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23421 Educ 11/2013

editor’s note
Educational holiday meditations
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BEE compliant
Having said my adieu and
well wishes for this year
in the previous issue, all
that is left for me to say is
that the following snippets
of education wisdom was
sourced from Bartleby.com.
May it inspire you for the 2014 Education year.
Very few men are wise by their own counsel,
or learned by their own teaching; for he that
was only taught by himself had a fool to
his master.
Ben Jonson
What is the education of the generality
of the world? Reading a parcel of books? No.
Restraint of discipline, emulation, examples
of virtue and of justice, form the education
of the world.
Edmund Burke
Whose school-hours are all the days and
nights of our existence?
Thomas Carlyle
Teaching is: You laugh, you cry, and you work
harder than you ever thought you could. Some
days you’re trying to change the world and
some days you’re just trying to make it
through the day. Your wallet is empty, your
heart is full, and your mind is packed with
memories of kids who have changed your life.
Just another day in the classroom.
Krissy Venosdale
Thelwall thought it very unfair to influence a
child’s mind by inculcating any opinions
before it had come to years of discretion to
choose for itself. I showed him my garden,
and told him it was my botanical garden.
“How so?” said he; “it is covered with weeds.”
“Oh,” I replied, “that is only because it has not
yet come to its age of discretion and choice.
The weeds, you see, have taken the liberty to
grow, and I thought it unfair in me to prejudice
the soil towards roses and strawberries.”
Samuel Taylor Coleridge
In some who have run up to men without
education we may observe many great
qualities darkened and eclipsed: their
minds are crusted over, like diamonds
in the rock.
Henry Felton
Our common education is not intended to
render us good and wise, but learned: it
hath not taught us to follow and embrace
virtue and prudence, but hath imprinted in
us their derivation and etymology; it hath
chosen out for us not such books as
contain the soundest and truest opinions,
but those that speak the best Greek and
Latin; and by these rules has instilled into our
fancy the vainest humours of antiquity. But a
good education alters the judgment and
manners . . . ’Tis a silly conceit that men
without languages are also without
understanding. It’s apparent, in all ages, that
some such have been even prodigies for
ability: for it’s not to be believed that wisdom
speaks to her disciples only in Latin, Greek,
and Hebrew.
Thomas Fuller:
The Holy and the Profane State
Every man who rises above the common level
receives two educations: the first from his
instructors; the second, the most personal
and important, from himself.
Edward Gibbon:
Miscellaneous Works
Education and instruction are the means, the
one by use, the other by precept, to make our
natural faculty of reason both the better and
the sooner to judge rightly between truth and
error, good and evil.
Richard Hooker
Where education has been entirely
neglected, or improperly managed, we see the
worst passions ruling with uncontrolled and
incessant sway. Good sense degenerates into
craft, and anger rankles into malignity.
Restraint, which is thought most salutary,
comes too late, and the most judicious
admonitions are urged in vain. l
Dr. Samuel Parr
Yours in teaching
Janos Bozsik – Editor
Education Southern Africa is now available online
Be sure to visit Education Southern Africa at www.educationsouthernafrica.co.za
Education Southern Africa | November 2013 1

12
13 24
November 2013 | Volume 7 Number 11
contents
In Brief – SA........................4
In Brief – International................5
Philosophies, policies and plans
A global view for education............6
Corporate SA’s responsibility to
educate and uplift............................8
Inclusive education
Driver training for people with
disabilities.................................10
Epilepsy moves in the
Eastern Cape.................................11
Special focus
SA’s creative kids rewarded.........12
R10 000 worth of books for
disadvantaged KZN school.........13
Mathematics subject advisors lack
necessary skills...........................14
30
10 22
Education Sports Parade
Waltons sponsors the Proteas
of tomorrow...............................15
The changing face of rugby.........16
Tertiary focus
Higher education – a different
kind of management...................18
e-learning & ICT
Why IT skills development is
critical to the success of SA......... 20
iPads in education: where to
draw the line?............................22
E-learning has many advantages..26
Safety & Security
Children safety critical when
handling asbestos.......................30
Facilities
Eco-Logic Awards....................... 32
15
7
Advertisers in this issue
Advertiser
Page
Freedom Stationery
(Inside front cover) IFC – 1
Microsound 2
Sangari 9
Rand Plastics 11
Permoseal 19
HSE 21
MIB Technology 23
Phoenix Distributors 24
Go rentals 25
Ploygon Software 27
Compute 28 – 29
BIC 31
Belgotex
(Inside back cover)
Compute
(Outside back cover)
IBC
OBC
Education Southern Africa | November 2013 3

More women in STEM fields
BlackBerry® recently announced the 10 young women
recipients of the BlackBerry® Scholars Program, an initiative
designed to inspire more women to enter the mobile
computing industry and pursue careers in the fields of
Science, Technology, Engineering and Math (STEM). The
recipients will receive full, four-year university tuition
scholarships to the school of their choice for degrees in
STEM-related fields, as well as mentorship and professional
opportunities. Empowered by BlackBerry’s support, the
young women will not only advance their own careers,
but also help inspire and encourage women in their
communities and around the world to pursue STEM careers.
“The BlackBerry® Scholars Program was designed to inspire
women in STEM fields, but it was the judges who were truly
inspired,” said Keys. “Women are vastly underrepresented in
STEM industries, and collectively we need to do everything
we can to encourage more women to pursue careers in
these fields. We’re proud these bright scholars will blaze a
trail and open doors for women in technology, mobile
computing, science and much more.”
The BlackBerry® Scholars Program, announced in May 2013
at BlackBerry Live, received more than 500 applications
from 65 countries over a two-month period. The 10
recipients were selected by a panel of inspirational and
accomplished women leaders in their own right. Each
recipient was selected for her academic merit and passion
for entering the mobile computing industry.
In addition to meeting competitive academic criteria,
showcasing extracurricular involvement and providing
recommendation letters, applicants were asked to explain
how they plan to make their mark on the world, highlight
someone who has inspired them, and explore what a future
in mobile computing means to them. l
Queen of talk with the class of 2013
Queen of talk continues to inspire
In 2007, the Oprah Winfrey Leadership Academy for Girls
(OWLAG) opened its doors to put the future women leaders
of South Africa on a path to a bright future.
October saw the third graduating class of the academy
proudly handed their certificates by Ms Winfrey in an
intimate graduation ceremony before family, teachers,
dignitaries and peers, as they celebrated the completion
of their high school careers.
“I had a dream of creating an institution that would take girls
like myself and provide them with the opportunity to get the
best possible education. I wanted to give back what I had
been given. I wanted to find girls of promise, girls who have
had challenged backgrounds and help turn them into worldclass
leaders. And the class of 2013 is exactly that – a class
of world-class leaders who are not just committed to
academic excellence and community service, but also to
loving and supporting each other. This is a class that truly
lives the spirit of Ubuntu,” said Ms Winfrey.
After a career that has spanned 30 years, current head of
the academy and revered South African educator Mrs Anne
van Zyl, will retire at the end of 2013. Mrs van Zyl, who’s
retirement was announced in May this year, joined the
academy in 2010 and had a significant impact on the
OWLAG girls, staff and academy as a whole, introducing
OWLAG to the likes of Round Square International and The
President’s Award among numerous other activities and
accolades. She was a key member in the team that selected
her successor, Mr Melvin King, another highly regarded
educator who will join the academy in January 2014. l
4 November 2013 | Education Southern Africa

in brief
international
Obama reminisces
Obama back to school
US President Barack Obama visited an algebra class in
October before delivering a speech at the innovative P-Tech
High School in New York. This is according to a report on
UPI.com.
Create a climate of connection
School safety conference in US
It was a conference meant to educate the educators,
according to a report by Evan White, on 13WHAM. An expert
panel of law enforcement and legal experts with the same
goal in mind offer their ideas to help prevent further violence
on school campuses. “There are techniques that we could
employ in order to anticipate some of these sorts of things,”
said Timothy G. Kremer, Executive Director of the New York
State School Boards Association. “You can’t 100% guarantee
safety but there are things that we may not have been aware
of in the past that we are more aware of now.”
Retired Secret Service agent Bryan Vossekuil was among four
seminal panelists. “When preventing attacks, there are two
components,” said Vossekuil. “Physical measures are the first
part of prevention, those steps are obvious, and the other is
threat assessment.”
Schools need to create and maintain a climate of connection
where students who have troubling information about a
classmate or a friend are encouraged to come forward.
State Police Technical Sergeant Renise Holohan said school
staff must look for “everyday things”, not necessarily student
threats. “To uncover things that are not necessarily school
shooters, but could be dangerous such as eating disorders or
suicidal subjects or just students having problems with
parents going through a divorce.”
Even schools that have risk assessment teams say they can
do a better job with their teams and other staff members
when it comes to communication. “One thing that I want to
strengthen is to make sure we have timely meetings with the
school psychologists, the nurses, health aides, the folks that
interact with the children outside of the classroom,” said
Thomas Nespeca, a member of the Webster school board. l
Recalling his student days, the president -- joined onstage by
US Education Secretary Arne Duncan and P-TECH Principal
Rashid Davis -- praised the willingness of students at the twoyear-old
Pathways in Technology Early College High School in
Brooklyn’s Crown Heights neighbourhood to help tutor others.
“I liked math, then it started to get harder,” Obama told the
students. “And so that can be frustrating.”
One student volunteered to tutor Obama’s daughters Sasha
and Malia.
“We need engineers. I’m proud of you,” said the president,
who touted P-TECH’s groundbreaking six-year programme as
a model for the nation.
Obama said in a global economy the jobs will go to the
best educated.
“Companies, they’re looking for the best-educated people,
wherever they live. And they’ll reward them with good jobs
and good pay. And if you don’t have a well-educated
workforce, you’re gonna be left behind,” he said.
“This country should be doing everything in its power to give
more kids the chance to go to schools just like this one,” said
Obama. “If you think education is expensive, wait till you see
how much ignorance costs.”
Welcoming the president were IBM Chief Executive Officer
Ginni Romety, Gov. Andrew Cuomo, Sen. Chuck Schumer,
D-N.Y., New York Mayor Michael Bloomberg and Democratic
mayoral nominee Bill de Blasio.
Obama reminded the students that he once lived in Brooklyn.
“And I actually landed Marine One in Prospect Park. I used to
live across the street from Prospect Park. When I was living
here, Brooklyn was cool. But not this cool.” l
Education Southern Africa | November 2013 5

philosophies
policies & plans
A global
view can lead to
education and
skills success
In the World Economic Forum’s 2013 Global IT
report, South Africa was ranked second last out of
144 countries in Maths and Science. For economists,
this paints a less than desirable picture of the future
and for educators and demonstrates our country’s
widening education and skills gap. The societal
challenges and financial pressures associated with
today’s economy means that as workers we can no longer
expect to do the same job in the same way and in the same
place until retirement. Spurred by the speed of change,
employers not only require, but also expect employees to
be more skilled and mobile than ever.
Our education system, still recovering from decades of
apartheid, means that many of our learners and graduates
continue to enter the workforce, with deficiencies in basic
education areas such as numeracy and literacy. As a result,
many graduates are faced with poor career prospects, while
those lucky enough to secure employment, are often left illequipped
to evolve, lead and respond to industry demands.
Skills + knowledge = balance
I often hear education experts speak about the local talent
gap and its negative impact on our economic health. In
contrast I firmly believe that as a country, we have a
multitude of talented learners at our disposal. While a big
portion of these may not have access to essential
resources, a larger proportion seek the opportunity to
achieve success at school and through building a career
path. The hurdle we face is a continuous stream of young
learners entering apprenticeships and graduate
programmes without key attributes such as selfmanagement,
problem solving and with a poor attitude
towards work.
This must change. We need to begin encouraging a culture
that values these skills as much as the academic path
to education.
Jonathan McGill, the regional director
of Pearson Southern Africa
While the traditional academic route provides a host of
theoretical benefits to learners, the byproduct of this is that
graduates are not fully prepared for the practical realities of
employment. It was Basic Education Minister Angie
Motshekga who spoke earlier this year about the need for
students to take advantage of further education facilities
that provide skills led qualifications – such as BTEC and
VET – to empower both learner and the skills economy.
The private sector has the opportunity to counteract the
skills deficit by devoting more support for educators to
mould talent and build transnational skills. Unifying
knowledge and know-how approaches provides a more
balanced view of the working world, instilling learners with
a sense of confidence in their skill set when entering into
the workforce.
Adhering to a global standard
Learners from emerging economies often suffer at the
hands of their mismatched skills in comparison to their
global counterparts. As a nation, we can no longer afford to
leave any learners behind. The government, private sector
and educators all have a role to play in strengthening our
learners within the global market. The International Skills
Standards Organisation (INSSO) recently launched its
Transnational Skills Standards project with the aim of
working with Pearson and INSSO Canada, UK and India, to
determine the feasibility of a global skills standard.
The movement for transnational skills aims to establish a
globally fair playing ground where global graduates have a
fair and equal opportunity to innovate and develop in an
international capacity. I believe that the benefits of a global
skills standard can only help to improve prospects for South
African learners and graduates, and in the long run help to
add a healthier longevity to our economy as well. l
6 November 2013 | Education Southern Africa

Urgent call for corporate investment
in reading books for schools
Education Department says school children
don’t have enough opportunity to read
philosophies
policies & plans
The Molteno Institute for Language
and Literacy says more reading
books must be provided to pupils
as a matter of urgency – and it’s
looking to business for funding,
following the announcement
by Government that it will cut
spending on infrastructure in order to keep
up with wage pressures.
This follows revelations this week by the National Education
Evaluation and Development Unit that most Grade 5 pupils
cannot read the standard 80 to 90 words per minute.
Furthermore, 13% of pupils tested could not read even one
word of an English test they were given.
“Part of the reason given by the Unit is that there are simply
not enough books available for children to read,” says
Molteno CEO Masennya Dikotla. In most foundational
classes visited by the Education Department, there were
only two or three available books for them to read over the
whole year.
“This is shocking and it is no wonder that our children are
not learning to read,” he says, adding that pupils ought to
be reading at least one or two new books every week – and
more if possible.
“Knowing how to read in theory is no good for children
who’re learning to read. It is like explaining to a child how to
ride a bike and then expecting them to be able to do so
without practising!”
Empty libraries
According to Molteno, Government’s Accelerated School
Infrastructure Delivery Initiative
has done well to take care
of the basic needs of schools. “But, it should not end at
providing furniture and empty libraries,” he says, noting that
public-private partnership has great potential to help ‘fill
the gap’.
“We need corporates to support this department-run
initiative by making sure that there are books in the
libraries, well-supported teachers in the classrooms and
by volunteering IT support services, for example, for the
laptops that form part of the tools of trade to be procured
for teachers.”
Businesses buying books
A highly successful public-private partnership programme
that Molteno has been driving over the past four years
has seen over 100 trolleys of library books – which are in
effect mobile libraries – donated to schools in Limpopo,
Mpumalanga, Eastern Cape, North West and Gauteng.
“Each trolley, worth around R90 000, comes with
600 books,” says Dikotla, adding that along with each
trolley, teachers are also trained in the basic skills of
how to run a library.
Regarding the content of each trolley, Dikotla says: “For
primary schools, which are our major concern, most of the
books are story books that encourage the children to read.
We also introduce novels, poetry, and reference materials
like dictionaries, encyclopaedias and atlases.”
He says that reading a wide variety of material is important
in helping children to broaden their knowledge of the
world, which in turn helps them to become better learners
in general.
Molteno aims to take at least 100 trolleys to schools in
KwaZulu-Natal, Northern Cape, Western Cape and the Free
State next year. “But we can’t do this without investment
from the business sector,” he concludes. “This is truly a gift
that keeps on giving – and an investment in the future of
our country.” l
Education Southern Africa | November 2013 7

philosophies
policies & plans
Corporate SA’s
responsibility
to educate
and uplift
The Strategic Planning Framework for Teacher
Education and Development which was launched
recently by Angie Motshekga, Minister of Basic
Education, identified furthering basic education
as a core element of the South African economic,
social and growth objectives. The key objectives
for contributing to quality schooling in South
Africa focuses on development for primary school teachers
regarding management and leadership at school and district
level. Norman Mbazima, chairperson of Anglo American’s
dedicated corporate social investment (CSI) arm, the
Chairman’s Fund, explains why corporates should contribute
to improving basic education in order to help further
these objectives.
Statistics show that although South Africa spends 6,4%
of GDP or 20% of its budget on education, international
comparisons show that the country’s learners are not
performing well at all. According to the 2012-2013
competitiveness index of the World Economic Forum,
South Africa ranks 146th out of 148 countries, with its
mathematics and science education at 138 th out of 148.
This is a shocking state of affairs that cannot be the
responsibility of government only to address.
Corporate companies should participate actively to support
and fast-track the development of South Africa’s
educational system to create an appropriate pool of future
employees. Therefore the Chairman’s Fund fully supports
government’s educational strategies to contribute to the
development of South Africa by supporting its
developmental objectives, especially as they relate to the
disadvantaged members of our society as it is doing in the
fields of health and education.
It will be important to adhere to the outlined objectives to
allow accurate assessment of academic progress because
education is central to assist South Africa in meeting its
economic, social and growth objectives. The best way to
achieve government’s educational goals is a stable and
challenging curriculum, improved infrastructure, especially
in rural areas, teacher education and teacher development
and management.
Corporates could make a difference
Some SA schools have fundamental needs
A vast improvement in the level of basic education in the
country will ensure a positive socio-economic impact in the
form of a more employable pool of school leavers and to
increase the level of skilled productivity while our
universities will get better quality entrants enabling them to
produce better graduates.
Corporate companies can evaluate and track their
investment in educational initiatives through a holistic
initiative such as the recent National Education
Collaboration Framework Trust (NECT), a civil society
partnership aimed at strengthening cooperation among
business, labour and civil society formations to improve
education outcomes in the country, or by contributing to
specific projects and monitoring them. Collaboration
between various stakeholders in furthering the
development of educators and students is important
because the objectives can only be met when each roleplayer
is able to fulfil their responsibilities and those roles
complement each other.
All companies can play an active role in ensuring the
planning framework of the NECT makes a substantial
contribution to teacher education and development,
because many shortcomings in our education system
are a result of inadequate teacher training, development
and motivation.
It is important to ensure that the physical infrastructure
and environment of every school inspires better academic
performance from both students and teachers. It is easy to
understand that learners who have class under a tree or
have a large pupil-to-teacher ratio compared to those in
modern classrooms, are severely disadvantaged. Adequate
facilities and good equipment helps learners to concentrate
on learning and teachers on teaching.
Anglo American’s Chairman’s Fund will include the
elements of the Strategic Planning Framework for Teacher
Education and Development in strategic planning for
education development in the future to ensure further
contribution and upliftment to the development of basic
education in the country. l
8 November 2013 | Education Southern Africa

23469 Educ 11/2013

Inclusive
education
Driver
training for
people with
disabilities
Zolani Runeli from QuadSA (seated), and back from left is: CDC Executive Manager for
Corporate Services, Zuko Mapoma, CDC Executive Manager for Business Development,
Christopher Mashigo, and Association for People with Disabilities head Brian Bezuidenhout
In a first for the Eastern Cape, the Coega Development
Corporation (CDC) has broadened its driver training
programme to include customised training – and driver
simulators – for people with disabilities.
The programme was launched earlier this year at
Coega, but has been in pilot phase for a number
of months. The Association for People with Disabilities
(APD) welcomed the programme’s advance as indicative
of the organisation’s commitment to non-discriminatory
development.
“Mobility adds a new dimension to the life of persons with
disabilities. Independence to get from A-to-B has been a
long forgotten dream for most people with disabilities. Now
CDC is helping to make this dream come true,” said Brian
Bezuidenhout, head of the APD in Port Elizabeth. “Through
this personal independence and employment opportunities
become a reality.”
Bezuidenhout said APD was reaching out to the disability
sector to ensure the opportunity reaches as many people
with disabilities as possible.
“We started by offering the opportunity to relevant
candidates within our 120 staff contingent at our
headquarters and the APD Day Care Centre in Motherwell,”
said Bezuidenhout. “Within the first two months, 11 people
obtained their learners’ licence and are now being trained
to do the driver’s licence test.
“We are also proud to announce that June Bouah – our
auxiliary social – is the first person with a disability within
our group to obtain her license to drive a vehicle with
hand controls.”
He added that another 18 people are currently busy with
their learner licence training and there is ongoing
recognition for those people with disabilities that had
successfully completed the training.
Laura Schrieff, APD Recruitment Manager said of her
experience of the programme: “Before I started with these
classes I felt that the goal of obtaining my driver’s licence
would not be possible. I thought I would perhaps get my
learner’s licence and that is where it would end. This
changed once I started attending the classes. Seeing the
enthusiasm of the facilitators wanting to empower me
gave me a whole new view of the fact that this will become
a reality.
“The Coega driving training programme empowers persons
with disabilities as it provides us with a golden opportunity
to obtain a driver’s licence. Such opportunities are rare as
there certainly aren’t many driving schools that cater for
persons with disabilities.”
Schrieff, who recently completed her learner’s licence
through the Coega driver training also experienced
driver simulator training and is currently en route to her
driver’s licence.
“I am confident that I will receive it by the end of this year.
As a person with a disability I understand the need to
feel independent, and through this programme, I am
able to gain more of that freedom. It is no longer just a
vague dream.
“Sitting in the learner’s classes, attending the simulator
classes and being behind the wheel of a motor vehicle,
knowing that one day that goal and dream will be achieved
is the chance of a lifetime in the life of a person with
a disability.”
The CDC has invested heavily in its driver training
programme, with a view to skilling unemployed graduates
and youth with driving skills.
“We are trying to assist in breaking the barrier to entry for
employment for unemployed graduates, by training future
drivers as part of our focus on skills development and
corporate social investment,” said Ayanda Vilakazi, CDC
spokesman. “This extends to all people in the Eastern Cape,
and we are hugely proud to be enabling people with
disabilities to also achieve this basic skill which will open
doors for them in the employment market.” l
10 November 2013 | Education Southern Africa

Epilepsy South Africa has for over 40 years
provided services to South Africans with epilepsy
and those affected by the condition. During
their recent Annual General Meeting held at the
Western Cape Branch in Lansdowne, the newly
registered Eastern Cape Office in East London
was officially recognised as a formal branch of
the organisation.
This recognition follows from three years of hard work
in the Eastern Cape to introduce the organisation to
communities, do needs assessments with persons with
epilepsy in the province and develop services according
to the needs assessed.
Most notably, challenges in the Eastern Cape province were
stated by communities as: a lack of proper healthcare
services (especially regarding specialist epilepsy treatment);
a lack of information and therefore awareness about the
condition which is in many Eastern Cape communities still
viewed as evil spirits or demon possession; challenges
regarding access to medication; limited or no nutrition,
sanitation and hygiene; severe stigma and discrimination
towards persons with epilepsy and the endemic proportions
of epilepsy in rural communities mostly due to tape worm
infection that leads to epileptic seizures.
Epilepsy South Africa established services in the province
during 2010 and has to date implemented a number
of initiatives and projects to support persons with the
condition. Of immediate concern was direct psychosocial
support to beneficiaries and support groups were
established at healthcare centres in Port Elizabeth, East
London and Mthatha.
Inclusive
education
Epilepsy
moves in the Eastern Cape
The successful Mobile Neurological Clinics model developed
by the South Cape & Karoo Branch of the organisation was
replicated in the Eastern Cape and implemented from
November 2012 in the rural East London region. These
clinics not only provide clinical care, but also educate both
persons with epilepsy and their caregivers about the many
aspects of the condition.
A vegetable garden project was piloted in the village of
Mhlabathi, just south of Mthatha, to initiate community
participation in the development of nutritional food that has
a vast influence on the effectiveness of medication. The
pilot project was joined with entrepreneurial development
training to provide the opportunity to become selfsustainable
and less dependent.
Further awareness talks and epilepsy training was
established, especially at schools where our young
generation, both children with and without epilepsy, are
educated about the condition to promote more inclusive
education, but also acceptance of one another regardless of
our personal challenges.
Epilepsy South Africa is proud to announce the opening of
this new branch and would like to invite the Eastern Cape
communities to get involved in this progressive move to
provide vital care to thousands of people in the province.
The sustainability of this branch also depends on the
support of the Eastern Cape community. l
Should you wish to contact the branch, please contact
Mr Madlala at 078 362 1078, or the National Office at
021 595 4900.
22131 Educ 02/2013
Education Southern Africa | November 2013 11

special
focus
SA’s
creative kids
rewarded
The Danone NutriDay School’s Programme, the
nationwide educational initiative by Danone,
celebrated its second year in South Africa with
3 000 unique entries into its model building
competition.
The initiative targets schools across the country
and teaches students and parents how to lead a healthy
lifestyle through the consumption of dairy, whilst giving
learners the opportunity of building a 3D model out of
NutriDay containers. Learners then stood a chance of
winning their share of cash prizes for themselves, their
school and teachers.
The overall winner from this year’s competition was a
group model from Maclaren College in Cosmo City. Their
life-size model of a Rhino blew the judges away, earning the
school a R5 000 cash prize from Danone and a certificate
of recognition.
“The aim of this year’s competition was to give students
the opportunity to let their imaginations run wild. We
understand the integral role that creativity plays in the
physical, social and emotional development of children
worldwide and adding our message of the importance of
dairy consumption makes for a great combination. The
entries we received this year were original, imaginative and
of an exceptional standard,” said Kirsten Reynolds, Brand
Marketing Manager, Danone South Africa.
The school’s programme includes educational material,
aligned to the Curriculum Assessment Policy Statements
(CAPS) educational curriculum and covers specific
learning outcomes for primary school students in a
number of subjects, sharing a message of good nutrition
among children.
“The material is extraordinary and children are more
interested in the message of good nutrition. This makes
the programme work really well.” – Sinqobile Primary
School, Gauteng.
“We would love to do it again next year and go all out.” –
Square Hill Primary, Western Cape.
Other winners who shared the rest of the R28 000 prize
money included a second prize of R3 000 and a third
prize of R2 000 that went to the schools of the individual
winners. Then there were 10 prizes of R1 000 for the best
The winning model
Danone NutriDay individual model building projects
identified nationally. Teachers who got into the action and
assisted the top three winning learners also received
R1 000 each. The last prize of R5 000 went to the best
group model in the Danone NutriDay model building project.
All winners received a Danone NutriDay certificate of
recognition for their efforts.
The complete list of winners is
Top 10 prizes
1. Angelina Moreira (10 years old) – Bedfordview Primary
– Individual project
2. Arethabeng Primary (11 and 12 year olds)
– Group project
3. Windsor Preparatory School (6 and 7 year olds)
– Group project
4. Daniel d’Atton (10 year old) – Muizenberg Primary
– Individual project
5. Ditawana Primary (11 and 12 year olds) – Group project
6. Regina Coeli Primary (12 and13 year olds)
– Group project
7. Bosmont Muslim School (10 and 11 year olds)
– Group project
8. Benoni Christian School (11 and 13 year olds)
– Group project
9. Job Maseko Primary (12 and 13 year olds)
– Group project
10. Kirstenhof Primary (9 and 10 year olds) – Group project
Teacher prizes
1. Mrs Lobley – Maclaren College
2. Mrs Roe – Bedfordview College
3. Mrs Nkosi – A Re Thabeng Primary
Group model prize
1. Maclaren College (9 to 10 year olds)
The 2013 NutriDay programme was rolled out in
1 000 schools nationwide – 600 in Gauteng, 200 in
KwaZulu-Natal and 200 in the Western Cape. l
For schools that aren’t part of the official schools
programme, but would like to have access to the
educational material, there are opportunities to
download it via the Danone NutriDay website
– http://www.danone.co.za/
12 November 2013 | Education Southern Africa

special
focus
(From left) Timothy Thumbi from Glenwood High School, Janine O’Connor from Books & Books, Gabriel Davis from Glenwood High School,
Miss Koliswa Mbatha, Deputy Principal of Cato Crest Primary School, Sally Juckes BDO Audit Partner, Siphelele Mkhize and Noven Naidoo.
R10 000 worth of books
for disadvantaged KZN school
There were smiles all round as the deputy principal
and 20 learners from Cato Crest Primary School
were presented with R10 000 worth of books at
Glenwood High School recently as part of the 2013
BDO Inter-School Quiz run by BDO, the world’s fifth
largest auditing and accounting firm.
A total of 25 KwaZulu-Natal schools took part in this year’s
quiz, with a team of four boys from Glenwood High School
emerging as the champions. The winning Glenwood team
was also presented with their trophy at this event and
witnessed the delight of the representatives from the school
they had nominated as recipients of the books.
Sally Juckes, BDO Audit Partner, said that the annual event,
now in its fourth year, was proving to be increasingly popular.
“We at BDO are extremely proud of this initiative and the
fact that it enriches the lives of so many children – both by
encouraging learners to expand their knowledge and strive
for excellence and by providing essential reading material for
youngsters in need.”
Miss Koliwe Mbatha, deputy principal of Cato Crest
Primary School, thanked Glenwood for choosing their
school to receive the books and said that the books
would be treasured.
One thousand one hundred and eighty learners from
disadvantaged backgrounds attend the school which is
situated in an informal settlement between Mayville and
Cato Manor. It has been in existence for 13 years.
The new books, donated jointly by BDO and Books & Books
Durban North, will add to the school’s limited existing
collection which is housed in a small building that will now
become the library. Most of the books chosen are in English
as Miss Mbatha said they wanted the children to be fully
conversant with English.
Glenwood’s headmaster, Trevor Kershaw, said he was
delighted and proud that his learners had won the trophy
and said it would be staying at the school as they planned to
win again next year.
The winning Glenwood team – Gabriel Davies, Siphelele
Mkhize, Noven Naidoo and Timothy Thumbi, all in Grade
11 – were prepared for the event by Vish Naidoo, a teacher
who had participated in the first BDO school quiz while he
was still at school. They met after school twice a week for a
quiz on general knowledge questions. The team’s score of
81% in the quiz earned them the winner’s trophy, an Apple
iPod shuffle from BDO and the privilege of selecting the
disadvantaged school to receive the R10 000 worth
of books.
The competition, now in its fourth year, is open to Grade
10 and 11 learners at schools in KZN. Teams made up of
four pupils are selected by their
school to compete in a round robin
competition against other school
teams. Each team is asked a series
of general knowledge questions and
the top two teams go through to
the final. l
This library news is proudly brought to
you by Libwin – your trusted partner
in library and textbook management.
www.libwin.com – 0860 LIBWIN –
011 622 3431
Education Southern Africa | November 2013 13

special
focus
Mathematics subject advisors
lack necessary skills
The South African Mathematics Foundation
(SAMF) made public a report on the effectiveness
of the Curriculum and Assessment Policy Statement
(CAPS) training aimed at the Mathematics
curriculum. The report, researched and written
by Prof Werner Olivier, a member of the SAMF’s
Advisory Committee for Mathematics (ACM),
highlights the negative experiences of in-service Mathematics
teachers who have been exposed to CAPS training.
In June 2011 the Minister of Basic Education introduced
CAPS, a policy that represents an amendment to the National
Curriculum Statement (NCS) for Grades R to 12 which makes
the curriculum more accessible to teachers, providing them
with details on what content to teach and assess on a gradeby-grade
and subject-by-subject basis. The Department of
Basic Education (DBE) trained thousands of subject advisors
during 2011 that are responsible for the training and support
of teachers within their respective provinces and districts.
Evidence suggests that this training, which mostly took
place during school holidays, was of a high standard and
all relevant CAPS amendments to the NCS curriculum were
covered sufficiently.
Prof Olivier’s research amongst 150 in-service Mathematics
teachers from several districts in two provinces, however, is
in stark contrast to the DBE’s evaluation of the CAPS training.
According to the independent research conducted by Prof
Olivier many subject advisors who presented CAPS training at
district level were not knowledgeable or competent enough to
do justice to the intended training.
In his report he recommends that competency tests for
officials who are selected to deliver CAPS Mathematics
training be designed and administered. He also recommends
that a core group of skilled and experienced CAPS
Mathematics specialist trainers should be established to
mentor and assist subject advisors who are responsible for
CAPS training.
ANA results: Implications for teaching
and learning
The South African Mathematics Foundation (SAMF) made
public a report on the poor state of teaching and learning of
Mathematics in the senior phase (Grades 7 to 9). The
report, researched and written by Dr Nico Govender, a
member of SAMF’s Advisory Committee for Mathematics
(ACM), highlights the neglect of Mathematics education in
phases other than the further education and training
(FET) band.
In 2011 the Department of Basic Education (DBE) introduced
the Annual National Assessment (ANA) which is a large-scale
national assessment conducted amongst Grades 1 to 6 in
Language and Mathematics. In 2012 the assessment was
extended to Grade 9 learners and the average percentage for
Mathematics in this grade was a dismal 13%.
Dr Govender is of the opinion that the DBE and other
stakeholders have been paying too much attention to Grade
12 Mathematics, thus neglecting the teaching and learning
of the subject in early grades. He believes that support for
Mathematics in the early grades will have a positive impact
on learner performance in later grades and thus improve
Matric pass rates.
One of the key factors in the performance of learners was
the qualifications of teachers. Dr Govender’s independent
research focused on 17 advantaged and disadvantaged
schools and shows that teachers at ex-model C schools
mostly have degrees whereas teachers at rural and urban
townships hold diplomas or advanced certificates. Exmodel
C school teachers are advantaged because teacher
workshops and support programmes are funded by the
schools whereas other schools are not given the necessary
support from the DBE.
The research further indicates that the results in ANA Grade
9 Mathematics were mostly poor in the selected. Overall the
ex-model C schools results in ANA surpassed all the other
schools. Seven schools in the sample had a less than 5%
pass rate in the ANA.
“There should be efforts to improve the qualifications of
Mathematics teachers,” says Dr Govender. “The study has
shown that a standard qualification is no longer sufficient
for Mathematics teachers in the senior phase. The DBE
should ensure that these teachers are upgraded to a more
appropriate qualification such as the BEd.” l
14 November 2013 | Education Southern Africa

Waltons sponsor the Proteas
of tomorrow
Waltons recently concluded a
sponsorship agreement with the
Gauteng Cricket Board (GCB) that sees
it take over as the official schools
cricket sponsor for the next two years.
Waltons will make available the much
needed resources to GCB Schools
Cricket to enable them to produce the nation’s future
cricket stars.
The sponsorship was a natural option as Waltons is
committed to providing tools for growth, and the scholastic
market is an important focus for the company. David
Jenkins, Group Managing Director of Waltons, is excited
about the synergy between Waltons’ core business and the
sponsorship.
“In the context of supporting education and youth
development, Waltons is proud to be the official sponsor of
the Gauteng Cricket Board School Weeks. We trust that this
support will go a long way in building this important cricketing
platform, supporting new talent and inspiring young players
around the country,” he said.
The sponsorship that Waltons has entered into is visionary
and shows their faith in the future of the youth of South
Africa. Cassim Docrat, chief executive officer of the GCB
added, “We are proud to partner with a corporate company
that has recently adopted the new business purpose of
‘Breeding Success’. Whilst Waltons is part and parcel of the
journey that each person has, starting from the schoolroom,
moving onto new challenges and opportunities for success,
the very nature of the GCB business is partnering with
promising cricketers from KFC Mini Cricket level until they
reach the Proteas level. We look forward to continuing on
this journey to producing the national players of tomorrow
with Waltons.”
The Waltons week for age groups u/15 to u/19 was
hosted from 26 to 29 September at various schools around
Johannesburg. This occasion was a nail-biting tournament
where players competed to be selected for the GCB team
to play at the CSA National Weeks in December.
The Waltons sponsorship is said to fill a crucial gap
between the KFC Mini Cricket Level, the Sunfoil
Development programme and ultimately the Gauteng
Strikers provincial team. l
Education Southern Africa | November 2013 15

Muzomuhle Primary School tackling Musenga Primary School
The changing
face of
school rugby
South African Rugby Union applauds
companies such as Tsogo Sun that
are collaborating with government
departments and other organisations
to make a real difference in developing
rugby at grassroots level. It is good for the
“The
country, it is good for rugby and more than
that, it is good for the children, who are kept active and can
enjoy all the benefits of participating in a team sport,” says
SARU deputy president Mark Alexander.
“Rugby development needs to be a smooth running
conveyor belt from school level right through to super rugby
and national team level, where coaching, training,
encouraging and advancing of talented players must be
consistent throughout the process,” says Alexander. “Our
national Springbok team can only ever be as strong as its
nursery – and the nursery starts in every school where
rugby is played. If rugby is not happening at school level,
there cannot be the great success we all expect to see at
national team level.”
The Tsogo Sun SunCares Sports Academy rugby programme
is one of the group’s corporate social investment initiatives,
operating with extensive collaborations that include Golden
Lions Rugby Union, Gauteng Department of Education and
the Department of Sports and Recreation. The programme
will include more than 600 youngsters from seven Diepsloot
primary schools participating at Bophelong Sports Complex
in Diepsloot. “Before the SunCares programme, no rugby
had been played in any of the Diepsloot schools – now the
youngsters are developing a passion for it and are keen to
Paradise Bend Primary School are champions
put in the hard work and the practise necessary to advance
in the game,” says Glenn Joseph, general manager of
Montecasino, a primary sponsor of the rugby programme.
Alexander says that many of SARU’s top players started
playing rugby at schools located in far-flung rural areas, and
then played for their own communities before joining the
higher ranks at provincial or even national rugby level.
SARU is actively busy in the 53 districts of the country,
reaching communities where rugby has not traditionally
been played. “It’s extremely important for the development
continuum of the game of rugby in South Africa to introduce
rugby to communities throughout the country.”
At the same time, Alexander notes that it is impossible
for SARU to reach all the communities throughout the
districts of South Africa alone. It’s imperative for the
private and public sector to get involved through
collaborative programmes.
Rob Collins, chief marketing officer of Tsogo Sun, says that
through SunCares, the group is striving to harness the
power of collaborations in the interests of doing more – and
doing what it does well. Tsogo Sun believes that
collaborations and partnerships are an excellent model for
development as they tend to deliver much more than would
have otherwise been possible. “Collaborations with
corporates, government, SMMEs, or even individual
trailblazers, offer the perfect opportunity to pool resources
with like-minded organisations and work together for
collective change, sharing the kudos that are earned.”
Each partner in the collaboration has a different skill to
bring to the table. “Both the Department of Basic Education
16 November 2013 | Education Southern Africa

Chilliboy Ralepelle with Musenga Primary School players
and the Department of Sport and Recreation have
encouraged and supported our efforts to take sport into
disadvantaged schools. Our programmes align closely with
the Department of Sport and Recreation’s vision of creating
‘An active and winning nation’ and its primary focus of
providing opportunities for all South Africans to participate
in sport. Together we play a pivotal role in bringing sport
into the curriculum in all schools,” says Collins.
Collins says there is tremendous scope for further
collaboration in sports development. “Any company,
department, or individual can play a role in contributing
to a better future for our youngsters. We would encourage
other companies and organisations to be creative and look
Gavin Annandale, JJ Breedt, Lucy Purdon,
Stephan Greef and Ruhan Nel with the future stars
at the specialised set of skills that they have as a company;
it’s all about getting involved.”
Joseph adds, “At the time of the Rugby World Cup in 1995,
Nelson Mandela said, ‘Sport has the power to change the
world. It has the power to inspire. It has the power to unite
in a way that little else does. It speaks to youth in a
language they understand.’ We’ve seen this in our country.
We’ve seen sport add a new dimension to the culture of
national unity in South Africa. We’ve seen it add to the hope
of our nation for a bright future for every South African.
We’re now seeing it in action in our community – and we’re
immensely proud to be a part of it.” l
22460 Educ 05/2013
Education Southern Africa | November 2013 17

tertiary
focus
Higher education –
a different kind of management
By Dr Jeffrey Mabelebele Chief Executive Office for Higher Education South Africa
Like their counterparts in other parts of the world,
South African public universities are required to
strike a balance between the imperatives of a
collegial management system in which decisions
are made in consultation with a range of
stakeholders including the academics, who are
the heartbeat of every university worth its salt; and
a managerialist approach which requires a university to
embrace utilitarian and technicist managerial concepts in
the name of public accountability.
However, there is generally an acknowledgement that both
collegiality and managerialism have their strengths and
place in the management and leadership of universities.
What is important is the balance between the two, and the
position of an institution in relation to where it wants to be
according to its planned development trajectory. The two
reinforce each other, in a dialectical way. Therefore,
university leaders are not just required to be adept at
business management; and should also understand the
dynamics of a university including constant mediation of
power relations between proponents of managerialism
and collegiality.
A normal business management course offered by a
prestigious business school is not enough to prepare a wellrounded
manager and leader of a higher education
institution. A combination of both historical and contextual
understanding of the university, its origin and purpose and
how all of these have evolved over time is an important
component of leadership and management training for
university managers and leaders. This is particularly
important because the academic world is unique and
shares little similarity with your average public or private
sector business. The management of a university requires
a deep understanding of education and business, and in
particular, where business and academia meet. It is a give
and take relationship between the two.
In responding to this, HESA, an association of public
universities in South Africa, has developed a unique
Higher Education Leadership and Management (HELM)
Programme, which combines both theory and practice
in unimaginable ways. We have fully committed ourselves
to promoting strategically planned leadership and
management development for managers in higher
education. With HELM we are able to provide university
middle and senior management with the necessary skills
to navigate the constant challenge of change and to
interpret the operational impact of internal and external
drivers; and to continually mediate the tensions between
managerialism and collegiality approaches.
There are two components to HELM
• The HESA Fellows EXCHANGE element
This element allows more senior management to
engage in peer-to-peer learning through a six-week
exchange programme to another institution. The Fellow
is able to learn at the feet of the expert from the
receiving institution for a period of six weeks, and this
would allow the Fellow to benchmark their institution’s
practices and policies against those of the institution to
which she/he is attached.
The six-week placement involves the achievement of
objectives spelt out in the learning contract of the
Fellow – the kinds of issues the Fellow would like to
learn at the end of the placement period. From previous
18 November 2013 | Education Southern Africa

tertiary
focus
University enrolments
need to be managed
experiences, the Fellows Exchange Programme has
allowed Fellows to learn the best of both worlds;
which enables them to experiment with newly
acquired practices and approaches, in the context
of their institutions.
management and leadership capacities and capabilities
within the sector. l
• The HELM LEAD
This is supported by the Education and Development
Training SETA (EDTPSETA), which specifically targets the
middle management layer in our Institutions. These are
people who have been identified as potential leaders by
the universities; and have some attributes to succeed
either in their current positions or in higher positions.
Here we focus on areas like strategic planning processes,
policy and regulatory environment peculiar to the higher
education sector, institutional planning, and higher
education steering (planning; funding and quality
assurance) and the use of data as an effective
management tool.
In 2012, we awarded 30 fellowships through this
programme with outstanding results. In 2013, we have just
awarded 30 Fellowships to begin their leadership and
management journey later this year.
With programmes like HELM, we bring all 23 of South
Africa’s universities together and put them on an equal
footing with experiential and peer-to-peer learning that
benefits the entire sector. In 2014, we plan to scale up
the programme to target the executive management
layer. In this way, HESA would be making its modest
contribution to the improvement and strengthening of
23034 Educ 09/2013
Education Southern Africa | November 2013 19

e-learning &
ICT
Why IT skills development is critical
to the success of South Africa
By Alfie Hamid, regional lead for the Cisco Networking Academy
In South Africa, there are currently around
40 000 and 70 000 open job positions for candidates
with networking skills. Every year the need grows, but
every year there are only 8 300 IT graduates. Of these,
only 4 000 are networking graduates – which means
that our graduates are only meeting 10% of the need –
a need that is growing at more than 10% per year.
This shortage presents a massive developmental problem
for South Africa, because for any country to ensure that it is
able to feed and safeguard the health of its citizens, and to
have a vibrant, globally competitive economy, it must keep
abreast of the latest technological advances – technology
that requires South Africa to have the best-skilled IT
workforce, to help its private and public organisations
make critical business decisions.
Even in the developed world, these skills are hard to come
by as educators struggle to get youngsters interested in
science, technology, engineering and maths (STEM skills),
and South Africa is no different.
The areas of technology growth include
• the arrival of 4G
• the proliferation of mobile devices
• the trend towards BYOD
• the emergence of Internet education
It is obvious that we need more skills – skills that aren’t
emerging from our tertiary education institutions.
The only way to address this shortage is to follow what’s
happening in many other parts of the world – to take the
STEM coursework to school level. Schooling now should be
aimed at employability. Schools, parents and government
should be asking what work skills we can give our children
to give them the best career options.
Networking offers
employment opportunities
By taking programmes to add these kinds of teachings at
school level, we could provide skills to an IT sector that is
struggling to find the right people, to get the statistics on
their BEE scorecards right, to retain talent that is frequently
poached by other organisations because the competition is
tough and the skills are in short supply.
Less than 5% of South African schools currently offer IT as a
subject. Because of this, very few choose IT as a subject in
further education. Surprisingly though, many of the schools
that do offer IT as a subject are in previously disadvantaged
communities, and it would not be difficult to boost this
proportion to 20%, if government were to create an
enabling environment.
Aside from providing the fundamental and advanced skills
in networking, Cisco’s IT training programmes address the
soft skills that graduates can use in the real world of
business. For instance, the Cisco Networking Academy
provides skills in how to speak to customers, so that
graduates are able to work as call centre agents. Another
20 November 2013 | Education Southern Africa

e-learning &
ICT
Practical training
programme, Passport 21 provides entrepreneurs with the
training to start up an IT business – to become a reseller of
hardware and software.
Cisco’s Academies are already providing these much-needed
IT skills at universities, colleges and further education and
training centres around the country. It would be very easy to
start providing these IT and networking courses at schools.
Children who matriculate with those skills can go on to
become IT technicians – earning R8 000 to R10 000 a
month. A Cisco Certified Network Administrator can walk into
a job at R15 000 to R20 000 a month.
Many previously disadvantaged people live with their
extended families, so those who find employment will
Network technicians are in demand
positively influence the lives of six to eight additional
people. This means that if we can train 15 000 to
20 000 people, the lives of 160 000 people can be
improved – and this is only the beginning. If you have
100 000 people, each earning R10 000 per month, this
injects R1 million into the national coffers each month,
which would have a positive impact on the country’s
society and economy.
The jobs are out there, the capability is out there – what is
needed to bridge the gap is skills development. Then, those
who come away with IT skills and IT careers can go on to
make a positive difference in their communities and society
as a whole, and play a part in ensuring South Africa’s
competitiveness on a global scale. l
23495 Educ 11/2013
Education Southern Africa | November 2013 21

e-learning &
ICT
iPads in education:
where to draw the line?
Apple’s iPad is rapidly finding its way into
education systems all over the world. Schools
in countries as diverse as South Korea, the
Netherlands, Thailand, the UK and the US are
using the best-selling tablet to supplement,
and in some cases even entirely replace,
traditional teaching methods. In South
Korea, printed textbooks are no longer used at all. In the
Netherlands, a chain of private schools is soon to open
which doesn’t have any traditional teaching methods at all:
pupils will instead use iPads to learn at their own pace.
iPads also have considerable advantages for developing
countries: there is a large number of freely available
apps for them and the units are competitively priced
and portable.
Richard Firth, serial entrepreneur and CEO of MIP Holdings,
believes that iPads certainly have a place in the classroom
of the future but he cautions that while this tool is great for
primary school children, it should be replaced with a
notebook computer in high school.
“The iPad is good for junior schools. It simplifies IT and it’s
a consumption tool. At this level, primary school learners
are consumers of information and we have found that the
iPad works very well for them.”
Firth says that just as in the workplace, where tablets are
excellent productivity tools for consumers of information but
not so much for creators, schools with older pupils should
not be using consumption tools to teach IT.
“Tablets don’t teach kids how to actually use IT. The types
of projects high school students need to do, such as
creating websites and writing programs, can’t be done with
an iPad. It is not a productivity tool, it’s a consumption tool.
“There is a logical cutover in the education process to
where high school learners become creators of information
rather than consumers, so the right tool needs to be
chosen carefully.”
The other disadvantage of tablets is their strongly personal
nature. Laptops and desktops can be managed in the
context of a school’s IT environment but tablets cannot,
notes Firth.
“For instance, it must be left up to the pupil to back up the
device because no-one else can access an individual’s
iCloud. If it gets lost, all the school work is gone. A laptop,
whether personal or not, at least allows for backups when
pupils use the school IT ecosystem.”
It is too early to tell what impact iPads will have on the
education process as a whole, says Firth. The product
itself didn’t even exist five years ago and educators
are still finding out what works and what doesn’t in
the classroom.
“There is a definite mode of use of a tablet that should not
be ignored by schools. However, high school pupils who are
learning IT or programming or any other kind of problem
solving should not be using a media consumption device as
the platform to do so,” he concludes. l
22 November 2013 | Education Southern Africa

Train your
brain for
educational
success
In keeping with the global perspective that education is
the foremost constituent to developing a sustainable
future, MIB seeks to meaningfully contribute to this
envisaged future by focusing on combining technology
with education. MIB has devised and pioneered a stateof-the-art
e-learning solution, called “Train Your Brain”.
Based on the principle of collaboration the “Train Your
Brain” concept comprises an educational digital multimedia
resource portal built on a secure and controlled
cache-based system which includes both commercial and
open source material that is CAPS and Topic aligned. The
portal has been developed so as to include end-device
independency as well as allowing for interoperability of
different software. With the integration and adaption of
e-learning &
ICT
Moodle to the portal allows for social networking, student
portfolios, electronic time tables, system assessed tests and
exam modules.
The portal encompasses technology which digitises and
compresses all media resources for streaming purposes
thus minimising the dependency on internet connectivity. It
makes the assimilation of and utilisation of all e-resources
quicker and efficiently available. Train your Brain portal has
been categorised in grade-specific multimedia content that
incorporates video lessons, interactive applications, e-books
and teacher resources. l
Contact us to design, develop, and implement your
exclusive e-learning solution.
22448 Educ 06/2013
Education Southern Africa | November 2013 23

23455 Educ 11/2013

23501 Educ 11/2013

e-learning &
ICT
E-learning has
many advantages
By Kirsty Chadwick
We are fortunate to live in a world
where technology is freely available
to us and where almost anything
can be done at the flick of a switch.
Technology helps to make learning
more engaging and interactive. When
a learner can experience something
visually, like watching a video of someone delivering poor
customer service versus a video of someone delivering great
customer service, it helps them to grasp the consequences
of their actions. Great service means a happy customer, and
a happy customer means that they will keep coming back.
Africa has become the most dynamic e-learning market in
the world, with a 38,6% growth rate of cloud-based
e-learning products. Currently a $56,2 billion business
globally, e-learning is likely to double in size before 2015.
Many organisations in Africa who choose to learn in this
manner also benefit from the fact that language, literacy
and numeracy gaps are overcome by highly visual material,
which makes vital training available to all, irrespective of
differing education levels. Online classes can be up to 60%
shorter in duration than traditional classes and, according
to Certifyme.net, retention of information is also increased
by up to 60%.
Blended learning is designed to be interactive and
incorporates quizzes, games, audio and video to enhance
learning, but also to include the personal touch that one
would experience with classroom-based training. Tracking
learner progress and providing them with continuous
support is an important means of sustaining their
motivation to learn. Where access to online resources are
lacking, online courses can be easily deployed to CD or
DVD, which allows access to the same core content through
a digital platform, as opposed to an online platform. Once
the content is digital, it becomes much easier to change the
format to suit various student needs if internet access is
a challenge.
Since 2000, the global e-learning market has grown by
900%, and recent studies have projected that by 2019,
50% of all classes taught will be delivered online. One of
the major selling points of e-learning is the fact that training
is not bound by geography. Consistent training of a
universal standard can be provided, as needed, without
having to factor in travel time or cost. Classroom training
presents students with the possibility of having to entertain
themselves while they wait for other learners to catch up,
but e-learning solves this problem by allowing the learner to
study at their own pace. They have access to the material
whenever they need it, and they have the opportunity to go
back if something is unclear.
Another fantastic advantage of self-paced study is that
students have a learning environment which is considerably
more comfortable, and this promotes the absorption of
information. E-learning is designed to be simple and easy
to understand, while also engaging. It is completely
customisable and makes the process of acquiring and
retaining new knowledge as fast, effective and enjoyable
as possible.
Training and developing people is about putting the right
tools in the right hands, and courseware needs to be
delivered in the way that will help learners to absorb and
understand it best. E-learning has the potential to solve
many of the problems that face education today, with the
right educational approach and a solid support structure,
there is no telling how far it will go. l
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safety
security
&
Dangerous asbestos guttering has been removed from the school’s courtyard
When it comes to our children, safety is
of paramount importance during the
maintenance of schools. The Western
Cape’s oldest Afrikaans-medium
primary school, Jan van Riebeeck
Primary School, established in
1921, recently commissioned
waterproofing, painting and construction company, Indawo,
to redecorate the external structures of the school.
The primary area of concern was the deterioration of
asbestos gutters and downpipes in the school’s courtyard.
Being close to play areas, these posed a risk to the health of
learners and educators. Asbestos has been associated with
numerous diseases affecting those exposed to its fibres.
Indawo managing director, Geoffrey Jäck, confirms.
The school’s exterior is being completely
redecorated
Children safety critical
when handling asbestos
Construction under way at the school
Protective clothing is critical and onsite inspectors
continuously look out for any safety risks. Trained
supervisors monitor the site to ensure compliance
with regulations determined by a Safety and Health file
(SHE file), drafted prior to commencement of the project.”
Legal compliance is a vital aspect on construction sites
and contractors need to ensure they place significant
emphasis on safety measures. The Department of Labour
does not compromise on compliance. Clients commissioning
contractors should request proof of compliance prior to the
awarding of contracts or they could also be in contravention
of the law.
Hartle says that no extra health and safety precautions need
to be considered because the site is a school.
“Guaranteed safety eliminates the risk of asbestos
exposure,” he says. “Asbestos is a dangerous substance
and we never compromise on safety when handling it.
Our project partner, Ingozi Health and Safety Consultants,
ensured that risks of contamination are eliminated before
work commences at the school and monitor site safety
throughout the project.”
Indawo advised against completing the repairs in phases,
as this would place additional financial burden on the
school in the long term. Opting to accept the advice, and
understanding an urgent need to remove the asbestos, the
governing body commissioned Indawo to redecorate the
exterior of the school and replace asbestos gutters and
downpipes with seamless aluminium, and three roofs.
It is critical that asbestos removal is done according to
guidelines determined by the Occupational Health and
Safety Act (OHS Act).
Graham Hartle, director of Ingozi, confirms this. “The OHS
Act is clear regarding the removal of dangerous substances.
Reports indicate that there are more than 24 000 schools
in South Africa placing educational infrastructure high on
the country’s maintenance agenda. Jäck says, “The state
of educational infrastructure is a key indicator of our
children’s future prosperity. Maintenance of school
buildings is crucial, not only for safety reasons, but for
educators to deliver high levels of service to learners. As
an industry roleplayer, we have to ensure we are legally
compliant prior to commencing any project and, during
construction, take all precautions to guarantee the safety
of the site.”
Our children rely on us to safeguard their future. School
governing bodies play more than just administrative roles;
they have a duty to ensure education takes place in a safe
environment. Without a structured maintenance plan,
exterior structures will systematically deteriorate and
place learners and educators at risk. Jan van Riebeeck’s
governing body has been able to identify risks early through
their own maintenance strategy, eliminating potential risks
to learners. l
30 November 2013 | Education Southern Africa

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facilities
The salad gardens
Birches Pre-Primary
Eco school honoured
with Eco-Youth award
at Eco-Logic Awards
Following a nail-biting month or so for finalists, the
Eco-Logic Awards ceremony for 2013 took place on
Thursday, 26 September at Maropeng in the Cradle
of Humankind, Gauteng.
Hosted by The Enviropaedia, in association with
SABC3, the glittering event focuses on Eco-Logic –
a mindset and value system that goes beyond products and
manufacturing to include how we run our businesses; how
we live in society and our communities and the application
of natural law to our politics and economy.
The Eco-Logic Awards was first launched in 2011 to
extend the influence of The Enviropaedia publication,
websites and the “ethical consumer” campaign. The
awards identify and give recognition to those individuals,
organisations, products and services that are making a real
and measurable difference in creating a more sustainable
world to live in.
The winner of the Eco-Youth Award is Birches
Pre-Primary School
Birches is a small Eco-school in Pinetown. Struggling
financially over the years; the school made a determined
effort to become environmentally self-sustainable. The
environmental initiatives implemented at the school have
included: recycling; water harvesting and reuse; food
gardens and fruit forests. Whilst it has taken 20 years of
ongoing dedicated and intelligently applied effort, in an
exercise done recently in Grade R; the students confirmed
Birches Pre-Primary School principal Scilla Edmonds
(left) and Zanele Masuko of Pick n Pay
that as a result of all the work done, they can now live on
the premises comfortably and sustainably as if it were an
island – for the rest of their lives.
The other finalists considered for this award were Bodado
Production and Projects, the City of Cape Town – YES
Programme, Generation Earth-St John’s School and
Uvuyo Trading.
Says David Parry-Davis, editor of The Enviropaedia and
co-host of the Eco-Logic Awards: “The entries this year were
of a very high quality and it was a tough judging process to
decide on a winner for each category. The 2013 Awards
included new categories (such as the Municipality category),
networking events and sponsors and we are growing at a
faster pace than we initially envisaged. We are proud to be
part of this thriving Eco-Logic community and look forward
to 2014.”
Andre Nel General Manager Sustainable Development said,
“Sponsoring the Eco-Logic Youth Award is a privilege for Pick
n Pay. We are deeply committed to raising sustainability
awareness with young people. We incorporate environmental
and sustainable education in our Schools Club programme,
which reaches more than 1,8 million learners every year,
while our Kids in Parks programme has to date allowed
more than 40 000 learners from previously disadvantaged
areas to visit our country’s magnificent national parks, to
experience the majesty of nature and learn about the
importance of conserving our environment.” l
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