Plenty of great things to read. worth waiting for! and enjoy spring!
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Applications - by AI Celine Dion is back Can the UK break up? Navigating in space Cambridge: equipped for university. Industrial robots, reality ... and lots more
Hola MaHigh-School Volume 15, Issue 3 September 2026
What have we got for you today? gre
Table of content -September 2026
Features 11 12-13 14-17 18-21 22-24 26-27 32-35 36-40 42-43 46-49 50-53
Applications - those are needed 0 Application templates-are there any 0 Can AI write an appllication? YES 5 Ford: Future-ready technicians 5 Industrial robots - all 2,4 million 5 Hyundai launcing huge mentorship Love trust helping kids for the future Cambridge: equipping for university VW and LEAP: helping kids with math Can UK break up? maybe Navigating in space: with a sextant!
The ‘stuff’ 02-03 10 60-61 62
E
School Calendar 2026 Holler at us We need writers Next issue: Exam is coming
eat articles and fun - in a new layout
Every Time
06-07 Editor’s Letter 08-09 Contributors 54-55 Music Music - Celine - theme Dion: cryis if you spring want: Titanic 56-57 It It isis movie-time! movie-time! 58-59 Month of September
Applications - a Use the tool Applications are a part of life. We apply for a lot of things - but the thing is: if it is not a ‘winning’ application, we are going nowhere.
We have received artic
This time we look at the tools we have available for writing ‘good’ applications.
Hyundai has launched mentorship working w nity.
Yes, it does mean AI. Maybe AI is the one that can swing an application from ‘good’ to ‘outstanding’? read on. We also look at ‘robots’ in a new light. There is more to this and those are not the ‘dancing’ variety.
Ford: Future-ready tec great benefit. Done to
Innocom: Preparing ch starts with helping the
Cambridge University students are equipped
VW: Partnership betwe Celine Dion is back! and we try to remem- tute aims to improve S ber all the good songs she gave us. So cation in KwaNobuhle many - like Titanic. G
Hola is here to give you a break from a We are also serious, but it is now call
Editor’s letter
must to master ls available!
cles as follows:
chnicians. A new programme of ogether with ‘Gift-of-the givers’
d a two-year programme of with the schools in the commu-
hildren for South Africa’s future em understand who they are.
Press & Assessment: Ensuring d to succeed at university.
een Volkswagen and LEAP InstiScience and Mathematics edue. Good Read!
all the school stuff. led edutainment.
Sybil Otterstrom Editor and CEO
Want to be a contributor? Wanting to write like a pro?
WE
You CAN! look firther and see how you can become one.
are the
Contributors
... and it is a good feeling to entertain and inform.
Masiziba Hadebe has her Master’s in Agricultural Economics from the University of the Free State (UFS). She has been a consistent contributor buthas now moved into ‘business’. Ahe is now at FNB working in their agricultural division. We miss her! She believes you can wear a smile whatever the weather! My name is Lerato Pitso. I am from Maseru, Lesotho. I am a Sociology and Criminology student at UFS and Miss Supranational Lesotho 2023. When I’m not a model and a student, I write about my philosophies on life as well as expressing my feelings on paper. I hope that my views will aid in the social development of the next person. And we are honoured to also have industry-views from: Edith Wynne-Trollip: - Curriculum Support and advise, Overberg District Nadia Hearn - Founder of Get-Published Ashalia Maharajh: - Founder & Director, Sivuka Consulting (Pty) Ltd Thozamile Mvumvu: - CFE Programme Manager, False Bay TVET Daniel Roos - Account Executive, Transform Marketing
I am Happiness Mutsitsa, a 23 year old student, pursuing a degree in Education. I reside in North West, Rustenburg. I am passionate about writing and art. I find joy in paintings and learning more about the details within paintings and drawings I am also an author and having my book on Amazon. My name is Molatelo Kate Kgatla, I’m 24 years old. I was born and raised in Lenyenye. I’m a grade 2 teacher at Vunza Teddy Bear Learning Academy, an author of a book titled her jouney as a young mother. I became a mother at 17. It influenced me to write about my personal journey to try and help someone that could be going through the same. I love writing and I love my 7 year old daughter and life. Lesly Malose Mahapa is a singer/writer/poet. He started writing at the age of 14 and has since been on a journey to pursue his music and writing career. Lesly is currently working with an indie group ‘MozSouth’ based in Ivory park, Midrand. Lesly is also a brand ambassador for a local clothing line “Boi Boi apparel”
HOLLER AT US
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Applications! A different take on it this time. I know we have written a lot about proposals and how to have an application that can stand out from the rest. I think we have used our own template and then just adapted the wording to the actual situation. Probably not good enough anymore. The new reality is AI. Is AI just another tool? Well, I tried to have AI help me writing an application for a fictious job at a fictious company. The application generated was rather good and made a lot more sense than what I could have composed in the time AI did it. The big thing here was: the more info I could provide, the better the application got. That is hardly surprising after all. That is what we have always done. But AI did it in seconds. Taking it one step further: writing an application from scratch with a fair amount of info is a lengthy process. That means I can only do a certain number of applications per day. Productivity: AI can help me do it super-fast and that means I can do more in a limited space of time! I am more efficient than others! and the efficient ones are typically winners
Application templates It is starting to be that time again. Applications! But let us look at it differently. A lot of you will be applying for a job now after matric. That means, writing some sort of application. Let us look at what can be done to streamline an application and perhaps have a winning application. I have looked at templates. And here are a few websites for that and my evaluation of it all. AI says: “Acas: Provides straightforward, downloadable Word document templates for standard employment applications.” It is a template designed for UK. It contains a format and declaration that we do not otherwise use. It is a bit pedestrian, but does contain the important things that should be mentioned. “Template.net: Provides text-based application letters and cover letter formats ready to download in Word, Google Docs, or PDF. The catch is:
you need to create an account. Sure it can be cancelled at any time, but be aware: if the cancellation goes pearshaped you are in for $12 per month! Jobseeker.com: this is an interactive template and it is extensive. There are different templates available and all look professional. However: after having filled it all in, there is a payment of R19-95 required. Otherwise no joy. 123formbuilder: interactive. And payment is required. What to do? It is all not-for-free after all. I have tried finding templates for free. That seems to be a different task all by itself. An idea can be to use the for-free templates in Word. At least these are really for free (if you have a subscription with Microsoft – which we probably all have). Another option is to ask friends and teachers.
Can AI generate a job application? I tried! I opened Google and asked: “can you please help me writing a job application”. AI asked a lot of questions and I did provide a lot of information that we would otherwise put in a job application. This is what AI did, inclusive of a suggested email text. It also asked if I would like to have an updated CV. That one is included below.. Job Application: Accountant – XXX Dear Hiring Team, I am writing to express my strong interest in the Accountant position at XXX Motors. As a qualified professional with a Diploma in Accounting from XXX University of Technology and over six years of dedicated experience within the motor retail industry, I am confident I can seamlessly step into this role. Since February 2020, I have managed financial operations at XXX YYY. While I have thoroughly enjoyed my time there, I am looking to transition to a local business closer to home in XXX to reduce my daily commute and commit long-term to a company in my immediate community.
Through my specialized dealership experience, I have built a strong command of the following: • Accounts Payable & Supplier Relations: Solely responsible for managing the accounts payable cycle, reconciling creditor statements, and maintaining strong, professional relationships with parts and service suppliers. • Tax Compliance: Overseeing all corporate tax matters, including accurate VAT calculations, monthly submissions, and ensuring strict adherence to tax regulations. • Systems & Reporting: Utilizing QuickBooks extensively for high-volume ledger entries, automated invoicing, and complex bank reconciliations to produce accurate monthly balance sheets and profit and loss statements. Given my specialized automotive accounting background and handson experience managing compliance and suppliers, I can hit the ground running to support the financial health of XXX Motors. Thank you for your time and consideration. I look forward to discussing my application with you. Sincerely, XXX +27 76 XXX XXXX XXX@YYY.co.za Here is the email text: Dear Hiring Team, Please find attached my CV and cover letter for the Accountant position at XXX Motors. As a qualified accountant with over six years of direct dealership experience at XXX YYY and extensive QuickBooks proficiency, I am highly interested in joining your team locally in XXX. Thank you for your time and consideration. Kind regards,
The logical conclusion in all of this: I think it is perfectly clear that if you do not start using the new tools you have availble (like AI) you will lose out. You cannot afford to sit and ‘nurse’ an appllication for long. it is not productive. We need to move faster. AI can give us that edge. That we can get more done faster. Is AI then just another tool? in many ways, yes. were we all very nervous when we saw the first typewriter? the first Word processor, like Apple? If you find one who is still using a quill, well and good. It is just not productive. PS: I also asked AI to just read my article here and correct grammar and readibility. AI was happy with my grammar (i am good!) and also said the article flows and and provides good readibility. Nice to hear a compliment from a piece of software (sorry AI)
Here is the CV that AI generated for me: It is far better than what i cold have done. It looks formatted and professional.
XXX
PROFESSIONAL ACCOUNTANT & BOOKKEEPER (MOTOR RETAIL SPECIALIST) Phone: +27 76 XXX XXXX | Email: XXX@YYY.co.za | Location: XXX, South Africa
PROFESSIONAL SUMMARY Dedicated and detail-oriented Accountant with over 6 years of specialized financial management experience within the automotive retail sector. Proven track record of managing end-to-end accounts payable, supplier relationships, and corporate tax compliance for high-volume dealerships. Proficient in QuickBooks with a strong background in balancing vehicle sales ledgers, parts inventory, and workshop accounts. Holds a formal accounting qualification from Tshwane University of Technology.
CORE COMPETENCIES • Dealership Accounting
• QuickBooks Financial Suite
• Accounts Payable Management
• Corporate Tax Compliance (VAT)
• Supplier Statement Reconciliation
• Financial Reporting (P&L;, Balance Sheets)
• Vehicle & Parts Ledger Control
• Cash Flow & Bank Reconciliations
PROFESSIONAL EXPERIENCE Accountant / Bookkeeper XXX XXX Dealership
February 2020 – Present XXX, XXX
• Solely responsible for the full accounts payable cycle, successfully reconciling complex vendor and creditor statements. • Manage corporate tax matters, including accurate VAT calculations, monthly submissions, and ensuring total compliance with SARS regulations. • Oversee day-to-day dealership books, effectively balancing vehicle sales ledgers, parts inventory, and workshop accounts. • Utilize QuickBooks extensively to handle high-volume transactional data entry, automated customer invoicing, and complex monthly bank reconciliations. • Prepare comprehensive month-end balance sheets, profit and loss statements, and cash flow analysis to present to management.
EDUCATION Diploma in Accounting (2-Year Program) XXX University of Technology
January 2018 – November 2019 XXX, South Africa
“South Africa faces a striking paradox. We have high youth unemployment while industries such as automotive are struggling to find the specialised technical skills they need,” said Kevin Heunis, Service Engineering and Operations Director, Ford Motor Company of Southern Africa (Pty) Limited. “Not every successful career needs to begin with a university degree. Technical and vocational careers can provide meaningful, future-focused opportunities, but we need stronger pathways connecting young people’s potential with the skills industry needs. “That need is very real at dealership level. Vehicles are increasingly sophisticated technology platforms and our dealers need diagnosticians, technologists and problem-solvers who can understand advanced systems and resolve complex problems. The technical capability in our workshops ultimately has a direct bearing on the experience we provide our customers.” Building a pathway from school to the dealership Ford South Africa’s Autotechnician Apprenticeship Scholarship is designed to create a sustainable pipeline of future-ready technicians for its dealer network, while opening career opportunities for young South Africans with technical
aptitude, curiosity and problem-solving ability. The programme was piloted in Pretoria in 2026 with eight students from low-income families selected from local technical high schools. Over three years, they combine formal technical education with paid, hands-on dealership training, progressing from practical shadowing and theory to on-the-job repair work, advanced training and ultimately qualification. Building on the pilot, the Autotechnician Apprenticeship will formally launch in 2027, with a new intake beginning its three-year apprenticeship as the pilot cohort progresses into its second year. A further intake is planned for 2028, creating overlapping cohorts and a continuous pipeline of technical talent progressing towards qualification and potential employment within Ford’s dealer network. The pilot apprentices gain workplace experience at CMH Ford Hatfield, CMH Ford Gezina and CMH Ford Steyns, receiving hands-on training and a monthly stipend. The scholarship also supports theoretical course costs, tools, uniforms and transport, while apprentices receive mentorship, professional development and career guidance. Gift of the Givers manages student selection and programme monitoring, while MerSETA provides curriculum and theoretical training support. Ford Service Engineering & Operations facilitates collaboration between dealerships and colleges and integrates Ford technical standards into the curriculum.
Developing talent for a changing industry The apprenticeship looks beyond academic results and traditional recruitment criteria to identify qualities such as curiosity, problem-solving ability, technical aptitude and practical intelligence. “Potential doesn’t always come through a CV,” said Heunis. “Some of the strongest technical talent can be found in young people who naturally want to understand how things work – who build things, experiment and solve practical problems.” As vehicles become more complex, technicians increasingly work with advanced diagnostics, electronics, software and connectivity. Qualified technicians can progress into specialist and Master Technician roles, management, training and technical support, with some career paths offering international opportunities. Developing this talent is therefore both a skills and business imperative. Future-ready technicians provide Ford dealers with the technical capability required to diagnose and resolve increasingly complex vehicle issues and deliver the service and ownership experience customers expect.
Skills development is nation-building The Autotechnician Apprenticeship Programme forms part of Ford’s broader “Cradle to Vocation” approach to education and skills development, spanning early childhood development and literacy, mathematics and science, technical and vocational education, and entrepreneurship at university level. “Skills development is about far more than filling vacancies,” said Neale Hill, President of Operations at Ford Motor Company, Africa. “When a young person gains a qualification, workplace experience and an opportunity to build a meaningful career, the impact reaches beyond that individual. It can improve the prospects of a family, strengthen a community and contribute to the economy. That is why we see skills development as nation-building. “Ford has been part of South Africa for more than a century and investing in people and communities remains fundamental to our role in this country. This programme is one practical example of how we can use our expertise, dealer network and partnerships to create opportunities for the next generation.” “We are not looking at this as a once-off intake. The intention is to build a pipeline,” added Heunis. “Ultimately, this is about developing the people who will look after our customers’ vehicles in the years ahead. As vehicle technology changes, the capability within our workshops has to evolve with it. “The next generation of diagnosticians, engineers and innovators may already be sitting in South Africa’s technical classrooms. Our responsibility is to recognise that potential and help create the pathways for it to flourish,” Heunis concluded.
We all know what a robot is. Of course one that can dance and sing and run faster than Bolt. Or maybe not. Robots are many things. The ‘fun’ ones are of course the dancing ones, but the ‘real’ robots are the yellow ones in the factories. I found some inspiration from BBC here The real revolution is happening on the factory floor where the robots are now performing all the more ‘boring’ things. Of course 24/7, but not really. They still need to get repaired when something goes faulty or just routine maintenance. The new factories are different. First of all they are very quiet, but also dark. Robots do not need eye sight, so they switch off the light and save on the electricity bill. It leads into the good question: who is building the robots and who is programming them?
According to the article, there are now some 2 million robots in China alone that are mostly found in the factories. Yes, they also build other robots now, btw. Says AI: “There are approximately 4.66 million operational industrial robots working in factories around the world. Key Statistics • Total Operational Stock: Around 4,664,000 units are active globally, according to the International Federation of Robotics (IFR). • New Installations: Factories installed 542,000 new industrial robots globally in a single recent year. • Growth: The total number of active robots grew by 9% from the previous year. Over the past decade, the number of operational robots has more than doubled. Regional Breakdown of New Deployments • Asia: Leads the world with 74% of new installations. China alone accounts for 54% of global deployments. • Europe: Represents 16% of new robot installations. • The Americas: Accounts for 9% of new deployments South Korea is No. 1 in robot adoption, holding the highest robot density in the world with over 1,000 industrial robots per 10,000 manufacturing employees. However, Japan is the world’s No. 1 in robot manufacturing and production, creating roughly 45% of the global supply of industrial robots.
However: “Yes, China is the largest and most dominant market for industrial robots in the world. Market Scale and Installations • Global Leader: China has been the largest global market for industrial robots for 13 straight years. • Massive Volume: China installs more industrial robots each year than the rest of the world combined. According to data from the International Federation of Robotics, China accounts for roughly 54% of all annual global industrial robot deployments. • Operational Fleet: More than two million industrial robots now work inside Chinese factories. The “Big 4” in the industrial robotics industry are FANUC, ABB, KUKA, and Yaskawa. Together, these four market leaders command roughly 75% of the global market share for industrial robots, driving manufacturing automation worldwide. The trend is clear: China is quickly making inroads on the traditional manufacturers. And US is nowhere to be found. The software is still proprietary, but that will change and that means the explosion in apps for robots. The interfaces to the hardware is not more difficult than what we see with a cell phone now. Humanoid robots will be a factor in factories, but it is still early days.
HOW TO CHOOSE YOUR CAREER Knowing yourself and your capabilities
Choo se Subj your ects
Care Plan er ning
eer Car ice o ch
For you to pursue your career choice.
You need to pass your Nationa l Senior Certi ficate!
The Eastern Ca pe Department of Education enco urages learners to choose suitable career path, by collecting inform ation that will he lp them pursue their career / field of study.
“it is in your hands “ - Nelson Rolihl
ahla Mandela
Sondlo & Knopp Advertising
Hyundai Opens Doors to Automotive Careers for 60 Young Gauteng Learners Thirty more Gauteng learners are getting a rare glimpse into the world of work as Hyundai Automotive South Africa brings its Drive Your Dreams mentorship programme to a second school. The two-year programme, launched in August 2025 with 30 top-performing Grade 11 learners from Oosrand Commerce and Entrepreneurship School of Specialization in Boksburg, has now welcomed a second group of 30 learners from Erasmus Monareng Secondary School in Vosloorus. “Business has a responsibility to help young people understand what it takes to succeed in the workplace,” said Stanley Anderson, CEO of Hyundai Automotive South Africa. “Our Drive Your Dreams programme gives learners access to our people, facilities and expertise at an important stage in their lives. We want them to see that a career in the automotive industry is within their reach.”
Each month, the learners spend two days at Hyundai’s Training Academy in Bedfordview, developing practical skills in communication, customer experience, sales, assertiveness and time management. They also visit Hyundai’s Parts Distribution Centre and Apex Plant, where they see first-hand how logistics, assembling and other parts of the automotive industry operate. Sphamandla Mthanti, Life Sciences Teacher at the school said opportunities like this can make a real difference in a young person’s life. “Many of our learners do not always have access to mentorship or exposure to the workplace, so having Hyundai open its doors to them is something we truly value. It gives our learners the chance to learn, build confidence and see that their dreams are possible.” Tsholofelo Jea, a Grade 11 Learner said being part of this programme has given her a chance to learn things she would not normally learn at school. “Meeting different leaders at Hyundai and seeing how they work, made me more confident about my future and opened my eyes to different career opportunities. I am grateful for this opportunity because it is helping me believe that I can dream bigger and achieve my goal.” With its second school now on board, Drive Your Dreams is giving more young people opportunities to gain workplace experience and begin building a clearer path towards their future careers. Tamika Mercedes, General Manager: People Development at Hyundai Automotive South Africa stated that through this programme, Hyundai intends to empower the learners, cognitively and practically. “We want to help learners to communicate effectively, gain confidence in themselves, use this foundation to dream bigger, identity their strengths as well as understand various work opportunities available to them.”
New Exhibitions
We added two new exhibitions to our collection on the floor. The 4IR and Mirror Maze exhibitions
4IR Exhibition The 4IR exhibition currently hosts the Humanoids (two small ones and the big one called Pepper), Virtual reality Station, Augmented Reality and the interactive displays integrated with of a number of TV screens. This concept is through the touch screen located at the entrance to the center. Interactive display section has been created where visitors are encouraged to use traditional touch screens to immerse themselves in games and content around Science Technology Engineering and Arts and Mathematics (STEAM).
Children are provided with the opportunity to play games to train their analytical ability, improve their ability to solve puzzles and chal-
lenges. They are also challenged to explore more traditional content style, such as exploration of subjects including how Artificial Intelligence works, Machine Learning, how data transfers over networks etc. Science Exploration While traditional science teaching has complex challenges around logistics, safety and costs. VR has none of these limitations. Experiments are done as often as needed with no physical costs of materials or safety concerns. Students can learn about physics and chemistry, life science etc. in a safe environment. Within VR learning occurs without any distract but with full immersion. Learning and understanding mathematics becomes easier and more fun inside of VR due to the nature of games and how they are designed. This is designed to make learning and exploration real fun especially for little ones. Wide learning opportunities exist through this exhibition, children have many prospects to learn on, e.g. google earth exploration experience. With Google Earth VR, children can travel to almost any place in the world. They can fly all over the world and explore any city, any monument and landmark anywhere in the world.The exhibition has two different types of humanoids the small one (called Sanbot Max and the Bigger one called Pepper). The Sanbot Max robot was designed to be implemented into numerous kinds of business scenarios, providing customers and staff members with intelligent and efficient services. Pepper is a semi-humanoid robot, which means that a human has to control it. It is designed with the ability to read emotions. Pepper recognizes faces and basic human emotion.
Drones and Mirror Maze Drones Pilots at the Clubhouse Did you know that the Clubhouse has three certified drone pilots? They also have 10 DJI Tell drones that they will used for their drone course. They are currently putting together content for the said course. In addition, the Clubhouse offers programmes such as Teach Fundamentals of drones, real-life applications of drones: namely surveillance using object identification and tracking to videography for commercials and other media use. This includes python programming that covers drone automation.
Mirror Maze Exhibit A mirror is an object that reflects an image. Light that bounces off a mirror will show an image of whatever is in front of it, when focused through the lens of the eye or a camera. Mirrors reverse the direction of the image in an equal yet opposite angle from which the light shines upon it. This allows the viewer to see themselves or objects behind them, or even objects that are at an angle from them but out of their field of view, such as around a corner. Natural mirrors prehistoric times, water, but people turing mirrors out rials for thousands metals, and glass. metals like silver often used due to applied as a thin cause of its natuhard surface.
have existed since such as the surface of have been manufacof a variety of mateof years, like stone, In modern mirrors, or aluminum are their high reflectivity, coating on glass berally smooth and very
A maze is a path or collection of paths, typically from an entrance to a goal. The word is used to refer both to branching tour puzzles through which the solver must find a route, and to simpler non-branching patterns that lead unambiguously through a convoluted layout to a goal. The pathways and walls in a maze are typically fixed, but puzzles in which the walls and paths can change during the game are also categorised as mazes or tour puzzles Mirror Maze The mirror maze itself is a pattern, combining several characteristics of geometric patterns: repetition, symmetry and tessellation using repeated equilateral triangles. These triangles fit together without any gaps or overlaps, creating a tessellation. Mirrored surfaces all around reflect the pattern so that it repeats and appears infinite.
Building a Future Rooted in South African Values
As South Africa prepares to celebrate Heritage Day, the focus often turns to where we come from: the languages we speak, the traditions we share and the experiences that shape our identities. But heritage also offers an opportunity to consider where we are going, and the kind of country we want the next generation to inherit. For Shepherd Chihwehwete, teacher and Head of Department for the Intermediate Phase at The Love Trust’s Nokuphila School, that future begins in the classroom. “Helping young South Africans build a strong sense of identity and belonging means helping them understand who they are and where they come from,” he says. “Their culture, language and experiences all have value.”
For Chihwehwete, creating that sense of belonging does not mean focusing solely on what makes learners different. It is equally about helping them recognise what they share, understand their role in their community, and value those around them. At the heart of this approach is Ubuntu, an African philosophy captured in the well-known expression umuntu ngumuntu ngabantu – “I am because we are.” In the classroom, Chihwehwete says this means teaching children how to care for, respect and support one another. It can be found in seemingly ordinary interactions: listening when someone speaks, helping a classmate who is struggling, celebrating another learner’s success and treating others with patience and empathy. These lessons can sometimes be more powerful than any formal lesson plan. “One moment that has stayed with me was when I noticed a learner quietly helping a classmate who was struggling with a task,” Chihwehwete recalls. Rather than making her feel different, the learner sat beside her, patiently explained the work and encouraged her, saying, “You can do it; I will help you.”
For Chihwehwete, watching the learner’s confidence return was a reminder that education extends beyond academic achievement. It is also about helping young people understand how their actions can affect others. This aligns closely with The Love Trust’s emphasis on Christian values, which Chihwehwete believes complement Ubuntu through a shared focus on love, compassion, service, forgiveness and the dignity of each individual. “Ubuntu reminds us that we are connected and that our well-being is linked to that of others, while Nokuphila’s values encourage us to love our neighbours, care for those in need, forgive one another and serve others with compassion,” he says. This values-based approach reflects a broader role for schools in South Africa. Academic knowledge remains essential, but schools also have an opportunity to help learners develop the character and social conscience needed to contribute positively to their communities.
“I believe a school should be a place where learners experience the kind of South Africa we want to build. A society characterised by dignity, inclusion, equality, cooperation, compassion and respect for every person,” Chihwehwete says. Ultimately, the hope is that these values will stay with learners long after they have left the classroom. Chihwehwete wants his learners to become adults who are kind, responsible, honest and resilient, while remaining proud of who they are and respectful of those who are different from them. As South Africa marks Heritage Day, this may be one of the most important aspects of looking towards the future: recognising that the country we build tomorrow is shaped by the values we nurture in our children today. As Chihwehwete reflects, Nelson Mandela’s words remain relevant: “Education is the most powerful weapon which you can use to change the world.” For teachers, that responsibility extends beyond developing knowledgeable learners. It is about helping shape compassionate, responsible and united citizens who can contribute to a better South Africa in the spirit of Ubuntu: I am because we are.
From classroom to campus: preparing students for tertiary education and beyond By Juan Visser, Regional Director, Sub-Saharan Africa, International Education, Cambridge University Press & Assessment
For many young people, the transition from school to tertiary education represents one of the most significant shifts in their educational journey. The structured environment of the classroom gives way to far greater independence, where students are expected to direct their own learning, delve into research, interrogate evidence and engage confidently in academic debate. The challenge for educators is not simply how to help students gain university admission, but how to ensure they are equipped to succeed once there. Demand for tertiary education continues to grow worldwide According to UNESCO data, approximately 264 million students are currently enrolled in higher education globally – more than double the figure at the turn of the century. This expansion reflects a shared understanding of the role higher education plays in widening access to opportunity, supporting economic mobility and enabling countries to build the skills needed for future
development. At the same time, universities are increasingly grappling with a disconnect between access and preparedness. Research consistently shows that many students enter tertiary education without the academic habits and critical thinking capabilities required for success at this level. According to the results from an international study conducted by the Council for Aid to Education (CAE) and OECD, approximately 57% of students entering tertiary education are not proficient in critical thinking and written communication. The implications are clear: preparation for higher level learning cannot begin at university. It must start earlier, during the formative years when intellectual behaviours are being shaped. Schools play a critical role This puts the focus on the role of secondary education. Traditional approaches that prioritise memorisation and examination performance are increasingly misaligned with the expectations of tertiary institutions – and the demands of modern workplaces. Instead, there is growing recognition that schools need to support students in developing the ability to analyse information, question assumptions, and pursue knowledge independently. International curricula such as Cambridge IGCSE and Cambridge International AS & A Levels offer a clear example of how secondary education can respond to this need, providing the perfect springboard for advanced study. These programmes are grounded in enquiry based learning, encouraging students to engage in concepts, test ideas, and develop their own perspectives. The result is an educational experience that goes beyond subject mastery, equipping learners with the intellectual tools, study habits and resilience needed for tertiary success and lifelong learning.
Central to this approach is a deliberate emphasis on how students learn, not only what they learn. At IGCSE level, students are introduced to structured enquiry through analytical reading, evidence based argument and problem solving across a broad subject base. As learners progress to AS and A Levels, these foundations are strengthened. Students are expected to evaluate competing viewpoints, synthesise information from multiple sources and communicate ideas with clarity and precision – skills that closely mirror the expectations of higher education. Crucially, the curriculum treats critical thinking and problem solving as transferable capabilities, relevant across disciplines and real world contexts. Students learn to make reasoned judgements, construct coherent arguments and approach unfamiliar challenges with self-assurance. Equally important is the emphasis on independent learning. Universities require students to take responsibility for managing their time, navigating academic resources, and directing their own progress. When these habits are cultivated during secondary education, students are far better positioned to manage the autonomy and complexity of tertiary study. The importance of developing these habits is reflected in the latest global study by the International Education group at Cambridge University Press & Assessment, Preparing Learners to Thrive in a Changing World.
The research reveals that students and teachers consider self-management skills to be vital for future success, but among the most challenging skills to teach and learn – reinforcing the need for greater emphasis on these skills in education. From organising time and maintaining focus to adapting to change and working independently, these capabilities are increasingly recognised as essential for navigating both higher education and the world beyond it. Skills for life, not just for education The value of developing ‘future-ready skills’ extends well beyond the university environment. As the nature of work continues to evolve, employers increasingly seek employees with strong transferable skills who can adapt to emerging opportunities. In The World Economic Forum’s Future of Jobs Report 2025, analytical thinking and flexibility are ranked by employers as the most critical skills for today’s workforce. In this context, the purpose of education must be to develop curious, resilient learners who are able to engage critically with information and apply their knowledge and skills to new situations. Evidence of what this approach can achieve is reflected in the Outstanding Cambridge Learner Awards, which recognise exceptional performance in Cambridge assessments in over 40 countries around the world. Every year, students in South Africa win these prestigious awards. Above examination results, students who receive these awards demonstrate extensive subject knowledge, skills in critical thinking, and the ability to excel under demanding, internationally benchmarked conditions.
The advantages of an internationally recognised curriculum Internationally recognised qualifications do not only prepare students for tertiary education abroad. In countries such as South Africa, Ghana and Nigeria, Cambridge International AS & A Levels are recognised by local universities through established admission processes, enabling students to study locally while benefiting from a globally benchmarked curriculum. This provides students with choice – and the flexibility to balance local opportunity with international ambition. Ultimately, education must prepare students for more than university admission. Whether they progress to a degree, a professional qualification, an entrepreneurial pathway or a vocational career, learners need to enter their next chapter equipped with confidence and capability. By developing students who understand how to learn, how to think and how to adapt, the Cambridge curriculum supports young people not only to succeed in tertiary education, but to contribute meaningfully to a world defined by complexity and change. By the time students complete their Cambridge journey, they have gained more than subject knowledge. They have developed the habits of mind required to navigate uncertainty, engage with ideas critically and continue learning throughout their lives.
Coinciding with the celebrations of the 75th anniversary in South Africa, Volkswagen Group Africa (VWGA) has partnered with the LEAP institute to open a school in KwaNobuhle. The LEAP 9 Science and Mathematics School was officially opened on 31 August 2026, marking a new step in efforts to improve Science and Mathematics education in KwaNobuhle and surrounding areas. This school forms part of a cradle-to-career strategy for Volkswagen. Through various education related strategic initiatives such as Ikhwezi Lomso Early Childhood Development Centre, the Kutlwanong Maths Centre and the loveLife Youth Centre, VWGA plays an active role in the development of young people in and around Kariega.
R: Volkswagen Group CEO Dr Oliver Blume, Minister of Basic Education Siviwe Gwarube, Dr Mamphela Ramphele, John Gilmour from LEAP Institute, Volkswagen Brand CEO Thomas Schaefer, Volkswagen Group Africa Chairperson and Managing Director Martina Biene, and (front) LEAP 9 learners Migcobo Xotongo and Lwethu Mabombo.
“The LEAP 9 Science and Mathematics School aims to provide learners with quality education, specifically in science and mathematics which are our focus subjects in education.
These subjects are the foundation for growth, for innovation and for empowerment,” said Nonkqubela Maliza, VWGA’s Director of Corporate and Government Affairs.
The LEAP Institute is an education focused non-governmental organisation with more than 21 years of experience in science and mathematics education providing young people with the necessary skills to pursue further studies in meaningful careers. : Volkswagen Brand CEO Thomas Schaefer,
“The LEAP Institute has an excellent record of strengthening Science and Maths education, which made them the fitting partner when it came to opening a primary and high school in KwaNobuhle, where many of our employees live,” added Maliza.
Volkswagen Group Africa’s Corporate and Government Affairs Director Nonkqubela Maliza, Volkswagen Group CEO Dr Oliver Blume.
VWGA Chairperson and Managing Director, Martina Biene, also attended the opening of the school. She highlighted the importance of the company’s relationship with the communities surrounding its Kariega plant. “One of our defining traits as a company is that we are a responsible corporate citizen. A responsible corporate citizen is a company that is as much a part of the community as your neighbours,” she said. “As a responsible corporate citizen, an industry leader and as a good neighbour, Volkswagen has walked far with the people of Kariega and surrounding areas of the Nelson Mandela Bay Metro. As we start down a new road with LEAP and the community of KwaNobuhle, I am excited to see the impact that lies ahead, and the successful futures this partnership will shape for the youth of KwaNobuhle.”
What is NSFAS?
The National Student Financial Aid Scheme (NSFAS) is a government entity under the Department of Higher Education and Training (DHET)
What does NSFAS do? Supports access to and success in, higher education and training for students from poor and working-class families who would otherwise not be able to afford the cost of studies at a public university or Technical and Vocational Education and Training (TVET) college. • Provides financial aid to eligible students who are studying or plan to study at any of the 50 TVET colleges or the 26 public universities in South Africa • Identifies students who qualify for the bursary • Provides bursaries to students
Who qualifies for NSFAS funding? • All South African citizens • All SASSA grant recipients • Applicants whose combined household income is not more than R350 000 per annum • Persons with disabilities with a combined household income of not more than R600 000 per annum • Students who started studying at a university before 2018 and whose household income is not more than R122 000 per annum
What does the NSFAS bursary cover?
• Registration • Tuition • Book allowance • Accommodation allowance • Transport allowance • Food allowance • Personal care allowance
Does the NSFAS bursary offer any additional support for students with disabilities? Yes, NSFAS further supports funded students with disabilities through an additional allowance that covers: • Medical assessments • Assistive devices • Human support to cover for the cost of a caregiver, guide dog, scribe or tutor.
How, where and when can one apply for NSFAS? The 2021 application season will be communicated through media, social media and the NSFAS website www.nsfas.org.za. Applications are submitted online through the NSFAS website: www.nsfas.org.za
To apply for NSFAS funding students must have a registered myNSFAS account. If you plan to study in 2021 and require support from NSFAS, you may open your myNSFAS account now to keep updated with the latest funding information.
Connect with us using the following channels: National Student Financial Aid Scheme
myNSFAS
myNSFAS
NSFAS Connect: www.nsfas.org.za and log into your myNSFAS account NSFAS Connect gives you access to quick facts and frequently asked questions. Applicants and students can also submit and track a query for further assistance.
Can the UK break up? This is complicated, of course. It might required a revolution rather than an act of parliament (whichever one). I have found inspiration from numerous sources, the main ones being: globaltimes.cn and Abcnews. The background for this entire topic is that the first ministers of Scotland, Northern Ireland and Wales signed an agreement 14 September this year. The agreement was rather clear: The MOU called on the UK government to prepare for, plan and facilitate constitutional change in each jurisdiction and demanded the right to hold independence referendums. First of all, Northern Ireland is a constituent part of the UK. It is somewhat between a country and a province. However, Northern Ireland and the republic of Ireland cannot just unite or change governments as the procedures were written into the ‘Good Friday Agreement’ which ended the civil war in 1998. But that has not dampened the desire in certain circles for Irish unification.
Wales is another complicated affair. Wales was outright conquered by England (and that was before UK was established) in 1283 and formally annexed in 1535. Finally, 1999 saw Wales having it own government and parliament (devolved government) but still within the UK. Scotland and England were two distinct separate sovereign countries from antiquity. And then Elizabeth I died without having any children (that we know of). James VI (king of Scotland) was selected by Elizabeth to be the next king of England (and Wales) in 1603. Wiki: “On 1 May 1707, Scotland and England combined to create the new Kingdom of Great Britain, with the Parliament of Scotland subsumed into the Parliament of Great Britain. So now Wales, England and Scotland formed the United Kingdom with Ireland sort of a part of England. In 1999, a Scottish Parliament was re-established, and has devolved authority over many areas of domestic policy. Law is even more complicated. Wiki: Scots law has a basis derived from Roman law, combining features of both uncodified civil law, dating back to the Corpus Juris Civilis, and common law with medieval sources. The terms of the Treaty of Union with England in 1707 guaranteed the continued existence of a separate legal system in Scotland from that of England and Wales. A hefty dose of old Norse law, Celtic traditions and Brehon customs can also be found in the Scottish law book.
Here comes the crowning complication: BREXIT! Republic of Ireland is a fully sovereign country and is a member of EU. However, the Good Friday agreement also stipulated that there can be no border between Northern Ireland and Ireland. That is not (actually) possible in the EU. The agreement states that if there is a wish for unification, a referendum can be held but it has to be approved by the (full) UK parliament and the parliament of Ireland. The question is then: will Northern Ireland be absorbed into Ireland and then be a full member of EU and will we then have borders between Northern Ireland and the remnants of UK? Scotland had a referendum on independence in 2014. There is no text in the constitutions providing for a referendum so a special vote had to be held for one-off authorization. The actual referendum vote was a closerun thing with only 55% voting no to independence.
Now comes BREXIT! The vote in 2016 across the UK where the Scottish portion was 62% to remain in the EU. The national UK-wide leave vote was 51,9% and that now became another issue in Scotland. The call for independence became even stronger. Insofar as BREXIT can hardly be called a great success, the call for independence from Scotland, Northern Ireland and Wales may have its roots in this. The future outside EU is not a great thing if you are a smaller country. But there is more: the oil in the North Sea is closest to Scotland. Scotland has claimed that it is their oil and not the UK’s. An independent Scotland can choose to be a part of the Schengen agreement in EU which is really a totally passport and visa-free mega area (other benefits as well). Ireland has a separate agreement where they can do their own rules because of the ties to the UK (which is not part of EU anymore). It is rather attractive to be a part of and that is perhaps also something that was considered. So was the MOU just a publicity stunt by three nationalistic leaders of the small adjacent parts of the UK. Was it all a part of gaining popularity? Only time will tell!
It could happen. The lights go out at the moon mission (or Mars mission). Power gone, no electricity, nada. But the capsule is still flying, but to where? How would the crew know where they are going? Getting to correct it somehow? It is something that NASA has given a thought. If communication to Earth goes, the systems to keep the capsule on the right track also goes. So the solution they came up with: the 300 year old sextant. Yes, it’s true. I found a great article here. I quote freely from it and getting inspired. OK, let us just define the sextant: Wiki: “Like the Davis quadrant, the sextant allows celestial objects to be measured relative to the horizon, rather than relative to the instrument. This allows excellent precision. Also, unlike the backstaff, the sextant allows direct observations of stars. This permits the use of the sextant at night when a backstaff is difficult to use. For solar observations, filters allow direct observation of the Sun”.
Star and planet sights are normally taken during nautical twilight at dawn or dusk, while both the heavenly bodies and the sea horizon are visible. There is no need to use shades or to distinguish the lower limb as the body appears as a mere point in the telescope. The Moon can be sighted, but it appears to move very fast, appears to have different sizes at different times, and sometimes only the lower or upper limb can be distinguished due to its phase. After a sight is taken, it is reduced to a position by looking at several mathematical procedures. The simplest sight reduction is to draw the equal-altitude circle of the sighted celestial object on a globe. The intersection of that circle with a dead-reckoning track, or another sighting, gives a more precise location. So you sort of point it in the direction of a star. That you can also do from the capsule. “The further and further we go out, the less and less we can rely on some of the Earth-based navigation technology,” such as satellites, says Greg Holt, the navigation system manager for the Orion Spacecraft and its Artemis missions to the Moon. “And so you now have to fall back more and more on what I would call the classical navigation techniques. And some of those now harken back to the way navigation was done way back in the 16th, 17th, 18th Centuries,”
Neil Armstrong, the first man on the Moon, recalled that “one of the things that I was concerned with at the time was whether our navigation was sufficiently accurate [...] if we lost communication with Earth, for whatever reason, could we navigate by ourselves using celestial navigation? We thought we could, but these were undemonstrated skills.” The answer was yes – he and other astronauts on those early flights did successfully use sextants and other naked-eye sighting methods, both routinely, and during emergencies. Buzz Aldrin resorted to a hand-held sextant and chart during the Gemini XII spaceflight in 1966, due to a problem with the radar. And during the near-disastrous Apollo 13 flight in 1970, Jim Lovell famously used the sight of the Earth on the last stretch to get home. “In 2018, Holt and his team asked two astronauts on the International Space Station (ISS), Serena Auñón-Chancellor and Alexander Gerst, to test a hand-held sextant, taking measurements with the naked eye and a steady hand. The 2018 experiment with the sextant on the ISS was also successful. The results were accurate enough to suggest that navigating by hand-
held sextant could get the crew back home in an emergency. And the astronauts reported that they found the sextant comfortable to use in microgravity – more so than using it on Earth, in fact. On the Orion spacecraft, astronauts use a high-tech version of a sextant – an optical navigation system – as a first back-up if other navigation systems fail. A camera attached to the spacecraft takes images of the surrounding stars and planets, “doing all of the same things that a crew member would be doing with the sextant”, Holt says. Using image-processing techniques, the camera takes measurements such as the angles between stars, the angles between stars and planets, and the diameter of a planet. The readings are then used to automatically calculate course-corrections, for example. “On the Orion spacecraft, the Optical Navigation system serves as a back-up, providing onboard navigation capability if communication and ground-based navigation support from Earth is lost,” says Holt. During the Artemis missions, the system is routinely activated about once per day. “This allows us to confirm the system remains working and healthy, [to] collect valuable imagery and performance data for our engineering design team,” he says. It is also “a cross-check confirmation of the navigation solution from the Earth-based tracking” So, the new system is hi-tech (of course), but it is based on something that came about 300 years ago!
Celine Dion is back I found this and I am quoting from it and getting inspired. Celine Dion is iconic. No doubt about that. The 58-year-old superstar was diagnosed with a rare neurological disorder called stiff person syndrome in 2022, which forced her to pull back from touring. It was opening night at Paris La Défense Arena, Europe’s largest covered concert arena. “I made a promise,” she told the Paris audience of about 30,000 people in her emotional return. “I made a promise to come back, to be back on stage. And here I am. Singing for you, and singing for me,” she said. “I am everything I am because you loved me,” she told the crowd. Dion will be performing in Paris throughout September and October and into the New Year.
The Mirror’s Lucy Needham noted that the singer was 50 minutes late to start, and may have needed extra time to “compose herself” for the “emotionally charged return”. “Eyes-brimming, the veteran singer gave herself little nods of approval after every line, before finally breaking down at the end of the track, seemingly overwhelmed at having made it through.” After beginning her set in a black gown, she later changed into a trouser suit “to show off some of those signature kooky dance moves,” says Needham, adding that she appeared “to be having the time of her life, gyrating and slapping her thighs with glee”. The night was a “a tense, tearful, joyous affair probably even more so for the singer than for her loyal audience,” writes The Telegraph’s Neil McCormick. When Dion announced the first leg of her Paris residency back in March, nine million fans signed up for early access tickets to the concerts, French outlet FRI reported. The shows sold out so fast that her management company soon announced an additional 10 shows scheduled for May 2027, which have also since sold out. Her music is as iconic as herself. Listen to these and get misty eyed:
My heart will go on - Titanic
The power of loce A new day
It’s mov
October is gre These are o
All courtesy The Vvaan - Force of the Forrest A rational urban man defies his ancestral village’s forbidden forest and awakens a divine goddess, forcing him to confront powers beyond logic as he becomes the unlikely saviour protecting his people from annihilation. This movie is in Hindi with English subtitles Screening: 25 September 2026
vie time!
eat for movies on my radar
of NuMetro Dune: Part Three The epic conclusion. Emperor Paul Atreides faces the fallout from his ascent to power as political plots and a galaxy-wide holy war endanger the future only he can see Screening: 18 December 2026
Sports Day is a public holiday in Japan held annually on the second Monday in October. It commemorates the opening of the 1964 Summer Olympics held in Tokyo, and exists to promote sports and an active lifestyle. The first Health and Sports Day was held on October 10, 1966, two years after the 1964 Summer Olympics. October was chosen for the unusually late Summer Olympics to avoid the Japanese rainy season, and Health and Sports Day continues to be one of the fairest days of the year. As Sports Day is a day to promote sports and physical and mental health, many schools and businesses choose this day to hold their annual Field Day or sports day. This typically consists of a range of physical events ranging from more traditional track-and-field events such as the 100 metres or 4 x 100 metres relay to more uncommon events such as the tug of war and the “Cavalry Battle”
Nanomonestotse is an autumn celebration of peace, observed within some Native American families. The word “nanomónestôtse” means “peace” in the Cheyenne language. Nanomonestotse traces its roots back to the early 1900s and a Native American woman named Marion Young, who is credited with passing the ideals of peace on to her descendants. Nanomonestotse Preparation begins on the third Monday of October. Nanomonestotse Celebration begins on the following Friday. Starting on Monday, family members begin several days of preparation for the celebration at the end of the week. Children build small models of traditional Native American dwellings. Adults spend time in self-reflection. They discuss how their economic activity can better help others. They try to identify and reduce aspects of their lives that might harm others. All family members help prepare for the celebration meal. Starting on Friday at the end of this week, the family has a Nanomonestotse Celebration meal. Healthy food is served at the meal. The model houses are arranged around a candle as a centerpiece on the table. Families often invite some neighbors to join them for the meal During the week, friends and families greet other saying: “May peace dwell in our village.”
We need writers! Hola MaHigh-School is YOUR magazine. That is why we would love to see students writing for students about student life and everything of importance to a student in any grade10-12 across the country. What is required? That is easy: You have to be in grade 10-12 somewhere Impeccable in your preferred language-and that might not be English. We try to be more than just English. Passionate about your topic of choice - no dull articles here. Do you get anything out of it? Well, not money, sorrry. BUT if we publish your articles you will have: Your bio in a commercial magazine A photo of yourself You can put it all on your CV you can use us as a reference
Is it important? YES it is. Look what Rofhiwa said: My name is Rofhiwa and I love to write. I have used my skills to express my thoughts on international dealings of the world which have been published in Hola MaHigh-School. It has paid off, not only is my work printed for young people in the country to read, but it also contributed to me gettng a bursary from CNBC-Africa to do my post-graduate studies. Would be a lot harder to get by if I didn’t have a platform like Hola MaHigh-School.
What me on
to do?
ivan@ ro name mele.co.za : Cell n u m b e E-ma r i ... and l address we wi ll talk !
Next Time... It is now end-of-year - and that means that dreaded word is coming at us: EXAMS! No way we can avoid it, whether we are grade 10 or 11 or 12. So let us prepare for the final stretch for some and the reality of still being in school for others. Maybe exam can be something else than just the repeat of static info? what if it is something that is a more intgrated part of the school year? Let us see.. Science is always fun and math is even more fun. The world of ‘pure’ math is the most fun of them all - if I could only understand it! Let us also gear up for summer. It is coming and that means time-off to do other things. The outside world looks grim, but we might have some positive things to say about the international stuff. Look forward!
Coronavirus
Protect yourself
Wash your hands with soap for 20 seconds How long is 20 seconds? Hum the first verse of our national anthem: Nkosi Sikelel’ iAfrika
thebreadcrumbs.co.za
More info: www.health.gov.za
CLEAN HANDS SAFER LANDS