With two months of freedom from exam papers and classes ahead of them, many Matriculants and students are wisely opting to use their time to gain some cash and experience. But there are ways to turn a summer job into more than the sum of its parts – to not only earn an income, but also to ensure that you enter the new year wiser and more empowered, an expert says. “Getting a summer job is a great way to spend the holidays, and it can help open doors for you in future when you can use it to demonstrate that you have gained experience and handled your responsibilities well in the past,” says Zabo Mhleli, Team Leader in the Student Advisory Department at Oxbridge Academy, which serves more than 20 000 South African distance learning students every year. “Young people often complain about the catch-22 of needing experience to get a job, and needing a job to get the experience that employers want. With a summer job, you can get a foot in the door at junior level and, just like with capital gains, you can build on this experience with every new job or responsibility you take on. Down the line, when you want to apply for your first big job, this will put you in a much better position than someone who was committed to holidaying during the holidays, and who now needs to try to land a job with zero experience,” he says. Mhleli adds, however, that those opting to gain experience need to use the time wisely, and not just rock up for work, do the job, and go home. “This is a wonderful opportunity to build a portfolio of experience, with concrete evidence to demonstrate your track record,” he says. It goes without saying that young people should get the basics right: being on time, being neat and presentable, and performing their responsibilities to the best of their ability. But more than that, some strategy can go a long way in making your holiday job a legacy project. Here are some strategic tips to take into account: 1. FIND A JOB THAT HAS SOME . . .
There are some interesting movies depicting robot-like creatures that go about their daily lives without any comprehension or thought of why they are behaving the way that they are. They automatically react to the stimulus around them and are not programmed to make their own, and perhaps better, choices. In much the same way, how many of us live our lives in reaction-mode, unaware of what we are feeling and why we are negatively influencing our relationships, work environment, productiveness and happiness. “Emotional intelligence is our capacity to be aware of, control, and express our emotions, and to handle interpersonal relationships judiciously and empathetically. Mastering emotional intelligence skills puts us back in the driving seat – the control panel, if you will – of our own lives, and it is essential if we are to enjoy happier, more fulfilled lives!” says Cindy Glass, Director and Co-founder of Step Up Education Centres. Cindy highlights how having strong Emotional intelligence skills could benefit your daily life: You will benefit from stronger, more uplifting personal relationships Assist you in becoming a better leader They can help you cope more effectively with conflict Reduce stress and anxiety and significantly increase self-respect and self-value Overcome the inevitable challenges of life “Emotional Intelligence skills include self-awareness, self-regulation, motivation, empathy and social skills. If we consider that every choice we will ever make is based on how we feel about ourselves as a person, and every choice that we make will have a non-negotiable consequence, it stands to reason that it is essential that we master the essential skills of emotional intelligence” Cindy adds. Here are some of Cindy’s essential tips to boost your emotional intelligence skills: Own yourself! Recognise your strengths and weaknesses. Acknowledge and embrace your (inevitable) mistakes as learning opportunities! Stop blaming . . .
The 80/20 Mindset E-course launches today, and promises to teach Millennials how to work less and achieve more in business, while sidestepping pressing workplace and career woes. Rugby icon Bob Skinstad and Richard Koch, bestselling author of the 80/20 Principle, have teamed up to create the first official e-course on 80/20 practice. The launch happens on the back of The 80/20 Principles 20th anniversary year, a milestone for advocates of the mindset. Now this global first is set to launch on Black Friday, with the special introductory entrance free lasting all the way to Cyber Monday. When asked what his motivations were for working on the e-course this year, Skinstad said, “The 80/20 Principle played a critical role in my own personal development. Hearing how Millennials were struggling with things like decision-making, communication and work-life balance during my corporate talks - inspired me to approach Richard last year. I knew if we could combine storytelling with modern media and e-learning, 80/20 practice could reshape lives, even entire businesses.” Bob Skinstad is a fierce practitioner of The 80/20 Mindset, and has used it to succeed in sport and business – transitioning from being an ex-Springbok Rugby Captain to a highly successful entrepreneur, business personality and international speaker. Skinstad’s aim is to help career-stalled Millennials navigate the unstable and ever-changing modern workplace, using the 80/20 rule in day-to-day business. As a speaker, his vision is to bring the 80/20 Mindset to brands in search of engaging corporate e-learning experiences that will inspire and energise their employees – first with a dynamic presentation, then with the online e-course. With contributions from legendary sporting personalities, he presents the 5-module video e-course using personal stories and anecdotes from his own life, with animations to illustrate the lessons he teaches. After the e-course, students will enjoy being part of . . .
Many of us are familiar with Cliff Richard’s classic Christmas song, ‘Mistletoe and wine’. The chorus goes something like this: “Christmas time, Mistletoe and wine, Children singing Christian rhymes. With logs on the fire and gifts on the tree, A time to rejoice in the good that we see.” Christmas time is a few weeks away, department stores have been suitably decked out for over a month, and thousands of children are dreaming of family gatherings, delicious food and, of course, Santa Claus! “Christmas time is associated with the buying of gifts and it, not unlike a shark feeding frenzy, elicits a culture of must-buys and massive overspending. Unfortunately, gifts are equated with stuff – toys, gadgets, computer games – the options are endless. This ‘stuff’, in turn, is temporarily exciting to receive but that joy is short-lived and soon, more stuff is demanded in order to fill the hole that is left. ‘Stuff’ does not provide lasting fulfilment and long-term happiness!” says Cindy Glass, Director and Co-founder of Step Up Education Centres. Cindy adds, “Think about it for a moment: Our children are being starved of positive human connections, uplifting fulfilling experiences and the opportunity to grow into leaders who embrace life to the fullest! It is time for a change of mind-set when it comes to defining what gifts best serve our children during this holiday season.” Cindy offers a few novel, cost-effective gift ideas to consider: 1. GIVE THE GIFT OF TIME: Your children value your time, your encouragement and your engagement in their lives way more than a gadget! By giving of your time, you give them a part of yourself! In addition, you are better able to provide a sincere, non-judgemental ear to listen and understand. 2. GIVE THE GIFT OF GIVING: Use this time to involve your children in choosing interesting gifts, wrap them with love and give these to the less fortunate. The very act of giving joy to others gives priceless joy to . . .
Imagine that you are observing from the side of a swimming pool and are watching children learn how to swim. As you watch, you notice the different variety of abilities, confidence levels and fears that they display in the water. Some children seem to grasp these new skills with ease while others seem to struggle and need a bit of extra assistance and encouragement along the way. With a swimming gala looming ahead, the decision has to be made as to who is competent enough to compete at the next level, and who may need extra practice in mastering the skills that are needed. “In a scenario such as this one, it is without a doubt that any child who has not sufficiently mastered the skills at this level will become more fearful, less confident and progress slower if they were forced on to a more challenging level. They may even risk drowning in the process!” says Cindy Glass, Director and Co-founder of Step Up Education Centres. She adds that while learning to swim is not quite the same as learning to read, write and progress academically, the principal of learning any new skill is the same. “It is best to achieve sufficient mastery of each level of study before progressing to more challenging levels of learning.” Sadly, for generations, the need to repeat a school grade has been classified as a failure, leaving scores of parents and learners struggling to embrace the idea of repeating a grade to better master the necessary skills needed for the next level! “Yet, forcing a child, who is not ready, into the next grade could have a significantly negative impact on the child’s self- esteem and, worse, it could slow the learning process or even stop it altogether as the child’s struggles worsen with the pressures of the new grade!” Cindy explains. Cindy gives the following advice to parents facing the decision of whether to allow their child to repeat a grade or not: Repeating a grade is NOT a failure. It is an opportunity for a struggling learner to better . . .
Port Elizabeth, 10 November 2017 -- Four students from Nelson Mandela University’s (NMU) School of Language, Media and Communication were selected to participate and represent South Africa at the International Youth Organization Forum & Beijing Youth Camp from 25 to 31 October in Beijing, China. Earlier in October 2017, the students were appointed by the Industrial Development Corporation (IDC) and BAIC South Africa for a one year graduate internship programme in the stakeholder communications and community relations department of BAIC SA in Port Elizabeth. The four students emerged the top of their game following rigorous assessment and screening for the workplace learning programme, which is kicking off on a high note through a 10 day international trip in the first month of the internship. “The aim of the youth forum and youth camp was to enhance communication, co-operation and friendship among international youth organisations, particularly South Africa and China. The invitation was extended by the Beijing Youth Federation, convener of the forum and youth camp. It provided a platform for knowledge exchange and future cooperation,” said Gary Yang, BAIC SA head of marketing and product planning. Yang noted that BAIC is committed to youth development and committed to ensuring that the developmental imprint of the BAIC SA investment in Nelson Mandela Bay has “a rippling and multiplier effect into communities, including youth and student communities.” At the forum and youth camp, the Nelson Mandela Bay student delegation presented to attendees on youth and technology in South Africa. The main focal point of their dissertation was, the aftermath of technology into the South African education system. Sharnadé Mc Kerry (22), who is studying towards a BA Honours in media studies, said her experience in China was amazing. “I learned a lot about Chinese culture and the vast cultures of the 35 countries who attended the International Youth Forum and . . .
Growing up in Merebank outside Durban, close to Engen Refinery, Tevin Richard dreamt of becoming an engineer and being able to change his world for the better. Tevin attended Merebank Secondary School where he found that “maths and science just made sense” and discovered that these subjects - in which many struggle - were fun and exciting to him. Tevin’s father - a supervisor at Mondi Papers - and his stay-at-home mum encouraged Tevin to excel in his favourite subjects. “I managed to play soccer and cricket and volleyball, so it wasn’t all work,” Tevin acknowledges, “but often my mum would have to get me to stop studying and just chill.” It was this work ethic that lead him to attain an Engen Study Bursary, without which - he believes - his parents would not have been able to afford the high cost of his and his sister’s tertiary education. Tevin’s path to receiving the bursary was set over his last three years of secondary school, when he dedicated his Saturdays to attending the Engen’s Maths and Science School (EMSS) Programme hosted at Fairvale Secondary School in Wentworth. At EMSS Tevin discovered how maths and science can open up a whole new world, and in his final year, he was the top student on the EMMS Programme. On completing his matric, he applied for and received an Engen Bursary to study towards a B.Sc. in Chemical Engineering at the University of KwaZulu-Natal. As part of the bursary programme, Tevin partook in vacation work at Engen which provided him with invaluable work experience and an income whilst completing his degree. Having graduated from university at the end of 2016, he joined Engen’s Graduate Development Programme, working at the Engen Refinery in the Process Technology Department. Tevin has since taken to working life seamlessly and has found working on new products and processes to be hugely exciting. “Putting the theory into practice has been very rewarding, as has looking for new ways to solve problems and working on . . .
07 November 2017: South African Student Wins Top International Award in Berlin, Germany • 25 Green Talents 2017 awarded in Berlin • South African winner among this year’s “Green Talents” • 260 attendants at biggest Green Talents Alumni meeting to date • Alumni Survey demonstrates that the award positively influences the career of scientists awarded as “Green Talents” Johannesburg, “International Forum for High Potentials in Sustainable Development” culminated in a festive award ceremony. Matthias Graf von Kielmansegg, General Director “Policy Issues; Strategy; Digital Transformation” at the BMBF, honoured 25 young scientists from 21 countries. This year’s competition attracted 602 applicants from over 95 countries. For the first time Egypt, Fiji, Iraq, Slovakia, Sweden and Uganda are among the Green Talents winner countries. A high ranking-ranking jury of experts selected the most outstanding ‘green’ visionaries, who come from an impressively wide range of academic research areas with diverse achievements. Conferred under the patronage of the German Research Minister, Professor Johanna Wanka, for the ninth time. The award provides young researchers with a platform for sharing their views on green concepts to make our world a better place. Megan Lukas, 34 from Cape Town conducted her PhD in Environmental Geographical Science at the University of Cape Town where her research focused in Human Connection to the Environment in an under-resourced township setting regarding pro-environmental behaviour, sustainable living and place attachment. This year’s focus is on “Sustainable Production and Consumption”. The two-week science tour provided the Green Talents with insights into the German research landscape and with the opportunity to meet leading experts and visit some of the most renowned research institutions in the focus area, including the German Remote Sensing Data Center (DFD), the Fraunhofer Institute for Solar Energy Systems ISE, the Institute for . . .
Emotional Intelligence is like freshly-squeezed orange juice! When you squeeze an orange, you expect orange juice to flow out of it. You wouldn’t expect to find grape or peach juice inside an orange because an orange only has orange juice to give. Human behavioural choices are based on what we have inside to give – much like that orange. “What we have inside is based on how we feel about ourselves as a person. And… how we feel about ourselves as a person influences every choice we make!” says Cindy Glass, Director and Co-founder of Step Up Education Centres. She adds that every choice that we make defines the path of our lives! “All negative behaviours are based on fear, low self-esteem, self-defeating and destructive self-talk and low self-value. Consider, for a moment, how nobody, who values and respects himself would want to hurt another! The very act of self-value and self-respect ensures that he will give that out to others! This is the reason why it is so important to teach and enhance emotional intelligence skills in our children!” Emotional intelligence is self-awareness, self-regulation, motivation, empathy and social skills all packed into one. Cindy adds that children who master emotional intelligence skills become better leaders, study more effectively, enjoy more fulfilling relationships with others, are better able to retain information, have better concentration skills and live happier more fulfilled lives. “In fact,” she says, “Schools who teach emotional intelligence skills even have fewer bullying incidences and learning for all is more exciting, creative and effective!” She gives parents and caregivers the following tips on how to enhance a child’s emotional intelligence skills: 1. Communication is key. We need to talk to our children about their emotions and listen sincerely to their answers… without judgement. This will help them become more aware of how they are feeling and, with your encouragement, they will find more positive . . .
Afrika Tikkun is an established global non-profit organization with a focus on the African continent and the core brand belief that every young person has the potential to change the world. Here we take a more in-depth look at the lives of three young people that Afrika Tikkun is helping shape into tomorrow’s productive citizens through their 'Cradle to Career' model, which currently supports over 12 000 individual beneficiaries from early childhood development through to job placement. Afrika Tikkun’s Cradle to Career model has three core programmes: The Early Childhood Development centres are state-of-the-art facilities with a curriculum that produces school ready children. The Early Childhood Development programme is a four-year plan that starts age two and continues to Grade R, which follows the national curriculum. Throughout the programme children are cared for and supported through activities that assist in developing cognitive, physical and emotional skills, as well as improves the health and wellbeing of children through adequate nutrition, and ensures age-appropriate computer skills development. Kgopi Setsiba (5) started attending the ECD programme at the age of three and soon after starting was interacting with her classmates and participating in activities quite nicely, but in 2016 that changed. Kgopi lost her mother and she started to isolate herself in class, she lost enthusiasm for the programme and refused to take part in activities. With the help of her teacher, a social worker and her family Kgopi received the psychosocial support she needed and has since returned to her old self. She has shown tremendous development emotionally and her confidence has grown. Her teacher credits much of her confidence to her love for music and dance, “Kgopi is probably the best dancer in our ECD” she proudly said. The Child and Youth Development programme works holistically towards changing the environment in which young people aged seven to eighteen . . .