January 2015

Your Guide to Education • January 2015

A closer look at 2014 matric results Free pull-out Sameerah Karolia year 2015 planner NOTES

he last few weeks has JuneJUNE 20142015

Week 23 Mon 01 ay D Tue 02 Workers’ Wed 03 MayMAY 20142015 Thu 04 Fri 05 Sat 06 raised much discussion Week 18 Sun 07 Fri 01 Sat 02 Week 24 Sun 03 Mon 08 iday AprilAPRIL 20142015 d Fr Tue 09 Goo Week 19 Wed 10 day Mon 04 Thu 11 ay Easter Sun D Week 14 Tue 05 Fri 12 Youth Wed 01 Wed 06 Sat 13 Thu 02 Thu 07 Sun 14 Father and Family Day Fri 03 Fri 08 and debate over the 2014 son Week 25 MarchMARCH 20142015 Sat 04 Sat 09 champion Sun 05 Sun 10 Mon 15 Tue 16 ICT Week 20 Week 9 Week 15 Wed 17 Page 10 Mon 11 Sun 01 Mon 06 Thu 18 Tue 07 Tue 12 Fri 19 Studying Week 10 Wed 08 Wed 13 Sat 20 teacher.co.za Thu 14 the past to Mon 02 Thu 09 Sun 21 FEBRUAY 2015 Tue 03 Fri 10 Fri 15 February 2014 Week 26 know the Wed 04 Sat 11 Sat 16 matric results. The drop future Thu 05 Sun 12 Sun 17 Mon 22 Week 5 Tue 23 Sun 01 Page 7 Fri 06 Week 21 Sacrificing Sat 07 Week 16 Wed 24 privileges Year’s Day Week 6 Mon 18 Thu 25 New January 2014 Sun 08 Mon 13 for greater Mon 02 • Tue 14 Tue 19 Fri 26 Week 11 Wed 20 7 2 JanuaryJANUARYgood 20142015 Tue 03 Wed 15 Sat Wed 04 Mon 09 Thu 16 Thu 21 Sun 28 Page 5 Tue 10 Fri 22 Week 1 Thu 05 Fri 17 Wed 11 Sat 23 Week 27 Thu 01 Fri 06 Sat 18 Thu 12 Sun 24 Mon 29 Fri 02 Sat 07 Sun 19 Tue 30 of 2.4% in the pass rate is Sun 08 Fri 13 Week 22 Sat 03 Sat 14 Week 17 Sun 04 Your Guide to Education Mon 25 Week 7 Sun 15 Mon 20 Inland And Coastal School Terms End Tue 26 Week 2 Mon 09 Tue 21 Week 12 y Wed 27 Mon 05 Tue 10 hts Da Wed 22 Mon 16 uman Rig Thu 28 Tue 06 Wed 11 H Thu 23 Tue 17 Freedom Day Fri 29 Wed 07 Thu 12 Fri 24 Wed 18 Sat 30 Thu 08 Fri 13 Sat 25 Thu 19 Sun 31 Fri 09 Sat 14 Sun 26 Fri 20 TeachersSat 10 goSun 15back to school Sat 21 Week 18 being blamed on a number of factors Sun 11 Week 8 Sun 22 Mon 27 T Week 3 Mon 16 Tue 28 Week 13 Mon 12 Tue 17 Wed 29 Mon 23 Tue 13 Wed 18 Thu 30 Tue 24 Wed 14 Thu 19 Inland School Term ends Wed 25 Thu 15 Fri 20 Inland And Coastal School Terms Start Thu 26 Coastal School Term ends Fri 16 Sat 21 Fri 27 Sat 17 Sun 22 Sat 28 20X3 Sun 18 Week 9 Sun 29 ranging from the new Curriculum Mon 23 Week 4 Week 14 Mon 19 Tue 24 Adverts Mon 30 Tue 20 Wed 25 Wed 21 Thu 26 Tues 31 Thu 22 Fri 27 20X3 Fri 23 Sat 28 Sat 24 Sun 25 Adverts Week 5 and Assessment Policy Statement Mon 26 Tue 27 20X3 Wed 28 Useful Thu 29 Coastal School Term starts Fri 30 Sat 31 Adverts

Inland School Term starts (Caps) and the merging of Maths Teachers need to constantly develop their skills so that they can keep up with the challenges and demands of the profession. Story on page 2. Photo: Madelene Cronjé 20X3 UmalusiAdverts Paper 3 with Papers 1 and 2 to the 20X6 Adverts qualification new Policy of Progression in which a pupil can only be failed once in the + guide grade 10–11 phase of schooling. Page 8&9 While all of these things may be contributing factors, despite the drop, matriculants of 2014 still achieved a 75.8% pass rate. To many people this does not actually sound too bad. But one must ask if this fig- Chantyl Mulder of SAICA. ure really is a true reflection of our Photo: Supplied education system, or are we simply failing to see the bigger picture? Of the 75.8% that passed in 2014, only 28% achieved a bachelor or university pass. In order to get a bachelor pass a student needs an average of 50% in four subjects. That means that only 28% of people managed to get this average of 50% in four Combining subjects, which also means that persuasion the remainder of our matriculants scored below 50% in most of their and grit subjects. We seem to be so focused Page 6 on the quantity of passes, but what about the quality? While we may be seeing an increase in the number of matriculants, at the expense of quality passes, one must ask what this is going to mean for us as a nation five to 10 years from now?

Shortages of professionals According to Professor Adam Habib, Craig Pounara. Photo: Mike Reed vice-chancellor and principal of the Photography Habib Adam. Photo: Mariki Uitenweerde University of the Witwatersrand (Wits): “We must start by asking the a broader set of needs. Having said of professionals in time to come. Taking the statistics into con- question, what are we producing? It that, I do think 28% of people quali- “These numbers mean that we will sideration, it can then be said that seems that the minister [of higher fying for university is too small an ultimately add to the shortage of while a bachelor pass may earn education] is right about one thing; amount.” Habib went on to add that specific skills we are already facing, you a spot in university, it does Ntuthule Tshe- we should not simply be producing of the 28% who got bachelor passes, and this shortage will only grow,” not necessarily mean that you are graduates from the schooling sys- on average at least 55% will drop out says Chantyl Mulder, senior execu- adequately prepared for university. nye’s favourite tem for the university system. We of university, which means that only tive for professional development, Mulder believes that schools “abso- teacher need to be able to produce them for approximately 13% of school leavers transformation and growth at the lutely do not” prepare students for the market, as well as for other sec- will graduate. In effect this means South African Institute of Chartered university. It can’t be denied that Page 3 tors of society. We are focusing on that our country will face a shortage Accountants (Saica). Turn to page 2 2 News January 2015 theTeacher A closer look at 2014 matric results

From page 1 really achieved below 50%, even if “there are pockets of excellence but they were not going to university, [overall] we have dismally failed our getting below 50% means that you children”. do not have the skill set to com- The Economic Freedom Fighters petitively compete and to provide (EFF) agrees; according to a press the kinds of human resources we release issued by them “students require in an economy that is com- who pass with a low percentage do petitive with the global economy in not know the majority of the con- the 21st century. tent they were taught and cannot be “If they have less than 50% how fully prepared for tertiary training”. will they perform as good arti- People are beginning to fear that sans? Which is an even bigger con- universities may also begin to drop cern. We need good carpenters and standards in order to escalate grad- mechanics. Forget about not pro- uate numbers. Dr Craig Pournara, ducing enough doctors or lawyers, senior lecturer in maths education we will not even be producing good at the Wits School of Education, artisans.” does not think this is likely to hap- A typical example of what we pen. “I cannot comment for all may expect in the future is Eskom. universities, but it is unlikely that “Eskom is a result of bad choices universities with good interna- made six or seven years ago. If we tional reputations will tolerate low- don’t get our schooling system Gerrie van Biljon. Photo: Supplied ering of standards so that students right we are going to pay the conse- can succeed.” Instead, he believes quences. I really am worried about facilities and services to aspiring that, the issue is more about helping both sides of the divide, as our pupils and thereby increase the students who arrive under prepared schooling system is doubly problem- country’s knowledge and skillset to cope with university demands. atic,” says Habib. base. Specialist training is becoming “This will mean universities have Gerrie van Biljon, executive direc- an attractive option and entrepre- to provide more academic sup- tor at Business Partners Limited, neurs can satisfy this growing need port to more students. This would agrees that education has a direct by offering either short or long spe- likely include maths/numeracy and impact on the current skills short- cialty courses.” would also include helping students age in various areas of the local Perhaps it is time for us as a nation Anne Oberholzer. Photo: Jennifer Simpson/Serendipity Photography develop their ability to read, com- economy. But he believes that the to stop pointing fingers as the situa- prehend and write academic texts.” challenges present in the sector tion worsens and instead step in and players, namely trade unions, the than quality of passes means that Returning to the fact that attend- provide opportunities for existing try to make some sort of a contribu- business sector and industry rep- many teachers are focusing on ing a university is not the only and aspiring entrepreneurs to meet tion. Education and improvement of resentatives should all make some ensuring as many pupils as possible option after matric, yet another the growing need to improve and skill levels is the responsibility of all, contribution.” reach the pass mark, says Pournara. issue arises. According to Habib: “If expand the sector. “Entrepreneurs says Van Biljon. “Education does not Saica too believes that: “They are pressurised into this by the remainder of our matriculants have the opportunity to provide stop with government. Other role “Improving the quality of matric provincial departments and their results requires the involvement school leadership.” and commitment of pupils, parents, He warns that this comes at the teachers, school governing bodies cost of giving the top pupils expo- and government to ensure that the sure to tougher questions as teach- country produces high quality mat- ers teach each section. “This means ric pupils.” that capable pupils may not be able We seem to have become obses- to cope with the challenging ques- sive over the percentages when it tions in the exams, and this is not comes to the pass rate, putting pres- because they don’t have the abil- sure on government and schools ity, it’s because they haven’t had to produce numbers. By doing this enough exposure to them.” we fail to realise that we are creat- In addition to this, Pournara ing even more problems. The pre- points out that: “While some will occupation with pass rates rather argue that teachers don’t do the harder work because they can’t do the hard questions themselves, this is not necessarily the case. We have worked with teachers for five Editor: years in the Wits Maths Connect Ansie Vicente Secondary Project who are clearly email: [email protected] capable but who get pressurised Reporter: into focusing on those who are fail- Thabo Mohlala ing, rather than on the pupils who Tel: 011 250 7403 are coping better but need to be email: [email protected] stretched.” On the other hand it seems that Layout: more pupils achieve large numbers Akona Gila of distinctions in comparison to the Advertising: past. We may then ask if this is due Di Willis to the result of exams becoming eas- Tel: 082 467 1152 ier over the years, in an attempt to email: [email protected] help students pass? Subscriptions: According to the chairperson of [email protected] Umalusi Council, Professor John the TeacherBRIDGING is published by Volmink, in a non-racist, non-sexist, M&G Media Ltd democratic system we should expect more people to participate in educa- CASH tion and therefore also more people who pass at all levels. “As a quality assuring body it is the responsibility while waiting for of Umalusi to ensure that the value of an A pass in mathematics in 2014 should have the same meaning as PENSION/ an A five years hence.” While there are more distinctions BRIDGING CASH in absolute terms now than was the PACKAGE case two decades ago, he says that the percentage of distinctions has while waiting for not increased radically. Umalusi, Payout according to Volmink has “well- PENSION/ PACKAGE established, rigorous and robust (Lump sum only) procedures that provide assurance Payout (Lump sum only) that all pupils receive appropriate recognition for their performance in line with agreed national ☎ 08610861 101101 388 388 standards”. Turn to page 12 3 My Favourite Teacher January 2015 theTeacher Education is the best tool to overcome adversity Despite police’s harassment for his student activism, Ntutule Tshenye’s passion for education never wavered

High School. I gained my BA education degree at the University of the North in 1998. To date I have completed an honours degree in education from the University of Pretoria Thabo Mohlala and am in my final year of my mas- ter’s in business leadership with the s a student in the then University of South Africa. Bophuthatswana, Ntu- tule Tshenye was Who were your favourite involved in the struggle teachers? to find solutions to the Given the immense challenges all Asocio-economic and political prob- my teachers had to confront during lems facing the country. He was the apartheid years, every single one always on the run from police, even of them is actually a hero. Their before he matriculated. He is an tenacity and commitment to the call avid supporter of the late Nelson of duty still echoes in my life. But Mandela’s statement that “educa- teachers who directly influenced my tion is the most powerful weapon career were Mrs Mphahlele, my you can use to change the world”. matric English teacher, and Mr Highlights of his career include, BroPat, my biology teacher. among others, working as an education specialist at the Centre for What influence did they have Technology and Distance Education on you? and the ministry of education. With BroPat was street-smart. He loved the latter his role was to work with and knew his discipline inside out. the development sector on the mass He made a difficult subject easy and introduction of technology to insti- fun. Mrs Mphahlele was a mother tutions of education. figure and a motivator. Their impact As a chief executive of the Youth on me was such that, when it was Development Trust, he worked my turn to teach, my subjects were closely with international develop- English and biology. ment organisations, including youth foundations and several corporate What were your favourite sponsors to address the challenge of subjects and why? unemployed youth. He has also con- I enjoyed maths, science, and biology tributed the first five-year strategy — got A’s in all of them in matric. But to introduce information and com- English has always been my passion munications technology (ICT) to and I excelled in it because it repre- South African schools. sented a vehicle to communicate At present he is part of Samsung’s with the world at large. creation of new learning options via programmes such as the Solar What are the things a teacher Ntuthule Tshenye – Corp Citizenship Lead. Photo: Supplied Powered Internet School, Smart should never do or say? School, and the Samsung Every teacher needs to guard inappropriately, your pupils will Education. At the same time teach- finding a way to sustain love for the Engineering Academy. against becoming too familiar with think it’s OK to do the same. ers have moved progressively profession in what is an eco-system his or her students. It’s tempting to towards a politicised and unionised full of conflict. Where and which year did want to be their friend. But when What message do you have situation. This has increased the Also, technology is a new reality in you start your schooling? teachers choose familiarity over for teachers? number of balls teachers have to education. Modern teachers must I started grade one in 1976 and authority, then they lose their Teaching as a profession has evolved juggle in terms of societal pressures learn to integrate technology into attended Tumo and Edward Primary pupils’ trust and it becomes impos- significantly in the past two dec- at home and at work. the classroom. This means having to Schools and then Motshwane sible to teach. Trust, authority, and ades. In response to these myriad Also, material considerations need undergo additional training to Secondary, all in the then understanding are the three key shifts, the ministry of education has to take their rightful place alongside become comfortable with using it as Bophutswana. In 1986 my schooling qualities or values that I believe are developed policies and plans to passion and commitment to the a teaching aid. But, once you was interrupted due to police harass- critical. I got close to a few students ensure a demand-supply balance. principles and philosophy of teach- embrace technology, the impact you ment and I fled to Lethabile in South but I always maintained a profes- We’ve moved from Bantu Education ing. So, today’s teacher has to be can have on future generations Africa, where I enrolled at Ikatisong sional boundary. If you behave through to Outcomes-Based strong, resolute, and resilient in becomes much more significant. 4 News January 2015 theTeacher ‘Edutainers’ bring education and development opportunities to SA’s children

Magna Carta Communication Standard Bank Edutainers, assisted mal settlements. by Itec, who provided training in “As Africa’s largest bank by assets, ducation, literacy and ECD to the centres. the Standard Bank Group believes focused early-learning “The Edutainer drive is part of that investment in education is one opportunities for chil- the bank’s ongoing commitment to of the best ways to secure South dren are three of the South Africa’s education — a con- Africa’s economic future. The crea- major challenges facing tribution that reached about 120 tion of these much-needed learning ESouth Africa. 000 learners across the country,” facilities in areas like the Eastern As part of this anniversary cele- says Twomey. “The children are Cape are an expression of our com- bration Standard Bank Group has given learning opportunities in a mitment to the development of donated five ‘Edutainers’. Four were conducive environment that is a far future talent in South Africa,” says delivered to early childhood devel- call from those available in infor- Twomey. opment (ECD) sites in the Eastern Cape, to be used as mobile classrooms at Khulisani Day Care Centre in Reeston near East London, Masifunde Day Care Centre in Diphini Location in Mooiplaas, Monde Day Care Centre in Nxarhuni, and Nowaka ECD Centre in AmaJingqi near Willowvale. The fifth was donated to a Three2Six School in Gauteng. “Pre-school education is vital in ensuring that children receive a proper foundation for their future development. When it is considered that only 15% of all South African children between 0 and 4 years of age are in formal registered ECD centres, and that approximately 870 000 children aged 0 to 5 live in informal settlements across the country, the need for interventions such as the Edutainer programme are obvious,” says Standard Bank head of marketing and communication Nikki Twomey. The Edutainer is an “instant classroom” made from a 12 metre (40 foot) shipping container, and accommodates up to 25 children. Bright Kid Foundation, a South African non-profit organisation that specialises in transforming contain- ers into bright, airy, safe, and excit- ing classrooms, delivered the latest

In our front-page article “All hands on deck” the October- December edition, we mistak- enly reported that Sizwe Nxasana is chief executive of the National Education Collaboration Trust and that Godwin Khosa is chairman. In fact Nxasana is the chairman and Khosa is chief executive. We regret the error. A mobile classroom known as an Edutainer, seen here being delivered at Khulisani Day Care Centre in Reeston, near East London, is making a difference to early childhood development. Photo: supplied

Distance education programmes

The University of Pretoria offers All educators who would like to find out more about the University’s distance education programmes are invited to return this coupon to the following distance education PO Box 22041, Helderkruin, Roodepoort, 1733 or fax it to 011 768 1248. programme to teachers who want to For further enquiries, kindly contact Andries Pelser at 011 760 3608 or advance their careers: 073 232 3173, or to send an email to [email protected]. *www.edutel.co.za

BEdHons Education Management, Title: ...... Initials: ...... Surname: ...... Law and Policy Postal address: ...... We offer: ...... Excellent student support Tel: (w) ...... (h) ...... (cell) ...... Fees covering all learning material – no hidden costs Programme in which you are interested in receiving further information: Exam centres and contact sessions ...... throughout South Africa Tel: 011 760 3608 or 073 232 3173  www.up.ac.za 5 Opinion January 2015 theTeacher “Hello, I’m your child’s class or register teacher”

Richard Hayward the course of a year, the teacher and the parents are not strangers to each ell begun is half done,” other. Working together as a team, goes the English prov- they work out ways to bring out the “W erb, and it applies very best in the child. well to the start of the school year. If What is discussed at the meeting? the teacher, the child and the parents Discussion topics depend on the understand each other well and have individual teacher, but some sugges- mutual respect, it should be a good tions are: year for everyone. • The values that the teacher Sadly, there are those families that wishes to nurture in the child see the school as a “drop-off” zone. (examples: compassion, cour- That attitude is seen when the child tesy, curiosity, gratitude, kind- is dropped off at the school gates ness and perseverance) and the parents leave the child’s • Class rules and the steps taken if education entirely up to the teach- not obeyed ers. Such parents pretend to be sur- • Encouragement to participate in prised if they find out later in the the extramural programme year that their child is underper- • Day trips and educational tours forming or has behaviour problems. planned for the year The best relationship between the • Daily homework schedule, home and the school is often com- including any major project pared to a triangle. The three points assignments of the Winning Team Triangle are: • Age-specific issues (examples: the child, the parents and the teach- alcohol abuse, drugging, peer ers. When everyone works together, pressure, pornography) the child has happy, high-achieving • Bullying: Various types and what Grade 6 teacher at Lufhereng Primary School in Soweto, Miss Mudau started teaching on the school days. to do if the child is bullied first day that schools re-opened. Photo: Oupa Nkosi To get the Winning Team Triangle • Route to follow if there are com- working well, the school usually plaints, and suggestions makes the first moves. It starts the One of the most important rea- positive interaction. Quality schools sons for the meeting is to open the have parent or information meetings communication door between the in January or very early February. home and the school. The teacher Families of a particular phase of the should let the parents know when school (for example, Foundation they are available for family inter- Phase) are invited to a meeting. At views, and ensure that parents have the meeting they meet the teachers the school’s contact numbers and and the senior management team. email address. Many schools use There is discussion of matters of a homework diaries as a form of daily general nature, followed by parents communication. of a particular class having a sepa- Invite the parents to ask ques- rate meeting with the class or home- tions. They might want further room/register teacher. information about a matter that you The meeting with the teacher is a discussed in your talk, or they might wonderful chance to lay the founda- want to discuss a new topic. tion to build a happy home-school Before you say a single word to relationship. It’s an occasion to put parents, you create an impression. If names to faces; to get to know each you dress professionally, you’ve other better. If hiccups occur during already made an excellent start. Make sure that your classroom is clean, neat and has interesting dis- You have specific plays. Let the room look educational, inviting and stimulating. knowledge and The thought of giving a talk to parents can learn parents can be scary. Fear not! The chances are that you’ll be the only much from you. professionally qualified teacher in Grade 3 learners of Phuti Primary School in Phuti Village, Limpopo, busy in a Maths class on the classroom. You have specific their second day of school. Photo: Oupa Nkosi Remember that you’re knowledge and parents can learn very important in their much from you. Remember that you’re very important in their going right from the very start. that will be a real pleasure … well, cators) and other professional develop- child’s life and they child’s life and they really want to Together you will bring out the best nearly all of the time! ment programmes. They are done under hear what you have to say. in the child. You’ll have a happy the aegis of the South African Quality really want to hear A meeting with the parents is a child working in your classroom Richard Hayward, a former principal of Institute. For more details, please contact what you have to say great way to get the school year and a grateful family outside. You’ll two Gauteng schools, does SACE- him on 011 888 3262 or at rpdhayward@ going well. Get the partnership enjoy your teaching and have a class endorsed (South African Council for Edu- yahoo.com Poor schools are sponsored 6 Principal January 2015 theTeacher Combining persuasion and grit

Jane Tsharane People oriented roles — school managers manage I believe in people and I totally the school and the governing body uses her bubbly believe in possibilities. I am task governs. and energetic and people orientated and I find it easy to influence my team through School projects personality to my charismatic personality. As a So far we came up with the follow- motivate her staff result the morale of my staff is ing projects for our school: always high and they feel motivated and free to bring fresh ideas and Teacher aid Jane Tsharane thinking. I challenge them to work We have six local volunteers who hard and I also ensure I set high work with teachers in the founda- have been teaching for 21 standards for myself and the school. tion phase on daily basis. They serve years — eight years as a princi- We have systems in place to ensure as extra pair of hands, a set of ears pal. My school is based in every staff member is on the same and eyes. They do support reading Atteridgeville, west of Preto- level of understanding of what is and team talks with learners as well ria, and serves an informal set- happening at school. as do sports and cultural activities. Itlement, hostel and three shelters. They are paid a stipend by the SGB. We face a variety of social challenges Wearing many caps that often impact negatively on Being a principal can be a lonely job German Volunteers teaching and learning. But we come because learners, teachers and par- The South African German Network to school every day with a smile and ents expect you to provide leader- (SAGENET) sends volunteers from ready to tackle the problems. ship. Although our core responsibil- Germany who are on a gap year to When I joined the school the ity is teaching and learning, we also do any other work except teaching. learner enrolment was at 222 but wear many caps. We play a role of They work in the media or computer this has since increased to 850 nurses, social workers, care givers centre; do support reading, e-learn- because we produce good results, councillors and all. I am the kind of ing, buddy teams and learning last year we were among the top a leader who believes I have to be in games. They are also exposed to the performing schools in the Annual control, set rules and follow them so local culture because for the dura- National Assessments tests. We that everyone else can also do the tion of their stay they live with a offer classes from grade R to grade same. I believe sometimes you have family in the township. seven, in two home languages, to instruct where necessary. And IsiZulu and Sepedi. About 45% of where it is required, I expect compli- School librarian our learners are orphans who come ance though sometimes this comes Unisa research unit trains, supports from child-headed and granny across as hostility. Even though and pays a stipend to a volunteer headed families. Some are affected final decisions rest with me, I also librarian. The librarian works and infected by HIV and Aids but believe in democracy, accountability closely with teachers and has library we do our best to give hope to every- and objectivity. I don’t always take period once a week for each class. Jane Tsharane. Photo: Wynand van der Merwe one one of them. decisions by myself but also try to We work very closely with the com- include my staff. Every Friday after- munity library on reading projects noon I meet with my deputy princi- and book loans. pal to reflect on the past week and plan for the coming one. We would Keep the boy and girl child at then meet with other managers to school project share and request opinions and sug- Teachers contribute and raise gestions. Heads of departments money to buy underwear for needy (HoDs) are tasked to cascade the learners. Last year we donated to information down. I also attend 400 learners and this year are aim- Phase meetings to participate and ing to reach 600. We are empathetic give support and I ensure a HoD and feel this is part of our social leads the meeting because I believe responsibility. that if you are a real leader you should be willing to be led. Food Gardening We have a garden that is sponsored Regular workshops by the SEED BMW project and main- Once a month we host in-house tained by our groundsmen, our workshops where we invite officials environment team and community and experts to give motivational volunteers. We grow spinach, cab- talks and also train us on the chal- bage and peppers to supplement lenges we identified. These work- meals supplied by the education shops are ideal learning platforms department. for me and my staff. My team, just like me, has sense of ownership and Partners for Possibility are self-motivated. We have effec- My school is part of this initiative tive resource management skills that teams up principals with a busi- and this enables us to utilise them ness leader. I have partnered with effectively. We give weekly updates the Sars chief financial officer who to parents about development at shares his extensive business and school. financial skills with me. Our school library is well-stocked thanks to his Close working relations efforts. Being part of this initiative The school governing body (SGB) has helped me with how I delegate and the school management team tasks, financial management and lis- complement each other. We under- tening skills. I also learned how to stand that we are two sides of the use effective communication chan- same coin and we try by all means nels such as sms to send notices to not to encroach into each other’s parents about urgent school matters.

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Jane Tsharane People oriented roles — school managers manage University Educator Programmes I believe in people and I totally the school and the governing body uses her bubbly believe in possibilities. I am task governs. and energetic and people orientated and I find it easy to influence my team through School projects personality to my charismatic personality. As a So far we came up with the follow- motivate her staff result the morale of my staff is ing projects for our school: always high and they feel motivated and free to bring fresh ideas and Teacher aid Diploma in Grade R Teaching (Gr R) (NQF Level 6) Jane Tsharane thinking. I challenge them to work We have six local volunteers who hard and I also ensure I set high work with teachers in the founda- have been teaching for 21 standards for myself and the school. tion phase on daily basis. They serve Advanced Certificate in Education (ACE) (NQF Level 6) years — eight years as a princi- We have systems in place to ensure as extra pair of hands, a set of ears pal. My school is based in every staff member is on the same and eyes. They do support reading Atteridgeville, west of Preto- level of understanding of what is and team talks with learners as well Honours Baccalaureus Educationis (BEdHons) (NQF Level 7) ria, and serves an informal set- happening at school. as do sports and cultural activities. Itlement, hostel and three shelters. They are paid a stipend by the SGB. We face a variety of social challenges Wearing many caps that often impact negatively on Being a principal can be a lonely job German Volunteers teaching and learning. But we come because learners, teachers and par- The South African German Network to school every day with a smile and ents expect you to provide leader- (SAGENET) sends volunteers from ready to tackle the problems. ship. Although our core responsibil- Germany who are on a gap year to Benefi ts of our tailored support to you: When I joined the school the ity is teaching and learning, we also do any other work except teaching. learner enrolment was at 222 but wear many caps. We play a role of They work in the media or computer • the programmes are tailored for year-round access using the open distance learning this has since increased to 850 nurses, social workers, care givers centre; do support reading, e-learn- because we produce good results, councillors and all. I am the kind of ing, buddy teams and learning approach and there are no closing dates for applications; last year we were among the top a leader who believes I have to be in games. They are also exposed to the performing schools in the Annual control, set rules and follow them so local culture because for the dura- • the programmes are conducted utilising various modes of delivery, which National Assessments tests. We that everyone else can also do the tion of their stay they live with a offer classes from grade R to grade same. I believe sometimes you have family in the township. include paper-based learning and online support, as well as facilitation via seven, in two home languages, to instruct where necessary. And IsiZulu and Sepedi. About 45% of where it is required, I expect compli- School librarian interactive SmartBoards at over 29 centres nationally; our learners are orphans who come ance though sometimes this comes Unisa research unit trains, supports from child-headed and granny across as hostility. Even though and pays a stipend to a volunteer • SMS communication and excellent call centre support simplifies the headed families. Some are affected final decisions rest with me, I also librarian. The librarian works and infected by HIV and Aids but believe in democracy, accountability closely with teachers and has library learning experience for you the student; we do our best to give hope to every- and objectivity. I don’t always take period once a week for each class. Jane Tsharane. Photo: Wynand van der Merwe one one of them. decisions by myself but also try to We work very closely with the com- • with over 84 exam centres available throughout the country, include my staff. Every Friday after- munity library on reading projects noon I meet with my deputy princi- and book loans. you do not need to travel far for your exam sittings; and pal to reflect on the past week and • you can become part of our Facebook community. plan for the coming one. We would Keep the boy and girl child at then meet with other managers to school project share and request opinions and sug- Teachers contribute and raise gestions. Heads of departments money to buy underwear for needy (HoDs) are tasked to cascade the learners. Last year we donated to information down. I also attend 400 learners and this year are aim- For mor e inform ation: Phase meetings to participate and ing to reach 600. We are empathetic SMS “Enquiries” to 39133 give support and I ensure a HoD and feel this is part of our social leads the meeting because I believe responsibility. that if you are a real leader you should be willing to be led. Food Gardening Gauteng, K waZulu-Natal, Free State We have a garden that is sponsored Edward B ush Tel: 031 765 5131 Email: [email protected] Regular workshops by the SEED BMW project and main- Once a month we host in-house tained by our groundsmen, our Cell: 082 413 3685 workshops where we invite officials environment team and community and experts to give motivational volunteers. We grow spinach, cab- talks and also train us on the chal- bage and peppers to supplement Eastern Cape, N orth-West, Northern Cape, Western Cape lenges we identified. These work- meals supplied by the education Paul Beselaar Tel: 021 930 2651 Email: [email protected] shops are ideal learning platforms department. for me and my staff. My team, just Cell: 083 650 5565 like me, has sense of ownership and Partners for Possibility are self-motivated. We have effec- My school is part of this initiative tive resource management skills that teams up principals with a busi- Limpopo, Mpumalanga and this enables us to utilise them ness leader. I have partnered with Sakkie Manda Tel: 011 988 7044 Email: [email protected] effectively. We give weekly updates the Sars chief financial officer who to parents about development at shares his extensive business and Cell: 082 926 4427 / 082 927 7487 school. financial skills with me. Our school library is well-stocked thanks to his Close working relations efforts. Being part of this initiative 011 670 4850 www.olg.co.za The school governing body (SGB) has helped me with how I delegate and the school management team tasks, financial management and lis- complement each other. We under- tening skills. I also learned how to stand that we are two sides of the use effective communication chan- same coin and we try by all means nels such as sms to send notices to not to encroach into each other’s parents about urgent school matters. Umalusi’s General and MATRIX OF UMALUSI QUALITY ASSURED AND CERTIFIED QUALIFICATIONS National Senior Certificate Amended Senior Certificate National Certificate Vocational General Education and Training Further Education and (NSC) (ASC) (NCV) Level 4 Certificate: Adult Basic Education and Training (GETC: Training Qualifi cations ABET) On which NQF level is the NQF Level 4 NQF Level 4 NQF Level 4 NQF Level 1 Sub-framework qualification?

he National Qualifi cations Framework Act, No What kind of qualification is Academic qualification Academic qualification Vocational qualification General qualification with 68 of 2008, gives effect to the development this? academic and vocational subjects Tof the National Qualifi cations Framework Which Grade is equivalent to Grade 12 Grade 12 Grade 12 Grade 9 (NQF) and three sub-frameworks. The General and this qualification? Further Education and Training Qualifi cations Sub- Who can study for the framework, one of the three sub-frameworks, co-exists qualification? with the Occupational Qualifi cations Sub-framework School learners who are between Adult learners who are over the School learners who are between Learners who are 16 years or (OQSF) and the Higher Education Qualifi cations Sub- the ages of 16 and 19 years old age of 21 years old who have the ages of 16 and 19 years old older who have not passed framework (HEQSF). The NQF Act also provides for and who have passed Grade 9 * a GETC: ABET or passed and who have passed Grade 9 or Grade 9 or another NQF level 1 the establishment of Umalusi as a Quality Council for Grade 9 or have an equivalent another NQF level 1 qualification qualification General and Further Education and Training alongside NQF level 1 qualification that the Quality Council for Trades and Occupations has 2 official languages (QCTO) and the Council on Higher Education (CHE). * an incomplete Senior Certificate Furthermore, the NQF Act, provides for Umalusi to post 2014 develop and manage the sub-framework for its sector; * an incomplete NSC and an expired School-Based the general and further education and training sector. Assessment component The General and Further Education and Training Out of school youth 18 - 21 years Qualifi cations Sub-framework is a register of various old who could not complete their qualifi cations from NQF level 1 to NQF Level 4. school education and due to These are vocational and academic qualifi cations special circumstances could not offered in public and independent schools, public be accommodated longer in the school system as verified by the and private Technical and Vocational Education and Head of Department Training (TVET) colleges and public and private Adult Learning Centres. How long does it take to A minimum of three years, from It takes a minimum of one year to A minimum of three years, since Minimum of one year to complete complete the qualification Grade 10, then Grade 11 and complete the qualification NC(V) Level 2 and NC(V) Level AET level 4 which is the point of The General and Further Education and Training finally Grade 12 3 must be completed before certification. The one year does Qualifi cations Sub-framework has been designed to entry into NC(V) Level 4. Each of not include AET Levels 1 – 3. have three streams which are the academic stream the NC(V) qualifications lasts a for schooling, vocational stream for TVET colleges minimum of 1 year. and the adult stream for qualifi cations addressing the How many subjects are required Register for 7 subjects Register for 6 subjects Register for 7 subjects Register for a minimum of 5 needs of adult learners. Having three streams on the to successfully complete the * 1 Official language at Home New SC applicants * 1 Official language at HL or FAL subjects which must add up to 120 sub-framework has meant that Umalusi works with qualification? Language (HL) Level * 2 Official languages level credits the two departments of education, the Department * 1 Official Language at First * Mathematics/Mathematical * Life Orientation * Language, Literacy and of Basic Education (DBE) and the Department of Additional Language (FAL) Literacy * Maths/Mathematics Literacy Communication Higher Education and Training (DHET). The DBE Level * 3 Subjects selected from the list * 4 subjects chosen from the * Mathematical Literacy/ is responsible for the provision of all academic * Maths/Mathematics Literacy of newly approved SC subjects vocational programmes Mathematical and Mathematical qualifi cations offered in schools and technical schools, * Life Orientation Learners with SC credits Sciences while the DHET takes responsibility for the provision * 3 subjects from the list of obtained before July 2014 * Life Orientation of all vocational qualifi cations offered in TVET approved NSC subjects * Select the remaining subject * A minimum of 2 electives from colleges and adult qualifi cations offered in Adult from the list of approved SC the Academic or Vocational Learning Centres. subjects specialisations which must NSC part-time repeaters make up 51 credits To this end Umalusi has developed the General and * 3 subjects selected from the list Further Education and Training Qualifi cations Sub- of approved SC subjects framework which was determined by the Minister of * Mathematics is a requirement the Department of Higher Education and Training in for certification purposes 2013. Various qualifi cations from NQF level 1 to NQF What are the pass requirements * Minimum 40% in 3 subjects, * Minimum 40% in a minimum of * Minimum 40% in the required Minimum 50% in a minimum of 5 level 4 have been registered on the sub-framework (See for the qualification? one of which must be an official 5 subjects which must include 2 official language subjects which must add up to 120 the matrix of Umalusi quality assured qualifi cations). language at HL level languages, one at HL and one * Minimum 40% in Life credits * Minimum 30% in 3 subjects at FAL Level Orientation In 2014, Umalusi developed and published the Policy * Submit the SBA component in * Obtain a minimum aggregate of * Minimum 30% in Maths/ for the General and Further Education and Training the failed subject 720 marks Mathematical Literacy Qualifi cations Sub-framework. The policy provides * A sub-minimum of 20% in the * Minimum 50% in each of the 4 for the development of general and further education failed subject vocational subjects and training qualifi cations. The policy provides detailed descriptions of the various qualifi cation Where can one study for this At public schools or independent At public Adult Learning Centres At public Technical and Vocational At public Adult Learning Centres qualification? schools accredited by Umalusi or private Adult Learning Centres Education and Training (TVET) or private Adult Learning Centres types registered on the sub-framework. Furthermore, accredited by Umalusi colleges or Umalusi-accredited accredited by Umalusi the policy promotes public understanding of private TVET colleges the relationships that exist between the various qualifi cations registered on the sub-framework. Most importantly the policy provides guidance to Umalusi’s Email: [email protected] assortment of stakeholders on matters relating to the Phone: 012 349 1510 sub-framework and the qualifi cations registered on the sub-framework. Helen Matshoba is a Manager for Hotline: 0800 000 889 Qualifi cations at Umalusi 10 News January 2015 theTeacher Nominate your learners

The Mail & Guardian now includes school- going youngsters 200 in its recognition Young South of young South Africans Africans to watch you must take 100 to lunch he Teacher spoke to Ben Kelly, supplements edi- Young tor of the Mail & Guard- ian, about the 200 South Young South Africans Tproject he is spearheading. Africans What is 200 Young South you must take to lunch Africans about? The project is an initiative of the Mail & Guardian to showcase some of the best young talent we have in South Africa. Each year we ask IN ASSOCIATION WITH XSTRATA South Africa help us to find 200 people under the age of 35 to profile. We separate out the people Luzann Isaacs Tanit Phoenix Thomas Brennan Neil Coppen Nokubonga Yawa Bonang Matheba Jon Savage Julie Cunningham Anthea Moys Stella Ndabeni Avril Halstead James Cairns Themba Masondo Kyle Shepherd Zeenat Adam into different categories so that we Hashim Amla Wayne Thornley Patrick Lambie Sally Ann Partridge Lwazi Mvovo Itumeleng Khune Daniel Ting Chong Chantel Dartnall Bongani Khumalo Pumeza Matshikiza Andile Jali Ricky Lee Gordon Gurthrö Steenkamp Chloe Townsend Noni Tenge Mkhwanazi Andy Higgins Claire Reid Matheu Clifford Kieswetter Sunette Viljoen Andile Dyalvane David West Kudzanai ChiuraiAntonia Steyn Bryan Little Nat get a good mix of people each year. Naidoo BLK JKS NicholasDada Masilo Hlobo Ramabulana Laduma Ngxokolo Tshe-Tsha Boys Spoek Mathambo Cynthia Jele Mamela Nyamza Mary Sibande Sivuyile Precious Kofi Ngesi Damien Schumann Rob van Vuuren Bongani Ndodana- Breen Faith47 Buli G Ngomane Max Ebrahim Sina Hina Lauren WallerPhillip Eusebius McKaiser Daniel Buckland Lindi Matshikiza Lira Alon Skuy de Wet Colin Thornton Hamza Farooqui Hanri Ehlers Ernest Kekana Kali Ilunga Farah Fortune Jonathan Liebmann Kayum MALUSI BOOI Toby ShapshakMcebo KhumaloPaseka Letsatsi Nikiwe Bikitsha Julius Malema Natalie Jaynes Nick Ferreira Ahmed Coenraad Bezuidenhout Lebo Malepa Abey Mokgwatsane Sindiso Mnisi Weeks Sascha Berolsky Walter Nqobile Mazibuko Tania Steenkamp Castro Ngobese Katy Katopodis Viljoen Nontsikelelo Veleko VusiCornelius GumedeRensburg JansenMduduzi van Zodwa Kumalo-Valentine Manana Natalie Jaynes Bhengu Lebogang Maile Luzann Isaacs Tanit Phoenix Thomas Brennan Neil Coppen Nokubonga Yawa Bonang Matheba Zanele Mandla Ebrahim Dithako Toufeeq Thomas Reverend NataliePria Simons-Arendse Chetty DORON ISAACS Tsepiso Makwetla Mandela Marisa FasslerBoyce Anele Mda Fakir Adam Levy Jon Savage Julie Cunningham Anthea Moys Stella Ndabeni Avril Halstead James Cairns Themba Masondo Kyle Shepherd Daksha Gaman Kassan Mkize Ntombi SefularoKumalo Mazibuko Jara Weiner Tumelo Ramolefi Trevor Noah Mpumelelo Paul Grootboom The initiative is in its 10th Sipho Sbu Zikode Gina Snyman Rebecca Pursell Jennifer Thami Floyd HEATHER Nkosi FORD de Beyer STEPHEN GROOTESThembiso Alex MatthewsNghona Duncan Mcleod Nadine Hutton Catherine Luckhoff Zeenat Adam Hashim Amla Wayne Thornley Patrick Lambie Sally Ann Partridge Lwazi Mvovo Itumeleng Khune Daniel Lebo MashileNatalia Molebatsi Andy Davis Msomi Buti Manamela Yuri Ramkissoon Xolani MtshizanaWarwick Allan Mmpaseka Letsike Hannah MoosaIan Ollis Dr Charles Benjamin Gaunt Ting Chong Bongani Khumalo Pumeza Matshikiza Andile Jali Ricky Lee Gordon Gurthrö Steenkamp Chloe Townsend Emile Jansen MarlonNtombi ParkerLebonang Sefularo Iman Rapetti Tom EUPHONIK Nadia Sanger Ndumiso Ngcobo STEVE PORTER Ross van der Linde SIAN ELLIOT JAMES WANJOHI Irma Mokwena Nkepile MabuseNicholas Eaton Graunt Kruger Donna McCallum Anthony Pascoe Cherith Sanger Kaajal Ramjathan-KeoghOliver HermanusMusa NxumaloZibusiso Noni Tenge Matheu Clifford Kieswetter Sunette Viljoen Andile Dyalvane David West Kudzanai ChiuraiAntonia Steyn Karen Loxton Imraan Buccus year. What have you learnt du PlessisFikiswa Majola Xolani Gwala McLean Adriaan Pienaar Justin Semete Sylvester Chauke Batana Vundla Reneé Zibusiso MkhwananziANDY PETERSEN Kopano MatlwaJane Siphiwe Mpye Heidi SchneiganzDrennan Dylan Culhane and Ace Swart Bryan Little Nat Ramabulana Laduma Ngxokolo Tshe-Tsha Boys Spoek Mathambo Cynthia Jele Mamela Nyamza Mary ATHI-PATRA RUGA Kesivan Naidoo Simangele MabenaDuncan SAFIYA VACHIATBonorchis Claire Janisch Anna Noko MatlouTim Harris Adrian Tiplady Ethel Phiri Simangele Mabena KhweziJacques Gule Imbrailo Makgabo SeemaPavs Mike StopforthZintle Ithumeleng Khune Maile Nkhumeni “Khume”Dr Taryn Ramulifho GauntBronwyn Lace Barbara Mallinson Abigail Knox Vikash Sewram Lukhona Lufuta Kesivan ZinhleJudith MtsewuJONATHANMEGAN BOYNTON-LEE GODSELL Lockwood KEVIN BLOOM Sithole Sibande Sivuyile Ngesi Damien Schumann Rob van Vuuren Bongani Ndodana- Breen Faith47 Buli G Ngomane Max Nobahle Mangcu Redi Peet du Plooy Pillay Masechaba Joost BoslandDiane Kay Clement Direko Moshoeshoe David Bilchitz Nicole Michael MacGarryBLK JKS Bongani NdlovuScholtz Melumzi Nontangana Guy Taylor Aaron Mokoena Adrian Zaugg Claire JanischIshtar Jane Lakhani Reddick Lebo Ebrahim Sina Hina Colin Thornton Hamza Farooqui Hanri Ehlers Ernest Kekana Kali Ilunga Farah Fortune Jonathan over this time about South Vishal Koovejee Bradley Kirshenbaum BronwynLiza Nielsen Albrecht Mbulaeni Mulaudzi Dr Rebecca Hodes Nicky Greenwall Bronwyn Lace Vicky PenfoldLena Lukhele SOT MOLDOVANOS Zibusiso Mkhwanazi Nicholas Hlobo Lira Azad EssaMdu Mntambo Bridget Matthew Buckland

Nandipha Mntambo Marc Zimmerman Tessa Ringdahl MarkPerelLuiz Chantel Dartnall Phillip de Wet LiebmannKayum Ahmed Coenraad Bezuidenhout Lebo Malepa Abey Mokgwatsane Sindiso Mnisi Weeks Sascha Nkensani Nkosi Nkensani David Natalia Molebatsi Paula CherithProudlock Sanger Zameer Brey Mackay DeBarros Kesivan Naidoo Francois Nontsikelelo Veleko Dominique Pepper Rhoda Malgas Jason Bagley Fulufhelo Nelwamondo Berolsky Walter Nqobile Bhengu Lebogang Maile George Glynos Carina du Toit Oscar Pistorius Rene Kalmer Mduduzi MananaButi Kgwaridi Manamela Lebogang Francois Viljoen PatienceLuyanda Mavata Ngcobo MandlaLindela Tshabalala Mjenxane Vinny LinghamRudolphMuller Mallinson Eusebius McKaiserAndy Higgins Dada Claire Masilo Reid Africa’s young people? ToastSechaba Coetzer VuyisekaVivienne Lalu Thabo KgomommuRosemary BLK JKS Graeme Smith Nthikeng Mohlele Dubula Sarah Laurence Samantha PetersonNoge Charl Norman Bilchitz Mandy Maxine Case LEIGH MEINERT SIMON GEAR Duncan MacFadyenSAUL KROPMANArthur Nicholas Hlobo Daniel Buckland Lindi Matshikiza Lira MOKENA MAKEKAFokofpolisiekar Thabo Msibi Nonhlanhla Mokoena Xoli Funyani Nicole Fritz Bryan GaryJason Habana van NiekerkPule Mabe Rulleska Singh Kronk ThaboAmelia Rapoo Vukeya Natalie Simons-Arendse Simone AbramsonAlbert Eric Edelstein Gary Habana ARIE FABIAN Modi Lauren BeukesNic Haralambous John Vlismas AlanCarel Nolte SHOLOM NCALA NonhlanhlaDlamini Ramon Vincent AttwellHoffman Nick Ferreira Teko Modise Nicole Fritz Thokozile BudazaClaire Thomas Thabo MsibiTania SteenkampNontsikelelo Castro Veleko Ngobese Each time we put together the list Anthony Miller Dario Knott- Reid Rob StokeShanaKassiem Dale Steyn Cyril Mqadi Ithumeleng Khune Anthony Prangley Craig Jnr Mika Andrew McKechnie Julian PetersFred Swaniker Thabo Msibi Dylan Valley Valley Dylan Milo Tsepo Stephen Morris Pria Chetty Natalie du DaleToit Steyn Cyril Mqadi Schalk van Rooyen Paul Holden Sarah Rice Naadiya Moosajeewa MamatuJanice Limson Tumi Semete ROSS JOHNSON Margot Rubin Melinda Griffiths Tumi Brandt Botes Loren Landau Trevor Noah Mpumelelo Paul Grootboom Sasha Matulvovich Gina Ziervogel RANGAN GUPTA Anna Noko Matlou Adam Levy Wayne Parnell Vuyo Tsakani Matshikiza Matshazi Mabohlale Mapuru we wonder if it is possible to find JackLindiweLinda de Klerk Olihile Sebolai Vinny Naidoo Xolani MtshizanaWarwick Allan Catherine Luckhoff Tom Cullinan EnricoMarietjie OlivierVenter Heather NtsiengMpumi Mokoro MazibukoPRIA CHETTY Aaron Mokoena Adrian Zaugg Tracy Cohen Adria Greene Mbulaeni Mulaudzi Oliver HermanusMusa Nxumalo Terri Botha Oran Cohen Kaajal Ramjathan-Keogh Adam Hoets ErrolNontsikelelo Masinga Biyela 200 more people who are doing Rudo Botha Chaeli Mycroft Andile Mazwai Dirk Herman Barbara Isabelle Rorke Oscar Pistorius Zunaid Khan Zunaid DumisaniMfundo Gumbi Thango Graeme SmithDavid amazing things in South Africa, and Young South Africans Bryan you have to take to lunch … Young South Africans each time we are surprised. There 300 you have to take to lunch... seems to be an endless amount of Young South Africans young people doing impressive you have to take to lunch... work. New artists breaking onto the scene, entrepreneurs creating fan- tastic new companies and activists making a real difference in the lives in association with Xstrata of ordinary people.

What value have previous in association with nominees experienced from being included in the list? For many people who have made it onto the list in the past, it repre- sents a validation of the good work 2013 they are doing. While some of the 200 Young people (especially in the sports cate- South Africans gory) don’t need validation of their efforts, many others are working hard behind the scenes to make a difference. Being selected for inclusion in 200 Young South Africans is an important validation of the work they do and often provides them with publicity that their causes des- perately need.

What are the categoriesBig achievements have small beginnings. We are proud to be in which peopleassociated can with South be Africa's Top 200 Young People, the small in association with nominated? beginnings of our country's We have 10 mainbright categories: future. We salute you. Arts & Culture, Business & Law, Civil

Society, Education, Environment,www.xstrata.com Film & Media, Health, Politics & Government, Science & Technology and Sports. However, this year we have chosen to add in an additional category specifically for school pupils. We are calling this the Rising much more time to achieve what You have partnered with What should teachers do to Can teachers nominate only Stars category and those who are they have. The Teacher this year. Why help their pupils to enter? pupils or can they nominate profiled here will not form part of is that? Teachers can help pupils by work- older community members the core 200, so they won’t have to Why have you chosen to The one group of people who know ing with them to formulate their too? compete with people who have had include school-going youth better than anyone what school kids nomination. The nomination needs They can nominate both. On the this year? are up to is the teachers. to be long enough so we know what nomination page there are two Every year we get nominations for More often than not they are the is going on but need not go into forms. One for the core 200 and one school pupils but because of the cal- ones encouraging the kids to take every little detail. for the Rising Stars. If there are ibre of the other nominees very few their ideas to the next level, giving All we need is around 250 words other people in their community or All we need is around of them get selected. For us it is them time in class to develop explaining what the pupil is doing who they know of who are doing important to acknowledge the effort c oncepts and giving them credit for and what the difference they are amazing things then we would love 250 words explaining these young people make. So we cre- their ideas. making. to hear about them. what the pupil is ated a special environment where Sometimes even parents are too This doesn’t need to be a charita- we can identify and encourage those busy to give the kids the amount of ble or community engagement, it How do you nominate some- doing and what the learners. Hopefully in a few years’ support they need. could be a sporting or artistic one for inclusion in 200 Young time we will be getting nominations In short: to find our rising achievement as well. South Africans? difference they are for those featured in this section for stars we need the help of the teach- The most important thing is that Go to the website mg.co.za/ysa2015. making. the core 200 Young South Africans ers who are the readers of The they stand out from their peer group The nomination form is filled in project. Teacher. in a clear way. online. 10 News January 2015 theTeacher Unsafe Spaces: Homophobia Nominate your learners and Transphobia in Schools Tanesha reported that one teacher at her school said that ‘if she gave birth to a stabane she would kill it’. Tanesha said ‘She tried to chase me from the class because she didn’t want to teach a stabane. I try to ignore all The Mail & this because I have to finish school and support my family … There’s no one at school I can talk to’. Tanesha’s Guardian now mother came to school to complain but was careful to not mention Tanesha’s sexual orientation for fear that includes school- things would get worse for her child. going youngsters 200 – Tanesha, 13 (We’ll Show You You’re a Woman, Human Rights Watch, 2011) in its recognition Young South of young South Africans Africans to watch you must take Tanesha’s experience is, sadly, all too common: the fear and isolation she describes teaching professionalism includes being able to respond to homophobic violence 100 to lunch is shared by many lesbian, gay, bisexual, transgender and intersex (LGBTI) and bullying, and to teach about sexual and gender diversity. Nevertheless, it learners. For these young people, a day at school will regularly involve bullying, can still be diffi cult for teachers to create an affi rming environment for LGBTI he Teacher spoke to Ben Kelly, supplements edi- Young name-calling, intimidation, physical violence and other forms of discrimination. learners. It is because of this that the next issue of the Teacher will for the tor of the Mail & Guard- This harassment comes not just from peers, but also from teachers and school fi rst time include an insert on sexual and gender diversity. This supplement will ian, about the 200 South managers, as is evident from Tanesha’s story. These behaviours can have far- provide accessible information on the topic, as well as useful class plans. It has Young South Africans reaching consequences, from falling grades and absenteeism to dropping out of been developed by GALA as a way of helping teachers to introduce discussions Tproject he is spearheading. Africans school and, in extreme cases, suicide. Confronting homophobia and transphobia, of sexual and gender diversity. What is 200 Young South you must take to lunch both in the classroom and beyond, is thus crucial if South Africa is to realise its Africans about? mandate of education for all. South Africa has made great strides in tackling racism and other forms of The project is an initiative of the discrimination in the education sector, and this focus must now be expanded to Mail & Guardian to showcase some include homophobia and transphobia. Indeed, it is crucial that all stakeholders of the best young talent we have in Understanding the problem South Africa. Each year we ask IN ASSOCIATION WITH XSTRATA work to eliminate violence and bullying in schools, including against LGBTI South Africa help us to find 200 ‘Research has shown that many teachers struggle to learners. The right to education is a cornerstone of our democracy, but for people under the age of 35 to pro- young people like Tanesha, attending school can be a terrifying and at times file. We separate out the people discuss sexual and gender diversity in their classrooms’ Luzann Isaacs Tanit Phoenix Thomas Brennan Neil Coppen Nokubonga Yawa Bonang Matheba Jon Savage Julie Cunningham Anthea Moys Stella Ndabeni Avril Halstead James Cairns Themba Masondo Kyle Shepherd Zeenat Adam dangerous experience. Mockery, intimidation and violence are the lived reality into different categories so that we Hashim Amla Wayne Thornley Patrick Lambie Sally Ann Partridge Lwazi Mvovo Itumeleng Khune Daniel Ting Chong Chantel Dartnall Bongani Khumalo Pumeza Matshikiza Andile Jali Ricky Lee Gordon Gurthrö Steenkamp Chloe Townsend Noni Tenge Mkhwanazi Andy Higgins Claire Reid Matheu Clifford Kieswetter Sunette Viljoen Andile Dyalvane David West Kudzanai ChiuraiAntonia Steyn Bryan Little Nat This could be because of cultural and religious beliefs, insuffi cient training, for many LGBTI learners, often exacerbated by feelings of isolation, exclusion get a good mix of people each year. Naidoo BLK JKS NicholasDada Masilo Hlobo Ramabulana Laduma Ngxokolo Tshe-Tsha Boys Spoek Mathambo Cynthia Jele Mamela Nyamza Mary Sibande Sivuyile Precious Kofi Ngesi Damien Schumann Rob van Vuuren Bongani Ndodana- Breen Faith47 Buli G Ngomane Max Ebrahim Sina Hina Lauren WallerPhillip Eusebius McKaiser Daniel Buckland Lindi Matshikiza Lira Alon Skuy de Wet Colin Thornton Hamza Farooqui Hanri Ehlers Ernest Kekana Kali Ilunga Farah Fortune Jonathan Liebmann Kayum MALUSI BOOI Toby Shapshak and having ‘no one at school I can talk to’. South Africa is a world leader when Mcebo KhumaloPaseka Letsatsi confusion about curriculum requirements, or concerns over parental or Nikiwe Bikitsha Julius Malema Natalie Jaynes Nick Ferreira Ahmed Coenraad Bezuidenhout Lebo Malepa Abey Mokgwatsane Sindiso Mnisi Weeks Sascha Berolsky Walter Nqobile Mazibuko Tania Steenkamp Castro Ngobese Katy Katopodis Viljoen Nontsikelelo Veleko VusiCornelius GumedeRensburg JansenMduduzi van Zodwa Kumalo-Valentine Manana Natalie Jaynes Bhengu Lebogang Maile Luzann Isaacs Tanit Phoenix Thomas Brennan Neil Coppen Nokubonga Yawa Bonang Matheba Zanele Mandla Ebrahim Dithako Toufeeq Thomas Reverend NataliePria Simons-Arendse Chetty DORON ISAACS Tsepiso Makwetla Mandela Marisa FasslerBoyce Anele Mda Fakir Adam Levy Jon Savage Julie Cunningham Anthea Moys Stella Ndabeni Avril Halstead James Cairns Themba Masondo Kyle Shepherd Daksha Gaman Kassan Mkize Ntombi SefularoKumalo Mazibuko Jara Weiner Tumelo Ramolefi Trevor Noah Mpumelelo Paul Grootboom The initiative is in its 10th Sipho Sbu Zikode Gina Snyman Rebecca Pursell Thami Floyd HEATHER Nkosi FORD Jennifer Thembiso Alex Matthews Zeenat Adam Hashim Amla Wayne Thornley Patrick Lambie Sally Ann Partridge Lwazi Mvovo Itumeleng Khune Daniel it comes to human rights and we must continue in our efforts to create a school STEPHEN GROOTES Nghona Duncan Mcleod Nadine Hutton Catherine Luckhoff community responses. Teachers have also reported uncertainty over how to de Beyer Lebo MashileNatalia Molebatsi Andy Davis Msomi Buti Manamela Yuri Ramkissoon Xolani MtshizanaWarwick Allan Mmpaseka Letsike Hannah MoosaIan Ollis Dr Charles Benjamin Gaunt Ting Chong Bongani Khumalo Pumeza Matshikiza Andile Jali Ricky Lee Gordon Gurthrö Steenkamp Chloe Townsend Emile Jansen MarlonNtombi ParkerLebonang Sefularo Iman Rapetti Tom EUPHONIK Nadia Sanger Ndumiso Ngcobo STEVE PORTER Ross van der Linde SIAN ELLIOT JAMES WANJOHI Irma Mokwena Nkepile MabuseNicholas Eaton Graunt Kruger Donna McCallum Anthony Pascoe Cherith Sanger Kaajal Ramjathan-KeoghOliver HermanusMusa NxumaloZibusiso Noni Tenge Matheu Clifford Kieswetter Sunette Viljoen Andile Dyalvane David West Kudzanai ChiuraiAntonia Steyn Karen Loxton Imraan Buccus year. What have you learnt du PlessisFikiswa Majola Xolani Gwala McLean Adriaan Pienaar Justin Semete Sylvester Chauke Batana Vundla Zibusiso Mkhwananzi Kopano MatlwaJane Reneé Siphiwe Mpye ATHI-PATRA RUGA ANDY PETERSEN Heidi SchneiganzDrennan Anna Noko Matlou Dylan Culhane and Ace Swart Simangele Mabena Bryan Little Nat Ramabulana Laduma Ngxokolo Tshe-Tsha Boys Spoek Mathambo Cynthia Jele Mamela Nyamza Mary Kesivan Naidoo Simangele MabenaDuncan SAFIYA VACHIATBonorchis Claire Janisch Pavs Mike Stopforth Ithumeleng Khune Tim Harris Adrian Tiplady Ethel Phiri system that is safe and inclusive for all learners. Makgabo Seema Dr Taryn GauntBronwyn Lace intervene in cases of sexuality- or gender-motivated bullying, or where to seek KhweziJacques Gule Imbrailo Zintle Maile Nkhumeni “Khume” Ramulifho Barbara Mallinson Abigail Knox Vikash Sewram Lukhona Lufuta Kesivan ZinhleJudith MtsewuJONATHANMEGAN BOYNTON-LEE GODSELL Lockwood KEVIN BLOOM Sithole Sibande Sivuyile Ngesi Damien Schumann Rob van Vuuren Bongani Ndodana- Breen Faith47 Buli G Ngomane Max Nobahle Mangcu Redi Peet du Plooy Pillay Masechaba Joost BoslandDiane Kay Clement Direko Moshoeshoe David Bilchitz Nicole Michael MacGarryBLK JKS Bongani NdlovuScholtz Melumzi Nontangana Guy Taylor Aaron Mokoena Adrian Zaugg Claire JanischIshtar Jane Lakhani Reddick Lebo Ebrahim Sina Hina Colin Thornton Hamza Farooqui Hanri Ehlers Ernest Kekana Kali Ilunga Farah Fortune Jonathan over this time about South Vishal Koovejee Bradley Kirshenbaum BronwynLiza Nielsen Albrecht Mbulaeni Mulaudzi Dr Rebecca Hodes Nicky Greenwall Bronwyn Lace Vicky PenfoldLena Lukhele SOT MOLDOVANOS Zibusiso Mkhwanazi Nicholas Hlobo Lira Azad EssaMdu Mntambo Bridget Matthew Buckland

Nandipha Mntambo Marc Zimmerman Tessa Ringdahl MarkPerelLuiz Chantel Dartnall Phillip de Wet LiebmannKayum Ahmed Coenraad Bezuidenhout Lebo Malepa Abey Mokgwatsane Sindiso Mnisi Weeks Sascha Nkensani Nkosi Nkensani David Natalia Molebatsi Paula CherithProudlock Sanger Zameer Brey Mackay DeBarros Kesivan Naidoo Francois Dominique Pepper Rhoda Malgas Jason Bagley Fulufhelo Nelwamondo Berolsky Walter Nqobile Bhengu Lebogang Maile help and support in such situations. This growing body of research highlights Nontsikelelo Veleko George Glynos Carina du Toit Oscar Pistorius Rene Kalmer Mduduzi MananaButi Kgwaridi Manamela Lebogang Francois Viljoen PatienceLuyanda Mavata Ngcobo MandlaLindela Tshabalala Mjenxane Vinny LinghamRudolphMuller Mallinson Eusebius McKaiserAndy Higgins Dada Claire Masilo Reid Africa’s young people? ToastSechaba Coetzer VuyisekaVivienne Lalu Thabo KgomommuRosemary BLK JKS Graeme Smith Nthikeng Mohlele Dubula Sarah Laurence Samantha PetersonNoge Charl Norman Bilchitz Mandy Maxine Case LEIGH MEINERT SIMON GEAR Duncan MacFadyenSAUL KROPMANArthur Nicholas Hlobo Daniel Buckland Lindi Matshikiza Lira MOKENA MAKEKAFokofpolisiekar Thabo Msibi Nonhlanhla Mokoena Xoli Funyani Nicole Fritz Bryan GaryJason Habana van NiekerkPule Mabe Rulleska Singh Kronk ThaboAmelia Rapoo Vukeya Natalie Simons-Arendse Simone AbramsonAlbert Eric Edelstein Gary Habana ARIE FABIAN Modi Lauren BeukesNic Haralambous John Vlismas AlanCarel Nolte SHOLOM NCALA NonhlanhlaDlamini Ramon Vincent AttwellHoffman Nick Ferreira Teko Modise Nicole Fritz Thokozile Budaza Thomas Thabo MsibiTania SteenkampNontsikelelo Castro Veleko Ngobese the urgent need for interventions targeting homophobia and transphobia in Claire Each time we put together the list Anthony Miller Dario Knott- Reid Rob StokeShanaKassiem Dale Steyn Cyril Mqadi Ithumeleng Khune Anthony Prangley Craig Jnr Mika Andrew McKechnie Julian PetersFred Swaniker Thabo Msibi Dylan Valley Valley Dylan Milo Tsepo Stephen Morris Pria Chetty Natalie du DaleToit Steyn Cyril Mqadi Schalk van Rooyen Paul Holden Sarah Rice Naadiya Moosajeewa MamatuJanice Limson Tumi Semete ROSS JOHNSON Margot Rubin Melinda Griffiths Tumi Brandt Botes Loren Landau Trevor Noah Mpumelelo Paul Grootboom Sasha Matulvovich Gina Ziervogel RANGAN GUPTA Anna Noko Matlou Adam Levy Wayne Parnell Vuyo Tsakani Matshikiza Matshazi Mabohlale Mapuru we wonder if it is possible to find JackLindiwe Olihile Sebolai Vinny Naidoo Warwick Allan Linda de Klerk Xolani Mtshizana Enrico Olivier Catherine Luckhoff schools. Moreover, it shows that the problem can only be overcome if teachers Tom Cullinan MarietjieVenter Heather Ntsieng Mokoro PRIA CHETTY Tracy Cohen MpumiAdria Mazibuko Greene Mbulaeni Aaron Mulaudzi Mokoena Adrian OliverZaugg Hermanus Terri Botha Musa Nxumalo Errol Masinga Oran Cohen Kaajal Ramjathan-Keogh Helpful deﬁ nitions Adam Hoets Nontsikelelo Biyela 200 more people who are doing Rudo Botha Chaeli Mycroft Andile Mazwai Dirk Herman Barbara

Isabelle Rorke Oscar Pistorius Zunaid Khan Zunaid and school managers are equipped with adequate training, resources and support DumisaniMfundo Gumbi Thango Graeme SmithDavid amazing things in South Africa, and Young South Africans Bryan you have to take to lunch … Young South Africans structures. each time we are surprised. There SEXUAL ORIENTATION – the name given to a person’s natural sexual 300 you have to take to lunch... seems to be an endless amount of Young South Africans preference. It describes whether a person is emotionally and sexually attracted young people doing impressive you have to take to lunch... From a legislative perspective, South Africa has led the world in progressive to people of the same or opposite sex, or to both. work. New artists breaking onto the reforms relating to sexuality and gender identity. The country’s groundbreaking scene, entrepreneurs creating fan- constitution explicitly prohibits discrimination on the basis of sexual orientation HOMOSEXUAL – people who are emotionally and sexually attracted to tastic new companies and activists and gender identity, and a range of laws are in place to protect the status of people of the same sex. in association with Xstrata making a real difference in the lives LGBTI people. These basic rights are mirrored in policies governing education, of ordinary people. HETEROSEXUAL – people who are emotionally and sexually attracted to such as the South African Schools Act (1996), which guarantees equality and people of the opposite sex. What value have previous in association with advances principles of democratic transformation. Similarly, the Curriculum nominees experienced from Assessment Policy Statements (CAPS) recognise the values of the constitution BISEXUAL – people who are emotionally and sexually attracted to both being included in the list? and call for respect for all forms of diversity. But despite these protections and sexes. For many people who have made it onto the list in the past, it repre- afﬁ rming statements, schools remain unsafe spaces for LGBTI learners. LESBIAN – a woman who is emotionally and sexually attracted to other sents a validation of the good work 2013 women. they are doing. While some of the 200 Young In her new book Under Pressure: The Regulation of Sexualities in South African people (especially in the sports cate- South Africans Secondary Schools (forthcoming February 2015), Professor Deevia Bhana GAY – a man who is emotionally and sexually attracted to other men. gory) don’t need validation of their examines how school communities understand and respond to homosexuality. GENDER IDENTITY – a person’s own inner sense of being male or female efforts, many others are working The study reveals worrying levels of prejudice within the selected schools, hard behind the scenes to make a (or both or neither). A person’s gender identity may or may not correspond to including among teachers and school managers, and uncovers a pervasive difference. Being selected for inclu- their physical body or designated sex at birth. sion in 200 Young South Africans is silence around sexual and gender diversity. As well as calling for immediate an important validation of the work action from key stakeholders in the sector, Professor Bhana identiﬁ es a critical TRANSGENDER – a person whose gender identity does not match their they do and often provides them need for better training programmes, clearer policy statements and stringent biological sex. A transgender person may live, feel, behave and dress in a with publicity that their causes des- different way to what is expected of them by society. For instance, a person perately need. compliance mechanisms. who is born female may identify and present as male, or vice versa.

What are the categoriesBig achievements have small beginnings. We are proud to be A way forward INTERSEX – a person who is born with reproductive or sexual anatomy in which peopleassociated can with South be Africa's nominated? Top 200 Young People, the small in association with that is ambiguous or that does not fi t the typical defi nitions of female or beginnings of our country's Overcoming homophobia and transphobia in schools cannot happen without buy- We have 10 mainbright categories: future. We salute you. Arts & male. Some intersex people may also have different variations of hormones Culture, Business & Law, Civil in from parents, teachers and government, and without support from the LGBTI or chromosomes (the natural chemicals that we all have). In many cases, Society, Education, Environment, and social justice sectors. Organisations such as Gay and Lesbian Memory in www.xstrata.com intersex people are assigned a gender by doctors soon after birth or during Film & Media, Health, Politics & Action (GALA) have already recognised the importance of promoting diversity adolescence. These procedures are done without the consent of the individual Government, Science & Technology in schools and have launched a number of programmes aimed at highlighting and are strongly condemned by activists. and Sports. However, this year we have chosen to add in an additional the issue. In 2012, for instance, GALA partnered with UNESCO to hold the category specifically for school fi rst Colloquium on Challenging Homophobia and Transphobia in South African pupils. We are calling this the Rising much more time to achieve what You have partnered with What should teachers do to Can teachers nominate only Schools, a two-day event that brought together researchers, practitioners and Stars category and those who are they have. The Teacher this year. Why help their pupils to enter? pupils or can they nominate policy-makers. The organisation has also published Sexual Orientation and profiled here will not form part of is that? Teachers can help pupils by work- older community members Gender Identity Rights in Education (produced in partnership with the Centre the core 200, so they won’t have to Why have you chosen to The one group of people who know ing with them to formulate their too? Ask yourself: for Education Rights and Transformation) and launched the Hear Us Out compete with people who have had include school-going youth better than anyone what school kids nomination. The nomination needs They can nominate both. On the Do you feel uncomfortable and unprepared to teach about sexual and gender this year? are up to is the teachers. to be long enough so we know what nomination page there are two website (www.hearusout.org), which offers a range of downloadable resources diversity? Every year we get nominations for More often than not they are the is going on but need not go into forms. One for the core 200 and one for young people, parents and educators. school pupils but because of the cal- ones encouraging the kids to take every little detail. for the Rising Stars. If there are Do your cultural and religious beliefs about sexuality make this a diffi cult ibre of the other nominees very few their ideas to the next level, giving All we need is around 250 words other people in their community or Positive changes are certainly taking place within the education sector: the topic to teach? All we need is around of them get selected. For us it is them time in class to develop explaining what the pupil is doing who they know of who are doing department of basic education has created a booklet called Safer Schools For important to acknowledge the effort c oncepts and giving them credit for and what the difference they are amazing things then we would love Do you witness different forms of bullying in your school and are not sure 250 words explaining these young people make. So we cre- their ideas. making. to hear about them. All: Challenging Homophobic Bullying; a network of organisations supporting how best to respond? what the pupil is ated a special environment where Sometimes even parents are too This doesn’t need to be a charita- LGBTI inclusion in education has been established; and there is growing we can identify and encourage those busy to give the kids the amount of ble or community engagement, it How do you nominate some- doing and what the awareness among teachers and school managers on the importance of these Are you concerned about the response of the school community if you teach learners. Hopefully in a few years’ support they need. could be a sporting or artistic one for inclusion in 200 Young issues. The latest department guidelines also indicate that LGBTI learners time we will be getting nominations In short: to find our rising achievement as well. South Africans? about sexual and gender diversity? difference they are for those featured in this section for stars we need the help of the teach- The most important thing is that Go to the website mg.co.za/ysa2015. have the right to safe and inclusive school environments, as well as noting that making. the core 200 Young South Africans ers who are the readers of The they stand out from their peer group The nomination form is filled in project. Teacher. in a clear way. online. 12 News January 2015 theTeacher A closer look at NSC MathS reSultS YEAR TOTAL WRITING MATHS % WRITING MATHS PASS RATE (>=30%)

2014 matric results 2008 300 008 52.9 45.4

From page 2 suggests that: 2009 290 630 51.1 46.0 Umalusi quality assures the • Competency tests should be examinations of all the assessment implemented for entry to the 2010 263 034 48.4 47.4 bodies, including the Independent profession and on a regular Examinations Board (IEB), and basis to ensure that knowledge 2011 224 635 44.9 46.3 applies the same standardisation keeps pace with curriculum and other procedures to the various developments; 2012 225 874 43.7 54.0 examinations. • We should start focusing on the 2013 241 509 42.7 59.1 “In the execution of its responsi- first three years of schooling, bilities Umalusi understands that at which are critical. Research has 2014 225 458 53.5 times it has to make unpopular deci- shown that by the end of grade sions, but in the final analysis we three [many of] our children exist to make a contribution to the have fallen behind the numeracy as well as increasing the quality of reasonable. “It is not normal to have had been taught the new content quality of education in our country. and literacy levels expected of the pass mark and working towards such big jumps (from 59.1% to 53.5%) from grade eight?” So when we quality assure the work them; making exams more complex, while in a single year in a national assess- Other factors to be taken into of the various assessment bodies, • Everyone involved in education pushing students more. But at the ment. In my opinion, the jumps have consideration when analysing the we are sharing and applying stand- should strive for excellence, as same time she says that you can’t not been the result of exams that are 2014-matric results include the ards and expectations in the hope mediocrity cannot suffice. fail more than once, all on the prin- getting easier. They reflect improve- issues of: that in the process these standards Habib also believes that to have ciple of equality. While we are creat- ments in the system as a whole. and expectations will themselves a successful education system we ing a more equal society, we mustn’t There is much still to be done but the Cheating be raised. We are not there yet, but need to go back to the basics. “I create a dumbed-down society.” situation is not all bad.” Results were withheld in 58 matric we are well on our way towards an think we get so enamoured by the According to Mulder, who is dis- To further prove his point, he pro- examination centres in KwaZulu- assessment system that is line with curriculum that we don’t do the appointed at the pass rate in maths vided another table, which shows a Natal and the Eastern Cape following the very best internationally,” says basics. If you want to fix education and accounting, mathematics is a general trend in more pupils achiev- copying in the 2014 matric exams. Volmink. you need to do four things: gateway to key professions such ing A, B and C symbols from 2008 to Instead of addressing the issue head Teachers are often blamed for not • Students need to be in the class; as accounting, engineering, com- 2013. (Stats for 2014 were not avail- on, quoting The M&G’s education edi- making enough effort in the class- • Teachers need to be in the class; merce and science, so we need to able at the time of publication) tor David Macfarlane in an article on room or for not being adequately • Teachers need to know what they encourage and support our pupils Pournara also raised the issue the Mail & Guardian website: “The qualified for their positions but are teaching; and to study mathematics and aim for of Caps: “Both the media and the Minister’s best response to the cheat- Pournara believes that the situation • The infrastructure needs to work. good results. Of the 225 458 pupils department of basic education have ing scandal was to confuse everybody is more complex: “The majority of “If you drive past township schools who wrote mathematic, a mere 53% attributed the drop in the maths with her conflicting statements.” The pupils in the country develop back- you will see students at 11am sitting passed. pass rate to the changes brought EFF believes that the issue of cheat- logs in their learning of maths, and outside. No one is in the classrooms “Quality is a big concern, as the about by Caps — with particu- ing is “a worrying phenomenon for the Annual National Assessments and even if they are, infrastructure pass-mark is 30%,” adds Mulder. lar emphasis being placed on the education in a country infested with (ANAs) provide evidence of this is often a problem in these schools. “Also of concern is the steady impact of reintroducing Euclidean corruption from the top”. right from Foundation Phase. The We need to stop rewriting the cur- decline of the number of pupils geometry.” challenge that all teachers face is in riculum and focus on getting the who take up mathematics, as most Euclidean geometry accounted Part-time students dealing with pupils’ backlogs and basics right. If you don’t get the pupils are opting for mathemat- for one-third of the marks in Paper 2014 saw 532 860 full-time pupils still continuing to cover the grade- basics right you will never be world ics literacy.” She warns that while 2. However, Umalusi acknowl- and 94 884 part-time pupils writ- appropriate content. This is a mam- class.” pupils take the easier maths literacy edged: “Pupils at the top experi- ing matric. It is important to note moth task and we don’t know much According to the DA, only once option, hoping to achieve a better enced the mathematics examina- that the results of part-time pupils about how to do this, particularly in the department of basic educa- matric by doing this, they dramati- tion [as being] much easier” and are not used to calculate the overall large, multilingual classes with lim- tion starts addressing these ine- cally reduce their options for further said that there had been “a slight pass rate. Reasons for the increase ited resources.” qualities in our schools will South study and employment. downward adjustment at the top in part-time students are unknown. Perhaps it would be a good idea Africa finally see an improvement Pournara believes that: “We need end.” According to Pournara, this One can only wonder if students for us to take some advice from in the most crucial indicators to give far more attention to the suggests that more pupils got As on at risk of failing were registered as schools writing the IEB exam, as of quality education. “The 2014 teaching of maths at all levels of their actual scores when the scripts part-time students in an attempt to they clearly seem to know what they matric results tell the story of an secondary school, possibly more at were marked than received As in show a good pass rate? are doing. Not only did they have unequal education system under grades eight and nine than at any their final results. This means that an average of 1.43 distinctions per extreme pressure, with the poorer other level of secondary school. while the top performers went up, Dropouts person and a 98.38% pass rate, but provinces and schools performing Unless we have more pupils coping the overall performance went down. According to education nongov- 85.45% achieved bachelor passes worse than the affluent.” It says well with grade nine maths, we will Having worked through the 2013 ernmental organisation Equal in comparison to the 28% achieved 23% of the total bachelor passes not be able to increase the number and 2014 exam papers, including Education, there is a “50% drop- in state schools. While some may were produced by schools consid- of pupils who can reasonably choose Paper 3 of 2013, Pournara does not out rate” and this mostly happens argue that comparing the two would ered more affluent. maths rather than maths literacy for think that the 2014 papers were between grade 10 and 12. In 2003, be like comparing apples to oranges, Habib said there is complexity and grade 12.” more difficult in the sections that 1 252 071 pupils entered into the it doesn’t hurt to look at why their incoherence in the entire education Pournara warns that the hype were common in both years and also South African public schooling system actually works. plan, which is the biggest cause for surrounding the drop in marks in thinks that the geometry was gener- system as grade one pupils while According to Anne Oberholzer, concern. “The minister’s emphasis mathematics and overall pass rate ally of a similar standard to 2013. He only 532 860 students wrote the chief executive of the IEB, a success- on upgrading quality is important, from 2013 to 2014 does not keep believes that the anomaly is possibly 2014 matric exams. Looking at the ful education system depends on the bigger picture in perspective. In explained by considering what has number of pupils who wrote mat- three key elements: a table he provided (see above) he been happening in schools between ric, they created a “cohort matric • Pupils who are prepared to work points out that the maths pass rate 2008 and 2014: “In many schools pass rate”. “The spectacular 78.2% hard; We need to give is very similar in 2012 and 2014. The across the country the majority of pass rate of 2013 is now closer to a • Parents who are prepared to give number of pupils who wrote maths grade 12 pupils have been expected 40% pass rate, and we see the 2014 the school and their children all far more attention is also similar. to write Paper 3 since 2008. In 75.8% [pass rate] is actually closer to the support they need to develop to the teaching of Analysing the table, one can see these schools, the re-introduction of 36.4%,” says Equal Education. successful students; and that there is a general upward trend Euclidean geometry made little dif- It is only once all the factors are • A teaching community commit- maths at all levels from 2008 to 2014, with noticeably ference and I suspect it was pupils taken into consideration that one ted to providing a quality educa- “big” jumps in 2012 (54%) and in in these schools who performed can truly get a clear picture of our tional experience for all pupils. of secondary school, 2013 (59.1%) then a “big” drop in very well. However, in the majority education system. We must also “These three elements create a possibly more at 2014 (53.5%). “Perhaps it would be of schools where very few, if any, remember that the future of our learning community. When the will more reasonable to question the big pupils had done Paper 3 since 2008, education system will be deter- to succeed and do well is there, a grades eight and nine jumps from 2011 to 2013? Perhaps it’s a very different story. Teachers mined by the decisions and imple- learning community will overcome these numbers are unrealistic,” says in these schools likely have far less mentations of today. As Benjamin the obstacles.” than at any other level Pournara. experience of teaching the new con- Disraeli said: “upon the education Language in learning is another of secondary school. He believes that the drop in 2014 tent and this impacts on pupils. A of the people of this country, the key issue, says Oberholzer. “Without takes us back to something more key question is whether these pupils fate of this country depends.” a solid base in language, a pupil will constantly battle to understand concepts and communicate Performance in mathematica in NSC Grade 12 their learning. In the Foundation and Intermediate phases, the focus Wrote Achieved Achieved Achieved Achieved Achieved Achieved Achieved must be on language acquisition, Math 0-29% 30-39% 40-49% 50-59% 60-69% 70-79% 80-89% using content areas of the curriculum as the vehicle through which to 2008 54.6% 15.7% 8.9% 6.9% 5.5% 4.1% 4.2% develop language skills. “It is through discussion and 2009 53.9% 16.6% 11.2% 7.3% 4.7% 3.2% 3.0% expression of opinions that children learn that a command of language 2010 51.4% 17.6% 11.9% 7.5% 4.8% 3.2% 3.6% is not an end in itself, but a vehicle through which an individual estab- 2011 52.7% 17.2% 11.6% 7.6% 5.1% 3.4% 2.5% lishes their uniqueness. And that is the key to becoming an ‘educated 2012 46.0% 18.3% 13.1% 9.2% 6.4% 4.1% 2.9% person’.” The Democratic Alliance (DA) 2013 41.9% 17.6% 14.3% 10.5% 7.4% 4.8% 3.4% 13 Technology January 2015 theTeacher ICT is the future Hywell Appolis calls on teachers to adopt ICT before they get overtaken by developments

with the process, you are going to Thabo Mohlala struggle when it becomes the norm. hen did you start During the mid-nineties I teaching? approached the Shell Petrol I started teaching Company, in Cape Town, for their in 1991 at Riebeeck old computers. Their response was Wes Primary in the positive and I went to collect them, WWestern Cape. I completed the three fix those that needed fixing and year teacher’s diploma at Hewat started using them. Later on some of College of Education. In 1990 I was my colleagues joined in, because asked to replace a teacher who they saw the benefit of saving their retired, on a temporary basis until work and making changes to assign- the post was going to be advertised. ments, something that you could not At first I wanted to complete my do with a normal typewriter. In fourth year but decided to take the 2008 I was lucky to be part of a group post. In 1994 I got a teaching post in of 35 teachers in the Western Cape to the small town near the border of be trained in the Microsoft Partners Lesotho called Thaba Patchoa in Learning course at the IT unit in Primary and I got a transfer back to Kuilsriver. We were trained as train- Riebeeck Wes Primary in 1995. ers and we had to go and train other teachers to make them feel more Share with us why it is impor- comfortable with using ICT in the tant to have ICT as part of our classroom. Everyone at our school education system? saw the need to expose our children The teaching profession has moved to computers and we started a pro- on from where the teacher was cess with the Khanya Project. known to be the main source of Eventually our school was supplied information to one where he or she with a computer lab with 25 worksta- only needs to facilitate the process in tions, a server and a presentation which the child discovers the infor- unit with a lot of educational pro- mation. The teacher needs only to grams. Later on we partnered with manage that process while staying Vodacom and they supplied us with within the boundaries of the curricu- a charging trolley with 20 netbooks lum. The information that the chil- with touchscreens, four television dren must discover and learn to monitors and four web boxes. The interpret has taken on a digital for- department of science and some mat, hence you need to be able and sponsors also came and fixed our sci- willing to use the ICTs available at ence lab into a multimedia room your school. You can use videos from with interactive whiteboard, sound YouTube, PowerPoint presentations system to make it fully functional. or slideshows, send worksheets to them or their parents’ smartphones, Tell us how you use ICT to interactive educational programs teach your subjects? and apps that you can download. I am teaching Technology to grades Teachers can share their work with seven, eight and nine and Natural each other by making it available on Science and Technology to grades websites, databases or platforms five and six. With the grade fives and such as Moodle and the department sixes, we use PowerPoint slideshows of basic education’s website. The with a lot of their topics. They can possibilities are endless. now see the Earth rotating around its own axle and around the Sun with Hywell Appolis believes ICT is the future. Photo: Supplied When and how were your first the other planets instead of just exposed to ICT? hearing about it when the teacher a new product. They do their assign- sums everything up: “technology the Moodle platform and schools can I was always interested in computers explains it. They can experience the ments on netbooks and they save the won’t replace teachers…but teachers even request specific training with and other electronic stuff. My first wonder of photosynthesis with slide- assignments to a folder that I created who use technology will probably regards to the need at their schools computer was a Commodore 64. In shows and they can relate to what is on the server for that specific pur- replace teachers who do not.” I am for example, training on how to use my third year at the college, we were in the textbook and what the teacher pose or assignment. fortunate to be part of a group of five the inter active whiteboard, tablets introduced to using computers in told them about the topic. My grade teachers in our district which helps or whatever the need may be. delivering the curriculum and from seven to nine learners, to whom I How would you encourage with getting our fellow colleagues then on I was hooked. I knew then teach Technology, get to do their teachers who still fear the comfortable with using the com- Hywell Appolis was a finalist in the that the role of the teacher as I expe- research on existing products use of technology in the puter and other ICT’s in the class- Excellence in Technology-Enhanced rienced it and was taught was going designed for certain needs so that classroom? room. We help with basic computer Teaching category of the 2014 National to change and if you do not change they can better the product or design For me this quote from the internet skills, web quest training, how to use Teaching Award

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Robyn-Lee Joseph offered to share her experience of a day when her teacher’s timely intervention made a lifelong difference

Robyn-Lee Joseph even more so to ask for help because of pride and the fear that people matriculated at Paarl Girls' may refuse or disappoint you. High School, in Cape Town, On my return to school I was in 2010. When I was 16 years scheduled to see the principal with old I didn’t think that anyone my mother. apart from my schoolmates I remember holding my mother’s Iwould notice if I stayed away. hand tightly, because I was not sure I was experiencing personal prob- what to expect that morning. After lems at the time and the nagging all the tears and talking I left that sense of insignificance continuously day with new hope and a new lingered at the back of my mind. perspective on the importance of I wanted to drop out of school and education. 'help' at home by getting a quick job Not only that, someone noticed and starting to earn money. that I was not present, someone Surprisingly, it turned out that my wanted me to come back because to mother was not the only one to pro- that someone it made a difference test. She received texts from school that my seat was empty. that I was absent and before long we Frau Schwartz made the world of were contacted personally. difference when she noticed that I My first phone call was from my decided to stay away; she realised class teacher, Frau Schwartz (Mrs that something was wrong and she Schwartz), who showed genuine did not hesitate to lend a helping interest in the fact that I stayed hand. away and was adamant that I return She never made me feel inferior to as soon as possible. any of my peers and she made me feel that I meant something and Someone took a notice that I needed to stay in school if I It is quite difficult to share your per- really wanted to make a difference. sonal problems with others and She always treated me the same as my peers and I never felt like I was the “special case” or the girl with the problems at home. Robyn-Lee Joseph sings praises for her former teacher who helped her to stay focused. I became more driven Photo: Supplied to complete my school Making a mind shift career. I underwent I must have had a moment where became more content and happy teacher or lecturer would ever care that made the biggest change in my life flashed before my eyes and at about myself and I really felt worthy so much again. life. a complete mind that moment I realised that I of something. Someone noticed that I was miss- shift and changed my needed to make a change before I I matriculated two years later with Encouragement and ing, someone insisted that I meant ended up regretting my foolish an average above 70%, three A sym- confidence more than just the name on a list vision of life and my decisions. bols and admission to university. I Nevertheless, as I embarked on my and today because of that someone I future. I became more I started working harder and put was overwhelmed with joy but also new journey I always think of the have a bachelor's degree in business content and happy in more effort in all of my endeav- very emotional, because I did not encouragement and confidence that administration and I am currently ours although I stumbled at times. I want to leave the school that everyone at Paarl Girls' High School completing an 18-month learner- about myself and I became more driven to complete my changed everything for me just staff had in me regardless of the fact ship programme at Standard Bank. really felt worthy of school career. I underwent a com- because someone noticed that I that I was not a star athlete or And although I do not get much something. plete mind shift and changed my decided to stay away. I was anxious straight A candidate. My school time to visit school I still feel like I vision of life and my future. I because I knew that no other journey has always been the journey have never left. NOMINATIONS NOW OPEN

It’s that time of the year again when the Mail & Guardian scours the country to find noteworthy and newsworthy young South Africans to profile in its annual 200 Young South Africans publication. GET YOUR NOMINATIONS IN NOW! mg.co.za/ysa2015

DEADLINE: THURSDAY FEBRUARY 19 2015 MINISTRY OF EDUCATION NATIONAL EDUCATION POLICY ACT, 1996 (ACT NO 27 OF 1996) Mrs Angie Motshekga, MP Minister of Basic Education 2016 SCHOOL CALENDAR FOR PUBLIC SCHOOLS I, Angelina Matsie Motshekga, Minister of Basic Education, acting in terms of section 3(4)(k) of the National Education Policy Act, (Act No. 27 of 1996), and after consultation with the Council of Education Ministers, hereby publish the 2016 School Calendar for public schools as detailed in the accompanying schedule. 2016 school calendar for ordinary public schools in South Africa January 2016 February 2016 March 2016 SMTWTFS SMTWTFS SMTWTFS 1 2 1 2 3 4 5 6 1 2 3 4 5 3 4 5 6 7 8 9 7 8 9 10 11 12 13 6 7 8 9 10 11 12 10 11 12 13 14 15 16 14 15 16 17 18 19 20 13 14 15 16 17 18 19 17 18 19 20 21 22 23 21 22 23 24 25 26 27 20 21 22 23 24 25 26 24 25 26 27 28 29 30 28 29 27 28 29 30 31 31

April 2016 May 2016 June 2016 SMTWTFS SMTWTFS SMTWTFS 1 2 1 2 3 4 5 6 7 1 2 3 4 3 4 5 6 7 8 9 8 9 10 11 12 13 14 6 7 8 9 10 11 10 11 12 13 14 15 16 15 16 17 18 19 20 21 12 13 14 15 16 17 18 17 18 19 20 21 22 23 22 23 24 25 26 27 28 5 20 21 22 23 24 25 24 25 26 27 28 29 30 29 30 31 26 27 28 29 30

July 2016 August 2016 September 2016 SMTWTFS SMTWTFS SMTWTFS 1 2 1 2 3 4 5 6 1 2 3 3 4 5 6 7 8 9 7 8 9 10 11 12 13 4 5 6 7 8 9 10 10 11 12 13 14 15 16 14 15 16 17 18 19 20 11 12 13 14 15 16 17 17 18 19 20 21 22 23 21 22 23 24 25 26 27 18 19 20 21 22 23 24 24 25 26 27 28 29 30 28 29 30 31 25 26 27 28 29 30 31

October 2016 November 2016 December 2016 SMTWTFS SMTWTFS SMTWTFS 1 1 2 3 4 5 1 2 3 2 3 4 5 6 7 8 6 7 8 9 10 11 12 4 5 6 7 8 9 10 9 10 11 12 13 14 15 13 14 15 16 17 18 19 11 12 13 14 15 16 17 16 17 18 19 20 21 22 20 21 22 23 24 25 26 18 19 20 21 22 23 24 23 24 25 26 27 28 29 27 28 29 30 25 26 27 28 29 30 31 30 31

Provinces: Eastern Cape, Free State, Gauteng, KwaZulu-Natal, Limpopo, Mpumalanga, North West, Northern Cape and Western Cape Term Duration No. of weeks No. of days No. of public holidays Actual no. of school days 1 (11) 13 January-18 March 10 48 (50) 0 48 (50) 2 05 April – 24 June 12 59 3+1 55 3 18 July – 30 September 11 55 1+1 53 4 10 October – 07 (09) December 09 43 (45) 0 43 (45) TOTAL 42 205 (209) 4+2 199 (203)

Public and School Holidays 2016 01 January New Year’s Day 21 March Human Rights Day 25 March Good Friday 28 March Family Day 27 April Freedom Day 01 May Workers’ Day 02 May Public Holiday 16 June Youth Day 17 June School Holiday 08 August School Holiday 09 August National Women’s Day 24 September Heritage Day 16 December Day of Reconciliation 25 December Christmas Day 26 December Day of Goodwill 2015 Sacrificing Studying Father and JanuaryJANUARYprivileges 20142015 FebruaryFEBRUAYthe past to 20152014 MarchMARCHson 20142015 AprilAPRIL 20142015 MayMAY 20142015 JuneJUNE 20152014 NOTES Week 1 for greater Week 5 know the Week 9 champion Week 14 Week 18 Week 23 Thu 01 good New Year’s Day Sun 01 future Sun 01 ICT Wed 01 Coastal School Term ends Fri 01 Workers’ Day Mon 01 Fri 02 Thu 02 Sat 02 Page 5 Week 6 Page 7 Week 10 Page 10 Tue 02 Sat 03 Fri 03 Good Friday Sun 03 Wed 03 Mon 02 Mon 02 Sun 04 Sat 04 Thu 04 Tue 03 Tue 03 Easter Sunday Week 19 Your Guide to Education •January 2014 teacher.co.za Sun 05 Fri 05 Week 2 Wed 04 Wed 04 Mon 04 Sat 06 Mon 05 Thu 05 Thu 05 Week 15 Tue 05 Sun 07 Tue 06 Fri 06 Fri 06 Mon 06 Family Day Wed 06 Wed 07 Sat 07 Sat 07 Tue 07 Thu 07 Week 24 Thu 08 Sun 08 Sun 08 Wed 08 Fri 08 Mon 08 Fri 09 Thu 09 Sat 09 Week 7 Week 11 Tue 09 SatTeachers 10 go back to school Fri 10 Sun 10 Wed 10 Mon 09 Mon 09 Sun 11 Sat 11 Thu 11 Tue 10 Tue 10 Week 20 Sun 12 Fri 12 Week 3 Wed 11 Wed 11 Mon 11 Sat 13 Mon 12 Thu 12 Thu 12 Week 16 Tue 12 Sun 14 Tue 13 Fri 13 Fri 13 Mon 13 Inland And Coastal School Terms Start Wed 13 Wed 14 Inland School Term starts Sat 14 Sat 14 Tue 14 Thu 14 Week 25 Thu 15 Sun 15 Sun 15 Wed 15 Fri 15 Mon 15 School Holiday Fri 16 Sat 16 Youth Day Week 8 Week 12 Thu 16 Tue 16 Sat 17 Fri 17 Sun 17 Wed 17 Mon 16 Mon 16 Sun 18 Sat 18 Thu 18 Tue 17 Tue 17 Week 21 Sun 19 Fri 19 Week 4 Wed 18 Wed 18 Mon 18 Sat 20 Mon 19 Thu 19 Thu 19 Week 17 Tue 19 Sun 21 Tue 20 Fri 20 Fri 20 Mon 20 Wed 20 Wed 21 Coastal School Term starts Sat 21 Sat 21 Human Rights Day Tue 21 Thu 21 Week 26 Thu 22 Sun 22 Sun 22 Wed 22 Fri 22 Mon 22 Fri 23 Sat 23 Week 9 Week 13 Thu 23 Tue 23 Sat 24 Fri 24 Sun 24 Wed 24 Mon 23 Mon 23 Sun 25 Sat 25 Thu 25 Tue 24 Tue 24 Week 22 Sun 26 Fri 26 Inland And Coastal School Terms End Week 5 Wed 25 Wed 25 Inland School Term ends Mon 25 Sat 27 Mon 26 Thu 26 Thu 26 Week 18 Tue 26 Sun 28 Tue 27 Fri 27 Fri 27 Mon 27 Freedom Day Wed 27 Wed 28 Sat 28 Sat 28 Tue 28 Thu 28 Week 27 Thu 29 Sun 29 Wed 29 Fri 29 Mon 29 Fri 30 Sat 30 Week 14 Thu 30 Tue 30 Sat 31 Sun 31 Mon 30 Tues 31 Teachers need to constantly develop their skills so that they can keep up SAICAwith advert.pdf the challenges 1 2014/12/19 and demands 9:46 AM of the profession. Story on page 2. Photo: Madelene Cronjé ®S

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The Teacher Planner 2.indd 1 2015/02/01 10:48 PM * 2015 Sacrificing Studying Father and JanuaryJULY privileges2015 2014 FebruaryAUGUSTthe past to 2015 2014 SEPTEMBERMarchson 2014 2015 OCTOBERApril 2014 2015 NOVEMBERMay 2014 2015 DECEMBERJune 2014 2015 NOTES Week 27 for greater Week 31 know the Week 36 champion Week 40 Week 44 Week 49 Wed 01 good Sat 01 future Tue 01 ICT Thu 01 Sun 01 Tue 01 Thu 02 Page 5 Sun 02 Page 7 Wed 02 Page 10 Fri 02 Inland And Coastal School Terms Start Wed 02 Week 45 Fri 03 Thu 03 Sat 03 Thu 03 Week 32 Sat 04 Fri 04 Sun 04 Mon 02 Fri 04 Sun 05Your Guide to Education Mon 03 •January 2014 Sat 05 teacher.co.za Tue 03 Sat 05 Week 41 Tue 04 Sun 06 Wed 04 Sun 06 Week 28 Wed 05 Mon 05 Thu 05 Mon 06 Thu 06 Week 37 Tue 06 Fri 06 Week 50 Tue 07 Fri 07 Mon 07 Wed 07 Sat 07 Mon 07 Wed 08 Sat 08 Tue 08 Thu 08 Sun 08 Tue 08 Thu 09 Sun 09 National Women’s Day Wed 09 Fri 09 Wed 09 Inland And Coastal School Terms End Week 46 FriTeachers 10 go back to schoolThu 10 Sat 10 Thu 10 Week 33 Sat 11 Fri 11 Sun 11 Mon 09 Fri 11 Sun 12 Mon 10 Public Holiday Sat 12 Tue 10 Sat 12 Week 42 Tue 11 Sun 13 Wed 11 Sun 13 Week 29 Wed 12 Mon 12 Inland And Coastal School Terms End Thu 12 Mon 13 Thu 13 Week 38 Tue 13 Fri 13 Week 51 Tue 14 Fri 14 Mon 14 Wed 14 Sat 14 Mon 14 Wed 15 Sat 15 Tue 15 Thu 15 Sun 15 Tue 15 Thu 16 Sun 16 Wed 16 Fri 16 Wed 16 Day of Reconciliation Week 47 Fri 17 Thu 17 Sat 17 Thu 17 Week 34 Sat 18 Fri 18 Sun 18 Mon 16 Fri 18 Sun 19 Mon 17 Sat 19 Tue 17 Sat 19 Week 43 Tue 18 Sun 20 Wed 18 Sun 20 Week 30 Wed 19 Mon 19 Thu 19 Mon 20 Inland And Coastal School Terms Start Thu 20 Week 39 Tue 20 Fri 20 Week 52 Tue 21 Fri 21 Mon 21 Wed 21 Sat 21 Mon 21 Wed 22 Sat 22 Tue 22 Thu 22 Sun 22 Tue 22 Thu 23 Sun 23 Wed 23 Fri 23 Wed 23 Week 48 Fri 24 Thu 24 Heritage Day Sat 24 Thu 24 Week 35 Sat 25 Fri 25 School holiday Sun 25 Mon 23 Fri 25 Christmas Day Sun 26 Mon 24 Sat 26 Tue 24 Sat 26 Day of Goodwill Week 44 Tue 25 Sun 27 Wed 25 Sun 27 Week 31 Wed 26 Mon 26 Thu 26 Mon 27 Thu 27 Week 40 Tue 27 Fri 27 Week 01 2015 Tue 28 Fri 28 Mon 28 Wed 28 Sat 28 Mon 28 Wed 29 Sat 29 Tue 29 Thu 29 Sun 29 Tue 29 Thu 30 Sun 30 Wed 30 Fri 30 Wed 30 Week 49 Fri 31 Sat 31 Thu 31 Mon 30 Week 36 Mon 31 Teachers need to constantly develop their skills so that they can keep up with the challenges and demands of the profession. Story on page 2. Photo: Madelene Cronjé ®S Register now for North-West DIGNITY | RESPECT | SAFETY | DIVERSITY University Educator Programmes

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The Teacher Planner 2.indd 2 2015/02/01 10:48 PM