experiences and enjoy a moment of relaxation.
Type
DEUTSCHE INTERNATIONALE SCHULE PRETORIA
TSHWANE
3 MONTHS TO GRADE 12
The Deutsche Internationale Schule Pretoria (DSP) celebrates 125 years of educational excellence in 2024.
Established in 1899, DSP has evolved into a globally respected German school. From crèche to Grade 12, our learners thrive in an environment that emphasises Opportunity, Excellence and Global Reach.
The DSP experience extends beyond the conventional, presenting two distinct school streams available from Grade 10 onwards – the National Senior Certificate (NSC) by the Independent Examinations Board (IEB) in conjunction with the German Language Diploma II (DSDII), and the German International “Abitur.” Both qualifications enjoy recognition from German and South African universities, opening doors to study opportunities locally and abroad. Our focus
Head of school: Mr Manuel Hass
Type of school: German school abroad, Co-ed school
Number of learners: 729
Average class size: 15–20
Entry requirements crèche and
on German language proficiency, music, sports and a MINT orientation (Mathematics, Informatics, Natural Sciences and Technology) sets the stage for a holistic and enriching educational experience.
OPPORTUNITY
At the heart of DSP lies a commitment to linguistic diversity with a spotlight on German – an invaluable skill that opens doors to the most widely spoken mother tongue in Europe. This emphasis not only cultivates a deep connection with European cultures, but also equips our learners with the linguistic tools to navigate a globalised world.
EXCELLENCE
The unwavering excellence of our educators creates a world-class, nurturing and
kindergarten:The kindergarten welcomes both German and non-German speakers from 3 months.
Entry requirements primary school: Preschool to Grade 4. Non-Germanspeaking learners have entry opportunities in
safe environment. Beyond the classroom, our school has forged trusted partnerships with German businesses and institutions, facilitating a network that extends far beyond the borders of our institution. As a testament to the strength of our community, DSP alumni have ventured forth to build successful and fulfilling careers in South Africa and Europe, establishing a legacy of achievement.
GLOBAL REACH
Whether in the realms of music, sports or science, DSP learners are not confined by geographical boundaries. They actively participate on a global stage, transcending borders and showcasing the depth of their talents. This global outlook aligns seamlessly with the German educational model that DSP proudly embraces. Focused on developing independence, critical thinking and creative problem-solving skills, our learners are not merely recipients of knowledge, but also active contributors to their learning journey.
DSP’s jubilee celebration is not just a reflection on the past; it’s a testament to the enduring spirit of educational excellence that will guide DSP for generations to come.
preschool and Grade 1. A level assessment is a prerequisite for learners who want to enter into Grades 2, 3 and 4. A personal consultation with prospective families is part of our admission process.
Entry requirements secondary school I: Grades 5–9. Non-German-speaking learners have an entry opportunity in Grade 5 and Grade 8. A personal consultation with prospective families is part of our admission process.
Fees per year: R63 250–R 98 500
Krugersdorp High School
KRUGERSDORP, GAUTENG GRADES: 8–12
Krugersdorp High School is of the firm belief that a child not only learns in the classroom, but also on field trips, the sports field and the stage.
Through state-of-the-art technology and innovation, Krugersdorp High School ensures that no learner is left behind during the COVID-19 pandemic. The school has been identified as a leader in the government education system with infrastructure and online systems that were introduced in 2020 providing all learners with equal opportunities to continue to learn. The school boasts five laboratories, two computer labs, a wellused media centre and more than fifty classrooms where learning takes place. However, what takes place in the school’s great facilities is what is most important: it is here where we provide the grounding for our learners to flourish and later enter tertiary educational institutions. Over the years, the school has received multiple accolades for excellence within the classroom – the school is known for its mathematics, science, art and economics departments, which constantly produce top achievers from Grade 8 through to Grade 12.
A stateofthe-art technology and innovative school
Krugersdorp High School is synonymous with excellence and its greatest vision is to ensure that all learners are provided with an equal opportunity for holistic growth.
With 17ha of land and pristine sporting facilities, it is no surprise that the school was identified as a Sports Focus School by the Department of Sports and Recreation, Cricket South Africa and the Central Gauteng Lions. The cricket programme at the school is in its fourth year and has seen
phenomenal results in this short space of time. The U/14 Boys’ team is the current winner of the league, and the U/15 Boys’ team are the runners-up.
There is great anticipation as the school enters the Boys School league in 2021. The school offers 17 sporting codes including girls cricket, girls rugby, girls soccer – our diversity is our strength.
Over and above this, the school has learners who continuously make provincial sides in netball, rugby and hockey. For the first time in the school’s history, our 2021 head boy, Tebogo Maseko, has national colours in hockey, and one of the deputy head boys, Darian Pretorius, has achieved national colours in baseball.
As we navigate our way through 2021, we look forward to the new challenges for the school and know that our educators are always prepared to go the extra mile for our learners. We will continue to strive for excellence, whether it is in the classroom, on the stage or on the sports field.
Should you wish to experience KHS’s excellence, families are welcome to set up an appointment to view the school while the educators are in action with their children in the classroom.
MICHAEL MOUNT WALDORF SCHOOL
BRYANSTON BABY CARE (4 MONTHS) — MATRIC (GRADE 12)
History
Established in 1960, Michael Mount Waldorf School is a mainstream school with the unique and distinctive approach to education that is practised in Waldorf schools worldwide. The aim of Waldorf schooling is to educate the whole child, “head, heart and hands”.
Academic programmes
Baby care (4 months – 2 years): a loving, gentle space run on Waldorf principles caring for babies from 4 months to 2 years. Preprimary (2 – 6 years): daily activities focus on rhythm, language development through artistic expression, development of social skills, free play, storytelling, cooking and baking, singing, movement games, circle time and painting.
Head of school: Mr William Bester Type of school: Co-educational day
Number
Primary school (Grades 1 – 7): the Waldorf curriculum balances academic subjects with artistic and practical activities and is designed to be responsive to the various phases of a child’s development. The main subjects, such as English, mathematics, history and science, are taught in two-hour main lesson blocks, lasting from three to four weeks. The teacher presents the subject matter and the children make their own individual books including recording and illustrating the lessons, for each subject taught. By creating their own lesson books, Waldorf students come to “own” the information and ideas that they study.
High school (Grades 8 – 12): in combination with Waldorf main lessons, students work through the National Senior Certi cate (NSC) curriculum and write the
Independent Examination Board (IEB) matric exam in Grade 12. Academic subjects are complemented by a programme of arts, crafts, drama and music.
Teacher qualifications: our teachers are required to have a relevant degree in addition to a two-year Waldorf education certi cate. They undergo mandatory biennial appraisals and enjoy many training opportunities.
Note: Michael Mount matriculants have achieved a 100% IEB pass rate since the high school’s inception in 1987.
Sport and extracurricular activities
Sports include: Athletics, basketball, cricket, volleyball, soccer, swimming and tennis. Cultural activities include: Art, drama, and music.
HOUGHTON, JOHANNESBURG
CAMBRIDGE AS AND A LEVELS
St John’s Sixth Form Considering Cambridge International A Levels?
Since
1972, St John’s Sixth
Form has produced exceptional AS and A Level results, offering an exciting and different way to learn
Young men and women from around the globe come to St John’s Sixth Form to study their AS and A through our Cambridge International Education Centre, leaving with an internationally accredited qualification that opens doors worldwide.
St John’s Sixth Form is recognised as the top academic Sixth Form in South Africa and is situated on the magnificent St John’s College campus in Houghton, Johannesburg. Sixth Form is a co-ed environment that fosters independent thought and study styles and prepares our students for the challenges of university. Students are encouraged to develop time management and organisational skills in an
environment where everyone is known and valued for their strengths.
Our approach is based on respect for the individual and their contribution. In this multinational and multicultural setting, our students develop their academic and personal potential in a challenging yet social context.
Sixth Form broadens and deepens students’ academic perspectives. Students focus on three subjects of their choice in preparation for the A Level exams, which are held in October and November.
Cambridge A Levels are a passport to any university for students wishing to study overseas as they are internationally recognised. For students wanting to
study in South Africa, the Sixth Form year brings a university approach and maturity to their work, greatly benefitting their tertiary education.
Sixth Form boarding is a “home-away-from-home” experience. The young men and women are accommodated in single-sex houses managed by a house parent and resident tutors. All boarding staff are residents in the boarding houses and easily accessible to the boys and girls.
The St John’s College campus offers world-class facilities and excellent 24-hour security and is just a short drive from OR Tambo International Airport.
The South African rand also offers a competitive affordability option for families considering a Cambridge International A Level education abroad.
Whether looking for an A Level education or considering an A Level post-matric qualification, St John’s offers a Sixth Form programme that broadens and deepens students’ academic and intellectual perspectives.
St John’s College
A rising tide of top-level academic performance lifts all boats
Beyond the excitement of finishing 13 years of schooling, what does a matric certificate really mean? Stuart West, executive headmaster of St John’s College, explains the opportunities it unlocks.
Amatric certificate means so much more than an endpoint. For us, as teachers, the journey to matric is where real learning takes place and we believe it is the start of lifelong learning journey.
Every year when the matric results are released, our staff first look at the overall pass rate, and then, before celebrating the high-flyers, we look at the performance of the boys who put in the extra work to push a grade from a D to a B, or improved their performance in maths or science or recorded a solid academic performance when their natural strengths lie in other fields. We recognise and applaud every matric who worked hard to meet and exceed their own expectations.
And exceed expectations they did. Over the years, when analysing our students’ results, it has become clear that the rising tide of top-level academic performance lifts all boats. We have found that by the time our students reach matric, each boy can lift their results by a symbol – this is significant, no matter what that symbol may be.
Our school produced an exceptional set of high achievers in 2023 – St John’s College was ranked the top-performing school in South Africa, with a 100 per cent pass rate and an average of 4.14 distinctions per candidate. At the top end, 17 boys averaged above 90 per cent, and more than a third of the class of 2023 achieved six or more distinctions.
RECOGNISING THE MISSING MIDDLE
Schools and the media rightly applaud these top achievers. But the same attention is seldom paid to the remarkable
achievements of the student body, most of a school — the so-called “missing middle”.
Our real success lies with these majority students, who knuckled down and committed to improving their performance during the year. There is a real depth to our academic programme outside the top achievers, as evidenced by these boys’ remarkable results.
In our 2023 matric class, 85 per cent of our students averaged above 70 per cent, and 95 per cent averaged above 60 per cent in their final matric exams. We are so incredibly proud of our top-performing “middle”.
LEARNING, COLLABORATION AND AMBITION
Much credit for this performance can go to our academic staff. The focus is on building an approach to and passion for learning and critical thinking to enable lifelong achievement. Alongside the boys, our teachers pursue knowledge for its own sake, fostering an ethos of exploration and problem-solving removed from a specific curriculum.
We also believe the student body is a key support system within the school. There is a healthy sense of competition among the boys – a genuine sense of working together to excel. Many senior boys, in a programme run by the students, are peer tutors, working with boys in the same or lower grades. Peer-to-peer learning has proven powerful and contributes to the sense of community and camaraderie –a hallmark of our institution.
We aim to produce well-rounded, confident and curious boys who can excel in their chosen field. Given access to a range of sporting and cultural activities, our students learn to view achievement in a wider context than just academic excellence.
However, an academic focus is non-negotiable. We demand a lot from our pupils, who come to expect excellence from themselves, and are proud of those who rise to meet those demands. We believe the results speak for themselves. Each year, a group of young adults leaves the school imbued with agency, individual perspective, self-confidence, self-knowledge and ambitious goals.
Our goal at St John’s is to adequately prepare our boys for lifelong learning and achievement outside of school. The matriculation examination is just one of many important milestones on this journey.
t ohn s re reparatory
HOUGHTON, JOHANNESBURG
Grade 0–2
aying the foundation of learning
St John’s Pre-Preparatory – for boys in Grades 0, 1 and 2 – is a creative, stimulating, forward-looking and optimistic learning environment, writes Jane Lane, Headmistress
At St John’s Pre-Preparatory, we encourage the development of the individual child. We have the necessary people, skills, flexibility and innovation needed to overcome any challenges, and each boy is equipped with the cognitive, physical, emotional and social skills necessary for a happy and confident start to their school journey.
Holistic education is so much more than the acquisition of academic skills and knowledge. The most important characteristics are not taught; they are caught: honesty, integrity, respect, kindness and empathy, patience and self-discipline, courage, flexibility and the ability to solve
problems creatively. These are the bedrock of Light, Life and Love. Lux Vita Caritas.
A HOLISTIC APPROACH
All children are creative, and our children enjoy playing, singing, dancing, drawing and telling stories. These creative learning experiences contribute to developing academic and higher-order thinking skills, access to multiple intelligences, enhancing multicultural understanding, building self-esteem, gaining positive emotional responses to learning and helping boys engage.
Firmly rooted in the Anglican tradition, we have a daily assembly and visit the chapel once a week for an age-appropriate Anglican service.
PRE-PREP FACTS
• he re rep a epts boys into rades 1 and 2
• here is a ma imum of 1 boys per lass in rade and 25 boys per lass in rades 1 and 2
• a h lasshas an intern tea her to assist the lass tea her
• he re rep offers spe ialist tea hingin musi drama sport art Afri aans isi ulu and esotho lasses
• hysiotherapy o upational therapy spee h therapy and edu ational psy hologists are available
• After are is available after s hool until 5:15pm
Reading is at the heart of Pre-Prep. Here, little boys are encouraged to read every day. The rhythm of the day is defined by moments of time to read. Changing readers early in the morning and reading to their teachers individually each day, the boys use the reading room and well-stocked library to develop a love of reading. Every day, there is a time for silent reading and for the teacher to read to the boys.
They also enjoy weekly art, drama, music, IT and sports classes with special teachers and coaches. In addition, they learn Afrikaans, isiZulu and Sesotho.
Physiotherapists, occupational therapists and an educational psychologist are available to offer academic support as required.
Boys and their families are encouraged to become part of a thriving community and to look beyond the confines of the school to the broader environment in which we live. The boys and their parents are ambassadors out in the world.
When the boys leave Pre-Prep for Prep, they are well prepared – ready for the vibrant and happy learning community of Prep, which is committed to developing boys rightly trained in body, mind and character.
Charles Darwin reminds us that: “It is not the strongest species that survive, nor the most intelligent, but the most responsive to change.”
ST TERESA’S SCHOOL
CRAIGHALL PARK AND ROSEBANK GRADES 000 – 12
St Teresa’s School is a well-respected private school for girls in Johannesburg, offering Grades 000 – 12. Founded by the Sisters of Mercy in 1930 and rooted in Christ’s teaching of love for God, self and others, our school is committed to developing the values of compassion, service, love and respect in our students.
Rosebuds Pre-Primary at St Teresa’s School in Craighall Park offers a nurturing, Reggio-inspired environment that stimulates natural curiosity, wonder and awe in our young students aged 3 – 5 years. It is a place to create, discover, explore and engage freely with nature and the world.
St Teresa’s Junior Primary for Grades 0 – 3 sees each student as special and unique, striving to balance academic, cultural and physical pursuits while teaching the values of co-operation, compassion, forgiveness and honesty with an emphasis on kindness.
St Teresa’s Senior Primary, which offers Grades 4 – 7 on our Rosebank campus, fosters responsibility in academics and personal growth through varied sports and cultural offerings. Our environment supports exploring interests, embracing challenges and nurturing a growth mindset, alongside a focus on spiritual development, outreach projects and embracing mistakes as part of learning – all to help each student feel valued and understood.
Head
Mrs Lynne Elfick
Head of
Mrs Lindsey Verster
St Teresa’s High Schoo l for Grades 8 – 12 lays an excellent educational foundation to equip our students with the skills and knowledge required to excel in all areas of life and make a meaningful difference in the world. Our academic programme is challenging and innovative, continuing to cultivate a growth mindset. Our academic reputation is maintained by consistently achieving a 100 per cent IEB matriculation pass rate.
Our facilities include modern music and art rooms, a computer lab, a science lab, an auditorium and extensive libraries, creating the ideal environment for learning. Additionally, we offer a multisports surface astroturf for tennis, netball and hockey, as well as heated swimming pools.
Head of high school: Mrs Elsa de Bod
With a rich history and a diverse student body, St Teresa’s School provides a nurturing and empowering environment for our students to learn, grow and thrive.
Average
148 Durban Girls’ College
149 Kearsney College
150 Maritzburg College
151 Michaelhouse
152 Maris Stella School for Girls
154 Pietermaritzburg Girls’ High School
155 Treverton Prep School and College
ALLES Digital safety: developing healthy digital habits at a young age
Cheryl Barnett, co-founder of Social Kids South Africa, writes that building digital literacy at a young age empowers children with the right tools and knowledge
Digital has become an extension of ways of learning and creativity, however, it also presents risks such as cyberbullying, sexual extortion and breach of privacy.
According to the Unicef SA Kids Online Study, 95 per cent of children in South Africa use the internet regularly but are not aware of these risks and how to handle them. An even more shocking 70 per cent do not share what they are exposed to.
Social Kids South Africa is a program dedicated to guiding and protecting children under 11 years of age as they navigate the online world. This digital adventure is essential training for children to ensure they know what information they should share online, how to protect their privacy, understand how an algorithm works and how to deal with cyberbullies. They learn good manners online and how to spot fake news and ensure the site they are on is secure.
By ensuring a child is aware of the threats, comfortable to communicate and empowered with knowledge, the more likely they are to steer away from dangerous situations.
CODEY CRAWLER ADVENTURES
Social Kids mascot Codey Crawler shows children how to be safe online and to think before they click. The program has fi ve adventure levels, each ending in an activity that must be submitted to earn a digital badge. Codey Crawler and his bestie, Miss Nadie, take little adventurers on a journey with the purpose of upskilling them via fun and age-appropriate pre-recorded lessons.
• Adventure level 1: the adventure begins with the dos and don’ts of digital safety. Children are taught about their digital fingerprints and the trails they leave online.
• Adventure level 2: teaches what cyberbullying is and how to navigate and stop it by sharing with their circle of trust. This adventure level teaches them to safeguard their information and understand what details are safe to share.
• Adventure level 3: focuses on how to spot fake stories, the importance of asking questions and how to fact-check and always ask permission from parents before sharing.
• Adventure level 4: Codey describes online manners, what certain messages and symbols on the internet mean and how to interpret them. He details how to play games safely.
• Adventure level 5: Codey reinforces the main topics covered to ensure the adventurers can confidently connect with the world. It ensures they understand the potential dangers and highlights the positives the digital world offers.
Parents have access to in-depth parent guides created to add value for parents. Showing them step by step how to protect privacy, educating them on the best ways to set boundaries from a young age and improving their relationships as they grow and learn online. The program can be taken together or via a Jump in-Jump out online class with Miss Nadie in the afternoons every weekday.
“Social Kids is a great resource to future-proof your kids against online dangers. Not only does it educate them, but it also provides parent guides to help
set boundaries in place. I found the course useful because it opened up conversations with my son about online bullies and how he would handle them. Creating a safe family space (which Codey teaches us are people we can trust) is a good grounding for kids for the online world,” writes Heather Step https:// samomblogs.co.za/.
Join Codey Crawler and his friends on their adventures for a once-off price based on the number of children we can protect. Schools will receive:
• Access to all five adventures.
• Detailed facilitator guides.
• Co-branded activities, parents’ guides and personalised certificates to distribute. Global surfer pin badges and adhesive digital badges for every adventure level. Protect your students today. Contact the Social Kids team for school pricing.
For more information: www.socialkids,.co.za
SOCIA L KIDS
AN OUTSTANDING INTERNATIONAL EDUCATION
The French School of Cape Town offers students a stellar international education
The semigration wave is resulting in a growing number of people moving to the Western Cape. This has meant increasing pressure on the province’s schools.
The French School of Cape Town is perfectly positioned to offer places to children aged 2-18 across its two campuses. Importantly, children entering the school don’t need to be able to speak French – the school offers comprehensive bridging for students to adapt seamlessly to the French school system.
“Our school is extremely popular with parents in Cape Town, but we have seen an increasing number of parents from Gauteng and KwaZulu-Natal registering their children at the school. Parents are moving to the Western Cape for better services and job opportunities and are looking carefully at education options for their children. They are attracted to our school because of the academic standards and the international opportunities after graduation, and also because their children do not have to speak French on entry, no matter their age,” says principal Samuel Jourdan.
A WORLDWIDE NETWORK FOR GLOBALLY MOBILE FAMILIES
The French School is part of an international network of 560 French Schools worldwide. A focus on academic excellence, with a commitment to civics and sport, creates well-rounded, con dent children able to claim their place in the world.
Internationally recognised quali cations give access to the best international schools and universities.
The school’s syllabus falls under the auspices of AEFE, the world’s largest network of schools with a single curriculum in 580 schools across 140 countries. This provides a seamless, stress-free process throughout the world for globally mobile families.
With about 400 students across more than 40 nationalities, about half of the students are from the EU, with the balance from South Africa and other parts of the world. This means your child is educated in a strong international environment with all the bene ts this brings to social and cultural development. The school offers a nurturing education, and our canteens serve a three-course nutritious meal at lunchtime, with drop-off and pick-up times specially arranged around parents’ busy schedules.
THREE INTERNATIONALLY RECOGNISED QUALIFICATIONS
There are few better choices for your child if you are looking for an outstanding international education. The French School offers three internationally recognised diplomas – the French baccalauréat, the British International Section, giving access to the French International Baccalaureate (BFI), and the Cambridge International examination – which open the doors to study at all international universities. The International Section guarantees full bilingualism and smooth entry into the world’s best tertiary institutions. In high school, students also study German or Spanish and receive international certi cation for their language exams (Goethe diploma and Spanish Dele certi cate).
AN OUTSTANDING OPPORTUNITY FOR YOUR CHILD
An excellent, highly quali ed and dedicated teaching staff use stateof-the-art creative teaching methods. Academic and other eld trips, special artistic events and participation in international competitions are organised by a very motivated team of teachers.
Says Jourdan: “Our co-ed, private school seeks to develop the whole child. Attending the French School of Cape Town is one of the best opportunities you could give to your children and their future success.”
The French School offers three internationally recognised diplomas – the French baccalauréat, the British International Section and the Cambridge International examination – which open the doors to study at all international universities.
SOUTH AFRICAN COLLEGE
HIGH SCHOOL (SACS)
NEWLANDS GRADES 8 – 12
DESCRIPTION ANDHISTORY
Founded in 1829, SACS is 195 years old this year. This 195 year legacy of history and tradition is one which the school cherishes and continually looks to build on in making SACS the best school for South Africa.
The School is currently home to 900 young men, each with his own unique personality and talents who collectively forge a special and unique spirit that honours our 195 year legacy and tradition, while progressively looking to meet future challenges. The beautiful setting of the school’s magnificent campus is something staff and boys give thanks for every day, but we remind ourselves as well that it is people who make institutions great, not buildings and settings. SACS is a happy place and the buildings, classrooms and fields are filled with the positive energy and laughter of young men going about their daily tasks, likewise the staff and the broader community who are so supportive of the School.
SCHOLARSHIPS AND BURSARIES
The school offers several scholarships to boys entering Grade 8. SACS is only one of four South African Schools to benefit from an annual Rhodes scholarship for postgraduate studies at Oxford University in the UK. The Van Stavern Scholarship is awarded to an Old Boy to subsidise his studies at any university in the world. The Percy Montgomery Foundation offers part scholarships for rugby.
Head of school: Mr B Grant
Type of school: Senior boys’ school
ACADEMIC FACILITIES
SACS is proud to offer its students a dynamic all-round education that serves as an excellent platform for future success. Since 1829, every boy who has passed through our gates has been given the opportunity to grow and excel in a warm, nurturing environment. The school boasts world class facilities. In terms of Information Technology in the classroom, teachers have interactive whiteboards, projectors and e-beams at their disposal. The entire SACS campus has wifi access. SACS boasts a top class media and IT centre, which is air-conditioned and houses 40 computers running the latest software.
EX TRACURRICULAR ACTIVITIES
SACS is a centre of teaching, cultural and sporting excellence that promotes critical thinking and social responsibility. The school constantly challenges the students to develop the best version of themselves, for themselves and for others. The diverse and exciting clubs and societies allow students and staff to lead a wide range of activities. The music department at SACS is nationally acclaimed and offers exceptional
Number of learners: 900
Average class size: 20-30
opportunities in all aspects of musical studies. The school also boasts a number of Ensembles. A wide variety of summer and winter team and individual sports are available for all students. SACS has arguably one of the best school gyms in South Africa. Additionally the school has one waterbased astroturf for hockey, boasting the top flood lighting technology in the Western Cape and five rugby fields. The main cricket field has eight turf nets and three concrete astro based nets. There are five tennis courts, two squash courts and two basketball courts. These world class facilities ensure a high standard of sport.
BOARDING HOUSES
There are three boarding houses at SACS, which can currently accommodate 160 borders. Grade 8 boarders begin their hostel journey in De Villiers House, before moving onto Michaelis in Grade 9 and Rosedale for Grades 10-12. Boys are catered for in De Villiers and Rosedale Houses and there are communal spaces for boys to relax as well as study across all three boarding houses.
Entry requirements: Email admissions@sacollege.org.za for all requirements
Pay At Services Offering a brighter future
Pay@ offers a payment solution to ease financial burdens and simplify administration, leaving educational institutions free to focus on the vital task of teaching
Education is the cornerstone of our nation’s prosperity. It opens doors to personal growth and familial advancement, driving a widespread aspiration for higher learning. However, fi nancial constraints are a reality, with rising tuition fees and living expenses causing stress for many families.
In the same breath, academic institutions, too, face stress associated with the collection of payments and the admin that comes with managing finances.
Pay@ isn’t just a payment solution –it’s a game-changer for education.
MAKING ADMIN EASIER
Enter Pay@, the solution to these pressing issues. But it doesn’t stop there; Pay@ goes beyond mere convenience for the end user, it addresses the administrative
complexities faced by academic institutions. By streamlining the payment management process, Pay@ empowers institutions to focus on their core mission of education.
Moreover, Pay@ places a premium on security, effectively mitigating the inherent risks associated with cash handling on campus. Through secure cash payments at retail outlets, Pay@ instils peace of mind for both students and institutions alike.
And here’s the kicker: Pay@ seamlessly integrates with existing institutional systems at no additional cost. This single integration ensures a frictionless transition, enabling institutions to harness the benefits of Pay@ without disruption.
Pay@ isn’t just a payment solution –it’s a game-changer for education.
By easing financial burdens, simplifying administrative tasks and prioritising security, Pay@ blazes a trail toward a brighter future for students and institutions alike.
The great outdoors
Outdoor education, adventure camps and tours help children do better in school and develop essential skills, writes Herman Gibbs
More and more schools recognise the importance of learners spending active time outdoors and have shown increasing interest in outdoor education, adventure camps and tours.
Experts agree that outdoor activities play a big part in children’s development, growth and wellbeing. Spending time outdoors helps make children healthier and happier and has been shown to improve their performance in school.
Schools acknowledge the importance of camps as a significant rite of passage in the childhood school years. The activities could become an important determinant of future health.
Neil Margetts, an authority and renowned spokesperson in the field of adventure camps and tours, is thrilled that schools target outdoor camps for children. He says these camps provide children with challenging, exciting and different experiences to help them learn. However, he offers a word of caution when securing the services of outdoor camps.
“For liability reasons, schools need to check if the contractor they are using to run an outdoor activity has a skills certificate for the activity,” Margetts says. “Schools need to know if the registered and qualified guide carrying a guide card has the correct details. For example, if the person’s card says they are a hiking guide, but they take the students down a river, it is a problem. The skill mentioned on the back of the card must correlate to the skill the students are performing.”
Schools must do due diligence because a school camp is often a child’s first time away from family and home for a few nights. Get an idea of what you and your child can expect by requesting a video of the camp.
BENEFITS OF OUTDOOR EDUCATION FOR CHILDREN
1. Increased independence and confidence
The outdoor activities are less structured than the usual games, which provides an opportunity for children to use their abilities while having fun in nature and also builds their confidence.
2. Playing outside ensures physical activity
The big challenge in modern society is to ensure children don’t spend all their time in front of screens. Experts say playing outdoors in open spaces allows running and jumping, which builds muscles and perfects their balance.
3. Connecting with nature
Outdoor activities help children to connect with their surroundings. Children
Experts agree that outdoor activities play a big part in children’s development, growth and wellbeing. Spending time outdoors helps make children healthier and happier and has been shown to improve their performance in school.
ADVENTURE CAMPS, SCHOOL TOURS AND OUTDOOR EDUCATION CENTRES
1. St Lucia School Camps & Tours
This school’s excursion venue offers various educational activities, hands-on activities and sightseeing tours in KwaZulu-Natal.
2. Beyond Adventure
This Eastern Cape organisation, based in Alicedale, offers a programme designed to bring out leadership ability through holistic experiences.
3. Magoebaskloof Adventures
Based in Limpopo, this establishment runs life-skills-orientated, adventure-based, experiential learning camps for school and youth groups.
4. Duin in die Weg
It is situated on the Orange River, in the Northern Cape. Among others, they offer school camps that focus on adventure, fun and environmental education.
5. Soetwater Environmental Education Centre
The centre’s marketing tagline says it all: A classroom by the sea. This facility in Kommetjie in the Cape Peninsula is surrounded by an ocean, a mountain, pristine fynbos and animals. It offers each child the opportunity to develop to their full potential and learn the power of ubuntu (humanity to others).
must enjoy breaks away from structured daily schedules to appreciate their natural environment and embrace the fresh air.
4. Personal development
The positive aspects of spending time outdoors allow for the development of creativity, attention and respect. The activities will occupy children’s brains with sights and sounds without the distraction of a device.
5. Evolve social skills
On a tour or at a camp, children will experience constant interaction in a group. It helps build friendships and lays the foundation for later interaction with neighbours, classmates, teammates and officials.
Teaching sustainability for a better future
Efforts to mitigate the existential threat posed by climate change hinges on education, writes Anthony Sharpe
From global warming and climate change to species loss and burgeoning waste control issues, the impacts of our actions on our environment are becoming more and more apparent.
These consequences will be felt most severely by younger generations, who will grow up in a time of rising temperatures, more extreme weather events, environmental degradation and greater resource scarcity.
For that reason, educating children about sustainability is crucial. As a World Economic Forum report notes, “the first step towards meaningful change in anything – including sustainability – is education, and a collective effort is required from corporations, governments, NGOs and educators alike”.
However, a survey of people across 72 countries by EY and JA Worldwide found that just 56 per cent of Gen Alpha and 45 per cent of Gen Z were satisfied with the level of sustainability education they receive at school. Clearly, something needs to be done.
EDUCATION FOR SUSTAINABLE DEVELOPMENT
UNESCO is taking the lead on education for sustainable development (ESD), which it defines as providing “learners of all ages the knowledge, skills, values and agency to address interconnected global challenges including climate change,
loss of biodiversity, unsustainable use of resources and inequality”. It is responsible for implementing the global ESD framework, ESD for 2030, which aims to address the fact that almost half the national curriculum frameworks of 100 countries make no reference to climate change, while only a fifth of teachers can explain how to take action to address climate change.
To this end, UNESCO identifies five focal areas.
1. Advance policy. Education policymakers should integrate ESD into education policies and assessment criteria, along with efforts to address the Sustainable Development Goals, and strengthen collaboration with other relevant formal and informal stakeholders.
2. Transform learning environments. Education leaders must develop concrete plans for implementing ESD, including aligning governance with sustainability principles, ensuring sustainable operations, and engaging with local stakeholders for interdisciplinary learning and action.
3. Building educator capacity. Teacher colleges must integrate ESD into training and assessment, while TVET (technical and vocational education and training) and private sector institutions should develop educator capacities for sustainable development, fostering peer learning and policy support.
4. Empower and mobilise youth. Youth-led and youth-focused groups should help youth advocate for ESD inclusion, empower peers and engage decision-makers for societal transformation.
5. Accelerate local-level actions. Local public authorities and stakeholders should create action plans for community-wide ESD by engaging citizens, providing capacity development, co-ordinating education programmes and aligning efforts with national initiatives.
LOCAL INITIATIVES
According to the Wildlife and Environment Society of South Africa (WESSA), the Department of Basic Education has laid much of the groundwork for educating children about sustainability and climate change, but the approach to education needs to change. Addressing a webinar, WESSA head of programme and projects Cindy-Lee Cloete said: “If we are going to completely immerse ourselves in campaigning and fighting for our communities against the impacts of climate change, we have to take a different approach to education. We have to look at how we bring children’s voices and the youth into spaces that do not link to tokenism and engage them in a meaningful way so that their voices are heard.”
One organisation working towards this goal is Fundisa for Change, a collaborative national professional learning community focused on educating teachers on how to educate students. The organisation has adopted the following strategy.
• Develop teacher education capacity for transformative ESD and environmental learning in schooling systems using a research-informed approach.
• Enhance ESD in teacher education nationally via working groups, research-informed policy engagement and advocacy networks.
• Expand the ESD network via diverse approaches, strong infrastructure and collaboration with universities and national institutions for teacher education.
• Improve curriculum quality and teacher education materials for ESD and environmental content validity and progression.
• Provide the structural co-ordination, monitoring and evaluation and systemic implementation support.
South African Adventure Industry Association Empowering Educators
The South African Adventure Industry Association offers educators a roadmap to safer school excursions
School excursions offer students valuable hands-on learning experiences outside the classroom. However, recent accidents, such as drowning, have highlighted the importance of careful planning and risk management for student safety.
Every provincial Department of Education has a compliance checklist that schools must use when booking a venue. If you do not use that checklist, you can be held liable and found negligent. Make sure that who you are booking with has liability cover and everything in place to run the operation.
SOME PRACTICAL STRATEGIES FOR EDUCATORS
1. Comprehensive risk assessment. Begin by asking the operator for a detailed risk assessment for each planned excursion, or conduct your own assessment. This assessment should identify potential hazards, such as uneven terrain, high-risk activities, water bodies or extreme weather conditions. It should evaluate the level of risk associated with each hazard and have mitigation strategies. For example, if visiting a beach, it should ensure that students are supervised by qualified lifeguards and provide clear guidelines for safe swimming practices.
2. Clear communication. There should be open and transparent communication channels between the operation and the school (students, parents and staff members). Do you have comprehensive information about the excursion, including the itinerary, anticipated activities, safety protocols and emergency contact details?
3. Staff training and roles. Ensure that the venue’s staff are trained appropriately for the activities they offer. Invest in your own staff training programmes focused on first aid, emergency response and child supervision. Make sure that all
accompanying staff members are familiar with their roles and responsibilities during the excursion. Ensure that between you and the venue, specific individuals are assigned as excursion leaders, first-aid responders and emergency co-ordinators to facilitate efficient decision-making and response in crisis situations.
4. Supervision protocols. Establish clear supervision protocols to maintain student safety throughout the excursion. Supervision must be active, preventative and continuous. There should be appropriate student-to-staff ratios based on the nature of the activities and the age of the participants. Assign designated supervisors to oversee specific groups or areas and implement regular check-ins to monitor student whereabouts and wellbeing between your staff and the venue staff.
5. Incident management. Whoever is running the operation should have incident management plans tailored to the unique risks of each excursion location. Make sure that the plans allow for escalation into a crisis. Ensure the plans are available if you and your students are participating in activities run by a venue or external operator. Make sure all staff members have access to essential first-aid supplies, emergency contact numbers and evacuation routes. Regularly review and update incident management plans to reflect changing circumstances and feedback from previous excursions, this should also include recording “near miss” events.
6. Transportation safety. Prioritise transportation providers with a proven safety and reliability track record. Verify that drivers possess valid licences and undergo regular safety training. Inspect vehicles for compliance with safety regulations,
including seatbelt availability, vehicle maintenance records and emergency exit procedures (these can be given to you by the transportation company). Establish clear procedures for boarding and disembarking vehicles to minimise the risk of accidents or injuries.
7. Venue selection and inspection. Exercise due diligence when selecting excursion venues, operators and activities. Conduct thorough site inspections to assess potential hazards and ensure compliance with safety standards. Pay particular attention to factors such as the activities they may be running with your students, their staff, accessibility, terrain conditions, water safety measures and proximity to emergency services. Consult with venue operators or local authorities to address any safety concerns and implement appropriate risk mitigation measures.
YOU ARE NOT ALONE
Educators are not alone in their commitment to student safety during excursions. The venues hosting these activities are expected and encouraged to implement the same rigorous safety standards outlined above (and more). By adhering to industry best practices and regulatory guidelines, venues can create a safe and secure environment for student participants. Please ask the venue ahead of time to send you all the information related to them as listed above.
PARTNERING WITH SA AIA MEMBERS FOR ENHANCED SAFETY MEASURES
Educators can further enhance excursion safety by partnering with members of the South African Adventure Industry Association (SA AIA). SA AIA members, including service providers and practitioners, aim to uphold the highest safety measures
and accreditation standards enforced by SA AIA and adhere to a stringent code of conduct. When booking venues or activities, teachers can look for the SA AIA logo, indicating that the establishment is committed to maintaining the highest safety standards.
SA AIA members aim to ensure that their staff are up to date on training and qualifications and that their facilities and equipment meet current health and safety standards. By collaborating with SA AIA members, educators can access trusted resources and expertise to enhance the safety and quality of school excursions.
INTRODUCING SANS/ISO 31031: MANAGING RISK FOR YOUTH AND SCHOOL TRIPS
Expected to be published in July 2024, SANS/ISO 31031 is another tool that will provide invaluable guidance for managing risk during both domestic and international school excursions. Covering a spectrum of activities, from local field trips to intercontinental expeditions, this standard will offer educators a structured approach to risk assessment, emergency planning and duty of care.
Upon its release, schools will have the opportunity to purchase SANS/ISO 31031 and access training programmes tailored to educate teachers, schools and venues on its implementation.
In the interim, educators are encouraged to proactively implement the aforementioned risk management strategies to mitigate potential hazards and foster a culture of safety during school excursions. Together, let us embark on a collective journey towards safer and more rewarding educational experiences for the leaders of tomorrow.
AN ENRICHING EDUCATIONAL EXPERIENCE AWAITS
At BergVenture, we understand your child’s value and importance in your life. That’s why we hire top-notch staff to ensure our accommodation and activities meet the highest standards. We believe that your child’s experience with us will be enriching, and we hope they will appreciate nature and all its wonders during their stay at BergVenture.
With 15 years of experience, we specialise in school camps, prioritising the safety, wellbeing and development of children. Understanding the demands placed on teachers, we handle all the organisation, from making the booking and planning the programme to the catering and activities, to ensure a memorable and hassle-free experience.
We maintain a 1:12 ratio of staff to children at BergVenture. We can accommodate up to 100 people comfortably. Our goal is for each child to depart having experienced emotional and physical development. That’s why our staff members have extensive
Schools
experience working with children in adventure and outdoor settings. Their safety is our top priority.
While with us, your child will experience/learn the following:
• collaboration within a group;
• challenges to finish tasks;
• endurance-building;
• fun and a chance to unwind;
• delicious meals;
• youthful carefreeness and the wonders of nature; and
• taking responsibility for themselves.
MORE INFORMATION ABOUT BERGVENTURE
Freedom and space. With its convenient location and range of entertaining activities on-site, visitors can stay on our premises for three to six days without needing to leave. Apart from our focus on school camps, we also provide a venue for outdoor learning, sports events, family events and weddings.
Bookings include accommodation, meals and all activities on the premises.
Primary SchoolsHigh Schools Staff
R590 per learnerR640 per learner R500 per staff member (For every 20 learners, 1 staff member stays for free.)
Activities offered:
Bus Driver
R420 per bus driver
Zip lining
Extreme Climbing
Raft building
Abseiling
Horse riding
Obstacle course
Bushmen Paintings
Various group dynamics, leadership, and team-building games
