Wednesday, 13 January 2016

PRIMARY & SECONDARY EDUCATION NEWS

What to look for in an Early Childhood Development centre

The City of Cape Town's Social Development and Early Childhood Development Directorate would like to appeal to parents and caregivers to do their homework in their search for an Early Childhood Development (ECD) centre for their children, as thousands of children are reliant on educare facilities or day-care mothers every year.
© Gennadiy Poznyakov – 123RF.com
© Gennadiy Poznyakov – 123RF.com
"Unfortunately, too many people still view ECD as little more than a babysitting service. They simply do not understand the importance of constructive learning and personal development required by young children. There is a massive scrum to get children into good primary and high schools, but cognitive development starts long before Grade 1. So why are we not putting the same effort into a good pre-school education?" asks City's Mayoral committee member for Social Development and Early Childhood Development, Councillor Suzette Little.

Checklist


The Directorate urges parents and caregivers to check that their choice of the ECD centre meets the necessary requirements. They should have:
  • lease/rental agreement 
  • relevant zoning certificate
  • approved building plans
  • health clearance certificate
  • emergency evacuation plan
  • ECD centre registration certificate
  • business plan and basic conditions of employment for staff
  • copies of qualifications and identity documents of staff responsible for the ECD programme
  • ECD daily programme
  • child nutrition and wellness programme
  • person trained in first-aid and a first-aid kit on site
"I understand that many ECDs face obstacles in their quest to become registered facilities. We work closely with the Western Cape Government, which is responsible for registering facilities. The City's role is to help address the health, fire and planning requirements for ECDs. We also provide training to ECD staff and operators on a number of aspects and we provide safety equipment and learning materials. We host regular registration drives in partnership with the Western Cape Government, but I want to challenge ECD operators to help create enabling environments for the children in their care. Ultimately, that is what matters but it requires everyone to do their part,' concludes Little. 

INCLUSION & EQUALITY NEWS

Girl power takes to space

Africa's first privately owned satellite will be launched into the atmosphere later on in 2016, with a payload designed and built by South African schoolgirls.
Girl power takes to space

The launch will be the culmination of an ambitious programme created by MEDO (Meta Economic Development Organisation) to get girls interested in STEM (science, technology, engineering and mathematics) careers, a sector which is both currently struggling to find suitable entrants and that is very much male-dominated.

Too cool for school


Science and maths are losing traction as subjects in high school, yet it is becoming increasingly evident that technological fields are where employment opportunities will flourish in the future.

"Many corporates MEDO works with experience a lack of skilled STEM employees. By 2020, 80% of all future jobs will be STEM related, with almost double the pay of non-STEM related careers. So what we are trying to do is to give young women the best chance out there," says MEDO CEO, Judi Sandrock.

The bigger picture


"South Africa does have a challenge because only 7.6% of learners passed maths with more than 60%. This means that unless you are in those very low percentiles you won't get into university or technikon."

"We can't blame the government, the education system, what we need to do is find a solution. What the programme and the satellite is all about is to inspire so that we have more people doing well in science and maths at school not only to become engineers, but teachers and a whole array of other professions," Sandrock explains.

The space programme


So what more exciting way to introduce young women to STEM careers than to design and build a payload for a real live satellite?

Girl power takes to space

The Women in STEM programme, which was developed in partnership with Morehead State University in Kentucky, USA, a highly recognised research and development centre in nano-satellite technologies, comprises three phases.

SpacePrep on the move


The first phase kicked off in June 2015. Known as SpacePrep, MEDO took to the road in a mobile lab, which hosted workshops for high school girls, teaching them the basics of electro-mechanics by building a mini robot or Jiggybot from scratch.

So far 120 young women have attended SpacePrep, with the hopes that as its popularity grows, 600 learners will be reached annually.

Bootcamp for boffins


From there, 14 of the best and brightest young women were selected to attend SpaceTrek, a week-long bootcamp held from 5-11 January in Worcester. Here they were given an intensive introduction in telecommunications, satellite construction, calibration and data analysis, led by an all-woman team of experts in their respective fields from South Africa and the States.

What the girls say


Before joining the bootcamp, some of the participants had this to say:

Ayesha Salie, Grade 12, Pelican Park High School: "I'm excited to learn more about satellites and space as it isn't something which I am (completely) familiar with yet."

Nikiwe Jela, Grade 12, Dr Nelson Mandela High School, on why she thinks more women don't follow careers in stem: "In the past, women were only supposed to do housework where men were given the honour to study and work."

Amanda Litshetu, Grade 12, Siphamandla Secondary School: "I want to be an engineer because I love working with machines, electricity and everything that is technological."

Sesam Mngqengqiswa, Grade 11, Phillipi High School: "I want to be part of SpaceTrek because I think it will help me explore science in a way that would benefit my future."


Girl power takes to space

Chirps from the edge of the atmosphere



The highlight of the SpaceTrek experience for the girls was undoubtedly building and monitoring their own weather data collection satellites via weather balloons known as CricketSats.

The name derives from the response of crickets to the weather. In hot weather, their chirps are closer together, while in cold weather they are more drawn out and languid. So using the frequency with which their CricketSat was emitting chirps, the girls could track the temperature their satellites were travelling through as high as 30kms up from their ground stations.

...And we have lift off


MEDOsat1 will be launched from the Mojave Desert in the United States in the second quarter of 2016. Prior to that, learners will be involved in the brainstorming as to the payload for the satellite, as well as a post-launch programme where they can communicate with the satellite and experiment with communication and data gathering while it is in orbit.

"We have plans of launching one satellite a year until 2019, so after this satellite has fulfilled its function and has burnt out, we are not going to disappear into the sideline with this issue," Sandrock concludes.

MEDO delivers economic development prorammes by acting as a conduit between big businesses with entrepreneurs and start-ups - which are at least 50% black-owned.

Nicci Botha

ABOUT NICCI BOTHA

Nicci Botha has been wordsmithing for more than 20 years, covering just about every subject under the sun and then some. She's strung together words on sustainable development, maritime matters, mining, marketing, medical, lifestyle... and that elixir of life - chocolate. Nicci has worked for local and international media houses including Primedia, Caxton, Lloyd's and Reuters. Her new passion is digital media.

Education News

High-level meeting on the Education 2030 Framework for Action

The Incheon Declaration, which was adopted in May 2015 at the World Education Forum 2015, represents the firm commitment of countries and the global education community to a single, renewed education agenda - Education 2030 -  which is holistic, ambitious and aspirational, leaving no one behind. Calling for bold and urgent action to transform lives through a new vision for education, the Declaration entrusts UNESCO, as the United Nations’ specialized agency for education, to continue its mandated role to lead and coordinate the Education 2030 agenda. The heart of Education 2030 lies at the country level and governments have the primary responsibility for successful implementation, follow-up and review. Country-led action will drive change, supported by effective multi-stakeholder partnerships and financing.
 
Subsequently, at the United Nations Sustainable Development Summit Member States formally adopted the 2030 Agenda for Sustainable Development, committing ‘to providing inclusive and equitable quality education at all levels - early childhood, primary, secondary, tertiary, technical and vocational training’ and underscoring that all people ‘should have access to lifelong learning opportunities’. The Agenda comprises a set of 17 bold, global Sustainable Development Goals (SDGs). Recognizing the important role of education, it includes a strong goal on education (SDG 4), encapsulating Education 2030.
 
The Education 2030 Framework for Action outlines how to translate into practice the commitments made at Incheon at country, regional and global level and provides guidance for implementing Education 2030. A High-Level Meeting adopted the Education 2030 Framework for Action. It was held at UNESCO Headquarters in Paris on 4 November 2015, concurrent to the 38th session of UNESCO's General Conference.
 
Organized jointly with the United Nations Development Programme (UNDP), the United Nations Populations Fund (UNFPA), the United Nations High Commissioner for Refugees (UNHCR), the United Nations Children's Fund (UNICEF), the United Nations Entity for Gender Equality and the Empowerment of Women (UN Women), and the World Bank, this important event is the culmination of a broad and thorough consultation process, the aim of which was to develop and set in motion a new universal education agenda for the next 15 years. Read more

PRIMARY & SECONDARY EDUCATION NEWS

Tablets are not toilets

There is a direct correlation and a causal relationship between school infrastructure and attendance. Tablets can’t replace roofs, walls, electricity.
By  - March 29, 2015 
Tablet used in school
This week we report from iNciba in the Cofimvaba district, Eastern Cape, where computer tablets are being innovatively used in teaching and learning.
This can only benefit the children of this isolated area. The technology works but, as with so many schools in South Africa, it’s working in a constraining space.
In one Cofimvaba school, Zamuxolo, some pupils are crammed into mud rondavels. Their ablution facilities are pit toilets.
They often have no electricity. Textbooks are kept in a corrugated iron kitchen to save precious classroom space for pupils.
The Zamuxolo children enjoy using their tablets and learn a lot from doing so. But such technology is a poor and, at best, temporary distraction from an environment that is not conducive to learning.
Zamuxolo is no exception. Nationally, four out of five schools are dysfunctional. Last year’s annual national assessments found the average maths mark among Eastern Cape Grade 9 pupils was 11%. It was 6.5% in Limpopo.
And those numbers are for the pupils who attend school. Other studies show that in areas with bad sanitation girls start dropping out soon after the onset of puberty, because of unsafe and inefficient toilets.
There is a direct correlation and a causal relationship between infrastructure and attendance.
Tablets in schools are a great way to alleviate many of the ills that stem from bad governance: a failure to deliver textbooks, teachers who lack either the skill or means to teach children, and a lack of basic teaching equipment.
But tablets are not toilets. They cannot replace roofs or walls or electricity. They do not provide clean water, nor do they function as desks.
In education spending relative to gross domestic product, South Africa is in one of the top positions worldwide.
We spend, but implementation seldom happens. None of our post-apartheid governments have been able to change things much. We are still losing generations to bad education, when education was supposed to help lift people out of poverty.
We have made all the mistakes we can afford – and then some. We certainly cannot afford, for another school year, a president or education minister or provincial education MEC unable to fix this education catastrophe.
Source: Mail & Guardian

Tuesday, 12 January 2016

EDUCATION & TRAINING NEWS

Employees get assistance from Children of VW Bursary

The Children of VW Bursary has increased from five in 2012 to 26 learners in 2016.
Employees get assistance from Children of VW BursaryChildren of Volkswagen employees apply in their Grade 9 year and after an application process and testing, the successful learners are placed in schools such as Woodridge, St Georges and Brylin, as well as schools further afield such as St Patricks in Kokstad and St Joseph's in Cape Town.

Eight learners matriculated in 2015 with seven learners meeting the minimum requirements to study for a bachelor's degree and one to study a diploma. So far the bursary scheme has seen 13 learners enter university. Over the last four years VWSA has invested more than R5m in the education of learners across the three grades.

Key focus


"Education is a key focus at VWSA and we are proud to be able to assist children in our community further their development. Being able to give learners an opportunity to attend schools that would normally not be within their financial ability, is making a difference not only in their lives but also in the lives of their families," said Volkswagen Group South Africa managing director and chairman, Thomas Schaefer.

Six new learners entered the programme in 2016, bringing the total number of recipients for this year to 26.

Since 2012 there have been a total of 34 learners assisted by this bursary. In order to help potential candidates for the bursary, VWSA offers employees' children in Grades 8 and 9 extra Maths and Physical Science lessons, free of charge.

PRIMARY & SECONDARY EDUCATION NEWS

School content aimed at improving education in SA

"It's about that time of the year for schools across South Africa. Pick n Pay School Club will be initiating the 2016 educational content distribution from Monday, 18 January, to over 3,000 schools nationally," said Nadine Visser, Pick n Pay School Club Platform Manager at HDI Youth Marketeers, Africa's leading youth specialist agency.
Pick n Pay School Club SLO Lulama Qwenga delivers content to Soweto's Thabang Primary School - HDI Youth Marketeers
Pick n Pay School Club SLO Lulama Qwenga delivers content to Soweto's Thabang Primary School
The largest brand-funded education programme for primary and high schools has been providing schools with over 250 tons of brand-funded educational content since 2003. The programme, reaching 500 schools in its inception phase, now reaches 3,025 schools and over 2.2 million learners, parents and guardians each year. 

Bearing in mind the current state of the matric results, the School Club programme is aimed at making classroom activities more visual, more impactful and more interactive. This supports the National Planning Commission's 2025 goal of improving the Grade 12 pass rate to 90%. 

"The Pick n Pay School Club content not only tackles core topics within the government curriculum such as hygiene, health and environmental responsibility, but also teaches learners problem-solving skills to help them deal with challenges later in life. Our learners are our future leaders, so it's vitally important to support our education system," adds Nadine. 

The material, comprising workbooks, posters, overview brochures, recognition stickers and certificates, is delivered to schools registered on the platform. To register, schools can contact the team at pnpschoolclub@hdiyouth.co.za or call 011 706-6016 for more information. 

"Schools are hungry for new and innovative approaches to help them deliver the prescribed educational curriculum. The programme was established to supply educational material which is both curriculum aligned and grade specific to schools at absolutely no cost," concludes Nadine. 

For more information: 

Editorial Contact: Gee Motsepe - HDI Youth Marketing - gee@hdiyouth.co.za
Or Pick n Pay School Club - Nadine Visser - nadine@hdiyouth.co.za - 011-706-6016 


About Pick n Pay School Club 
Pick n Pay School Club is South Africa's largest brand funded education platform currently in its 13th year. Pick n Pay School Club provides much-needed educational support to 3,025 schools across the country and in so doing creates change in the lives of over 2.26 million learners and 105,875 educators. 


About HDI Youth Marketeers 
With 18 years of experience under the belt, HDI Youth Marketeers passionately helps brands make meaningful, measureable and magical differences in the lives and fortunes of the youth. HDI works really hard to connect brands to the youth for the mutual benefit of both. The company has developed specialist ways of connecting with this market in the schools, malls, communities and digital playgrounds of urban and rural South Africa. Since 2009, HDI has been doing the same thing in East and West Africa. 

HDI YOUTH MARKETEERS' PRESS OFFICE

HDI Youth Marketeers
HDI Youth Marketeers
HDI Youth Marketeers works to create value for brands while relentlessly looking out for young people's interests in all three youth markets: tweens, teens and young adults.

PRIMARY & SECONDARY EDUCATION NEWS

Matric Second Chance Support Programme launched

PRETORIA: Basic Education Minister Angie Motshekga has launched the Matric Second Chance Support Programme to afford learners who failed to pass last year's exams another chance to obtain matric.
© HONGQI ZHANG – 123RF.com
© HONGQI ZHANG – 123RF.com
The programme was launched on Wednesday, 6 January, at Ivory Park Secondary School in Tembisa, Johannesburg.

"The programme is intended to provide support to learners who have not been able to meet the requirements of the National Senior Certificate (NSC) and thereby meeting the goals of the National Development Plan (NDP) by increasing learner retention.

"The categories of learners who will be covered are those learners who qualify to write supplementary examinations for a maximum of two subjects, progressed learners who pursue multiple opportunities to complete the NSC, and learners who failed to meet the requirements of the NSC in 2015," said the minister.

She said the NSC Learner Retention Programme (Second Chance Programme) provides support for candidates writing the supplementary examinations and the Modularised NSC Writing Option in February/March and June 2016 respectively.

Minister Motshekga said the planning for phase three of the programme, which entails support for candidates who did not meet all the requirements for the NSC post 2008, is yet to be conducted this year.

"Planning will also be conducted for learners with disability that require support to meet NSC requirements from 2017 onwards," the minister said.

She said through the up-scaling of such second chance programmes, young South Africans will be integrated back into the education system to ensure they receive a second chance at being adequately qualified before entering the job market.

The minister said local research suggests that 38% of those with matric as their highest qualification are employed, while 54% of those with an education level less than matric are unemployed.

"Thus the higher your qualification the less likely you are to be unemployed," said the minister.

She said there are more benefits to the country at large to have its citizens adequately educated.

Project scope


Minister Motshekga said the project will focus on support for three phases.

Firstly, it supports learners who qualify to write the supplementary examinations to be piloted in 2016 in seven subjects with a high failure rate, and in districts with large numbers of prospective learners from examinations written in February/March.

Secondly, it supports progressed learners sitting for the Modularised Writing option for NSC which will be implemented annually from 2016 for examinations written in June.

And lastly, it supports learners who failed to meet the NSC requirements which will be planned for in 2016 and rolled out in 2017.

Second Chance learner profile


The minister said the targeted learners will not be in school and their profile should be considered in providing a support package.

"The package will therefore be a blended approach which will cater for the various learners' needs," said the minister.

The profile of the second chance learner should either be adult learner, employed, unemployed and no funds to travel, time constraints, not available during schooling hours, access to internet, low self-esteem, little or no parental support, and/or requires advice on career pathing.