iie

IIE Statement -Ongoing matter with the Department of Higher Education and Training (DHET) around the naming of its tertiary brands (Varsity College, Rosebank College, Vega School, and IIE MSA

Tue, 17 Dec 2024 08:29:02 GMT

The Independent Institute of Education (The IIE) has noted a media article regarding the ongoing matter with the Department of Higher Education and Training (DHET) around the naming of its tertiary brands (Varsity College, Rosebank College, Vega School, and IIE MSA).

The article misinterpreted the court application brought by The IIE. The dispute solely relates to differing interpretations of the Higher Education Act concerning the use of brand names and does not impact campus delivery.

The final decision around the use of brand names is still pending and The IIE continues to engage with the DHET to achieve a mutually beneficial resolution.

The court application brought by The IIE is a legally technical matter and does not impact the continuity of The IIE and its campuses. Students, parents, and other stakeholders are assured that this process does not affect the registration of The IIE and the academic delivery of its campuses.

The IIE and its campuses are registered with the DHET, and all its qualifications are accredited by the Council on Higher Education (CHE) and registered on the National Qualifications Framework (NQF).

ADvTECH & The IIE stand ready to support Educor students

Wed, 27 Mar 2024 12:11:49 GMT

ADvTECH & The IIE stand ready to support Educor students

ADvTECH, Africa’s leading private education provider, has pledged its support to Educor students left in the lurch after the college group was deregistered this week.

“We stand by the Educor students and are committed to supporting them in successfully completing their qualification,” says Shevon Lurie, Director of The Independent Institute of Education, the higher education division of ADvTECH. Brands of The IIE include IIE Varsity College, IIE MSA, IIE Vega and IIE Rosebank College.

“We understand the uncertainty and concern facing affected students. This is a regrettable and unfortunate development which will impact thousands, and as The IIE, we endeavour to help students registered for both the contact and distance modes of study to the best of our ability to ensure their academic journey is successful in future,” Lurie says.

“As part of the ADvTECH group, our commitment is not only to our own students, but also to the sustainability, growth and development of higher education in South Africa as a whole.”

Lurie says The IIE has set up a centralised process and will be channelling queries through the Registrar’s office to ensure students are quickly and correctly advised. Students will be accommodated as of Semester 2.

Affected students who would like to enquire about their options of transferring to The IIE can mail registrar@iie.ac.za . The office will assist students with queries regarding similar qualifications, the nearest campus to consider, and the process for applying for academic credits.

Each student’s financial circumstances and academic transcript will be holistically reviewed.

Support for students will be assessed at an individual level given the variables at play. In general, the process ahead will be as follows:

Transfer of courses

The IIE will look for a similar qualification and NQF level in the chosen field of study, ensuring that the student also meets the admission criteria.

Process

The IIE will guide students through the necessary channels and steps to ensure they are fully informed. Given that we are already halfway through the first semester transfers will be facilitated for Semester 2.

Transfer of credits

The IIE will conduct an academic credit mapping exercise for each student. This will entail assessing the overlap between modules that the student has passed with similar modules on the transfer qualification. If there is sufficient alignment, an academic credit/s is granted and the student is exempt from the relevant module.

Fee considerations

Fee credits will be granted for module credits, i.e. the total programme fee will be reduced by the cost of the module/s that the students are granted academic credit for.

“Our focus is to support former Educor students to successfully obtain their qualification, without extending their study period wherever possible,” says Lurie.

Securing Your Educational Journey Unmasking Fly by Night Schools in South Africa

Wed, 31 Jan 2024 06:12:37 GMT

SECURING YOUR EDUCATIONAL JOURNEY: UNMASKING FLY-BY-NIGHT SCHOOLS IN SOUTH AFRICA

Dr Makhapa Makhafola – Chief Operating Officer, SAQA

In recent years, South Africa has witnessed a surge in the proliferation of illegal colleges and universities, commonly known as "fly-by-night" institutions. These establishments prey on unsuspecting students, offering promises of education without adhering to the necessary regulations. As a result, numerous students find themselves victims of these deceitful institutions, facing the consequences of invalid certificates and wasted investments.

The Pervasiveness of Fly-by-Night Schools

These unregistered colleges, often appearing legitimate, have mushroomed across the country. Their deceptive nature can lead desperate students to enroll in programmes that are neither accredited nor recognised by the Department of Higher Education and Training (DHET). It is crucial for individuals to remain vigilant, as falling into the trap of these bogus institutions can have severe repercussions.

Red Flags and Methods of Attraction

To identify potential fly-by-night institutions, individuals must be aware of certain red flags commonly associated with these deceitful establishments. Some of the warning signs include:

• Consultants promising jobs after graduation.

• Offers of two degrees for the price of one or significant discounts.

• Exaggerated claims about accreditation to create a facade of credibility.

• Similar or identical names to prestigious universities like Cambridge or Oxford.

• Application forms lacking essential information or proof of formal schooling.

• Absence of a physical address for the institution or awarding body.

• Local tuition centers claiming to offer qualifications on behalf of foreign universities.

• Continued emphasis on international accreditations and qualifications.

• Unauthorised use of seals, crests, and logos of legitimate institutions.

Spotting Fly-by-Night Schools

To avoid falling victim to illegitimate institutions, individuals should take the following precautions:

1. Check DHET Registration: Ensure the college is registered with the Department of Higher Education and Training, displaying the registration certificate on its premises.

2. SAQA Verification: Confirm that all qualifications offered are registered with the South African Qualifications Authority (SAQA). SAQA provides an identity number for verification.

3. Accreditation Check: Verify if the course is accredited by the Council for Higher Education (CHE), Sector Education and Training Authority (SETA), or Quality Council for Trades and Occupations (QCTO).

4. Realistic Duration: Be cautious of institutions offering diplomas and degrees in an unusually short period, as this could be a sign of illegitimacy.

Important Considerations Before Enrollment

Before enrolling in any institution, students and parents should:

• Investigate the inst itution's operating history, location, infrastructure, and professionalism of staff.

• Verify the qualifications and expertise of lecturers teaching the modules.

• Confirm that the institution adheres to the National Qualifications Framework (NQF) regulations.

SAQA and Types of Institutions in South Africa

The South African Qualifications Authority (SAQA) plays a crucial role in regulating qualifications within the National Qualifications Framework (NQF). Public and private institutions must adhere to registration and accreditation processes to ensure the legitimacy of their offerings.

Understanding Accreditation

Accreditation is a certification of competence, authority, or credibility granted to an institution within the quality assurance system of the NQF. The three primary accrediting bodies are the Council on Higher Education (CHE), Quality Council for Trades and Occupation (QCTO), and Umalusi.

Learners' Responsibilities and Actions

Learners are advised to:

• Differentiate between registration and accreditation status.

• Ensure that the institution is registered and accredited before enrolling.

• Apply on time to legitimate institutions, avoiding desperation-driven decisions.

• Report illegitimate institutions to authorities promptly.

Consequences of Studying at Bogus Institutions

Certificates obtained from illegitimate institutions lack recognition and value within the workplace. Students investing time and resources in such qualifications may find themselves unable to secure jobs and may need to pursue accredited qualifications later .

Seeking Assistance and Reporting

Students and parents discovering they are studying at unregistered institutions or holding unrecognised qualifications are urged to:

• Contact the DHET call center at 0800 872 222 for guidance.

• De-register immediately and request a refund.

• Report the situation to relevant authorities, including the DHET, Quality Councils, SETA's, and the South African Police Service (SAPS).

Conclusion and Contacts

In conclusion, avoiding fly-by-night institutions requires informed decision-making and due diligence. For additional information and assistance, individuals can reach out through various channels, including SMS, calls, and emails, to relevant authorities and organisations such as SAQA and CHE.

Education is an invaluable investment, and by staying informed, individuals can safeguard their future against the pitfalls of illegitimate educational institutions.

HIGH SCHOOL OPEN DAY CHECKLIST: HOW PARENTS CAN GET THE INFORMATION THEY NEED

Thu, 25 Aug 2022 05:59:34 GMT

Time is running out for parents and guardians of senior primary school students to find and enrol at a high school that will best prepare and position the child for a successful future. It can be very confusing to make a call on which school is best suited for this most important task, as there are countless variables at play. However, if parents are prepared with a checklist of questions they need to ask (as well as examples of good responses), this task can be made a little easier – particularly when attending a school’s open day, an education expert says.

“Good schools will host open days throughout the year, allowing parents and prospective students the opportunity to view and get a feel of a campus, ask questions, and decide whether a particular school is the right fit for them,” says Desiree Hugo, Academic Head: Schools Division at ADvTECH, Africa’s leading private education provider.

“These open days are geared to provide opportunities for sharing the best aspects of a school, and excitement can quickly let important questions that need to be considered fall off the agenda. Whether prospective parents attend an open day, or just pay a school a regular visit to guide decision making, it is good practice to go with a plan in hand so that one can objectively compare schools on the various key elements required from an excellent institution,” Hugo says.

The first factor – and a non-negotiable one at that – is the question of academic excellence and future-focused curricula, she says.

“There can be no compromising on ensuring that the school you choose for your child will provide the absolute best on the academic front. An easy gauge of a school’s ability to deliver, is to have a look at end-of-year IEB Matric results to evaluate the performance of various schools against each other. Another way to judge this factor, is to look at benchmarking. “

Hugo advises that academically excellent schools will ensure they utilise international benchmarking assessments to confirm that the school remains locally and globally relevant with rigorous academic programmes and that academic data supports and engages all students in a personalised learning journey.

“Also look out for clear visibility of student-centred practices as an important part of the academic model, intended to build confidence in an environment that values every student,” says Hugo.

“Furthermore, parents should enquire whether the voices of the students are considered valuable in their learning journey towards academic excellence and student success, and whether they are they included in academic conversations with their parents about their plans for progress.”

It is also a non-negotiable to enquire about the curriculum. A school must be able to provide evidence that their curriculum choice is implemented with integrity and is future-focused, and geared towards equipping students holistically across a broad range of technologies and global skills. Ask for evidence of what they do, how they do it, and outcomes, Hugo says.

With the above basics satisfactorily answered, parents can move on to broader questions, such as:

FACILITIES & AMENITIES

The question that needs to be answered here, is how the offering supports the overall learning experience of students. Many schools select a focus for their offering, aligned to their fees, and may not offer all the bells and whistles, but rather ensure that the academic model and subsidiary activities are of an excellent standard instead of offering a wide bouquet.

Check that classrooms are neat, well maintained and that they cater to a wide range of interests and offer flexible seating possibilities. For instance, do classrooms have useful educational technology, is Wi-Fi available, are equipped laboratories accessible, if promised, and are spaces for art, design and innovation utilised for future focused learning?

On the sport side, do they cater to a variety of sport codes aligned to their model and offering, well-kept fields and facilities for those particular sporting opportunities on offer? Even if a child is not particularly sporty, well-maintained grounds are a good sign to take into consideration.

STUDENT SUPPORT

If a student requires additional academic support, whether it be emotionally or academically, what support structures does the school have in place, and how are they accessed? What disciplinary processes are in place to address bullying and other issues that may impact on the wellbeing and success of students? Does the school support the values of respect, diversity and inclusion – and is this evident in the classrooms and across the culture of the school?

TEACHERS & CAMPUS STAFF

What is the ratio of teacher to students in classes? And does the school highlight the academic practices to ensure all students are mentored and supported – no matter the class size?

Are all teachers SACE accredited and can the school ensure police clearance is completed on all who work closely on the campus with children? Are the teachers offered professional learning opportunities to ensure curriculum and pedagogy are foregrounded to support student success?

HOLISTIC ACADEMIC AND SKILLS DEVELOPMENT

In addition to regular subjects that can be expected at most schools, which additional subjects may students access?

What is the school’s approach to 21 ^st Century Skills, such as communication, collaboration, analytical thinking, creative thinking, digital literacy, and problem-solving? How are these skills embedded in the curriculum and the everyday learning experience of students? Is there evidence of cross curricular teaching and learning, and are the students granted regular opportunities to share their thinking and co-construct their learning collaboratively?

IMPORTANT ROLE OF PRIVATE HIGHER ED HIGHLIGHTED BY SLTSA APPOINTMENT – THE IIE

Wed, 17 Aug 2022 06:16:13 GMT

The important role that Private Higher Education can play in partnership with public universities - to increase the access to, and the quality and development of legal education in South Africa - has been confirmed by the recent election as President to the Society for Law Teachers of Southern Africa (SLTSA), of the first incumbent hailing from a Private Higher Education Institution.

Fiona Kaplan, Head of School: Law, at The IIE’s Varsity College, was elected this month to serve as the President of SLTSA. She will be working alongside the newly elected members of the Executive Council - Vice President Prof Howard Chitimira (North-West University), Treasurer Adv Renee Koraan (NWU), and Secretary Glancina Mokone (NMU) – as well as representatives of the society in various committees tasked with issues related to the Judicial Services Commission (JSC), the Legal Practice Council (LPC), and the Magistrate’s Commission.

“This is another significant development for Private Higher Education in South Africa and underscores the strides that can be made if various institutional types work together for the common good,” says Shevon Lurie, Director of The Independent Institute of Education (The IIE), the leading Private Higher Education provider in South Africa.

Lurie notes that the appointment follows a landmark court ruling in favour of The IIE’s LLB Degree, that affirmed that IIE graduates who studied Law at the IIE VC brand are as qualified to enter the legal profession after graduation as students from public universities.

“We are very proud of the selection of Kaplan to this important role, and wish her success in her work on behalf of the SLTSA,” she says.

SLTSA’s mandate is to act as the mouthpiece for all legal academics in the Southern African region through the advancement of research and teaching, and forging relationships with legal practice both within the borders of South Africa and beyond.

“I am excited at the opportunity to forge deeper relations between law teachers and the profession; with the judiciary and with law schools in neighbouring SADC countries. I also hope to ensure greater inclusivity between public and private Higher Education Institutions offering law programmes, and to provide increased support to emerging law teachers in legal academia to becoming published,” says Kaplan.

Degrees offered at public and private institutions are accredited and registered in the same way against the same criteria by the same regulatory authorities, notes Lurie.

“It is only artificial barriers that remain in the path of private institutions and public universities being able to compete and collaborate on a level playing field, as is the case internationally,” she says.

THE CRUCIAL IMPORTANCE OF INVESTING IN EARLY YEARS EDUCATION

Thu, 11 Aug 2022 10:10:04 GMT

There can be no doubt that the early years in education are the most important ones, as they lay the foundation for all future learning. Therefore, it is encouraging that the Department of Basic Education has taken over the crucial Early Childhood Development portfolio from the Department of Social Development, an education expert says, while calling for a greater focus on and investment in these life-shaping years both in public and private institutions.

“Research is clear that early childhood development drives success in school and life,” says Desiree Hugo, Academic Head: Schools Division at ADvTECH, Africa’s leading private education provider.

“Raising the profile of this stage of learning in all schools must – where it is not yet the case - become a priority alongside the effective management of the transition between the home environment to a school environment.”

According to Professor James J. Heckman*, Henry Schultz Distinguished Service Professor of Economics at The University of Chicago, a Nobel Laureate in Economics, and an expert in the economics of human development, early childhood represents a critical time to shape productivity, when the brain develops rapidly to build the foundation of cognitive and character skills necessary for success in school, health, career and life. Early childhood education fosters cognitive skills along with attentiveness, motivation, self-control and sociability—the character skills that turn knowledge into know-how and people into productive citizens.

“As the saying goes, you only get one chance to make a first impression. This is equally true where ECD is concerned. You don’t get an opportunity to go back and change the outcomes arising from these formative years,” says Hugo.

“This is why for us in South Africa, we must endeavour to ensure that the early years learning environments our children experience are nurturing, supportive and inclusive. And the pedagogy must be reflected in the richness of the learning environment by offering aesthetically pleasing and ergonomically designed learning spaces.”

Hugo says an effective learning environment can be compared to an ecosystem where many elements – spaces (indoors and outdoors), resources, routines, teachers, and families – are intertwined and support the student’s incremental growth and personal learning journey.

“The pedagogical focus in the early y

ears must be on building academic confidence so that students develop a love of learning, and are prepared to enter future learning opportunities and ultimately the world of work with the skillset and knowledge that will ensure that they are adaptive and can successfully respond and contribute to their immediate and extended communities in a positive manner.”

When students feel safe, they will be open to learning. Therefore, the environment becomes incredibly important as the third teacher – it creates that safe space – building strong relationships and making important connections with the essential learning elements.

“Students in the early years also learn best when the learning is presented through play and where they are given the opportunity to explore, discover and make necessary connections – where they can discover that there are many ways, possibilities, and perspectives and that mistakes are necessary and accepted as part of the learning process – thus building resilience.

“In such circumstances, the environment must be responsive to their needs. Here the educator, through careful observations and interactions, is required to monitor each student’s growth and tailor experiences accordingly, thus ensuring that the students remain engaged and inspired.”

With changing times in all industries comes the need to reflect and reassess, and education is not exempt from this.

“As forward thinking, innovative organisations; whether our schools are situated in the private sector or public sector, we need to constantly reflect and take a good look at what we are doing, how we are doing it, and how we need to change. We need to listen carefully to our learning community and reimagine our spaces.

“We will be best positioned to serve the next generation by ensuring their early years learning is based on well researched philosophy, international connections, intentional use of resources and materials and its adaptiveness, with teaching and learning taking place in both a guided and incidental manner and that the student takes priority.”

ABOUT ADvTECH The ADvTECH Group, a JSE-listed company, is Africa’s largest private education provider and a continental leader in quality education, training, skills development, and placement services. The Group reports its performance in a segmental structure reflecting the Schools and Tertiary as two separate education divisions, and Resourcing as the third division. ADvTECH’s Schools division comprises 9 brands with more than 108 schools across South Africa and the rest of Africa, including Gaborone International School in Botswana, and The Makini Group of Schools and Crawford International in Kenya.

It owns 9 tertiary brands, across 32 campuses across South Africa and the rest of Africa.

ADvTECH’s 8 resourcing brands places thousands of candidates annually, assisting graduates to make the transition from the world of study to the world of work.

ENGINEERING 101: HOW TO CHOOSE A DEGREE PROGRAMME FOR 2023

Tue, 26 Jul 2022 07:39:02 GMT

Engineering has long been a popular field of study for school leavers, because of the high demand for qualified and experienced professionals in this field, the diversity of options within the field, and the interesting and varied nature of life as an engineer.

However, contrary to the road to career success for prospective engineers of the past, study options have increased dramatically from the historically limited public university offering, and those who are interested in this field should ensure they consider all their options so as to align their chosen branch of engineering with their personal goals, as well as their ability to make an immediate an positive contribution in the workplace, beyond mere academic and theoretical knowledge, an education expert says.

“The specifics of admission requirements for various institutions vary, but it’s safe to say that if you are great at maths, physics and chemistry and have a good command of English or the language of instruction of the institution, engineering is an excellent and sustainable choice of study,” says Neil Manson, Head of School: Engineering, Science and Health at The Independent Institute of Education, SA’s largest and most accredited private higher education provider.

Manson notes that perceptions of a career in engineering can be quite limited, but that it is worth noting that the day-to-day life of an engineer – whether in public or private sector - incorporates many different facets depending on specialisation, which can include:

Designing materials, components, systems or processes,
Planning the capacity and location of infrastructure,
Investigating, advising and reporting on engineering problems,
Improvement of materials, components, systems or processes,
Managing or operating plants and processes,
Managing implementation or construction projects,
Implementing designs or solutions,
Research, development and commercialisation of products,
Education, training and development of engineering personnel,
Postgraduate studies, research and teaching.

“Furthermore, students who graduate with an Engineering degree have valuable and sought-after knowledge, skills and attributes that enable them to work and excel in multi-disciplinary projects and easily expand into other industries, such as banking, insurance, ICT and many others,” Manson says.

Manson says the non-negotiable boxes that need to be checked when investigating which engineering degree to pursue and where, is to ensure that accreditation with the Engineering Council of South Africa (ECSA) is in place and that the institution is accredited with the Council for Higher Education (CHE).

“It is also then important, after those matters have been dealt with, to find an institution that has a close link with industry and that the curriculum is contemporary and updated. While engineers are in high demand, companies are also careful to scrutinise the quality of qualifications, an institution’s reputation for producing work-ready graduates, and the likely ability of a graduate to consistently perform at the highest level.

“Engineering is a complex field and engineers carry a lot of responsibility – sometimes life and death responsibilities - on their shoulders. So it is important not only for satisfying employer demands, but also for developing and empowering yourself to be able to fulfil your duties with confidence, that you find an institution and qualification where the classes are small and you can receive individual attention that goes beyond just covering the theory.

“Ask prospective higher education institutions for a tour of their campus facilities, and look out for up-to-date facilities and laboratories, inspiring campus grounds, and modern programme design.”

Prospective students should also enquire about a faculty’s focus on sustainability, its level of industry engagement, its focus on real-life communities in its curriculum, its focus on entrepreneurial development and the extent to which it provides its students with collaborative research opportunities and industry interaction.

“Engineering is a tremendously rewarding career and opportunities will continue to grow locally and globally even during tough economic times. Matriculants with the academic ability to be successful, and a keen interest in the field, would do well to investigate their opportunities and find the perfect fit within the field for them, as well as the right institution to develop them holistically and help them get ready to contribute upon graduation.”

BEYOND GRADES: THE CRUCIAL SKILLS REQUIRED FOR FUTURE SUCCESS

Thu, 02 Jun 2022 08:44:56 GMT

When considering the quality of a child’s education, one of the chief motivating factors when choosing schools remains the likelihood that a specific school will allow a child to perform at the highest possible level. One of the best measures to adjudicate this is to see how many As and distinctions the school produces annually in Matric exams.

This metric is a vital and objectively verifiable insight into the performance of students at a specific school, and the degree to which a school is committed to academic excellence, helping to tirelessly support students to progress to their best achievement. However, when choosing a school, parents should not only evaluate the school’s academic track record, but also its commitment to instilling and developing those crucial skills which will help students to become empowered and self-actualised in future, an education expert says.

“If it wasn’t clear before, it should be abundantly so now: in the knowledge economy, success in education and life requires substantially more than just academic performance,” says Desiree Hugo, Academic Head: Schools Division at ADvTECH, Africa’s leading private education provider.

“Schools must also strategically be focused on students’ holistic development, their personal growth, and the degree to which they are able to harness their personal strengths and unique talents – on top of ensuring they perform optimally in their exams.”

Hugo says it is imperative that schools focus not only on academic development, but also on global competencies, mastery of which is non-negotiable for future success.

These skills can be divided into five categories: Thinking Skills, Research Skills, Communication Skills, Social Skills, and Self-Management Skills. Each of these key areas are broken down into specific focus areas and age-appropriate outcomes, which are continually revisited from Grade 000 to Matric, thereby progressively developing students’ abilities and enabling them throughout their educational journey.

“These skills should not be viewed as an addition to the academic curriculum, but instead as presenting a fundamental change in approach to teaching and learning,” says Hugo.

She says under the traditional approach, many students’ potential was not allowed to come to the fore, as too many schools amounted to little more than educational factory operations.

However, by focusing on core global competencies and the development of transferrable skills, young people are being empowered to live up to their unique potential and enter adult life armed with the abilities they will need to conquer life’s challenges.

“Consider what the world looked like 12 years ago. We can all agree it does not look like that anymore. Now consider what the world will look like in 12 years’ time when today’s Grade Ones leave school. We simply cannot know. What we do know however, is which skills will equip them to the greatest degree possible, regardless of what that world might look like.

“Considering an uncertain future, skills like resilience, empathy, critical thinking, and problem solving are clearly crucial components of a holistic education.”

Hugo says it is therefore imperative for all role-players in a child’s education – schools, teachers, parents, and communities – to embrace the need to move forward in the way education is viewed, rather than remain fixed in the old-fashioned paradigm of assessment and reporting as the only measure of a student’s success.

“Performing well academically clearly remains essential, in terms of accessing scarce study and employment opportunities locally and globally. However academic success on its own is no longer sufficient to position one successfully for an uncertain future. A holistic education today requires much more than excellent test and exam performances, it also requires preparing children for the future demands, and therefore we need to embrace additional new measurements of excellence in education.”

MATRICS: 3 CRUCIAL MID-YEAR FACTS TO KEEP IN MIND

Thu, 02 Jun 2022 08:41:41 GMT

As Matric mid-year exams kick into high gear this week, it is important for students to get an eagle’s eye view of the significance and importance of these exams – to provide them with perspective regarding the assessment’s role in the greater scheme of their final year, as well as their prospects post-Matric, an education expert says.

“Matric students often tend to look at final NSC exams and think that is the big one on which all attention should be focused, but that is only part of the story,” says Nola Payne, Senior Head of Programme at The Independent Institute of Education, SA’s largest and most accredited private higher education provider.

“In fact, Matric mid-year exams have a unique significance in the big picture and should not be viewed as merely a trial run for final exams, because it plays its own medium to long term role – in various ways - in the outcomes and prospects for Grade 12,” Payne says.

She says the mid-year exams will be more demanding than any exams written before in one’s school career, and provide a good indication of what will be expected from students in their finals, while also providing valuable insights into how they should approach the rest of the year.

“The mid-year exams allow students to hone their skills as well as identify gaps in their knowledge and understanding,” says Payne.

She adds that in addition to serving as a dry-run for finals, students writing mid-year exams should also keep the following in mind:

1) YOUR MID-YEAR PERFORMANCE IS IMPORTANT

Mid-year marks are important primarily for two reasons: firstly, because they contribute to a student’s year mark and secondly, because they can use these marks to get provisional acceptance when they apply to a university.

This means learners must do as well as they possibly can in these exams, to hedge their bets should they face unexpected challenges later in the year. Learners who did well in Grade 11 can already use those marks to apply for higher education, but ultimately an institution will only give final admission based on final marks, and Matric mid-year exam marks contribute to these.

Performing well in your mid-years also gives you a confidence boost as you move into the final stretch of the year, because you can focus your effort where it is really needed, rather than having to keep working on parts of the curricula that you should already have mastered.

2) BUT… YOUR MID-YEAR PERFORMANCE IS NOT THE FINAL WORD ON YOUR PROSPECTS

Although a good mid-year performance is undoubtedly tremendously beneficial, not doing as well as you hoped does not signal the end of the road. It should be kept in mind that after the mid-years, you still have several months to throw everything at your studies and that with focus and a concerted effort, you can substantially improve your performance towards the end of the year.

In this respect, your mid-years will provide valuable insights for you to use when strategising the rest of the year. With the help of your teachers, tutors and school support systems, you can use your performance to develop a framework for the rest of the year to ensure that you address those areas you found challenging and which impacted negatively on your performance.

It might also be that your mid-years show definitively that your plans for next year might need some additional consideration. If, for instance, you wanted to do a qualification at an institution for which you are most definitely not going to qualify no matter how much time and effort you put in, you are now able to objectively consider your plans and devise a new strategy by researching your options and speaking to student support services at higher education institutions. This will allow you to take the pressure off yourself if your vision was not aligned with reality, and help you to find a path better suited to your unique skills and strengths.

3) YOUR MID-YEAR EXAM SIGNALS THAT YOUR STUDY APPLICATION DEADLINE IS TICKING

With the increased competition for tertiary study space, particularly for popular and respected institutions and qualifications, it is important that learners apply for higher education opportunities as soon as possible.

This might not seem like a priority when studying for your exams, but if you are serious about pursuing studies after school it must not be left for much longer.

Thousands of Matrics have already applied for higher education, and if you have not yet joined their ranks, you need to do so sooner rather than later. As the year progresses and the final exams start to loom, you will be even less inclined to spend time and energy on investigating your study options.

It is therefore ideal for those who have not yet done so, to use their June holidays to go visit higher education institutions – whether online or in person by appointment – to discuss various offerings and their related career paths. When doing so, remember that it is also important to ask institutions about their post-graduate support and work-integrated learning components in their curricula.

“This is a really exciting time in the educational journeys of students. Yes, it is challenging and the cause of much nervous excitement at times, but you are truly now putting the finishing touches on your school career as you prepare for the next part of your life and entering adulthood,” says Payne.

“As the saying goes, we need to be able to walk and chew gum at the same time, and this holds true for Matrics right now. You need to do your absolute best and focus right to the end during your mid-year exams, but at the same time you need to constantly review your strategy and adjust your path as necessary. You also need to consider how you are now walking towards your future, and put in place the building blocks to get there.”

GRADE TEN SUBJECT CHOICES: HOW THE CONSIDERATIONS HAVE CHANGED

Fri, 13 May 2022 07:53:14 GMT

The transition from Grade Nine to Grade Ten marks an important and eventful time in a student’s educational trajectory. One of the critical aspects of this transition is characterised by the selection of subject streams – coming up for all Grade Nines in the next few weeks - that essentially determine future study and career options, as well as a student’s performance in Matric.

But unlike previous years, factors that influence this decision have evolved post-pandemic, says education expert Philip Hlatshwayo, Head of Programme at The Independent Institute of Education, SA’s largest and most accredited private higher education provider.

THINK LIKE A PROJECT MANAGER

“Self-management is the one attribute or skill that has always been critical in a student’s academic journey. However, the need for this attribute intensified during the Covid19 pandemic, sparked by the sudden need for increased independence in academic work. The skills you gained during that time can now be harnessed when choosing subjects,” Hlatshwayo says.

Similar to a company project, subject choice selection needs to be treated as a project, he notes.

“A project generally requires a project management plan to be drawn up in order to ensure the success of the project. The critical aspects considered in any project are skills required, the knowledge required and strategies/techniques.

“Subjects are no different and work in a similar model. That is, for each subject, a student needs to ask themself what skills am I required to have for this subject? The skills required for studying Physical Sciences will be different from the skills required for studying History. Self-introspection will therefore help you understand the skills you possess and can potentially develop.”

What prior knowledge is critical for this subject?

“There have been instances where students choose a subject such as Mathematics for which they lack basic knowledge and understanding that were supposed to be developed in the earlier phases. This leads to frustrations because of the requirements cast on the students once they get to Grade 10.

“A critical reflection of the past grades and how you have handled the demands of a subject similar to the one you are choosing will save you a lot of time and stressful moments. But it should also be remembered that there is still time to develop competency in a core subject – with focus and hard work – if you are determined.”

What studying strategies and techniques are necessary for this subject and do these strategies complement my learning capabilities?

Hlatshwayo says students must consider the strategies and techniques needed to be successful in studying a particular subject.

“For one student, thinking about various algebraic strategies in a Mathematics subject may come easy, for another, reading large quantities of History material may be preferred. There are areas in which we can excel and unleash our full potential if we think carefully about it.”

Answering the questions above will be the first step towards understanding your starting point in this project of choosing the right subjects to support your future dreams.

ACADEMIC SUPPORT

Academic support involves various stakeholders such as your teacher, peers, family members, mentors and student support services at higher education institutions, who can help you in your journey.

“As much as your teacher may help you with critical subject-related issues, you may at times need your mentor to help you establish the value of pursuing certain things in your academic journey and seeing the big picture,” says Hlatshwayo.

“Student advisors at higher education institutions can further help you match your prospective subject choices to fields of study and career prospects. They are also able to guide you in terms of how the world of work has changed, and which skills will be in high demand by the time you finish your qualification. Using that information, you can work your way back to see which subjects you have to select now.”

HIGH PERFORMANCE STRATEGY

Armed with the information and approach as above, students should choose subjects that will both 1) leave them with a wide range of options and 2) allow them to perform to the best of their ability in their Matric exams.

“Your subject choice should allow for gateway subjects such as core Maths and Science which will help you to keep your options open,” says Hlatshwayo.

“If you struggle in these subjects, at least retain one of them and focus your efforts. Even if you are not yet confident, remember that you have three years to work hard and get a solid grounding – it’s not too late to rise to the challenge.”

Students should also consider what makes them happy, he says.

“Select one or two subjects which interest you and throw yourself into the pursuit of mastery. If you ‘are able to find your feet and enjoyment in a particular area, that bodes well for your future career and self-actualisation.”

And finally, students should choose some subjects that will help them boost their final results.

“Admission to higher education is performance-based, so having some subjects in the bag where you know you can shoot the lights out if you work hard, will very likely improve your chances of success when applying for further study after Matric.”

COMPULSORY EARLY CHILDHOOD EDUCATION: WHAT PARENTS NEED TO KNOW

Fri, 13 May 2022 07:50:55 GMT

The transition of Early Childhood Development (ECD) from the Department of Social Development to the Department of Basic Education is now in full swing, and will change how the academic development of young children is approached in South Africa. The transition started this month, and will become effective from next year. Among the changes which will be introduced by the move, is the obligation on parents to send their children to school from Grade 00, as opposed to school attendance only being compulsory from Grade 1, as has been the case until now.

An education expert says parents who now need to consider where they will send their young child from next year, must do their homework carefully to ensure the school they choose approaches ECD from a child-led learning perspective. This will ensure they start their academic journey appropriately for their age, that they build strong foundations, and that they have positive associations with attending school.

“Schools have different programmes and approaches, and parents may be seduced by the idea of sending their child to a strictly academics focused ECD institution which will turn their little one into a mini Einstein before they even head to big school. However these good intentions are likely to fall flat, as this is not the correct and age-appropriate approach,” says Lynda Eagle, Academic Advisor at ADvTECH Schools, SA’s leading private education provider.

“The early years are exceptionally important, but learning should be play-based as far as possible. One of the best approaches to this is contained in the Reggio Emilia philosophy of learning. Bombarding young children with a curriculum more suitable to older students is entirely counter-productive,” she says.

When looking for an early learning campus, parents should search for a school that is not only aesthetically pleasing but more importantly where the student’s wellbeing is placed at the forefront.

“Young children learn best when provided with opportunities to ‘play’ - where they can explore, discover, and experiment in order to make sense of the world around them. The school/teachers need to be cognisant of this and facilitate the students’ personal learning journey through careful observations and by providing meaningful and relevant learning opportunities.”

Other things to look out for when hunting for the right ECD environment for your child, includes:

· Teachers who are appropriately qualified to teach in an early learning environment,

· Where teachers have a caring and positive disposition and where a child is viewed as competent and capable,

· Where there is a strong sense of community,

· Where teaching is engaging, relevant and interactive, and

· Where the school follows a positive discipline policy - students are guided positively and supported as they develop their social and self-regulation skills.

“For parents who may be concerned about the ability of schools to adapt to the new paradigm, they can be reassured that the inclusion of the younger years into their programmes is doable if the right approach is followed. Approaches to teaching and learning in the early years – such as the Reggio Emilia approach - are well documented and provide schools with prime examples of best practice. Here the emphasis is not on equipping a school with expensive resources but rather connecting the student with natural elements in meaningful ways, with rich learning experiences, and helping them to reimagine and repurpose available materials – resulting in rich learning opportunities and possibilities.”

LAYING THE FOUNDATIONS FOR ACADEMIC SUCCESS FROM GRADE 1

Tue, 01 Mar 2022 12:39:42 GMT

Building the foundations for future academic success must start from when a child enters Grade 1, and the focus must be on cultivating a love of learning, an education expert says.

“Parents have an important role to play in the early years, in terms of developing the framework for a child’s educational journey. One of the most important ways in which this can be done, is to help the child navigate the early years with humour and enthusiasm, to ensure the process of learning and discovery creates positive associations in the brain, rather than feelings of anxiety and despondency,” says Desiree Hugo, Academic Head: Schools Division at ADvTECH, Africa’s leading private education provider.

Hugo says that by providing playful after-school home routines right from the start, children are able to grow and thrive throughout their school career.

“While there is little to no homework in the early years, putting aside some time every day to focus on the day’s activities, by talking over what was done in school during the day and reading together, for instance, young children will start getting into a natural routine of building upon what they’ve learned. By making this a fun and enjoyable experience, and a positive family interaction, they will start to associate learning with empowerment, which will pay dividends down the line when the workload does start to grow,” she says.

In addition to setting up a daily ‘connection’ routine with positive associations right from the start, parents should also help their children build the skills which will be required from them later in their school careers, says Hugo.

These include:

HEALTHY ROUTINES

Children need a healthy diet, plenty of sleep and exercise. Unhealthy habits and routines can manifest in a child’s general disposition and academic engagement, so establishing good habits – including limiting screentime – is key.

RESILIENCE

Help your child keep a balance and put things into context. Sometimes small things going wrong can have a big impact, especially on sensitive children, so young children need to understand that just because they haven’t yet mastered something, this doesn’t mean they can’t. Help them by emphasising the word ‘yet’ – ‘I haven’t mastered this YET, but I will keep trying and then I will’.

STAYING POSITIVE

While it is normal for parents to feel a little competitive and compare their child’s progress to others, this instinct should be kept in check. Children can very quickly sense if parents feel they are not measuring up to their peers, and this can kickstart a downward spiral in terms of motivation and belief in self. The early years is a developmental stage, and a time for students to explore, discover and hone their skills. Mastering a skill may take many attempts and parents should afford their children the time and space to do so. Therefore, don’t let the child feel their school performance is the be all and end all. It’s okay to not get a perfect score on every spelling quiz, and to focus on mastery rather than performance.

LEARNING STYLES

If you see your child struggling, it is worth speaking to their teacher or a counsellor to determine whether they perhaps have a unique learning style or special needs which require additional support. There are many different approaches to learning and finding those that work for your child will work wonders on their learning journey. Additionally, it might be that the environment is not right for your child, which is why it is important to find a school that is a right fit. It is therefore vital for parents to do thorough research when choosing a school, by talking to other parents, visiting the school, finding out what their approach entails, and how they will enable your child’s success. And if your child experiences anxiety, it is essential to engage directly with the teachers and school leadership teams to consider supportive interventions – prior to moving environments.

MAINSTREAMING ONLINE SCHOOLS WITH GOVERNMENT SUPPORT

Tue, 22 Feb 2022 08:25:26 GMT

ADvTECH, South Africa’s leading private education provider, says it supports government’s intentions to create the conditions to regulate and quality assure the establishment and maintenance of online schools in South Africa, and looks forward to working with relevant authorities to ensure measures introduced will lead to an improved and quality educational experience for all online students.

“In the last few years, the online school offering in South Africa has grown significantly. This continues to be the case, with an even greater increase in new online schools in the wake of the introduction of pandemic response measures in 2020,” says Chaile Makaleng: Head of Schools Compliance and Regulation at the ADvTECH Group.

The ADvTECH Group has 108 schools across South Africa and the rest of Africa. It has more than 33 900 students attending 9 brands, including Crawford International, Trinityhouse, Pinnacle Colleges, Abbotts College, Junior Colleges, The Bridge Assisted Learning School and Evolve Online School, its online school.

“While it is fairly easy for parents to assess the legitimacy of a physical school and escalate problems where they happen, this has not been the case with online schooling resulting in the risk of families being misled by ostensibly exciting novel offerings, which are not built on the foundation of excellence and integrity that all students deserve,” Makaleng says

“Education is too important not to safeguard learners against opportunistic operators.”

Makaleng says when evaluating the merits of an online school, parents should take into account the same considerations they would if they chose an in-person learning institution. Of course, parents must ensure that the school is able to technologically rise to the challenge, but old-school considerations should still factor into the decision.

“New online schools do not have a track record, and parents must therefore look for other indicators of what performance is likely to be. A school that is part of a network – especially one whose schools were able to continue offering the highest quality of academic excellence during lockdown – is easier to assess, as the success of other schools in the group should be replicable in the online environment.

“Another important thing to check is whether this is a school that can and will make arrangements for formal assessments in the final years and how these results will then lead to or hinder access to post schooling opportunities. There are online offerings that are curricula only that are used for instance by home schoolers, and then there are online schools that provide clear leadership on this liaison for you for school leavers. Families need to understand which ones they are accessing. Before the regulations are finalised, this remains a difficult area to navigate – for both the online schools and the families.”

Makaleng says the Department of Basic Education (DBE)’s framework for virtual schools, proposed by government, should also assist in addressing concerns around so-called fly-by night schools and online schools that are not able to deliver on a quality education.

“Although in its initial stages, we appreciate the DBE’s long awaited regulatory support for a rapidly growing alternative to institutional types of teaching and learning in this country. We therefore urge the department to move with speed to ensure the requisite regulatory certainty regarding the establishment and maintenance of online schools.”

Some of the issues that now need to be addressed include the following, Makaleng says:

The process and timing for moving from guidelines that are out for comment to regulations and even legislation.
Details related to how registration, reporting and quality assurance like accreditation will happen, and this includes the roles of provincial and district offices when these schools are not really “located” in districts.
The link between these schools and higher education in SA.
Clarity about the impact on home schoolers and their support centres, and those families who still opt to remain outside of formal school-based education (online or physical) will be impacted.

“Given that many online schools follow international curricula leading to international examinations and certification, there should be measures in place to monitor the integrity of the type of curriculum that is offered by providers, to ensure unsuspecting parents and students are not left with certification not recognised in our higher education system,” Makaleng says.

“On the other hand, with regards to CAPS alignment and mapping, online schools should be expected to meet the key curriculum outcomes and it is not yet clear how this will be monitored by Umalusi and others in the context of the rights and responsibilities of independent schools.”

Students must also be able to move between online and in-person schools, and between home-based education and formal schools of both types, without being negatively impacted by lack of clarity on the status of schools and curricula and assessment bodies.

“In order to strengthen, where appropriate, synergies between online schools and in-person schools, the former must be required to be able to demonstrate how they comply with key assessment standards and protocols, mindful of the rights and responsibilities for independent schools in this regard,” Makaleng says.

ADvTECH also believes that as with in-person schools, teachers at online schools should be thoroughly vetted, as contemplated by the Children’s Act in that all teachers must be officially cleared for appearance on the National Register for Sex Offenders (NRSO) and the National Child Protection Register (NCPR). All teachers must be academically and/or professionally qualified, and appropriately registered with SACE to ensure integrity and safety of online teaching and learning.

Makaleng says all online schools should also be legally registered as a company or other legal entity and should be urged to establish and belong to a recognised association of online schools, particularly as this formal education mode is new in South Africa.

“We look forward to the swift finalisation of the proposed framework, and the improved educational outcomes for all online students.”

THE LOGISTICS TO MASTER ON YOUR WAY TO STUDY & CAREER SUCCESS

Tue, 22 Feb 2022 08:17:03 GMT

Tens of thousands of young Matriculants will step onto university campuses over the coming weeks, ready to take on the next phase of their lives. This milestone marks their entry into adulthood and will be exhilarating, exciting and often rather scary, because they are now wholly autonomous and responsible for the trajectory of their lives.

While the years that lie ahead will bring with it highs and lows, mostly routine but upheaval and setbacks at times, the road ahead can be made much more manageable, enjoyable and ultimately successful if young people know which logistics and changes in mindset they can master, an education expert says.

“For the most part, you can’t manage what life throws your way. What you can influence however, is the skills and resilience you build, which ultimately will enable you to steadfastly work towards success, while also being better equipped to handle the curveballs life throws your way,” says Peter Kriel, General Manager at The Independent Institute of Education, SA’s largest and most accredited private higher education provider.

Kriel says one of the biggest culture shocks new students will experience, is the realisation that they are free to make their own choices every day, without being told what to do and where to be by the adults around them.

“While at school, students were used to teachers’ guidance, influence and disciplining to get things done. At higher education level, it’s on you to know where you need to be and what you need to do, and doing it requires discipline and taking responsibility for your destiny,” he says.

Kriel says as students enter their orientation weeks, it will be useful for them to consider their paths ahead and get the logistics in place, so that they can master their new environments and the mindset required to succeed.

He advises the following:

ENVIRONMENTAL LOGISTICS

Take full advantage of the orientation programmes set up by your institution of higher learning. Attend the sessions where they familiarise you with the campus and/or online study logistics (many public universities are still online only). Visit the stalls where you are introduced to sport and culture clubs and find something that interests you. Studying is about more than academics, and if you immerse yourself in all that your institution offers, and get involved with healthy organised activities along with your peers, your experience will be greatly enhanced.

In terms of academics, make sure that you have your planning clearly outlined. What is your class schedule, when will you be working, will you be studying in the library? How far is the library from the class you will be attending right before your free time, and how far from the class you will be going to after the break? What time do you need to catch the bus or taxi to be at your 8am class? Understanding how your diary relates to your physical environment, will allow you to clearly outline your plan for each day’s attending of classes, studying times, and where this studying will be done.

Deadlines! As soon as you receive any kind of indication of a deadline – for exams, assignments, presentations and the like – make sure you diarise this clearly and plan accordingly. It is your responsibility to know what you need to be ready for by when, and you can no longer rely on a teacher to constantly remind you.

SUPPORT LOGISTICS

The leap between school and higher education is significant – academically and emotionally. It’s a new environment, the workload is heavier and harder, the environment new and the people strangers. Even the strongest and most resilient person might need some help at times, and a good institution will have a variety of accessible support structures in place to assist and support their students. Find out as soon as possible what support structures your institution has available, and how to access them. If at all you start to feel you need assistance, whether it be counselling, additional academic support, uncertainty about your study choice or career guidance, speak to someone whose job it is to help you as soon as possible. Don’t wait.

MINDSET LOGISTICS

Perhaps the most important learning to master – apart from the actual academic demands of your qualification – is the understanding that your study years don’t stand apart from your subsequent career, but are in fact part of your entry into your career.

Upon qualifying, you will need to lean on your achievements during your years as a student, to showcase your fit for a position and set yourself apart from other candidates.

Treating your studies as part of your career journey means that you don’t go to class every day as an empty receptable waiting to be filled by the wisdom of the person standing in the front of the lecture room. Instead, you can get involved, question, start networking in your field, work on your portfolio, and in everything endeavour to become better at what you do, rather than just going through the motions so that you can get that degree.

This could be hard to do at an institution purely focused on curriculum delivery, which is why it is important to look for an institution focused on work-integrated learning and curricula which match industry demands, and provide real-life industry problems to work on as part of the curriculum. Nevertheless, if your institution is not so inclined, you can still endeavour to start networking and get a feel for the real life demands and opportunities in your field.

BALANCING WORK-PLAY LOGISTICS

A great social life is a large and important part of the higher education experience, but it’s good to always stay in control of what’s going on – whether it be in the moment, or over the long-term. Don’t let things spiral out of control, and as soon as you start feeling something is not right, turn that ship around. Listening to and trusting your gut is a crucial element on the path to personal and professional mastery. Have fun, but also understand that discipline is freedom.

“As you start out on this new and exciting path, start developing your professional reputation right from the start, and build a professional social media presence – the first investigation any workplace will launch into prospective candidates,” advises Kriel.

“And know that if you mess up, the best approach is to own up to it and do better next time. Know that there are myriad resources around you designed to help you succeed, and go have the time of your life!”

COPYCAT, PROMETHEAN OR COOKIE CUTTER: THE DEFINITIVE GUIDE TO CHOOSING THE RIGHT SCHOOL IN THE MID-FEE SECTOR

Tue, 07 Dec 2021 11:57:32 GMT

December 2021

Choosing a private school is a complex process and the wide range of available options does not make it any easier. Over the past decade, private schooling in South Africa has changed significantly and there are now private schools available across the economic spectrum.

With diminishing confidence in the public sector and the growing demand for high quality education, the provision of private education opportunities to the so-called middle-income sector has increased dramatically.

Choosing the right school for one’s child is a critical decision, and parents need to look beyond the marketing and sloganeering to identify a school that will help their child meet their aspirations, an education expert says.

Dr Felicity Coughlan, Group Academic Director at ADvTECH, SA’s leading private education provider, explains that there are three points on the continuum of private school options: Standalone schools (which are not part of a group or set up to be the start of a promised network or group) which are either modelled on the staid, top-end traditional models or who claim a position converse to those traditions (even if not well articulated beyond being contrary).

Others are part of a mass roll-out of a model designed for scale and ease of replication (cookie cutter) rather than steeped in any solid educational belief or principle.

The third point on the continuum is held by schools that are networked or grouped, but have a clearly articulated educational position supported by a framework for educational and financial sustainability without limiting the promethean opportunities any school should embrace to fully meet the unique needs of the community in which it is located.

Dr Coughlan says that while weighing up the myriad of private school offerings is a complicated calculation, there are 10 factors parents must take into consideration, which will help guide their thought process. These include:

1. LOCATION

Many schools are in the communities they serve, offering meaningful alternatives for parents and students. Given traffic and other considerations, location is important and so is the availability of reliable and safe transport. On the other hand, location within a lifestyle environment may limit the children’s access to a diverse student community or to specialist facilities, teachers or sports of interest, or result in management arrogance at perceived lack of competition. There are always trade- offs and local is often more pragmatic, but the trade-off decisions must be carefully considered.

2. HISTORY & REPUTATION

We send our children to school to set them up for later success so any school that cannot deliver well on the school-leaving examinations is a risk to these aspirations. New schools do not have a track record and parents must thus look for other indicators of what that performance is likely to be. If this is a standalone school, you will need to rely on the comfort gained from the way that the school speaks about its plans for its first Grade 12 class. A networked or group school can share the performance of its other schools and should be able to articulate how these will be replicated. In the lower grades and in primary schools, the school should still be able to talk competently about the transition to high school and how it is managed and why it is managed in that way.

3. TEACHERS

A strong cohort of teachers will combine new teachers with their energy and innovative ideas and recent training with a group of seasoned teachers with an established track record. A school that does not require all their staff to be registered with SACE and cleared by the police for child safety may not have thought through all the risks they are taking on. A school that employs only new teachers may be more focused on costs than on achieving the outcomes you want for your child. A transformed teaching staff is imperative – without it not all children are able to access role models that are like them and the gap between the school and the world out there is reinforced rather than closed.

4. REGISTRATION

A school must be registered and accredited. Cottage “schools” are neither. If you are considering a “school” that is not registered or accredited, you will need assurance on how quality is managed, children are protected and acceptable national school leaving examinations are accessed. It is critical to assess the legitimacy and standing of the assessment provider so that there are no nasty surprises when children try to access post-school study.

5. LEADERSHIP

Schools succeed or fail based on their leadership teams. If you cannot access these people when considering a school, or if they are not able to answer your questions on matters such as culture and inclusion, then it is most unlikely they will be accessible and engaging after you register your child. If the leadership is not available to you as a prospective fee payer, they are also not likely to be accessible to you as a parent or the teaching team as staff. Try to understand what the school leadership believes about growth and discipline and community, and you will quickly identify if there is a synergy with your values.

6. TECHNOLOGY

Modern campus-based education is technology enabled but not technology led. A few direct questions will enable you to assess if technology is adding to the teacher led learning or if it is a means of keeping costs (for the school) down.

7. CULTURE

The match between the culture of the school and that of the family must be looked at. Schools that are diverse and inclusive generate skills in their students to live in an integrated world. Even if a school aligns itself with a particular religion, its approach to other faiths is a means of communicating how inclusive and respectful the school is. Schools are more conservative than their public projections so if you choose a school that has already chosen a single world view you should not be surprised when that permeates most of what they do. Ask questions such as about non-traditional family structures or religious education beyond the chosen religion. The capacity to answer these questions with ease and concrete examples that are not patronising or paternalistic or filled with euphemisms is a measure of the ethos of inclusion and diversity.

8. FACILITIES

A quick tour of the school will show you where they spend their money. What the school chooses to show you first or most tells you what they value. The way in which the school has thought through the needs of parents in matters such as parking, logistics, aftercare arrangements, and communication channels indicate how family-centred the school is.

9. FEES

Many schools advertise fees as fully inclusive but not all keep to that and many charge levies for all sorts of standard operational needs. Check the detail.

10. AGENCY

In some networked or group schools, teachers are given lesson plans and standard assessments to “protect” quality and ensure uniformity and standardisation. The teacher as an autonomous professional is invisible. In others, teachers are given professional development and guidelines, and common tools and assessments are benchmarked, but each teacher is required to exercise professional agency and judgement to respond to the needs of the children in their class on a particular day.

In some schools the teacher rules and is not subject to any evaluation or monitoring. In standalone schools one could find any of the three. If one employs professionals, they should surely be entrusted with professional practice while there are mechanisms of accountability that ensure that what children get is the best. Just asking why things are done the way they are would be instructive in learning whether the school sees its teachers as trustworthy professionals and has systems to monitor performance and promote growth, or whether the school does not trust its teachers or abdicates to them.

“Ultimately, when making a decision about which mid-fee private school is right for your child, parents are unlikely to find a school that measures up to all their expectations, given the fact that any school is a complex organization. However using the above ten elements as a guide for decision-making, parents will at least be able to reach a meeting of the minds that will allow them to make the investment with some sense of comfort and excitement for their child’s educational journey,” Dr Coughlan says.

INTEGRATIVE LAW: LEGAL STUDIES EXPANDING, CAREER OPTIONS GROWING FOR STUDENTS

Tue, 23 Nov 2021 07:24:00 GMT

NOVEMBER 2021

Prospective students considering a law degree often have visions of black robes and courtroom battles in their post-graduation future. However in South Africa, the legal practice environment has in recent years seen a movement towards more non-litigious, non-adversarial methods of dispute resolution, which means that those who were hesitant to pursue a legal qualification because of what appears like a prohibitively intimidating environment, now have cause to reconsider.

“The legal field is a great option for a sustainable career, but in the past, many prospective students were reluctant to pursue this option because of their concerns that the perceived combative nature of the profession is not a great fit for their personality,” says Bronwyn Le Ann Batchelor, Head of Faculty: Law at The Independent Institute of Education, SA’s largest and most accredited private higher education provider.

However the legal field, and market demands for legal intervention that doesn’t necessarily require the involvement of courts, has expanded greatly in recent years, she says.

“This has led to the introduction of Integrative Law into the curriculum of institutions who are in touch with developing demands in the industry. Integrative Law is a forward-thinking elective that prepares graduates for the world of work and this ever-changing legal environment,” says Batchelor.

“The purpose of this unique module is to introduce students to other forms of dispute resolution and to holistic conceptualisations of law in the legal profession. It assists students in differentiating between adversarial methods and non-adversarial methods of legal problem-solving and assessing mediation, collaborative law and holistic approaches to law as problem solving techniques.”

Batchelor says changes in the Rules of Court, for example, underscore the importance of developing non-traditional legal methods of dispute resolution in South Africa, which presents an opportunity in a growth field for prospective students, whether they have already decided to pursue an LLB, or indeed if they have not yet decided what they want to study.

“The Integrative Law Movement has become a global community of lawyers as peacemakers and lawyers as changemakers, constantly evolving and challenging the way that the practice of law is traditionally practiced. Integrative Law is best described as the emergence of a new legal system, focussed on granting dignity to everyone involved in the legal process on values-based solutions, and it uses a variety of perspectives and approaches to resolving conflict in legal practice.”

Batchelor says prospective students who are interested in incorporating Integrative Law into their training, should take care to interrogate the curriculum at their future institution of higher learning or public university, as it is a new learning track locally and not widely offered, even though it is already widely practised in the world of work.

“Integrative Law is a paradigm shifting module where you are challenged to separate everything that you have been taught about the adversarial constructs and notions of legal practice from what Integrative Law will show you,” says Batchelor.

“It challenges the preconceived and traditional ideas of what a lawyer is and should be, and their role in legal practice today and in the future. Integrative Law disrupts perceptions and enables students to stop and reflect upon conscious and healing methods of practising law for their client, the opposition, offender and victims, the community and public at large and, most importantly, for you as a future legal practitioner.”

Batchelor notes that Integrative Law is not merely Alternate Dispute Resolution.

“Instead, you will learn that Alternative Dispute Resolution is but one of many approaches to holistic and healing lawyering. Integrative Law also explores aspects of therapeutic jurisprudence, various methods that legal practitioners can use to exercise self-care and reduce stress in today’s fast paced environment, as well as consider the constitutional values that are instilled by the Constitution on the legal profession.”

MATRIC PARENTS: HELP STUDENTS CUT OUT THE NOISE & KEEP ON MOVING

Tue, 26 Oct 2021 07:02:23 GMT

As the Matric Class of 2021 enter the final stretch of their school careers, having to focus on both their exams and what comes after, an education expert has advised parents to help their children move progressively forward every day by cutting out the noise and doing what needs to get done, regardless of concerns over what may come.

“The end is finally in sight for Matric learners, who now need to remain as focused as possible during exam time, to ensure they achieve the best possible marks to allow them to progress successfully beyond Grade 12,” says Peter Kriel, General Manager at The Independent Institute of Education, SA’s largest and most accredited private higher education provider.

But he says many students remain concerned about whether they will perform to the best of their ability, whether there might be more surprises coming this year in terms of unforeseen disruptions - whether related to exams or external events - or over what they are going to do next year… Should they register to study further or wait and first see what the environment looks like in February 2022?

All these thoughts can take away Matrics’ attention from what is most important now – focusing on their finals, says Kriel.

“Unfortunately, our children over the past two years have had more than the regular share of concerns senior high learners normally need to deal with, and this has had an impact on the way decisions about the future are made. In particular, forward planning has taken a hit, with many parents and students adopting a wait-and-see approach.

“This is because significant weight is being given, and allowances made, for future potentialities, which can lead to anxiety, loss of focus and analysis paralysis. As parents, it remains important to provide guidance and a measure of certainty in this regard, so that children can go ahead and make plans for the future, while keeping in mind flexibility and resilience may still be needed,” says Kriel.

Some of the concerns that should be dispensed with to ensure Matrics can focus single-mindedly on their exams, include the following:

1) CONCERNS ABOUT PERFORMANCE & ITS IMPACT ON POST-MATRIC OPTIONS

“Now is the time to put all your attention on doing as well as possible, until the very last paper. Don’t dilute your attention by worrying about what you will do if you do not perform as well as hoped,” says Kriel.

“Regardless of your performance, there are always paths toward achieving a degree. Of course, the better you perform, the more options you will have straight out of the gate, however it is important to know that if you do not perform as well as you wanted, there are always doors open,” he says.

These include – depending on results – the option of rewrites to improve results in specific subjects, opting for a different first qualification, or enrolling for a Diploma or Higher Certificate instead of a degree. Higher certificates and diplomas provide alternative pathways into a degree in the event one’s Matric results don’t meet the admission requirements.

“There are many more routes toward a successful career on top of those listed above, however the key point is that you can set your mind at ease knowing that there are always options, and that you don’t have to expend precious mental energy on worrying about what ifs. Do your best, and know that you are covered.”

2) CONCERNS ABOUT WHETHER THE 2022 ACADEMIC YEAR MAY AGAIN BE IMPACTED

Many Matrics are uncertain about their future, and can’t decide whether they should pursue the studies they wanted to pursue next year or rather just wait and see what the new year holds before making a decision.

“If we say we need to start living with uncertainty, it means just that. Don’t wait for everything to be running more or less smoothly, because if anything, we have learned that we have to keep moving regardless of circumstances. Tens of thousands of Matrics across South Africa are doing just that, and have already registered to start their studies next year, committed to realising their dreams.

“So if you have not yet settled on whether you should further your education, make use of the time after examinations to investigate your options, talk to higher education institutions, and get yourself excited about your next steps. A good insurance policy is to make sure that you find an institution which is able to continue with the curriculum without interruption to ensure you’ll finish the academic year successfully even if unforeseen events arise,” says Kriel.

3) CONCERNS ABOUT RESULTS RELEASE DATES

“No matter when your results come, keep your eye on the prize and do what needs to be done, regardless. Currently, dates are always in flux, so it is possible that results release dates may again be impacted,” says Kriel.

But he says parents should remind their children (and themselves) not to get distracted by external noise and logistics.

“Do what you know needs to be done, and keep going - progressively further every day. Don’t rely on others to tell you what to do and when. In the past two years, those focused on their personal and academic growth have really strengthened their self-direction skills. So don’t wait for the world to say you can go ahead to the next step now. Instead, face forward, and think about and plan for your future. No matter how uncertain you are feeling, planning for the future and moving forward provides an anchor in uncertain times.”

One way to get focused and feel less anxious, is for parents and students to act on the things they know will happen, even if they don’t know when they will happen, says Kriel.

“Wild speculation about what curveballs may arise is unhelpful and serves no positive purpose. By creating an ocean of calm and certainty about your purpose and direction, knowing that you will handle whatever may arise when it arises, you’ll be able to successfully continue on your road to academic and career success.”

PRE-SCHOOL MATHS EDUCATION REQUIRES AN URGENT RETHINK – EXPERT

Fri, 08 Oct 2021 06:31:45 GMT

The massive change our world has experienced these past two years, and the fact that the future will be very different from anything we have come to know, means that it has become crucial that the way we think about teaching and learning in the Pre-School Phase is reconsidered, an education expert says.

“Understanding how children learn, what is relevant and how we can make the necessary connections, is vital if we are not only going to prepare children for what they may face in the future but also if we are going to develop them as self-confident,” says Lynda Eagle, Academic Development Coordinator at ADvTECH, Africa’s largest private education provider.

She says children must be ready and prepared to solve problems that they may encounter in future – problems that may look very different to those we would have faced in the past – and that they must be empowered to adapt, manipulate and change situations, to be creative and innovative and contribute to their communities in a positive and beneficial manner

“Mathematics is one of the areas that we encounter in our everyday lives. It plays a vital role in the way the world works but it also appears to, in many cases, conjure up fear, anxiety, and avoidance from a young age,” says Eagle.

“We therefore need to ask why this is so, and the answer may be the way in which we approach and teach mathematics particularly during the younger years. By shifting practices – by understanding how children learn, observing them while they play, tapping into their interests, making meaningful connections, and building a creative, problem-solving culture, we can prepare children in a positive way for future learning in mathematics and life in general,” she says.

Eagle says that while it is important to build robust connections between number and quantity, it is equally important to help children make sense of how mathematics works, how it is connected to other areas and to develop spatial awareness.

“We need to situate mathematics within the real world, and provide children with plentiful and meaningful opportunities where they are able to hypothesis, explore, experiment, investigate and discover – where they learn through situations and the manipulation of objects in a concrete way in order to build their understanding and to make those all-important connections.”

Of utmost importance is for parents and educators to be patient, and give children not only the opportunity to explore and experiment in the mathematical space but also the time they need.

“We need to recognise that they also learn at their own pace and in their own way and that this process cannot be rushed, and shortcuts cannot be taken – particularly in mathematics education. This is required if we want children to approach problem-solving in a positive and creative manner throughout their education journey – where they can fail and try again and where there is not just one way of doing something. This is needed if we want children to be able to reason and apply what they have learned and understood in different ways and for different purposes or reasons,” Eagle says.

“Educators will do well in adopting a strategy where they get to know the child and introduce the concepts in mathematics that are so important in a meaningful and concrete manner, while connecting concepts not only through man-made materials, examples and situations but also by linking them to mathematics in nature, real-life and the arts. Just as in life, recognise that building positive relationships always leads to more successful outcomes, and in future hopefully also the creation of spaces in which mathematics is celebrated.”

GRADE 11s: START YOUR 5-STEP MATRIC SUCCESS JOURNEY TODAY

Fri, 08 Oct 2021 06:17:26 GMT

As Grade 11s head into the final quarter of the year after the holidays, they are advised to use the coming months before they start their final year of school to implement a strategy that will smooth their Matric journey and ensure maximum success, an education expert says.

“There are some sure-fire ways you can ensure you finish your school career successfully, and set yourself up for entering higher education on the path towards a fulfilling career,” says Wonga Ntshinga, Senior Head of Programme: Faculty of ICT at The Independent Institute of Education, SA’s largest and most accredited private higher education provider.

“It is important to seize the day, however, and make optimal use of the weeks and months ahead, as time is now on your side,” he says.

Ntshinga says it is to be expected that there will remain some challenges associated with this period in history in the year to come, and some new challenges may arise.

“The only certain thing at this stage is uncertainty. So it is crucial to use times of relative calm to fortify yourself and your academic career by paying attention to those matters within your control. The last quarter and the December holidays provide you with this opportunity to get in the right frame of mind by finishing the year strong and considering your future path without the pressure next year will bring,” he says.

Wonga advises Grade 11s to invest in their future now by taking the following steps:

1) SHOOT FOR THE STARS WHEN SITTING FOR YOUR GRADE 11 FINALS

“Grade 11 is an opportunity to hedge your bets against any potential problems that may arise in Grade 12, whether academically or personally,” says Ntshinga.

He says many higher education institutions will make a provisional offer based on a learner’s Grade 11 performance, which means that learners can get time-consuming higher education applications out of the way early in the year. Additionally, if they don’t perform optimally in Matric, good results in Grade 11 provide them something to fall back on.

“So as you head back to school for the fourth term, resolve to do everything in your power to finish the year as strong as possible and to perform to the best of your ability in the exams,” Ntshinga says.

2) TAKE SOME TIME DURING THE HOLIDAYS TO WORK ON SUBJECTS REQUIRING ATTENTION

After the exams, make sure you get some well-deserved rest following a tough year. And then, when you have relaxed sufficiently, invest a small amount of time working on concepts or subjects you found tricky during the year or which showed up as areas for improvement during the exams, Ntshinga advises.

“By investing a few days during the holidays, you can significantly strengthen your foundations going into Matric. Working on just a handful of core concepts or challenges while you have free time will let you enter the new year with a stronger foundation and momentum, allowing you to spend more time on the new subject matter in Matric,” he says.

3) PLAN YOUR YEAR AHEAD

“During the holidays, draw a calendar outline of next year and note down important dates,” says Ntshinga.

He says the calendar overview should denote the start and end of school terms and when exams and significant events are likely to happen – even if those dates have not been fixed yet.

“By conducting this exercise, you will create a deep understanding of how much time you’ll have available to study and revise next year – spoiler alert, it is less than you think - and by when certain actions need to happen. This will allow you to calmly, and timeously master work, rather than having to anxiously cram as the finals and other deadlines creep up on you.”

4) TAKE TIME TO THINK OF YOUR FUTURE PLANS

By now, most Grade 11s should have a good idea of what they want to do after Matric.

“If you do not yet know, or are undecided about your plans going into 2023, now is the ideal time to consider the matter – before you go to Matric,” says Ntshinga.

“The reason for this, is because you will have very little uninterrupted time to consider your future plans during your Matric year, and leaving it so late means that there will be many other things competing for your attention. So in order not to have to make a decision under pressure and without clarity of thought by the time application due dates roll around, start considering and cementing your future path as soon as possible.”

For those learners who don’t yet know what they want to do after Matric, the December holidays provide the perfect opportunity to consider their plans, Ntshinga says.

“During your downtime, spend some time looking at the websites of respected higher education institutions, public and private, and reach out to current and former students to hear about their experiences studying there – particularly during lockdowns. Speak to a student advisor, determine which qualifications match your aspirations, and find out what application requirements apply for different qualifications. Having this information before you head into Matric will help focus your attention on what you need to achieve and how you need to perform to make your career dreams come true.”

5) GET SOME GOOD HABITS GOING

The past two years have been extremely stressful, and next year seems likely to continue in a similar fashion, at least for a while.

“Even if the world returns completely to pre-Covid times, what the pandemic experience has shown us is that we need to work on building good and healthy habits and work on maintaining mental, physical and emotional wellbeing,” says Ntshinga.

“So starting right away, if you have not yet done so, start introducing small, positive new habits into your daily life, and work on leaving behind those habits and behaviours that no longer serve you. In these uncertain times, sometimes the only thing we can control is ourselves and how we respond to external challenges. By building your mental, physical and emotional resilience little by little each day, you will be rewarding yourself with the best possible chance of attaining future success.”

LEADING PRIVATE TERTIARY BRAND ANNOUNCES NEW STATE OF THE ART CAMPUS

Thu, 23 Sep 2021 11:13:09 GMT

The IIE’s Varsity College recently opened its new campus at the NCG Precinct Development in Newlands, Cape Town.

“Our evolving teaching and learning approach is based on constructive principles where our students are required to actively participate in their learning and skills development holistically. Our new state of the art Cape Town campus is designed around these principles. The new campus will also allow for further flexibility as we continue to grow our programmes, faculties and student numbers”, says Louise Wiseman, Managing Director of The IIE’s Varsity College and IIE MSA.

The campus, consisting of six levels, is designed to accommodate 4,500 students and is equipped with 32 lecture rooms and five fully fitted computer venues. The two 160 seaters are the largest lecture rooms. Each campus level is equipped with Study Hubs where students can sit and prepare or study whilst waiting for the start of their lecture. Levels five and six are fitted with Think Tanks for students to have discussions, study or collaborate.

Says Saleem Jackson, Campus Head at The IIE’s Varsity College Cape Town: “Two of our most exciting features are facial recognition access control and our modern library. The access control feature indicates that we are serious about the safety of our students and staff. The expansive library is divided into Group discussion and Quiet rooms, a Research Area where our books are shelved, and 90 computer workstations.

All lecture and computer rooms are fitted with the latest technology data projectors and software, have WiFi coverage, and are fully carpeted with soft seated chairs. The campus interior design consists of neutral tones and wood finishes accentuated by brightly coloured furniture pieces and visuals. The look and feel provides consistent texture and artistic interest across the campus. The colours are used mainly on the back walls of each lecture venue so as not to distract the students during lectures and to provide energy to each venue.

NCG is a multipurpose sport, commercial, education and leisure-oriented precinct. The precinct has an approximate 20 000 square metres of commercial and office space, which is being developed and which will include cafés, restaurants, a cricket museum and other exciting cricket-related facilities. NCG is also directly connected to the Newlands Railway Station, the Bus Rapid Transport System, taxi zones and pedestrian and cycle lanes. This will make it easier for students without vehicles to commute to and from campus.

The campus location aligns with the IIE’s Varsity College brand positioning, which is progressive, innovative and inclusive. The southern suburbs have been the home to The IIE’s Varsity College Cape Town for over 30 years, which is another reason why Newlands is the chosen location.

“We look forward to welcoming prospective students and parents to our new campus, especially at the Open Day, which will place on Saturday, 11 ^th of September 2021,” concludes Jackson.

THE GIG ECONOMY & SPECIALISATION: WHAT TO STUDY NOW FOR THE FUTURE JOB MARKET

Mon, 30 Aug 2021 06:57:08 GMT

A major development arising from the changing world of work over the past year and a half, is the growth in the gig worker economy - that is, professionals who don’t necessarily get employed full-time at a company, but sell their time and expertise to multiple clients as consultants.

In the past, permanent employment was for the most part the sought-after norm, but in recent years – even before the pandemic hit – young people increasingly sought more flexibility in the workplace. This trend was predicted by the World Economic Forum in its Future of Jobs Report of 2018, and is becoming firmly entrenched as the career path of choice for those who excel at what they do and are able to work productively, independently and at a standard that means their skills are sought after by companies outsourcing work to independent contractors.

Just like the historic jobs market however, competition is stiff in the gig economy, and those who wish to pursue this route must ensure they get a solid grounding in all the skills required to become successful.

“In the gig economy, specialisation is key and generalist skills are non-negotiable,” says Dr Gillian Mooney, Dean: Academic Development and Support at The Independent Institute of Education, SA’s largest and most accredited private higher education provider.

“You have to be very clear about what it is that you offer, and you have to ensure that you are the very best you can be in that field, combined with a healthy dose of being able to run the logistics of your consulting business.

Dr Mooney says it is now well-known in which professional fields specialists will be in high demand in coming years, for example anything AI, Big Data, Internet of Things, Robotics, and Encryption-related. The creative industry is also a major field in which outsourcing will continue to grow, she says.

“So what you need to do when deciding what to study now, is to match your interests to these future growth fields, and then see what options are available at various higher education institutions, because the offering varies widely in terms of curriculum content and quality, and there are constantly new programmes being developed that may not have existed a year or two ago.”

For those who have a first degree, it may also be a smart investment to continue to specialise in their field by pursuing a post-graduate qualification, says Dr Mooney.

Additionally, while the intention is to prepare for the immediate future continued professional development has become necessary for everyone as a matter of course, because the world of work requires ongoing adaption and upskilling as a result of constant and rapid change.

“Doing an additional year of specialisation in your field, or investing in a few short courses to broaden your skills, is a great addition not only to your portfolio in a crowded market, but also to the development of your transferrable skills and industry contacts which are essential in the gig economy. As you continue to deliver high quality work, clients often want to work with you on other projects not necessarily within your main field. If you are able to constantly hone your skills and expand your skillset, that means you will be able to take on more and more diverse projects.”

Dr Mooney says there are a number of exciting new courses being offered from next year in growth fields which will enhance a candidate’s chances in both the traditional world of work as well as the gig economy. These include a Higher Certificate in Mobile Application and Web Development which will be offered at The IIE’s Rosebank College, Vega, Varsity College and IIE MSA; a Post Graduate Diploma in Data Analytics (Varsity College); and a PhD in Brand Leadership, the only one of its kind in Africa, offered at The IIE’s Vega, to name a few.

“These are only a fraction of the new qualifications that will be available from 2022, and there are a host more that have been developed and implemented in the past two to three years. The important thing when deciding what you are going to study next year after Matriculating, or what you are going to study if you seek to develop your professional skills with a view to making a change in your career path, is to ensure you do careful research about your options so that you don’t miss out on the exciting new fields of study developed specifically with the future in mind.

“Confining your search only to those fields that were historically prominent is by definition not a forward-looking strategy, and may result in a disappointing investment of your time and money. The best way to decide on a qualification, especially if you don’t have a clear direction which way you want to go, is to leave as many options open as possible in terms of the structure of your career – i.e. you will be able to be employed as well as work for yourself as a consultant, and then to match that which you are good at and passionate about to careers of the future and the qualification that will get you there.”

CVs IN THE AGE OF COVID: WHAT EMPLOYERS ARE LOOKING FOR NOW

Mon, 26 Jul 2021 05:16:20 GMT

The world of work has changed irrevocably over the past year and a half, and so have the skills employers are now looking for when scouring the CVs of prospective candidates. It is therefore crucial for those looking to land their first job post-graduation, people who are looking to re-enter the job market, and those wanting to move on to a new challenge, to update their CVs to reflect how they are able to bring newly desirable skills to a position.

“The logistics of the workplace during Covid has cast a spotlight on a number of skills which previously were nice-to-have, but now have become very important to keep the ship moving despite disruption and upheaval,” says Peter Kriel, General Manager at The Independent Institute of Education, SA’s largest and most accredited private higher education provider.

Kriel says some of the skills that employers will be looking for in future, include a candidate’s ability to be resilient and work under pressure, to work independently, and to be comfortable in the online environment in terms of submitting work, responding to feedback, and participating effectively in meetings.

“The trick is to look back over the past year, and find examples from your work or study life to demonstrate how your experiences and actions match the above skills. Of course, and it has to be stated unambiguously, everyone went through tremendous upheaval, personally, professionally, or both. And some more so than others.

“Great managers have also learnt and grown over the past year, and don’t expect emotionless super-humans who didn’t miss a step during the pandemic. However if you dig deep, you will find instances where you rose to the challenge, and perhaps moved beyond what you thought you were capable of. In addition to job-relevant technical qualifications from a respected institution, you can really set yourself apart in the job market now by highlighting those skills which will provide a measure of confidence in the hiring manager, that you will be able to keep going even while challenging external circumstances remain or re-appear down the line.”

Kriel says students looking to land their first position after graduation, can use examples from how they successfully managed their educational journey during lockdown, if they were able to do so. Additionally, they can reflect on work done under these challenging circumstances, and especially if they are able to demonstrate success achieved in work-integrated learning assignments.

For people already working who want to make a change or apply for a promotion, they can try find concrete examples from how they managed during lockdowns.

“A very important consideration now is also to look toward the future, to identify any skills shortages you might have given the new environment, or which additional skills will make you more attractive in a tough jobs market,” says Kriel.

“In the past, specialist skills were paramount, but now, regardless of your field, everyone has to be a generalist as well. That means you have to demonstrate that you are able to not only use the tools of your trade, but that you can apply them strategically, by using complementary skills. Your strength as a candidate no longer comes just from your main field of focus, but from the unique combination of skills you bring to the table.”

Kriel says this period of history continues to be an unsettling one on many fronts, but adds that for the individual and society there is no choice but to keep moving forward.

“This is not a time to wait until things start making more sense or become better. You have to keep doing everything you can to build on your self-confidence, skills and personal empowerment. By tweaking your approach to your job search, and adjusting your personal branding to suit our new environment, you can continue working towards your goals and aspirations, one step at a time.”

NO MID-YEARS? NO PROBLEM. HOW TO MAKE THE BEST OF EXTRA MATRIC TEACHING TIME

Mon, 14 Jun 2021 10:33:51 GMT

The Matric mid-year exams normally provide a valuable opportunity for Grade 12s to get in the right frame of mind for their all-important final exams later in the year, and for them to get a good idea of how far they’ve come and how much ground still needs to be covered. However the Department of Basic Education has announced that the Matric mid-year exams will once again fall away this year as a result of the impact of Covid, lockdowns and other mitigation measures, to allow for additional teaching time so that Matrics can complete the whole curriculum.

An education expert says while it is unfortunate that Matrics will once again lose the opportunity to write an official mid-year exam as a result of our current circumstances, Matrics can, with the right approach, turn this negative into a positive and use the extra time to their advantage.

“Unfortunately, like the Class of 2020 before them, the Class of 2021 are again facing the most important year of their school careers under very difficult and unusual circumstances,” says Nola Payne, Head of Faculty: Information and Communications Technology at The Independent Institute of Education, SA’s largest and most accredited private higher education provider.

“As pointed out by Minister Angie Motshekga, many Grade 12s would have lost as much as 60% of teaching time this year, on top of the fact that they didn’t finish last year’s curriculum. Additionally, they also had to sacrifice holiday time to make up for lost teaching days. All things considered, it is clear that this year’s Matrics are again under a lot of strain, and being called upon to perform to the best of their ability under rather difficult circumstances,” says Payne.

However there are ways in which they can mitigate the impact of their circumstances, and ensure they make as much as possible with what they do have available before sitting for their final exams later this year, she says.

“It is important to realise that you are not alone, and that it is okay to not feel okay all the time. But then also to make the choice that you are going to do the best that you can do with the resources and support you do have available, and even to get a little creative in the process,” says Payne.

STEP ONE: MAKE THE BEST OF TEACHING TIME

“Get as much as possible from your contact classes, and be sure to do all you can to grasp key concepts. If you don’t understand something, keep asking for assistance and clarification until you do. If you are studying at home and you find there is something you don’t understand, keep a list of questions to ask your teachers when you are back in class again.

“Don’t just move on to the next thing and think you are going to come back to challenging work later – steadfastly build on your knowledge so that you can continue with confidence.”

STEP TWO: TAKE CARE OF YOUR MENTAL AND EMOTIONAL WELLBEING

Matric is a tough year even under normal circumstances. This year’s Matrics didn’t only have to face the unprecedented challenges of last year, but have now had to contend with an environment filled with uncertainty, unusual requirements such as masking and interrupted teaching time, and fear of the future for close on a year and a half.

“Unfortunately, things didn’t return to normal at the strike of midnight on December 31 2020, and the tough times continue to this day. The events of the past year have left their mark on the psyches of all, and Matrics should understand that it is okay to not be okay given the circumstances.

“So if you are feeling overwhelmed or anxious, recognise and acknowledge this fact, and reach out to a trusted adult for support and assistance. Try to look after your physical wellbeing as much as possible, by getting enough sleep, fresh air, and exercise if you are up to it. When things get too much, take a timeout, practise deep breathing, and return to the task at hand when you are feeling better.”

STEP 3: GET CREATIVE WITH YOUR LEARNING

Payne says that even though most Matrics in South Africa won’t be writing their mid-year exams, anyone can still set up their own mock exams – alone or with friends.

“Make a fun activity of it, by getting past exam papers from your school library, your teacher or online, and simulate an exam environment. Sit down with your clock and all the supplies necessary, and pretend you are in fact writing an exam within the allotted time.

“This will give you a good framework from which to proceed with your learning, because you’ll be able to see whether you need to work faster, get a feel for the different formats of questions, and also insight into which work requires additional attention. After completing the paper, you and your study partners can go over the questions together, which is an additional learning opportunity.”

STEP 4: FIND AND USE ADDITIONAL RESOURCES

Last year, and continuing this year, the national and provincial education departments ensured that they loaded a host of additional resources on their websites – from exam and study tips to past papers and other resources. Additionally, the public broadcaster regularly schedules lectures which can be viewed for free.

“Look further than just your own province’s website and see whether you can find additional resources on the websites of education departments in other provinces,” says Payne.

“There is also a myriad of videos on YouTube which can assist with those subjects or concepts in which you need additional help.”

STEP 5: KEEP THE END GOAL IN MIND

Things are tough right now, and the circumstances not ideal for performing at your best. However, by keeping the future in mind and connecting that to your daily efforts, you’ll be able to keep the momentum while building on the small victories of each day, says Payne

“Always remember what you are working towards. By doing your best every day, you’ll be able to finish your year to the best of your ability, which will open up opportunities for the future. Start considering your options for next year, and remember that universities and private higher education institutions are aware of the continuing difficulties facing this year’s Matrics. If you need help with your future vision, or even motivation to complete the year with a bang, don’t hesitate to visit a respected campus near you for help, support and guidance.”

THEY’RE BACK! HOW TO MAKE THE BEST OF (COVID SAFE) OPEN DAYS

Tue, 18 May 2021 07:22:03 GMT

In coming weeks, several higher education institutions will again start hosting on-site Open Days following the virtual events held last year during the height of the Covid pandemic. But although these events will once more be held in-person, prospective students are urged to register as soon as possible, given that numbers will be limited due to Covid safety regulations.

“Those who are serious about furthering their studies next year, and are investigating all their options regarding what the best qualification will be for them, and where they should study, will benefit tremendously from being able to attend these Open Days,” says Peter Kriel, General Manager at The Independent Institute of Education, SA’s largest and most accredited private higher education institution.

Kriel says it is more important than ever before to carefully consider one’s options, given how the world of work has changed in the past year, and also because Covid and lockdowns really highlighted which institutions were able to continue delivering the highest quality academic excellence without losing academic days. Prospective students attending Open Days should specifically ask the question about how the learning experience was maintained during the lockdowns, says Kriel, given that it is not out of the question that there may be disruptions to in-person teaching again in future.

“The days are long gone where Matrics and those who want to pursue a post-graduate qualification had to do little more than sign up at any university for a popular or traditionally prestigious degree. Anyone who wants to go study now, must ensure they are very clear about the connection their chosen qualification will have to real-world opportunities in a few years’ time, as well as the institution’s ability to continue in the face of external challenges,” says Kriel.

He says the first step prospective students need to take, is to find the websites of respected private or public universities and higher education institutions, and then find details of upcoming Open Days. Then they need to register to attend at a number of institutions, so that they can compare their experiences of the campuses and their various offerings before making a decision.

“The point of Open Days is to help prospective students make informed choices. Furthering your education is a significant investment of money and time, so the more you do your research before you embark on your future path, the more likely you are to make a success of your studies,” he says.

While much of the investigations into further studies can be done online, attending Open Days give young people the opportunity to speak to Student Advisors face-to-face, to view and experience campus facilities, to get a taste of campus life, and to speak to current students.

Usually, Open Days include career and qualification guidance, campus tours, overviews of sport and social activities, and residence options.

Kriel says those who are still uncertain about what path they want to pursue, can gain some clarity by speaking to Student Advisors.

“They will be able to help you match your passions and strengths to those qualifications – some which you may not yet even have heard of – that will put you on a path to a successful career in future.

“Very importantly, you also need to ask Student Advisors about the role work-integrated learning plays in the institution’s qualifications, because employers today need to see that a new appointment is able to get the job done from day one, and won’t need months of training to align their academic knowledge to the actual day-to-day demands of the job.”

Open Days also allow prospective students to get a broad overview of careers and career opportunities, as well as the details of the logistics that lie ahead should they decide to apply.

“Matrics should not leave the decision about what to study and where until after their exams, or, even worse, until after they receive their results next year,” says Kriel.

“Open Days provide a great, fun, and non-pressured opportunity to explore your options, and clarify and commit to the road ahead. Getting your plans for next year out of the way sooner rather than later will go a long way toward relieving your anxiety about the future in coming months, which will leave you with more of the mental and emotional energy you’ll need to make a success of your exams.”

EDUCATION INTERRUPTED: TIME TO TALK ABOUT THE FUTURE OF OUR CHILDREN

Wed, 21 Apr 2021 10:28:07 GMT

It is easy for middle- and upper-class South Africans with access to schools that can accommodate social distancing and Covid protocols to begin to believe that, on the whole, except for the inconveniences of screening, masks and sanitation, education is returning to normal. However nothing could be further from the truth, an education expert says.

“Those of us with means are called to focus on the cost – the long-term cost and impact – to the children in South Africa. It is not dramatic to say that for most of the children ‘regular’ schooling has yet to resume,” says Dr Felicity Coughlan, Director at The Independent Institute of Education, SA’s largest and most accredited private higher education provider.

Dr Coughlan says that while schools and educators are doing the best they can, often with limited resources, too many children, including those in reasonable well-resourced public schools, are still attending school on a rotation basis instead of full-time, because of space constraints and the inability to ensure social distancing.

“It is understood that children learn less when stressed and that in periods of social and civil unrest they are impacted not only by their lack of access to school, but also by what happens when they are at school and the ongoing and pervasive sense of uncertainty.”

This is where all our children are impacted. The learning conditions all children face are not optimal for the confidence and calm needed to learn best.

“We have a collective responsibility as society to think about and act upon this situation,” she says.

Some of the challenges we face are less obvious than others. On the matter of masks, for instance, science is very clear that they are a major weapon in the fight against infection, but this is not coming without cost.

“The experience of smiling and seeing the smiles of others is not just an emotional one – it changes the way our brains work as it releases hormones of pleasure. Smiling and seeing the smiles of others physically protects us against stress and its effects. Just not seeing the smiles of your classmates is a daily cost to children,” says Dr Coughlan.

“Learning mathematics is another example. It is a cumulative process and missing a step has long term consequences. If you are only at school three days out of five or every second week, there is no consistency in the learning process. Schools are being innovative and restructuring so much of what they do to cope with this, and they need to be commended for it, but each solution we put in place in these times has a cost and consequence.”

Dr Coughlan notes that to address the lack of in-person teaching time, some schools are using the hours children are at school in this disrupted manner to focus intensively on Maths and languages.

“This is understandable, but there is a social cost to relegating social subjects to at-home learning,” she says.

“Others are sending a great deal of work home which is fine if you understand the work to start with, but if not, that only compounds the problem. Others are making their teachers available for hours each day to respond on WhatsApp to children – depriving exhausted teachers of recuperation time. None of this is negligent and none of this is motivated by anything other than a desire to do the best possible.

“The problem is that the best possible is simply not good enough for two reasons. One is that it is contrary to what we currently understand about the way people best learn and interact. This would not be so serious if these were solutions to short-term problems only. Sums and smiling – these seem such trivial issues that we can deal with when things return to normal. And therein lies the problem – these are just indicators of what makes us effective as humans. In our complicated world where what was, is never going to come back, they are anything but simple or trivial.”

Dr Coughlin says we are not going back to a pre-COVID world - even if the vaccination programme does work future pandemics are not the matter of doomsayers only. And even if we are eventually able to smile at each other again at school without masks, the experience of being deprived of the some of the essentials of human engagement is already etched in our bodies and our psyches.

“We are already a violent and disconnected society plagued by poverty and despair. When we overlay that with the long-term impact of this current anxiety, the educational disruption of our all our young people, a faltering economy and a global world reverting to nationalistic tendencies, the future is truly frightening.”

Dr Coughlan notes it is common cause that counselling services and professionals are reporting increased loads.

“Are we just going to add these numbers and the increased rate of youth suicide to our statistics of living in the pandemic? Are we just going to lower our literacy and numeracy expectations even further? Or can we work collectively to fill the gaps and fix the fissures?

“We have to ask ourselves – as corporates, as parents, as the public broadcaster, as provincial departments and as universities – what role can we play to ameliorate the impact of this pandemic on the sums and smiles of all our children? We have long had an unequal playing field for South Africa’s less privileged children. Not only has the gap widened but the nature of the impact of this pandemic has put pressure on all parts of all systems all the time.”

Approaching halfway through our second year of the pandemic, your average ten-year-old, even those who are at school every day, still is not actually at school pursuing their educational journey in the way we know it needs to be, she says.

“Humans are ingenious – if we want to, we can figure it out. We need to listen with care and respect to the teachers who truly understand the impact of all of this on sums and smiles and we need to harness and spread the goodwill and excellence and solutions and new ways of thinking and being that they offer. To do this we have to accept that we are not waiting for the pandemic to be over as if there is a day on which this will end.

“We need to want to be different now, ready for that day, recognising that when that day comes, it will be another day in our collective future which is nothing like the last day any of us lived not knowing what COVID was. And if we do not accept that we must change and not wait for things around us to change, we will be judged accordingly by the state of sums and smiles of the next generation.”

GRADE 9 SUBJECT CHOICES: WHY YOU SHOULD START CONSIDERING THEM NOW

Wed, 31 Mar 2021 12:00:07 GMT

In a few months’ time, Grade Nine learners will be required to make important decisions about which combination of subjects they will be pursuing through to their final Matric exams. This is an important first milestone on the road to building a career, an education expert says, adding that while the decision would normally be left until later in the year, the world has changed so dramatically that Grade Nines should start thinking about this significant decision sooner rather than later.

“The world changed last year – not just because schooling and work were disrupted and not just because both had to happen from home in ways never imagined before. The world changed because we are unlikely to go back to what we experienced in 2019,” says Natasha Madhav, Senior Head of Programme: Faculty of ICT at The Independent Institute of Education, SA’s largest private higher education provider.

Even if we go back fully to school or work in buildings, the way we work, teach, and learn will always be different as we face the possibility of future disruptions or changes in skills that are in demand, she says.

“It has long been said that one needs to prepare young people for jobs that do not exist, but this has never been a concept that has been crystallised in a way that really helped one make decisions. Perhaps it is clearer now to focus on preparing for a world of work that is changed and focusing on industries and skill sets that are and will be in demand, rather than on jobs with names that are familiar to us.

“So, for instance, law has not vanished as a field, but most lawyers now need to consult online as easily as they do in person and they can collaborate in real time with colleagues all over the place. They also need to be advising people on both physical and digital implications of what they do.”

Unfortunately, those giving career advice may not have made the transitions, says Madhav.

“The basic instruction is the same – develop an understanding of fields you are interested in and the things you are good at. Then look for jobs and careers that seem future-focused and have accepted the uncertainty, volatility and change that are part of our new world. Then, look for institutions that not only offer future-oriented curricula, but whose teaching and learning and assessment are explicitly directed at a changing world. If they cannot tell you what has changed, it seems they are not watching.”

This then links to smart subject choices, Madhav says.

“If your field is likely to be scientific and technical and analytical, you are still well served to include maths and science and perhaps a technology subject. If your field is problem-solving and solution-oriented, then subjects like history and design or visual arts will provide that skill set. If you are looking for both, you will need both. Higher education institutions are not going to move away from some of the standard demands for particular high-demand disciplines or fields, so be sure that you understand what you need for admission and include these in your choices.

“Even if the specifics change to match modern demands, the basics are unchanged over almost a century already as the subjects all include core skills of value such as argumentation or analysis or mathematics.”

One of the key issues to consider, is the fact that automation is on the rise, and that technological adoption by companies will transform jobs and in-demand skills in future. And, as noted by the WEF in their most recent Future of Jobs report, skills gaps will continue to be high as in-demand skills across jobs change in the next five years.

As noted in the report: “The top skills and skill groups which employers see as rising in prominence in the lead up to 2025 include groups such as critical thinking and analysis as well as problem-solving, and skills in self-management such as active learning, resilience, stress tolerance and flexibility… On average, companies estimate that around 40% of workers will require reskilling of six months or less and 94% of business leaders report that they expect employees to pick up new skills on the job, a sharp uptake from 65% in 2018.”

So where to start researching which careers will exist when you matriculate, and which of them might interest you?

“A good place to start, on top of doing online research, is to find a higher education institution that has already demonstrated that they produce technically proficient and in-demand graduates, whose skills are aligned with what is required in the workplace because of their close industry connections. In other words, an institution whose curricula are up-to-date at all times, and that is able to quickly and resiliently respond to our fast-changing world. You will know who they are as they will confidently speak about change and flexibility and adaptability and about the link between study and work,” says Madhav.

“By speaking to a student advisor at such an institution, which crucially must also be able to demonstrate that meaningful learning continued during lockdown, learners will be able to discuss their current interests and strengths, and then get advice and insight into which fields will be in high demand in future, and which subjects they can choose later this year, which will give them access to these fields.”

JUNIOR HIGH ROADMAP: TAKE THE LONG VIEW BUT MAKE EVERY DAY COUNT

Thu, 18 Mar 2021 12:29:00 GMT

JUNIOR HIGH ROADMAP

High school is an exciting if sometimes scary and demanding stage of a young person’s life, and it requires of them to balance a daily focus on learning and academic work while also continuously considering their future and where they are headed.

These competing considerations – the focus on now while also not losing sight of tomorrow – can cause uncertainty and anxiety, but using a framework on the way can have a significant impact on creating peace of mind and successful outcomes, says Dr Gillian Mooney, Dean: Academic Development and Support at The Independent Institute of Education, SA’s largest and most accredited private higher education provider.

“By getting into the right frame of mind, and armed with a daily plan of action, you can incrementally build your way towards great results in Matric, and opportunities that align with your vision thereafter,” she says.

“What Covid has made clear, is that we need to use every day to our advantage. Small wins compound, but if you procrastinate, you might just find yourself in an impossible position down the line.”

Dr Mooney says junior high school students should strategise for the long game, and combine that with short-term action plans so that they are able to start senior high in as strong a position as possible, by doing the following:

KEEP ON TOP OF THINGS EVERY DAY

“Make sure that you master the work done in class every day. Do your homework to the best of your ability, and if there are concepts you don’t understand, ask for help and assistance until you do. Don’t push things to the side and think you are going to deal with them later, because later you may just have too many things to deal with and then you’ll start feeling overwhelmed.

“By doing a little bit every day to cement new knowledge, you are building a strong foundation for the future, and your learning muscles and confidence are strengthened.”

DON’T GO OFF THE RAILS – ASK FOR HELP

High school comes with a host of firsts – good ones and not so good ones, notes Dr Mooney.

“You’ll be faced with exciting new opportunities but also temptations. Don’t lose sight of what you are building towards, and always consider how your choices will impact on your future. Your freedom will be increasing, but so will your responsibilities. Make wise choices and enjoy your journey towards adulthood, while also being careful not to make choices that can turn into hurdles down the line. In particular, be extremely circumspect where social media is concerned as small missteps can have huge consequences.

“If you find yourself struggling – academically, mentally, emotionally, physically – know that there are many avenues you can turn to for help. There could be trusted adults in the community, teachers, organisations and even online resources to which you can turn. Don’t despair if you are finding yourself in a difficult spot. There are support and resources available, so keep looking for help until you find it.”

CONSTANTLY EVALUATE WHERE YOU ARE HEADED

You may have an idea of what you want to do when you Matriculate, or you may not. Whichever it is, junior high school provides the opportunity for you to consider your options while you still have plenty of time.

“Keep in mind that you will need to make subject choices in Grade Nine, which will impact greatly on your options after you finish school,” says Dr Mooney.

So as you progress through the days, weeks and months of junior high, consider where your strengths lie, and how these might match up to a future career.

“This is why it is important to not leave your investigation of your future studies until Matric, because by then you may have dropped the subjects you would have needed to apply for your qualification of choice. If you think you are terrible at Maths and want to drop it as soon as you are able to, consider which careers you will be ruling out if you do so.

“If you don’t know the answer to that, it is worth finding out by for instance doing online research, or speaking to student advisors at higher education institutions about fields that interest you, and what the entry requirements for those would be.”

START TO BROADEN YOUR HORIZONS

The world is evolving rapidly and by the time junior high learners matriculate, it will look completely different from the way it looks today.

In junior high, young people should start developing themselves holistically, and start learning about things outside of their current field of experience and frame of reference. For instance, they can start keeping up with the daily news so that they know what’s going on in the country and the rest of the world. They could also start cultivating a hobby to develop their creative side and ensure they get regular exercise through group or individual sport.

“You are now at the stage of your life where you are starting to develop into the adult you will become. As the saying goes - with some creative licence taken here - there are things we know, things we don’t know, and then things we don’t know we don’t know. Your school will be teaching you about the things you don’t know, but it is your responsibility to be curious about the world and start finding out about the things you didn’t even know you didn’t know.

“You may find that there is a whole world of opportunities that get you excited in terms of your future, that you were never exposed to before. So every day, do your best to ensure you continue to grow academically, while also firmly considering where you are headed by researching where the world is moving and where your future opportunity might lie.”

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WAITING FOR MATRIC RESULTS: FOCUS ON WHAT YOU CAN CONTROL

bloretz@advtech.co.za (Bernadette Loretz) — Thu, 28 Jan 2021 06:51:52 GMT

As South Africa entered the new year, it quickly became clear that 2021 would not represent a return to the normal we knew before the pandemic, and that the country, like the rest of the world, would continue living with ongoing uncertainties for at least the near future. Following arguably the most tumultuous year a Matric class had to face in recent history, the Matric Class of 2020 now await their results, with many still not having a clear idea about what their future in general, or this year in particular will hold.

“The one thing that these Matrics can do now, is to focus on those things that are within their control, rather than take a wait and see approach,” says Peter Kriel, General Manager at The Independent Institute of Education, SA’s largest and most accredited private higher education provider.

He says there are still many unknowns about the coming year, and the only constant one can bargain on during these times is change.

“However, waiting things out until normal returns one day is not an option. The world continues despite the challenges we continue to face, and there are things you can do to continue on your personal and professional journey to ensure you are not left behind,” he says.

Kriel says one of the most important things 2020’s Matrics can do in the coming weeks, until results are released on February 23 (as currently scheduled) is to review their plans for the year and ensure that they will be able to continue on their chosen path regardless of any new and unforeseen circumstances that may arise to throw a spanner in the works.

“So, if you have signed up to study somewhere, you can use these coming weeks to make sure that your institution will be able to continue seamlessly in the event of, for instance, another hard lockdown. The way to determine this is to ask an institution about their readiness and ability to quickly adapt their offering to a hybrid or online model,” he says.

“Additionally, you should not just take an institution’s word for it, but also speak to students who experienced last year’s response. You need to ask questions to determine whether students last year were able to continue their learning journey seamlessly, whether they got the support they needed to do so effectively, and whether the learning was adapted in such a way that they continued to be engaged,” says Kriel.

Kriel says that on-campus education is the preferred and most effective way to learn for many young people and it has strong advantages in terms of outcomes. So, if you want the campus experience don’t give up on that aim now – look for an in-contact institution that can move between online and face-to-face as circumstances change. For some students, distance education is a great alternative, but it is not right for everyone – it is a mistake to think that in current times it is a direct swop for contact. If contact is what you want, make sure your institution can move between the two so you can have the benefit of contact with lecturers and classmates in person when the pandemic allows.

Kriel adds that those Matrics from the Class of 2020 who have not yet decided on their plans for the year, and are waiting for results before making a move, should seriously consider approaching an institution to talk through their options rather than leaving it too late.

“Our world has changed forever and is becoming more and more competitive all the time, with technology constantly developing and giving rise to new and exciting career paths. Instead of waiting for your results and attempting to get clarity thereafter, use this time to contact respected registered and accredited institutions that have shown themselves to be up to the task during 2020, and speak to a student advisor about your options.”

It also makes sense to ensure that your computer skills – including old-fashioned typing skills – are up to the task ahead of you. Anything you can do to make the transition easier will be very worth it in the long run, he says.

“There is much that is outside all of our control right now. But there is still much that is within our control, and by focusing on what they can make happen instead of the many uncertainties that prevail, the Class of 2020 can continue to build on the resilience they displayed last year, and ensure the best possible outcomes for themselves in the face of any new or existing challenges we will face in the future.”

HIGHER EDUCATION COVID RESPONSE: CONNECTION KEY TO POSITIVE OUTCOMES - SURVEY

bloretz@advtech.co.za (Bernadette Loretz) — Mon, 25 Jan 2021 12:14:48 GMT

Lack of peer contact and motivation have emerged as two of the key challenges that faced higher education students last year after institutions took teaching online in response to the COVID-19 pandemic and lockdowns, a survey has shown.

The in-depth survey, conducted by The Independent Institute of Education (The IIE) provides a quantitative and qualitive look at how public universities and privates responded to last year’s challenges, as well as the impact of various strategies and approaches on students.

“As we prepare to launch into a new academic year this March, lessons learned from last year will provide a valuable roadmap for the future, given that we will continue for the foreseeable future to face many of the same challenges we encountered last year,” says Dr Felicity Coughlan, Director at The IIE, SA’s largest and most accredited private higher education provider.

She says one of the surprising findings of the survey was that students did not cite access to data or hardware as their primary struggles.

“The number one issue, cited by more than 40% of respondents, was that students missed their peers and found it hard to adjust to online learning, ultimately leading to a loss of motivation on the part of many,” she says. By comparison, less than 24% of university students in the study cited fees as a barrier experienced under lockdown, and 29% mentioned data struggles.

The survey tested the sentiment of a demographically representative sample of students from 22 institutions – 8 privates and 14 public universities across South Africa – about their lockdown learning experience.

The survey looked at student perceptions of the responsiveness of institutions to the COVID-19 crisis and the extent to which they felt they were being prepared for the working world.

Although the study was limited, it was clear that there was a considerable difference in the quality of responses across the board. Nonetheless, although many respondents rated the standard of online teaching and engagement as “Good” or Excellent”, more than 27% of students from Universities cited lack of support as an issue, under lockdown. Even within faculties within the same institution, inconsistency was experienced as contained in student comments. “Some were good and some were bad,” said one Engineering student. “I don’t like how things are being done now,” said another, “I feel a lack of enthusiasm coming from everyone.”

“The focus for Higher Education Institutions this year must be on two fronts,” says Dr Coughlan. “Ensuring consistency and effectiveness of teaching and learning, as well as providing the crucial support students need. Students expressed a need for safety, consistency, security and predictability, and as we head into another uncertain academic year, effort must be made to address these concerns.

“Additionally, while students want the transmission of knowledge by for instance coming to class and writing down what the lecturer says, they also need active learning where they are involved and engaged with learning materials. So online platforms where lecturers try to mirror what is happening in class without active engagement will be less effective, because students are inclined to disengage more readily when they are not visible to the lecturer, who then is not in a position to respond to the disengagement.”

Dr Coughlan says any teaching and learning in higher education must be theoretically sound in the sense that you need to have a theoretical model that accommodates many teaching and learning situations.

“When teaching face-to-face, there will usually be a measure of consistency of delivery across modules. However in the online space, there may be a huge variation in terms of how lecturers manage the development of knowledge and skills. It is this varied nature that may have made students hold less positive perceptions, because of the aforementioned lack of predictability and consistency.”

She says going forward and while the current COVID-crisis endures, higher education institutions must make an extra effort to introduce measures that will support students and assist with maintaining their emotional wellbeing.

Another interesting facet of the survey, further highlighting the differences in the experiences and expectations of students, was that only 65% of public university students felt that their online learning experience was preparing them to be successful in the future workplace. Although many respondents believe that studying from home prepares students for a new age of working from home, others were despondent.

“Online does not equal better,” said one respondent, with another adding: “I am just worried about how this mess will translate by the time we start working”. “It’s making me too anxious to even think about my future workplace,” said a commerce student.

“We take important insights from 2020 with us into 2021,” says Dr Coughlan, “and as private higher education institutions and public universities we need to ensure that we not only respond to our ongoing crisis as effectively and resiliently as possible on an academic front, but also that we provide the necessary support for students to prepare them to enter the workplace with confidence, and equip them with the important non-academic skills they will need to thrive in a changing world.”

IT CAREERS OF THE FUTURE – WHAT TO STUDY NOW

bloretz@advtech.co.za (Bernadette Loretz) — Thu, 17 Dec 2020 08:31:52 GMT

Covid-19 and lockdowns forever changed the way the world will do business, and accelerated the move of many companies towards conducting their business online, remotely and by incorporating new systems and processes into their operations.

The developments of the past year also provided increased clarity about career paths of the future, and prospective students still undecided about their plans for next year, or people already in employment who want to set out on a new path, would do well to investigate and consider careers where qualified professionals are likely to remain in high demand in coming decades, an education expert says.

“Careers of the future will increasingly require people skilled and qualified in careers involving the cloud, internet of things, big data, cyber security, artificial intelligence, machine learning and augmented reality,” says Nola Payne, Head of Faculty: Information and Communications Technology at The Independent Institute of Education, SA’s largest and most accredited private higher education provider.

“These fields will undoubtedly continue expanding, and alongside their growth, will need to grow their workforce. So these are excellent options for young people and Matrics still uncertain about what they would like to do with their futures. And because many existing jobs can be future-proofed by acquiring additional skills and knowledge, and adapting to move applications and systems to the cloud, those who already started on different career paths are also in a position to future-proof their careers with a little additional investment in their education,” she says.

Payne says some of the most popular fields of study next year include:

• MOBILE APP DEVELOPER/ WEB DEVELOPER

“These two can stand apart, but often go hand in hand in a combined career,” she says.

“Mobile app development is one of the fastest growing disciplines as more functionality move to mobile devices. Good news for prospective students is that there is currently a big skills gap in this area, so there are many opportunities in this field, and it is also a good fit for those interested in becoming entrepreneurs.”

On the web development side, Payne notes that the increase in social media advertising has increased the demand for web developers.

“Most companies these days invest in e-commerce solutions, while all companies regardless of size, or whether they are new or old, should have their own website. To make a success in these fields, professionals require responsive web design, user interface (UI) and user experience (UX) skills.”

Those pursuing a career in app development will need to be well versed in user interface design and adaptation to different mobile operating systems and screen sizes, for instance smart phones, tablets and smart watches, notes Payne.

• SOFTWARE ENGINEERS & DATABASE ADMINISTRATORS

“Both of these are existing careers, but are constantly evolving as a result of the need to adapt for operation in the cloud and on digital devices. Additionally, there is a massive and growing demand for improved security, with databases and application systems shielded from attack while being properly managed and networked,” she says.

• CYBER SECURITY EXPERT

“Further to the above, dedicated cyber security experts are some of the most in demand professionals,” says Payne.

“With hackers and bad faith actors growing in their number and their ability to sow havoc in public and private organisations across the globe, these professionals play a vital role in shielding their employers from attack. Their role is to secure websites, company data, and sensitive information in the cloud.”

They need to be able to anticipate and correct flaws and backdoors in access to an organisation’s sensitive data, understand how hackers work and how they access secure sites, and ensure multi-level authentication for sites with sensitive information, for instance in banking.

• NETWORK ENGINEERS

The role of network engineers is to integrate and connect computer systems and networks across various platforms such as mobile devices, the cloud and traditional systems.

“More than ever before, business is being conducted online, translating to increased job opportunities for network administrators and network managers who can help businesses securely use these technologies,” says Payne.

• DATA ANALYST/SCIENTIST

“If you enjoy mathematics, statistics and programming, and have an analytical brain, this is the career for you,” Payne says.

She explains that these professionals analyse and make decisions based on big data – usually massive amounts of data often obtained through people’s interaction on web pages - to customise their experience. The aim is to analyse and respond to client needs as well as source new clients.

• 3D PRINTING FARMS – ROBOTICS – AUGMENTED REALITY – AI – ML

All the fields above are at the cutting edge of current technology, and are set to grow exponentially in future, says Payne.

“These are very exciting emerging opportunities, and prospective students interested in these fields should ensure they speak to a student advisor at their higher education institution of choice to enquire about how their offering matches these career paths. It is also important to ensure that the institution can show strong industry-connection and evidence of work-integrated learning that seeks to solve real-life scenarios in these fields, as theoretical foundation only will not be sufficient,” says Payne.

MATRICS: YOU’RE STILL STANDING… NOW KEEP ON WALKING RIGHT TO THE END

bloretz@advtech.co.za (Bernadette Loretz) — Fri, 04 Dec 2020 11:36:06 GMT

The Matric Class of 2020 is entering the final stretch of their school careers and their exams, after facing down one of the most disruptive years Grade 12s have arguably ever faced as a collective. While the pressure is slowly lifting, and the end is in sight, now is the time to double down and give the final push to achieve to the best of their ability, an education expert says.

“This year has been so hard, and brought up so many different challenges for Matrics, and they must be applauded for getting this far given all the uncertainty, missed school days for many, and losing out on all the big events and milestones that make this year so special,” says Natasha Madhav, Senior Head of Programme: Faculty of ICT at The Independent Institute of Education, SA’s largest and most accredited private higher education provider.

“You have already demonstrated that you could get this far and deal with everything Covid and the lockdowns have thrown at you. You are already set up for success with your newly developed resilience and grit, so use these new skills to maintain your momentum in coming days to ensure you score every single mark you are able to in your remaining papers. Don’t drop your resolve now, but rather give it your all right to the end,” Madhav says.

She points out that with most of the papers behind students, it is mostly the comparatively less challenging subjects remaining, which may lead Matrics to approach the next few weeks with a more relaxed attitude towards revising.

“But remember that every mark counts toward improving your aggregate, and therefore your options for your future, whether in terms of which higher education institution you can gain access to, or whether you can gain access to your chosen qualification. Given the massive competition for limited opportunities, even small differences between candidates can have a substantial impact on outcomes,” she says.

Madhav says the most important thing to combat now is fatigue – physical and emotional - to ensure you finish strong.

“Don’t let your mind play games with you – try to regain your focus and remember the big picture every single day until you hand in your last paper. Make sure you get enough fresh air and exercise, take regular short breaks that don’t involve a screen, and aim for small wins that compound.”

Madhav says that regardless of performance in previous papers, whether it was good or less than satisfactory, a student’s performance over these next 2 weeks can still make a positive impact on their overall results.

“If you did well in previous papers, now is not the time to relax and let the chips fall where they may. Aim to do as well as possible on your remaining papers, which may broaden your prospects in future, potentially opening up opportunities you may not even have been aware of.

“On the other hand, if you didn’t do as well as you have hoped until now, you have to let that go and focus on what you can still make happen. Don’t panic, because every mark makes a difference and there is still opportunity for you to improve on your general result,” she says.

Madhav says that students should apply a single-minded, laser-like focus to their studies right now, and leave their hopes and anxieties for the future to one side while they complete their exams.

“This will allow you to start investigating your future path armed with the best results you could achieve, and to discover all the interesting and exciting study and career paths that have been emerging in recent years for which you may now likely qualify as a result of your final determination and drive. Greater options don’t equate to lessened competition, so putting in the work during these final days can make all the difference in future.”

HOW TO START SKILL STACKING TO PREPARE FOR A CAREER CHANGE IN 2021

bloretz@advtech.co.za (Bernadette Loretz) — Mon, 16 Nov 2020 06:36:39 GMT

The Covid-19 lockdowns have caused many to evaluate their current path, including the direction they are taking career-wise. While these new insights might cause you to consider a career change, it is better to prepare adequately before moving on, rather than just quitting and taking your chances in this difficult economic environment, an education expert says.

“If lockdown showed you you are not on the right path, it is crucial that you investigate your options thoroughly before making a move. Make sure you have a strategy in place and don’t make rash decisions, no matter how certain you are that your current path is not for you,” says Dr Gillian Mooney, Dean: Academic Development and Support at The Independent Institute of Education, SA’s largest and most accredited private higher education provider.

“And remember that you don’t necessarily have to throw the skills and experience you have already acquired to the wayside to pursue an entirely new direction, because you can build upon that which you’ve already achieved, by so-called skill stacking.”

Dr Mooney says the concept of skill stacking – the idea of developing several skills that are often unrelated yet when combined complement each other – is increasingly gaining traction in the world of work, where employers need critical thinkers and problem-solvers who can apply themselves broadly.

The New York Times describes skill stacking as the idea that instead of focusing one’s efforts on becoming singularly great at one specific skill or task, one strives to become proficient at a few related skills that can be woven together into a wider skill set.

“So instead of quitting and starting the application process for seemingly more interesting positions, work on and build upon your existing skill set to ensure you position yourself strongly and competitively to set yourself up for the job search next year,” says Dr Mooney.

“Take the time to investigate your options, and then ensure you acquire new skills so that you are ready to change jobs when things start settling down,” she says.

Dr Mooney says that the following few months, when most business slow down over the December holidays, provide the ideal opportunity to discover new and interesting options.

“When pursuing new directions, it is important to understand what networks exist that can support you on the way, and guide you in terms of what employers seek. A great way to get some guidance in this respect, is to contact a respected higher education institution and speak to a student advisor about your position. Such a person will be able to help you determine where you are, and then which short learning programmes will complement your existing skills while expanding your field of competence, in line with what is in demand in the workplace,” Dr Mooney says.

She adds that in the ever changing and constantly evolving world of work, these advisors may even be aware of interesting new career paths related to a person’s existing path that they had not yet been aware of.

“It is important though to speak to student advisors at higher education institutions which have a strong work-focus and industry connection, to hear what latest trends are in terms of real employer demands and emerging careers,” she says.

“If this year has shown you that you need to do more to develop yourself and reach your dreams, you must act on your instinct. It really isn’t necessary to stay in a rut for years to come just to play it safe employment-wise. However there certainly are steps you can start taking right away to ensure you are better positioned, and armed with a unique combination of skills which will set you apart from the competition in future when opportunity arises.”

IIE LAUNCHES FIRST EVER BRAND LEADERSHIP DOCTORATE IN SOUTH AFRICA

bloretz@advtech.co.za (Bernadette Loretz) — Wed, 28 Oct 2020 07:46:47 GMT

The Independent Institute of Education, SA’s largest and most accredited private higher education provider, has launched the first of its kind Doctor of Philosophy in Brand Leadership qualification, which will provide brand leadership professionals with the opportunity to make groundbreaking contributions to the development of the profession on the continent and globally.

“The IIE Doctor of Philosophy in Brand Leadership is the first brand-specific doctoral qualification focused on the niche field of Brand Leadership in South Africa. It breaks new ground, both locally and internationally,” says Dr Carla Enslin, Head of Strategy at The IIE’s Vega, where the programme will be offered from 2021 via full-time, part-time and distance learning.

Enslin says the unique focus on Brand Leadership addresses a particular social and economic imperative – the need for innovation by brands with shared stakeholder value and values-based leadership to create developmental opportunities for communities, organisations and the environment.

“Our future graduates will extend the forefront of this academic discipline and through their research will aim to achieve an immediate impact on professional and academic practice through the inclusion of unique African perspectives and locally resourced knowledge,” she says.

Enslin says the qualification will equip students with advanced research and highly specialised knowledge within the field of Brand Leadership, add depth to the ever-evolving field by producing new knowledge within an African context, and encourage trans-disciplinary research.

“We will be welcoming those industry leaders and graduates who are passionate about this field, to help develop it by contributing new theories, innovative models and creative insights while producing scholarly research that is purposeful, challenge-led and responsive, thereby increasing the uptake of such research in industry practices and society,” she says

“Ultimately, the aim is for our graduates to become the global pioneers who will develop and define the structures and forces that shape brands on the African continent and in a developing digital economy,” she says.

Enslin says that D Phil qualifications are often much broader in scope, focused on Business, Economics or Management Sciences, for instance.

“So this really is a game-changer qualification. IIE Vega is wholly focused on strategic brand building and brand leadership, which makes the IIE Doctor of Philosophy in Brand Leadership unique not only in South Africa, but on the continent. And the launch of this qualification could not be more timeous, as we start the hard work of rebuilding brands and economies in the wake of the devastating strict Covid lockdowns. There is now a real need to rebuild, revitalise, and restore faith in brands,” she says.

Dr Felicity Coughlan, Director of The Independent Institute of Education and Academic Director of ADvTECH, says the new qualification is a welcome addition to the institute’s growing portfolio of post-graduate qualifications, which translates to increasing options and access to post-degree study for a greater number of students.

“With prospective students increasingly opting for respected private higher education institutions with a strong work-focus as their first choice, it is exciting that we are now able to offer this new option that will allow them to continue their educational journey in this exciting space right to the highest level.

“It is no longer business as usual, and we look forward to seeing the fruits of this new seed we are planting in the industry. In line with our values, this qualification’s focus is firmly on shared value creation and leadership at a time when our country and the world is in dire need of responsible and visionary leadership. Compared to other disciplines, Brand Leadership is a relatively young discipline, and we are delighted that our future graduates will be the pioneers who will make a defining contribution to its legacy.”

MATRICS: DON’T DELAY - GET YOUR HIGHER EDUCATION APPLICATIONS OUT OF THE WAY

bloretz@advtech.co.za (Bernadette Loretz) — Tue, 13 Oct 2020 06:20:15 GMT

With about 30 days left before the start of the 2020 Matric exams, the focus of Grade 12s is now firmly on the final preparation for this important milestone. But they should also take some time to finalise their Higher Education plans for next year, as the clock is ticking on closing dates for applications.

“Matrics cannot wait until they receive their results – currently scheduled for release on February 23 next year - before applying, as this will most likely mean they miss out on a space at their institution and for their qualification of choice as deadlines at many institutions are still in place,” says Peter Kriel, General Manager at The Independent Institute of Education, SA’s largest and most accredited private higher education institution.

“Beyond a later start to the higher education academic year it is still not clear what else higher education will need to do in response to COVID-19 in 2021, but so many lessons have been learned that most institutions are feeling confident about navigating the year ahead,” he says.

Kriel says the deadline for enrolments at many public and private institutions is only a month away, so Matrics should be investigating their options and send in their applications without delay.

“Particularly for full-time, contact undergraduate programmes, where there is much competition for a limited amount of space, prospective students need to make a commitment as soon as possible,” he says.

At some institutions and for some qualifications, such as diplomas or higher certificate programmes, applications may remain open for longer, but even for these programmes applications close when capacity is reached, he says.

Some institutions may also have late registration options, or allow registration right up until the start of the academic year, but it is best to secure one’s place timeously rather than gamble on space being available later.

“So use your study downtime to investigate prospective higher education institutions and courses that interest you. It’ll provide a welcome and interesting break from revision, while also serving as a motivation to do your best when you hit the books again. We all need to focus on the future,” he says.

Kriel says those students who don’t yet have a clear idea about what they want to study or where, should look at all the institutions that appeal to them, and then contact a student advisor on these campuses for guidance.

“It is particularly important to remember that historic pathways have been all but obliterated by the new world in which we now find ourselves,” he says.

“The COVID-19 and lockdown experiences served to realign our priorities and focus, and now, more than ever, it doesn’t make much sense to simply go study because of the perceived prestige of an institution or qualification. Prospective students should look at qualifications that make real-world sense and are geared towards getting them ready for a competitive and ever-evolving job market.

“And they need to identify those institutions where students were able to continue studying mostly uninterrupted during the lockdown, with the kind of support that ensured they could continue to deliver to their best ability,” he says.

Before settling on a qualification, students should ensure they have a clear idea of their envisioned academic path.

“What do you want to do after qualifying? Have you considered all the options by looking at the prospectuses of more than one higher education institution? Have you considered the track record of alumni from specific institutions, and the value a specific qualification has within an industry? These are all questions that you need to weigh up before signing up,” he says.

Kriel says prospective students may be surprised at the range of options available to them that they may never even have heard of before.

“The focus today should be on studying towards a work-focused, real-world qualification, and there is a large number of new and emerging careers from which to choose. So don’t wait and see when it comes to next year. The logistics will fall in place, but you need to make your move soon to ensure a smooth continuation of your educational journey in 2021.”

LOCKDOWN LEARNING HERALDS NEW ERA FOR SCHOOL-PARENT-STUDENT PARTNERSHIPS

bloretz@advtech.co.za (Bernadette Loretz) — Thu, 08 Oct 2020 08:12:26 GMT

As life slowly starts returning to normal under Level 1 of the Covid-19 lockdown, the experience gained over the past few months, during some of the most challenging times faced by parents, schools and teachers, has presented an unexpected silver lining - the opportunity for a renewed trust and working relationship between all these parties, an education expert says.

“Life as we know it, as it was before the reality of Covid-19 entered our existence, will almost certainly never be the same again, and that is very much true for education as well,” says Jenny Coetzee, former principal at Crawford La Lucia, and now Managing Director at Crawford International School Kenya, part of the ADvTECH Group, Africa’s largest private education provider.

She says that before Covid-19, education mostly started when a student entered school gates, and was largely considered to be the sole responsibility of the school and educators.

“What the experience of these last few months have shown us – and the situation was very much the same across most of the world, including in South Africa and Kenya - is that there is much strength and value to be found in the development of a cooperative trust relationship between schools, parents and students,” Coetzee says.

She says the famous quote by leading global education policy expert Judith Billings could not be more apt right now: “Children are the priority. Change is the reality. Collaboration is the strategy.”

“The transition from contact learning to distance and online education was initially a challenge for parents and students. Yet despite the challenges, we witnessed much growth as children, parents and teachers engaged in online learning, or other methods of delivery where online learning was not possible.

“While online teaching and learning is different to the face to face interaction, many schools were able to continue with the curriculum because of the support of parents and the dedication of teachers and students in the virtual classroom.”

Coetzee says that apart from working towards the set goals of the curriculum, educators also saw the emergence of new levels of communication, collaboration, digital learning, computing development, critical thinking and creativity – all 21st Century Competencies which children need to master to get them ready for jobs of the future.

“Going forward, the triangular relationship of student, teacher and parent must not be left by the wayside, but rather be nurtured to ensure this moment is seized and built upon, to the benefit of every child’s educational journey,” she says.

“As we now see and realise, our previous version of normal might never return in the same guise again. We don’t know what waits for us in the future, but it is becoming apparent that learning in future must be able to incorporate a blended model – a hybrid of classroom and online – at short notice, while maintaining academic excellence,” she says.

Coetzee says the uncertainty of recent months showed that education must in future be prepared for the possibility of new unforeseen local or global emergencies.

“We have to be prepared and ready to build the independence of our students and the resilience of our teaching models in this fast-changing and unpredictable world. Clearly, our children’s education can’t be suspended each time we are faced with turmoil and uncertainty, which experts predict will be the norm rather than the deviation in years to come.”

So, when considering the child’s educational journey then, parents must choose and commit to those schools which have shown that they are resilient and adaptable and able to deliver regardless of challenges. But more than that, this new paradigm requires a new collaboration and commitment to success regardless of external factors between schools, parents and students.

“Parents must do their research carefully and commit to their school of choice. Children need to see and believe that their parents have confidence in the chosen educational path, so that they can have the confidence and discipline to do the work and internalise the learning regardless of externalities or changes in delivery methods.

“The importance of building long-term relationships and supporting each other can’t be stressed enough in this environment, as the alternative – moving from one institution to the next because of perceptions of the grass being greener elsewhere, will be massively counter-productive not to mention disruptive to a child’s educational journey.”

Coetzee advises parents to do their research very carefully before they enroll their child at any educational institution in future.

“Parents must be sure that the curriculum will open as many doors as possible for their child, that the values of the school reflect their own, and that they are happy with the quality of the offering in terms of academic excellence, regardless of the method of delivery. And when the commitment has been made, there needs to be trust, respect and follow-through from all parties.”

GRADE 11s: DON’T LEAVE THE MATRIC FOCUS UNTIL NEXT YEAR

bloretz@advtech.co.za (Bernadette Loretz) — Wed, 30 Sep 2020 10:49:18 GMT

The saying “don’t leave for tomorrow what you can do today” has never been more apt for this year’s Grade 11s, as Covid-19, the lockdowns and their impact on education have shown. While many learners wait until their final year of school to put in the hard work, Grade 11 results can make an important impact on the future options of learners, an education expert says.

“This has been a tremendously disruptive year for all learners, and in particular for Matrics,” says Nola Payne, Head of Faculty: Information and Communications Technology at The Independent Institute of Education, SA’s largest and most accredited private higher education provider.

“Yet while most of the attention was focused on Grade 12s to ensure they can complete their last year of school and continue their educational journey thereafter, Grade 11 is a very important year – usually a year considered intrinsically linked to the final year of school - and these learners should attempt to do as well as possible during these last few months,” she says.

Payne says it may be tempting to wait until next year to get back in the swing of things, particularly now after an unprecedentedly hard and tumultuous 7 months, but that it should be kept in mind that there is no guarantee that everything will just go back to the pre-pandemic normal as the clock strikes 12 on December 31.

“Therefore Grade 11 learners must use their time optimally, and put in the hard work with dedication so that they can enter 2021 from a position of strength… And also to hedge against any other unforeseen disruptions that may in future impact their educational journey – whether they be personal or external,” she says.

Payne says that doing well in Grade 11 serves as a kind of insurance for the future because many higher education institutions will make provisional offers based on a learner’s performance in this year.

“Therefore, if you put in the work now, you will have something to fall back on next year if needed, even if only because you didn’t perform to the best of your ability in Matric,” she says.

“There is still enough time left this year for you to counteract some of the impact the past year’s disruption had on your education and, indeed, to dramatically improve your academic performance.”

In addition to having good marks to fall back on in Matric, performing well in Grade 11 also means that learners can apply to their higher education institution earlier in their Matric year, which takes at least one weight off their shoulders for the remaining part of Grade 12.

“As things stand, the academic year for 2021 will already look different from previous years because of the delay in the release of Matric results and the later than usual start date of universities. With many logistics still needing ironing out across the board, having a solid bird in hand by way of Grade 11 results will only make these prepared learners’ road smoother down the line,” Payne says.

FORWARD TO MATRIC FINALS: GETTING YOUR HEAD IN THE GAME, IN A GAME CHANGER YEAR

bloretz@advtech.co.za (Bernadette Loretz) — Tue, 15 Sep 2020 10:37:18 GMT

The clock is ticking for an estimated 1.1 million Matrics from the Class of 2020, who will sit for their final exams in two months’ time after arguably the most challenging year they would have faced during their school careers.

With uncertainty still lingering about much of what is to come, these students now have to ensure they get in the right frame of mind to perform to the best of their ability despite the unprecedented circumstances and novel logistical arrangements they will face, an education expert says.

“Learners must now take stock of where they are academically, and determine what ground still needs to be covered so that they are fully prepared,” says Wonga Ntshinga, Senior Head of Programme: Faculty of ICT at The Independent Institute of Education, SA’s largest and most accredited private higher education institution.

“On top of this, they need to work through any concerns around the rest of the year, exam logistics, and their future plans so that they can put aside those issues causing anxiety and focus solely on their revision,” he says.

Ntshinga says while this year’s Matrics face additional stressors on top of the regular challenges associated with Matric finals, they should know that there are more additional resources than ever before to ensure they complete their final year of school as well as possible.

“Now is the time to assess your performance to date – possibly based on your preliminary exams if your school wrote them – and see how much ground you still need to cover before exams start. And very importantly, learners need to draw up a comprehensive study schedule and stick to it. Don’t just get up every morning and wing it. You have to keep track every day to ensure you stay on schedule, and if you are not, you need to adapt your approach.”

Ntshinga says Matrics need to come to terms with the fact that things will feel strange in the exam room, so that they are fully prepared and not distracted by the logistics, such as writing while wearing a mask.

“Taking control now for your own performance is the most powerful approach to take. And remember that there are many people and organisations out there from where you can obtain additional support if you need it. By claiming your focus, you can and will make a positive difference to your results,” he says.

It is also worth remembering that the way learning happens now is the way it is likely to be for some time still.

“Even when going into higher education next year, there is likely to still be restrictions and safety precautions in place, so don’t waste precious energy fretting about the unusual nature of things, and rather embrace the situation and hone your independent learning skills.”

Ntshinga says learners can access additional help and resources quite easily in the following places:

• WEBSITES OF PROVINCIAL AND NATIONAL EDUCATION DEPARTMENTS

“There are some excellent resources available in the public sector, including study and revision advice, past papers, exam dates and concept lists for specific subjects. Remember that it doesn’t matter where you live, you can access the advice on the websites of other provincial departments as well.”

• HIGHER EDUCATION INSTITUTIONS

“Institutions such as The IIE’s Varsity College, Rosebank College and IIE MSA have gone all out to ensure they provide additional assistance to Matrics, such as through bootcamps, subject revision, past paper provision and so forth. Contact an institution near you to hear about any additional Matric support they provide, or follow them on social media to receive regular updates and support.”

• GENERAL ONLINE RESOURCES

“There is a wealth of advice freely available on the internet that can help you with your studies. Just be sure to access information from a reputable and credible source.”

Ntshinga says that while everyone must remain vigilant about the virus by maintaining the necessary social distancing and safety protocols, learners must push on with positivity and work toward the future.

“Everyone is aware of the unique challenges facing this year’s Matrics, so it is important not to panic but rather to exert control within your sphere of influence – your own mindset. Even though the current circumstances are difficult, there is a wealth of support available, and even if you are not yet on track, you have enough time if you start right now to make a success of your final year.”

MATRICS: DON’T SETTLE ON STUDY CHOICE BEFORE CONSIDERING THIS CRUCIAL FACTOR

bloretz@advtech.co.za (Bernadette Loretz) — Wed, 26 Aug 2020 07:23:07 GMT

Covid-19 and global lockdowns will have an enduring impact on how prospective students will make decisions about higher education options in future, an education expert says.

“Previously students opted for tradition, legacy and a particular mode of learning, being either contact or distance, depending on their circumstances and the social perceptions around them. It is now clear that not only history matters – institutions must be able to respond to the up and down uncertainty of the environment in which we live without compromising the learning experience. That ability to switch between methods without notice and to do so without disrupting learning has become a differentiator,” says Dr Felicity Coughlan, Director of The Independent Institute of Education, SA’s largest and most accredited private higher education institution.

Coughlan says one of the major considerations in future, will be the ability of a higher education institution to continue providing the highest quality academic excellence, regardless of mode of delivery and even regardless of quick and unanticipated changes to what is permitted and possible.

As the economy struggles, there is also likely to be an increased focus on the work readiness link of qualifications in a far more explicit manner than has been the case. Students are likely to be asking more deliberate questions about the link between qualifications and employment than they have before, as fewer and fewer students can afford to simply treat their first degree as formative.

“The institution of choice for the future will therefore be one that offers qualifications that result in work ready graduates as well as a teaching and learning environment that can shift seamlessly from the class to online and back. It is truly a best of both worlds option – students still want the campus life experience but they need to know they can get it with the surety that if necessary, the institution can continue to engage them online during periods of closure which are likely to repeat themselves in the future,” says Coughlan.

She says that this is not about all students wanting to study in the distance mode as this does not suit everyone and the value of a campus-based education for matters like enrichment and learning to collaborate, and engaging directly with experts, remains the same.

“It is about future-proofing contact education,” Coughlan says.

“In addition to previous factors that needed to be considered when deciding what to study and where, the ability to deliver a quality and resilient offering when face-to-face delivery is not possible, has now become a non-negotiable. The world has changed. Some form of social distancing and responsiveness to epidemic outbreaks - even if not at the scale of a pandemic - needs to be integrated into how we live. Institutions that are expecting to go back to what was are missing the point – the future is about the best of both alongside proven capacity to change tack responsively and quickly without disrupting learning or assessment. This is the new normal.”

Coughlan says that on the positive side, The IIE has, as a result of their own response to lockdown learning, discovered that face-to-face contact learning is in fact enhanced by other delivery methods.

So when considering institutions for next year, prospective students should be aware of the terminology related to the mode/method of delivery they’ll encounter so that they can differentiate between them.

“Traditionally there are two modes of delivery types that students select. This is either contact studies, where the bulk of the teaching and learning is on a campus site with face-to-face interaction between lecturers and peers, or distance studies where the bulk of the teaching and learning requires little to no actual campus contact sessions, but rather is technologically-mediated, i.e. interaction between the educators and with peers occurs using electronic platforms. Distance studies also include what is traditionally called pack and post, where materials are mailed to students, or where it can be downloaded from a student portal,” she says.

For some time now students on many campuses have been able to blend their class learning with some online engagement with the content, the lecturer and peers on a digital platform. Where this has been structured and planned to support and supplement contact teaching, it is known as blended learning, and it is the progressive way to add value to the traditional classroom-based method of teaching and learning.

The pandemic has also highlighted the development of hybrid learning where classroom and online sessions are happening at the same time to give those students who are online, direct person-to-person engagement with those who have opted to be in the physical class. It is a great pandemic response model as it is truly the best of both and when done well the learning outcomes are good. It is not however that easy as the lecturer needs to be able to engage two very different audiences at the same time, so professional development of staff and the employment of effective broadcast technology using Bluetooth and Wi-Fi are now standard, Coughlan explains.

She says that in future, a good institution will have to be in the position to let students move seamlessly between in-person and online at a moment’s notice as circumstances limit when a student can safely engage in person.

“We are great supporters of contact education as we believe in campus life and the value it adds, but we are realistic about the uncertainty and excited about the possibilities of making hybrid learning meaningful and engaging. For those Matrics who are still investigating their study options for next year, or those who are having a change of heart now about their choice as a result of changes brought on by the pandemic, an important step in making the choice is to speak to current students at various institutions to evaluate how their institution ensured continuation of learning and how well it supported students.

“So consider whether current students will still complete their academic year by the end of 2020, or have their studies been thrown into disarray? How much was invested into technology and development pre-lockdown, so that the institution could respond swiftly when lockdown was announced? Did institutions support those students who did not have the resources and data to continue learning? Does the institution have a strong work-integrated learning focus and industry-connect curriculum, or is it purely focused on (sometimes outdated) theory?

“In addition to the usual questions about registration, accreditation and employer recognition of qualifications, the question about the ability to continue delivering at the highest level has now become a crucial and non-negotiable one for future students to consider,” says Coughlan.

GRADE 9s: LET THE 3 Ps GUIDE YOU WHEN CHOOSING YOUR SUBJECTS

bloretz@advtech.co.za (Bernadette Loretz) — Thu, 23 Jul 2020 08:42:25 GMT

Choosing the subjects they will sit for during the National Senior Certificate exam three years from now is an important and challenging task facing Grade Nines at the moment, because this combination of subjects will influence their choices down the line, and impact on performance and motivation over the next three years and beyond. Therefore Grade Nines should, with the help of their parents, guardians, teachers and outside experts, give careful consideration to the factors at play before settling on their final subject combination, an education expert says.

“Trying to cover all your bases taking into account all eventualities can become quite confusing, particularly if you don’t yet know what you want to do after school, so we advise Grade Nines to consider the holistic 3-P approach when weighing the pros and cons of various subject combinations,” says Dr Gillian Mooney, Dean: Academic Development and Support at The Independent Institute of Education, SA’s largest and most accredited private higher education provider.

She says Grade Nines are required to select at least seven subjects on which they will be tested in Matric, four of which are compulsory: Home Language, Second Language, Maths or Maths Literacy, and Life Orientation. The balance then, are elective subjects, and should be chosen after careful consideration.

“When considering your options for this balance of subjects, you should take into account your Passion, your Performance, as well as the Potential options available to you in future,” she says.

PASSION

Dr Mooney says one of the benefits of the current situation, where much work is done independently at home by learners and therefore without peers or teachers influencing perceptions, is that learners will be able to get a better idea of which subjects they are passionate about.

“If you find yourself drawn to a particular subject, or that you have a natural feel for it, that’s a definite sign that you should consider it as part of your subject choice bundle. Of course it may be that you are good at something but have no idea how that can translate into a possible career down the line.

“In that case, it would be a great idea to approach career centres and student counsellors – online for now of course – at higher education institutions, and discuss with them potential fields in which this subject may play a role. That will have the double benefit of revealing careers you may not have been aware of, as well as providing a boost of motivation to commit to doing even better because now you know where your passion might take you in future.”

POTENTIAL

Even if you already have an idea of what you want to study after school, you should still leave as many doors as possible open to allow for a change of heart later, and that is where so-called ‘gateway’ subjects enter the picture.

“Certain subjects such as Maths and Science allow you to keep your options open, as many areas of further study require them. If you are one of the many who struggle with precisely these subjects, it may be worth keeping only one of them so that you can focus your efforts,” says Mooney.

“The aim is to ensure that your choice positions you well to pursue as wide a range of qualifications as possible, that will allow you to demonstrate a well-rounded foundation when you leave school.”

Mooney adds that learners struggling with a particular subject now because of the changed circumstances of lockdown should not just give up and walk away from it.

“Things may be harder now, but it is worth persevering and getting additional help if necessary,” she says.

PERFORMANCE

It is important to also include subjects that will boost your Matric aggregate, Dr Mooney says.

“Because of the greater academic demands at higher education level, and the limited space at public universities and private higher education institutions, admission to higher education is performance-based – meaning simply that those with better marks stand a better chance of landing a space.

“So it makes sense to choose one or two subjects which will boost your aggregate and improve your chances of being accepted into the higher education institution and qualification of your choice,” she says.

Mooney says although our current environment is challenging due to Covid-19 and the resultant lockdowns, Grade Nines should still look to the future and focus on what they can do now to broaden their options in future.

“We don’t know what the future will look like, not in the short term nor the long term. Yes, we are facing unprecedented challenges, but with that, we will also be facing new opportunities and different ways of doing in future. Where in the past the road after school was pretty standard for many, who opted to pursue historically prestigious degrees without giving it much thought, the world of work has been changing and will change dramatically.

“So be sure you are aware of emerging careers, and that you position yourself in such a way that you’ll be prepared for the workplace of the future, not the workplace of the past.

GRADE 12s: THE 3 FACTORS TO CONSIDER WHEN DECIDING ON FUTURE STUDIES

bloretz@advtech.co.za (Bernadette Loretz) — Mon, 06 Jul 2020 08:54:16 GMT

The world looks very different today compared to when the Matric Class of 2020 entered their final year of school six months ago. Covid-19 and the resultant lockdown have caused much upheaval for this year’s Matrics, not least in terms of the way their educational journey has changed. But while much of their experience is different for this year’s Grade 12s, one thing has not changed – the need for them to decide what they will study and where when they progress to higher education next year.

“Your journey might seem tough right now, and the future uncertain. But although things are different, you must continue to work towards realising your dreams, and this includes weighing your options carefully before deciding on the best course of action for you, for continuing your education in 2021,” says Nola Payne, Head of Faculty: Information and Communications Technology at The Independent Institute of Education, SA’s largest and most accredited private higher education provider.

Payne says the process and considerations involved in making higher education decisions have changed as a result of the way the world has changed, and Matriculants and their parents need to take that into consideration.

“For example, in previous years, we would advise students to attend Open Days at various institutions, visit campuses to speak to student advisors and faculty staff, and connect with current and former students. It goes without saying that this physical legwork is no longer an option in the form that it used to be in the past.”

The good news however, is that quality institutions will now be hosting Virtual Open Days, which allow prospective students to actually ‘visit’ more campuses, and give them quicker access to advisors by scheduling online appointments. Additionally, some institutions will allow on-campus visits, by appointment.

“In addition to getting a feel for institutions via online meet-ups, the considerations for determining the quality of offering and an institutions’ ability to provide seamless, sustainable education have also irrevocably changed in recent months,” Payne notes.

She says when considering higher education options now, prospective students have to assess the following 3 factors:

1) THE ABILITY OF AN INSTITUTION TO PROVIDE A SUPERIOR ONLINE OFFERING

As many students realised during lockdown learning, a good contact education does not necessarily translate to a good online education, says Payne.

“This means that historic ideas of what made a good, ‘prestigious’ institution have been turned on their head. You have to ensure that any institution for which you opt will be able to offer a superior education regardless of delivery method. So this year’s Matrics are, for the first time, able to get a real insight into how institutions actually managed to do this over the past few months, regardless of whether they are a public university or private higher education institution.”

Payne says some of the questions to ask in an effort to determine an institution’s competence in terms or their online offering, include:

a. Whether the institution has an online learning platform,

b. How the institution uses the platform for teaching and learning,

c. How lecturers teach using the online platform,

d. What students are expected to do on the online platform,

e. What resources students need for online learning; and

f. What statistics show in relation to attendance, submission of assignments, and student progress during lockdown.

“Obviously if an institution doesn’t have an online platform, or if their online platform did not effectively support the continuation of learning, one should think twice about opting for such an institution going forward,” Payne says.

“So be sure to interrogate all your choices to get a clear sense of what they did for their existing students these past few months, how they assisted those students whose circumstances required additional support, and whether their students were able to adapt to the new environment.”

2) AN INSTITUTION’S FOCUS ON WORK-INTEGRATED LEARNING

A focus on work-integrated learning and industry alignment was important in the past, but now it is more important than ever, says Payne.

“Given the massive loss of jobs in the wake of Covid-19 and global lockdowns, opportunities are going to be limited in coming years. When hiring picks up again, employers will want to be very clear that they are appointing graduates who are able to do the job and not just have paper credentials to show for their time at university.

“This means that you should ask of institutions how their curricula are connected to the real world of work, how closely they work with industry to ensure you engage with relevant, updated learning material, and how work-integrated learning is incorporated in the curriculum.”

The additional benefit of work-integrated learning, is that this also provides students with a portfolio of evidence upon graduation, which gives them additional collateral during the job hunt, Payne says.

3) THE REGISTRATION AND ACCREDITATION STATUS OF AN INSTITUTION AND QUALIFICATION

One thing that has not changed, is the need to ensure an institution is properly registered and accredited, Payne says.

“Bogus colleges and qualifications have been a challenge in South Africa in the past, and one expects unscrupulous operators will continue to prey on the most vulnerable in future. This is why you need to start considering your options now, and not leave your decisions about your future too late, when you might be desperate to further your studies but find yourself with fewer options.

“Give yourself sufficient time to investigate the institutions and qualifications that interest you, so you’ll be better positioned to investigate them thoroughly, and weed out those which will cost you time and money without providing the required return on investment.”

Payne advises Matrics must start investigating their options without delay, and to spend a little time every week working on their higher education checklist.

“At this stage, you may not yet be sure what you want to register for, or how to connect with institutions. But the fact is that higher education continues, and good institutions will have the systems and advisors in place to help you on this exciting journey – you just have to reach out.”

COMMUNICATION KEY TO HELPING YOUR CHILD NAVIGATE THE NEW NORMAL AT SCHOOL

bloretz@advtech.co.za (Bernadette Loretz) — Thu, 11 Jun 2020 07:18:11 GMT

With more grades returning to school in coming weeks, in line with South Africa’s phased back-to-school approach, parents and guardians should keep the lines of communication open through frank conversations and feedback, an education expert says.

“Our children are being faced with many challenges from different fronts during this time, and despite their schools being familiar spaces, that to which they are returning is looking different to the way it did before,” says John Luis, Head of Academics at ADvTECH Schools.

“On the homefront, they would have been exposed to the concerns around fear of Covid-19, the economic impact of the lockdown, keeping their educational journeys on track despite not being physically in school, and many other stressors,” he notes.

And although the economy and schools are opening up again, with the daily lives of South Africans returning to some new version of normality, children will still have to grapple with many, and new challenges, in the weeks and months to come.

“It’s important that parents help students understand – in an age-appropriate way – that although we are going back to ‘normal’, things will be different for quite some time still, and to help them prepare mentally and emotionally for the changes that may be on the cards.

“Parents should also be realistic and not expect students to bounce back into the school groove immediately – it is going to take some time to adjust to reshuffled curricula on the one hand, and the logistical requirements around staying as safe as possible for the foreseeable future, while the virus remains a threat. So, children must be prepared for the reality that although they are getting back into a school routine, things will still be very different from the way they were before. And this should not be viewed in a negative light, but rather accepted and embraced as the new way we’ll live our lives for now,” says Luis.

He says as a first step, parents should study the information they received from schools, so that they understand how adjusted logistics will work, what will be expected from students in terms of mask wearing and social distancing, as well as any other novel processes and procedures. These should then be shared and discussed with students to ensure they are not caught off-guard by how things have changed on the campus.

“Parents have an important role to play in helping their children understand the situation, acknowledging their emotional responses, and helping them navigate these feelings in a healthy way,” says Luis.

It is also necessary to design and start implementing new routines, he says.

“School times may be staggered, and there will be no extra-murals, so the school day will also look different. Parents who work may need to consider how they are going to manage these changed logistics, and must devise a plan for how the day will look going forward. Children would have, to some degree, become used to taking the day and their own time management on their own terms, so waking up very early again while it is still dark, and sticking to a stricter routine, may take some getting used to.

“There are many examples such as these, some minor and some major, of how the days and the lives of our children will be changing. These will also take their toll, which is why communication is so important, and also an acceptance of the fact that everyone is trying to find their groove again, but that it isn’t always going to be easy. We as parents have to be kind to ourselves in this regard, and also allow our children the space and support to find their own feet again on their educational journey.”

Very importantly, some allowance has to be made for the fact that some students might return to find that some of their peers have, during lockdown, mastered work which they have not yet.

“Educators are very aware of this reality, and will be doing all they can to get everyone on the same page once more. It is not worth adding undue pressure at this stage, which will only introduce additional anxiety for children, and between children and their parents. If a child is concerned about ‘being behind’, put their mind at ease that you will address the matter together, and speak to the teacher to get guidance,” says Luis.

“The key to the coming transition, is to understand that things will be different and challenging at first for most, but that with understanding and regular, open communication, the road will become increasingly less rocky.”

MATRIC MID-YEAR EXAMS: CREATE YOUR OWN LOCKDOWN SIMULATION

bloretz@advtech.co.za (Bernadette Loretz) — Wed, 03 Jun 2020 11:07:50 GMT

Under normal circumstances, Matric mid-year exams provide a valuable benchmark from which to launch the final push towards the finals. Because of the Covid-19 lockdown, there will be no official mid-year exams this year, but learners should still aim to re-create their own exam experience at home as this provides valuable practise and insights, and an opportunity to improve their performance later this year, an education expert says.

“Much is being asked of our Matric learners this year, who have to complete the final leg of their school journey under very difficult circumstances,” says Nola Payne, Head of Faculty: Information and Communications Technology at The Independent Institute of Education, SA’s largest and most accredited private higher education provider.

“Unfortunately, part of the impact of our current situation, is the fact that learners will miss out on one of the most important first tests of their Grade 12 year, the mid-year exam. However, just because there is no official exam scheduled, that doesn’t mean learners can’t still get the benefit from the focused revision and simulation of the exam environment, to test their current readiness and address challenges identified in the process,” Payne says.

With Grade 12s set to return to school at the start of June, some schools may include mock exams as part of the revision strategy, but many may not be in a position to do so.

“These learners can greatly benefit from testing themselves by sourcing and completing past papers, in one sitting, and within a specified timeframe as would have been done in actual formal exams,” says Payne.

“Even better, is to collaborate with your friends, and ‘compete’ against each other, which makes the experience more fun and also ensures accountability and follow-through,” she says.

Payne says that normally mid-year exams would provide learners with valuable insights into where they need to focus their attention in coming months

“By simulating the exam environment, through completing a paper in one sitting within a given time, you will get a good understanding of how you need to pace yourself during the exam. You also get to practise answering questions in different formats which tests your ability to apply your knowledge, and provides deeper consolidation than simply going through your textbooks over and over.”

Usually, mid-year exams are not just the first test run for finals, but they also come with rather high stakes, as these results can be used to provide the proof of performance required for higher education applications, says Payne.

“While you won’t have these results to work with this year, the benefits of completing these exams remain, because simulating the exam environment provides an assessment of how you handle the pressure of the exam room, the efficacy of your study methods, and your ability to master and reflect on large amounts of academic material. Most importantly, you will be able to see early enough whether you need additional help in certain areas, which allows you to act on these issues timeously, and before the prelims you’ll write later this year, the results of which you will be able to use in your higher education application.”

Payne says it is important for Matrics to now focus on their own journey and try make the best of the year, while tuning out the logistical noise around the return to schools as much as possible.

“You may feel very alone right now, and confused about what is going to happen to you and the rest of your year. If you are struggling to focus, remember that your situation is similar to that of hundreds of thousands of other learners across the country, and that your mental and emotional energy is best applied to that is within your control rather than that which is not.

“Universities – public and private – are very aware of the unique challenges and circumstances facing our Class of 2020, and will take these into account. So you do not need to let go of your dreams for the future, and you don’t have to delay your plans to study next year.

“However you must still strive to apply yourself and do the best with what you have in whichever way you can. So your preparations now must focus on doing as well as possible in your prelim exams later this year, because you won’t have mid-year marks to use in support of your application. And preparing for the prelim exams, includes practising the art of exam writing by setting up your own mid-year exam simulation.”

MANAGING MATRIC IN A TIME OF TURMOIL

bloretz@advtech.co.za (Bernadette Loretz) — Wed, 29 Apr 2020 06:55:09 GMT

For the majority or learners, Matric is the most challenging year of their school careers - even under normal circumstances. The current circumstances facing the Class of 2020 are unprecedented, and have caused massive upheaval and uncertainty on top of the challenges they would ordinarily have faced. Even so, there are ways learners can adjust and respond to ensure they still make a success of the year, an education expert says.

“When some speak in the media about the year being a ‘write-off’, it is easy to be even more anxious. What they are trying to communicate is how difficult it is going to be to assess progress normally and that a two year perspective should be taken – but even this is not a comfort for Grade 12s who don’t have two years available to them to recover from this,” says Wonga Ntshinga, Senior Head of Programme: Faculty of ICT at The Independent Institute of Education, SA’s largest and most accredited private higher education institution.

“On top of this, the amount of support available to Matrics before classes can resume is very varied. Even those who are able to get high-quality online or paper-based or televised support are needing to work without the security of the presence of their teachers and peers,” he says.

Ntshinga notes that even then, there are many who don’t have access to the aforementioned resources.

“It is clear that the Department of Basic Education is aware of this and there is little doubt that this group will be the first that will be allowed to return and time will be created to ensure that they can catch up – even if that means moving examinations into December.

“Any individual student is not alone here and can at least draw comfort from the fact that the decision-makers are as worried as you are. It follows that what makes the most sense right now, is to take what you do have and what you must face and make the most of it so that by the time you get back to whatever the new plan will be – and there will be a plan – you have managed to get ahead of your peers and in front of your own anxiety.”

Ntshinga notes that while Matric learners will indeed lose out on some of the experiences normally reserved for this year of school, they are also now, forever, the cohort that had to succeed faced with these challenges, which will earn them a measure of respect.

“Everywhere you look there is advice on how you should be coping and what you should be doing, and that you should have a healthy daily routine which includes learning, revision, exercise and sleep. When you are struggling to do this, it adds to your anxiety.”

Ntshinga says that instead of trying to do it all, learners should keep their eyes focused on small victories and goals – getting through today, or a particular chapter, or a past paper are all achievements. Stacked on each other, they will carry learners through.

“Identify the one or two things you can do every day that will mean success for you, and strive to then get these done.

“Aim for small successes every day, which will help to make sticking to routine the next day progressively easier as you go along. And don’t beat yourself up if you are struggling to get to grips with this new way – it is challenging for everyone, and there is a lot of empathy and understanding for that, also on the part of your teachers. However, for your own sake, you must try show yourself every day that you are doing the best you can under the circumstances.”

Ntshinga says getting things done might also call for some creativity on the part of Matrics.

“If you are sharing a small space with your family, and it is hard to get quiet focus time, you might try reaching an agreement with them regarding which times of day they need to give you some peace and quiet for studying,” he says.

“Or you could, for instance, change the times you study – perhaps late at night when everyone else is sleeping, or an hour or two before everyone else wakes up.”

It’s also worth taking some time to get to grips with the actual logistics of learning remotely, Ntshinga says.

“If your school is one of those who have been preparing for digital and online delivery and now offer dedicated learning platforms, it might take some time getting used to the ins and outs of the apps they are using. Practise the ins and outs of these platforms, so the actual work that you are doing isn’t being slowed down by trying to navigate the app itself,” he says.

“And also keep in mind your data usage if you are studying this way. You can, for instance, download something with your night-time data and come back to it the next morning, and also save your data for your work, rather than wasting time and data watching movies online.”

Learners must also resolve to make the most of online classes, by showing up, engaging and preparing as they would have for contact classes, he says.

He adds that those learners who do not have access to resources from their schools, should find out about the ones that are generally available, such as classes broadcast via the SABC (see links below) or through the platforms of some telecoms providers. Learners can also share ideas and resources with friends using WhatsApp.

“If your school was not able to assist you, find someone or something that can – the skill of this investigation is already a life skill that last year’s Matrics did not have to learn the way you do. We are in the midst of an unprecedented global crisis and everything is in a state of change. There is much you can’t control, but you can set yourself up to be prepared to live out your dreams in the new world order. Use this time to expand your vision of what your future might look like,” he says.

“The message is to keep on keeping on, and to spend your days as productively as possible, whatever that may mean for you personally. Focus your energy on what you can do, and keep building your future with small positive achievements every day.”

https://www.sabc.co.za/sabc/ukhozi-fm-extends-its-programming-on-term-1-matric-revision-content/

http://www.sabceducation.co.za/media-office/4769-sabc-and-the-department-of-basic-education-launch-covid-19-tv-and-radio-curriculum-support-programme-for-learners

TEACHING REMOTELY: FOCUS ON THE ESSENTIALS, LESS IS MORE

bloretz@advtech.co.za (Bernadette Loretz) — Wed, 29 Apr 2020 06:52:27 GMT

The temptation to do it all as if it is possible to maintain the pace and volume of contact education remotely must be resisted, an education expert says.

“As educators adapt to teaching remotely and online, there may be an attempt to mimic what a school day would normally look like, by filling learners’ days according to pre-lockdown timetables, and pace and content of learning,” says Dr Felicity Coughlan, Academic Director at ADvTECH, SA’s leading private education provider.

“However this approach is counter-productive, and can lead to further frustration, anxiety and tension under what is already challenging circumstances for all concerned, including for parents, learners and educators,” she says.

Dr Coughlan says there is an important difference between focusing on essential skills during this time, as opposed to trying to keep the curriculum going in full.

“Much of the stress people are experiencing arises from this well-intentioned attempt to ‘keep up’. It is far more conducive to learning and well-being to make deliberate choices and to pare back and focus on those skills around which we can then build content knowledge again later,” she says.

In quite unexpected ways the lockdown and the unique and unprecedented circumstances in which we now find ourselves, provide a perfect opportunity to develop and entrench those global competencies which otherwise might not receive the requisite focus during normal school time, Dr Coughlan says.

“We have known for some time that the world is changing, that the skills required in the workplace are evolving and that the workplace of the future is going to look much different from what used to be the status quo only four weeks ago. Now, all of a sudden, we find ourselves thrown into a completely new paradigm and it is quite clear that the world will not be the same.

“So what better time to develop those global competencies and master 21st Century Skills than during the biggest global disaster in recent history?”

Dr Coughlan says SA teachers have risen to the challenges of remote and digital teaching with remarkable resilience and zeal, with very little warning or lead-time. They have been wonderfully innovative whether or not they have had access to extensive educational technology or been required to use WhatsApp or other day-to-day communication tools to keep in touch with the children they were teaching. The mindset of making do and re-inventing is a precious one we should not lose.

She says ADvTECH Schools have integrated Global Competencies in their curricula for several years, and that those schools and educators who have not yet had the time to do so or have treated these as peripheral, now have the perfect opportunity to embed them in “normal” teaching and learning.

“The world of the future just came crashing through our door,” says Dr Coughlan.

The Global Competencies of THINKING skills (creative, critical and reflexive), RESEARCH skills (collecting, recording, organising, interpreting), COMMUNICATION skills (personal interaction with others), SOCIAL skills (personal behaviour) and SELF-MANAGEMENT are the only ways that teachers and students will navigate this period and what follows it, successfully.

“So, for teachers developing lessons and content, and schools still grappling with how to approach learning at this time, consider that less really is more. If there is therefore a little bit of a silver lining to this disaster, it is that we now have the ideal opportunity to develop these skills, and that even those schools and educators who are not as well-positioned as others can include them.”

Now is the time to focus on the basics, and to aim for consolidation, says Dr Coughlan.

“It is true that for some this is easier than for others. There is particular concern about the Grade 12 class as well as the millions of children being left behind as education continues for some. These social justice imperatives are not trivial, but are not addressed by the entire system freezing. It is however vital that those in positions of privilege who are able to still be learning effectively acknowledge this privilege with humility.

“If your school or class can continue learning then this time needs to be used to develop global citizens just as much as it must be used to entrench skills. Content can and will follow. Don’t mistake quantity for quality. “

4 WAYS FOR GRADUATES TO GAIN A COMPETITIVE ADVANTAGE IN THE JOB MARKET

Thu, 05 Mar 2020 07:20:55 GMT

Technical skills are always important, but alone they are no longer sufficient for ambitious graduates seeking to build a successful career, an education expert says. Because in today’s constantly changing and fast-paced global environment, employers seek out those graduates who are resilient and can build long-term relationships with customers, colleagues, communities and other business partners.

“The ability to get on well with people and actively build relationships among all roleplayers and stakeholders is now more important than ever, and absolutely essential for those graduates seeking to distinguish themselves in the job market,” says Wonga Ntshinga, Senior Head of Programme: Faculty of ICT at The Independent Institute of Education, SA’s largest and most accredited private higher education institution.

Ntshinga says that while relationship-building comes naturally to some people, others have to work on it.

“Whichever category you belong to, it is essential for all graduates to exercise their muscle when it comes to working well with your team, fostering cohesion and communicating effectively,” he says.

Ntshinga says there are four competencies that support the effective performance and career growth of graduates beyond their field of academic expertise, and advises students to start developing these as soon as possible – with the help of their institution’s support services if need be - and build on them post-graduation.

COMMUNICATION

“Effective communication is perhaps the most important competency to develop, because it is one that is not readily replaceable by technology,” Ntshinga says.

“Communicating effectively allows you to build relationships, listen carefully, influence matters and build empathy.”

Ntshinga says graduates should aim to use, as far as possible, simple language devoid of jargon when communicating with colleagues.

“If you are in technical field, use standard terminology and use the appropriate terms correctly. As a graduate, you need to learn how to clearly communicate your messages to your colleagues and management, as miscommunication has the potential to negatively affect even the execution of your work and projects.”

Ntshinga adds that it is essential that graduates understand they will be working with multiple people across multiple projects.

“Effective communicators understand how tone, body language, and context change the meaning of words. Therefore, as a graduate, learn how to craft and package your messages - written and oral - in such a way that the message is clear and easily understandable, whether you are giving instructions to your team, or whether you are explaining strategy to management.”

INTERPERSONAL RELATIONSHIP-BUILDING

Related to the above, graduates must develop how they relate to colleagues, managers and customers.

“Also called enduring skills or soft skills, developing your ability to build relationships will help you become tactful, diplomatic, and eventually an excellent negotiator and mediator – all traits that are in high demand in our increasingly race, age, gender and culturally diverse workplaces,” he says.

ANALYTICAL SAVVY

The willingness and ability to problem-solve issues in the workplace is a major competitive advantage, says Ntshinga.

“Set yourself apart by trying to find solutions, rather than simply pointing out problems and waiting for others to solve them. When faced with complex problems, break the main issues down into smaller components, and start where you can.”

BUSINESS ACUMEN

Do as much as you can to develop beyond your current position, Ntshinga advises.

“You need to study and understand the trade of your organisation - its clients, staff and stakeholders. You need to demonstrate expert insight into aspects of the business outside of your area of expertise, and understand the broader operating environment. You also need to constantly develop your complementary skills, for instance by doing related short courses, to remain competitive. By merely knuckling down and focusing on your daily tasks alone, you limit your resilience and ability to adapt to new roles if changes are introduced in the business.”

In today’s competitive environment, with many graduates competing for limited positions and career advancement opportunities, employers naturally seek those graduates who can offer the full package, and get on with the job from day one without needing to be micro-managed, Ntshinga says.

“If you are able to demonstrate your ongoing commitment to personal and professional development beyond the subject expertise you gained as a graduate, you will effectively boost your personal brand and position yourself strongly to advance your career.

“Well-rounded graduates displaying the aforementioned traits are hugely attractive to any company seeking to appoint those who can boost the strategic competitiveness of their teams, rather than just employing those who tick off tasks without demonstrating their commitment to growth.”

GRADUATES: HOW TO GET IN GEAR FOR YOUR FIRST JOB SEARCH

bloretz@advtech.co.za (Bernadette Loretz) — Thu, 13 Feb 2020 07:57:45 GMT

Your first job search after graduation can be both exciting and terrifying, particularly in South Africa where many qualified people compete for a limited number of vacancies. But the experience can be made much more rewarding, and the chances of success greater, by following a few simple guidelines, an education expert says.

“You have to approach the job search with a plan, rather than falling into it haphazardly, as the latter can quickly lead to frustration and disappointment,” says Wonga Ntshinga, Senior Head of Programme: Faculty of ICT at The Independent Institute of Education, SA’s largest and most accredited private higher education institution.

Ntshinga says when the economy is constrained, as it currently is in South Africa, finding a job can be hard even for those with experience, but that it can be especially daunting for first-time job seekers who are not yet familiar with the processes related to searching for work.

“First of all, recent graduates must keep an open mind and stay alert for potential opportunities. Don’t get stuck on the idea that there is just one specific kind of job for you and that if you don’t find the exact role that you intended stepping into after graduation, you need to keep looking until you do.

“Understand that you may need to get a foot in a door first, and that once you’ve done so and proved yourself, you may start encountering more desirable opportunities in the environment you find yourself,” he says.

Ntshinga says it is very important for graduates to use their time as productively as possible, and go searching for opportunities rather than waiting for them to come knocking.

“By following the steps below, you will be in a much better position to realise success on your job search journey,” he says.

1) LAY THE GROUNDWORK

It may sound obvious, but many don’t realise the importance of getting the slog out of the way before they start submitting applications, Ntshinga says.

“You have to make sure that all your paperwork is in order, such as copies of your ID, academic transcripts, your degree, and so forth. Depending on your field, you may need additional documentation specific to your industry. Ensure that you have these in hard and digital format, ready to submit when required.

“Then, of course, you need to get your CV in tip-top shape. It can’t be stressed enough that it needs to be neat, concise and without any errors such as incorrect dates or grammatical slip-ups. It’s always a good idea to get a set of expert eyes on your CV before sending it off, so approach your graduate institution’s career centre for assistance in this regard,” he says.

2) SET GOALS

Ntshinga says one should spend a few hours every day on the search, and not leave it for when you feel like it.

“Inspiration may never hit, so don’t wait for it. Set out each day with the aim of finding and applying for a certain number of opportunities. Scour online job listings, widen your net to related vacancies even if not a 100% match to your preferred position, and cold call companies’ HR departments.

“When you send in an application for a vacancy, or your CV to the HR department to keep on file, remember to tailor your covering letter and experience to the specific company and position. And very importantly, keep a detailed and updated spreadsheet indicating where you applied, what you applied for, date of application and contact details of the person to whom you submitted the application. This may be useful later when you need to follow up on an application, or even when you want test the waters in future about potential vacancies.”

3) ROPE IN THE EXPERTS

The job search will feel lonely at times, but you don’t have to go it alone, says Ntshinga.

“Join forces with recruitment agencies and approach your graduate institution for help with your search,” he advises.

“A good institution will have specialist resources to help you prepare your CV, practise your interview skills, and assist you in identifying where you might need to strengthen or alter your approach.

“There are also many public, private and online resources dedicated to assisting job-seekers, so identify and connect with those in your area.”

4) GROW PROFESSIONALLY WHILE YOU WAIT

Ntshinga says it is vitally important not to stagnate professionally, particularly if the job-search takes a while.

“You absolutely must stay on top of developments in your profession, by networking and developing your relevant skills. Spend some time every week honing your professional skills by applying what you learnt during your studies. Volunteer your services in your community, go to industry networking events, and stay sharp.

“Also consider gaining a complementary skill to boost your CV and your range of competence. If you keep going and keep growing, the doors of opportunity will start opening for you.”

2020 MATRICS: PROCRASTINATION IS THE ENEMY OF PERFORMANCE

bloretz@advtech.co.za (Bernadette Loretz) — Fri, 31 Jan 2020 05:42:17 GMT

Drawing up a Matric Roadmap at the start of the year is an essential step towards achieving success in Grade 12, an education expert says.

“Looking at the year from the vantage point of January, Matric finals seem a long way down the road, and eight months feels like ample time to get to grips with your work before you have to sit for your finals,” says Natasha Madhav, Senior Head of Programme: Faculty of ICT at The Independent Institute of Education, SA’s largest private higher education provider.

“However before you know it, the days would have turned into weeks and the weeks into months, and if you are not vigilant, you may find yourself less prepared than you thought you would be,” she says.

Madhav says a more effective approach is to view the year as a series of milestones, and then work towards and build upon each one as they arrive.

“There are so many great things worth celebrating in your final year of school, and they must be embraced for the achievements they are, but you must at all times keep a firm focus on your biggest goal – to achieve to the best of your ability and lay the foundation for future success in the months to come,” she says.

She advises learners and their parents to take some time out to reflect and strategise in coming weeks, and to draw up a year-plan as follows:

BREAK IT DOWN

“Draw up a year-at-a-glance calendar which notes all tests, exams and other assessments, as well as Matric-related events and functions. Also note down administrative tasks which may take up your time, such as Higher Education application deadlines,” says Madhav.

She says once they have a year-at-a-glance view of what lies ahead, learners should break down the year into sections, and treat each section as a milestone on the road to achievement.

“So if you do this, the idea of eight months until your final exam quickly makes way for the reality that every month or two will bring new demands requiring your full attention. Understanding this, and the fact that action every day is the only way to approach this year in a sustainable way, is the strongest antidote to procrastination - the enemy of performance.”

SCHEDULE

Madhav says now that learners understand the various milestones and the limited time available for preparation, they should draw up a daily/weekly/monthly action plan.

“Consider how your average productive day will look – how much time you are allocating for non-academic activities such as sport and relaxation, how much time for homework each day, how much time for additional revision, what your weekends are going to look like, and so forth.

“While concentrating on academics, you also need to make provision for time to ensure your post-school plans are sorted. If you are going to apply for a qualification where entrance requirements also look at your non-academic contributions and achievements, is there something you should budget for, for instance volunteer work or holiday internships? Do you still need to investigate and pin down what you want to study and where?

“These are not bridges to be crossed only when you get to them. You should consciously consider what you need to do when to avoid unnecessary and avoidable stress in months to come, so that you don’t spend precious time completing application forms when in fact you should be putting the final touches on your Matric exam preparation,” Madhav says.

COMMIT TO YOUR MILESTONES

Madhav notes that having a plan is a great start, but that sticking to the plan with small actions that compound each day is where the tyres hit the road.

“Don’t postpone what you need to do today, to tomorrow. Because tomorrow may – and probably will - bring challenges you haven’t bargained for, and then you’ll start falling behind. You have to use your time wisely and productively – more so than ever before during this year – and strengthen your learning and productivity muscles.

“This will not only develop your abilities and potential throughout this year with the focus on your final exams, but will also stand you in good stead next year as you enter higher education, where the demands that will be placed on you will increase exponentially.”

REVIEW

The benefit of staying on top of things from the start of the year and throughout until you put down your pen after your last paper, is that you can adjust and correct your strategy if any red flags arise, says Madhav.

“If, for instance, you find that you are really struggling in a particular subject or with particular sections of work, you will have enough time to pull in extra assistance, for instance from a tutor or a teacher at school,” she says.

“You might also realise that you need to incorporate new study methods or ways of blocking time to get to grips with everything, and constantly reflecting on where you are in relation to your year plan, as well as where you need to be, will help you adjust where necessary.”

“The greatest weapons in your arsenal right now are time and discipline,” says Madhav.

“As the saying goes, hard work beats talent if talent doesn’t work hard. So whether you are top of your class, or not yet the strongest academically, the effort and focus you put into your final year of school will have a direct effect on your performance, and right now there is still a lot you can do about it – with the right strategy and unshakeable commitment.”

GREAT MATRIC RESULTS? ENSURE YOU FIND A GREAT HIGHER ED INSTITUTION TO MATCH

ghcmaartens@gmail.com (Drickus Maartens) — Tue, 14 Jan 2020 05:35:49 GMT

Top of the world after getting your results?

With South Africa’s Matric pass rate at an historical high, many thousands of learners are in the unexpectedly happy position of having received a Bachelor’s pass, and therefore qualifying for further study. Those who didn’t make provision for this eventuality, may now find themselves in a situation where they no longer need to settle for their Plan B, but can in fact go for Plan A – realising their dreams of pursuing a degree – but with no place at university yet.

An education expert has warned however that these Matriculants need to take extra special care to ensure that they are signing up for the right qualification, for the right reason, at the right institution, and not fall prey to unscrupulous providers just because they feel pressured to sign up for anything because of time constraints.

“Higher education Minister Blade Nzimande has warned prospective students not to fall for bogus colleges, which can cost precious time and money with no return at the end, but to ensure that they sign up at a registered and accredited institution,” says Peter Kriel, General Manager at The Independent Institute of Education, SA’s largest and most accredited private higher education institution.

He says ensuring that an institution and qualification is above board, by doing the relevant checks (*see details below), is indeed a crucial step before one even considers enrolling.

But more than that, prospective students have to ensure that their qualification will, after three or four years of study, in fact still be relevant and likely to provide a foot in the door and the ability to hit the ground running once that door has opened into the world of work.

“Unfortunately, many qualifications – even from respected universities – are not going to adequately prepare you for the world of work, and work of the future. Keep in mind that technology is constantly advancing, with new approaches, best practices, tools and so forth being incorporated into workplaces all the time, all over the world.

“So your institution and qualification must be cognisant of this, and importantly, have a close connection to industry, to ensure that your education isn’t obsolete by the time you attend your graduation ceremony,” he says.

Kriel says prospective students must first speak to career advisors at public universities and private institutions, interrogating both their insight into the current challenges in today’s world of work, as well as their approach and insight into the likely challenges of the future.

“Ask them how they expect your field to evolve in future, and how their curriculum takes this into account. In addition, how agile their response is likely to be to new technological and other advances, and their incorporation into the curriculum.

“Many institutions will claim they go beyond academics and theory, but can they give you insight into their commitment to lifelong learning and the development of vital soft skills so highly valued by employers?”

Kriel says while the clock is indeed ticking now for those who still need to apply to a higher education institution, due diligence must under no circumstances be discarded.

“A hasty and ill-informed decision in coming weeks can have major repercussions into the future. So make sure you check all the boxes before you embark on this new and exciting chapter in your life: find the right qualification for you, ensure that it is registered and accredited, and ensure that your institution is future-focused and committed to the holistic development of students and providing assistance - before enrolment, during studies, and after graduation.”

* VERIFYING A QUALIFICATION

South Africa has a register of all qualifications which is managed by the South African Qualifications Authority (SAQA), and this register is referred to as the NQF.

Something can only be called a qualification if:

1) It has a credit value of 120 as a minimum, and

2) is registered on the NQF with an NQF ID (sometimes called a SAQA ID) number.

The shortest possible qualification is therefore normally one year as it takes about a year of study to do 120 credits. A degree is normally at least 360 credits and so on. Without these two being in place, what you are studying is considered a short course and not a qualification, so it cannot be called a diploma or degree. So, if a South African institution is offering you a diploma for three weeks of study, it is not legitimate and warning lights should start flashing about that institution.

Before enrolling, prospective students must look up their desired qualification and check its level and credit value, as well as information about what it covers, at http://regqs.saqa.org.za/ .

* VERIFYING AND INSTITUTION

Prospective students can find a complete list of all registered private colleges and higher education institutions at: www.dhet.gov.za/SitePages/DocRegisters.aspx .

MATRIC RESULTS: GET READY TO DEAL WITH ANNOUNCEMENT DAY

bloretz@advtech.co.za (Bernadette Loretz) — Thu, 02 Jan 2020 05:45:09 GMT

With little more than two weeks before the Matric Class of 2019 get the verdict about their finals results, tension is starting to build. Many are wondering whether they will pass, others whether they will obtain the necessary results to pursue their qualification of choice. But now is a good time to take stock of the big picture, and not start catastrophising something that may or may not happen, because you are basing your entire vision of your future on your Matric results, an education expert says.

“Anxious parents and guardians need to take a step back and ensure that their concern over what may come doesn’t escalate tension in the house,” says Nola Payne, Head of Faculty: Information and Communications Technology at The Independent Institute of Education, SA’s largest private higher education institution.

“It is important at this stage to reflect on the fact that Matric results do not define a person forever, and that many people who did not do well went on to recover from the situation and reach success down the line, while others, who performed fantastically but never leveraged and built on their great results, not so much,” she says.

“Ultimately, by looking at your results, and objectively and dispassionately considering the best course of action from there – whether the results were super or super disappointing – you can ensure that you reach your potential,” says Payne.

She says parents and learners should remember that failing Matric is not the end of the road and that learners can still do the following to pass and/or improve on their results:

• Do supplementary examinations later in the year,

• Return to school to re-do Matric,

• Go to another school or institution to complete Matric; or

• Complete Matric via distance learning.

For those learners who passed, but didn’t achieve the marks required for entrance into degree study, the following routes are available:

• Enrolling for a Higher Certificate at a higher education institution, which can give access to degree study, or

• Enrolling for a Diploma which can give access to degree study.

A really good option for those learners who don’t see themselves going down the road of repeating Matric to improve their marks, but who still want to earn a degree down the line, is to pursue a Higher Certificate, says Payne.

“Access to study for a Higher Certificate is available to anyone who achieved an HC pass in their National Senior Certificate exams,” says Payne.

“So a less than stellar Matric performance does not mean you have to cancel your plans of degree study. It is however important that you engage fully with your HC studies so that you can develop those key skills you may have been lacking during your final school year,” she says.

Higher Certificates have replaced many foundation programmes, as they provide students with an opportunity to gain a full qualification while at the same time mastering those essential skills needed for higher education success – broadly known as academic literacies.

It is however essential that those who opt for this route, ensure that their chosen institution is registered and accredited, and will support students with focused academic literacy modules and a full year programme designed to bridge the gap between school and degree studies.

Payne explains that a Higher Certificate in Business Principles and Practice, a Higher Certificate in IT in Support Services or a Higher Certificate in Events Management, for instance, will give students access to a BCom, a Bachelor of IT in Business Systems, or BA the year after completion.

“So while waiting for results day to arrive, take the time to consider your options and understand that no matter what happens, you can and – with renewed commitment, will – be able to get back on track on the path of success,” says Payne.

GRADUATE CLASS OF 2019: THE NEW YEAR’S RESOLUTION THAT WILL LAST A LIFETIME

bloretz@advtech.co.za (Bernadette Loretz) — Tue, 17 Dec 2019 12:37:03 GMT

Graduation season in full swing, and the Class of 2019 is celebrating one of the biggest milestones of their lives. But once the clicking of cameras subside, graduates will be faced with the next big question which will determine the course of their lives: What now?

Many will opt to start their job search in the new year, while others will choose to further their education and pursue a post-graduate qualification. Those who are still undecided, should seriously consider going the latter route if circumstances allow, an education expert says.

“As New Year’s resolutions go, choosing to go the extra mile on your educational journey is one of the biggest gifts you can give yourself – one that will pay dividends well exceeding your investment,” says Peter Kriel, General Manager at The Independent Institute of Education, SA’s largest and most accredited private higher education provider.

He says to succeed in the workplace of today and that of the future, a first degree should be considered the start of one’s learning, not the end.

“A commitment to lifelong learning is essential in our rapidly changing world, and one needs to always be building on and expanding your skills and knowledge. Pursuing a post-graduate qualification is an excellent next step for those who want to distinguish themselves in the employment marketplace, while continuing their personal and professional growth journey,” he says.

Opting for a post-graduate degree should be an especially serious consideration for those graduates who hold relatively generic undergraduate qualifications, because it provides them with the opportunity of specialisation which will boost their professional opportunities upon completion, says Kriel.

Options open to them include a Postgraduate Diploma, which will increase their ability to focus and diversify their skillset, or an Honours Degree, for those who want to increase their academic depth in their field. Both these options will enable you to pursue a Master’s Degree or a PhD down the line should you wish to do so.

Kriel says many students find themselves in a position where they indeed did try to pursue post-graduate study, but were then turned away at their university due to limited space in post-graduate programmes.

“The great news for these students, is that there are options beyond your graduate institution, you just need to do the legwork and investigate what those are. Don’t give up on your dreams and close the door of post-grad study just because the first time you tried wasn’t successful,” he says.

“Remember that there are many more options today than in the past, and that post-graduate degrees from registered and accredited institutions, whether they be public universities or private, will be recognised in the workplace. So familiarise yourself with all the options available to you, as well as their entrance requirements and application deadlines, and then make the call on what qualification and institution will be best on your path to realising your professional vision.”

Kriel says post-graduate study will be one of the hardest, but most rewarding experiences ever for those who choose to pursue this path.

“Your first degree may have been tough, so be prepared to be challenged and stretched even further. But know that if you commit to success and give it your all, that you will never look back after this life-changing decision.”

MATRICS: NO 2020 VISION? IT’S NOT TOO LATE TO START THE NEW DECADE STRONG

bloretz@advtech.co.za (Bernadette Loretz) — Mon, 09 Dec 2019 06:22:28 GMT

The exams are over, the holidays are here. As thousands of Matrics from the Class of 2019 take a well-deserved break, excitement will start to build for those preparing to start their first year at university and a new phase of life as a young adult. But what about the many Matriculants who were so busy with the business of their last year at school, that they either neglected to consider their post-school options, or simply couldn’t manage to get all the university application admin done in time? Or those who didn’t consider further study, but have now had a change of heart?

“Now that all the work and stress of the exams are behind them, and as the view turns to the future, many Matriculants are finding themselves in a situation where they have no real plan or focus for the coming year,” says Wonga Ntshinga, Senior Head of Programme: Faculty of ICT at The Independent Institute of Education, SA’s largest and most accredited private higher education institution.

“And this can be very unsettling - facing the blank canvas of the future while around you your peers are buzzing about going to study next year, campus life and their excitement about joining the world of work after graduation. But many may not realise that they still have options to put things in place for next year, and that they don’t need to consider 2020 a write-off,” he says.

“So if you were feeling left out, the good news is that you can still get a great strategy in place for next year, to kickstart your future.”

Ntshinga says that although registration for study at public universities are closed, prospective students who left it too late still have excellent options for pursuing their interests at those private higher education institutions which still accept applications during December.

“Your situation might even be a blessing in disguise, because prospective students are increasingly opting for studies at respected private institutions, because of their work-readiness approach and smaller class sizes. There is also a great focus on employability and guidance before, during and after studies,” he says.

In addition, it should be kept in mind that South Africa has a single quality assurance system and one National Qualifications Framework, so any institution offering a registered and accredited qualification – whether public or private – is offering a qualification of comparable standards and equal standing.

Ntshinga says those who are now keen to study next year but haven’t yet enrolled, should do their research and then go speak to a student advisor at a respected institution about the best course of action.

In a nutshell, their options are the following:

1) ENROL FOR A SHORT COURSE

“You don’t have to commit to a 3-year degree if you are not yet sure what you want to do career-wise. But at the very least, commit to developing your skills and not stagnating. There is a wide range of courses on offer in a variety of fields, all of which will allow you to get your foot in the door in the world of work,” says Ntshinga.

“Doing a short course will also allow you to both explore and refine your interests, and could lead to you identifying exactly what it is you want to do with your life if you haven’t been sure until now.”

2) ENROL FOR A HIGHER CERTIFICATE

A one-year Higher Certificate provides an excellent foundation, and allows students to attain a full qualification while at the same time mastering the essential skills needed for higher education success.

“A higher certificate is also a good option for those Matrics who do not expect to achieve a Bachelor’s pass, as it gives access to degree study,” says Ntshinga.

“With this qualification a student can enter the world of work after only a year of study, which is great news for those who may need to earn while they learn. Higher certificates are on offer across a wide range of disciplines and fields, so make sure that you opt for one which aligns with your career aspirations, and which will allow you to enrol for degree study later if you so choose.”

3) DEGREE STUDY

If you have made up your mind that you want to pursue a degree next year, there is still a chance that you can gain access at a private higher education institution - if you move quickly, says Ntshinga.

He says good institutions will have a range of registered and accredited qualifications very much like those on offer at public universities, and some additional qualifications uniquely geared toward the future of work.

“So have a look at the various faculties – of Commerce, Education, Humanities, ICT and Social Sciences on the institution’s website, and their degree offerings, and see what gets you excited.

“It is worth keeping in mind that a degree from a respected private institution is highly regarded among employers, particularly where the institution has a reputation for producing work-ready graduates who can make a positive contribution from day one, rather than having to struggle to translate the theory they learned at university into real-life application. After you have identified qualifications that look like a match for you, visit the institution, speak to a student advisor, and commit to a path that will set you up for a successful future.”

PITCH & PERSUASION: HOW TO CONVINCE YOUR PARENTS OF YOUR STUDY CHOICE PROSPECTS

Wed, 13 Nov 2019 07:59:43 GMT

The choice about what to study and where can be cause for great conflict when the expectations of parents and guardians clash with the dreams and aspirations of young adults preparing to enter higher education and then embark on their chosen career. The reason for this is often a lack of knowledge and understanding about new and emerging fields on the part of parents, who struggle to visualise their child’s prospects and chances of success outside of the “traditional” path.

“If parents and their children disagree about the child’s study choice and choice of institution, it can make the already stressful situation of applying and entering higher education even more fraught, so it is essential that this issue is sorted out head-on and pro-actively,” says Natasha Madhav, Senior Head of Programme: Faculty of ICT at The Independent Institute of Education, SA’s largest private higher education provider.

She says parents must make an effort to understand where their child is coming from, and not dismiss their choice out of hand.

“Young people are often more informed about new and emerging careers, particularly in technology-related fields. Couple this with the growing range of higher education institutions, especially those good ones with strong industry connections and work-focused curricula, your child may well be better positioned to make a call on the best road for them for the future,” Madhav says.

However given that there are also chancers in the higher education marketplace, whose offering on paper differs wildly from the actual study experience, and the fact that every year there are bogus colleges popping up, whose qualifications are not worth the paper they are written on, parents and learners must ensure they jointly make a researched, informed call about what to study and where.

Madhav says there are 3 questions learners should be able to answer convincingly, which will give them and their parents peace of mind: the WHAT, the WHY and the WHERE of further study.

WHAT?

The first step is to determine which qualification is the best fit for the prospective student. This can be determined by looking at the passion and the aptitude of the individual.

“The biggest mistake you can make, is to study for a qualification because everyone else is doing it. Down that road lies a lot of heartache, frustration and potentially financial knocks,” she says.

Those learners who don’t have a clue what they want to do, should speak to career counsellors and student advisors at a respected institution, who will help them refine their options. Additionally, these professionals will be able to provide them with more information about high-in-demand qualifications geared for the future, which may even be qualifications and careers one didn’t know about before.

“Make sure that you explore all your options, and only once you have a solid grasp of the offerings within your field of interest, then you can make a call about which qualification is the right one for you,” says Madhav.

WHY?

Secondly, it is important to understand and be convinced in your own heart why a qualification and the envisioned career makes sense, Madhav says.

“You can’t just look at what is a good career today. You have to look at the entire mosaic of what the career entails, and how it is likely to evolve in future. Importantly, whatever you choose, your institution and qualification must have a strong focus on transferable skills, so that you don’t become a one-trick pony.

“The future of work will require resilience and adaptability from anyone who wishes to remain highly employable beyond the first two or three years after they graduate, so make sure that a qualification’s curriculum, as well as the institution reflects this.”

In essence, learners must be able to explain why a qualification and career is a good idea, how the field is expected to grow and evolve, and how likely it is that demand for skilled professionals isn’t just currently present, but is likely to grow in future.

WHERE?

The second biggest mistake someone can make – after that of following their peers into a qualification because everyone is doing it – is following their peers to an institution because everyone is going there, says Madhav.

“A big complaint from employers is that young graduates aren’t work-ready. This is because, too often, there is a wholescale focus on theory and academics without work-integrated learning or an industry-aligned focus woven into the curriculum.

“If the approach of your public university or private institution is for students to spend 98% of their time listening to lectures, studying and writing tests, with only the occasional nod towards work-readiness thrown in, you are going to have a problem making the jump from the whiteboard to the boardroom.”

It is therefore essential for prospective students and their parents to interrogate representatives of higher education institutions to determine how in-demand their graduates are, how much work-focused learning the curriculum incorporates, and how much support there is for students before, during and after graduation.

“So if you have done your homework and the legwork, and you are able to properly pitch your choice to your parents using the above guidelines, everyone can rest assured that the chosen path is the best fit for the individual, rather than a potentially costly stab in the dark or a futile walk down the road most travelled.”

GRADE 11s: 3 MONTHS, 3 FLEXES TO SET YOU UP FOR MATRIC SUCCESS

Fri, 08 Nov 2019 11:02:53 GMT

Although the focus is firmly on the Matric Class of 2019 currently writing their NSC exams, their successors in Grade 11 are also now heading to exam rooms across the nation, and they should not underestimate the importance of these assessments, an education expert says.

“The last two years of school should not be viewed in isolation. Rather, Grade 11 should be approached as the foundation upon which Matric success is built,” says Peter Kriel, General Manager at The Independent Institute of Education, SA’s largest and most accredited private higher education provider.

“So any idea that your performance in Grade 11 doesn’t count, and that you can chill and make up for it next year, should be discarded,” he says.

“Apart from the obvious benefit of doing well in these exams, it should be kept in mind that these marks can be submitted to gain provisional access to public universities or private higher education institutions, which means you can get in the gates before the flood of applications come streaming in next year,” he says.

Kriel says although the thought of getting the exams over with and then taking a well-deserved break in December will no doubt be appealing to Grade 11s at this stage, there are 3 things they can take care of during the next 3 months which will see them start their final year of school with a distinct advantage over their peers, and with optimal chances of ending Matric on a successful note.

1) DO AS WELL AS POSSIBLE IN YOUR EXAMS

“As mentioned before, your Grade 11 results can be used to gain provisional access to university,” he says, “which means that your performance could mean the difference between having a wide range vs a restricted range of options.

“But more than that, if you put in your best effort now, and invest in getting to grips with the study methods that work for you while ditching those which do not, you’ll start to get a good idea of your current capability. If you find that, despite your best efforts, you don’t do well, you’ll know that something needs to be tweaked or adjusted going forward.

“However not putting in your best effort, means that you will enter your Matric year not understanding your potential, so the lessons you could have learned during these exams will have to be learnt during your final year at school, when you could have directed your focus to something more productive.”

2) REVIEW YOUR RESULTS & STRATEGISE

Kriel says the next step, after the exams are done and the results are in, is to honestly assess your situation.

“Did you do your best? Could you have worked harder? Could you have worked smarter? Are there subjects that you know are going to need extra attention, or even extra resources in the form of, for instance, tutors or supplementary materials?

“The key here is to look at how you performed, and your experience writing these important exams, and then use that information to plan your final year. Sometimes, if you identify serious red flags, it may even be necessary to consider your subject choices. But keep in mind that only one subject can be changed in Grade 12, and it must be done within a few weeks of school opening.”

3) SORT OUT THE UNIVERSITY ADMIN

Too often, the decision about what to study and where is left until way too late, because it seems like such a straightforward thing to decide and apply, says Kriel.

“Nothing could be further from the truth, however. Choices about qualification and institution are major ones, which will have a substantial impact on your life after school, and your future prospects.

“These are not decisions that can be left until June next year, and then you wake up and start to scramble to secure a place somewhere, anywhere. That is an ineffective approach and a potentially costly life and financial mistake, not to mention the fact that you simply won’t have the time or energy to do the groundwork next year,” he says.

Grade 11 learners should therefore take a week or so timeout to rest after their exams, but then get to planning their post-school life.

“The benefit of doing it now, during your holidays before you enter Grade 12, is that time is on your side. So you will be able to do extensive research about the job market and opportunities in the field or fields that interest you. You’ll be able to visit campuses and speak to career counsellors, you’ll also likely find careers and qualifications you’ve never even heard about.

“Doing proper research now means you’ll be able to make an informed choice about your future, and, should you come to a decision, you’ll be able to get the extensive and exhaustive admin of the application process out of the way. Then on to Matric where you will start out on your strongest foot, and without the mountain of planning and additional stress that will be waiting for those who decided they’ll cross these bridges when they get there next year.”

MATRICS: THE 3 TIMES ANXIETY CAN CREEP UP DURING FINAL EXAM PREP

bloretz@advtech.co.za (Bernadette Loretz) — Fri, 11 Oct 2019 08:59:49 GMT

HOW TO DEAL WITH FEARS & REGAIN FOCUS

The next few weeks are going to be a whirlwind for South Africa’s Matric Class of 2019, as they cram in their final exam prep while trying to remain calm, collected and focused ahead of each assessment. This is a tall order given the mountains of work they need to conquer, while also juggling the admin of ensuring they don’t drop the ball on any of their subjects.

“It goes without saying that you should now be revising as best you can, to ensure you perform as well as possible when final assessment time rolls around,” says Sifiso Mnisi, Head of Programme: Faculty of Humanities at The Independent Institute of Education, SA’s largest private higher education institution.

“However all the preparation in the world will count for little if you are in a state of mental disarray, and don’t have a handle on doubts and anxieties that may creep in,” he says.

Mnisi says there are specifically three times when fear and panic may take hold during coming weeks, and each of these situations should be identified, faced and dealt with so that equilibrium can be restored in the minds of learners: 1) In the weeks and days before exams, as time to revise runs out, 2) During exams when it can be hard to determine where attention should be focused and 3) In the actual exam room.

“Firstly, we advise parents and learners to always, always, keep a sense of perspective, and for learners to keep doing their best knowing that no matter what happens, there will always be options. So don’t at this stage waste valuable emotional energy thinking about the what ifs. Banish these concerns from your mind, and resolve to cross future bridges when you get to them.

“Your focus should now be squarely on revision and preparing to sit for exams, not concerns about the future,” he says.

CHALLENGE 1: KEEPING CALM AS EXAMS DRAW CLOSER AND TIME TO REVISE RUNS OUT

The upcoming exams is a culmination of 12 years of hard work, and it can feel daunting to reflect on the fact that it all comes down to how you are going to perform in a few weeks’ time.

Until now, you may have felt that even if you are behind, tomorrow is another day. However with the tomorrows running out fast and furiously, many learners may start feeling concerned and even a little panicky.

“When you start getting worried, remember that the best antidote to anxiety is action. Don’t forget how much work you have already put in, and trust the process. If you are having particular concerns about a certain subject, make time to complete another past paper, or chat through your concerns with your teacher.

“And don’t let your fear turn into procrastination because you can’t face the mountain of work you still want to get through. Use your time productively, ensure you get enough exercise and sleep, and push all other thoughts aside.

Resolve to address your worries – if they still exist – after the exams, and throw all your energy into doing the work, rather than thinking about the work that you still need to do,” Mnisi says.

CHALLENGE 2: KEEPING CALM DURING EXAMS, BETWEEN PAPERS

Once the big day arrives when you sit for your first paper, the whirlwind will intensify. There will be almost no time left for deep revision, and you’ll have to make a call on what to study with the limited time you have, and also how to study. Past papers? Reading through all the work again? Going back to your notes and diagrams?

“The key here is to stay the course and stick to what has worked for you until now. Don’t get distracted by your friends swotting up on a certain subject in a certain way. You know where more attention is needed, and what method of study works best for you.

“It is also very important not to dwell on what lies behind you. If things didn’t go well when you wrote a paper this morning, and you have to prepare for your next paper tomorrow, apply your focus and energy where it can still make a difference, on that which lies ahead. Again, shelve away the worry until later, to deal with only if your concerns actually turn out to have been valid.

“Equally, don’t let a good performance on one paper make you sit back and relax. Work for each and every point, as even marginal improvements in performance can have a major impact on your post-Matric options.”

CHALLENGE 3: KEEPING CALM IN THE EXAM ROOM

Even with the best preparation, the realities of the exam room mean that some learners may experience a mid-exam meltdown. These are not unusual, and is often the result of burnout, lack of sleep and the buildup of stress over the past few months.

Key to dealing with panic in the exam room, is to know what is happening.

“If you feel yourself starting to breathe rapidly, become light-headed or like you are out of your depth and can’t do this, recognise what is going on and take back control. Understand that you are panicking, and regain your focus. Then resolve to do as well as possible on this paper and to do what you can. Again, action is the antidote to anxiety.

“Read through the paper and start on those questions that you are able to answer, then go back to those ones which are more challenging. Do as much as you can with the time you have available, and keep perspective while keeping calm.”

Mnisi says the final exams are not only a test of knowledge, but also of mettle under pressure.

“A calm and focused mind is one of your strongest weapons. By keeping the big picture in mind while at the same time ensuring you are as well prepared as possible, you will be able to perform to the best of your ability.

“And keeping the big picture in mind means that you understand your exam performance, while important, is not the last word on your future. Regardless of what happens, whether you perform above expectations or not as well as expected, there are countless roads that lead to success.”

DON’T LET OUTDATED STUDY PERCEPTIONS IMPACT YOUR CHANCES OF CAREER SUCCESS

bloretz@advtech.co.za (Bernadette Loretz) — Tue, 17 Sep 2019 09:57:08 GMT

One of the biggest mistakes prospective students can make, is to sign up for degree study based not on a realistic assessment of their personal strengths and interests, but on outdated ideas of what was historically considered the best or most prestigious course of action, an education expert says.

“Deciding what you want to study and where must be based on a thorough analysis of what the job market looks for in employees, which skills will be in high demand in coming years, and how these translate into the qualifications and curricula offered by respected institutions,” says Dr Felicity Coughlan, Director of The Independent Institute of Education, SA’s largest and most accredited private higher education provider.

She notes that the time and money students are going to invest in their studies will be substantial, so it should be logical that they properly investigate their options before making a commitment.

“Yet so many prospective students set themselves up for disappointment and failure because they sign up for something based on perceptions of prestige, rather than prospects of success,” Coughlan says.

“While it might feel good for a while to tell people you are studying to become x at university y, the reality is that you may come down to earth really quickly if your expectations do not match reality, particularly upon graduation when you may find employers are searching for work-ready graduates rather than ones only well versed in theory, or that there are few job opportunities in your chosen field.”

Coughlan says that career options have evolved dramatically and substantially over the past decade, and that students and their parents should keep this in mind when investigating what to study and where.

“New career paths are opening up which were not even considered five years ago – for instance digital and social media marketing, game design and development, mobile app development, digital media law as a specialisation, climate change specialisation, and so forth. And ongoing automation and online platforms continue to change the career options for young people, so both parents and future students should consider this when making the choice of an institution and qualification,” she says.

“It is natural for a learner who performed excellently academically to want to consider entering a field considered a match for their mental prowess, but if that career choice is not a good fit in terms of a person’s passion, personality and crucially, the potential career opportunities in coming years, we would highly advise a re-consideration of their approach.

“Just because you are a straight-A student, does not mean you are going to be happy as an actuary or a doctor. You may choose to go study science, but unless you have marked out a clear career path in your chosen field, you may find yourself unable to marry your qualification to gainful employment.”

Coughlan says parents and guardians must also help their children with this important decision with a clear mind, because too often there is still pressure to make the obvious choice, rather than the smart one.

“At the end of the day, you don’t want your child to sit at home with a prestigious qualification but no job. While certain qualifications are somewhat anachronistically still considered elite qualifications, the ones that really boost one’s chances of career success, are ones that develop transferable and travelable skills.”

It is also important to note that the offering at various institutions differ substantially, whether it be at a public university or private.

“All accredited degrees, regardless of whether the institution is public or private, are put through the same accreditation process and are therefore equivalent. So prospective students are really spoiled for choice when the time comes to find the right qualification match. However instead of just going for what their friends are doing, or what they think will confer the most status, they should look for future-facing, work focused-qualifications that will give them the edge and the best chance of success when entering the job market.

“While this may require a mindset change for many, doing the work now to find the best fit for an individual, at an institution with the best track record for work-integrated learning and industry alignment, is small investment that will ultimately come with big returns.”

MATRIC FINALS: TOP TIPS TO HELP YOUR TEEN PERFORM & KEEP YOUR OWN ANXIETY IN CHECK

bloretz@advtech.co.za (Bernadette Loretz) — Wed, 11 Sep 2019 06:29:34 GMT

While the Matrics from the Class of 2019 hunker down in front of their books in preparation for their final school exams in a few weeks’ time, it is worth remembering that parents and guardians also have an important role to play in ensuring their children perform optimally when the time comes, an education expert says.

“There is so much focus on the learners themselves, and how they can prepare mentally, emotionally and academically, but as most of their parents can attest, this period is also a nail-biting one for them, to say the least,” says Dr Gillian Mooney, Dean: Academic Development and Support at The Independent Institute of Education, SA’s largest private higher education institution.

“Because while parents understand the importance of performing well and the consequences of not performing well or worse, failing, they can’t do much more than play a supporting role during this time,” she says.

However, parents and guardians should not underestimate the value of this support and the size of the contribution they can in fact make, she adds.

“By tackling this challenge together with your child, and by ensuring your actions and responses support rather than throw up further challenges, the next two months will be much easier to navigate and conquer,” says Mooney.

She says there are a few ways for parents to support learners in the lead-up to the finals:

KEEP YOUR COOL

Lack of sleep, anxiety, fear about the future and concerns about how well prepared a child is are all factors that impact on the emotional state of parents. It is therefore of crucial importance that parents also take good care of themselves during this time so that they can regulate their own emotions and not contribute to heightened tensions and anxiety in the house. While it is important to sort out issues, arguments should be avoided as far as possible.

“Guide your child and assist with practical advice. Encourage them to get enough sleep and exercise, and talk through frustrations when they arise. But aim to not let your own concerns create an additional emotional burden for the studying child,” says Mooney.

KEEP YOUR PERSPECTIVE

Related to the above, it should be noted that much of the anxiety around final exams arise as a result of the belief that it is an all-or-nothing, watershed assessment for young people. While it is certainly of great importance, the big picture is also worth keeping in mind, Mooney says.

“Too many parents don’t understand the options available to learners should things not go as well as expected, and many don’t even know that there are options at all. So for instance, if a learner does not achieve a Bachelor’s Pass, redoing Matric in the hopes of doing better isn’t the only option. They could, for instance, enrol for a Higher Certificate, which is a bridge towards pursuing degree study without having to repeat Matric.

“Or in the event that a learner performed less than satisfactory in a specific subject, rewriting that subject will be an option. Speaking to education professionals either at school or at a good institution of higher education about the myriad options out there will provide a sense of perspective in terms of outcomes, and will allow parents to calibrate their own emotions,” says Mooney.

KEEP IN CONTACT WITH OTHER PARENTS

Another way to maintain perspective, is to keep in contact with other parents of Matric learners, Mooney says.

“Matric final exams should not be tackled in isolation. Touching base with other parents will allow you to talk through issues and challenges, and more often than not you will find that you are not alone in your experience. So if your child is panicking about a specific subject or just exam writing in general, enlisting the support of other parents will allow you to determine whether you have a real, unique problem that needs to be addressed, or whether your experience is par for the course.”

KEEP ON TOP OF YOUR CHILD’S SCHEDULE

Learners focusing on their studies can easily lose focus of the bigger picture, which is why it is important for parents to know exactly what paper is being written when, and also what the child’s revision schedule looks like.

Mooney says that this is where parents can make a real difference to the effectiveness of their child’s efforts.

“With little time left before the exams, now is definitely the time to study smarter and not just simply more. Sit down with your child two or three times a week to assess how far they have progressed, and advise them on additional ways in which they can prepare optimally, for instance by completing past papers, or by getting additional help with sections of work that are starting to take up too much time.”

KEEP IT REAL

Finally, parents should know what their approach will be if the results come in and they are not what they hoped for.

“If it becomes clear that a learner may, despite their best effort, potentially need to rewrite a paper, it is not for instance a good idea to book a holiday in a far-flung paradise when the family may need to be back for the learner to be able to sit for a rewrite early in January,” says Mooney.

“Additionally, remarking of papers is rarely a good investment as it mostly does not make a material difference to outcomes. So understand the options for whichever outcome may arise when results come through – also the options for learners who may perform better than expected and therefore unexpectedly qualify for further study.

“Understanding the different routes available under various circumstances, will assist greatly in coming weeks, by helping to temper anxiety and fear of the unknown, which in turn will help keep the focus on optimal preparation instead of worry about the future.”

PRELIM TO PERFECT: HOW TO OPTIMISE YOUR MATRIC FINAL PREP TIME

bloretz@advtech.co.za (Bernadette Loretz) — Wed, 28 Aug 2019 09:18:40 GMT

The National Senior Certificate exams countdown clock on the Department of Basic Education’s website shows that the Class of 2019 will sit down to their last school exams in about 60 days. With little more than 8 weeks left, Grade 12s are starting to feel the pressure, and should now be strategising how to best use their time before these watershed assessments, an education expert says.

“Your approach to studying shouldn’t be random or haphazard at this stage, but should leverage the learnings from your prelim exams, to build on your strengths and to identify and address weaknesses,” says Nola Payne, Head of Faculty: Information and Communications Technology at The Independent Institute of Education, SA’s largest private higher education institution.

“Prelims play an important role in finals preparation – beyond generating marks which contribute to your overall year-mark,” says Payne.

She says the act of sitting down in a similar environment and under similar conditions to final exams would have provided learners with valuable lessons about their performance under pressure.

“In addition, prelim exams would have highlighted the important sections of your work, as well as potential areas where you may have gaps in your knowledge. So as your finals preparation starts, using insights gained during your prelims will provide useful information and structure which will allow you to organise your thoughts and integrate the lessons learnt for each subject,” she says.

Payne says there are a number of steps Matric learners can now take to optimise their learning gained from prelim exams, to performing their best during the finals. These are:

• REVIEWING PRELIM EXAM PAPERS

Determining where you did well and where you went wrong during the penultimate Matric exams can be a great confidence booster. Focusing on and mastering those sections of work which proved problematic during the prelims means that you are concentrating on material that is very likely to arise during the final exams, and for which you will now be well prepared when it does.

• COMPLETING PAST EXEMPLAR PAPERS

It should by now be common knowledge for most Matrics that completing past exam papers is one of the best and most efficient ways to prepare for exams. The reason for this is because you apply what you have learned, you replicate the time constraints you’ll encounter during the actual exams, you get used to different formats of questions, and ultimately gain a more thorough insight into your work than what you would have achieved through simple reading and re-reading of textbooks.

Although all schools should be providing learners with past papers during this final revision time, learners should go one further and gather additional papers, which can be found on various sites online, as well as at good institutions of higher learning. Learners attending upcoming Open Days at universities or private institutions can make use of the opportunity while there, to speak to student counsellors about accessing past papers available at the institution.

• MAPPING THE QUESTIONS ASKED TO THE WORK COVERED IN CLASS & TEXTBOOKS

When revising – whether by reviewing classwork, textbooks, completing past papers or looking at prelim exam papers – take note of which questions are asked time and time again. There is an excellent chance these questions will be making their appearance in your own final exams, albeit potentially in a different format, so ensure that you pay extra attention to them.

• HIGHLIGHTING SECTIONS & QUESTIONS THAT WERE PROBLEMATIC OR CHALLENGING

If you constantly find yourself struggling with specific questions or sections of work, and if these consistently arose in previous papers, it is time to do the hard work and face down the challenge. Compile a document for each subject, summarizing the hardest to conquer sections, and keep this close by at all times. Go back to it over and over, and in 2 months’ time you will be much more confident when faced with previously problematic work.

• CREATING A DOCUMENT SUMMARISING THE SECTIONS WITH WHICH YOU FEEL COMFORTABLE

While work with which you feel more comfortable requires less of your focus, it is good to have a document summarizing these sections as well, to reference in coming weeks. Focusing only on the hard stuff, without occasionally going back to the easier stuff, could lead to an out-of-sight, out-of-mind situation. You need to maintain a good balance of hard work on the challenging material, with deep consolidation of the work which you have already mastered.

“Eight weeks is still a sufficient amount of time to get some decent revision and preparation done,” says Payne.

“Using this time optimally and strategically can bring about a substantial improvement in your results. But the key is to get going, and get going right now. While two months may feel like a long time, procrastinating for a day or two can have a snowball effect, and you may find yourself left with little time to do more than cramming.

“But if you get started, today, on the steps above, you will be reaping the rewards of being confidently prepared when you step into the exam room in October.”

ONE DEGREE OR MORE? MAKING THE CALL ON POSTGRADUATE STUDY OPTIONS

bloretz@advtech.co.za (Bernadette Loretz) — Wed, 14 Aug 2019 06:59:12 GMT

As the soon-to-be-graduates from the Class of 2019 near the end of their studies, they need to start considering their options for next year. While many are getting ready to enter the workplace, the question about whether they should pursue postgraduate studies or not will be on the minds of tens of thousands of students.

“Graduating from your first qualification is an important milestone, but it should be viewed as just that – a milestone, not the end of the road,” says Dr Felicity Coughlan, Director of The Independent Institute of Education, SA’s largest and most accredited private higher education institution.

Coughlan says one’s first qualification should be considered a foundation upon which to design and build one’s vision of the future.

“Your success now depends on what you build on top of that foundation, and for successful people that often includes further study and development of skills. In a world where demands on professionals in the workplace change constantly, this is even more true than it was even a few years ago. Success will, for most people, require them to keep building on their foundations and to commit to an attitude of lifelong learning,” she says.

Coughlan notes that while being a graduate significantly improves a person’s chances of finding employment, holding a postgraduate qualification significantly boosts their prospects in a tough job market.

“It is all about differentiating yourself from your peers,” she says.

“So it is really important to understand that your next steps will make a difference.”

Particularly those graduates with relatively generic undergraduate qualifications must seriously consider investing a little more time to earn a postgraduate qualification. For many, a Postgraduate Diploma may well be the next best step, she says.

“Postgraduate Diplomas are intended to help you focus, diversify your skillset and even change direction, so the entrance requirements are often more open than would be the case for an Honours degree,” says Coughlan.

She says in Postgraduate Diploma study, theory and practical application are combined, with the emphasis on the latter.

“A Postgraduate Diploma also allows students to progress straight to a Master’s Degree. It is therefore the ideal qualification type for students who want to wrap up and consolidate their undergraduate qualifications with a career-specific focus.”

On the other hand, new graduates who want to increase their academic depth in a particular subject, or those who are already sure they want to pursue a Master’s or even progress all the way to a Doctorate, should seriously consider going the Honours route next.

“These are more academic and theoretical than a Postgraduate Diploma, and they include a compulsory research component,” she says.

“As a result, you will be ready for a Master’s afterwards and you will already have had experience conducting research – which is a very valuable skill for anyone in the workplace. In the world of false information, the ability to ask the right questions and get valid and reliable answers is a highly marketable skill – and that is really what research is about.”

Coughlan says that the advice also holds true for those who have already entered the workplace.

“There is an increasing trend for working adults to seek formal qualifications later in their working life, to remain competitive with a current and diverse skillset. Short courses have real value for narrow and defined skill sets but a new qualification – particularly one that should not take you more than a year to 18 months to complete, is a great career and CV enhancer while it also builds really deep skill sets for you,” she says.

Coughlan says that as the Class of 2019 approach the end of their final year of undergraduate studies, they should focus on doing as well as they can.

“Particularly immediately after graduation, the results you get will strongly influence your immediate options and what you are able to study next. Once you have some work experience, your results become less important and your experience and work performance more so. But in the long run, the better your results are the stronger the impression they create on others – whether that be on future employers, or the institution at which you start the next leg on your lifelong learning journey.”

FIRST YEAR FEAR: FACING UP TO STUDY CHOICE DOUBT & CONFUSION

bloretz@advtech.co.za (Bernadette Loretz) — Tue, 23 Jul 2019 06:54:40 GMT

After their first semester and first major university exams, many first years are sitting with an unenviable conundrum – the realisation that they may not have made the best choice about what to study for the next 3 years of their life.

And now they have a major decision facing them, the decision about whether they should continue on their current path and see things through, or whether they should cut their losses and try again in a different field next year.

“Many of these students may, for the past five months, have increasingly been feeling that the qualification for which they enrolled doesn’t match what they expected. Others may feel that less than great first semester results should be taken as a warning signal that they may not be cut out for the career they envisioned. Whatever the case may be, this is the time for cool heads, and hasty decisions should be avoided,” says Dr Gillian Mooney, Dean: Academic Development and Support at The Independent Institute of Education, SA’s largest private higher education institution.

She says on top of the doubt, the prospect of first year failure can cause a serious knock to the confidence of young students, and it is therefore essential that they seek assistance from student support services to help guide them on the road ahead.

“But in terms of facing up to the decisions that lie ahead, the single most important thing for students finding themselves in this predicament, is to remember that a false start does not equate to failure. Instead, do the work to figure out what contributed to a less than optimal performance, or why there is a mismatch between your previous vision and reality. And whatever you do, don’t just give up and jump into something else, because you may find yourself simply repeating the experience,” Mooney says.

She adds that for many first years, this will be their first encounter with having to develop their resilience and making a potentially tough, adult decision.

“In today’s world of work, being multi-skilled is not only beneficial but more often than not, essential. So chances are that even if you do decide down the line that you want to pursue a different field, career or qualification, your first qualification will stand you in good stead when you start job hunting and when you enter the workplace.

“So our advice will always be to try and find a way to make things work, even if they seem not to be working so well at the moment. Do your best to turn the ship around, by determining how you can improve your performance, and also by figuring out and setting your mind at ease about how you will be able to use your first qualification to complement a potential future, additional qualification. Re-aligning your vision of your future can make all the difference to your motivation and determination,” she says.

Mooney says that while first-year dropout statistics are significant in South Africa, those doubting themselves after the first semester still have a lot they can do to remedy the situation, and becoming part of the statistics need not be a given.

“Your performance to date should definitely not be taken as an indicator of your likely future performance,” she says.

However, students should honestly assess where they are, and how they are going to proceed.

“There are many factors contributing to first-year failure, including difficulty adapting to a new environment and massively increased workload, personal or socio-economic factors, not to mention the freedom of being considered an adult coupled with the temptations of round-the-clock party opportunities.

“So determine which factor or combination of factors contributed to your current situation, rectify and adjust where possible, and give the next semester your absolute best shot. It is also useful to try and get even more involved with your studies, by trying to get real-world job-shadowing or internship experience so that you can get a better feeling for how your academic work will translate into the real world of work.”

Mooney says that students should only consider changing direction once they have given it their absolute best, and have sought out the assistance of their institution’s support structures to help them navigate their current challenges.

“So finish your second semester and give it your best. In the meantime, you can start looking at your options by doing online research and speaking to student advisors at other institutions which may have different, more work-focused and future-facing qualifications that may be more aligned to your vision and personality.

“But never lose sight of the fact that no knowledge will ever be wasted. A false start does not mean it’s the end of the road, and keeping calm and getting some perspective on your situation before making rash decisions can turn negatives into positive – not only academically, but also on your personal development on the road to adulthood.”

MATRICS: A PAST PAPER A WEEK KEEPS YOUR FINALS RESULTS ON FLEEK

bloretz@advtech.co.za (Bernadette Loretz) — Wed, 17 Jul 2019 09:39:56 GMT

JULY 2019

The moment of truth has arrived for this year’s Grade 12s. With fewer than 100 days until the start of their final examinations, the Class of 2019 now has to pull out all the stops to ensure they achieve to their full potential, as their final results will play a decisive role in the options open to them in years to come.

In preparing for these assessments, there is one study hack that should be added to the overall strategy, which can pack an outsized punch down the line: completing as many past papers as possible, an education expert says.

“Writing past exam papers helps your preparation on several levels,” says Wonga Ntshinga, Senior Head of Programme: Faculty of ICT at The Independent Institute of Education, SA’s largest and most accredited private higher education institution.

“In addition to covering the material you studied in a practical way, you also get a deeper understanding of how you need to pace yourself to ensure you complete a paper within the required time. So you get used to the stress of being faced with problems and questions in different formats and the way papers are structured, as well as deep practise applying your knowledge. You also get more thorough insight into your work, which you can’t duplicate by simply reading and re-reading your textbooks until the day of the exam,” he says.

Ntshinga says learners who are serious about their performance later this year, should reflect on their mid-year exam experience and results.

“Your June exams would have given you a good idea of where you did well, and where you need extra focus. It is particularly those subjects in which you struggled, or in which you could have performed better, which can benefit from the completion of past exam papers,” he says.

“So in addition to your existing revision strategy, commit to writing a past paper a week in each of the subjects that can do with a boost – the benefit of taking this approach is that it will give you a much greater return on the investment of your time and focus than almost any other form of revision,” he says.

And the good news is that there are several ways in which past papers can be relatively easily accessed.

“Most schools should make past papers available to their learners, but it is also a good idea to get ones in addition to those provided by your school,” says Ntshinga.

“You will find countless past papers on the web and on educational and government websites. Additionally, good higher education institutions also help matric learners by providing past papers, so go visit a registered and accredited institution close to you, and ask for assistance from their student advisors. On top of making past papers available, the benefit of speaking to a student advisor is that they will also be able to talk through your struggles and concerns, and advise you on additional ways in which you can conquer your work.”

Ntshinga says that while the final exams may feel rather far away at the moment, the last few months of the Matric year fly by in the blink of an eye, and learners should get into their preparation without delay.

“Every day and every week counts, and you must use your time wisely now. Don’t wait until next week to start your final countdown. Make sure you have your study roster in place, that you consistently stick to your plans, and that you stay on top of things. Discipline during these next few months, and the small victory of making your daily targets, will build confidence and capability. And doing just that extra little work every week on the subjects that need greater attention, will make a substantial and potentially decisive difference to your final results,” he says.

THE TWO STUDY CONSIDERATIONS PROSPECTIVE STUDENTS IGNORE AT THEIR PERIL

ghcmaartens@gmail.com (Drickus Maartens) — Thu, 27 Jun 2019 10:04:02 GMT

The clock is now ticking apace for this year’s Matric Class of 2019, who won’t only face the two most important exams of their lives so far when they head back to school, but who will also need to pin down their study options for next year without delay.

Although it is already quite late in the day, learners are still encouraged not to rush the decision about what they want to study and where they want to do so, but to get down to the business of sifting with determination and armed with a list of their non-negotiable requirements for their future institution of higher learning, an education expert advises.

“If you’ve been putting off the admittedly hard work of investigating all your options, going to campuses and asking the tough questions, speaking to current students and student advisors and so forth, this is our reminder to you that time is running out and that you need to sort out your study options in coming weeks,” says Dr Felicity Coughlan, Director of The Independent Institute of Education, SA’s largest private higher education provider.

“Don’t leave it until later in the year, because the stress and workload associated with preparing for exams will be taking up all your physical and mental energy down the line, and you don’t want to be in a situation where you have to settle for second best either in terms of institution or in terms of your degree programme because you put things off for too long,” she says.

But now, more than ever before, prospective students need to scratch below the surface, because an individual’s choice about institution and programme is likely to have future consequences that may not yet be apparent.

In particular, learners need to evaluate how an institution incorporates ethics and sustainability, as well as citizenship into their curricula.

“The world is changing and evolving, and across the globe there is a major movement towards demanding more than just technical proficiency in the workplace,” says Coughlan.

“This is why progressive institutions are increasingly paying attention not just to the theoretical aspects of curricula, but also on developing the young people in their care holistically to be able to join society post-graduation as well-rounded individuals who are able to make a contribution beyond what they are able to bring in terms of subject expertise.”

Coughlan says employers and companies are often reluctant to employ recent graduates without a proven track record, because their focus during studies was exclusively on academics and scoring well on assessments and exams, rather than also developing holistic skill sets which allow them to operate effectively in the workplace, through work-integrated learning.

“When speaking to career advisors at public universities and private institutions, you must therefore interrogate how much they understand about the challenges in today’s world of work, but also whether they have considered and responded to likely challenges of the future. In particular, and in your chosen field, have they considered how rapid technological advancement may impact on your ability to remain relevant into the future?

“It is not just about what people can do, but also about the values and so-called softer skills such as a commitment to lifelong learning and resilience they have internalised during their studies. For an institution to claim that it goes above and beyond very necessary academic excellence, they also need to be able to tell you about their big picture vision.”

Coughlan says there are lots of messages about careers changing and people needing to prepare for jobs of the future, but that if an institution can prove that they understand and take macro issues seriously, it is likely they will be turning out well-equipped and well-rounded graduates.

“So yes, marketing materials are a great start to determine whether a higher education institution takes ethics, sustainability and citizenship seriously. But the proof is found beyond that – and it can only be established by measuring the promise of the marketing against what you see when you walk around on the campus and interview students, support staff and academics,” says Coughlan.

“The decision about what to study and where is one of the most important choices you will ever make, and you need to ensure that you are absolutely comfortable in the knowledge that what you will be learning over the next three to four years will provide you with more than technical knowledge. Preparing students to be resilient with an arsenal of skills that will future-proof their careers means that good institutions can and must impart skills beyond the curriculum, and Matrics will do well to make a call on an institution’s ability to do so before committing in writing.”

5 SMART WAYS TO LEVERAGE YOUR MATRIC MID-YEAR BREAK

ghcmaartens@gmail.com (Drickus Maartens) — Thu, 20 Jun 2019 07:46:13 GMT

With the first big challenge of Matric – the mid-year exams – behind them, Grade 12s can look forward to a few weeks of downtime during the upcoming holidays. This is a great time for rest and recuperation, but also an opportunity to enter the last stretch of the last year of school stronger, more positive and empowered to perform optimally during final exams, an expert says.

“It’s important to take a breather after the stress of the exams, but demands are high this year, and the holidays provide the perfect opportunity to tackle one or two areas of your life which will enable you to show more for your break than just good memories and an impressive knowledge of the latest developments in your favourite TV series,” says Dr Gillian Mooney, Dean: Academic Development and Support at The Independent Institute of Education, SA’s largest private higher education institution.

Noting that competition for coveted higher education space and limited work opportunities are fiercer than ever before, Dr Mooney says Matrics should leverage the one irreplaceable resource they now have to their advantage – time.

“Commit to using 10 to 15 percent of your time these next few weeks to do one thing that is going to propel you towards the end of the year from a position of strength and determination. Doing so will ultimately not only help you perform better, by virtue of the confidence built from doing more than is expected of you, but also help you gain the skills or experience that will set you apart in future,” she says.

Mooney advises Grades 12s to consider the following options, and then select one or two areas on which to focus in coming weeks:

GET A STRATEGY

Now is the time to get your head and environment primed for the challenging few months that lie ahead, says Mooney.

“Reflect on your mid-term exam experience, and strategise your approach for the months leading up to the final exams.”

Mooney says when considering the plan for coming months, it is helpful to look at process goals, not only outcome goals.

“So if the goal is to get an A-Aggregate at the end of Matric, work it backwards and figure out what you need to do every day to reach that goal. What is the thing or things that you need to do every day, in terms of process, to get to your outcome? It could be doing an extra Maths problem every day on top of your actual homework, or it could be to watch an additional YouTube tutorial daily, which focuses on your most challenging subjects. Whatever it is, make the goal the thing you can do to get what you want, rather than making the goal the thing that you want.”

GET AHEAD WITH YOUR ACADEMIC WORK

A really cool hack for entering your last few months of school in prime position, is to start reading up on the new work you will be covering in the final two terms.

“By doing this, you will already be familiar with the new work when it gets presented next term, so you’ll effectively be starting your revision earlier, which leaves you with more time to consolidate all you have learnt well ahead of you being tested on it at the end of the year,” says Mooney.

Another way to get to grips with academics, is by researching and finding one new study method that you haven’t tried before.

“The tools of learning are always expanding, and learning how to learn will help you throughout your life. Finding additional methods of consolidating your work while doing revision will also help you get to grips with your academics more holistically. In addition to researching study methods, also look for great YouTube channels where your work is covered in a fun and accessible way,” Mooney says.

GET HIGHER EDUCATION APPLICATIONS OUT OF THE WAY

If you know what you want to do, investigate institutions offering your qualification and apply to as many as possible as soon as possible, Mooney advises.

“Be sure to investigate related qualifications in the same field, because there might be something more niche, or differently named, that will be more suited to you and your vision for your future. Also ensure that you are clear on your options. Don’t just settle for those institutions and qualifications you know, but also see whether you may have missed opportunities at a registered and accredited institution you may not even yet be aware of,” she says.

Of utmost importance, is that you ask lots of questions, particularly about the level of real-life work experience you can expect to be integrated into the curriculum, says Mooney.

“In the current economic climate in which South Africa and the world finds itself, employers can’t afford to hire people anymore simply because they have a degree behind their name. They are actively looking for graduates who can prove that they are able to handle the complexity of the work and the world of work. So the curriculum offered by your chosen institution – whether public university or private – must help you develop a portfolio of evidence upon graduation. If not, keep searching,” Mooney says.

GET WORK EXPERIENCE

Job-shadowing, interning or volunteering for a few days will give you valuable insight into the career you would like to pursue as well as exposure to the realities of the working world, says Mooney.

“And in addition to the insights and experience, you’ll get something concrete to add to your CV that will set you apart later, as you’ll be able to demonstrate work ethic, commitment to growth and personal development, as well as initiative.”

GET FIT

If nothing else, use the next few weeks to get your physical house in order. Start walking or running, or find workout videos on YouTube that will let you get fit without expensive equipment or gym memberships.

“Exercise will help you gain the physical and mental stamina which will see you through some of the most challenging few months of your life to date,” says Mooney.

“As a Grade 12, you are on the cusp of entering one of the most stressful periods in your school career, so take the opportunity to use the relative calm you have available in the coming weeks of holiday to your full advantage. Taking a little bit of time now to objectively evaluate where you are, how your studies are going, and where you possibly need to make changes to keep the momentum going will pay off handsomely. Equally, if you have things sorted on that front, take the time to stretch your vision of your future, and remove any administrative tasks which will slow you down in the final stretch.”

Issued by: MEROPA COMMUNICATIONS

On behalf of: THE INDEPENDENT INSTITUTE OF EDUCATION

For further information or comment, please contact Shelly at Meropa: 021 683 6464 or mail shellys@meropact.co.za.

Alternatively, please visit www.theworldofwork.co.za or www.iie.ac.za

Note to editor:

The Independent Institute of Education (The IIE) is a division of the JSE-listed ADvTECH Group, Africa’s largest private education provider. The IIE is the largest, most accredited registered private higher education institute in South Africa, and the only one accredited by The British Accreditation Council (BAC), the independent quality assurance authority that accredits private institutions in the UK. By law, private higher education institutions in South Africa may not call themselves Private Universities, although registered private institutions are subject to the same regulations, accreditation requirements and oversight as Public Universities.

GRADE 9 SUBJECT CHOICES – MORE OPTIONS REQUIRE GREATER THOUGHT

Mon, 13 May 2019 10:32:18 GMT

Grade Nine learners will soon have the exciting task of selecting the subjects they want to pursue for the next 3 years, on which they will be tested during the final exams. Because of the withdrawal of the designated subject list by the Department of Basic Education last year, they are truly spoilt for choice, but this also means they need to be more focused than ever, because their decision now can have far-reaching and even life-altering consequences, an education expert says.

"It's a tough ask of teenagers to make a commitment now which will affect their ability to gain access to higher education and potentially their qualification of choice in four years' time, when many are not even yet sure what they want to study after school," says Dr Gillian Mooney, Dean: Academic Development and Support at The Independent Institute of Education, SA's largest private higher education provider.

"It is therefore very important for them to firstly realise the gravity of the potential consequences of the choices they make now, and then, to really consider the strategy which will keep as many doors as possible open down the line," she says.

Mooney explains that Grade Nines are required to select at least seven subjects on which they will be tested in Matric, four of which are compulsory: Home Language, Second Language, Maths or Maths Literacy, and Life Orientation. The balance then, are elective subjects, and should be chosen carefully.

"Because there are no longer so-called designated subjects, learners may be tempted to choose subjects they envision will be comparatively easier than others, in order to gain the best possible Matric marks," she says.

"However they need to consider not only which subjects will ensure they get admission to higher education, but also which subjects will allow them admission into their chosen qualification. If they don't yet know what they want to do, they need to make sure that their choice positions them well to access a wide range of qualifications. Their selection must also ensure they can claim a well-rounded education upon completion of their schooling."

Mooney says Grade Nines – with the help of their parents or guardians, and ideally even with the help of career and student counsellors from a respected higher education institution - need to carefully weigh up their various options, and the various combinations of subjects that are suitable for them.

"The aim is to choose those subjects that will leave you with a wide range of options, while at the same time also positioning you optimally to perform well in your last three years of school," she says.

"Your subject choice must enable you to demonstrate proficiency in critical thinking and numeracy, and particularly important is the choice between Maths and Maths Literacy, as many university courses still require core maths," she says.

Choosing three relatively easy subjects as electives might help a learner achieve good aggregate marks, but their options will be limited if their education doesn't incorporate those subjects that teach logic and argumentation, and scientific and reasoning skills as found in for instance History, Accountancy and Maths, and Physical and Life Sciences, says Mooney.

"So it would not be wise to go for the short-term gain of spectacular marks, instead of implementing a long-term vision which will support an holistic academic development, as the impact on the future student's studies – which require higher reasoning than what is expected at school - will be significant, even if they do qualify for study," she says.

"The best way to future-proof your study options and therefore career choices, as well as your ability to be resilient and adapt to currently unpredictable changes in the world of work - is to get as solid a grounding during your last three years of school as possible, even if it is going to be more challenging.

"Before making your choice, make an effort to gain as much information about admission requirements for potential career paths from a wide range of higher education institutions, and then to work back to ensure that your subjects will enable you to enter those fields. Very importantly however, ensure that your choices reflect a wide enough range to develop an extended skills base which will serve you well into the future."

UNIVERSITY OPEN DAYS: LOOK BEYOND BANNERS & BALLOONS TO MAKE THE BEST CHOICE

Wed, 17 Apr 2019 10:29:54 GMT

APRIL 2019

In coming weeks, public universities and private institutions across South Africa will host a series of Open Days – events meant to showcase their offering to prospective students from the Matric Class of 2019. An education expert says it is essential that learners intending to study next year attend as many Open Days as possible to ensure they make an informed study choice, but more than that, they need to go with a strategy in hand to ensure they look beneath the surface to understand what their likely experience may be at a particular institution or campus.

"This is a very exciting time for Matrics, who for the first time will be able to get some real-life insights about life on campus and what their future might be like in coming years after school," says Wonga Ntshinga, Senior Head of Programme: Faculty of ICT at The Independent Institute of Education, SA's largest and most accredited private higher education institution.

"So we advise Grade 12s to determine without delay when various institutions will be hosting Open Days – an online search will suffice - and then make the effort to attend as many as possible."

Ntshinga says there are many benefits to attending an open day, including 1) to get greater clarity on an institution's offering 2) to visit different faculties at an institution 3) to speak to representatives of the institution who will be able to help you determine which qualification is a good fit if you are still uncertain 4) to get a feeling of life on a specific campus and 5) to weigh up the offering – academic and otherwise – of different institutions.

But he says there is one thing that prospective students must remember when attending Open Days, and that is to keep a level head and not get too starry-eyed by the fanfare of the day.

"Open Days are the perfect opportunity to get first-hand experience of a campus and its students, staff and academics. But the first rule of Open Day is to remember that Open Day might not be representative of every other day. Universities put their best foot forward to impress and attract future students, but you have to be savvy and ask the right questions, as well as make the observations that will help you with this major decision."

Ntshinga says prospective students should spend enough time on a campus to get a good look around, and listen to their gut feel while doing so.

"Look at the campus grounds, visit the library and the IT lab, note the condition of sports facilities, lecture rooms and even the toilets. If, for instance, an institution's restrooms are questionable on an Open Day, chances are that they will be the same or worse during the rest of the year.

"If lecture rooms and the general environment look tired, dilapidated and unkept on this day, it is unlikely they will look better any other day of the year."

If you get a good feeling about what you observe on campus, the Open Day then presents an opportunity to ask the important questions of university representatives, to gauge whether your degree will help you make a smooth transition to the workplace post-graduation, Ntshinga says.

To make that determination, learners should ask the following:

WORK-READINESS: How much practical, work-integrated experience is incorporated into the curriculum? Any good institution, whether public university or private, must have adequate practical learning integrated into the curriculum, and not focus purely on academics.
INDUSTRY-RELEVANCE: Is there close cooperation between the faculty and lecturers, and is current industry practice reflected in the curriculum? Employers look for graduates who they know will be able to make a contribution from the first day on the job, which is why they recruit at those institutions that best prepare students for the real world of work.
STUDENT SUPPORT: What can you expect in terms of support – administratively, academically and post-qualification? Good institutions will have excellent student support from before you sign up until after you graduate, and this support can make a real difference in your higher education experience as well as your career.

"Doing your groundwork in the coming month, by identifying and attending Open Days at institutions you've been considering, as well as others you may not yet have considered but which may well turn out to be the right fit, will make a huge contribution to your ability to evaluate your options properly," Ntshinga says.

"Additionally, you may be exposed to opportunities and qualifications you have not considered before, and which may resonate with you. Open Days are essential to making the best choice for your aspirations and provide insights that desktop research rarely does, so make the best of this limited window of opportunity."

EMPLOYERS: HOW TO FIND & LAND THE RIGHT GRADUATE FOR YOUR BUSINESS

Mon, 01 Apr 2019 10:28:18 GMT

Social media is awash with pictures of proud graduates, degree in hand and ready to embark on the next stage in their lives: searching for their first job and building the career of their dreams. Unfortunately, too many of them will soon be confronted with the realities of the job market. With the economy remaining sluggish, the political environment volatile, and the risk inherent in making a new appointment high, many employers elect to play it safe rather than recruit at this stage.

But there is a way for businesses – from consultancies, small enterprises and startups to big companies and even multi-nationals – to take the gamble out of appointing new graduates, an expert says.

"It is understandable that employers are hesitant to appoint graduates fresh out of university with little or no work experience, given the current constraints we face," says Nola Payne, Head of Faculty: Information and Communications Technology at The Independent Institute of Education, SA's largest private higher education institution.

"But the benefit to a business of appointing someone fresh out of higher education, who has a solid understanding of a specific industry and the most recent trends and developments in this industry, who also has the ability to implement what they have learned in the real world of work, should not be under-estimated," she says.

"Growth does not happen without appointing the best people to make it happen, and young recruits are uniquely positioned to bring fresh insights and opportunities to a business," she says.

However Payne says this would require many employers to review their approach to recruitment, to ensure they are not stuck in past ways of doing things, which may be the reason for their inability to land the candidates their business really need.

"Just as we advise prospective students to thoroughly investigate their options before settling on a qualification and an institution, so we also advise companies to thoroughly do their homework to determine which institutions are likely to produce graduates who are work-ready, who bring more than theoretical knowledge to the table, and who are ready to make a contribution from the very first day on the job."

She says the best way to do this, is for employers to first determine to what degree an institution, whether it be a public university or a private one, invests in the work-readiness of graduates beyond mere academics. Additionally, a good sign would be if an institution and a qualification is closely linked to its related industry.

To determine this, there are a number of questions employers can ask, for instance:

Have an institution's lecturers only been standing at the front of a class for the past 30 years, or are they still active in the industry?
Is the curriculum of a specific qualification aligned to current best practice in an industry?
Does it incorporate work-integrated learning and is it career-focused rather than just theory-intensive?
Do students get real-life work experience as part of their studies, with real-life challenges to solve?
Do they exit their institution of higher learning with a portfolio of evidence?
Does the institution ensure that all graduates are not only equipped for their industry, but also with the soft skills they will require when stepping into the workplace?
Does an institution develop the student's ability to creatively solve problems and continue learning, rather than simply closing the book after their initial 3-4 years of study?

"The higher education sector has changed dramatically over the past decade, and as recently confirmed by the High Court, a registered and accredited qualification from a registered and accredited private institution is at the very least on par with one attained at a public university.

"So one has to go beyond what the papers say, and determine from where the most capable and empowered graduates are emanating in 2019. This takes time, but the initial investment of speaking to and even partnering with quality institutions of higher learning, beyond the traditional focus on a handful of public universities, has the potential to pay off well into the future for companies seeking to grow well into the future.

"The most important thing is to find those candidates who have demonstrated that they will and want to continue growing. Employers must not simply appoint graduates to complete tasks – they must look for those people who they can see sticking around for five years or more, who can help them grow their business beyond what is currently envisioned."

GRADE 11s: WHAT YOU SHOULD DO NOW TO ACE MATRIC NEXT YEAR

Wed, 13 Mar 2019 10:27:15 GMT

Grade 11s who are serious about bringing their best game to their Matric finals next year should, like performance athletes, start their preparation now so that they enter the home straight in pole position when 2020 arrives, an education expert says.

"The temptation will be there to put off thinking about Grade 12 until next year, but Grade 11s have the most powerful weapon in their arsenal right now – that of time," says Natasha Madhav, Senior Head of Programme: Faculty of ICT at The Independent Institute of Education, South Africa's largest and most accredited private higher education provider.

"As a Grade 11 learner, you need to understand how competitive the landscape will be after school, and that it is not in your best interest to wait until exam prep starts next year to start exercising your academic muscles. You have to train, prepare and lay the groundwork now, so that you can build on your performance next year, rather than try and get the basics in place while the clock is ticking," she says.

Madhav says learners must also approach each assessment this year as if it is going to be the deciding one, and learn from and correct their approach when problems are identified.

"Doing well now could also pay off pre-emptively, as many higher education institutions will allow provisional placement based on your Grade 11 marks, which will dramatically lift the pressure next year," she says.

DRAFT A 2-YEAR PLANNING OVERVIEW

Senior learners should look at their last two years of school holistically, rather than as two distinct years, Madhav says.

"Take some time to draft a two-year global overview of key dates that will arise this year and next," she advises, adding that this calendar will include actual or estimated dates for all assignments, tests and exams.

"You may think you have a lot of time ahead of you, but when drafting this calendar, you'll quickly see the reality of how demanding and time-intensive these next two years will be. The good news accompanying the realisation of the challenge ahead, is that you can now accurately determine how much time you'll have to prepare for each assessment, and not be tempted to procrastinate."

USE ANY "DOWNTIME" WISELY TO MAKE LIFE EASIER DOWN THE LINE

While there won't be much free time going around in the run-up to Matric, Grade 11s should use any time they do have on their hands wisely.

"So we are not saying you should be sitting in front of your books 24/7," says Madhav. "But when you do have time to spare, say during the holidays or weekends, do a little bit every day to strengthen your actual ability to handle the workload which will progressively increase not only this year and next, but also when you enter higher education."

Madhav says learners can use the time they have to watch YouTube videos of cool study hacks, different ways of learning and revising, learning to touch type or even doing some volunteer or internship work.

"These are all fun activities which, when compounded, can make a notable difference to your academic performance as well as the strength of your study or work applications in relation to those of your peers.

"Now is a great time to make a commitment to lifelong learning, and vowing to yourself to do something every day that makes you stronger, wiser and more resilient. These are skills that you need to craft and hone on an ongoing basis, as you can't summon them out of the blue when needed."

UNDERSTAND YOUR SUBJECT CHOICES & THEIR IMPACT ON POST-SCHOOL OPTIONS

Madhav advises Grade 11s to take some time to look closely at what they intend to do after school, and particularly to investigate their options broadly and thoroughly, and then ensure that the subjects will allow them to pursue their chosen path.

"There are a number of reasons why you should consider where you are now compared to where you were when you first decided on your current subjects, as well as where you are going to go in future," says Madhav.

"Maybe when you made your choice you did so based on the idea that you might go into communication or design. Perhaps now you are more inclined to pursue a career in accounting or law. Whatever it is, ensure that your subject choices are still aligned to your current vision for your future, and the entry requirements at your higher education institution of choice."

She says where students see they are going to fall short of entry requirements based on their subject selection, they could consider taking an additional subject, or should circumstances allow, change subjects – although this should not be done without serious consideration of consequences and discussion with the school.

But apart from ensuring you are on the right path, the exercise of considering how your subjects support further study has the added benefit of reminding you of how your subjects will enable you to realise your dreams after school.

"This is likely to provide you with fresh motivation to tackle even those ones you've been finding dreary or challenging," says Madhav, "and help you not only understand your work, but also get to grips with it in such a way that you can apply what you've learned."

Madhav says that next year, when learners enter their final year of school, it will no longer only be about the amount of time they spend in front of their books, but also about the quality of that time.

"You are in a position right now to influence the quality of that time, and effectively the trajectory of your post-school education and career. So use this time wisely to get in the right frame of mind so that you will be able to perform to the very best of your ability next year and beyond."

Interview with Louise Wiseman about the recent High Court ruling in favour of the IIE law degree

Tue, 05 Mar 2019 10:26:08 GMT

https://www.iie.ac.za/PressOffice/PublishingImages/Pages

Students welcome private university law ruling

Thu, 28 Feb 2019 10:23:34 GMT

Durban - LAW students at private universities have expressed relief after the Pietermaritzburg High Court ruling declaring the Independent Institution of Education’s (IIE) LLB programme equivalent to that offered at any public university in South Africa.

Sinothi Mtshali, 20, a second-year LLB student at the IIE’s Varsity College in Durban North, was a first-year social sciences student at UKZN in 2017 and said there were differences between the two institutions.

“There were too many of us in class at UKZN. I would be scared to raise my hand and ask a question, but here at VC there is a small class and you get a direct communication line with your lecturer,” he said.

Mtshali said the court case over the LLB programme had weighed heavily on his mind.

“The university was very upfront with us, but I was still worried that I might go through four years of studying law and not become a lawyer,” he said.

Louise Wiseman, managing director at Varsity College, said the IIE’s goal was to offer accredited, quality, private education.

In 2020, the IIE will launch a postgraduate diploma programme to supplement its Bachelor of Commerce course. This will create a clear pathway for their accounting students to become chartered accountants.

The Bachelor of Accounting degree at Varsity College was accredited by the SA Institute of Chartered Accountants in 2017.

Tristan Nobre, 21, a third-year accounting student at Varsity College in Durban North, said the constant strikes at public universities led him to private tertiary education. “There are no disruptions, and the courses are very strong and highly rated,” he said.

Court lifts bar on LLB degrees obtained from private colleges

Wed, 27 Feb 2019 10:22:45 GMT

Cape Town - The Pietermaritzburg High Court has ruled in favour of the Independent Institution of Education’s LLB degree and has given Minister of Justice and Constitutional Development Michael Masutha one year to change the Legal Practice Act.

The ruling means that law graduates from private colleges are just as qualified to enter the legal profession as their counterparts from public universities.

The ruling in favour of the IIE has significant implications for registered and accredited private higher education institutions in South Africa.

On Friday, Acting Judge (AJ) Carol Sibiya found that students studying towards the IIE’s LLB degree at Varsity College were qualified to enter the legal profession after graduation.

Varsity College is a brand of the IIE, whose other brands include Vega and Rosebank College.

In passing judgment, Judge Sibiya declared section 26 (1) (a) of the Legal Practice Act (LPA) constitutionally invalid insofar as it only allows LLB graduates from public universities to enter the profession and precludes students from private institutions from doing so.

The ruling, which still has to be ratified by the Constitutional Court, was suspended for one year to give Masutha the opportunity to change the problematic sections of the act.

The matter, which was brought by the IIE and opposed by the KZN Law Society, sought to have the offending section declared invalid. It arose last year following a query by a parent of a student at the Varsity College to the KZN Law Society.

The Law Society’s response was to say that only graduates from “universities” could be permitted to become candidate attorneys and therefore the IIE’s qualification would not be recognised for this purpose.

Judge Sibiya said she could find “no rational basis” for differentiating between persons with an LLB degree, particularly given that the Council for Higher Education (CHE), the highest educational authority in the land, confirmed that there was no difference in the quality and outcomes of the IIE’s four-year LLB and that of public universities. She found that the distinction created by Section 26 was an unnecessary and unjustifiable limitation to entry into the profession.

The IIE’s LLB degree was accredited by the CHE in 2017 and was offered for the first time last year.

The judgment ends a period of anxiety for more than 400 law students and for the IIE, which was perplexed by a seeming conflict between the Higher Education Act, through which degrees at private higher education institutions are deemed equivalent to those from public universities, and the LPA that drew a distinction.

Commenting on the ruling, IIE director Felicity Coughlan said: “We were always confident of our position. However, the uncertainty that existed in the law created a great deal of unnecessary consternation for our students and their parents."

African News Agency (ANA)

MATRICS USE THE NEXT 6 WEEKS TO LAY THE FOUNDATION FOR STUDY SUCCESS

Wed, 20 Feb 2019 10:21:50 GMT

University choices may feel like a distant priority for this year's Matrics who are currently settling into the rhythm of their final year at school. But now is in fact the optimal time to be investigating what they want to study and where, because making the right choice takes time, and will ultimately impact on study success and employability 4 years from now, an expert says.

"Prospective students will start applying from around the April holidays onwards, whereafter the applications will start coming in thick and fast, and the rush to secure a place will intensify. Once your fellow learners start applying, you will really start to feel the pressure to do so as well, which could lead to you settling for a generic qualification or taking the traditional route that others in the same boat as you are following just to make sure you don't miss your chance," says Nola Payne, Head of Faculty: Information and Communications Technology at The Independent Institute of Education, SA's largest private higher education institution.

"The gravity of the choice you need to make about your future in coming weeks can't be overstated. The right study choice at the right institution is a solid foundation for future success, but the wrong choice can exact a costly financial and emotional toll for a long time. It therefore makes sense to use the relative calm of the coming weeks – a calm that will not again be repeated in your Matric year – to make absolutely sure about what you want to do next year," says Payne.

She says there are two main questions around which Matrics should focus their investigations: 1) What should I study and 2) Where should I study.

1. WHAT SHOULD I STUDY?

"If you have more or less of an idea of your strengths and ideal work, that's a great start," notes Payne.

"However may people have no idea of what they want to do with their life after school.

These learners should start by investigating potential careers that interest them, and importantly, investigate the demand for suitably qualified professionals in these fields."

Payne advises Matrics to scour job advertisements, see which positions excite them, and devour any media they can lay their hands on to get an idea of the kinds of careers that are out there.

"Remember that new careers exist today that are vastly different to the careers of the past, and you may even land upon something you've never heard of before. Once you've identified your ideal career, you should then investigate what you would need to study to do the kind of work that excites you."

A major consideration is whether to opt for a traditional academic degree, or a work-focused one, says Payne.

"In our tough job market, the closer a degree is aligned to the realities of the world of work, and the greater a qualification's ability to make you land on your feet from the first day on the job, the better your chances of success. So ask institutions about their lecturers and curricula – are they still involved in their profession beyond teaching, and does the institution have close ties with companies and industry professionals?

"The days of academic ivory towers disconnected from the demands and requirements of the real world are numbered, and prospective students must endeavour to find an institution that understands and responds to what is needed in today's workplaces."

2. WHERE SHOULD I STUDY?

With South Africa's 26 public universities and countless private higher education institutions, prospective students have their work cut out for them in determining where their goals and ambitions would be best realised. Because if an institution is registered and accredited, its qualifications will be valid and recognised in the workplace, regardless of whether they originate from a private institution or a state funded one.

But there are other important issues to consider. These include proximity to where one currently lives, class sizes, student support and career guidance services, and the degree to which the curriculum is aligned and able to adapt to modern workplaces.

"Opting for a uni closer to home means savings on the financial front, as well as proximity to your existing support structures which can be helpful when the going gets tough," says Payne.

"Large class sizes can make you feel invisible and like a number, while smaller class sizes mean more attention and a greater feeling of belonging. Getting real-life work experience and assignments prepare you for the workplace in a way theory only can never do, while student support services can make a crucial difference in your success.

"Make sure you get satisfactory feedback on all these issues before signing up with an institution," she says.

Payne says making the right choice, based on thorough research and investigation of all options, has a huge role to play in student outcomes.

"Many students drop out of their first year because they made their study choice under pressure, or because they realise after a few weeks or months that there are other qualifications more suited to their aspirations. Some only get exposed to interesting fields and other higher education institutions once they leave school and are already studying – a situation that can be avoided if proper time and attention is given now to exploring what's out there.

"We urge teachers, parents and guardians to, in coming weeks, guide the young people in their care to enable them to make informed choices calmly and with clarity. This will allow learners to put the anxiety of their 2020 plans behind them, and focus fully on doing their best in the important series of exams that lie ahead this year."

1ST YEAR EARLY WARNING SIGNS: HOW TO AVOID BECOMING A DROPOUT STATISTIC

Tue, 12 Feb 2019 10:20:06 GMT

Across the country hundreds of thousands of young people recently entered Higher Education hoping to graduate in a few years so that they are qualified to enter the workplace. The reality however is that first-year dropout rates are extremely high in South Africa, which means many first years won't complete their studies.

But the good news is that there are a number of early alarm bells which, if heeded, can help students manage their risk and prevent them from abandoning their studies, an education expert says.

"While statistics vary, it is estimated that more than 40% of students quit their studies after their first year. Some would argue that this figure is as high as 60%," says Peter Kriel, General Manager at The Independent Institute of Education, SA's largest private Higher Education provider.

"Not being successful as a first year student in Higher Education, is a process that begins well before a student actually drops out of Higher Education, as there are various early signs of potential failure that can predict if a student may run into trouble later," he says.

Kriel says parents and students should note that factors influencing study success can be broadly divided into three categories: Broader socio-economic or personal factors, not properly doing one's homework before deciding what to study and where, and most importantly, one's approach and actions as a first year student.

For students who are already in Higher Education, the third category is the one they need to address now, says Kriel.

He says that students should carefully consider the questions below. If the answer to any of these questions is "NO", they need to take action as recommended in the solution to each problem, as they might be at risk.

Q1: Did I meaningfully participate in my institution's orientation programme?

Any good institution of Higher Education should have a first year orientation programme, says Kriel.

He says the information provided during orientation is intended to guide students logistically, so they can focus on academic work without being overwhelmed by admin.

"If you missed out on orientation, particularly academic onboarding programmes, you will now have to acquire these skills on your own on top of the day-to-day academic demands."

Solution: Speak to someone to find out what the orientation programme included. If your institution of choice is offering an extended first year on-boarding programme, make sure you get involved immediately. Make time to specifically focus on trying to gather the information you missed out on – logistical information is especially easy to gather. Academic preparedness will be a little more challenging, but it is worth catching up on what you missed early on.

Q2: Am I attending most of my classes?

Class attendance is probably the single most important contributing factor to success, says Kriel.

"Of course, reasons beyond your control may cause you to occasionally miss a lecture or tutorial, but if you miss class simply because you don't feel like it or you had a late night and feel like sleeping in, you are at risk," he says.

"If you miss class because you are working on an assignment or task in another module – you may need to plan better. Missing class to do assignments becomes a vicious circle as you miss more classes to do other assignments. This is a recipe for failure."

Solution: Undertake to miss no more classes going forward, and draw up a roster for future assignments so you can complete these without needing to skip class. Prioritise your classes and schedule all other activities so there is no conflict. If something comes up which prevents you from attending a specific lecture, catch up as soon as you can.

Q3: Did I pass all my assessments to date?

It is still early in the academic year, but your performance in any assessment you may have had, be it a formal test or assignment or a task completed in class, is already a clear indicator of your outcomes profile, says Kriel.

Solution: Determine why you failed an assessment. Did you work hard enough? If not, you know you need to work harder. Are there parts of the work you don't understand because you missed class? If so, follow the advice in point 2 above. Did you do everything possible and simply do not understand certain concepts? If this is the case, speak to your lecturer sooner rather than later about how to approach the issue.

Q4: Did I acquire all the prescribed text for my modules?

For many reasons, not least financial pressures, many students don't buy prescribed textbooks.

"Unfortunately, your chances of success are diminished if you don't have textbooks. Textbooks guide students through the syllabus of a specific module like a roadmap and are often accompanied by additional resources, questions and activities that will enhance the mastering of the required material," says Kriel.

Solution: If you can afford to buy the prescribed text, get it as soon as possible. If not, know that student-centred Higher Education institutions will be acutely aware of the challenges some students face and may have e-book alternatives. Often these are available for free to registered students. Speak to the librarian on your campus to find out if there is an e-book alternative for the textbooks you don't have. There may also be copies of the textbooks in the campus library, and while these are often on the reserve shelf, spending time in the library will definitely be advantageous.

Q5: Do I feel part of a Community of Practice?

Moving from a comparatively protective school environment to Higher Education may mean that you find it hard to adapt from the start. This may unsettle you if you subconsciously feel that you are not at the same level of performance as your fellow students. The reality is that these feelings are quite normal, and that many of your classmates probably feel the same.

Solution: Talk to someone you trust about your experience and feelings. Good institutions will have academic support and counselling facilities. Having said that, some people simply just find fitting into the traditional university environment a challenge – larger classes, less rigid structure and monitoring and so forth. If you are 100% sure that you fall into this category, and can't see yourself continuing on your current path, don't despair because there are alternatives. Especially in the private Higher Education environment there are often colleges (note that private institutions are not allowed to call themselves universities, even if they are offering the same qualifications) that offer smaller classes or campuses that may be more suitable to you. Distance learning may also be an alternative for some.

MATRIC 2019 ROADMAP: TAKE CONTROL OF YOUR YEAR RIGHT FROM THE START

Mon, 28 Jan 2019 10:18:04 GMT

The first few weeks of a learner’s final school year is like a rollercoaster ride – lots of excitement, a little bit of fear and a good dose of disorientation. The start of Matric can be overwhelming, but learners would do well to get things under control as soon as possible by devising a roadmap for the months ahead, an expert says.

“Matric is a short year compared to previous school years, and before you know it, you’ll be sitting down for your final exams. The good news is that in January you still have time on your side to put in place a strategy for not only working harder than before – which you definitely should be doing – but also working smarter,” says Dr Gillian Mooney, Dean: Academic Development and Support at The Independent Institute of Education, SA’s largest private higher education institution.

Mooney says that in addition to the demands of preparing for the most important exam in their school careers, Grade 12s also have a plethora of once-in-a-lifetime events coming up.

“So right now you need to consider everything that will require your time and attention this year, and figure out exactly how you will make provision for all these demands.”

Mooney says taking care of the life and academic admin now, will free up precious energy allowing learners to focus on the task at hand when the time comes.

“Remember that the better you perform, the higher your chances of landing a spot in the higher education institution and programme of your choice. This will in turn have a knock-on effect on your career prospects. Competition is tough, and every mark that you can earn this year could be the difference between going the route you want right away, or having to spend more getting where you want to be,” says Mooney.

She says in the next few weeks, learners should create a single calendar incorporating all the important matters they need to attend to in the coming year, which includes the following:

ACADEMIC YEAR

Note down the dates of all the important tests and exams, and draft your study and revision timetable.

“A year sounds pretty long, but in Matric, the year is shorter and the final exams sooner than you are used to, so the best time to start revising is right away. Consistency is key, and by doing your bit every day, you won’t need to deal with a seemingly insurmountable volume of work ahead of your exams. Instead, you’ll be able to use revision time to solidify concepts and complete old papers,” says Mooney.

SOCIAL EVENTS

“While it is obviously exciting to look forward to and plan your Matric dance, 40 days-celebration and so forth, you can’t afford to spend too much time and energy on this during the year,” says Mooney.

“So note down the important dates, note down when you will take some time out to plan for them, and then let it go until the time arrives.”

FUTURE PLANS

On top of all the academic, social and life demands Matrics will face this year, they also need to decide what they are going to do after school.

“The world of work today looks completely different to the way it looked when your parents, guardians and teachers left school, so you have to do your own research. New jobs are being created all the time, and by the time you finish your studies, there will be careers that we can’t even predict right now,” says Mooney.

“Leaving the decision about higher education until later, means you won’t have time to properly research your options. This is why we suggest learners do a bit of work on their future plans every week, so that they can thoroughly investigate what is on offer at both public universities and private, by doing online research, visiting campuses, and speaking to people who work in their prospective fields or who have studied at one of the institutions on their shortlist.”

If learners timeously narrow down their options, they can avoid the rush when everyone else wakes up.

EXTRA-CURRICULAR ACTIVITIES

Sport and cultural activities, volunteering and part-time work are important for maintaining balance in your Matric year, but can take up a lot of time. Try not to add more to your plate this year. Take these activities into account in your start-of-year planning, and if you find yourself too squeezed for time later, consider lightening the load on your schedule.

OTHER MILESTONES

Many learners will turn 18 during their Matric year, which means there is some additional life admin to be done. For instance, those who turn 18 before the country’s general elections in May, need to ensure that their ID is in order and that they are registered to vote if they intend to do so. Some may also wish to obtain their Driver’s Licence, which means some time needs to be factored in for lessons and the actual test.

“Think about which other issues you want or need to sort out this year, and note that down in your year-at-a-glance calendar as well,” says Mooney.

“When you look back at your school career, make the memory one of having taken charge of your future on the cusp of adulthood. Too many learners arrive in Matric and think they’ve reached the finishing line. What will set you apart from your peers – when applying for further study and applying for your first position, when Matric marks are still very important – is if you resolve to keep your head in the game now,” says Mooney.

“There is a lot to be said for choosing an approach of delayed gratification during this year. If you use your time wisely and maturely, you will be able to both enjoy this significant period in your life, as well as optimally position yourself for future success.”

Perspectives on Higer Education

Thu, 10 Jan 2019 10:14:00 GMT

In the Media

Power Lunch

As the academic year commences in South Africa on CNBC Africa's Power Lunch, Kopano Gumbi speaks to Pieter Kriel, General Manager of the Independent Institute of Education, regarding higher education perspectives.

GREAT RESULTS, NO UNI: STUDY OPTIONS IF YOU PERFORMED BETTER THAN EXPECTED

Thu, 03 Jan 2019 10:08:52 GMT

Many Matrics from the Class of 2018 currently find themselves in the fortunate position of having performed better than anticipated in their National Senior Certificate examination, achieving a Bachelor's pass and qualifying for higher education access. But while they are now in a position to apply for further study, these prospective students need to ensure they do their homework before signing up with institutions still accepting applications for study in 2019, an expert says.

"In particular, parents and Matriculants must ensure they don't fall prey to institutions that are either not registered and accredited, or whose qualifications are not recognised," says Nola Payne, Head of Faculty: Information and Communications Technology at The Independent Institute of Education, SA's largest private higher education institution.

"The good news however, is that there are still exciting study options available, particularly in the private sector, where good institutions have a strong focus on work-ready programmes," she says.

Payne says now is also a good time for even those prospective students already accepted into a programme, to consider whether they have chosen the right study path. If there are any doubts, they should have another look at available options rather than adopting a potentially expensive wait-and-see approach in their first year.

"This coming month provides an opportunity for prospective students to investigate all their options and sign up for a quality qualification with an accredited institution, whether they left it too late, or performed better than envisioned. And those who have already signed up, should honestly assess whether they are excited about the degree on which they will soon embark, as well as the institution they will attend.

"It is better to change course now, before spending time and money trying to make the wrong thing work, and becoming part of SA's high first year dropout statistics," says Payne.

"Make sure that you are studying for the right reasons, and that your qualification will provide clear access to a specific career, whether it be a professional qualification such as accounting, law or teaching, or in a new exciting career path such as brand management, digital marketing, network engineering, game design and development, and application and cloud development. Don't just apply for any degree at any institution for the sake of earning a qualification," she says.

Payne says South Africa's single quality assurance system and one National Qualifications Framework means that any institution offering a registered and accredited qualification – whether public or private – is offering a qualification of equal standing.

She says all registered and accredited higher education institutions – whether they be public universities or private – are registered by the Department of Higher Education and Training (DHET). They are only registered if they have been accredited by the Council on Higher Education (CHE) and registered by the South African Qualifications Authority (SAQA) on the National Qualifications Framework (NQF).

"To look up a qualification on the NQF, search for it on the SAQA website, or ask the institution for its SAQA identity number, which should be readily available. If the institution is recognised by the DHET and the programme is listed on the NQF, prospective students and their parents can be confident about the bona fides of any qualification they want to pursue," says Payne.

She says that as the world of work changes and evolves, new programmes are constantly developed in response to workplace demands.

"This means there will regularly be new and more exciting options on offer compared to the past, and potentially fields of qualification that are more aligned with the career aspirations of prospective students. However, it is imperative that one does one's homework carefully, because unscrupulous operators have become increasingly sophisticated in their methodology. Fraudsters are making the most of the often hard-to-understand language related to legitimate private higher education, which means that they are able to present offers that appear legitimate, but are not.

"It is good to have more choices, but make sure you make smart decisions," says Payne.

USE THE HOLIDAYS TO KICKSTART YOUR 2019 CAREER CHANGE PLANS

ghcmaartens@gmail.com (Drickus Maartens) — Wed, 12 Dec 2018 10:07:45 GMT

The coming weeks of relative workplace quiet provide the perfect opportunity for those considering a career change to put their plan into action, before the frenzy of back-to-work in January derails their big picture plans, an expert says.

"If you've been thinking about making a change, but never seem able to act on it because of the demands of daily life, now is your chance to lay down the building blocks from which you can propel yourself towards your goal next year," says Dr Gillian Mooney, Dean: Academic Development and Support at The Independent Institute of Education, SA's largest private higher education institution.

"Few of us can afford to make a clean break at work and then start on a new path from scratch. So what you need to do is to use your downtime effectively to start working towards your goal," she says.

Mooney says the first step for those wanting to go in a new direction, is to determine what that direction is.

"And that is easier said than done. Many people know that they are not in the right field or in the right position, but feel stuck because they really don't know what to do instead. If that is the position in which you find yourself, the holidays provide a great chance to start researching potential new fields of interest, without the pressure of having to commit.

"Use this time to dream freely. Look at advertised positions online, and find those that excite you. Then look at the job requirements. Would you need to qualify in a new field? Would you be able to match your transferable skills to those required in the position, and then perhaps just supplement your existing qualifications with a short or part-time course? Determine how you can leverage your existing experience and qualifications while working towards your new goal."

Mooney adds that the research part of the strategy is crucial, because many people who have been in the workplace for a year or five may not be aware of the numerous new and exciting fields of study that are constantly emerging.

"In addition to checking what is currently in demand in the job market, you should also investigate courses and qualifications on offer at good higher education institutions. Particularly in the private sector, where there is more agility and responsiveness to what is in demand in the workplace, you will find fresh new fields and qualifications that may not even have existed when you achieved your first qualification," she says.

Young people in their mid-to-late twenties, who have been working for a few years after graduation, are often disappointed and disillusioned – even despondent – about their futures, notes Mooney.

"If you look around you and think 'is this really it?' then you need to know that the answer is an emphatic no. You are not married forever to your initial choice of qualification which you pursued after Matric. Things change. You have changed. And there are always means and ways to find a career that really excites you."

There is also evidence that it is becoming more common to change careers. The idea that we educate ourselves into one career for life is no longer the norm today. This is typically ascribed to the impact of technology on jobs and the workforce, and millennial thinking, Mooney says.

"You don't have to live the rest of your life wondering how things would have turned out if you pursued a different field. Building a career that you love takes time, perseverance, and constant strategising until you find the right fit."

It might also be helpful to find outside assistance to determine the way forward.

"Any higher education institution worth its salt should have graduate assistance available to guide you in terms of suitable qualifications to supplement your existing ones, to close the gap between where you are now and where you want to be a year or two down the line.

"So don't just lounge around this December, but rather start taking small, low-stake actions which will get you going in the direction of your dream. Commit to ending the year with a clear understanding of which new skill or competency interests you, so that you already have a headstart on your new path when you see in the new year."

PUBLIC UNIVERSITY OR PRIVATE? HOW TO CHOOSE THE RIGHT INSTITUTION FOR YOU

Mon, 17 Sep 2018 10:06:02 GMT

There have been many developments in the higher education sector in past decades, notably a rise in the number of institutions from which prospective students can choose when considering their further education. Along with the increase in public universities, there has also been substantial growth in the private higher education sector.

Faced with this increase in choice, it is natural for young people to be anxious about their decision – should I go to a public university, or should I opt for a private higher education institution? A massive part of this concern, is whether the qualification you receive after 3 or 4 years of study, will be respected in the world of work, whether it will position you well to land your first job, and whether it will help you build the career of your dreams.

"It is so important that future students don't base their decision on their gut feel or vague perceptions," says Dr Felicity Coughlan, Director of The Independent Institute of Education and Group Academic Director at ADvTECH, Africa's largest private education provider.

She says there is a concrete checklist that prospective students should measure their chosen institution against and, if all the boxes are checked, they can rest assured that their choice of institution can help them achieve their dreams.

"Ultimately, you have to make an informed choice based on your personal vision and circumstances, and you should not blindly follow a direction just because everyone else is going that route, or because you think that's the way to go," Coughlan says.

She advises prospective students, and their parents or guardians, to look at the following when considering or reviewing higher education institutions:

ACCREDITATION

Most importantly, your institution must be registered and accredited. South Africa has a single quality assurance system and one National Qualifications Framework, which means that any institution offering a registered and accredited qualification – whether public university or private – is offering a qualification of equal standing. So if your institution is listed on the Department of Higher Education and Training's list* of registered higher education institutions and colleges, you don't need to be concerned about whether the institution is called a university, a college, or a private higher education institution.

This is because the only difference between public (University) institutions and private higher education institutions – which purely as a result of regulations may not refer to themselves as private universities - is that the public institutions get some subsidy from the government while the private institutions don't.

EMPLOYER RECOGNITION

The world of work has changed dramatically over the past decade, and the economic climate is tough. That means prospective students should make sure that their qualification and their choice of institution is well respected by employers and in the market. Generic 3-year degrees with no practical experience do not provide a strong competitive advantage after graduation.

This means that young people should interrogate their institution about the following: curriculum, industry relationships, lecturer activity in the industry, and practical experience that form part of the studies.

The strongest qualifications today are the ones that are closely linked to specific careers and fields, and whose curricula are based on the competencies required to be work-ready from day one.

One way of determining industry recognition of your institution, is to ask about its career fairs, when the country's top companies visit campuses to meet students. If employers are lining up to meet the leaders of tomorrow at your institution, you can be assured that you are signing up for a quality education that is respected in the workplace.

INTERNATIONAL RECOGNITION

Many students want to know that their qualifications will be internationally recognised. If this is important for you, you should ask your institution about international links and accreditation. Does your institution have links with international exchange programmes, or is it accredited by an independent international accreditation council? All good institutions should be able to provide satisfactory answers to your questions about your potential international opportunities.

CLASS SIZES & STUDENT SUPPORT

Class sizes and student support are crucial for ensuring student success and successful transition into the world of work. Individual attention, and being more than a number, can dramatically influence student outcomes. But an institution's involvement should go further than quality lectures and success at exam time. Good institutions will have career centres which assist students and alumni beyond academics.

"The higher education landscape looks entirely different today from the way things were even a decade ago. These days, prospective students have a lot more choice in terms of institution and qualification," says Coughlan.

"To really make the right choice in terms of the best grounding for your career dreams, you have to look beyond historical perceptions and gut feelings about which way is 'the best' way, and make sure your choice is based on the facts about what makes one institution and qualification stand out from the next one," she says.

* www.dhet.gov.za/SitePages/DocRegisters.aspx

MATHS MATTER: WHY IT’S WORTH STICKING IT OUT WHEN THE GOING GETS TOUGH

Tue, 04 Sep 2018 10:04:05 GMT

In senior high school, the Mathematics syllabus becomes more challenging than ever, and many learners may be tempted to ditch the subject in favour of something less taxing, particularly if they intend to pursue a career that ostensibly doesn't require Maths.

But an expert advises learners and parents to think very carefully before doing so, as a solid grounding in the subject can make a lifelong difference not only to one's career prospects, but also to those areas of life which seemingly have nothing to do with numbers.

"At school we are told regularly that if we do not keep Mathematics as a subject we will not gain access to a Commerce or Science degree of our choice. What we often do not hear is that apart from providing access to limited enrolment degrees, sticking with Maths provides important life skills and a competitive advantage you won't find anywhere else," says Aaron Koopman, Head of Programme: Faculty of Commerce at The Independent Institute of Education, SA's largest private higher education provider.

Koopman says that even those learners opting for Maths Literacy should continue to take the mathematical steps and processes seriously, as a solid grounding in Maths truly sets one up for life.

"Maths teaches you so much – from the memory and recall skills you gained from learning your times tables, to the focus and concentration that mental arithmetic calculations strengthen, through to the most important skills of all related logic, reason and problem-solving," he says.

"Sure, you may never have to solve a quadratic equation again if you pursue a career in communication, but you will be required to understand a problem and the correct sequence of steps required to solve it, and there is no better place to get that discipline and expertise than from Maths."

Koopman says Maths also enables you to understand sequencing and planning – starting at the right point and working methodically to get the right answer. And when it does not work out the way it should, it is one's mathematical and analytical skills that help you to work through each step and figure out why things did not turn out the way they should have.

"Furthermore, Mathematics is believed to encourage creativity. Not only does it teach clear and sensible thought, but it exposes learners to challenging concepts and unresolved problems. Through this experience, learners can apply themselves in resolving these problems, often in a creative manner."

It is also now well understood that nature follows many mathematical rules - and proportion, balance and pattern are all mathematical concepts, notes Koopman.

"That balance between creative freedom and leveraging the repetitive sequence of patterns that results in things humans see as beautiful is at the heart of much art that has continued to appeal over the centuries.

"Maths also helps you develop persistence as you apply and discard solutions while trying to make sense of a problem. Maths is the bridge between the world we live in – think of the 'story sums' we started in our early grades - and the creative and brilliant solutions that have lie behind the world's best inventions."

And very importantly, companies are increasingly looking for graduates with powerful thinking and troubleshooting capacity - just the competencies that are developed and nurtured through mathematics.

"A young person who is mathematically proficient and has honed these skills will find that the world of work is a flexible and engaging space where how you learn is recognised as so much more valuable than what you learned. From understanding numbers and statistics - the 'hard skills' that Maths gives you - to applying systematic and logical reasoning or solving a human resource problem, a mind that has been exercised by Maths will reach strong conclusions quickly and have the skills to test itself," Koopman says.

"The systematic nature of Mathematics develops clear and coherent thought of students. This results in the ability to understand how and why things work in a certain way. In a business environment that is characterised by constant change, the analysis of one's environment becomes fundamentally important and through Mathematics, analytical skills and critical thinking is promoted. Mathematics equips learners with the ability to be proactive, detect problems and to develop suitable solutions earlier, which provides a competitive advantage regardless of one's field."

As we move into the fourth industrial revolution, in which technological innovation is at the forefront, graduates who did not necessarily study Maths but retained an engagement and respect for it will be well positioned to propel their organisations and respective divisions in the right direction, says Koopman.

Additionally, anyone leading a team or department regardless of industry will need to be financially literate and able to manage sometimes substantial budgets.

"Therefore we encourage learners to persevere and if necessary get additional help to master Maths, even if they feel they may not 'need' Maths in future. Regardless of what you are planning to do career-wise, a solid grounding in Maths will empower you for the rest of your life," Koopman says.

WHAT TO DO IF YOUR PARENTS DON’T AGREE WITH YOUR STUDY CHOICE

Mon, 27 Aug 2018 10:03:02 GMT

Many Matrics considering their study options for next year are finding themselves in the difficult position of being at odds with their parents or guardians about their preferred direction. While this conundrum has always been around, it is even more pronounced today, given that there are a myriad qualifications and careers that didn't exist even a few years ago.

"Parents often have expectations of the potential careers they see their children pursuing, and it can be hard for them and their children to get on the same page when the parents are in favour of the more traditional qualifications, while the child would prefer to pursue a qualification the parents don't know much about," says Nola Payne, Head of Faculty: Information and Communications Technology at The Independent Institute of Education, SA's largest private higher education institution.

She says it is important for families to have a respectful dialogue based on facts and research when they find themselves in this position.

"If you are the young adult who would like to pursue a career in, for instance, digital marketing or game design and development, but your parents would rather you do a BCom at a public university, there are ways to get them to see your side of things," she says.

"And if you are the concerned parent, worried that your child's preferred qualification is lightyears away from what you think they should be doing, there are also a few ways you can set your mind at ease," says Payne.

She says it can be helpful for parents and future students finding themselves at loggerheads to approach the situation as follows:

DO THE RESEARCH AND UNDERSTAND THE OPTIONS

There are many more study options today than in the past. The range of qualifications on offer has grown exponentially, while the institutions offering them have also multiplied. All registered and accredited higher education institutions – whether they be public universities or private – are registered by the Department of Higher Education and Training (DHET). They are only registered if they have been accredited by the Council on Higher Education (CHE) and registered by the South African Qualifications Authority (SAQA) on the National Qualifications Framework (NQF).

Looking up a qualification on the NQF is as easy as going to the SAQA website and typing in a few words. An institution should also be able to give you the SAQA identity number immediately. This means that prospective students and their parents can be confident about the bona fides of any qualification they want to pursue, provided that the institution is recognised by DHET and the programme is listed on the NQF which can be found on the SAQA website.

FACE REALITY

The world of work looks a lot different today than it did a decade ago, with numerous new and emerging careers on offer, such as brand management, big data analysis, app development, and digital design, to name a few. The traditional, generic 3-year degree is no longer a golden ticket to landing a job.

Prospective students would do well to pursue a career-focused qualification which fits well with their talents and interests, and which will prepare them to step into the workplace with confidence. Career-focused qualifications will often also include work-integrated learning, which allows students to build a portfolio of work throughout their time at varsity. This puts them in a much stronger position after graduation when applying for a position.

UNDERSTAND THE MARKETPLACE

What can you do with your qualification after graduation? That is an important question to ask before committing to a programme. A great way to determine the demand for a qualification and your future earning potential, is to look at career sites and job ads, to see how much demand there is in marketplace. Speaking to an advisor at a higher education institution's career centre can also go a long way to clarifying your prospects post-graduation.

UNDERSTAND THE MOTIVATION FOR STUDYING

Pursuing a degree requires a substantial investment of time and money. And handling the demands of higher education and young adulthood is not a walk in the park. The dropout rate among first years is very high, in part because the reason for heading to university wasn't sound.

So if the motivation for further study is for the sake of status rather than to lay the foundations for a specific and successful career, or if a student is only studying to fulfil the wishes of their parents, it would be better to wait, investigate all the options, and only apply when they have found something that gets them really excited about your future.

"Parents need to understand that the best approach now is to study and prepare for a world that's changing, and that the traditional way and 'safe' careers may not be the best course of action," says Payne.

"And prospective students need to understand that while the difference in opinion may be frustrating, it is up to them to present their case calmly, clearly and respectfully, with the research to back up the viability and prospects of their choice."

THE PROVES METHOD: PERFECT STRATEGY FOR MASTERING YOUR MATRIC MOCK EXAMS

Tue, 14 Aug 2018 10:01:38 GMT

Matrics from the Class of 2018 should now be deep into preparing for their upcoming mock exams – which are only a few weeks away – and ultimately the final exams of their school careers in two months' time.

With only a handful of weeks left to revise, they now need to up the ante to ensure they get the best marks possible on their prelims. Doing so will enable them firstly to see which areas need more work before they write their finals, and will also ensure that they get the very best marks to allow them access to the higher education institution and qualification of their choice.

"Learners now need to go beyond reading and re-reading their textbooks and notes, and employ a more holistic strategy which will position them to bring their very best to the exam room," says Wonga Ntshinga, Senior Head of Programme: Faculty of ICT at The Independent Institute of Education, SA's largest and most accredited private higher education institution.

Ntshinga says that at this stage of the game, the PROVES method is a great approach to follow, as it helps to cement the academic work in the learner's mind, while expanding understanding from different angles. Additionally, it gets learners in the right frame of mind, to withstand the anxiety and stress which can negatively impact performance.

The PROVES method can be broken down as follows:

PRACTISE by writing past papers or example questions rather than just reading. Most schools should make past papers available to their learners, but it is also a good idea to get ones in addition to those provided by your school.

Good higher education institutions also help matric learners by providing past papers, so go visit a registered and accredited one in your area, and ask a student advisor to assist.

As a bonus, the student advisor might even be able to talk through some of your concerns about the exams and your post-matric options, which will further help to mitigate any anxiety you may have.

REFRESH by making sure you are eating, sleeping and exercising enough. Cramming into the early hours of the morning before an exam will leave you stressed, exhausted and unable to focus. It is important now to look after your physical and mental health as well as throwing your weight behind your books. Learners still have enough time to cover what they need to cover ahead of the exams, but then the plan needs to be put into motion right away, to avoid last-minute panic and the resultant impact on their physical wellbeing.

ORGANISE yourself, your time and your work. Having a neat working environment and a clear plan for what you need to do and study every day, as well as having the relevant materials sorted and on hand, will go a long way to reduce anxiety and optimise learning.

Follow the plan closely but avoid spending hours every day on the plan rather than the implementation of the plan. Don't allow yourself to feel overwhelmed, but focus on the small efforts – hour after hour, day after day – which, when compounded, will ultimately make a big impact.

VISUALISE by using colour and mind maps and other strategies rather than just words, so that you can use more of your brain.

EXPLAIN by answering questions or telling friends or relatives about your work. It is not until you have tried to explain what you know that you can assess if you know enough to answer the questions.

SOCIAL MEDIA can be used as an academic tool to expand your understanding and grasp of your work. This can best be done by getting together a study group of equally dedicated and committed peers, and using the various platforms for specific purposes. Being part of a study group helps you track your progress, can quickly help you clarify your understanding of issues or set you on the right track if you have misunderstood something, and it also acts as an early warning system if you are falling behind.

The various channels and apps can be used as follows:

GOOGLE to find a wealth of online resources. From how to handle exam stress, to self-marking mock papers, study timetable templates and content/concept lists. Do a search for "Matric Exams 2018" which will provide many excellent results which can assist you in your preparation and motivation.

A dedicated WHATSAPP study group enables discussion, last minute clarifications and sharing of notes. It is best to align study breaks within the group, and put your mobile on airplane mode while you're hitting the books. When taking a break, connect with your peers via WhatsApp to share your understanding, successes and concerns.

FACEBOOK groups for specific subjects is a great way to share materials and visuals, while enabling group discussions.

When it's time to take a break from the written word, go to YOUTUBE to find videos related to the content you are studying. Sometimes seeing something explained in video format will clarify things you just weren't able to pin down while going through your textbooks.

"The next few weeks and months are going to be taxing for learners preparing for their final exams, but by following a strict study strategy and doing what needs to be done every day – without allowing panic and procrastination to set in – there is still sufficient time even for learners who aren't quite where they should be at the moment," Ntshinga says.

"And by incorporating this strategy into their approach right now, many learners will also find a new feeling of empowerment to take on the additional burden that higher education will bring."

MIND THE GAP: WHY YOU SHOULD THINK TWICE BEFORE TAKING A YEAR OFF AFTER SCHOOL

Mon, 23 Jul 2018 09:59:05 GMT

Matrics who are tempted to take a year off after their school careers – whether it is because they feel they just need a break, or because they don't yet know if or what they want to study – should think twice about their decision, an education expert says.

"There are significant implications to taking a so-called gap year instead of directly entering studies," says Peter Kriel, General Manager at The Independent Institute of Education, SA's largest private higher education provider.

Chief among these, is the fact that graduates who went to study straight after school, and who completed their qualification within the required timeframe, are significantly better off than matriculants who elected to enter the workplace right away or who opted for a gap year, particularly if that gap year is unproductive.

"A gap year doesn't necessarily mean that you take off a year to travel the world and pretty much do nothing as the term was understood in the past. The concept has evolved to include other activities, such as getting a job after Matric to earn some money or gain work experience, or volunteering or even undergoing a structured programme," says Kriel.

However, while these options are still better than just relaxing for a year before entering studies, they may still put you behind your peers in terms of studying and earning potential, he says.

Another risk with taking a gap year, is that one loses one's "study muscles", says Kriel.

"It is completely understandable that the idea of getting away from the books after the demands of one's final year at school is a very attractive idea for many. However after that year, getting back into the habit of studying and focusing on academics are major challenges which are best avoided."

But Kriel adds that there are ways to make a gap year work, which will lessen its impact on a person's long-term success in the workplace. And obviously, where a young person is really not sure what they want to study, a gap year as long as it is productive is a better investment than a failed year of post-school study.

"If you do decide to take a gap year, it is crucial that you at least do something to improve your skills and competencies during that time. A great option in this instance, is to do some distance or part-time courses."

This is a particularly attractive option for those Matriculants who are hesitant to sign up for a full degree straight away because they are still uncertain of what they want to do with their life.

"Doing some short or distance courses allows you to investigate your options and interests without the financial and time commitments required of full-time degree study," notes Kriel.

"This means that you can get a better idea of where your passion and talents lie, while at the same time earning some certification that will make your gap year less of a 'hole' in your CV.

"And finally, staying with the books, even without the commitment of having to study full-time and the ability to study at your own pace, means that you keep your brain working and geared for when you do sign up for full qualification study later."

It is important to also note that some higher education institutions will not keep your "offer" warm for you, so if you get in to the qualification of your dreams it is rarely prudent to delay taking up the place, says Kriel.

"But for those who have legitimate reasons for not going straight into further studies, our advice is definitely to ensure that you don't lose sight of the long game, and that you keep learning even if you are already earning."

Kriel says the time should also be used to actively investigate future study options to limit time-wasting later.

"Look at all the higher education institutions, whether it be a public university or private, and their offerings. Find a qualification that will make you employable - one that is recognised by employers and has a curriculum that is relevant in the workplace of today.

"You must also choose an institution whose curricula and learning processes enable you to master work-ready skills so that you have a competitive 'hit the ground running' advantage. Having a portfolio of work at graduation, for example, allows you to instantly showcase what you have learnt and what makes you an attractive prospect to potential employers.

"Finally, you must choose an institution that will give you the best possible chance of succeeding and completing your qualification in the minimum time. Every additional year of study leaves a long-term financial impact, so consider things such as student support, class sizes, and the quality of lecturing and facilities."

MATRICS: USE THE CALM BEFORE THE STORM TO GET YOUR STUDY OPTIONS SORTED

Mon, 02 Jul 2018 09:57:51 GMT

With the holidays almost over and preliminary exams on the horizon, Grade 12s are on the cusp of entering one of the most stressful periods in their school careers. The relatively calm few weeks they still have ahead of them should therefore be used to plan their post-school options, which will free up their physical and emotional energy so that they can wholly focus on doing their best in their final exams.

"Deciding what to study and where to study can be hugely stressful, particularly when you don't have a clear idea of what you want to do with your life, which is the case for many thousands of learners," says Natasha Madhav, Senior Head of Programme: Faculty of ICT at The Independent Institute of Education, SA's largest private higher education provider.

"It is therefore important that learners don't add this burden of anxiety when trying to prepare for exams. This can be avoided by taking the time right now to investigate their options and, ideally, already submitting their applications for the qualifications and institutions of their choice," she says.

She says the most important advice she has for prospective students, given the difficult economic climate and associated challenges of finding suitable employment after graduation, is to look at qualifications and institutions that will prepare them for a specific career and the world of work.

Additionally, they should ideally line up at least one or two additional options, as they may find their circumstances and preferences having changed by the end of the year.

"The worst courses of action, are to sign up for an arbitrary qualification with no real understanding of how you can leverage it post-graduation, spending valuable time and money on something that may not lead to a career, or following your friends' lead because you are not clear on your own aspirations," she says.

Madhav says learners who don't know what to study, should consider what kind of work they would find interesting, and then work backwards to determine a suitable qualification.

"It is also worth remembering that there are literally new fields and careers opening up every year – things that your teachers, parents and friends may not even have heard about," she says.

"So don't settle on a university and then only investigate what they offer in terms of qualifications. Do it the other way around – determine what you would like to do, determine what qualification would enable you to do that, and then find out which institutions offer that."

If, for instance, a learner is interested in Game Design, it makes sense to find an institution that offers that qualification rather than doing a generic 3-year degree and then attempting to break into the industry thereafter.

Or if they are interested in brand management, to determine the best place where they can study this, rather than doing a general business undergraduate degree.

The same principle goes for a host of other career-focused fields, such as copywriting and communications, digital design and marketing, IT and networking qualifications, and business qualifications.

"The world of work is rapidly evolving, and to be competitive in the job market, candidates must try and match their qualification as closely as possible to the work they would want to do one day," says Madhav.

"Making that determination takes time and clarity of thought in the face of all the options out there, which is why Matrics should make the best of the few weeks of grace they have left and get their future plans sorted now."

TIME TO ACT ON HIGHER EDUCATION ACT AMENDMENTS TO BROADEN STUDENT CHOICE

Mon, 02 Jul 2018 09:56:45 GMT

The private higher education sector has been waiting for almost two decades for a fair playing field alongside public universities, and the time has come for the amendments to the Higher Education Act – widely welcomed when announced last year – to be implemented, an expert says.

"The Act now makes it explicitly possible for a private higher education institution that meets the stipulated standards to take its rightful place beside public universities, in line with how private universities are positioned internationally," says Dr Felicity Coughlan, Director of The Independent Institute of Education, SA's largest private higher education provider.

"Deeply hidden in the old version of The Act was the possibility for private institutions to become private universities if they met the criteria set by the Department. Yet the Department did not set those criteria and thus kept private institutions from exercising their right to be called Universities if they met the criteria."

Coughlan notes that the new version of The Act defined three future institutional types for all Higher Education institutions: Universities, University Colleges and Higher Education Colleges.

"The problem is that it all stopped there, potentially because implementation requires drafting and applying criteria that have the potential consequence for some public Universities of stripping them of University status. It has been suggested that the Department would need to start with the public Universities and this is where the negotiation and engagement must happen first. It does not take much imagination to understand why this is not a course of action likely to be followed soon.

"And therefore, the process has not started and does not appear to be on anyone's agenda anytime soon."

Coughlan says that the growth in private higher education in the last decade is evidence that the general public has realised the distinction between public and private higher education does not lie in the naming rules (due to regulations, private higher education institutions may not call themselves private universities, even though they are subject to the same oversight and regulations).

"The broader public now knows and understands that South Africa has a progressive and unitary quality assurance system in which the degrees and other qualifications of public and private institutions are subject to the same accreditation and registration process, and that students therefore can choose where they study based on personal needs and preferences rather than on having to select an institutional type on the basis of whether or not it gets subsidy from the state," she says.

"Progressive professions such as engineering, accountancy, teaching, nursing and psychology have also taken this unitary quality assurance system and the right of students to choose where to study on board. The professional associations connected to these professions apply the same rules for further accreditation of institutions and registration of professionals to the public and private institutions, and graduates from the private institutions are equally able to write the exams to become registered professionals alongside the graduates of public institutions.

Coughlan says that is the correct approach in a democratic society where quality and mastery of a body of knowledge and values achieved through what you studied rather than technocratic exclusionary rules about where you studied determine if you are fit and proper to be member of a profession.

"The current hiatus serves some interests and simply put, the failure to implement the 2017 changes in the Act gives ammunition for those still trying to keep the private sector at bay. In an ideal situation, the work would begin, and the process would unfold. Private institutions are even arguing that perhaps the Department should be expedient and begin the process with private institutions. If the criteria are developed and implemented for private institutions first, then those public institutions which potentially no longer meet the criteria for the category they wish to be recognised as, would have several years to attend to the gaps."

As the private sector has been waiting for almost two decades for a fair playing field, beginning the process with them would not only redress that inequity but it would also avoid the political hot potato of having to change the designation of any public universities in the short term.

"This would be a just and fair outcome," says Coughlan.

"it is difficult not to be concerned that the amendments to the Act were not made to resolve the impasse of the past 15 years but rather just to buy more time. Time will tell, but in the interim the public is learning to appreciate the range of choices open to young people who want to study, and that tide will in any case not be stemmed."

PERSPECTIVE & STRATEGY: THE KEYS TO MANAGING A MID-EXAM MELTDOWN

Tue, 12 Jun 2018 09:55:38 GMT

Despite their best efforts, many learners and students currently writing their mid-year exams are having to face up to the fact that their performance on papers written thus far isn't what they hoped it would be. There is however still time to get back on track, and they should guard against catastrophizing their current situation, an education expert says.

"It can be hugely disappointing when you've put in the hours, did all you can to prepare, and then still find yourself sitting in the exam room awash with anxiety because you can't recall and reflect what you've learned," says Dr Gillian Mooney, Dean: Academic Development and Support at The Independent Institute of Education, SA's largest private higher education institution.

She says learners and students who find themselves in this position should avoid panic and regain perspective so that they are able to do their best on their remaining papers.

"Firstly, you should recognise and acknowledge what is happening. Mid-exam meltdowns are not unusual, and can happen to anyone, even to usually high-performing candidates," she says.

"By facing the situation head-on, you can take back control and ensure you do better on upcoming subjects, which will go some way towards normalising your aggregate marks."

Dr Mooney says there are a number of reasons why students and learners may experience mid-exam meltdowns, including the general anxiety and stress related to writing exams, lack of sleep, burnout, and of course inadequate preparation.

At this stage, it is important to take a step back and take stock of the situation, put things into perspective, and devise a strategy for the remaining tests and future ones, she says.

LOOK FORWARD, DON'T LOOK BACK

What's done is done, and it serves no purpose to fret about papers you have already written. Put it behind you, and focus on what still lies ahead. Undertake to do whatever you can to ensure you do as well as possible on your remaining tests, and let go of the disappointment of previous papers which will only negatively impact your future efforts.

PUT THINGS INTO PERSPECTIVE

Your academic career is a marathon, not a race. Each day provides a new opportunity to do better, and in the long run a few papers on which you didn't do well won't spell the end of your dreams and aspirations.

REVIEW YOUR EXPECTATIONS

If you are consistently not performing in certain areas, you may need to review your approach. Perhaps you require a certain subject to gain admission to a specific institution or course, which is why you continue with it despite repeated setbacks. If this is the case, it would be a good idea to consider whether you are on the right track in terms of your plans for your future and career. Chances are good that there are other options out there for which you will qualify, and which may in fact be a better fit for you.

PLAN YOUR STRATEGY AND LOOK TO THE FUTURE

Resolve that, from today, you are taking back control. Ensure you stick to a schedule of eating healthy, getting enough sleep and exercise, and upping the ante on your preparation, for instance by putting in an extra hour or two to complete a past exam paper.

You can also add in some fun, alternative ways of studying. For instance if you're unsure about a section of work, find some YouTube videos on the topic. As an example, if you search for "isiZulu past papers" or just "isiZulu", you will find a multitude of past papers and memos as well as tutorials to assist with vocabulary and grammar. The same can be done for pretty much any other subject or topic.

BAG SOME WINS TO GET YOUR CONFIDENCE BACK

Find something every day that will boost your confidence, and allow you to prove to yourself that you are able to work hard and improve on past performance.

"Bad results are not the end of the road, and you still have ample opportunity to improve your performance if you take control right now," says Dr Mooney.

"The most important thing is that you don't allow panic to set in. Face your situation in a calm and pragmatic way, and take all the concrete steps you can to take back control. Staying calm is your most important weapon in the exam room, as is keeping a sense of perspective at all times, and endeavouring only to do your best in whichever situation you find yourself."

A New Dawn for Education in Post-Apartheid South Africa

Mon, 04 Jun 2018 09:54:09 GMT

https://www.ifc.org/wps/wcm/connect/news_ext_content/ifc_external_corporate_site/news+and+events/news/impact-stories/career-focused-education-for-young-south-africans

LAST-MINUTE STUDY TIPS TO TAKE YOUR GRADES FROM GOOD TO GREAT

Mon, 04 Jun 2018 09:51:39 GMT

As thousands of South African learners enter their June exams, an expert says that there are a few ways to optimise limited study time without resorting to cramming.

"Revision time is over, and learners must ensure they use the time they have between exams in the most effective way. While cramming may seem the most natural thing to do at this stage, it is actually counter-productive and likely to increase anxiety and fatigue," says Nola Payne, Head of Faculty: Information and Communications Technology at The Independent Institute of Education, SA's largest private higher education institution.

She says there are creative – and entertaining - ways in which learners can utilise their time between papers, which will also ensure they maintain a good work-life balance during this taxing time.

"The most important thing to do at this stage, is to take stock of where you are at, and then draw up a detailed roster for the next few weeks, which clearly shows how much time you have available between subjects. Then you need to decide how you are best going to use that time to ensure your preparation goes beyond reading textbooks over and over again."

Payne says there are 3 great ways to study while exams are in full swing, which go beyond repetitive and rote learning.

1. GET SOCIAL

"By getting social, we don't mean diving into facebook or Instagram," she says.

Instead, learners should form study groups for individual subjects, which will allow them to take their understanding beyond the books.

"Set up a WhatsApp challenge with your friends, where you can send each other questions about a subject. This facilitates valuable discussions, deepening insight and highlighting areas you may have missed. Keep it fun but focused, and see if you can 'trip up' your friends with your questions. While it might not be so much fun finding out that there is something your friends know that you don't, this method helps you identify areas need work before it is too late."

2. GET ACTIVE

It is very important to exercise during exams, to give your body and mind a break. If you share a study timetable with your friends, you can optimise your time by, for instance, going for a run together during which time you can talk over upcoming papers, points you don't understand, and questions you believe are likely to arise.

"It is important that you and your friends synchronise your timetables, so that your breaks coincide for the most part. By ensuring your downtime is scheduled at the same time as theirs, you avoid a situation where you want to have a chat when they are focused on their work and vice versa," says Payne.

She adds that, by having the same breaks, learners can also act as a conscience for each other to check that everyone is working when they should be, as having to account to them may give one that extra bit of motivation to keep going.

"Then, when taking breaks together, you can talk over issues in a low-pressure environment such as while exercising. Your friends may have valuable insights and support to provide, just as you may be able to help them with your own unique insights.

"Getting active together while not losing focus of the task at hand means you benefit from the feel-good chemicals released in your brain as a result of exercising and socialising, while at the same time increasing your depth of understanding of a subject," says Payne.

3. GET WRITING

One of the best ways to cement your preparation with limited time on hand, is to write past exam papers, Payne says.

"Get your friends together and hold a mock exam, imitating the exam conditions with set times and no peeking in textbooks. Afterwards, switch papers with each person marking another's paper. This approach has the dual benefit of making you more comfortable with exam conditions, while also solidifying your knowledge in a low-pressure environment."

"It is very important to spread your time between all your subjects, and to not go down the rabbit hole of getting lost in only one subject, for instance Mathematics," says Payne.

"At this stage of the game, balance is key, and goes a long way towards countering the negative impact of stress and anxiety.

"If you are serious about achieving the best marks to enable you access to the post-school opportunities you desire, introducing creative study methods such as the above will go a long way toward not only improving your performance, but also to cultivate a love of learning for its own sake, which is vitally important in a rapidly changing world of work," says Payne.

GRADUATES: HOW TO SLAY IMPOSTOR SYNDROME & UNLEASH YOUR FULL POTENTIAL

ghcmaartens@gmail.com (Drickus Maartens) — Wed, 16 May 2018 09:49:45 GMT

Recent studies have highlighted the negative impact of Impostor Syndrome on young graduates transitioning to the workplace. An expert says it is important to identify and understand the signs of impostor syndrome early in one's career, to avoid losing confidence and to become an empowered, valued and productive team member.

"According to a study conducted by UK career development agency Amazing If last year, as much as a third of millennials – young people between the ages of 18 and 34 - suffer from Imposter Syndrome at work," says Dr Gillian Mooney, Dean: Academic Development and Support at The Independent Institute of Education, SA's largest private higher education institution.

She says locally the situation is likely to be much the same, with a large number of young graduates who will be able to identify with a persistent fear of being "found out" or exposed as a "fraud" in the workplace.

"Imposter syndrome is commonly reported by recent graduates who are starting to formally work for the first time," she says.

"While Impostor Syndrome is not a formal psychological diagnosis, the concept has been used since 1978 to describe people who have an ongoing fear of being uncovered as being a fraud, or persistently feeling that they are 'phony'. So there is good news for those who have been experiencing these confidence-sapping feelings in the workplace: firstly, there are many millions of people around the world who feel the same way, so you are not alone; and secondly, there are some solid ways in which you can rectify the situation."

Dr Mooney says that a further characteristic of those 'suffering' from Impostor Syndrome is that they tend to struggle with internalising their achievements.

"Many high achievers make external attributions about their success, for instance that they have been 'lucky' and that their success has little to do with who they are and what they know, or hard work and intelligence. This means that these people believe that they are not intelligent or capable enough, in spite of the objective evidence to the contrary."

Dr Mooney adds that there is no clear pattern or type of person who may suffer from imposter syndrome.

"People from diverse backgrounds, with different levels of intelligence and personality types can experience the feeling that they are not capable or qualified enough for their position. But it is important that these feelings are addressed, because it is clear that they can detract from your performance and can keep you from reaching your full potential."

So how does one tackle Impostor Syndrome? By taking the following action:

RECOGNISE AND ACKNOWLEDGE WHAT YOU ARE DEALING WITH

When these destructive thoughts and feelings emerge, recognise them as such. It will be easier to manage these feelings and thoughts once you know what they are. Note negative self-talk, such as 'I can't do this work' or 'I don't know how to do this presentation', and determine whether your insights are based on fact, or fear.

CHANGE YOUR MENTAL PROGRAMMING

Think about whether or not there is any real evidence for your feelings of inadequacy. Are all these feelings and thoughts just in your head? Actively rephrase your thoughts. Substitute 'I don't know anything' for 'I don't know everything, but that is to be expected because I am still learning'. Nobody is ever expected to know it all – only to try their best and work on areas that need attention.

PAY ATTENTION TO YOUR ACHIEVEMENTS

Make a list of both your strengths and your weaknesses. Focus on the areas that you need to develop. Focus on how you can capitalise on your strengths. Keep a running list of tasks completed well, no matter how big or small.

REALISE THAT YOU ARE NOT ALONE

Approach the Career Centre or counsellors at the private higher education institution or public university where you studied. A good institution will be well equipped to put your feelings into perspective, and to assist and guide you to set out on your path with renewed self-assurance.

BUILD CONFIDENCE

Action is the antidote to despair. Don't wallow in feeling of inadequacy or concern about your ability to handle your workload. Commit to being productive and completing one task after the other, putting one foot in front of the other. As your list of small victories grows, so will your confidence and feelings of being empowered.

COMMIT TO LIFELONG LEARNING

In our rapidly changing world of work, it is those who stay at the forefront of developments in their industry, and those who constantly update their skills and fields of competence who remain relevant and in high demand in the workplace. Constantly growing and expanding on your fields of competence, by for instance enrolling for a distance learning, post-graduate or part-time qualification, will ensure that your faith in your ability to make a real contribution in the workplace continues to grow, which will soon banish any feelings of inadequacy for good.

HIDDEN COSTS & THEIR IMPACT ON STUDY OPTIONS

Mon, 07 May 2018 09:46:16 GMT

Grade 12s should already be well into researching their study options for 2019 and should aim to beat the rush and submit their applications sooner rather than later, whether it be for a public university or private higher education institution, an expert says.

"But before you settle on a degree or institution, it is important to make sure that you considered all your options thoroughly, including those closer to home, which will allow you to avoid the hidden costs unrelated to the actual cost of the course," says Nola Payne, Head of Faculty: Information and Communications Technology at The Independent Institute of Education, SA's largest private higher education institution.

"Of course it is exciting to think about moving to the other side of the country and starting a whole new chapter of your life outside of your familiar environment, but there are some solid reasons for opting to choose an institution close to home," she says.

Payne says apart from the usual advice of how to apply for admission, what you should consider, and which courses you would like to do, the financial impact of studies beyond fees, and the role this should play in your decision, are rarely discussed.

She says prospective students should remember to also consider the following when determining how to structure their budget:

Prescribed textbooks and supplementary material. This could include art material, laptops, and field-specific equipment, to mention but a few. Students will need to budget for two semesters, each of which will contain different modules with their own resource requirements. Depending on the nature of your course, there are also costs associated with printing and copying.

Accommodation. Will you be applying at an institution that would require you to live in student residence, on off-campus accommodation or will you be staying at home? If you're not going to be at home there are costs such as rent, meals, airtime and laundry that need to be budgeted for as well.

Travelling costs. This would not only include the daily commute to the campus from nearby student residences or off-campus accommodation, but your budget should include extra costs involved in the longer journeys to return home during the recess periods. Travelling to and from the campus would also incur expenses and this can add up quite quickly. Tickets for taxis, buses and trains or the cost of petrol for your own private vehicle should also be considered.

"There are sound financial reasons for considering studying at an institution close to your home. On top of that, the value of your support structure should not be underestimated. South African first year dropout rates are high, and lack of support is one of the reasons," says Payne.

"There is a huge gap between the demands placed on you at school, and what you'll need to deal with in your first year studying. The workload is much greater, and there are also additional emotional pressures associated with this new stage of life. We therefore urge the Class of 2018 to carefully investigate all their options, and all the factors that will impact on their emotional and financial wellbeing during their first year at varsity."

Payne says prospective students should remember that there are many options for higher education besides public universities, and that registered private institutions are subjected to exactly the same regulations, accreditation requirements and oversight.

"Considering a local higher education institution will almost always be more economical than one situated far away, because you then have the option of staying at home and saving costs on those extras that come with rental accommodation, plus you will have your support system around you when times get tough. Given the challenges that first year students face it makes sense to consider delaying living independently until that hurdle is overcome. Also remember that some institutions have more than one campus, so you could perhaps consider transferring at a later stage when you have found your feet."

Bid to end exclusion of private institutions

Fri, 04 May 2018 09:42:52 GMT

http://www.ornico.co.za/editorialstream/OwnMediaAttachments/2018_05_04_3970127.pdf

GRADE NINE SUBJECT CHOICES: AVOID RISKY SELECTIONS IN FACE OF CHANGED REQUIREMENTS

Mon, 16 Apr 2018 09:41:03 GMT

In coming months, Grade Nines will choose which subjects to pursue during their final school years and on which they will be tested when they sit for their final Matric exams. And while the Department of Basic Education announced the withdrawal of the "designated subject" list earlier this year - the list of subjects from which students who want to pursue a degree after school have had to select their subjects – there are some serious considerations not to be ignored, an expert says.

"Some may argue that the withdrawal of the designed subject list gives young people more choices, but we urge schools and learners not to make risky and uninformed changes," says Dr Felicity Coughlan, Director of The Independent Institute of Education, SA's largest private higher education provider.

She notes that the original list contained many of the traditional subjects used to gain access to University, and that many of these subjects required learners to master skills that will be important for them to succeed in higher education after admission.

"These skills include argumentation and reasoning, found in subjects such as History, logic and mathematics as found in Accountancy and Maths or Maths Literacy, and evidence and scientific reasoning skills, as found in Physical Science and Life Sciences.

"Additionally, the two-language requirement also ensured a well-rounded educational experience for students living in a multilingual country. The reasoning behind the original inclusion of these subjects should be remembered, and students are encouraged not to put together a collection of subjects that are all of one type which will result in them developing less holistic academic skills. The impact on their studies later in life will be real," says Coughlan.

In addition, learners considering their subject choices should remember that despite the change of requirements at school, Universities were not at the same time required to change their admission requirements.

"Higher education institutions need not change entry requirements if they don't want to, and one can be sure that many – if not most – won't. Definitely not in the short term, and particularly not for those qualifications that currently require Mathematics or Life Sciences. We therefore encourage learners to do their homework before opting out of these traditionally required subjects."

The third consideration follows from the first two, says Coughlan.

"Some subjects, such as Design, were omitted from the original list but have been accepted by some institutions for several years now as part of conditional admission requirements for certain qualifications. Design thinking is a strong and necessary skill for modern living and it is likely that it will become more and more acceptable for admission to higher education."

Design therefore is one of the examples that should be considered as part of a portfolio of creative subjects after learners have checked its acceptability to the higher education institution of their choice, Coughlan notes.

"In light of these changes in subject choice requirements, and given the risk of learners opting for perceived easier subjects or subjects that are too similar in nature, we urge learners to investigate their options carefully, and schools to support them in making informed decisions," says Coughlan.

"The public higher education sector is not likely to change quickly to accept subjects they currently do not accept, and while the private higher education sector may be more progressive, our advice remains the same as it has always been: to select subjects that keep your study options open. This means learners should include at least one subject in which they know they can excel, and then others that will teach you a range of different skills.

"In today's volatile and uncertain world, it is more important than ever before to cultivate an extended base of skills from which you can draw, to improve your chances of succeeding."

CRAVING CONNECTION ON CAMPUS: BRIDGING THE DIVIDE IMPROVES FIRST-YEAR SUCCESS

Mon, 09 Apr 2018 09:39:52 GMT

South Africa's notoriously high drop-out rate among first year university students can be ascribed to a number of factors. One of these include a disconnect between lecturers and students and, if addressed, can make a difference not only to individual student success, but also to overall throughput statistics, an expert says.

"We hear a lot about this idea that modern students are different. That can be really daunting when standing in front of a group of students, as those differences are not clear and are wrapped up in further obscurity with references to 'digital natives', short attention spans and even 21st century skills - as if every lecturer should understand what that means and know how to adapt their teaching as a result," says Tshidi Mathibe, Head of Programme: Faculty of Commerce at The Independent Institute of Education, SA's largest private higher education provider.

She says given this context, it is important to focus on the fact that today's students, just like young adults of all generations past, are caught in between worlds and ways of being, with the new overlay of technology and an uncertain world further complicating matters.

"Therefore, lecturers who want to support their students' learning need to make sure that they engage with the students where they are at and take it from there. To do that, there are a few things that improve chances of success," she says.

KNOW YOUR STORY

"Whatever you say can be Googled students. It is therefore critical that you are a master of what you are teaching. It is also important that you are a role model in helping students understand that the lecture room is only where knowledge starts, because the real learning is being able to make sense of it all by drawing on many sources of information," says Mathibe.

"If you model confidence and curiosity, students will do the same and not find it quite as necessary to put you in your place with differences on detail."

IF YOU DON'T KNOW THE ANSWER, SAY SO

"If you do not know something, students are far more likely to learn from you modelling how to find out answers and will have greater trust in someone who does not simply pretend to know everything," Mathibe says.

"Young people have no need to see lecturers are omniscient. What they want is someone willing to engage with them to extend what you both know. You need to be the master of your discipline, but that is not the same as being its sole custodian."

BE HUMAN

Students will only engage with someone whose reactions they can predict and so, if you are consistent, engaging and human, and give them glimpses in to the things that motivate you, you provide them with the hooks and inroads for trusting you with their questions.

"If you are able to get students to connect with you as a competent and curious individual, the lecture room is easier to manage as people are far more likely to disrupt the classes of those they do not respect."

REMEMBER THAT THEY ARE HUMAN

Mathibe says that taking time to understand who the students are makes a world of difference to a lecturer's ability to select relevant examples and case studies.

"Understanding the range of learning styles they bring with them reminds you to offer a range of learning opportunities. This is not about pretending to identify with their music or even political preferences, but it is about consciously using accessible examples that enable them to anchor their learning," she says.

USE CASE STUDIES

Case studies are the most powerful of teaching tools as they provide stories around which theory can be organised and remembered.

"Your selection of case studies also speaks volumes about who you are and who you think they are. Case studies also offer you many opportunities to model problem solving, decision making and critical reasoning resulting in higher quality learning."

BRING IN THE EXPERTS

"Guest lecturers deepen understanding as they provide different perspectives and reinforce what you have been trying to teach," notes Mathibe.

"Guest lectures are also the perfect way to offer exposure to a multitude of voices on a topic that will enable more students to identify with someone who is an expert in the field you are trying to share, thereby also reducing boredom."

BRING IN THE TECH

"Use the technology to which students already have access and give them the responsibility to prepare for classes by finding examples, reading online or collaborating on a task. Teaching time can then be spent reflecting on the steps they have already taken, while the pressure is then on students to keep up rather than on you to drag them along."

"Ultimately what helps students learn and make a success of the challenges of their first year in higher education, is connection," says Mathibe.

"By connecting with students using these strategies one will be able to bridge both real and imagined divides between lecturers and students, and any good public university or private higher education institution must ensure that lecturers are fully trained and empowered to connect meaningfully in this way."

STUDENTS: DON’T GET TRIPPED UP BY OPEN BOOK ASSESSMENTS

Mon, 26 Mar 2018 09:37:37 GMT

Many students will, for the first time, encounter what is called an open book assessment once they start writing tests and exams at their public university or private higher education institution. And while the open book method is a great tool for measuring depth of understanding, too many students initially – and mistakenly - think that taking a book into the testing centre means little to no preparation is required. This could not be further from the truth, an education expert warns.

"Open book assessments are more engaging to the students, because they need to use a combination of memory, creativity and logical thinking. They also result in less pre-assessment anxiety for the students knowing they don't need to recall facts. This is especially advantageous to students who have difficulty in this area," says Nola Payne, Head of Faculty: Information and Communications Technology at The Independent Institute of Education, SA's largest private higher education institution.

Payne says that it is however a major misconception that an open book assessment means there is no need to study or prepare before the exam.

"This is untrue, because students need to really engage with the material, understand how the concepts and theory can be applied and they should, in particular, practise any numeracy or practical content before they enter the exam room," she says.

Time management is also a factor in open book assessments, adds Payne.

"There is little time for students to page through their textbooks and other resources searching for answers. A good open book assessment will not have the answers in the permitted resources, but rather refer to the methods and related content. The assessment will still need to be engaged with and students required to provide a carefully considered response."

Payne says there is a familiar scenario that plays out for many students who are not used to the open book method of testing.

"Firstly, there may be a misconception that you don't need to study, because you will have access to prescribed textbooks and resources, which is false.

"Secondly, upon sitting down and reading the exam, students may realise that the books won't contain the answers as they may have thought.

"And then finally, the student may realise that the examiner doesn't want recalled facts, but a deeper understanding of the content."

It is therefore incumbent on all good institutions to ensure that new students – many of whom will be unfamiliar with the open book approach – are properly coached before entering the exam room, says Payne.

HIGHER EDUCATION INSTITUTIONS MUST MODERNISE TESTING METHODS

In addition to ensuring students are empowered to perform optimally when taking open book tests, good institutions need to review and update the methodology of these kinds of tests, with particular attention to developments in the digital space, she says.

"Traditionally, open book assessments allowed students access to printed material authorised by their lecturers," notes Payne.

"That was acceptable when students purchased hard copy textbooks or used articles or publication as references. This is no longer the case. A large proportion of students, both nationally and internationally, no longer purchase hard copy books but rather make use of e-books, online videos, tutorials and web pages for their content and to enhance their learning. Taking this learning style into account, academic assessment methods need to adapt to the digital age."

However too many institutions remain reluctant to change their assessment methods and have discounted "the new way of learning" that the current generation of students use.

"Progressive institutions must make the necessary digital resources available for students to reference in the open book assessment, but still ensure that the assessment requires the students to use these as references and not search for an answer in the permissible resources.

"By providing access to these digital resources, it would be important for the institution to build in restrictions such as that no student will be able to message their peers. These can be restricted (along with locking down browsers) by using smart software solutions," she says.

The open book assessment makes sense when one looks forward to the workplace, where an employee will never be given a task while not being permitted to complete it by accessing the internet.

"The employer expects the employee to have the fundamental knowledge for their chosen career, but expects the employee to be able to use that knowledge to construct a solution – much like an open book assessment," says Payne.

She argues that if citizens and employees of today (and in future) are expected to have access to the internet to perform certain tasks in their daily lives, it doesn't make sense that institutions would be reluctant to test students without this resource and rather use traditional closed book assessments.

"We need to prepare our next generation to be able to adapt to the workplace and provide them the necessary skills to use to be more efficient and effective in their careers.

"Employers would prefer to have employees that can use all the tools available to them to come up with great solutions and not employees who are great at recalling facts. There will always be things we don't know, and this includes specialists in all areas or disciplines. The amount we don't know far exceeds that which we do. And the most valuable skill we can provide our youth is being able to sort and filter relevant information and apply it in a meaningful way."

WHEN SCREENS REPLACE TEACHERS: DANGERS OF INTRODUCING TECH IN THE CLASSSROOM

Mon, 12 Mar 2018 09:36:30 GMT

Technology has taken the world by storm and its use now pervades arguably all fields. The education sector is also embracing the potential that technology offers, with good schools and universities incorporating tech to strengthen educational outcomes. But with devices and applications now ubiquitous across generations of learning – from infants to doctoral candidates – an expert has warned that teachers and lecturers must be strategic and judicious about technology, so that it supports learning rather than sabotages it.

Aaron Koopman, Head of Programme: Faculty of Commerce at The Independent Institute of Education, SA's largest private higher education provider, says being cautious is particularly important at school level, where habits for lifelong learning are either adopted or abandoned.

"One of the most important areas of risk, is where technology hinders the development of social and collaborative skills," he notes.

"Collaboration and teamwork are global competencies and rely on the ability of learners to engage with others to reach shared outcomes. While there are ways in which technology can be used, such as online engagement with people on another continent, a document sharing process or a blog, it is also critical to promote collaboration, which means teachers must ensure that the face-to-face engagement skills of young learners in particular are developed," he says.

Another area of concern, is where the convenience (for educators) and addictiveness (for learners) of technology lead to a situation where it effectively replaces teachers, similar to home environments where screens become de facto babysitters.

"The most effective way to use technology is to support, extend, reinforce and enhance teaching. It becomes a risk however when one assumes that children can learn independently via technology, particularly when it is not at all interactive or responsive."

It is also problematic when technology is passive, for instance when learners and students use e-books that cannot be annotated.

"This renders them less supportive of learning than hard copy books that can underlined," says Koopman.

A significant danger arises where technology is not managed, he adds.

"Over and above the obvious risks when young people access inappropriate material online, classroom management of devices is critical. If a distracted young person can virtually wander off and play a game or spend time on social media during class time because of a lack of environmental management, valuable teaching time is lost.

"It is therefore necessary for good schools and institutions to put in place measures whereby they can lock down what can be accessed during class time, or through other management approaches. Having a management strategy is, however, non-negotiable."

Finally, tech fails can make for major teaching headaches.

"While it makes sense to allow learners and students to bring their own devices, that can cause problems when time is wasted on incompatible operating systems or devices that are not properly charged. Good schools and institutions must specify standards for devices and have sufficient plugs and charging stations to assist with this. Good connectivity on campus is also crucial.

"Having said that, technology should not take over to such degree that learning stops when devices drop us. Good teachers should be able to keep the class learning even if half or all their devices fail. They should be able to transition into a collaborative lesson or even abandon devices completely and still be able achieve the same outcomes without tech."

Koopman says that technology's advantages cannot be overstressed. But that equally, the importance of good real-life teachers should never be under-estimated.

"Excellent teachers stimulate interest, they create excitement in the classroom, they engage with learners and they broaden the thinking of learners. They are able to relate concepts and principles to learners and customise the learning experience to the needs of the individual learners who all have different styles," he says.

"Quality teaching is in fact technology independent – if schools genuinely believe in the centrality of teaching as the magic of a learning process they will make technology decisions that support learning and teaching, not undermine it."

CULTIVATE SENIOR HIGH SCHOOL STUDY HABITS FOR A LIFETIME OF SUCCESS

Mon, 05 Mar 2018 09:35:12 GMT

Senior high school learners from Grade 9 to 12 should not only spend energy on mastering their academic work, but also on mastering those study habits that will set them up for a lifetime of effective learning - from when they hit varsity to when they enter the workplace, an expert says.

"Mastering the mechanics of learning is just as important as the learning itself, and is a crucial component of handling the demands of higher education once learners become students," says Dr Gillian Mooney, Dean: Academic Development and Support at The Independent Institute of Education, SA's largest private higher education provider.

"When learners enter their final years of school, it is no longer just about the amount of time they spend in front of their books, but also about the quality of that time. These years are the optimal ones for developing the skills that will help them manage the increasing workloads of they will face in future," she says.

Mooney says there are a few basics that senior learners can start putting in place as part of their regular routines, which will clear the administrative clutter on their desks and in their minds, allowing them to learn faster and focus purely on the subject at hand:

1. LEARNING TO TOUCH TYPE

Productivity is vastly improved both at uni and in the workplace when the effort and thinking around typing is removed, says Mooney.

"Note-taking is more accurate, assignments can be completed faster, and admin can be handled more effectively. In 2018, being a keyboard maestro should be a skill everyone gets under their belt sooner rather than later," she says.

2. DEVELOPING GOOD ORGANISATIONAL HABITS

"One of the main challenges we see among first years, is their struggle to keep all balls in the air. The workload increases dramatically between Matric and first year, and being organised demonstrably improves your chances of keeping your head above water."

Mooney says learners should start getting into the habit of filing their notes every day as well as spending a few minutes daily on administrative and organisational tasks.

"Very importantly, they need to start developing a logical folder structure and filing system, to ensure that confusion doesn't catch up with them, and that they do not spend unnecessary time searching for things that are either lost or hidden in plain sight.

"Create different folders for different subjects, make sure your sub-folders make logical sense, and stick to effective naming conventions which make document searches easier."

And very importantly, a habit of backing up regularly should become second nature.

3. LEARNING TO MULTI-TASK

Using your time effectively and creatively can generate a lot of additional time which will come in handy when the pressure really sets in, says Mooney.

"For instance, when going for a run, don't just listen to music. You can use this time to listen to an audio book or discussion on the subject you are studying or revising at the moment. Find opportunities such as these, where you can claim two birds with one stone. Another example of creative time-management, would be to not play random computer games during your downtime, but to download one of the very entertaining typing challenges that will improve your keyboard game as well as serve as relaxation."

4. CULTIVATING A GROWTH MINDSET AND COMMITTING TO LIFELONG LEARNING

Some learners and students can't wait for the end – the end of school, the end of exams, the end of uni, and so forth. But always looking forward to when your studies will be over turns each subject, test and exam into a chore that needs to be completed.

"Switching this attitude around however, and relishing the reality that your learning is a lifelong project rather than something that needs to be crossed off your to-do list, will instil a mindset that will open up a never-ending world of opportunity and discovery," says Mooney.

She says this is particularly necessary within the context of the looming 4th industrial revolution, where employees need to be multi-skilled creative thinkers.

"We are no longer in a world where it is about what you know. What counts today and what will count in the future, is how you get to know things, and how you are able to cope with change. That is all dependent on your knowledge management habits, which young adults need to start cultivating as soon as possible."

"When we look at those students who successfully navigate their first year in higher education, it is clear that they are the ones who bring with them the habits that enable effective learning, combined with a resilient mindset," says Mooney.

"Many students don't enter higher education with these skills, which is why good institutions have the support structures in place to assist and guide them. But those who heed the warning to start cultivating these skills in senior high school and arrive at the doors of higher learning with those behaviours already entrenched, are undoubtedly at an advantage."

EMPLOYERS: TIME TO REVIEW RECRUITMENT CRITERIA TO LAND THE RIGHT CANDIDATES

Tue, 20 Feb 2018 09:32:33 GMT

With the sea-change that has taken place in the world of work and in higher education in recent years, employers and recruiters should take the time to review their selection criteria to ensure they land the best talent for their needs, an expert says.

"Companies often have to shift through hundreds or even thousands of CVs when shortlisting candidates. But despite the fact that there are a myriad new qualifications, and significantly more higher education institutions at which these are achieved, the eyes of some hiring managers still continue to fall on those graduates who received a traditional degree from a traditional university," says Peter Kriel, General Manager at The Independent Institute of Education, SA's largest private higher education provider.

This approach however is outdated, which contributes to the high incidence where appointments are made only for companies subsequently to lament the fact that although a university graduate's qualifications looked good on paper, they were woefully unprepared for the requirements and challenges of the real world, and unable to make a contribution from as early as possible.

"Recruiters who shortlist only applicants from institutions they are deeply familiar with – or attended themselves – should not be surprised if they employ candidates not able to cope with the change that characterises the world of work of today. Automation, big data, 24/7 responsiveness to customer needs, consumer rights and social media are all things that a new employee needs to consciously deal with and subject matter knowledge is not enough to thrive," says Kriel.

"Again, employers often complain that while graduates may have the requisite academic understanding in their field, many have not been well-versed in what is required from them in terms of softer skills and work ethic, and that they lack the ability to apply their knowledge to real-world scenarios.

"As a result, the same kind of graduate keeps being appointed with the same costly results – an ill fit for the company with all the resultant challenges of managing performance."

Kriel says employers should ask themselves whether they have done enough to cast the net wider, and also whether they have considered whether an institution has sufficiently prepared their graduates for the world of work. For instance, the way that students have been assessed while they studied – did it just measure content knowledge or was assessment in fact part of preparing students for the world of work?

"In large institutions, where there is no time or capacity to set assessments that challenge creative thinking, multiple choice questions form a substantial part of evaluations. In smaller institutions with more personalised interaction, it is naturally easier to ensure that there is a fundamental understanding of the subject matter, and the ability to apply knowledge creatively," he says.

The same applies to things like experiential or work integrated learning.

"The workplace of 2018, and the demands placed on employees, are vastly different to what they were as recently as five years ago. While it may be understandable that recruiters continue to assess applicants in the way it has always worked for them, it is time to change strategies as what used to work no longer does and employers themselves recognise this.

"Any company that is serious about landing the best talent needs to look outside of their known field of reference, because many of the top candidates no longer elect to study at traditional institutions, pursuing traditional qualifications. Leaving them out of the loop immediately puts a company at a disadvantage, and without the benefit of landing some of the smartest creative thinkers for their teams."

MATRICS: 6 STEPS TO MAKING ONE OF YOUR MOST IMPORTANT DECISIONS EVER

Mon, 05 Feb 2018 09:30:55 GMT

As the Matric Class of 2018 settle into their final year of school and get to grips with the challenges of the year ahead, an education expert has warned that they need to start thinking about their plans for next year sooner rather than later.

"One of the most important decisions young people will ever need to take, is what they will study after school. Following closely on that one, is the decision about where to study," says Tammy Oppenheim, Head of Programme: Faculty of Humanities at The Independent Institute of Education, SA's largest and most accredited private higher education provider.

She says the options available in terms of institution, field and qualification today are so much wider than ever before. Despite this, prospective students often still don't investigate the full array of what is on offer, opting at the last minute for a traditional 3-year degree at a public institution.

"This is why we urge Matrics to start investigating and considering the pros and cons of various qualifications and institutions right away, so that when the time comes, they opt for the route which is most likely to see them succeed in a field which really excites them," she says.

Oppenheim says the process of narrowing down options should take into account:

1) FIELD OF STUDY

Offerings differ across and between public universities and private. Find an institution that specialises in your chosen field of work or that has a faculty or department with a significant reputation in the industry you have chosen. Studying with a niche institution if you are targeting a niche industry may be a smart way to show that you understand that industry. Do your research and ensure that you are choosing an accredited institution that has a good reputation in the field.

2) QUALIFICATION

Find the institution that offers a qualification that speaks directly to your ambitions. Qualifications are not always named after the field they are supporting, so you should look in some depth at the actual curriculum. This is easily available on most websites or from the institution.

3) AFFORDABILITY

Choosing an institution because it is conveniently located and is affordable makes sense. There are costs associated with studying beyond fees, and it would not make sense to have your dream scuppered because you can't sustain the cost of a residence or transport. Be realistic about what is achievable and give yourself breathing room to focus on your studies. That said, spend some time researching bursaries and payment options and do your math – a cost-benefit analysis of your study options will also help you make peace with whatever decision you make. An oft ignored fact is the graduation rate at an institution. If most students do not graduate in minimum time (three years for degrees for instance) then lower fees are not a real saving as you might need to pay for an extra year.

4) CULTURE

Many institutions have a long heritage and history. Maybe one of your parents is an alumnus at the university you always imagined attending. But remember that while tradition is important, it is more important for your future employability to find an institution that has kept pace with the changing requirements of the working world.

On the other hand, perhaps you know you need to study in a free and creative environment.

To determine the best fit for you, spend some time talking to past and current students at your earmarked institutions.

5) SIZE

Some institutions cater to tens of thousands of students. If you are introverted, find academics to be challenging, or have become used to smaller groups in your secondary education, then you should research your study options at smaller institutions. This option may be less overwhelming with a closer ratio of lecturers to students, which will likely lead to more individual attention and guidance that may be of benefit to you.

6) INTERESTS

If you are an avid athlete or have a niche hobby or interest, you may want to make sure that your studies are located in an environment that facilitates this. Just make sure that you are not basing your entire future on a sport or hobby alone. Remember that your hobbies and sporting interests can often be better met through clubs and leagues and that campus is not the only place to continue to participate.

"If you slowly start investigating your options rights away, you'll take a lot of stress off your shoulders in months to come," says Oppenheim.

"By being pro-active right off the bat, you'll be able to make an informed choice later in the year, about which qualification and which institution will best make your career dreams a reality in the shortest period of time. Before signing on the dotted line, you have to be sure that your chosen institution is credible, that your qualification prepares you for the demands of the modern world of work, and that it will support your long-term goals."

FIRST YEARS: WITH GREAT OPPORTUNITY COMES GREAT RESPONSBILITY

Mon, 22 Jan 2018 09:29:09 GMT

As thousands of First Year students head off to varsity in coming weeks, education experts say they should embrace the excitement and opportunity, but also ensure they start off on the right track to ensure they make a success of their studies right from the get-go.

"The demands of school and the demands of higher education are worlds apart, and new students need to understand what new challenges will come their way, and how to handle these," says Dr Gillian Mooney, Dean: Academic Development and Support at The Independent Institute of Education, SA's largest private higher education provider.

"Most importantly, and especially for those students who excelled at school with not too much effort, they need to understand that 'winging it' is no longer an option," she says.

"Some people managed to attain good marks at school with very little work, but this will not be possible at university. There is a big jump up from high school in the expectations on students in terms of the volume and complexity of the work, and there is simply no substitute for long hours spent in the library."

Tshidi Mathibe, Head of Programme: IIE Faculty of Commerce, says going to university is an opportunity for amazing growth and there will be no other time in life when a person has such freedom to discover who they are and where they want to go in life.

"However your higher education experience is unlikely to be like anything that you have seen on television and in films. Yet while this new world can be intimidating, there are a few things you can almost certainly expect, and being prepared to respond to these in an informed and mature manner will dramatically increase your chances of success."

Mathibe says to make the most of the opportunity, First Years should take note of the following:

1. It is important to attend Orientation Week

Orientation Week, or O-Week, is typically held a week before classes start. It is not compulsory to attend O-Week, but it is a great chance to meet new people, obtain information about your campus and all the activities offered, and just have some fun.

2. Every new student is just as anxious as you are to make friends

You can feel quite anxious when you are new to a campus and don't know anyone. It may also seem like everybody else already has friends. This is probably not the case, and many students are in a similar boat.

"You will meet lots of people who may be very different from you," says Mathibe. "There will be people from different cultures, economic backgrounds and academic levels. This is an opportunity for you to have new experiences, and broaden your frame of reference."

3. Make a friend in every class

It is a very good idea to make a friend in each class that you have. This will allow you to discuss the course material and have someone to take notes for you if you have to miss a class (but don't make a habit of it).

4. Understand the difference between lectures and tutorials

Lectures are generally large classes, often with hundreds of people in large venues, particularly if you are attending a public university.

"In lectures, you may feel like you are just a lonely student in a vast sea of bodies. Tutorials however are generally smaller classes, and students often feel less intimidated in tutorials which means they are a good opportunity to ask questions and make new friends. Make an effort to attend every lecture and tutorial, as lecturers and tutors are there to explain difficult concepts and to assist you with your learning," says Mooney.

5. You may feel anonymous

At school, your teacher knew your name - and probably a lot more - about you. At a university with large classes it will not be possible for the lecturer to learn all the names of hundreds of students, or to have insight into their unique circumstances. In private higher education institutions, the situation may be different because of smaller class sizes. Whatever the case may be, ensure you get to know your student number by heart, as this is the way you will be identified.

"The most important thing to remember as you enter higher education, is that there will be no spoon-feeding and that you are in charge of your own learning," says Mooney.

"If you miss a lecture, or do not submit an assignment, no-one will care. Teachers at school would nag you about your homework, but at university you need to know when assignments are due, and when and where tests are being written. So right from the start, commit to taking responsibility for yourself, your learning and success."

Finally, do not be afraid to ask for help, Mathibe says.

"A good higher education institution will always have support structures in place, such as student guidance and career centres. Make use of these support structures, as they will have trained and experienced counsellors to guide you and help you make a success of your studies."

MATRICS CLASS OF 2017: GREAT RESULTS MEAN GREATER OPTIONS

Mon, 08 Jan 2018 09:27:33 GMT

NOW IS THE TIME TO CONFIRM YOU ARE MAKING THE RIGHT STUDY CHOICES

As First Years prepare to head off to higher education for the first time, many are having second thoughts about their chosen course or institution. While feelings of uncertainty are healthy and normal, an education expert also warns parents and prospective students to rather look at all their options now and change course right away if necessary, instead of taking a wait-and-see approach.

"SA's first year dropout rate is significant, but at an individual level, this costly outcome could in many instances have been avoided if prospective students took more time to ensure they investigated all offerings in terms of institutions and qualifications," says Dr Felicity Coughlan, Director of The Independent Institute of Education, SA's largest private higher education provider.

She says that it is often the case that learners applied for the same qualifications or at the same institutions as their friends, opted for a standard 3-year degree without knowing much about what it entails, or decided on their course because of pressure and expectations from others.

"There is so much research evidence that success in first year requires that students are doing something that has meaning to them and not just what they have always been expected to do. So if there is any chance that there is a better fit available, even at this late stage, we encourage students and their families to make the move now. This applies equally to high performing students who are often the ones who have the most choices and yet still find themselves doing something they do not actually want to do or being somewhere that does not match their personal needs."

The pressure – particularly for strong students – to pursue a traditional degree at a traditional institution is very strong. Now that they have their excellent results in their hands, those with an interest in a career focused professional qualification such as accounting, law or teaching, or whose interests lie in a new and exciting career path such as brand management, digital marketing, network engineering, game design and development, and application and cloud development, should take this last opportunity to confirm that they are making the right choices for themselves. This means looking beyond the public system too.

"Private higher education is increasingly becoming the study route of choice, in line with international trends, for students who want quality workplace-oriented and recognised qualifications, niche degrees, smaller class sizes and modern campuses."

Coughlan points out that because South Africa has a single quality assurance system and one National Qualifications Framework, any institution offering a registered and accredited qualification – whether public or private – is offering a qualification of equal standing, which means that prospective students may have many more, and more exciting, options than they may have realised.

And while there is no state subsidy for private institutions, which means that the cost of private higher education is still sometimes higher than at public universities, this cost is often offset in the long run because of improved results.

"Private institutions are often far more affordable from a broader perspective than members of the public seem to realise. And because these campuses are mostly relatively small with class sizes rarely exceeding 100 students, individual focus and therefore higher success rates are the norm.

"As a result, proportionally more students graduate, making the overall educational experience a real value for money opportunity."

Coughlan says choices about tertiary education must be based on a thorough assessment of the fit between personal aspiration, circumstances and the institutional choices available. And if a prospective student is already having second thoughts, the time re-assess is now, while there is still time.

This advice also holds true for those Matrics who may have been pleasantly surprised with their results, achieving a Bachelor's pass when they didn't expect it, or achieving top scores when they expected more modest ones.

"If you haven't yet made study plans, and now you did better than you thought you would, or you were too late and now do not have a place, it makes sense to use the month that you have now to be sure about what you are doing.

"Ultimately, Matrics should honestly determine whether they are excited about the degree they are soon to embark on, and that they are signed up with a higher education institution that will give them what they need. If the answers are not resoundingly yes and yes, the following weeks are the opportune time to investigate all options and change direction before it is too late."