St Mary’s Foundation fosters the holistic development of students Female participation in sport advances gender equality and the empowerment of women and girls. St Mary’s School Waverley recognises the physical, emotional, social and educational benefits of sport that continue into adulthood. However, many young children are excluded from the opportunity to play sport due to lack of resources or access to quality sport programs. Overcoming hurdles Panashe Sithole and Sasha Dikotla are champions in the making through St Mary’s Foundation scholarships. These scholarships have afforded the girls the opportunity to not only receive a world-class education but also top-class sport training allowing them to develop in all aspects of life – beyond the impact on physical well-being. Empowered to succeed Studies show women’s participation in sport is an important social and economic empowerment tool. Through sport, women acquire social skills, develop a sense of identity and access new opportunities to become more engaged in school and community life. Sport also serves to improve and drive academic excellence and critical skills necessary for success in the workplace. Research shows 94% of female senior executives played sport – suggesting a strong correlation between success in sport and in careers later in life. Building champions Sport also promotes psychological wellbeing through self-esteem and confidence building. It reduces stress, anxiety and loneliness. This is particularly important as rates of depression among women are almost double those of men in both developed and developing countries. Children who participate in sport receive praise and encouragement from coaches, parents and team members, which helps to build self-confidence. They also learn to trust in their abilities, accept criticism and grow. From barriers to benefits The two passionate scholarship recipients at St Mary’s Waverley believe women aren’t given enough credit . . .
You’ve heard it before: bookstores are shrinking; magazine sales are plummeting. E-readers and video are more prolific and accessible than ice in the freezer. The important question is, why? It’s not as simple as ‘digital is everything’. There’s a second element at play that’s at the core of the unthinkably rapid digital movement: people absorb information better as multimedia. Generation Zs are the driving force behind the adoption of information beyond the physical page. It seems they’re onto something: studies confirm that learning in visuals allows us to retain information better. Not only is the information retained better, it’s absorbed quicker in the first place. Experts predict the human eye can register up to 36 000 visual messages in just an hour, and that visuals are processed sixty times faster in the brain than text. #NewSchool So while doomsday preppers criticise the reduction in paper and adoption of visual information processing, Generation Zs are likely learning quicker and more effectively than generations before them. In light of this trend, it makes sense that classrooms and learning environments are being reimagined to facilitate visual learning. It’s not only individual device-driven learning that’s taking over – it’s the reinvention of communal learning equipment too. Digital, interactive whiteboards are the new kid in the classroom, being rolled out by schools looking to future-proof their learning environments. Keep ‘em engaged These interactive devices are the educational solution to the most commonly asked question by school management: how do we relate to Generation Z and keep them actively interested in what they’re learning? Luckily for those having to play catch-up quickly, digital whiteboards were made to keep learners engaged. The combined sound, video and text formats possible when teaching with interactive whiteboards is a unique cocktail of multimedia that enhances cognitive stimulation. Studies reflect the . . .
Sk8 for Gr8 and Imagnary House are adding colour to the future of South African youth, and you can help. On the 17th of June 2017, Sk8 for Gr8 is collaborating with Imagnary House to bring the ‘Add Colour’ campaign to life. The ‘Add Colour’ campaign is about encouraging design thinking and entrepreneurial skills in South African youth by using the arts. Having partnered with the City of Cape Town, this campaign will begin in Atlantis with a collaborative mural, being created by Liebet Jooste of ‘Liebetland: A Colouring Book’ (published by Imagnary House). Jooste will create a mural outline inspired by both the children in Atlantis and her imaginative world of Liebetland, where anything is possible, in an effort to uplift both the area and the youth’s knowledge about illustration and design. The children themselves will be the ones who add colour and make it come alive. Sk8 for Gr8 will also be tutoring the children in design thinking and encouraging them to use this opportunity to broaden their horizons and consider a wider career path. Where you can help: For the mural in Atlantis, there are a few items that are needed in support. To purchase these supplies, the ‘Add Colour’ collaboration is running a crowdfunding campaign. In particular, money is getting raised for these items: Black and colour wall paint Paintbrushes Stationary packs Colouring-in books (Liebetland: A Colouring Book) This where you come in. If you’d like to help support the ‘Add Colour’ crowdfunding campaign, click through on the link provided. For each child to be given a colouring-in book and stationary pack, 50 books need to be bought in aid of the campaign. Please join the ‘Add Colour’ collaboration and the City of Cape Town in celebrating the bright future ahead of our local South African youth. CLICK HERE to submit your press release to MyPR.co.za. . . .
Waiting to receive your child’s school report can be much like waiting to see if you have won the lotto! If you are already aware that your child is struggling at school, you may be preparing yourself for a no-win, while hoping that your fears will not materialise! In so many cases, the report card is feared and the anticipation of perceived failure is a source of extreme anxiety and stress for the parent and the learner. Cindy Glass, ex-teacher and Owner of after-school remediation franchise, Step Up Education Centres offers the following tips to parents on how to deal with a disappointing report: Take a deep breath: Panic will open doors to actions that you may regret later. Remember, whether your child shows it or not, he is most likely going to be fearful, embarrassed or ashamed. Some learners may be gearing to defend themselves by crying foul, blaming teachers or others and behaving badly. In that moment, it simply is what it is. The fact that a problem exists has been made clear. An angry or emotionally negative response will not change the results. There is only ONE thing that you can do and that is to seek positive solutions. Take the report card seriously: Academic results give you powerful clues as to how your child is coping at school. Poor results are often an indication of a greater problem and all results need to be taken seriously. As people, we aim at achieving what we believe we deserve and what we believe we deserve is based entirely on the sense of self-value and self-esteem. Learners who have poor self-esteem and low self-confidence tend to spiral downward when it comes to academics. Every child cares about his ability to achieve success – whether he is willing to admit this to himself and others or not! Struggling learners inevitably ‘bash’ themselves. This inescapably damages their sense of self-worth. Poor academic results require intervention, not punishment. Punishment simply reinforces the child’s negative self-worth and is . . .
Children travelling to and from school will be safer in several communities adjacent to the N4 highway. This is because the safety of children on roads around schools is at the heart of Bakwena’s Safe to School project. Bakwena’s Charmaine van Wyk says the Safe to School pilot project is just one of many community corporate social investment (CSI) projects initiated by Bakwena within communities along its toll routes. “With the Safe to School project, we are committed to ensuring the safety of children in the Bapong, Modderspruit and Majakaneng communities, which are located adjacent to the N4.” Amongst its objectives, the Safe to School project intends to reduce the speed of vehicles on roads around the schools; improve the safety of children crossing roads near to schools; encourage children who walk or cycle to school to use safe routes; improve the safety around school entrances so that children can be dropped off and picked up safely; and improve the safety of children being driven to school. Van Wyk says in addition to making life safer for the children, Bakwena aims to create general awareness on the importance of road safety. “The first phase of the project – which includes training of the project staff, sharing the project concept with schools, training of Disaster Team and Road Safety Officers using Global Road Safety Partnership (GRSP) Safe to School Safe to Home, and data collection will be complete by end of June 2017. Phase 2 of the project will commence after the July School holidays, with education activities for learners and the community as well as enforcement activities and infrastructure provision and maintenance. Van Wyk says a Steering Committee comprising school and community members as well as other stakeholders was established on 10 May. “Once the data collection is complete, community workshops will be held to share the information and get feedback from the communities with a view to drafting a business plan. “This is . . .
As Boston Global Institute Consultancy & Education (BGI) expands its horizon and defy borders, its mission is to provide support to students, schools and professionals in their endeavors by offering world class guidance. As a necessary step to becoming world-class, BGI has rebranded but maintains its goal to provide its customers’ needs. As we expand our horizon, Boston Global Institute Consultancy & Education provides services such as a range of programs tailored to international students, business and individuals’ needs; IELTS, TOEFL, GMAT, GRE and SAT reviews; Professional Development Program; English and Foreign language programs such as English, Mandarin, Arabic and Spanish. BGI also offers educational consulting assistance to help schools with teacher training, support and professional development, curriculum review, development and implementation and assistance with the accreditation process. As an institution, we highlight the importance of education especially to the youth. Regardless of age, learning is an essential part of our growth and development. Boston Global Institute Consultancy and Training is here to guide and help our students reach their goals and dreams. CLICK HERE to submit your press release to MyPR.co.za. . . .
Shining a light on literacy issues in Limpopo and what ordinary citizens can do to overcome them, Nal’ibali, the national reading-for-enjoyment campaign, is hosting a public imbizo in Seshego, Polokwane, through its activist arm, FUNda Leader. Taking place on June 10 ahead of Youth Day, the imbizo will address the current challenges facing the nation and the province when it comes to teaching children to read and write, and highlight the different ways ordinary citizens –especially young people – can support the development of the next generation. Three FUNda Leaders members operating in the province will be profiled. Key to the FUNda Leader movement is the understanding that literacy change in South Africa is something that anyone and everyone can – and should - be involved in. Says Righardt le Roux, Nal’ibali’s Limpopo Support Coordinator: “Being a FUNda Leader equips young people to understand the current literacy crisis in South Africa and to respond to it through social participation.” Launched mid-2016 and now a network of over 2 500 activists nationwide, the FUNda Leader movement provides specialised training and support for everyday South Africans who want to stand up for literacy in their communities, and emphasises the important role that young people can play simply by acting as reading role models, and reading and sharing stories with children in their home languages. Sharing stories with children in relaxed and engaging ways, and in languages they understand, motivates them to learn to read and write. Followed by their teachers, research has shown that the most prominent reading role models young children have are their parents, but all not children in South Africa have guardians who are available or able to spend time reading and sharing stories with them. Neither do the staff at South Africa’s many under-resourced schools, who lack the capacity to engage with their pupils individually. This is particularly true for Limpopo schools and there . . .
Registration for the prestigious annual Internet Service Providers' Association (ISPA) Competition will close on Monday 5 June at midnight. The Competition is managed by the Digital Education Institute (DEI), a non-profit educational organisation. The 2017 Competition gives educators an opportunity to showcase their skills in using Information Communication Technologies (ICT) to improve the educational environment in their classroom, school or community. All educators teaching at schools in South Africa, across all grades and subjects, are eligible to enter. The awards ceremony will take place in the context of iWeek (www.iweek.org.za) in Durban in September. All expenses will be paid for the 10 finalists selected. The three winning teachers will each receive Mystery Prizes. There are three categories of entry and you will find more information at http://bit.ly/2saS1Dz CLICK HERE to submit your press release to MyPR.co.za. . . .
Johannesburg, South Africa, 30 May 2017. Vuma Reputation Management is proud to have hosted eight learners from the Kwabhekilanga Secondary School, during the 15th annual Cell C Take a Girl Child to Work Day® on May 25th, 2017. Vuma Reputation Management spent the day with the learners under the mentorship of the executive team. A detailed programme was planned that involved what the company is about, what it does, what the respective roles of the various employees are; how the company operates on a daily basis and specifically on what reputation management is all about. Education is a vital component to fostering sustainable gender equality and empowerment of women. Cell C’s Take a Girl Child to Work Day ® statistics show that this day has a profound effect on a girl child with many choosing a career based on their day in the workplace. Janine Hills, founder and CEO of Vuma Reputation Management says: “We are delighted to have taken part in this life altering initiative for young women and have made a commitment to assist the school in providing reading material for the learners”. 15 FACTS ABOUT THE CELL C TAKE A GIRL CHILD TO WORK DAY® 1. Take a Girl Child To Work Day® was started in 2003 as Cell C’s flagship CSI project. The programme targets Grade 10 to 12 girl learners, who want to start making decisions about their future careers. In the last 15 years, this impactful campaign has grown into a nationwide movement and one of South Africa’s most recognisable and successful social campaigns. 2. From the very beginning, the project aimed to expose girls to a day in the professional workplace, showcasing a wide variety of career opportunities they would not otherwise be exposed to – and in doing so helping them to dream, believe and achieve. 3. The Cell C Take a Girl Child to Work Day® initiative contributes towards the development of strong, smart, bold girls and assist in preparing a core of future women leaders who will be vibrant . . .
South Africa’s tough economic conditions, combined with limited space at public universities, is seeing thousands of students opt for distance learning annually. Students who need to earn while they learn, and people already in employment who need to upskill to boost their career prospects, consider distance learning an effective way to further their education. But distance learning comes with very unique challenges, and anyone considering it should make sure that they tackle this life-changing project with a strategy that will ensure their ultimate success, an education expert says. “Distance learning is a great way to further your career or get the qualifications you need to enter the job market, but it requires the same, if not more, discipline as full-time study,” says Elbie Liebenberg, Principal at Oxbridge Academy, which serves more than 20 000 South African distance learning students every year. She says before embarking on the distance learning route, prospective students should get in the right headspace, and make sure that they have the structures in place that will enable them to balance the demands of their studies with their personal and work lives. “You have to ask yourself some tough questions, and be honest with yourself. If you find that you come up short in one or all of these areas, you need to address them first, which will leave you better equipped and empowered to achieve your goals,” she says. Liebenberg says prospective students should consider the following: ARE YOU ORGANISED? Making a success of distance learning centres a huge amount on being able to keep balls in the air and admin sorted. You need to plan your days, your assignments and tests. If you are not the list-making, diary-scheduling type, it is a good idea to start implementing basic planning principles into your daily and work life. Once you feel in control in these areas, you can transfer your newly acquired skill to the planning required for distance . . .