“I’ve been called a ‘networking guru’ by one of South Africa’s leading financial magazines , which made me proud, and a ‘personal brand expert’ by one of South Africa’s largest radio talk shows, which I think is cool because I may be the only former regulatory bureaucrat to also be a business author”, says Karl Smith. Ask him about business networking and you’ll get a mile-wide grin, crackling energy and a lively discussion of how networking can make every facet of career and business more engaging, fun and successful. For the very first time, he will be appearing in Harare, Zimbabwe from 1st to 2nd September 2014 to present at a national sales conference. Ask him about why business networking is so important and you’ll get a detailed response: “I think that most professionals and entrepreneurs understand at some level the wisdom of the adage, ‘It's not what you know; it's who you know and whether they know what you know’. Indeed, building the right professional relationships is critical for business and career success. Why? It’s the best professional tool for people who want to get up to speed in a new job fast, get the job done, get behind organizational initiatives, get the most from conferences and meetings, get the business, get a job, get a promotion and get ahead. And on a macro level a wider and deeper network of alliances can help companies across industries to be profitable. They can deploy their network to raise the company’s industry profile, lower its costs, boost its efficiency and differentiate itself. However they need to ask the big question: How do we make our entire portfolio of networks work for us, to give us advantage, given our strategy and the industry?” Smith is on a mission to kill the cocktail function image of networking which is often characterized by the meeting, greeting and business cards ritual. Smith says he’s been polling audiences for years on the issue of networking functions and business cards. He asks audiences: . . .
If you are planning of taking a year off from core academic studies, the Gap Year Course offered by The Hurst Campus can benefit you in a number of ways in creating a enhanced career path. Being a passionate culinary institute in South Africa, its Gap Year Classes can broaden your mind with all the required skills to be a professional in the hospitality and tourism industry. Starting in July 2014, the Gap Year Course is targeted at students with the desire to have a rewarding career as a professional chef. The 15 Months Advanced Food and Wine Diploma Course will welcome all the talents from various parts of the world to polish their culinary skills guided by experts with years of experience in this arena. The institute is well reputed among its competitors because they teach classic French technique to create modern new dishes. In addition, the curriculum of the Gap Year Course will comprise of theoretical learning, detailed discussions and hand-on training to brush up those with basic skills and allow the learners to comprehend the entire subject in depth. The institute’s main intension is to equip all aspiring students with the talent and proficiency that potential employers look forward to having in their kitchens. By imparting the skills, experience and knowledge to prepare menus and to work with the highest standards, graduates from the academy will be easily employed among renowned industry leaders. To guarantee job creation, The Hurst Campus maintains superior relationships with a number of hospitality and chalet companies, from across South Africa and abroad. Thus, the academy invites those with talen to turn their dreams into reality by joining their Gap Year Course, starting soon Author: isha soni from The Hurst Campus. More Info link: http://www.thehurstcampus.co.za/courses/gap-year-courses Images: For high res version/s of One image/s please contact: The Hurst Campus. CLICK HERE to submit your press release to MyPR.co.za. . . .
26-06-2014 | Johannesburg | MGLI Bring our South African girls now! The World Cup has seen its fair share of drama, from cannibalism to shock defeats. Brazil has been the epicentre of the world’s attention as nations battle it out for soccer honours. Now to divert your attention from the “so-called” beautiful game, I hereby re-announce the imminent arrival of maths geeks from all over the world to participate in the annual International Mathematics Olympiad (IMO) to be held at the University of Cape Town (UCT) from 3 - 13 July. Now this is the world cup of mathematics that will see geniuses going head to head for maths bragging rights. The South African team is ready to take on the world and I hope that, like in soccer home advantage will favour them. I am not sure how but am crossing my fingers that our South African geniuses will not perform dismally like Bafana Bafana in 2010 (Specifying 2010 is for delimitation of scope as Bafana Bafana are known to be perennial strugglers). The IMO is a problem-solving contest for high school learners, held in a different country in July every year. The first IMO was held in Romania in 1959, with seven countries taking part. Today, more than 100 countries take part, representing over 90% of the world's population. The IMO is the oldest, biggest and most prestigious of all the international science Olympiads. 2014 is the first time it is being held on African soil. The 2014 IMO is presented by the South African Mathematics Foundation (SAMF) and will take place at the University of Cape Town. The event is endorsed by the Department of Basic Education and the Department of Science and Technology of the Republic of South Africa. The South African team is composed of: - Tae Jun Park, Grade 11, Rondebosch Boys' High School in Cape Town - Sanjiv Ranchod, Grade 10, Westerford High School in Cape Town - Bronson Rudner, Grade 10, South African College High School in Cape Town - Robin Visser, Grade 12, St George's Grammar School . . .
New York professor blames technology and hip hop for literacy decline “I am alarmed by the adamant attitude of some African people of all walks of life in opposing literacy acquisition in the mother tongue,” says Associate Professor Immaculee Harushimana, of Lehman College at the City University of New York and part of an expert panel discussion on literacy strategies at the upcoming African EduWeek in Johannesburg in July. She continues: “I would expect people to realize how poorly equipped elementary teachers are to impart literacy in foreign languages to children who may not have an opportunity to discover the authentic language outside of the classroom. It is simply unfair to expose young children to a language that they cannot practice at home or in the neighborhoods.” Literacy under siege globally The Burundi-born literacy educator adds that “I regret to state that literacy is under siege on a global scale. I am extremely concerned about the poor quality of reading and writing that I note among university students across the board, whether they are reading in their first language or not! Several factors are at the origin of the literacy decline, including technology, hip hop culture, and linguistic liberalism.” She says “my major argument is that the proliferation and ubiquity of technology in the world has reduced young generations’ interest in reading for depth and enjoying talking and writing about readings. The popularity of hypertexts has significantly reduced the intellectual curiosity as one reads. Hip hop culture is another major disruptive force when it comes to conventional literacy acquisition by new generations.” Mother tongue education Dr Harushimana is part of a panel discussion at the upcoming African EduWeek on “best skills/practice to teach literacy in any language”. “My message is simple, loud and clear”, she notes, “let us teach our children to love themselves and their heritage first before we introduce them to the . . .
Top 100 scarce skill occupations in South Africa by Sharon Snell A list containing the top 100 occupations in South Africa that are in short supply has been released for comment by the Department of Higher Education and Training. This list, which will be updated every two years, will be used to inform South Africa’s human resource planning and funding allocation, programme development, and immigration strategies. The provision of education and training in South Africa has not been aligned with the needs of the economy and that of society. South Africa’s growing skills crisis has been highlighted in many publications and this has been identified as an impediment to growth and development, as well as service delivery. The purpose of the top 100 list is to inform: o human resource planning and development; o resource allocation and prioritisation; o the development of relevant qualifications, programmes and curricula; and o international recruitment strategies. Sandra Dunn, INSETA CEO welcomed the gazetting of the list and said that it had been compiled from a wide range of information sources which included INSETA’s Scarce and Pivotal Skills Lists. Occupations that are scarce in each of the 21 sectors represented by the SETA’s were taken into account in compiling the list. However users must bear in mind that more points were awarded to an occupation if it was identified across a number of sectors as scarce, and had also been identified in other documents like the National Development Plan (NDP); The Department of Labour’s Job Opportunities and Employment Report (JOUR); and Career Junction’s Salary and Wage Report. It is not surprising to see scarce insurance sector professions like Finance Manager, ICT Systems Analyst, Actuary and Financial Investment Manager make the top 100 list, as these are professions that are in high demand in the broader financial sector. SETA’s will use the list to guide their funding allocation for bursaries, . . .
African EduWeek to showcase latest classroom technology in July “If I had had this technology when I was still in school, I would probably have become a heart surgeon,” says 22-year-old Kyle Williams, IT specialist at Edit Microsystems, who provides onsite support to the Athlone School for the Blind in Cape Town. Kyle is visually impaired and a former pupil of the school and currently assists the learners and teachers of the school to use 44 new BrailleNote Apex computers. Says Kyle: “what we are currently doing is revolutionising education and learning for those with visual impairments, making education and studying much easier. It is 99.9% similar to a laptop with a daily planner, access to email and internet. There is a media centre for radio, a scientific calculator and a built-in chat function.” The BrailleNote Apex has a braille terminal and at the school is connected to a computer screen for the teachers to follow what the learners are doing. It can also be connected to a smart phone. This technology will never replace braille The Athlone School for the Blind principal Fletcher Fisher says: “we received a big donation from the Western Cape Education Department when we received 44 braille computers for our learners. The BrailleNote Apex is very expensive but it is going to change the face of education for the visually impaired in South Africa.” He explains that learners no longer have to carry around enormous braille books and the traditional, heavy Perkins braille typewriter. With the braille computer, all the work can be uploaded electronically. He adds: “whatever the learner is typing the teacher can read on the computer monitor. This way the teacher can help the learner immediately during the lesson. “ Principal Fletcher continues: “one thing that I must emphasise, this technology will never replace braille, you need to be braille literate. Braille will never be made redundant. This technology will simply enhance the braille skills.” The . . .
“Interactive conference and expo to empower through technology and interaction” The annual SABC Education African EduWeek is expected to gather some 2000 teachers and education professionals from 10-11 July at the Sandton Convention Centre in Johannesburg for an interactive conference and expo that will empower them through expert talks, introductions to classroom technology and interaction with their peers. Says African EduWeek event director Tanya Jackman: “we’re very proud of our speaker line-up that offers inspirational messages, best practice sharing and success stories from South Africa, the continent and further abroad. The African EduWeek conference sessions focus on challenges and breakthroughs in Basic and Higher Education, Technology in the classroom and Inclusivity.” She adds: “teachers will also be able to attend free, practical and hands-on workshops which train and enhance their teaching skills in the classroom and enhancing the learning experience of their students. They will also focus on the issues which teachers face every day such as overcrowding, safety & security, teaching in a school with a multitude of languages and lack of infrastructure.” Integrating technology into teaching Many well-known suppliers to the education sector are supporting the event, particularly Intel who is the diamond sponsor. Says Andre Christian, Education Business Development Manager at Intel: “There is a need to ensure teachers are able, skilled and confident to teach using technology. Integrating technology into teaching and learning has the potential to enable equal access to quality education resources. If we want all the children of South Africa to have access to quality education, it implies that they should have access to technology to enable this engagement.” Other sponsors are Pearson, Samsung, Dell and Compute. Some African EduWeek conference highlights: Opening session: Chairman: Graeme Bloch, Independent Education Specialist • . . .
“What do you want to be one day?” This question can be extremely overwhelming for many Matric students who haven’t quite figured out what they want to do when they leave high school. How many students are able to confidently answer that question with their 5-year plan? “Do you want to run your own business one day?” Some students are exceptionally excited about the prospect of running their own business and being their own boss, however, others are very hesitant and would rather not take on that daunting task. South Africa has a record-high unemployment rate of 36.7% of the labour force (Statistics South Africa, Quarterly Labour Force Survey 2013) and 6 million unemployed graduates. These graduates have completed their degrees and can’t find employment. The reality nowadays is that no one is guaranteed a job. Raizcorp, a business built solely on entrepreneurship principles, wants to change this problem into a solution. They want to promote entrepreneurship as a career choice and get the youth excited about being entrepreneurs, opening their own businesses, creating more jobs, and building South Africa’s economy. Raizcorp developed the BizCamp Programme to help equip the youth with the knowledge and skills they need to become entrepreneurs and solve South Africa’s problems. The programme aims to acquaint high school students with the realities and opportunities of starting their own business, while also building an understanding of how entrepreneurial thinking can be applied to everyday life. The Deutsche Internationale Schule Johannesburg was the first school to take part in Raizcorp’s BizCamp Programme. A school motivated by the success of their students, the Deutsche Internationale Schule Johannesburg jumped at the opportunity to provide their students with a real-world experience that would be the stepping stone they need to excel in life after high school. Eighteen Grade 12 Business Studies students from the school were selected to join the programme. . . .
03 June 2014 | Johannesburg | MGLI “South Africa's ranking as worst in the world for its maths and science education is "a state of emergency", the opposition has said. The Democratic Alliance called for a full skills audit of all maths, science and technology teachers”, wrote a BBC correspondent. This calls for all maths and science education stakeholders in the country to get together and formulate a proper way of evaluating progress that is not biased and value-laden and not be quick to adopt poorly formulated foreign reports that do not add value to the country’s well-being. The controversy is as a result of the World Economic Forum (WEF) on ICT readiness of countries. Maths and science have been the trending topics for the last few days across South Africa as a result of the WEF report. I will not dwell on the authenticity of the report, but as a matter of opinion I am inclined to say it has serious flaws and is not representative of what is happening on the ground as no education practitioners were surveyed, no tests or challenges were presented to learners to prove their knowledge level and the study was more of a sentiment analysis among business executives who have no idea of what is happening on the ground. A report that gives a better indication of performance is the Trends in International Mathematics and Science Study (TIMSS). According to Wikipedia it is a series of international assessments of the mathematics and science knowledge of students around the world. The participating students come from a diverse set of educational systems (countries or regional jurisdictions of countries) in terms of economic development, geographical location, and population size. In each of the participating educational systems, a minimum of 4,500 to 5,000 students are evaluated. Furthermore, for each student, contextual data on the learning conditions in mathematics and science are collected from the participating students, their teachers and their principals . . .
03 June 2014 | Johannesburg | MGLI Feel it! It is here. This is a statement that invokes memories of 2010 when South Africa hosted the football World Cup. Every South African knew about it and did something about it by participating one way or another. Fast forward to 2014 and the first ever International Mathematics Olympiad (IMO) competition is being held on African soil and very few people know about it. The maths geniuses from all over the world are descending on Cape Town in July yet there is a deafening silence with regards to the event. The 55th International Mathematical Olympiad will be held in Cape Town, South Africa, from 3 to 13 July 2014. The IMO is a problem-solving contest for high school learners, held in a different country in July every year. The first IMO was held in Romania in 1959, with seven countries taking part. Today, more than 100 countries take part, representing over 90% of the world's population. The IMO is the oldest, biggest and most prestigious of all the international science Olympiads. The 2014 IMO is presented by the South African Mathematics Foundation (SAMF) and will take place at the University of Cape Town. The event is endorsed by the Department of Basic Education and the Department of Science and Technology of the Republic of South Africa. The event serves as a platform for South African learners to benchmark their performance against international standards. It is paramount that the event be publicised so as to motivate learners and teachers from previously disadvantaged backgrounds to take up the challenge to form maths Olympiad clubs in their schools and communities. This could be the trigger for a mathematically savvy country if marketed to all strata of the South African population. The current silence about the Olympiad is shocking considering the country’s dismal ranking in mathematics and science. Not enough has been done to publicise the event. In a survey conducted by MathsGenius Leadership Institute . . .