THE WISEHUB LEADERS JOURNAL
OCTOBER, 2015
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“Building a new home where a safe place for lifelong learners will make a difference for our children and youth˝ THEOPHILUS VAN RENSBURG LINDZTER, WISEHUB © Wisehub
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What a grandchild can do to an educator’s perspective
N
Balungile Sangweni
Acting Principal Iwetane Primary School
ot too long ago, I became a grandmother and as an educator, there is so much that I have learned from this new role.
As a grandparent, you have a different set of eyes and you see, not only how blessed you are, but you understand just how complex parental and grandparental relationships are in relation to young children. What I have observed as an educator is that a child raised by grandparents are spoiled and may lack parental love. Also, on several occassions at a parents‘ meeting there seem to be a degree of shame amongst children when their grandparents come to school. The world of my school in Kwazulu Natal sees many grandparents as parents and the children seem to look down upon themselves, compared to those that come with parents. The education system expects and
demands that parents play a helping and assisting role in the lives of their children and understandably so. With grandparents it seems as if the capacity to take that role is not always there. Taking into consideration that a lot of children are raised by their grannies, the grandmother deals with a set of different complexities like: Irresponsible and immature young mothers Vulnerable and Orphaned children Lack of resources to manage and navigate through the normal demands of raising a child. Personally, it was a great joy to become a grandmother and I immediately know when my daughter called on that wonderful day, that a new phase for all of us, including me, began. As an educator, I want to remain aware of the needs of our grandmothers. Join me.
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EDITORIAL
Theophilus van Rensburg Lindzter, FOUNDER, Learning Academy Worldwide
T
his journal represents a milestone, achieved by men and women who have, in common, not only their membership in the Wisehub Community, but more so, a sincere desire to be the difference that they seek others to be in life and learning in South Africa and beyond. Hugely thankful for their insightful contributions in this first journal, I salute their commitment to this project where, since the 2nd Annual Summit in Education in Bloemfontein in November, 2014, they vowed to no longer be just a noise, but a voice. To our international contributors, John Sjöberg, Principal of Wiks Community College in Sweden, Andreas Blommé, passionate teacher and researcher from Stockholm, Sweden, who is a former student of mine, James Rush II, fervent and enthusiastic educator from Michigan in the USA and Dr Giovanni Masciarelli from Italy, thank you for bringing an enriching perspective to our dialogue and ensuing action for the benefit of our children and young people in South Africa - in this world. No initiative of the kind we are undertaking in education can be achieved without the corporate sector, reform-
FROM BEGGARS TO CREATORS
S
chool infrastructure in South Africa is still characterised by the imbalances of the past based on the inequalities of the apartheid regime. It may take decades for the current regime of a democratic dispensation to address these imbalances. On the other hand an expectation to provide quality public education cannot wait whilst the government is trying to address these imbalances. By its own admission the Department of Basic Education in its publication titled Guidelines Relating to Planning for Public School Infrastructure concedes that though it has made progress in the provision of infrastructure, there are still imbalances with regards to the core elements or the basic mix of educational resource inputs constituting an enabling physical teaching and learning environment. There is evidence that lack of guidance in providing basic mix of inputs has resulted in: Inadequate provision of school facilities and a lack of uniformity in providing those facilities. Inspired by our late President Nelson Mandela, holding up the commitment to equality of educational opportunities
minded school leadership, Higher Education institutions and innovative Leadership of NGOs. To you I have nothing but deep thanks for partnering with us on this journey. There is a long road ahead and time will tell just what a difference we would have made in the lives of our children and youth. Forgive me for singling out Debbie Markides from Royal Haskoning DHV. Passionately committed to our projects, Debbie’s faithful dedication is captured in a serious set of persistent probes that she regularly alerts us all to: “Will this benefit the child and how?” Thank you Debbie for your dedication and for your heart for life and learning. This milestone is for you. Thank you, to all of you for your unwavering support, helping us build a new home where a safe place for lifelong learners will make a difference for our children and youth in South Africa and, most certainly, beyond.
Bhekisisa Ndlovu
Principal Margot Fonteyn Secondary School
for all, our school, Margot Fonteyn Secondary School, set in motion the creation of a multi-purpose space for learning that will not only be unique in its innovative versatility, but also strikingly different in its funding model. Challenging the one-dimensional construction model, this space for learning will be built on more than just a concrete foundation. It will be cast in the establishment of an attitude that our youth and children can build on for many years to come - seeing oneself as actively pursuing a dream instead of passively waiting for a handout. In fact, our teachers have already contributed substantial amounts of funds to the first phase of our project and have inspired several businesses to come along. It is inspiring to be part of a journey where the tracks and even parts of the locomotive have been put in place and in motion by those who truly care about quality education in this country. So when we come to knock on your door, it is not to start this movement, it will simply be to inspire you to walk this journey with us, for our youth, for our children.
3
WHAT PARENTS NEED B
y right, the child belongs to a family and not to the ‘stranger’, the teacher. The school is supposed to be an extension of what is happening at home. The parents that I am writing about here, are those who had little opportunity to go to school who do not know how to involve themselves in their children’s education. The magic word for their need is empowerment, but the question is, who will empower them and how. I see this empowerment taking place in two institutions (among others). These are ABET centres and churches. ABET centres should not limit themselves to knowledge packages that prepare adults for work opportunities only. Their curriculum should also include some courses on parenthood and development of a child. These could help change their attitudes about attending school meetings and involving themselves in their children’s education. Most parents go to church. The church is one of the institutions that need to develop people in totality. Just as parents bring their children to Sunday school, the church should further conscientise parents to involve themselves in the education of their children. The church must cease to look at itself as a spiritual hub only and must take advantage of its highly influential position as one of the society’s institutions alongside the school. In conclusion I want to say that supporting a child start from smaller things like asking: how did things go at school? Which subject did you enjoy the most today? Do you have any home work to do today? These are some of the probes which could lead to greater teacher-parent
Dr Sylvia Zulu
Senior Lecturer Durban University of Technology
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RELATIONSHIPS - A CRUCIAL CORE
H
ow your transformation happens will be directly effected and affected by the relationships in James Rush your life. As I continue to learn more about “Transformational Learning Educator Theory”, I am drawing closer to the Michigan, USA conclusion that, one way or another, transformation is going to happen. We as educators have the awesome privilege to evoke a ‘disorienting dilemma” to teach lessons. Certainly, “life happens” and these events bring about special learning. Regardless of whether we initiate or react, we can lead others through their journey while we also are being transformed. On this grand adventure, we find support within committed, trusted relationships. That’s Wisehub – a professional learning community!! Each of us offers a different viewpoint, which in turn creates ‘perspective transformation’. As we serve, we need this renewing of the mind. We desire real connections, authentic interactions and immediate changes to take place in our hearts and then we transfer them to our staff rooms, classrooms, and homes. The impact of others will test, shape and define our values. Relationships are foundational for fully understanding and completing your mission and vision. You and your team must fully know everybody’s strengths and limitations. Why waste precious resources: time, money, and energy? Get out there and change other’s perspectives by providing them a better understanding of their capabilities and proficiencies. Help them transform by embracing their gifts. In the process you will, with the help of God, cause significant wisdom to build confidence and invigorate growth. My prayer: Be encouraged to make the most of those God-given assets you have inside of you. Inspire others! You have been called as an agent of change and sometimes this makes others question. When this happens, I suggest you listen to a song by hip-hop artist, Lecrae: “Anomaly”. “Anomaly, deviation from the common rule; something or somebody that’s abnormal. That doesn’t fit in. I say that’s exactly what we are. We are the odd, the outcast, the peculiar, the strangers. They say we don’t fit in. But I say we are exactly who God created us to be. Anomalies. The system didn’t plan for this.” You are now affectionately known as an ‘anomaly’ – Go forth knowing we are right here with you.
THE POSSIBILITIES IN UNDER-RESOURCED COMMUNITIES RUSSELL ANDREWS
C
hildren are the most valuable and valued
whatever field they determine. They can only do so if
possessions of any community. We work with the
we prepare the path for them. One teacher can make a
families who have the ultimate responsibility for the
difference in their lives. One child can be saved from a
child; we, as educators, need to support the child’s ‘first
fate of achieving nothing.
teachers’. Children cannot determine their conditions of living when they are born. They cannot control factors
That is why I am on this journey of attempting to make a
that will impact their development like who their parents
difference in the lives of the 1,125 learners under my care
are and the location of their upbringing. They cannot
and supervision. That is why I am attempting to inspire my
decide beforehand if they are going to struggle to survive
colleagues and to make every possible effort in my power
or if they are going to be born into an affluent family.
to create opportunities for my children.
Poorer children are looking forward to a happy life just
My mission and objective is to make a difference. I yearn
as much as more affluent children are looking for bliss.
to create opportunities for my children to achieve success
They also have dreams and hopes and needs to address.
and know they are significant members of our community.
We, as educators, can assist these less affluent children
With the help of many these leaders of tomorrow will
by serving the communities and creating an atmosphere
burst out of the cycles of poverty and no hope into the
where they are able to rise out of their circumstances and
cycle of accomplishment, achievement, and happiness.
compete in this wide open world of opportunities. Let’s dream for our children. Let’s dream with our children! I want to help these children. I want to make a difference
Let’s come together to determine the possibilities and
in the life of at least one child who wants to get out of the
create opportunities for them to be fruitful, thriving
cycle of poverty, unemployment and ‘social nothingness’.
members who grow from being valued to creating value
There are extremely intelligent human beings within our
within our under-resourced communities.
poorer, disadvantaged communities. There are children who deserve a chance of becoming great individuals in
RUSSELL ANDREWS Principal, Kerria Primary School
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DYSCALCULIA THE CINDERELLA OF CHILDREN WITH SPECIAL NEEDS
Dr Giovanni Masciarelli Developmental Neuropsycohologist LOGOGEN, Rome, Italy
A
lmost everyone has heard of dyslexia or know someone who is dyslexic. A considerably lower number of people, however, are familiar with the term Dyscalculia, which refers to a disability where
learning of numbers and calculation is difficult. In the same way that a dyslexic learner finds it difficult to learn to read stepby-step, those with dyscalculia find it arduous to understand how numbers work. It refers to a condition that disrupts the development of arithmetic skills. Children with dyscalculia may find it difficult to understand simple numerical concepts, lack a natural intuitive approach to numbers and struggle with learning number facts (tables and automatic combinations
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such as 6 + 4 = 10) and calculation procedures. Currently dyscalculia is considered a congenital condition caused by the abnormal functioning of specific brain areas involved in processing quantity. In fact, people with Dyscalculia experience great difficulty with basic concepts of numbers and arithmetic. It is estimated that the population affected fluctuates between 3% and 6%. These statistics, however, relate to children who are dyscalculic but demonstrate good performance in other areas of learning, whereas 50% -60% of people with dyslexia have dyscalculia associated with the disorder of learning to read.
How do you recognize it? Although there is not a strong consensus on the characteristic symptoms of dyscalculia, I will describe those most widely recognized and with good discriminatory capacity. Obviously not all children demonstrate all symptoms and studies are still underway to find how the symptoms change during adolescence and adulthood.
WHAT ARE THE SYMPTOMS OF DYSCALCULIA? The following symptoms are recognized in primary school and thoroughly studied by researchers in this field: 1. Delay in learning to count. Dyscalculic children, aged 6 to 7 years, show a lower level of understanding of the basic principles of counting than their peers (eg. the child does not take into account that the last number counted is the total of counted objects). 2. Delay in the use of counting strategies for addition. Children with dyscalculia are very slowly to acquire number facts (eg. 7 + 7 = 14) and
’It is estimated that the
resort to mental counting or counting on the
population affected
children with dyscalculia are unable to memorize
fluctuates between 3%
tables (es.15-10 = 5; 6x6 = 36). These difficulties
and 6%’.
fingers more frequently than their peers because simple addition, subtraction and multiplication may persist even during the years of middle school. 3. Difficulties in spatial organization. Children with dyscalculia show a greater extent than
Are there tests for Dysculculia? The answer is yes: there are several tools that assess
their peers difficulty with spatial organization of numbers in written calculation (eg.
).
skills and numerical calculation. Some of these tools are for screening while others require specific skills in the field of learning disabilities to be properly interpreted.
For more information that provide additional considerations
The best tools should test the understanding, producing
about symptoms for Dyscalculia, to understand and know
numbers and the ability to make calculations “without”
more or receive answers to additional remedial alternatives ,
the influence of other cognitive variables (eg. Reading,
please email me at the following address.
language, short-term memory) or the school experience.
I will be pleased to help as much as is possible to assist with
These tools help you assess children regardless of their
the amazing work around special needs education in South
abilities in other areas of learning. On the other hand
Africa.
the assessment of dyscalculia cannot be separated from the assessment of cognitive functions that enable us to understand / produce numbers and manage operations
drgm@wisehub.co.za
on them.
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GITA FLAG OCEANS
DARREN STEWART: SENSITIVITY THROUGH THE LENS OF A GENIUS WITH A HEART FOR PEOPLE 8
O
ne of the things I love is dancing, I used to dance about eight or more years ago and just ran out of time for it. Yes it’s very sad I know! My wife’s 4 aunts are dance teachers, from ballet to modern, spanish and hip hop. This image comes from a production for Womens Day. Months of practice paid off. I unfortunately had to do the graphics for the projector so couldn’t photograph the event but got a small window when they were asked to do this dance again. NeoneRun2015: The Neon run, started recently, is a twilight run of 5km with a party at the finish. Lots of unfit people wearing neon paint taking a walk. I’ve seen wheelchairs and baby strollers. Best part are the black light stops where people get to shine (or reflect if you want to be technical!) the colours they have been painted in. Hout Bay Fire 2015: I was out two nights from about 8pm till about 2am. The fires were overwhelming and damage immense. Huge stretches of land just blackened ash. This image was from the second night. Coming down the
mountain into Houtbay, the fire looked like lava. MicasaBright: This was the day of prayer at Newlands Stadium. J’Something of Micasa was doing his thing and I was running around as usual, because I can’t stand still, looking for something and I finally got it! The sun was just right, my legs said stop, I looked up, changed settings and got this ethereal image with a lovely light outline. I almost deleted it till I realized what I captured! The Editor chose to put my WeaverNest-Building shot on the front page. I am honoured. I love nature and am very, very blessed to have these nests in my backyard. About 12 in total. I found out this little guy is tagged and on record for research after asking my personal assistant. i.e. Google. Always busy, most times obliging for the camera, spends his day building, protecting and fighting off other birds. There is a great deal of this that is so healthily typical of Wisehub.
HOUT BAY FIRE 2015
MICASA BRIGHT
NEON-RUN 2015 9
Wisehub journal - october 2015
THE POSSIBILITIES OF MOBILE PHONES FOR DEAF EDUCATION IN SOUTH AFRICA “A thought, even a possibility, can shatter and transform us.” Friedrich Nietzsche
W
hat amazing and radical transformation would then be possible if the realm in Odetteswift,director:deaffederationofsouthafrica
which we exercise our thoughts and explore prospects presents us with,
literally, ENDLESS possibilities? I know without a doubt that it would be a transformation of Deaf education unlike anything we have seen to date and would set a far higher bar in terms of quality of teaching and learning. The legacy of apartheid and audist attitudes to Deaf education have left deep, festering wounds in schools for the Deaf in South Africa. In 21 years ofdemocracy little meaningful healing has taken place and Deaf learners are largely subjected to inferior education. This limits potential for meaningful employment and access to life-long learning opportunities. A significant transformation is needed and I believe that the use of Mobile Phones holds some of the promise for radical change. In 2015 South African Sign Language was introduced as a subject in schools for the Deaf. It is well documented that children who have a solid first language will be
Mobile phones, however, hold tremendous potential
more successful in learning a second language. Thus
for ubiquitous access to both recording and viewing
the introduction of SASL as a
devices and possibly even simple editing.
subject, so that Deaf learners can
At KwaVulindlebe School where, with the
analyse and understand their L1 completely and transfer language knowledge to learning to read and write English is a great step forward. However, SASL is very technology intensive and without adequate access to recording and viewing devices and editing software, the subject stands to become another good idea that didn’t work.
support of Learning Academy Worldwide, we
have
achieved
a
100%
mobile
saturation rate, early indications are that mobile phones will provide a very effective salve to the festering wound. Learners are engaged, interested and in awe of their own signing. The teachers need more support and guidance to venture past what is “possible” in their minds but without a doubt, the potential uses are infinite! And once we are able
Even in schools where there are one or two video
to explore these possibilities in more depth, I know
recorders, learners will never have access to “play”
that the healing balm will be liberally applied to these
with their language and be able to self-evaluate.
young minds and transformation will be inevitable.
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What Students Have Told me About the Value of Making their Own Movies
Film Festival. The members of the crew told me they were very nervous when I took them to meet people in the filmmaking industry. They were very glad to overcome Michael Curry
Teacher CAPE TOWN
their nervousness and chat to award winning filmmakers and exchanging ideas and telephone numbers.
For over 27 000 years, since the first cave paintings were discovered, telling stories has been one of our
They could not stop telling me how they enjoyed the
most fundamental communication methods. My
winter school workshop at CityVarsity College in Cape
students have learned that we all enjoy a good story.
Town. They were very happy and proud to use the skills learned to make their first short film at the end of the
One of the crew members approached me and
workshop. This boosted their confidence to work on
explained how he sees filmmaking adding value. This
their award winning short film.
boy, Reginald Barendse is an acclaimed base-ball player. He coaches the young players. He told me
What they also appreciated was the following principles
that he was excited to learn how to be a filmmaker.
that is being used in the project: What is in it for me?,
His dream is to film his coaching tips and build up an
Let them have their say, Make it achievable, Help them
archive of coaching clips that can be used to help player
to remember, Let them learn from failure, Provide
improve their game. Reginald became committed and
incentives and Make it fun, learning the technology and
persevered. His reward was winning the Best Producer
appreciating the value of networking, being encouraged
Award for the crew’s entry in the South African Teen
by others. We must keep the film rolling for them.
WHY I WILL NEVER GIVE UP ON OUR CHILDREN
W
JANE TSHARANE
orking for the benefiting of our children is
race has” and I totally subscribe to not giving up on
like investing in the future. I love the future
them. We need to carefully shape them to be ready for
and I am very positive about it. I refuse to
that future and we need o protect them so we can have
give up on our children.
a society that learns to protect one another.
I consciously chose to be a teacher. One of my reasons
We need to teach them love so we can have a loving
were that I could see them everyday. As teachers we
society, demonstrate the value of tolerance, which will
have a pastoral duty because we believe that children
teach them patience.
are priceless treasures and gifts from God.
Life can be tough and because our children are raised
The children we raise these days have so many social
with such extreme hardships, they look to us and are
challenges. It is therefore our collective responsibility to
affected by our way of doing things. It’s time we renew
empower them, to develop them holistically. Why give up
their hope by not giving up on them.
on them? They have a right to receive an education that empowers them to realize their full potential.
In my everyday life, I teach, support, encourage, build, renew, restore and nurture because I believe in the
There is a need for patience - time to build their
future - my child, your child, my neighbour’s child, my
character which in turn will benefit us and ensure a
community’s children.
meaningful future. That is another reason why I will not give up on them - I would have failed in achieving this vision of being there for them, one day at a time. We cannot control the weather, we may not be able to preserve the resources we have, we may not be able to save all the endangered species in this world, yet we bring restoration and hope to our children. A sage once said “Children are the only future the human
Because, as it is said, that “it takes a village to raise a child”, I challenge you to join me in expanding their boundaries and remember that, in them, lies the future. I won’t throw away the future and that’s why I will never give up on them.
JANE TSHARANE PRINCIPAL, MAKGATHO PRIMARY SCHOOL
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TOUGH QUESTIONS FOR A SWEDISH ORGANIZATION AROUND THE MIGR
A Swedish Principal sees possibilities in the midst of a crisis, challenging School lead and students to adopt a problem-solving approach to learning
The refugee crisis in Europe highlighted the need to act with sincere compassion to a humanitarian need that found se countries wanting but also saw many responding positively. But showing compassion demanded more than just a few k it demanded active, strategic solutions to help men, women and children adjust to their new homes and new lives.
Moreover, for civil society to get involved, leaders needed to guide their constituencies through a process of thinking b giving a bed and a meal to refugees. Leaders, such as John Sjöberg, had to paint a clear picture of what was needed and a meaningful way for teachers, parents and students to see their own mission through a different lens. Communicating shift in thinking, Mr Sjöberg carefully crafted an idea that now caught the attention of Government and held the poten impact. This is what he communicated to everyone involved in the Wiks Community College in Uppsala, SWEDEN.
T
he urgent need to provide
and nurturing environment -
safe housing for especially
a comprehensive set of
something that would more
needy refugee families with
specific solutions in order
than adequately meet the
children or pregnant women?
to receive refugees into Sweden
pressing needs for a fleeing
What could we do for a few
has increased dramatically in
family, an abandoned young
refugee families at Wiks
recent times.
child, a confused teenager or a
within the framework of public
According to the Swedish
pregnant woman.
education or in a joint project
Migration Board, up to 7000
This is why I aimed to get
with other authorities and civil
people apply for asylum in
Kulturnämnden (the Local
society?
Sweden every week. According
Council for Cultural Affairs),
It is clear, these and similar
to official information there are
the local Kulturförvaltningen
questions must immediately
approximately 3,5 million Syrian
(Local Administration Office
be asked within our school in
refugees in the Middle East
for Culture) and our own
order to, at least, conclude that
and there is a desperate lack of
Community College into a
we have had a discussion and,
housing, care and meaningful
dialogue around how we can
preferably, reached a decision
acitivities for refugees.
make a difference - right here
to act or not act upon them
Since all of these needs are,
and now.
right now. There is, after all, an
in fact, possible to be met at
I envisioned that a starting
urgency to the matter.
Wiks Community College, I
point for such a dialogue could
discovered, that it was quite
explore the following serious
RESOURCES AND FINANCING
natural for us to start talking
set of vital questions:
Within the framework of adult
seriously and actively about
education and pubic education
how we could contribute. We
Should we go ahead and
there should be enough
have access to a rather broad
demolish or remove the
resources that could be used
range of competencies that
portable cabins which we
for an innovative and probably
can help. Additionally, we
planned to replace as we
modified curriculum-design that
have the logistics in place that
renovate our hostel or could
speaks at the above questions.
provide for an inspiring, safe
these be re-purposed to create
In addition, we have local
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© WISEHUB
Wiks Folk High School offers aesthetic courses, general
H LEARNING RANT CRISIS
dership
courses, and short courses. The aesthetic and short courses are given at the folk high school next to Wik Castle, adjacent to Lake Mälaren and approximately 20 km south-west of Uppsala. The general courses are given at the Uppsala Folk High School main campus, which is a day school with a complete academic schedule. It is also located in Uppsala.
The Folkhögskola Concept The Folk High School is a form of education that has existed in Sweden for over 100 years. There are 150 Folk High Schools in Sweden. About 110 of these are linked to various social
everal kind words -
beyond just d had to find g such a ntial for real
WIKS FOLKHÖGSKOLA
movements and non-profit associa-tions. About 40 Folk High Schools are operated by county councils and regions. Itäs main aims are to: Strengthen and develop democracy, make
John Sjöberg (Principal) Wiks Community College Sweden
it possible for people to influence their own life situation and create participative involvement in societal development, bridge educational gaps and raise the level of education and cultural awareness in society and broaden the interest for and in-crease participation in cultural life. (Source: https://www.folkhogskola.nu)
resources which we can repurpose in order to
manage day-to-day schedule. It seems that the
significantly contribute to meaningful support
challenge is simply to be brave enough to discuss
and staff development - for others and for
what we can do.
ourselves.
Daring to take up this challenge could bring with
There should and must be a way to access support
it immense possibilities and it can also serve as an
and financing from the public sector, business
important indicator that we are intent on making
and civil society. A tangible example of the kind
a real difference.
of help that is accessible is the Government’s
We can view our daily existence and plans to be
own resource and funding services where
for our own benefit or for the benefit of others
procurement of assistance through the Migration
also. Regardless, I sincerely hope that we can
Board was made available.
meet in an open and honest dialogue around the
This initiative directly addressed accommodation
idea.
for refugees as a prime need. Thus, it is probably
Such a dialogue could be an important milestone
more a question of if we want to do something
in the history of our community college.
and what that something should be. We are, after all they key resource here and now. CHALLENGES AND POSSIBILITIES These ideas will surely raise questions. From worry or even fear, it is paramount that these concerns be taken seriously. it is also likely that the initiative can be perceived as outside of our mandate and that it could add a complexity to an already stretched and strained life schedule. It is welcome relief, though, that we have a great deal of freedome within public education allowing for ncessary flexibility. In fact, we are the ones who are primarily responsible to control and
Finding a way to play to a different drumbeat with the same vision was key to think wisely through change 13
QUESTIONS WITHIN ADULT EDUCATION - A
T
here are many questions within Adult Education.
2.
A few deeply concern us.
Education.
How
communities
should
perceive
Adult
Currently, it’s seen as a gap filler. It needs to be perceived
1. Is there a need for Adult Education?
as a more important part in the Education equation.
Sadly, in South Africa we’re faced with wide economic
It must be glamourised and seen as an integral part of
gaps, viz. the super rich and the super poor. Our Super
our societies.
poor are faced with socio-economic problems and
3. What role must Government play in Adult
social evils, high unemployment rates, high crime
Education?
rates, high teenage pregnancy rates, substance abuse,
Adult Education is currently grossly neglected and
high drop-out rates, etc. The list is endless. We most
is regarded as not wanting to grant marginalised
definitely have a serious need for Adult Education!
communities a second chance. Gov. must be more
WHAT HAPPENED WHEN A TEACHER WROTE A POEM?
P
Mrs Nomathemba Ndlovu,
Principal, Kwavulindlebe Primary School for the Deaf
oems create a fantastic connection between
with joy and excitement as they recite, “My hands are
learners and teachers. As a teacher, shaping with
my home”.
a most delicate of clay, a deaf child’s mind, I am
I am truly blessed today as one of the Deaf teacher
pushed to unleash their potential. I am maturing with
assistants writes poetry and has developed confidence
them, beautifully. Their faces and hands convey the
in sharing her intimate, concealed emotions. I feel
hidden messages. These previously unheard students
so truly fortunate to be a “beacon of hope’ to the
have spread their energy across the community;
future generation. Poetry is life giving, powerful, and
at Kwazulu Natal we hosted a competition called
definitely a great de-stressor! In Matric, my energy
“Zwakala” literally meaning “Be Heard”. In 2007 and
was revived and John Keats eternally motivated me
again in 2013, all schools for the Deaf competed in
in his poem, “A thing of beauty is a joy forever”. Let’s
poetry, drama and story telling. This is an invitation
keep passion for poetry alive. I love poetry!! Many
for people to listen with their “eyes”. Poetry in motion
women know me through playing with words to praise
releases stress, overcomes fatigue, and eliminates
them, an example being WOMAN: Wonderful Worker,
timidity. Lines and verses create sharing of unique,
Outstanding Organiser, Marvellous Manager, Amazing
deep and unseen feelings.
Advisor, a Nutritionist - building, protecting, energising our Nation. Women get jollier, as I say “My Wareings,
Today, my own lovely daughters write prose and
once tasted never wasted! My Waltons-breeding
rhymes. They enjoy sharing their poems, winning
success.” Even the downhearted person is lifted
awards and being published. Being first teacher, I am
through poetic messages, for example, “It’s ok to cry as
quite proud and continually inspire them. My youngest
it is therapeutic.”
daughter, in her Matric year, has a poetry group. They have parents who have become my friends, too. Those
This is what happens when a teacher writes poetry:
parents now relate better to their own kids. Poetry
a multitude of awards come from relieving others of
boosts confidence in a child and builds community.
their worries, encouraging those who are tired and guiding learners into a greater self-assurance.
Clearly, I remember my innocent, Deaf learners admitting they thought poetry was only for hearing learners. Today, they love poetry! They proudly beam
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READ MORE about Kwavulindlebe here: www.deafsa.m-ubuntu.org.za
A REFLECTION
consultative (with the
phones, etc.) E-learning is here to stay and it needs to
proper role players!).
maximize its impact for the benefit of learning
Their
archaic
rules
must be modified, they
Adult Education plays a profoundly important role in
must be more supportive and assist Adult Education
the development of our communities.This needs to be
financially!
projected in such a fashion that all role players look at
4. What content must Adult Education cover?
Adult Education with polished smiles!
Currently the emphasis is purely academic and training. Adult Education should incorporate life skill, viz. listening skills, people and social skill, financial skills, etc. 5. The way Adult Education is conducted. Presently Adult Education is mainly teacher centred. IT should become technology centred, incorporate technological
advances
(computers,
tablets,
Raoul McKinnon
Naim Misrole
Director
Deputy-Director Mitchells Plain Adult Learning Center
cell
www.mpal.co.za
YOUNG IN SOUTH AFRICA WHY I HAVE HOPE
T
ELIAS CHAKANE
ruly, I have hope in the upcoming generation
also have difficulty due to the lack of suitable, qualified
of South Africa, now is our chance to lead all
educators. This is particularly true for schools in rural
of Africa. We are going to make a difference in
areas. Most people who manage to receive education
Africa. Often, I wonder, “Is Africa the next big
would prefer to move to big cities or even overseas
developing continent?” However, we often refer to Africa
where more prospects and higher pay await. They soon
as one unit of poverty. We can change the conversation
forget about our dream of changing lives in Africa. My
by fully realising the opportunity we have in this
hope is to remain and be a part of the determination to
resource-rich land.
retain talented youth who seek to better the lives of our brothers and sisters who have not received the same
Africa is quite wealthy in minerals and natural assets. We need education and skills to make a living
kind of support to follow through on their education and personal goals.
out of them. Education is the most powerful weapon to fight poverty. It really hurts to
I believe the only people who can transform
see children on the street when they are
Africa are Africans. As a teacher of the RHDHV
supposed to be at school. My hope is to be
Saturday School initiative, I believe in making
part of a Wisehub-led effort to encourage
significant improvements to the society. I
my fellow youth to establish more schools,
am a firm believer in our company’s slogan,
find sustainable funding and help qualify more teachers.
“ENHANCING SOCIETY TOGETHER.” I believe in changing, I believe in innovation, I also believe in integration
The main reasons for the low education performance rates are many and varied. They include the lack of proper schooling facilities and unequal opportunity for education. Many principals and educational leaders find it hard to employ teachers due to the low pay. They
in education. I will never lose hope in my Africa; my motherland. Ours is the Billionaire Generation with billions of ideas to improve education, billions of ideas to change lives in our communities and billions of dreams to billions of young Africans to achieve billions of goals through my help in education.
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What it will take to inspire young people to become teachers
The Way I See IT Waldy Kastoor
Phadiela Cooper
Principal
Principal
Parkview Primary School
Center for Science and Technology
A
www.cosat.co.za
McKinsey report, named, “How the best performing school systems come out on top”, highlighted three common characteristics of these schools:
1. Getting the right people to become teachers 2. Developing them into effective teachers 3. Ensuring the system is available to deliver the best possible instruction for every child. While all three of the above characteristics are important to transform education, the first step is to identify the right young people to become teachers. Some of the traits that these young people display would be: • A passion and desire to work with children • Excellent academic achievements • Humility, integrity and willingness to learn • Willingnes to collaborate and work hard • Willingness to make a difference in other people’s lives At schools, teachers have the vantage point to identify young people with these characteristics and to inspire and groom
W
www.parkviewprimary.co.za
e live in an ever changing world, demanding that traditional education approaches need to be modified. New technologies bring with it a set of tools which can be utilized to enhance the quality of education for our learners - especially since some technological solutions are ubiquitous. In fact, our children are exposed to Smart Phones and many tech devices from an early age. Yet, at almost every single meeting that I have attended, few leaders seem to integrate the ICT in their own lives - ICT that they want to see integrated in their schools. While I have been advocating the integration of Technology at Parkview Primary School, I realized that setting an example by up-skilling myself is a crucial component of ICT integration in our school.
them from a young age to become teachers. Teachers are role models and demonstrate their love for children and teaching through their conduct and interactions with children. This is the best advertisement for the teaching profession and attracts young people to teaching. This is exactly what we hope to achieve at our school.
Making a real effort to attend as many ICT Integration sessions as possible, I have over recent years improved my knowledge and skills with the very useful IPad sessions which was presented at Eversdal primary School some time ago.
We plant the idea of becoming a teacher firmly in the minds of those students who have been identified. Through formal and informal discussions the details of how to realize this are revealed. The plan is that students will do a distance-learning course through the University of South Africa (UNISA). For the duration of their studies they are placed as interns at functioning schools with a mentor teacher for each intern, ensuring continuing development. They will learn and experience all aspects of teaching, in and outside the classroom. After this intensive period of training, they will be highly effective teachers.
These aside, I have stayed at the cutting edge of innovative practices by learning about Sam Glicksman’s iPads in Education, the Innovation in Education Summit which was held in DURBAN, November, 2013, the Transforming Education through the iPad by Abdul Choihan from the Esra Academy - Birmingham, and many more.
The McKinsey report stated that students who are placed with high-performing teachers, progress three times as fast as students who are placed with low-performing teachers. If every school can produce one such high-performing teacher per year, education in South Africa will be transformed for the better.
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By constantly exploring national and international collaborative possibilities, I’ve found a way to extend the horizons of our children, using inexpensive communications technologies like Skype with our Swedish- and Italian partners. Let’s set the pace as leaders by making a real effort to increase our own knowledge of what ICT tools for learning. Our children will follow.
©Wisehub 2015
WHY PRINCIPALS SHOULD REVIEW THEIR ROLES AS LEADERS
Thapelo Pitso
Kathy McCabe
Founder TALKING STORIES www.talkingstories.co.za
Principal St Bernards High School www.stbernardshighschool.co.za
L
THAPELO PITSO
et me begin by sharing a couple of slogans from my wife’s workplace: 1. I own the problem and I own the solution.
2. We love our clients and when we have our
meetings, we make decisions as if they are present in the room with us. What could be the problem-and-solution? Who are
WHY EVERY PRINCIPAL SHOULD BE A WISEHUBBER
S
KATHY MACCABE
eriously, I know what this feels like! I sympathise with every school principal who would like all their teachers and pupils to follow their example, work
our clients and their needs? We can’t sleep at night if we don’t give our students and their families what they came for at our institutions, right? Preparing future citizens and leaders means we can’t afford to make mistakes. As trailblazers we have to go out of our way to ensure we prepare them to be ready for the next level. We reflect on our role daily, weekly, monthly and annually.
hard and score high marks in the ANAs… and for every
Despite the challenges we face, remember: We
parent to pay their school fees on time… and for the
own the problem, We own the solution. This is why
Education Department to ensure that schools are well
Wisehub exists. You have trusted relationships to
resourced and classes small and curriculum unchanging
rely on as you define the problem and, together, we
for a few years.
work out solutions.
Then I wake up and I realise that it was just a dream. But it is MY dream to see an improvement in education standards in our time in South Africa. It must come from the hearts and minds and attitudes of those of us working in schools every day. Imagine if we had a safe, comfortable space where school principals could get together and support each other; share their joys and frustrations; reach out to funders for help with specific school projects; inspire each other to carry on. Oh yessss!!! We have such a place! It’s the Leaders’ Wisehub – a place where school principals are the acknowledged leaders; where they can stand up and speak, and others will listen. It’s a forum where principals are supported; where an incredible technological framework is being set up to make life as easy as possible for busy school leaders. Belonging to this forum takes time and effort. It takes us out of our comfort zones. It asks more of us, when we are exhausted from the daily struggle of working within schools in a crumbling education system… But it is SO worth it! Together, Wisehub principals can achieve much more than standing alone. We can’t solve all the problems around us, but we are leaders in education. We help to hold communities together. We want the best for our children. We are needed now more than ever before. Society needs school principals to be agents for change and for good in South Africa. Wisehubbers are a team of heartfelt, passionate people. We are all people who struggle and get tired and make mistakes… We are on a journey and we are learning more each day.
To be specific, the problem may be social-economic-psychological-political. No matter the situation, we need to empower our faculty, community, and learners towards well-designed, sustainable solutions. Whether they lack content knowledge, moral values, or other concerns - you name it - it’s our business. We own the problem, We own the solution. I agree with the statement, “If a teacher instructs a learner a thousand times and the student still fails, then the teacher clearly has got a problem.” We lead by aiding our teachers and make their work go smoothly as they facilitate the instruction of the learners for whom they are accountable. To teach professionalism, we must be mentors and models for our faculty and staff. By our demonstration how they can be empowered to take on the responsibility for owning their problems and owning their solutions. We must not fail these kids.
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A DECONSTRUCTED EDUCATIONAL SYSTEM; THE CASE OF SWEDEN 1963-2015
W
hen thinking about education from an international perspective and after having spent some time evaluating our current dilemma in Sweden, I am of the view that the best pedagogical solution for its current educational system is
for the state to reinstate its control, to once again nationalize all Swedish schools and implement an equal education for all; rather than one being dependent on choosing a good free school or living in a wealthy municipality. One has to remember that it is the SEN (Special Education Needs) students who suffer the most in their schooling and personal growth, due to municipal budget cuts or attending a charter school more inclined on profit than actual teaching. This nationalization would in turn create a forum for an equal education for all students in Sweden and a more implemented national curriculum were pedagogical and SEN support is available to all students regardless of which school they would be attending in Sweden. One should remind Swedish politicians that the pedagogical growth of our students is more important than the actual economic costs. One has to remember that the children of the world is our future. They deserve the best, no matter what it costs. I have arrived at these conclusions as a result of studying the history, recent results of international studies like PISA and reports concerning the ill-preparedness of Primary School students for High School and beyond. I would love to share these with South African
ANDREAS BLOMMÉ Teacher, Researcher Stockholm, SWEDEN
educators and will welcome dialogue to not only help understand context but also share practical solutions. andreas@wisehub.co.za
WHAT I VALUE IN OUR TEACHERS
T
he prophet of Isla Mugammad is reported to have said that one of the greatest human character traits a person can have is the ability to show gratitude and to say thank you,
firstly to the Almighty and then to your fellow man. Ben Zander says that if you bestow an A-status onto a person, that person will live into that status. So in order to receive the best from our teachers we have bestowed the A-status onto them and called them the A-Team, in the hope that they will live into that status. What I therefore value the most in our teachers is their mindfulness. The awareness that we have an education crisis on our hands and that it is within their hands to make a difference in the lives of our children. They have a deep understanding that in order to make the change they need, they must embrace and show
I salute their:
RIDWAN SAMODIEN
PRINCIPAL KANNEMEYER PRIMARY SCHOOL
Tenacity, their resolve to do whatever it takes to ensure that learners develop. Their deep pockets of Empathy, trying to resolve the emotional and social issues which cause stumbling blocks, Their ability to Affirm our kids and using it to uplift them out of their personal situation of strife. Their Caring hearts, showering their love upon all those placed in their hands. Their Humanitarianism, sacrificing and willingly giving of themselves unselfishly; Their flexibility to Embrace the changes and challenges to deliver a monstrosity of a curriculum and all this for a too-often Reward-less and thankless Job.
up in an A-status each and every day so that in turn
That is why it is up to me to thank them for all they
they can enrol their learners to live in the A-status.
do…no matter how small.
This is the only formula that will speak success and holistic development over our kids. Teachers are phenomenal human beings.
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I stand in awe and Thank God for the wonderful beings he has blessed us with. This being, a super human being…called a teacher.
WHY TECHNICAL SCHOOLS ARE VIABLE SOLUTIONS TO REAL PROBLEMS
A
real life world is characterized by an assortment of problems and opportunities. These real problems generally manifest themselves
in the form of unemployment, retrenchment, illiteracy
LEFOJANE MARITI Principal, Hodisa Technical Secondary School
and poverty. A technical school trains and produces learners with academic and theoretical knowledge en-
inventive, working solutions used in other faculties
abling them to enter the job market at a minimum and
such as medicine and science. One fine example
possibly develop their own enterprises in the trades.
includes the titanium and plastic implants being de-
Examples of trades are found in every society in South Africa. They are plumbing, construction, welding, motor mechanics, electronics, electrical and digital technology, as well as fitting and turning. These are usually realized through architects, civil and electrical engineers, Information Technology technicians, as well as general artisans and tradesmen. A technical school has a duty to produce a full spectrum of learners for their next step of life. In doing so, we create a ‘team’ who will soon be required to use their know-how to maintain existing industrial infrastructure such as boilers, mechanical engines and power stations. Maintenance of such infrastructure influences sustainability of productivity of our communities. The need for problem solving was evident with recent Eskom’s power outages that shook the
veloped at Central University of Technology for cancer patients. Technical schools are logical first steps to technical institutions of higher learning like CUT. Their existence guarantees a conveyor-belt of prospective artisans and professionals is continually delivered to the tertiary level. In a practical sense, our schools will graduate learners with basic trades’ skills in woodworking, carpentry and plumbing, amongst other abilities. These are talents needed by almost every sector of the economy. An option is to be self-employed. Thus, either way, they will be capable of earning a living. Furthermore, they can help their parents avoid unnecessary expenditures on repairs and maintenance around the household or possibly generate income doing ‘pick-up’ jobs.
country’s economy. This unfortunate reality ignited
Technical schools, like football coaches working daily
the creative realm for individuals to innovate new and
with teams to practice and get ready for “game day”,
safer technological developments that can increase
prepare learners by equipping them with skills for
productivity whilst remaining less harmful to all life.
their future. This is indeed what makes technical
Technical schools provide opportunities to affordable,
schools viable solutions for real world problems and opportunities; we get them ready for life.
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Incubator for Lifelong Learners