The research is clear –play-based early childhood education lays the foundation for lifelong learning.
Unpacking how inclusive education provides support to ensure no child is left behind.
With so many choices, selecting the right school for your child requires research and asking the right questions.
In an ever-evolving digital world, it is vital to take a tailored learning approach to unlock a learner’s unique potential.
Career guidance during the early high school years is crucial to set learners on the path to a meaningful career.
Integrating artificial intelligence into the classroom is a fundamental shift that defines the future of learning.
Cracking the code on how to rescue South Africa’s STEM crisis and open career doors.
In a world dominated by technology, the arts remain a powerful yet often overlooked force in learning.
Why a well-balanced and nutritious diet is essential for success at school.
Getting involved in your child’s education is critical for creating the right environment for academic excellence, character development and personal growth.
School governing bodies and parent-teacher associations play a vital role in shaping school success.
South Africa has a shortage of qualified artisans, making it an attractive career option for school leavers. 42
Choosing the right tertiary educational institution requires students to understand their career path and learning style.
Discover how TVETS can be a game-changer for obtaining job-ready skills and work experience.
As work becomes more global, international competitiveness is essential for future-proofing your career.
University is about more than textbooks and tests; it’s a journey of growth and self-discovery.
How work-integrated learning eases the shift from school to career; Insights into the value and impact of work-integrated learning.
Are our educational institutions equipping learners with the entrepreneurial skills needed to enter the job market?
Unpacking the skills gap in the labour market and current employment trends.
TIPS FOR JOB SEEKERS
Five lessons for young job seekers to land their dream job after graduation.
FINANCIAL LITERACY
How to budget and thrive on a first-time income; Essential money lessons for financial independence; The fundamentals for managing, spending and investing money to build future wealth. 60
Shining the spotlight on student mental health and where to find resources and support during difficult times. 65
EDUCATION
Participating in sport helps youth build the leadership skills needed for the next generation of leaders.
175
NATURE’S CLASSROOM
Nature-based study enables students to engage all their senses and develop holistically.
176
PHYSICAL ACTIVITY
The benefits of physical activity extend beyond building fitness and healthy bodies.
Empowering the next generation to thrive
Preparing your child for the unpredictable journey ahead is a marathon, not a sprint
The world is shifting – fast. Trade battles, soaring prices, job disruptions and game-changing technology are reshaping the world and the future of work right before our eyes. It’s no wonder so many parents are asking: Will my child be ready? Will they thrive in this new economy? How do I prepare them for a future that feels so unpredictable? What skills will open doors – and where can they gain real-world experience to stand out? Most importantly, how do we help them build the resilience, con dence and grit to tackle whatever comes their way?
This year’s edition of the The South African Schools Collection Including Tertiary Institutions, dives into these big questions and brings you expert-driven answers.
We look at why strong foundations matter more than ever. Research shows that the rst ve years of learning –through play and exploration – unlock early literacy, numeracy and a lifelong love of learning.
We unpack why play-based learning is critical for nurturing creativity, critical thinking, and adaptability – skills essential for the future.
If you’re choosing a primary or high school, we share expert advice to help you make the right decision for your child’s academic and social development.
We also highlight the remarkable impact of parental involvement in education. Members of school governing bodies share why strong partnerships between parents, teachers and students
lead to extraordinary achievements –and how you can get involved.
As the world becomes more technology-driven, we explore the rise of specialist schools that focus on nurturing individual strengths. Discover why an education entrepreneur launched a school built around in-demand skills, such as data analytics, entrepreneurship, coding and cybersecurity, giving students the tools to future-proof their careers.
Finally, with economic uncertainty reshaping education choices, we look at the growing appeal of technical and vocational education and training schools. These institutions equip students with hands-on, job-ready skills, opening doors to employment or entrepreneurship.
There is more. As you turn these pages, I hope you’ll nd not just answers, but also inspiration. Preparing your child for the future is a marathon, not a sprint – lled with highs and lows. However, armed with the right knowledge and support, you and your child will not only reach the nish line; you’ll thrive every step of the way.
Vukani Magubane Editor
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SPONSORED CONTENT
BRINGING A DIGITAL READING REVOLUTION TO SA SCHOOLS
Booktalk, South Africa’s exclusive reseller of the award-winning SORA platform from OverDrive®, is changing how schools and learners experience reading. By offering e-books, digital audiobooks and e-magazines, Booktalk blends the best of digital convenience with the timeless joy of physical libraries — expanding access and igniting a love for reading like never before.
Through its partnership with OverDrive, Booktalk delivers a curated, high-interest digital library tailored to South African schools. Accessible anytime and anywhere, SORA offers thousands of titles across genres and reading levels, making reading more engaging and personal – whether learners are at school, at home, or on the move.
“With SORA, we’re not just providing digital books; we’re building a reading culture that’s fun, inclusive and future-ready,” says the Booktalk team.
Ready to join the reading revolution? Visit www.booktalk.co.za
FROM SCRATCH TO SUCCESS: CODING AND COMPUTING AT UNICORN PREP
Unicorn Preparatory School has been part of the Knowledge Network® (KN) family for many years, using the PLP (ILAMM) programme to build strong digital foundations.
From Word and PowerPoint to Excel, our learners aren’t just playing with tech; they’re mastering it.
By Grade 7, they can confidently put together a slick presentation, create polished documents, insert charts from Excel, and reference their research (no more “I just found it online!”).
This year, we’ve added a modern twist: AI! Learners are being introduced to artificial intelligence in a fun, responsible way – asking good questions, thinking critically and using it to boost their creativity.
Five years ago, we added coding to the mix, starting from scratch –literally – with Scratch Jr.
Today, learners are designing their own animated sprites (characters) in PowerPoint, uploading them into Scratch 3 and coding them to move across the screen.
Coding days bring equal parts frustration and excitement, but there’s nothing better than hearing “It works!” echo through the classroom. With two terms still ahead, we’re proud of the digital confidence our learners are building.
They’re not just ready for high school; they’re ready for a digital future.
IGNITING FUTURES WITH THEATRE, CAREER EXPOS AND DIGITAL TOOLS
3RC is energising South African education with interactive platforms that empower learners emotionally, mentally and academically. Through its trio of offerings – High 5, The Rocking Future Expo, and swiwel.com – 3RC is helping youth build resilience, explore career paths and make smart education choices.
• High 5: a vibrant theatre show for Grade 1–4 learners, using storytelling, humour and music to teach emotional wellbeing. Kids learn to manage feelings, build empathy and strengthen self-awareness in a safe, fun setting.
• The Rocking Future Expo: a dynamic roadshow for matric learners, connecting them with over 50 private tertiary institutions. This high-energy event offers valuable career guidance at a critical stage, fuelling ambition through live engagement.
• swiwel.com: a user-friendly online platform for students and parents to explore private tertiary study options and institutions, helping families make informed decisions.
in preparing confident, career-ready and
With these tools, 3RC is leading the charge in preparing confident, career-ready and mentally strong young people for the future.
REMEDIAL & SPECIAL NEEDS SCHOOLS
C
CORE SCHOOL – CENTRE OF REMEDIAL EDUCATION
Grades: 1–7
Tel: 011 445 3900
Address: 48 Johannesburg Road, Lyndhurst, Gauteng
Email: core@edenschools.co.za
Website: www.coreschools.co.za
F FOOTPRINTS SPECIAL NEEDS SCHOOL
Ages: 2–18 years
Tel: 011 791 0062
Address: 20 & 24 Jan K Marais Street, Malanshof, Randburg, Gauteng
Email: admin@footprintschool.co.za
Website: www.footprintschool.co.za
K
KHANYISA WALDORF SCHOOL
Grades: 9–19 years
Tel: 021 761 1709
Address: 4 Victoria Road, Plumstead, Cape Town, Western Cape
Address: Nelson Mandela University, Summerstrand, Gqeberha, Eastern Cape
Email: info@mandela.ac.za
Website: www.mandela.ac.za
U
UNIVERSITY OF KWAZULU-NATAL
Tel: 031 260 4447
Address: UKZN, University Road, Chiltern Hills, Westville, Kwazulu-Natal
Email: dlaminin14@ukzn.ac.za
Website: www.ukzn.ac.za
UNIVERSITY OF PRETORIA
Tel: 012 420 3111
Address: Cnr Lynnwood Road and Roper Street, Hatfield, Pretoria
Email: ssc@up.ac.za
Website: www.up.ac.za
Accelerated Education Enterprises
Transforming education to future-proof learners
Nowadays, traditional education tools and curricula are being questioned and reshaped, which is why Accelerated Education Enterprises is offering a fresh, values-based approach that’s preparing learners not just for exams, but for life, writes Graham Yoko, CEO of Accelerated Education Enterprises
Since its inception in 1983, Accelerated Education Enterprises (AEE) has been on a mission to transform African education through accessible, innovative Christian solutions that equip learners and educators. Whether in rural schools, urban learning centres or homeschooling environments, AEE ensures quality education grounded in biblical values is within reach.
At the heart of AEE’s offering is a commitment to character formation. Christian education nurtures more than academic excellence; it cultivates integrity, empathy and purpose in young people. With content rooted in a biblical world view, children are equipped to
become thoughtful, responsible adults living with intention and moral clarity.
Education needs to be reimagined. The outdated industrial-age model that treats all children the same is no longer t for purpose. We need learning that is exible, modern and still academically rigorous –education that truly prepares our learners for the world they are stepping into.
AN EDUCATION FOR ALL
AEE’s diverse product range ensures there is a tailored solution for every
school and learner, no matter the context:
• Accelerated Christian Education (A.C.E.): a Grade R–12 programme that empowers learners to learn at their own pace while mastering academic content and life skills.
• Comprehend Africa: a CAPS-aligned solution for Grades 4–9, designed to meet South African national curriculum standards while encouraging critical thinking and application of studies.
• Little Lights: a comprehensive early childhood development (ECD) programme that builds strong educational foundations from the very beginning, encouraging development through play and exploration. Educators are also provided with everything they need to run an effective ECD centre.
• Smart Choices: a forward-thinking life orientation programme that helps children grow in emotional, social and physical health, grounded in Christian values.
AEE’s ongoing investment in research and collaboration with education specialists ensures its offerings remain relevant and responsive to today’s fast-changing world. Its solutions are already making a tangible difference in schools across Africa, shaping a new generation of leaders grounded in faith and ready to thrive.
For schools looking to elevate their educational impact or parents seeking a learning path that develops their child holistically, AEE represents more than just an academic choice. It’s a decision to invest in a child’s future.
If you’d like to learn more and start getting involved, visit us at www.aeegroup.co.za, or contact us on 087 820 4858 or info@aeegroup.co.za
We need learning that is flexible, modern and still academically rigorous – education that truly prepares our learners for the world they are stepping into.
The importance of play-based learning
Lisa Voortman, co-founder of Grow ECD, says the research is clear: early childhood development is the foundation for lifelong learning
Learning in the early years shapes an individual’s cognitive, social and emotional trajectory for the rest of their lives. Children learn best through play therefore all strategies to improve learning must incorporate play.
Play-based learning is a fundamental component of early education that signi cantly contributes to cognitive development. Through play, children explore their environment, experiment with ideas and engage in problem-solving, all crucial to intellectual growth. Learning through play encourages creativity, critical thinking and the ability to adapt to new situations.
By interacting with adults and other children during play, children learn communication, negotiation and empathy, laying the groundwork for effective interpersonal relationships in later life.
Parents are their child’s rst teacher. Parents should act as children’s guides to nd the fun in everyday life and bring early learning to life. By interacting with adults and other children during play, children learn communication, negotiation and empathy, laying the groundwork for effective interpersonal relationships in later life. Play also allows children to
develop self-regulation skills as they navigate rules and roles within their imaginative scenarios.
It is vital for parents to work with their children’s teachers, supporting teachers rather than outsourcing their children’s education to teachers. Early childhood development (ECD) teachers are often underappreciated, but their impact can be felt for generations. Parents need to play an active role in their children’s learning and work with teachers to create positive, play-based learning environments for children.
PRACTICAL STRATEGIES
Here are some practical strategies parents can use to help young children learn:
1. Create a literacy-rich environment. Surround children with books, labels and written materials. Read to your child regularly and discuss the stories you have been reading. This enhances children’s vocabulary and comprehension skills. Alarmingly, nongovernmental organisation Book Dash states that 97 per cent of households in sub-Saharan Africa have two or fewer children’s books.
2. Integrate literacy and counting into daily activities. Encourage your children to recognise letters and sounds as you go about your day. Ask them to identify letters on signs or packaging and discuss what you nd. Use everyday tasks, such as cooking or shopping, to practise counting and simple arithmetic.
Engaging children in games that involve numbers and letters makes learning fun and educational.
3. Engage in storytelling and singing. Tell stories and sing songs to your children whenever possible. These activities promote language development and phonemic awareness –essential components of literacy.
4. Encourage questions and exploration. Foster a curious mindset by encouraging children to ask questions and explore answers through hands-on activities. Engage your children, don’t think that “children should be seen and not heard”.
5. Shared reading sessions and interactive storytelling. Make time to read with children every day and discuss the story and illustrations to enhance comprehension and vocabulary. Let children make up their own stories or retell familiar ones to foster their imagination and narrative skills.
6. Positive reinforcement. Celebrate progress and encourage children, this builds con dence and a love for learning. Don’t get too worried about milestones, they are just a guideline. Growing up and learning is not a race towards milestones – each child is an individual.
If you don’t have the resources, visit your local library or download the many free resources online from Book Dash (available in 11 languages) and Nal’ibali. Grow ECD also has an online library of free songs, videos, educational guides and tips that parents can download at https://resources.growecd.org.za/.
Inclusive learning for every child
What does it mean to provide an inclusive form of education for all learners?
In South Africa, a conglomerate of policies and legislations aim to ensure students with special needs have access to the educational aids they require to equip them to be workforce-ready, writes Vanessa Rogers
Releasing the 2024 National Senior Certi cate results on 13 January 2025, Minister of Basic Education Siviwe Gwarube said: “We saw the number of learners with special educational needs who wrote the National Senior Certi cate (NSC) examinations increase from 5 288 in 2023 to 6 470 in 2024.”
This comment came on the back of a September 2024 “Support of Learners with Special Education Needs” brie ng, in which Gwarube and her deputy, Dr Reginah Mhaule, advised that “inclusive education was one of the department’s priority areas” – and that from 295 special needs schools in 2002, the numbers had swelled to 499 facilities in 2023. Enrolment numbers have also increased in tandem, from 64 000 learners in 2002, to more than 140 000 now.
KEY PRIORITY AREA IN SOUTH AFRICA AND BEYOND
Gwarube’s approach and identi cation of special needs learning as a key priority area for 2025 [listen to this YouTube clip, at minute 5:10] ties in closely with the World Bank Group’s Inclusive Education Initiative. In essence, inclusive technologies have been found to support accessibility for students with disabilities in six key ways:
1. Improve literacy and numeracy skills for learners (while not replacing the need to learn and communicate directly with peers and teaching professionals).
2. Adapt and make content more accessible (primarily by digitising textbooks).
3. Improve access to education (because smartphones and tablets tend to be easily available, even in low-resourced settings).
4. Lessen learner dependence on teachers (increasing both self-con dence and autonomy).
5. Improve academic engagement, social participation and all-round wellbeing (with positive impacts found in research studies across everything, from academic engagement and psychological health to levels of social participation).
6. Facilitate universal assessment of learners with disabilities or learning dif culties (by distinguishing between children with
SIVIWE GWARUBE
hyperlexia and those with low decoding skills, for example, to assist in cases where speci c remediation strategies are necessary).
THE CHALLENGE OF ADEQUATE FUNDING
In South Africa, funding for special needs technology and assistive devices can be accessed through government grants and private initiatives/organisations that are dedicated towards the support of individuals with disabilities. These include:
• Government initiatives such as the Technology Innovation Agency (TIA) that promote the development and exploitation of innovation and offer funding instruments such as the Grassroots Innovation Programme.
• A plethora of private initiatives and organisations such as AT Impact Fund, a collaboration between GDI Hub, Brink and Catalyst Fund, that aims to enable frontier technology solutions to reach people with disabilities in Africa.
Special education schools play a crucial role in providing tailored education and support for learners with disabilities and learning difficulties, often serving as resource centres for other schools in the vicinity and supporting inclusive education initiatives.
SPECIAL SCHOOLS BECOME RESOURCE HUBS
Special education schools play a crucial role in providing tailored education and support for learners with disabilities and learning dif culties, often serving as resource centres for other schools in the vicinity and supporting inclusive education initiatives.
The Department of Basic Education’s (DBE) “Conceptual and Operational Guidelines for the Implementation of Inclusive Education: Special Schools as Resource Centres 2025” document, outlines the way in which special schools can become support bases for special needs education, so they can:
• Systematically move away from using disabilities to segregate learners.
• Base the provision of education for disabled learners on what is best needed to support them.
• Support learners through full-service schools with the capacity to assist with particular disabilities.
• Direct how the initial facilities will be set up and how additional resources will be accessed.
• Indicate how learners with disabilities would be identi ed, assessed and incorporated into special, full-service and mainstream schools.
• Introduce strategies and interventions that will assist teachers to cope with a diversity of learning and teaching needs to ensure that any kind of dif culty can be overcome.
• Give direction for the education support required.
KEY QUESTIONS FOR PARENTS TO ASK
1. Does the school have experience with your child’s specific needs?
2. Are therapies available on-site?
3. What is the student-teacher ratio?
4. Are teachers trained in inclusive or remedial education?
5. What are the long-term educational and emotional goals for your child?
“Inclusive education recognises the right of all children to feel welcomed into a supportive educational environment in their community.” –Inclusive Education South Africa
• Provide clear signals about how current special schools will serve the identi ed disabled learners on-site and act as a resource for mainstream schools in the area.
A SUPPORTIVE ENVIRONMENT FOR ALL LEARNERS
“Inclusive education recognises the right of all children to feel welcomed into a supportive educational environment in their community,” say the experts at Inclusive Education South Africa. They believe the country’s strong legislative and policy framework promotes an inclusive education system (a combination of the South African Constitution, the South African Schools Act, White Paper 6, The UN Convention on the Rights of Persons with Disabilities, and the UN Convention on the Rights of the Child) – thereby placing an obligation on the state to ensure every child is given access to meaningful participation in the education system. This, of course, includes those requiring extra support because of learning or physical disabilities, social disadvantage, cultural differences or any other barrier to learning.
“All children are natural assets, whether or not they live with a disability – hence the pursuit of inclusive education,” said Dr Mhaule at the “Support of Learners with Special Education Needs” brie ng. “The Department of Basic Education and the Department of Health are therefore working together to ensure students with special needs have access to specialised staff and services. Despite limited resources, it is important that the needs of students with special needs are met,” she concluded.
SPECIAL NEEDS EDUCATION VERSUS MAINSTREAMING IN SOUTH AFRICA: WHAT PARENTS SHOULD CONSIDER
Choosing between mainstream or special needs schooling is not a one-size-fits-all decision. It should reflect your child’s strengths, struggles and future aspirations – with the flexibility to adapt as their needs evolve.
1Understand your child’s diagnosis and educational needs. Before choosing a school, parents must have a clear understanding of their child’s diagnosis – whether it involves cognitive, emotional, physical or sensory challenges. This usually involves:
• Educational assessments.
• Psychologist or therapist reports.
• Occupational or speech therapy evaluations.
Key tip: consider whether your child requires adapted learning materials, therapy support or sensory accommodations that mainstream schools may not provide.
Source: Western Cape Education Department – Special Schools
2
The level of support in mainstream schools. South Africa follows an inclusive education policy. Some mainstream schools are designated full-service schools, equipped with support staff, remedial programmes and learner support teams.
Pros:
• Exposure to neurotypical peers.
• Promotes social inclusion.
• Usually closer to home.
Cons:
• May lack specialist teachers or resources.
• Can overwhelm learners who need more structure or individual support.
Source: Department of Basic Education: Education White Paper 6 – Special Needs Education
3
Special schools offer tailored support. Special schools are designed specifically for learners with particular disabilities, including:
• Autism spectrum disorders.
• Visual or hearing impairments.
• Intellectual disabilities.
• Epilepsy or multiple disabilities.
Pros:
• Specialised teachers and therapists.
• Smaller classes and individualised support.
• Adapted curriculum and learning pace.
Cons:
• May be far from home.
• Less integration with mainstream peers.
Source: South African Federation for Mental Health
4 Transportation and accessibility.
• Special schools may be located farther away, requiring transport arrangements.
• Check whether the school offers mobility-friendly infrastructure for children with physical disabilities.
• Mainstream schools might not always be adequately equipped.
Source: Legal Resources Centre – Right to Education for Learners with Disabilities
5 Parental advocacy and support.
• You are your child’s primary advocate – engage with school governing bodies, therapists and support forums.
• Ask the school if it uses individual support plans and how progress is monitored.
• Connect with parent support groups to share experiences.
Source: Inclusive Education South Africa
6 Legal rights and protections. All children in South Africa have the constitutional right to basic education and this includes reasonable accommodations for disabilities.
Important protections:
• Schools cannot deny admission based on disability.
• Children have the right to learn in an environment suited to their needs.
Source: South African Schools Act
Follow: Siviwe Gwarube @ www.linkedin.com/in/siviwe-gwarube-28b54579 Inclusive Education South Africa @ www.linkedin.com/company/inclusive-education-south-africa
Make the right choice
One of the most consequential decisions you will make as a parent is choosing the right school for your child. By Lindy du Preez, achievement manager for SPARK Schools
There are three main issues parents should concentrate on when choosing a school for their child, and several important questions they need to ask.
1. Curriculum and academic offering. What do you want your child to achieve academically? If your child wants to study overseas post-matric, you need to nd a school offering a curriculum aligned with what you want for your child’s future. You must look for a curriculum that is not only South Africa-based, but also incorporates aspects that will allow your child to study overseas. As an example: SPARK primary schools incorporate mathematical standards used in Singapore, Hong Kong and South Korea and use Britain’s literacy standards for reading and writing.
2. The emotional and social wellbeing of your child. Does the school of your
choice emphasise the holistic child, not just academic performance? Does it look at how scholars are engaging with other scholars? Does it support scholars with con ict resolution mechanisms and support for the emotional issues they face every day? If children have this support at school, it helps them build self-awareness, accountability, decision-making and empathy. These skills are increasingly important in the world of work and if the school supports these skills, your child is better equipped to deal with life.
By engaging with the school leadership, you will quickly get a feel for whether they are passionate about education.
3. Personal values and core beliefs. Learning does not happen in a vacuum, so it’s important to ensure the school of your choice is driven by the values you want to instil in your child. You and your family’s values and core or cultural beliefs should be aligned with what the school advertises. You must make sure the safety of your child – in all areas – is paramount. The school needs to be a safe environment for your child emotionally, physically and academically.
SEE, FEEL AND HEAR
As a parent, you should engage with the school leadership to see if their views on teaching are aligned with yours. Listen to what your friends and other parents say about the school of your choice. Check social media for other parents’ experiences.
Look at the school’s location. Does it involve more travel time? Is access to the school safe and easy to navigate? Do they have a safe and proper sign-in process?
When you visit the school, look at the wall spaces and classroom setups. Is there art on the walls? Are the scholars smiling and chatting? Do you sense a good atmosphere?
By engaging with the school leadership, you will quickly get a feel for whether they are passionate about education. When it comes to high school choices, look at their disciplinary codes. Many high schools offer their scholars quite a lot of freedom of choice in areas such as hairstyles, shaving and clothing. If you, as a parent, want a more disciplined approach, you need to nd a school with that level of discipline. You must ensure the school has the same approach to raising your child as you do.
My best advice to parents is to be clear about what you want your child to achieve one day and whether the school of your choice can make that happen. You must be comfortable that the school aligns with your values and needs.
Make sure you research properly and visit the schools you are interested in. Finally, go with your gut; if it feels right, it will be right for your child.
Tailored learning takes education by storm
Is the modern-day education system remaining in step with our ever-evolving digital world? Many would argue that a new, specialist approach – or even several – is required to meet the needs of the latest generation. By
Vanessa Rogers
Can we honestly say that today’s education system is unlocking the individual potential of each unique child, building on their interests and passions and setting them up for the highly technical careers they will probably be carrying out in the future? Or is it simply prioritising academic subjects that may be irrelevant when the time comes?
STEAM LEADS IN GUIDED FOCUS OF REAL-WORLD APPLICATION
Enter STEAM, a new educational approach gaining traction at the International School of Cape Town (ISCT). It emphasises the importance of the inter-relationship between science, technology, engineering, art and mathematics and provides a departure point for guided student inquiry, problem-solving, dialogue and critical thinking – applying a meaningful level of context to real-world problems in a hands-on and creative manner.
Robert Tait, head of STEAM at ISCT, says: “We nd that students are not just repeating facts but exploring, researching, tinkering and collaborating
to solve problems and develop workable solutions. We love that through STEAM lessons, students are given opportunities to solve problems through the engineering process, where trial and error are encouraged and evaluation is used to improve their work. Students seem to enjoy the freedom and creativity to explore their ideas and take the project in different directions.”
Indeed, STEAM is not intended to replace traditional lessons. Direct and explicit teaching, supported by practice and repetition, appears to enhance student outcomes. STEAM lessons therefore run alongside mainstream lessons to improve knowledge retention, aid motivation and boost the learner’s real-world application.
For more info about STEAM, visit: www.isct.co.za/education/steam
GAMING SKILL IN DEMAND ACROSS ECONOMIC SECTORS
Multinational strategy and management consulting rm, McKinsey & Company, advises in their article, “What is Gen Z?”, that this generation is the rst to have been born since the internet achieved
widespread use – meaning its members have never known a life without screens.
For this reason, they could also be the rst generational grouping to demand, study and apply for jobs in completely new
“Through STEAM lessons, students are given opportunities to solve problems through the engineering process, where trial and error is encouraged and evaluation is used to improve their work.” – Robert Tait
ROBERT TAIT
milieus. Enter South African institutions such as the Academy of Digital Arts where, as a higher certi cate quali cation, it is possible to study a course called Game & Interactive Media Development.
Reaching beyond the known boundaries of entertainment, this course claims that virtual and augmented reality techniques have no bounds in their application – beyond entertainment –to engineering, architecture and even medical science. Clearly, the sky’s the limit for those taking on this certi cation!
“Having a game technology and development skill set is the way into many industries, both locally and abroad. Many of our alumni over the past decade have quickly found work and been successful in their careers to date,” reveals Lars Espeter, a technology consultant from GD Outsourcing who teaches at the Academy of Digital Arts.
“The most important things you learn – aside from the typical game development knowledge – are teamwork and communication skills, as well as time management and project planning. This not only helps in game development, but also in all aspects of your life.
“Then, the portfolio you create for yourself during this highly practical course is the third major pillar your career will be built upon. Companies looking for people with these skills need to see what you are capable of. A degree with marks does not tell them much. Rather, a portfolio is what will convince them to hire you as a career starter.
“By the end of the year with us, you will have: 1) a broad knowledge of game development, 2) some project experience, 3) a specialised eld of knowledge of your choosing, and 4) the evidence to prove it,” he enthuses.
For more info, visit: www.ada.ac.za/ game-interactive-media-development/ - sf_form_salesforce_w2l_lead_20
ASSISTED LEARNING MAKES IMPRESSIVE STRIDES IN MAINSTREAM SCHOOLS
At Curro, a group of independent schools in South Africa offering education from preschool through to Grade 12 and known for their high academic standards, small classes and well-rounded
development of students, a new assisted learning stream is on offer to provide high-quality academic intervention within the mainstream curriculum to those with established learning barriers.
While learners are still able to prepare for their National Senior Certi cate exams at the end of Grade 12, everything from the teaching styles, highly trained teachers and adapted assessment methods helps learners receive the specialised assistance they need to thrive academically.
“Fundamental to Curro’s assisted learning stream is the belief that children learn in different ways, and some require assistance to grow competent in reading or other fundamental learning areas. Learners who may already have an ADD, ADHD, or dyspraxia diagnosis will have access to counsellors and occupational therapists, who work closely with their class teacher to best accommodate their academic needs,” say Curro’s assisted learning convenors.
While Curro has one fully assisted learning school, several of its other schools have incorporated an assisted learning stream with dedicated classes for learners who would bene t from the stream’s methods and accommodations.
“Having a game technology and development skill set is the way into many industries, both locally and abroad.” –Lars Espeter
The goal, of course, is to reintegrate learners into a mainstream class when they are ready to do so.
Hear more about the bene ts of the assisted learning stream from Hennie Mentz, executive head at Curro Uitzicht, in this YouTube clip: https://www.youtube. com/watch?v=3eOBJDdg8Z4
For more info, visit: www.curro.co.za/ our-models/assisted-learning-schools
Follow: Robert Tait @ www.linkedin.com/in/robert-tait-65159a8 Lars Espeter @ www.linkedin.com/in/lars-espeter-529b652b Hennie Mentz @ www.linkedin.com/in/hennie-mentz-828a00103
LARS ESPETER
Career guidance
Dr Bronwyn Le-Ann Batchelor, head of the Faculty of Law at The Independent Institute of Education, explains why career conversations must start as early as Grade 8
Many students reach senior high or even matric and beyond without knowing what career they want to pursue after school. Unfortunately, leaving this planning too late can cause great stress for parents and students and will likely limit potential options, says an education expert. This is why career guidance is vital during the early high school years – rstly to determine a student’s passion and purpose and then to align their high school path to future quali cation opportunities.
Career guidance allows students to be fully informed about their choices and to make strategic decisions that will broaden their opportunities and set them up for success throughout their academic journey and career.
While many parents and guardians adopt a “wait-and-see” approach, the reality is that insuf cient early exposure to relevant career guidance puts students at risk of making ill-informed or even misinformed education and career choices. Without adequate awareness of their abilities, potential opportunities and the structural challenges to employment, the challenges of transitioning to higher education and the world of work can become daunting,
Having a clear idea of their future direction helps students establish the path towards a meaningful career and nd purpose in their school studies.
Once you know what quali cations are required for your future career eld, you can work your way back to ensure you pursue the correct subjects and perform in line with the entry requirements of higher education institutions.
For example, if you want to pursue a legal career and ultimately become a
Once you know what qualifications are required for your future career field, you can work your way back to ensure you pursue the correct subjects and perform in line with the entry requirements of higher education institutions.
lawyer – whether an attorney or an advocate – it is important to know that the only quali cation allowing this progress is the Bachelor of Laws (LLB) degree. Students who are not adequately informed may incorrectly believe that they can enter a legal career with a Bachelor of Commerce in Law or a Bachelor of Arts in Law. Although these degrees allow further progression and articulation to a Bachelor of Laws (LLB) degree, it is only the Bachelor
of Laws (LLB) degree that would enable ultimate entry into the legal profession.
Staying with the legal example, students who aspire to run their own law rm and have been given proper guidance will know that it may be necessary to opt for a longer study route to ensure they obtain all the necessary entrepreneurial, business, management and legal subject matter expertise. This could include completing a Bachelor of Commerce in Law and then pursuing a Bachelor of Law.
ASSESSSING SKILLS, INTERESTS AND STRENGTH INFORMS THE CHOICE
A career is more than just a job; it is a lifetime pursuit that provides ful lment, purpose and nancial stability. The importance of choosing a career lies in its ability to provide direction and focus for your life goals and aspirations.
In high school, students are often only aware of the popular and common career choices or those with which their social circle or family are associated. However, many more career opportunities exist in today’s working world and the list is growing daily.
Career guidance normally begins by assessing a student’s skills, interests and strengths. This information is then used to identify potential career paths that may be a good t. A career counsellor may provide information about various occupations, such as job requirements, growth potential and earning potential. They may also help students explore education and training options and offer advice on gaining relevant work experience.
The good news is that career guidance is accessible to everyone. Any reputable higher education institution will have a career guidance or counselling of ce. We encourage students to make an appointment and consult with a counsellor as early as possible in their high school education to ensure they are fully equipped to make subject choice decisions that align with the entry requirements into the quali cation they need to ful l their academic and career aspirations.
Preparing students for a future that’s already here
As technology continues to transform every facet of our lives, education stands on the cusp of a revolution.
By Shaun Fuchs, CEO of
Centennial Schools
The traditional education model has remained stagnant for far too long and produces matriculants who often lack the essential skills demanded by today’s economy, leading to unemployability. Given the ever-rising unemployment rate, it’s clear that young South Africans cannot solely depend on the formal sector for employment. Therefore, the education system must play a critical role in supporting the increasingly skills-intensive labour market by better matching supply and demand.
With this in mind, Centennial Schools’ curriculum emphasises in-demand skills, such as coding, cybersecurity, data analytics, digital transformation and entrepreneurship, ensuring learners are well-prepared for a dynamic economy with arti cial intelligence (AI) at its core.
AI AS A CLASSROOM ALLY
One of AI’s most transformative bene ts is its ability to act as a personalised tutor. Tools like ChatGPT can break down complex topics, offer tailored examples, guide students through problem-solving and provide feedback on assignments, support that extends beyond classroom walls. However, AI’s role doesn’t stop there. When wielded effectively, it complements traditional teaching by automating tasks such as grading and lesson planning. This frees educators to focus on what machines can’t replicate: fostering creativity, critical thinking and collaboration.
A WORKFORCE REINVENTED
The rise of AI and automation signals a future where the working world will scarcely resemble today’s. Preparing
students for this shift means anticipating the jobs of tomorrow.
At Centennial Schools, the focus is on emerging careers that will de ne this new landscape; these are some of the jobs that will thrive in this era:
• AI and robotics technicians: as automation scales across agriculture, mining and logistics, skilled technicians will build, maintain and manage intelligent systems.
• Cybersecurity specialists: with digital transactions and mobile banking surging in South Africa, experts will be essential to safeguard infrastructure and user data.
• Data scientists and digital analysts: from public health to retail to government, leveraging data will drive ef ciencies and outcomes.
• Green economy innovators: roles in solar energy, sustainable agriculture and climate tech will expand as South Africa transitions to a low-carbon future.
•Education and edtech developers: as schools digitise, demand will grow for localised content, tools and platforms tailored to South Africa’s curriculum and languages.
•Healthtech and mobile health practitioners: AI-powered diagnostics, telemedicine and mobile health will create jobs, especially in rural and underserved areas.
• Creative digital entrepreneurs: content creation, e-commerce, gaming and app development will ourish, offering opportunities in the informal economy.
• Urban planners and infrastructure technologists: with growing cities straining infrastructure, AI and automation will shape smart, sustainable urban environments.
THE ETHICAL IMPERATIVE
Integrating AI into education isn’t without challenges. I want to emphasise the ethical responsibilities it entails. Students must not only learn to use AI, but also to question it. They need to evaluate its outputs, recognise its limitations and spot potential biases. AI may deliver quick answers, but it’s no substitute for human judgement or problem-solving. Teaching this discernment is as vital as teaching the technology itself.
The stakes are high and the opportunity is now. As AI reshapes industries and societies, education must lead the way, not merely adapting to change, but driving it. For institutions like Centennial Schools, the mission is clear: prepare students not just to navigate the future, but to shape it. Follow: Shaun Fuchs @ www.linkedin.com/in/shaun-fuchs-453b0222 Centennial Schools @ www.linkedin.com/company/centennialschools
Cracking the code How AI, coding and robotics can rescue South Africa’s STEM crisis
South African learners perform poorly in STEM subjects – but AI, coding and robotics are keys to the present and the future of work. Trevor Crighton
explores how to solve the challenge
While South Africa’s matric pass rate in schools run by the Department of Basic Education (DBE) rose from 82.9 per cent in 2023 to 87.26 per cent (or 615 429 learners) in 2024, Minister of Basic Education Siviwe Gwarube has expressed concern about the decline in the number of matric candidates enrolling for science, technology, engineering and mathematics (STEM) subjects that open the door to careers critical for the country’s economic development.
The department’s report around the 2024 matric results shows that the number of candidates who wrote maths (rather than maths literacy) fell from 269 734 in 2022 to 251 488 in 2024, while the number of candidates sitting the physical science exam fell from 125 770 in 2022 to 124 686 last year.
Only 30.2 per cent of the candidates who wrote the maths exams administered by the DBE attained a grade of 50 per cent and above, while 29.4 per cent of the learners who wrote physical science scored 50 per cent. The benchmark for admission to STEM courses for universities is 60 per cent for maths and science. The 2024 DBE results indicate that just 17.4 per cent of students who sat the maths exam and 15.6 per cent who sat the science exams met that criteria.
International benchmarking studies show that South African learners in Grades 5–9 signi cantly underperform in maths and science, relative to their global counterparts. Where learners still face challenges in STEM subjects, how does
that in uence the roll-out and uptake of arti cial intelligence (AI), robotics and coding in South African classrooms?
GETTING AHEAD WITH AI, CODING AND ROBOTICS
Mashite Tshidi, PhD candidate and lecturer in computer-integrated education, says the penetration of AI, coding and robotics (C&R) in South African classrooms is still in its early stages. “In 2021, the Department of Basic Education introduced a pilot programme for C&R, initially targeting Grades R–3 in 200 schools and Grade 7 in 1 000 schools. This means that out of approximately 24 836 schools in the country, over 22 000 schools currently do not have access to the subject,” he explains.
MASHITE TSHIDI
making these subjects relevant to students’ lived experiences. “Coding provides a brilliant context for applied mathematics – when a learner creates a game or interactive app, they’re engaging with co-ordinates, variables and logic without the intimidation factor of traditional maths lessons. Robotics similarly transforms abstract concepts into tangible outcomes. You can see the light bulb moment when students grasp the connection between the angle they’ve calculated and the precise movement of their robot. This approach shifts maths from something to be endured to a powerful tool for creation.”
“While this initiative aligns with South Africa’s commitment to the fourth industrial revolution, its impact remains limited due to infrastructure and teacher training challenges. Nearly 16 000 schools lack dedicated computer labs, making it dif cult to implement hands-on digital learning. Furthermore, many teachers lack the coding expertise needed to teach the subject effectively due to gaps in professional development,” says Tshidi.
Niall McNulty, product lead: education futures at Cambridge University Press & Assessment, believes the maths and science crisis in South African schools requires a new approach, and the most effective strategy involves
“Many teachers lack the coding expertise needed to teach the subject effectively due to gaps in professional development.” –Mashite Tshidi
Speaking to preparing educators to capitalise on technology like AI in the classroom and upskill them to teach coding and robotics, Tshidi says most schools of education in South African higher education institutions are integrating C&R into their undergraduate and PGCE programmes, ensuring
“Coding provides a brilliant context for applied mathematics –when a learner creates a game or interactive app, they’re engaging with co-ordinates, variables and logic without the intimidation factor of traditional maths lessons.” –Niall McNulty
new teachers are equipped with the necessary skills. “For in-service teachers, professional development workshops and ICT training programmes provide upskilling opportunities, many being SACE-accredited and contributing to the required one hundred and ty professional development points per three-year CPTD cycle,” he says.
“However, changing perceptions of AI is crucial as it is already embedded in daily life, making its adoption in classrooms more intuitive. Research is ongoing to determine best practices for C&R instruction, and initiatives offer teacher support. Ultimately, sustained mentorship, collaboration between DBE and the Department of Higher Education and Training and incentivised training programmes will further ensure teachers are prepared to integrate AI and C&R effectively into their teaching.”
ADOPTING AI
Tshidi believes while the adoption of AI in South African classrooms is currently minimal, its potential is growing.
“AI-powered adaptive learning tools, automated assessments and virtual tutors could enhance education, even in resource-constrained schools. Generative AI (GenAI), such as ChatGPT and Google Gemini, could support teachers by personalising learning experiences, automating administrative tasks and supplementing coding instruction,” he explains.
“However, AI alone cannot overcome the fundamental infrastructure gaps hindering the widespread adoption of C&R in South African schools. Expanding access to coding, robotics and AI education will require greater investment in infrastructure, sustained teacher training and collaboration between the government, higher education institutions and the private sector to ensure all learners can participate in the digital economy,” he adds.
McNulty believes AI technologies can be great equalisers in the South African education system, giving students from diverse backgrounds access to world-class educational experiences. “AI-powered adaptive learning platforms –many of them free – can provide personalised education at scale, addressing the varying needs of students in classrooms that often have forty-plus learners,” he says. “Rather than replacing teachers, these tools amplify their capabilities, allowing educators to focus on the human elements of teaching while technology handles repetitive tasks. When it comes to the new coding and robotics curriculum, chatbots can work as teaching assistants, even checking student-written code, suggesting activities and guiding teachers through the new curriculum content.”
EDUCATIONAL APPS, PLATFORMS AND TECH TOOLS FOR MODERN LEARNING
Mashite Tshidi, PhD candidate and lecturer in computer-integrated education, and Niall McNulty, product lead: education futures at Cambridge University Press & Assessment, provide a list of “favourites”.
Coding and robotics
•Scratch: a fun, block-based coding platform that helps kids learn programming logic by creating animations and games.
•Resolute Robotics: A hub for coding and robotics education.
•Cubroid: a physical, wireless coding block.
•Code.org – provides free coding lessons.
•Microsoft MakeCode – a beginner-friendly coding environment for microcontrollers.
Artificial intelligence
•Machine Learning for Kids demystifies complex concepts through accessible projects.
•Platforms like Khan Academy provide comprehensive curriculum-aligned content that works well even in bandwidth-constrained environments. They also have an artificial intelligence (AI) teacher assistant called KhanMigo.
•Mindjoy is an excellent local South African start-up that provides an AI tutor.
Mathematics and science
•GeoGebra: spowerful tool for learning algebra, geometry, calculus and statistics through visual simulations.
•Photomath: an app that scans and explains math problems step by step, helping learners grasp complex concepts.
•PhET Simulations: creates free interactive math and science simulations.
NIALL MCNULTY
Reimagining education through the arts
Placing the arts at the heart of learning in South Africa’s classrooms will help shape an informed and inspired generation.
By Yvette Hardie, national director, ASSITEJ South Africa
In a world increasingly dominated by technology, it may seem archaic to argue for the importance of the arts in education. However, the arts are not simply entertainment – they are foundational technologies of human connection and understanding.
The arts have an intrinsic value in that they illuminate the world around and inside of us, making each one feel more alive. The arts provide us with alternative languages in which to frame our questions, our fears, our hunger and our hopes. These languages are rooted in a child’s experience of the world and in a child’s natural modes of learning –through the senses.
From earliest childhood, the arts are central to how we learn. Songs, rhymes, stories, drawings, movement and roleplay are all ways children make sense of the world. Far from being frivolous, these creative expressions develop the senses, ignite imagination and support brain development by building connections across different types of intelligence. Beyond that, they are also pleasurable, foster a love of learning through doing and keep children engaged in ways that often elude formal learning paradigms. However, the bene ts of arts education are not limited to early years learning. If we are to address current and future challenges, we need all levels of education to go beyond knowledge and skills to include attitudes and values
and to nurture critical and creative thinking and capacity for collaborative approaches. The arts present ideal ways of doing this.
The performing arts, in particular, rely on interaction and co-creation. In theatre, dance or music, meaning isn’t transmitted; it’s built, in real-time, between performers and audiences. This kind of shared meaning-making teaches young people how to engage with nuance and ambiguity, how to listen, respond and build something greater than the sum of its parts.
Arts education also encourages systems thinking, helping learners understand the interconnectedness of all things. In contrast to compartmentalised learning, the arts blur boundaries between subjects. Music may enhance learning in mathematics. Dramatic arts may explore politics and psychology. These interdisciplinary approaches are not just enriching; they’re essential.
Furthermore, it has been proven through several large-scale studies that arts education is a powerful leveller of inequality, improving school performance, particularly for those from disadvantaged backgrounds. The arts draw on the
strengths of new technologies while countering their negative impacts by focusing on the sensuous and embodied present, prioritising connection, deep understanding and enhancing wellbeing.
Additionally, it has been demonstrated that when young people are active participants and co-creators in culture, they are more likely to participate actively in democratic processes; they can express their opinions more con dently and are more likely to vote and participate in community-building activities. In short, they engage.
In South Africa, we are grappling with an education crisis. Despite signi cant investment, many schools still struggle to deliver meaningful outcomes. It is time to try something different.
Introducing more arts into the classroom isn’t just about producing the next generation of artists. It’s about expanding the ways young people learn and express themselves and readying them for any career. It’s about giving teachers new tools for engagement and giving learners the space to feel seen, safe and connected.
The arts provide us with alternative languages in which to frame our questions, our fears, our hunger and our hopes.
If we want a future where young people are creative, connected, empathetic and empowered, we must ensure that the arts are a core part of the curriculum at every level. Let us champion more arts-rich schools where every child has access to the life-shaping power of the arts – not as as an exception, but as the norm.
Fuel for focus Why nutrition matters for success at school
Thando Pato
The World Food Programme USA states that the body uses around 20 per cent of our daily calorie intake to fuel our brains, and that challenging mental activities burn more calories.
Registered dietitian and The Association of Dietetics South Africa (ADSA) spokesperson, Retha Harmse, says without regular nutritious meals and snacks, children’s concentration, memory and attention are affected.
“Low iron levels can cause fatigue and affect cognitive development and a lack of B vitamins, omega-3 fatty acids and quality protein can slow down thinking and reduce mental sharpness,” she explains, adding that children who eat breakfast are more likely to perform better at school.
“For learners of all ages, good nutrition is essential to support and maintain growth, development and cognitive function.” –Robyn Denton
Robyn Denton, registered dietitian at Core Nutrition, says the human brain requires many essential nutrients, including protein, fats, carbohydrates, vitamins, minerals and water, to form and maintain its structure and overall function.
She adds that food that is high in re ned sugars, arti cial sweeteners,
Research confirms that a well-balanced diet not only supports physical growth, but also plays a vital role in brain development, concentration and academic achievement. By
additives and trans fats should be minimised as it can lead to energy spikes and crashes, which affect concentration and mood throughout the day.
Learners’ diets should rather include whole, fresh foods such as fresh fruit, lean proteins, wholegrains or complex carbohydrates, vegetables, healthy fats and dairy. For lactose-intolerant children, replace dairy with calcium- and vitamin D-rich foods.
LIFE STAGES AND NUTRITIONAL REQUIREMENTS
To optimise cognitive development and support academic performance, Harmse recommends the following diets for children and learners at different stages.
Toddlers: 1–3 years
• Iron-rich foods that include animal protein, eggs and legumes to support rapid brain development.
• Healthy fats, such as avocado, nuts, seeds and full-cream dairy products, for brain and nerve development.
• Calcium- and vitamin D-rich foods, such as dairy and forti ed cereals, for bone growth.
Children: 4–12 years
• Protein from meat, chicken, sh, legumes, dairy and eggs for muscle development.
• Wholewheat bread, quinoa, sorghum, barley, oats and brown rice for steady energy and bre.
OBESITY INDICATORS
• A consistently high BMI-for-age percentile.
• Rapid weight gain not matched by height increases.
• Physical signs: breathlessness, early puberty, joint pain and low energy.
• Emotional signs: body image distress, social withdrawal and bullying at school.
“Weight alone is not a full picture of health. Behaviours, habits and mental wellbeing matter more,” explains dietitian Retha Harmse.
• A variety of fruits and vegetables for vitamins and minerals.
Teenagers: 13–18 years
• Increase calcium- and vitamin D-rich foods to support bone density and hormonal uctuation and development.
• Iron-rich foods (animal protein, eggs and legumes), especially for menstruating girls, helps prevent fatigue and concentration.
• Include more wholegrains for energy, protein for muscle development and healthy fats to meet higher physical and mental demands.
Denton says additional nutrients required for brain health and cognitive functioning for learners include iodine, folate and vitamin B12.
Michelle Louw, SGB chairperson at Bellville High School in Cape Town, shares
why it’s vital for
parents
to understand their role in their children’s success
As a proud parent and chairperson of the school governing body (SGB) at Bellville High School, I have had the privilege of witnessing the remarkable impact of parental involvement in education.
Having served on the SGB for ve years – three as chairperson – I have seen rst-hand how a strong partnership between parents, teachers and students contributes to outstanding academic and extracurricular achievements. Bellville High School’s 12-year consecutive 100 per cent pass rate and its impressive sports and cultural accomplishments are a testament to the power of collaboration and commitment from all stakeholders.
Education is not solely the responsibility of teachers; it is a shared effort that begins at home. When parents actively engage in their children’s education, they create an environment that fosters academic excellence, character development and personal growth. Schools thrive when parents take an active role in supporting their children’s learning journey, reinforcing discipline and instilling a love for achievement.
THE POWER OF PARENTAL ENGAGEMENT
Research and experience prove that students perform better when their parents are involved in their education. When parents show interest in their children’s school activities, academic progress and overall wellbeing, students feel supported, valued and motivated to excel.
Parental engagement leads to:
• Higher academic performance: students whose parents are involved tend to have better grades, stronger problem-solving skills and higher graduation rates.
• Improved behaviour and attitude: children with supportive parents develop con dence, self-discipline and resilience in the face of challenges.
•Stronger school communities: a school where parents are engaged bene ts from better communication, shared goals and a culture of excellence.
PRACTICAL WAYS FOR PARENTS TO GET INVOLVED
Many parents want to be more engaged but are unsure how to balance this
with their busy schedules. Here are some practical steps to make a meaningful impact.
1. Stay informed and connected. Attend parent-teacher meetings and school events. Regular communication with teachers ensures parents stay updated on their children’s progress and are made aware of any areas that may need attention.
2. Create a structured learning environment at home. Establish a consistent study routine, provide a quiet space for learning and encourage discussions about schoolwork. A positive home learning environment enhances focus and academic success.
3. Encourage participation in extracurricular activities. Support your child’s involvement in sports, music, drama and other school activities. Extracurricular engagement develops leadership skills, teamwork and a well-rounded character.
4. Promote a reading culture. Reading is a fundamental skill that strengthens comprehension and critical thinking. Encourage reading by providing books, discussing stories and making learning an enjoyable experience.
5. Model positive attitudes towards learning. Demonstrate a commitment to lifelong learning by discussing ideas, solving problems together and showing enthusiasm for education. Children emulate their parents’ attitudes and behaviours.
6. Encourage a growth mindset. Teach children that intelligence and ability can be developed through effort and perseverance. Celebrate hard work and progress, rather than just results.
7. Support emotional wellbeing. Acknowledge the pressures students face and provide emotional support. Open conversations about stress, friendships and academic challenges can help build con dence and resilience.
8. Be present in your child’s school journey. Even small actions, such as asking about their day, attending school functions or assisting with projects, show children that their education matters to you.
MICHELLE LOU
Stronger schools start with us
Education is every child’s right, but also everyone’s responsibility, writes Advocate Jason Johnson, who serves on the school governing body of Eunice Girls’ School in Bloemfontein
Basic schooling is a fundamental constitutional right that provides dignity and skills essential for social and economic betterment.
The South African Schools Act places a duty on all parents to ensure every learner for whom they are responsible attends school, starting from Grade R on the rst school day of the year in which such learner reaches the age of six years until the last school day of the year in which such learner reaches the age of 15 years or will complete Grade 9.
By allowing parents and learners to be involved in the governance and support initiatives of public schools, they are empowered to make contributions that can uplift the school and benefit the wider community.
The School Realities report, published in January 2025 by the National Department of Basic Education, reveals that in 2024 13 527 283 learners attended 24 850 ordinary public and independent schools across South Africa, served by 459 993 educators.
As privately owned institutions, registered independent schools determine their own governance structures. In public schools, tiered legislative governance is exercised at national and provincial level, with provinces further divided into educational districts
and circuits. At school level, the act draws a distinction between governance and professional management.
RESPONSIBILITITES OF THE PRINCIPAL AND THE ROLE OF SGBS
Professional management of public schools is the responsibility of the principal under the authority of the provincial head of department and subject to prevailing laws. Important functions include the implementation of educational programmes, policy and legislation and management of educators and support staff.
Governance of a public school vests in its school governing body (SGB), which functions in terms of a constitution and stands in a position of trust towards the school. The SGB consists of elected members, the principal and co-opted members. Parents, educators, noneducator staff and learners in Grade 8 or higher are eligible for election. The term of of ce for adult members is three years, with re-election permitted.
The governing body’s key function is to promote the best interests of the school and strive to ensure its development through the provision of quality education for all learners. It has wide legislative duties, including supporting the principal, educators and other school employees in performing their professional functions, making recommendations regarding the employment
of educators, determining school language policy and administering and controlling the school’s property, building and grounds. The governing body may also allow the reasonable use of the school’s facilities for community, social and school fund-raising purposes.
Although many South African public schools face signi cant challenges and disparity, a governing body that understands its duties and is committed to ful lling its role will often be able to effect positive changes that can pave the way to improved success. To this end, the act provides for the establishment of provincial programmes to ensure introductory and continuing training for SGB members. Governing bodies are also permitted to join a voluntary association representing the governing bodies of public schools, for example, the Federation of Governing Bodies of South African Schools.
PARENT-TEACHER ASSOCIATIONS AND MENTORING PROGRAMMES
In addition to the SGB, parent-teacher associations can be established by schools as platforms for parents, teachers and sometimes learners to collaborate towards goals such as fund-raising, supporting school-related activities, arranging events, and other projects aimed at advancing the school and its learners.
Schools can also explore the introduction of mentorship programmes as part of broader wellness strategies. Mentorship involves pairing participating learners with suitable and carefully selected mentors who can share knowledge and offer guidance on academic and personal matters aimed at improving personal, educational and social outcomes.
By allowing parents and learners to be involved in the governance and support initiatives of public schools, they are empowered to make contributions that can uplift the school and bene t the wider community. It is truly a case of power to the people.
ADVOCATE JASON JOHNSON
Becoming an artisan opens many doors of opportunity
The country is facing a shortage of qualified artisans, meaning it is imperative to attract school leavers into this field. Rodney Weidemann considers how to achieve this
South Africa needs a major mindshift around artisans and artisanal training, as artisans are essential for future growth and job creation, according to the Artisan Training Institute (ATI).
The organisation notes that the current failure rate at universities is around 50 per cent due to many students being unsuitably prepared for tertiary education.
The solution to this dilemma is for school leavers to consider a career as an artisan, as it facilitates quicker access to full-time employment – many apprentices obtain an apprenticeship with a company in their rst year – and means they can start earning money much sooner.
“Vocational training courses are shorter and more direct, which means you can enter the job market faster.” –Confidence Lekoane
Emile Jacobs, training centre director for the Steel and Engineering Industries Federation of South Africa (SEIFSA), points out that university is theoretical learning, while artisans receive practical training.
“Many youngsters take the view that artisanal work is for the less educated, but many people with degrees rely on the equipment crafted by artisans. Despite this perception, the fact that the training is very much about practical knowledge means artisans are not only highly skilled people, but can also have very lucrative careers,” he says.
Con dence Lekoane, acting executive director of the Southern African Institute
of Welding, agrees there is a long-standing perception that studying at university leads to higher-paying jobs, but this is not always true.
“Many technicians and artisans earn more at entry level than university graduates. Some start earning a solid income in their early twenties, while university students are still studying,” he says.
“Remember that vocational training courses are shorter and more direct, which means you can enter the job market faster. Many allow you to earn while you learn through apprenticeship programmes –something the university route doesn’t offer. These paths are also hands-on and practical, making them a better t for those with more technical pro ciency.”
THE IMPORTANCE OF ARTISANS
Over time, adds Lekoane, vocationally trained individuals often become better engineers because they combine real-world experience with theory, while university graduates tend only to have a strong theoretical background.
“Vocational skills development has a broader economic impact. South Africa’s National Development Plan 2030 identi es technical and vocational training as a key strategy to tackle unemployment and drive industrial growth.
“The plan aims to produce 30 000 quali ed artisans annually. Currently, the country is falling short – producing fewer than 20 000 – which limits economic expansion and industrial capacity.”
Jacobs notes that most artisanal training is funded by industry, which seeks certain speci c skills.
“There are three steps in the technical skills eld – you start as an artisan, become a technician and nally earn the title of engineer. While university students may graduate as an engineer, artisans can not only work their way up the ranks, but also do so while gaining the type of strong experience graduates generally lack.”
Lekoane suggests that South Africa’s major challenge at present is the loss of skilled mentors and artisans.
“Many experienced artisans and technicians leave South Africa for better opportunities abroad, taking their knowledge and experience with them. This creates a vacuum in mentorship and limits the transfer of expertise to the next generation.
“While government has made strides in expanding technical and vocational education training colleges and reviving technical high schools, more needs to be done to introduce these skills early. Starting vocational training earlier would help close the gap and ensure young people enter the workforce with real skills,” he states.
Jacobs also feels that the artisanal eld requires better marketing, and that school goers need to be better educated about what this eld entails.
“Most learners don’t know what an artisan is. We must ensure they understand the value of a practical-focused career and the importance of artisans to South Africa’s future. Most crucially, considering the high demand for artisans in South Africa, they should be made aware that choosing a career in a eld where major shortages exist could make them signi cantly more employable in the long term,” he concludes.
University versus college versus TVET
To
succeed in their studies and later careers, students entering tertiary education must challenge misconceptions and explore all options openly,
writes Busani Moyo
You don’t need to read the statistics to know there is an insatiable appetite for university education in South Africa; you only have to visit university campuses across the country after the release of the matric results every year, and the winding queues will tell the story. Tens of thousands of students applying for university placements annually do not receive acceptance letters. Thousands more who do will not complete the quali cations they register for in time or at all. This is mainly attributed to the fact that many students hoping to go to university may not have received suf cient guidance regarding choosing the right higher education route.
university, college, and technical and vocational education and training (TVET) in curriculum and career preparation. This reality is acknowledged by Lyndy van den Barselaar, managing director at ManpowerGroup SA, which provides contingent and permanent recruitment and workforce management solutions. She suggests that a prudent tertiary education choice is one that begins from the understanding that “everyone is an individual and they need to choose the path that best suits their needs and capabilities – the one that will allow them to grow and develop into the best version of themselves”.
the workforce. She adds: “Colleges (including private institutions) provide diploma and certi cate programmes that are often more industry-speci c and career-focused. These programmes tend to be shorter than university degrees and are ideal for elds such as IT, design, marketing and business. TVET colleges specialise in practical, hands-on training for trades such as plumbing, electrical work, mechanics and hospitality. These institutions focus on job readiness and often link strongly with industries that need skilled professionals.”
MATCHING THE EDUCATIONAL PATH TO CAREER GOALS
Choosing the right path in higher education is more crucial than ever in today’s rapidly evolving world. We explore the choices students have when selecting a route to help prospective students make informed decisions about their educational journeys.
UNDERSTANDING THE CHOICES
Most students moving from high school to tertiary education do not take suf cient time to learn the differences between
For van den Barselaar, the right choice begins by understanding the differences between the options available in tertiary education. Universities offer degree programmes that focus on academic theory and research, and are ideal for careers requiring in-depth knowledge such as medicine, law or engineering. However, they also need a long-term commitment before entering
Professor Ramodungoane Tabane is an educational psychologist and the school director of the Educational Studies Department at the University of South Africa’s (Unisa) College of Education. He is also co-author of the paper, “Why TVET colleges are not attractive places of higher learning for South African high school learners?”
He explains that there are three important points students should always use as their compass to align their career goals. He suggests:
DR SIZILE MAKOLA
LYNDY VAN DEN BARSELAAR
PROFESSOR
“Firstly, students should align career goals with their personality. For instance, they should know whether they are introverted, extroverted perceptive or judgemental. Secondly, it is to align their choices with their interests. You cannot passionately follow a career you are not interested in. Lastly, aligning their career choices with their aptitude as certain careers require a high cognitive functioning ability.”
Professor Tabane believes the challenges students meet later in their career goals can mostly be attributed to the misalignment of these three.
Dr Sizile Makola is a senior lecturer in the Department of Business Management, College of Economic and Management Sciences, Unisa. She co-wrote the paper, “Why TVET colleges are not attractive places of higher learning for South African high school learners?”
Choosing the right path in higher education is more crucial than ever in today’s rapidly evolving world.
About matching the educational path with career goals, she says: “It is also important for students to consider their preferred learning style (theoretical versus hands-on), the quali cation required for their desired career and their long-term aspirations, including opportunities for articulation to higher quali cations.”
Van den Barselaar agrees that students should consider their learning styles. She says: “Some students excel in academic environments, while others thrive in hands-on training settings.” She advises students: “Look at job descriptions and
PREPARING FOR FUTURE CAREERS IN AN ARTIFICIAL INTELLIGENCE-DRIVEN WORLD – WHAT COURSES ARE IN DEMAND?
Private higher education institution MANCOSA identifies some courses students preparing for future careers where artificial intelligence (AI) is central should consider:
• Machine learning engineer: designs algorithms for AI to learn from data.
• AI solutions architect: builds AI architectures and solutions with empathy.
• Algorithm specialist: designs efficient algorithms for applications.
• AI analyst: prepares data and creates reports for decision-making.
that university is the only path to success, TVET college quali cations are second best, and colleges are for students who didn’t qualify. She suggests students challenge these misconceptions and “pick a path based on what will set you up for success, not outdated stereotypes”.
Dr Makola agrees with van den Barselaar and adds: “The education system in South Africa was unfortunately set up in a manner that perpetuates the disparity of superiority between TVET and universities.” She continues: “This is also true when the matric results are announced at the beginning of each year where much celebration is focused on the number of bachelor’s passes, thus university entrance, attracting bursaries in that space rather than TVET. Thus, many students perceive TVET as inferior, which is the opposite, because TVET mainly focuses on practical skills and most lecturers in that space are quali ed and practising individuals.”
EXPLORE OPTIONS OPENLY
requirements in elds you’re interested in – do they ask for a degree, a diploma or a trade quali cation?” She adds: “Job shadowing, internships and talking to people in different elds can give you a better idea of what suits you best.”
DEBUNK MISCONCEPTIONS
Van den Barselaar believes students are mostly misled by myths, including
• AI developer: develops AI systems and explains them to stakeholders. READ About Study Trust
Professor Tabane advises students to “avoid defaulting to the ‘university is best’ mindset – explore all options thoroughly”. Van den Barselaar agrees: “This decision isn’t about what happens after school; it’s about setting yourself up for a ful lling and sustainable career. The goal isn’t just to get a quali cation; it’s to build a future that excites and sustains you.”
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Follow: Lyndy van den Barselaar @ www.linkedin.com/in/lyndy-van-den-barselaar Professor Ramodungoane Tabane @ www.linkedin.com/in/ramodungoane-tabane-07804929 Dr Sizile Makola @ www.linkedin.com/in/sizile-makola-phd-11395415
RAMODUNGOANE TABANE
Why TVETs can be a game-changer
The country needs skilled workers across a wide range of fields. South Africa’s technical and vocational education and training colleges aim to solve this crisis, writes Rodney
Weidemann
If businesses in South Africa are to expand, innovate and enhance productivity, and thereby contribute to the greater national economy, they need skilled workers. After all, vocational and technical skills play a key role in the overall competitiveness of the country in what is an increasingly globalised economy.
Moreover, the rapid rate of technology evolution is also leading to a greater demand for workers possessing specialised technical skills.
This is where the nation’s technical and vocational education and training (TVET) colleges come in – the aim of these is to produce a workforce t to take advantage of emerging industries such as renewable energy, advanced manufacturing and digital technologies.
Nkosinathi Mahlangu, Momentum Group’s youth employment portfolio head, says TVET has been a viable, yet frowned upon, option in South Africa for many years.
“Today, with the country’s high unemployment rate and the artisan skills de cit, it is critically important for the youth to explore technical and vocational training opportunities to bridge the skills gap and access economic activity opportunities,” he says.
“Entrepreneurship has been identi ed as a catalyst to stimulate the economy and create job opportunities. This makes TVET colleges a game-changer as they provide technical skills that enable the youth to gain economic participation through employment or by starting their own businesses.”
GAME-CHANGING FACTORS
Patience Makhaphela, head of marketing and communication at South West
“Graduates from TVET colleges often have higher employability rates due to their specialised skills, helping to reduce the overall unemployment rate in the country.” –Patience Makhaphela
Gauteng TVET College, notes further that the game-changing nature of these colleges is due to several reasons.
“Firstly, they emphasise hands-on, practical training that directly aligns with industry needs, ensuring graduates are job-ready immediately. In addition, the curriculum is always industry-relevant as TVET colleges frequently update this in collaboration with industry partners, ensuring the skills taught are current and relevant,” she explains.
“The colleges also provide opportunities for a diverse range of students – this inclusivity helps to democratise education and provides pathways for many to improve their socioeconomic status.”
Makhaphela indicates that a key factor is their ability to address skills shortages in sectors such as engineering, healthcare and IT by training individuals in these high-demand areas.
“Perhaps one of the critical game-changing factors is the employment opportunities presented by this training. Graduates from TVET colleges often have higher employability rates due to their
specialised skills, helping to reduce the overall unemployment rate in the country.
“TVET colleges also foster entrepreneurial skills, encouraging graduates to start their own businesses. The continuous education and training opportunities offered also help individuals to upskill and reskill throughout their careers, keeping the workforce adaptable and resilient.”
Mahlangu suggests that what sets TVET colleges apart is the practical aspect of the courses, which is a mandatory part of the journey and an industry requirement for these types of quali cations.
“This provides an added advantage for TVET students as they get workplace exposure and can build networks that can help fast-track their journey to employment,” he explains.
SOUGHT-AFTER SKILLS
Makhaphela indicates that the most sought-after vocational and occupational skills provided by these colleges include skills in the elds of engineering and technical work, the digital and technology environment, the healthcare and medical arenas, business and nancial management, hospitality and tourism and, of course, artisan and trade skills. The latter includes welding and electrical skills.
“Ultimately, the choice between a TVET college and a university depends on what aligns best with a student’s career aspirations and learning style,” she says. “Both paths offer valuable opportunities, and students must consider their goals and preferences when making this decision.”
TVET colleges are essential in building a skilled, adaptable and employable workforce – vital for South Africa’s socioeconomic development, continues Makhaphela.
“In my view, there is little doubt that these colleges are indeed a game-changer in the quest to improve the country’s skills base and employment prospects,” she concludes.
The global classroom
As work becomes more global, preparing students for international competitiveness is essential, writes Itumeleng Mogaki
As the world of work evolves and becomes increasingly borderless, preparing students for a globally competitive future is no longer a luxury; it’s a necessity. South Africa’s (SA) education system is adapting to meet this challenge, though disparities and differing opinions on the most effective approach highlight the complexity of the journey.
Theresa Michael, CEO of Afrika Tikkun Bambanani, sees clear progress in the alignment of SA’s education system with global standards. “South Africa is home to some of the top-performing schools on the continent,” she says, pointing to institutions offering International Baccalaureate (IB), Cambridge and Advanced Placement (AP) curricula. “These globally aligned programmes are designed to foster critical thinking, innovation and problem-solving skills essential for 21st-century success.”
Afrika Tikkun Bambanani is a nonpro t organisation specialising in the upliftment and education of young children in South Africa.
Michael says South African universities such as the University of Cape Town and Stellenbosch University consistently rank among the top 500 globally, reinforcing the international recognition of the country’s higher education system. “There’s also a marked increase in students pursuing quali cations in countries like the United States, United Kingdom, Australia and Canada.”
EMERGING TRENDS
Kate Groch, CEO of the Good Work Foundation, is optimistic about emerging trends. “Coding and robotics are exciting entry points. We run workshops where kids go from knowing nothing to programming robots, but the bigger lesson is learning how to solve problems together.”
Groch adds that teaching young people how to learn is just as important as what they learn.
“That’s what makes them globally ready.”
Key trends like short, skills-based courses, lifelong learning and a focus on data and digital literacy are starting to shape the local education landscape. These trends show a move away from learning by memorising facts and instead focusing on being exible and able to cope with change – skills more important in today’s fast-changing world.
They are frequently updated to re ect the latest industry standards and methodologies.” In high-demand elds like project management, certi cations can open doors to global opportunities.
George Asamani, managing director of the Project Management Institute sub-Saharan Africa, adds another dimension (PMI) to this conversation: the value of certi cations. He argues that in the age of remote work and rapidly shifting job markets, degrees alone may no longer suf ce. Project Professionals offers knowledge platforms, ongoing development and top-tier certi cations for career-long growth. PMI sub-Saharan Africa supports Project Professionals and employers with resources, lifelong learning and top-tier certi cations.
Asamani says with remote work expected to account for 92 million jobs worldwide by 2030, equipping students with skills that transcend borders, such as project leadership and digital uency, has become more urgent. He adds that Africa’s young, fast-growing workforce presents a unique opportunity. “But promises don’t deliver themselves. Without decisive action, this demographic advantage could become a missed opportunity.”
Despite differing views on the best route forward, whether formal academic pathways, certi cations or skills-based learning, there is consensus on one point: South African students need more than knowledge to succeed in the global arena. They need adaptability, continuous learning and equitable access to opportunity.
“As the workplace evolves, employers want skills that can be applied immediately,” says Asamani. “Certi cations offer targeted expertise that complements traditional degrees.
SA’s education system is evolving, slowly but meaningfully. With continued investment, innovative partnerships and a focus on excellence and inclusion, the country can catch up to global standards and help de ne the future of education in a globalised world.
Follow: Theresa Michael @ www.linkedin.com/in/tutors1
Kate Groch @ https://www.linkedin.com/in/tutors1/ George Asamani @ https://www.pmi.org/about/leadership-governance/george-asamani
KATE GROCH
GEORGE ASAMANI
THERESA MICHAEL
Finding the balance
University is more than a place of learning; it is a place of becoming. For many students, the transition from high school to higher education brings both excitement and uncertainty. Suddenly, they are navigating independence, academic pressure, social dynamics and the search for identity – all at once.
While academic success remains a priority, it is often not the hardest part of university life. What many students grapple with most is nding a balance between lectures and friendships, assignments and rest, and ambition and wellbeing.
At the University of KwaZulu-Natal (UKZN), we’ve learned that success doesn’t happen in isolation. It is shaped by the environment, support and opportunities available to students. That’s why we place equal emphasis on academic excellence and personal development.
Structured support programmes such as our First-Year Experience are designed to help new students transition smoothly into university life. From day one, students are guided in building solid academic foundations, developing con dence
University is not just about textbooks and tests; it’s a journey of growth, self-discovery and learning to thrive in all aspects of life, writes Normah Zondo, executive director of corporate affairs at the University of KwaZulu-Natal
and learning to manage their time and responsibilities. It’s not just about passing exams; it’s about thriving.
BEYOND THE LECTURE ROOM
However, thriving at university also means engaging beyond the lecture room. With over 200 active clubs and societies – from cultural and performing arts to sports, community service and entrepreneurship –UKZN students are encouraged to explore, lead and connect. These platforms provide more than recreation; they cultivate creativity, leadership, resilience and a sense of belonging. Often, it’s in these spaces that students nd their voice or discover unexpected talents. A shy rst-year might become
a campus leader. An aspiring scientist might nd joy in poetry. A sports enthusiast might launch a charity drive. These experiences shape not only careers, but also character.
We acknowledge that university life can be overwhelming. Being away from home, adapting to new academic expectations and managing social pressures are signi cant shifts. As in many parts of the world, mental health challenges are real and increasing. That’s why student wellbeing is a priority.
UKZN offers con dential, professional counselling and support services. Whether facing personal struggles, academic anxiety or emotional distress, students are never alone. Peer mentorship and wellness initiatives also offer added layers of support, ensuring students feel seen, supported and safe.
There is no perfect formula for balance. Each student must nd their own rhythm – one that honours their goals, values and wellbeing. It requires structure, yes: keeping up with classes, planning and working hard, but it also demands exibility – time to rest, re ect, explore and connect with others.
There will be days when everything clicks and days when nothing makes sense. That’s part of the journey.
Our role, as universities, is not to expect perfection, but to create the conditions in which young people can grow intellectually, socially and emotionally. We are not just preparing students for jobs; we are helping them build lives of purpose, con dence and impact.
To every learner imagining life beyond school: university is where your next chapter begins. Step into it with curiosity. Be open to change. Ask for help when you need it and trust that the path you’re shaping is entirely your own.
NORMAH ZONDO
Work-integrated learning
The transition from education to employment can be especially tough for young people without real-world experiences, writes Itumeleng Mogaki
For students, work-integrated learning (WIL) offers more than just a foot in the door. It gives them a chance to test their skills, build con dence and make informed decisions about their career paths.
Karen Rademeyer of Go for Gold explains that their model introduces learners to the working world before they even reach university. Through a structured one-year internship after matric, students gain rst-hand experience in real work environments, helping them choose relevant tertiary quali cations with greater certainty. This not only improves their chances of success in higher education, but also reduces costly dropouts and wasted bursaries.
Go for Gold empowers students academically, emotionally and nancially to develop skilled, con dent graduates.
Hopscotch Travel founder Cara Halliday agrees that real-world experience is invaluable. Her company places South African students in local and international work-and-travel opportunities, including internships. “Overseas placements, in particular, allow young people to earn in foreign currency, develop soft skills and return more independent and career-ready.”
Locally, Hopscotch works with South African companies to place students into entry-level roles with meaningful stipends, creating stepping stones toward broader opportunities.
A STRATEGIC ADVANTAGE FOR EMPLOYERS
Employers, too, bene t signi cantly from WIL. Rademeyer says by engaging with students early, companies can shape future talent, assess t and build a pipeline of motivated young professionals. “Go for Gold’s partner
companies report better retention and lower onboarding costs because their interns already understand the company’s operations and culture.”
Rademeyer adds: “From a strategic perspective, businesses can meet their skills development and broad-based black economic empowerment targets through such initiatives. But the bene ts go beyond compliance, WIL partnerships demonstrate a commitment to social impact and youth empowerment, helping build stronger, more inclusive industries.”
ADDRESSING CHALLENGES
Despite the clear bene ts, WIL programmes are not without challenges. Many students, particularly from under-resourced backgrounds, struggle to access internships due to nancial constraints or limited networks. Halliday says while international programmes are rewarding, upfront costs for travel, visas and fees are a barrier. “Hopscotch has introduced loan partnerships to ease this, but eligibility remains a hurdle for many.”
To broaden access, the company also facilitates local placements, enabling students to gain experience and save for international opportunities down the line.
“Within local technical and vocational education and training institutions, similar issues emerge. While these colleges include practical training in their diplomas, stipend delays from government can leave students in limbo, undermining both the students’ and employers’ commitment,” says Halliday. “Additionally, many students arrive at internships underprepared,
lacking professional CVs, interview skills or workplace etiquette. These are critical soft skills that institutions must incorporate into the curriculum to support students’ success.”
COLLABORATION IS KEY
Rademeyer says the success of any WIL programme hinges on strong alignment between students, companies and educational institutions. “Students must be motivated and open to learning, companies must be willing to host and mentor and institutions must actively prepare and place their students.”
She adds: “Go for Gold’s three-phase model exempli es this alignment. From high school exposure through site visits and holiday programmes to structured internships and ongoing leadership training, the programme helps learners see the link between their studies and real-world opportunities. The result is a more informed, work-ready graduate and a smoother transition from school into meaningful employment.”
THE WAY FORWARD
As the need for skilled, adaptable workers grows, expanding access to work-integrated learning is essential. Whether through local internships or global work-and-travel experiences, WIL creates pathways that bene t students, strengthen companies and support broader economic inclusion.
“To maximise impact, institutions must strengthen career preparation, businesses must commit to meaningful mentorship and policymakers must address structural issues such as stipend delays,” concludes Halliday.
Follow: Cara Halliday @ www.linkedin.com/in/cara-halliday-346b10b8 Karen Rademeyer @ https://www.linkedin.com/in/karenrademeyer/
Making it work
Siegie Brownlee, CE at Eduvos, shares insights on the value and practical impact of work-integrated learning
Work-integrated learning (WIL) plays a vital role in equipping students with the tools they need to succeed in an ever-evolving workplace. It also offers employers the chance to shape the next generation of professionals.
WHY WIL MATTERS
For students: according to the World Economic Forum’s Future of Jobs Report 2025, employers increasingly seek graduates with adaptability, resilience, digital literacy and critical thinking. WIL helps students develop these in-demand skills, giving them a competitive edge. Eduvos has partnered with a wide range of industries to connect students with career-aligned experiences while they study.
For employers: WIL programmes enable businesses to access emerging talent early and shape their development. Employers often cite a lack of practical experience among graduates – WIL addresses this by preparing students to be job-ready from day one. Students also bring energy, fresh ideas and innovative thinking, which can boost productivity and drive innovation within teams.
HOW PRACTICAL TRAINING PREPARES STUDENTS FOR WORK
1. Developing skills that matter. Practical training gives students real-world exposure, allowing them to hone both technical and soft skills such as problem-solving, communication and agility. These are critical to professional success and align closely with industry needs.
2. Building confidence. Through internships and real-world projects, students build con dence in their ability to deliver results and solve workplace challenges, improving their readiness for full-time employment.
3. Improving adaptability. By engaging with diverse environments and teams, students become more adaptable and resilient, which is crucial in today’s fast-paced work settings.
BRIDGING THE EDUCATION TO EMPLOYMENT GAP
WIL effectively connects academic learning with practical industry needs.
• Real-world experience: applying theoretical learning in a live work environment shortens the transition between study and employment.
• Curriculum relevance: programmes co-designed with industry ensure what students learn is aligned with current and emerging skills needs.
• Networking: students build valuable professional connections during their placements, which can open doors for future employment.
BUSINESS BENEFITS OF WIL
1. Access to talent. Companies can identify, nurture and retain top talent early, reducing recruitment and training costs.
2. Innovation. Students bring fresh perspectives and digital know-how, often driving improvements in business processes.
3. Collaboration. Strong ties between academia and industry foster knowledge-sharing and innovation, helping businesses stay relevant and competitive.
CHALLENGES AND THE POTENTIAL SOLUTIONS
While the bene ts are clear, students face several barriers to accessing WIL opportunities:
• Limited placement opportunities. high-demand sectors often lack enough placements for all students. Those from disadvantaged backgrounds may also lack the networks to access such opportunities. Creating more structured partnerships between education institutions and industry can help increase placement availability.
• Financial barriers: many students struggle with costs related to travel, accommodation or unpaid placements. As bursaries usually cover only basic needs, students from low-income backgrounds may be unable to participate in WIL unless they can also earn an income. Providing stipends or transport assistance could help bridge this gap.
• Lack of awareness: many students are unaware of available opportunities or don’t know how to access them. Outreach, career fairs and better communication from institutions and employers are critical. Making WIL more visible and accessible can help level the playing eld.
Let’s make learning easier and fun!
This is Marty. Marty can talk, walk, dance, translate, sense and learn. We use Marty to test code already learned through Knowledge Network for unplugged, ScratchJr, Scratch and Python, and we progress from there. We do machine learning, add microcontrollers and use AI like text-to-speech. Progression per grade is built in.
This is a microcontroller.
A micro:bit – a great starter tool to teach how circuits work, how to connect different robotic elements, how electricity flows through materials, coding and robotics for indoor and outdoor use. We use it for AI, machine learning, to use with robots like Marty, and for creating DIY robotics like windmills, fans, turtles and other. Extensions like sound, recording, servos and microturtle grids are excellent teaching tools for little learners too.
This looks like AI. A companion for students and teachers learning Skills for Schoolwork. AI is a valuable study companion and research assistant. AI can help with full APA-style referencing and proper citing.
AI can support writing, provide math help and study guides, and assist students with revision by helping with translations, grammar checks and language conversational practice.
Let’s teach students how to use it correctly and safely. Teachers also use it during class to make learning easier.
Coding. We integrate all the different learning areas into coding. Students code stories, games, shape drawing, animation, calculations and data storage like game scores. They design characters for animation, use art and graphics to create backgrounds, game interfaces and develop websites. They do research for photos and images, make music for stories and games, edit sound and record voice. They make videos, invent new games and code apps. They learn how to manage their files. Little learners improve their vocab, communication and thinking skills through storytelling coding
Skills for schoolwork: we all need excellent skills in all areas of computer use, from writing, drawing, layout, research and referencing to charting, number crunching, animation, sound, video, presenting data for projects using business-standard and newly released tools. Integrating technology in teaching and learning is the key to mastering all these new skills for schoolwork, coding and robotics. It also develops computational thinking, creativity, problem-solving, teamwork and collaboration - key abilities students also need to prosper in the digital age.
Entrepreneurship
With South Africa’s job market unable to absorb the number of graduates leaving university every year, it’s clear that entrepreneurship is the best (if not only) option, writes Lisa Witepski
With South Africa’s unemployment levels reaching an all-time high, the country needs to build a pool, and a pipeline, of future entrepreneurs with the potential to solve this challenge. This requires a stronger focus on project-based education that hones learners’ entrepreneurial skills.
Tshegofatso Ramothibe of Young Spark Foundation, an organisation which hosts entrepreneurship programmes for township schools, says such education differs from traditional curricula because it has a more practical element. “Our programmes aim to teach learners the practical aspects of the entrepreneurship journey, equipping them with tools that allow them to use creative problem-solving and design-thinking as the rst step to ideating and using entrepreneurship as an enabler for solving everyday problems in their schools and communities.”
enough stakeholders on the ground to invest in building entrepreneurship skills,” she adds.
A COMPREHENSIVE CURRICULUM
In a perfect world, this approach would be broadly adopted by schools throughout the country – but, says Ramothibe, resources at most public schools are constrained, which means the focus necessarily falls predominantly on academics. Consequently, there is little teaching around entrepreneurship and few evidence-based assessments to test the key capabilities and competencies required to become a successful entrepreneur. “There aren’t
What would the ideal entrepreneurship curriculum look like? Dr Nontobeko Mabizela, CEO of the Allan Gray Orbis Foundation, says the organisation has invested a signi cant amount of research to answer this question. “The problem is that most of the frameworks in place are geared towards international contexts,” Dr Mabizela points out. Studying these frameworks in great depth, the foundation fashioned a model more appropriate to South Africa’s speci c landscape, based on key entrepreneurial competencies identi ed following discussions with experts. “These include opportunity recognition and assessment, social intelligence, creative problem-solving, innovation, exibility and adaptability, need for achievement, autonomy, curiosity, perseverance, being values-driven, ethics, present action orientation, calculated risk-taking, a growth mindset, leadership and self-ef cacy,” Dr Mabizela explains.
Any curriculum should therefore aim to develop these competencies, however, the reality is that traditional classroom teaching is unlikely to achieve this aim. Instead, learners should have the opportunity to participate in situations that would naturally draw out these competencies such as business simulations, developing elevator pitches for new ideas, writing business plans, taking part in business competitions, mentoring and coaching and networking with peers and real-life entrepreneurs.
York Zucchi of The Startup Tribe says for entrepreneurship education to be effective, it’s important it holds the learner’s interest –and for this to happen, it must be relevant to their situation. “There are so many different areas of entrepreneurship. It can be formal or informal, or target incubation, for example. If a module has no signi cance for a would-be entrepreneur because they have a different focus, the learning won’t land,” he maintains. He believes more should be done to make educational content relatable, using infotainment as a form of delivery, for example. It’s also vital to address the high cost of content delivery. Because many schools are unable to include entrepreneurship education as part of the curriculum, it is typically offered in a workshop format, but this comes with costs like transport, which are often out of reach for students.
“There is little teaching around entrepreneurship and few evidence-based assessments to test the key capabilities and competencies required to become a successful entrepreneur.” –Tshegofatso Ramothibe
Ramothibe adds: “Practicality is everything. The more entrepreneurship exposure learners have and the more hands-on, project-based their training programmes, the more their entrepreneurial muscle will be trained.”
Follow: Allan Gray Orbis Foundation @allangrayorbis York Zucchi @ www.linkedin.com/in/york-zucchi
DR NONTOBEKO MABIZELA
YORK ZUCCHI
Skills shortages and employment trends
Greer Marthinusen, founder of Talent on Tap, explores
the current landscape of employment opportunities, the skills gap and the implications for those entering the workforce
South Africa is grappling with high unemployment rates, particularly among the youth. Statistics South Africa reports that the youth unemployment rate stands at an alarming level, with many school leavers struggling to nd meaningful employment. This situation was exacerbated by the COVID-19 pandemic, which disrupted various sectors and led to job losses.
As the economy gradually recovers, it is essential to analyse the employment trends shaping opportunities for young people.
SKILLS SHORTAGES IN KEY SECTORS
One of the most pressing issues in South Africa’s labour market is the mismatch between the skills possessed by school leavers and the skills demanded by employers. Various sectors, including technology, engineering, healthcare and agriculture, are experiencing signi cant skills shortages. Employers often report dif culty nding candidates with the necessary quali cations and competencies, leading to un lled positions and hindering economic growth.
For instance, the technology sector is rapidly evolving with a growing demand for digital skills such as coding, data analysis and cybersecurity. However, many school leavers lack exposure to these skills during their education, resulting in a workforce that is ill-equipped to meet industry needs. Similarly, the engineering sector requires specialised skills that are often not adequately addressed in the current education system.
VOCATIONAL TRAINING AND ARTISAN SKILLS
With university education becoming increasingly expensive and not always aligned with market needs, vocational training offers a practical alternative. Technical and vocational education and training colleges prepare students for skilled trades, addressing shortages in areas such as plumbing, electrical work and carpentry.
THE ROLE OF EDUCATION AND TRAINING
There is a pressing need for a re-evaluation of the education and training systems in South Africa to address the skills shortages. The current curriculum often emphasises theoretical knowledge over practical skills, leaving students unprepared for the realities of the job market. Vocational training and apprenticeships can play a crucial role in bridging this gap by providing hands-on experience and equipping young individuals with the skills employers seek.
Collaboration between educational institutions and industries is essential to ensure curricula are aligned with market demands. Initiatives that promote STEM (science, technology, engineering and mathematics) education and soft skills development can enhance the employability of school leavers. Furthermore, mentorship programmes and internships can provide valuable insights and experiences that prepare young individuals for the workforce.
EMPLOYMENT TRENDS AND OPPORTUNITIES
Despite the challenges, school leavers can capitalise on emerging employment trends. The rise of remote work and the gig economy has opened new avenues for young individuals to explore exible job opportunities. Freelancing, online entrepreneurship and remote internships are becoming increasingly popular, allowing school leavers to gain experience and earn income while pursuing their interests. Additionally, sectors such as renewable energy, healthcare and technology are expected to grow in the coming years, presenting opportunities for young individuals to enter elds with high demands. By staying informed about these trends and actively seeking out training and development opportunities, school leavers can position themselves for success in a competitive job market.
THE CHALLENGES AND OPPORTUNITIES
The skills shortages and employment trends for school leavers in South Africa present both challenges and opportunities. While the current landscape may seem daunting, proactive measures can be taken to bridge the skills gap and enhance employability. By fostering collaboration between education and industry, promoting vocational training and encouraging adaptability to emerging trends, South Africa can empower its youth to thrive in the evolving job market.
As school leavers navigate their career paths, it is crucial for them to remain informed, seek out opportunities for growth and develop the skills that will enable them to succeed in an increasingly competitive world.
GREER MARTHINUSEN
BRIDGING THE GAP
Five lessons for young job seekers
Aditi Lachman, head
of youth programmes at Youth Employment Services, shares how to better position yourself for employment
At Youth Employment Services (YES), a large youth employment programme, we have created over 185 000 jobs through our 12-month, private sector-funded work experience placements. We have also seen the impact of these efforts with 44 per cent of our alumni nding employment after completing the programme. These are the ve key insights I believe every young jobseeker in South Africa should know.
1. Build skills for the future. The World Economic Forum’s Future of Jobs Report 2025 reveals that more than 60 per cent of local businesses see skills gaps as a barrier to transformation. They are planning to reskill existing teams or hire new talent to meet evolving demands. This means that industries such as information technology, arti cial intelligence, drone technology, solar installation and creative sectors are actively looking for people with future-facing skills. The good news is that you do not need a formal degree to get started. In fact, 34 per cent of businesses say they are removing degree requirements altogether. With this in mind, you should focus on building the right skills through online certi cations, free courses, boot camps or internships.
2. Do not underestimate the value of work experience. One of the most overlooked but powerful assets a young job seeker can bring to the table
is hands-on experience. YES’s research shows that managers value two or more years of work experience just as much –if not more – than formal quali cations. Even if you’ve only completed high school, you can still unlock career opportunities with practical work experience. That’s why programmes such as YES are so important: they give you a foothold and real-world exposure that employers trust.
3. Network intentionally and continuously. Networking is not just about exchanging business cards or following someone on LinkedIn. It’s about building meaningful relationships that can lead to mentorship, learning opportunities and career moves. If you are already employed, be proactive: talk to your colleagues, ask questions, express your goals and look for ways to grow within your company. If you are not, attend workshops and community events or join industry groups online. Every conversation is a chance to learn and, potentially, be referred.
4. Consider starting something of your own. Entrepreneurship is more than just a backup plan. Think of it as a mindset. For many young South Africans, it’s becoming a viable pathway into the economy. According to the YES Youth Employment Survey, 17 per cent of our youth
are involved in entrepreneurial ventures post-programme. Whether selling your artwork, tutoring, offering digital services or launching a micro-business, side hustles help build resilience, con dence and income. The experience gained often becomes your biggest selling point for future roles.
5. Prioritise your mental health. Job seeking is tough. Rejection, nancial pressure and uncertainty can take a toll. UNICEF South Africa reports that 60 per cent of young people experience mental health challenges, but 37 per cent do not seek help. That’s why we started YES Mindful Matters, a platform that gives YES youth access to professional counselling support. If you are struggling, do not push through alone. Recognise the signs – persistent sadness, fatigue isolation – and reach out.
COLLABORATION IS OUR FUTURE
This year, 2025, is the year of collaboration, and tackling youth unemployment should be a joint effort between youth, businesses and communities. We must come together and share resources, ideas and opportunities to develop sustainable solutions. Together, we can build an ecosystem that uplifts young people, grows our economy and secures a better future for South Africa.
ADITI LACHMAN
How to thrive on a
fi rst-time income
Lisa Witepski unpacks how to budget smartly
For many South African students, the stipend that comes with a bursary is the rst bit of real “income” they’ve ever had to manage. The same goes for those receiving an allowance, intended to cover all costs, from their families. This, combined with the fact that money is seldom discussed in South African households, means youngsters have little concept of money management. Consequently, they often spend these funds as soon as they enter their bank account, notes Nicky Edwards, Reskill lead at Taking Care of Business (TCB). To overcome this, she advises drawing up a budget. “Many families compile a monthly budget, but students may nd it more practical to consider their spending – whether on transport, food or entertainment – on a weekly basis,” she says.
“Students may find it more practical to consider their spending – whether on transport, food or entertainment – on a weekly basis.” –Nicky Edwards
The rst step requires taking stock of all weekly expenditure and making a note of every item purchased. Although apps are available for this task, she recommends using a notebook and writing down each purchase, whether a takeout, an Uber ride or a textbook. Tracking expenses in this manner makes it possible to identify your spending habits and allows you to see where
you can cut back. “It’s important to distinguish between wants and needs here – the two are very different,” Edwards says.
These expenses should be included in a plan that also factors in the annual big-ticket items. Edwards notes that certain (usually costly) expenses are unavoidable, such as birthday presents, year-end holidays or even vehicle licence renewal. While it is often dif cult to make a single outlay for these purchases, payment becomes much easier if you schedule them for the year, then break down the total into small monthly amounts. “Say it costs R550 to renew your vehicle licence; setting aside R46 each month for this is much easier than nding funds for the entire amount at one time.”
She also advises setting up a separate emergency fund so if unforeseen events happen, there is no need to raid your savings account. Depositing even R100 per month into this account can make a difference.
Ensure your budget is realistic: make provisions for entertainment – a big part of life as a student – and allow yourself an indulgent treat from time to time, but link this reward to an achievement such as obtaining a goal.
SAVVY SAVINGS
Because life on a stipend or entry-market salary is expensive, Edwards says it’s a good idea to use student discounts wherever possible. Find inventive ways to save money in other areas, too; for example, buy second-hand textbooks instead of new ones and sell your own books and other items when you no longer need them.
START A SAVINGS CULTURE NOW
Duma Mxenge, head of business and market development at Satrix, notes that while many people assume investing is only for the wealthy, it’s entirely possible to start with a small amount. “An investment account through your bank or SatrixNOW can serve as a vehicle for building an emergency fund or long-term wealth,” he explains.
Ideally, your earnings should be split so that 50 per cent is spent on needs, 30 per cent on wants and 20 per cent on saving and debt reduction. Although it’s not serious if you overspend in any of these areas, it does mean that you may need to make sacri ces to avoid a shortfall in the long term, says Queen Malobane, Metropolitan provincial manager.
“For short-term goals, a money market unit trust is suitable, while long-term investments can bene t from exposure to JSE-listed exchange-traded funds or unit trusts, which offer exibility and align well with a high-risk, high-return strategy.”
He emphasises that, for young investors especially, compound interest is a powerful equaliser, bene tting individuals regardless of income level or nancial experience.
He further recommends setting up a tax-free savings account (TFSA) as early as possible. It allows for long-term, tax-free growth, making it an excellent complement to any retirement strategy.
The issue of students and credit card debt is a personal one – not least of all because it propelled me on a personal nance journey that ultimately led to me co-founding a nancial education business.
The short version is that I needed a “work wardrobe” when, as an excited young graduate, I was offered my rst job. One of our erstwhile retailers graciously offered to ll the breach with generous vouchers to spend at their store when I opened an account and hit certain spending thresholds.
The longer version is one I now hope to prevent other youngsters from learning the hard way; interest on debt compounds – making it very hard to pay off – particularly if you access further revolving credit and miss a couple of payments.
So, what do I wish my student self knew as I navigated loans, credit and earning an income for the rst time?
As a starting point, getting a nancial education goes hand in hand with getting a quali cation. However, it’s critical to understand that this is a DIY job. While there is a strong societal focus on preparing students for the practicalities and theory of getting their rst job, no one teaches them how to manage, spend and invest that income wisely.
This is where nancial literacy comes in, even though I prefer to advocate for nancial intelligence. The key teaching principle here is understanding your personal pro tability – whether managing your money from pocket money monthly, student loans or your salary. When we
Credit, confidence and cash flow
Many students step into adulthood with a qualification –and a mountain of debt. What if the real degree we need is in financial intelligence, asks Hayley Parry, money coach and facilitator at 1Life’s Truth About Money
do this, we can shift our mindset from “how much do I make?” to “how much can I keep?”
Financial intelligence empowers young people to understand how their money can work for them – how they can keep more of it – and how to apply simple yet effective, money management habits. Two key things especially applicable to younger students are 1) learning to budget with a pro t- rst philosophy and 2) practising delayed grati cation. Developing nancial muscle in these two critical areas of money management is essential to your ability to build wealth over time.
Building nancial discipline requires learning to delay, rather than deny, grati cation. A practical method is to calculate how many work hours a purchase costs. For example, if your hourly wage/salary is R200 and you want shoes costing R2 000, ask yourself: “Are these shoes worth 10 hours of my life at work?” This mindset shift can prevent impulse spending and unnecessary debt. What makes this process easier is the mental switch, which is you’re not going to never buy the coveted shoes (or bike or car or whatever) – it’s that you’re just going to delay that purchase until it’s nancially healthy for you to do so.
Another critical component of building nancial intelligence is understanding the difference between good and bad debt. “Good debt” is when you use credit to fund your education – for instance,
student loans – or buy a house. “Bad debt” is when you use other people’s money to fund consumption – whether for improving your lifestyle or a “work wardrobe”. Either way, you still need to learn the nitty gritty around how debt works – especially when you’re paying interest – as nancial illiteracy here can be very expensive in the long run.
For any student or early market entrant to the working world, I recommend you prioritise getting a nancial education –this can be done in many ways and at no additional cost. Through programmes like 1Life’s Truth About Money, you can get free nancial education courses such as a specialised “get out of debt” course for those wanting to understand how debt works and to accelerate paying off your student loans, or a “generational wealth” course to help you build true wealth from the salary you’ve worked so hard to earn.
Students must remember that a dream delayed is not a dream denied. Making sound nancial choices now will yield great nancial results of which your future self can be proud.
In today’s fast-paced world, achieving financial independence is more crucial than ever, especially for students preparing to shape their futures.
By Idris Seedat , head of transformation and CSI at the JSE
In South Africa, building wealth begins with mastering the basics: saving and investing. This article breaks down why these habits matter from a young age, offering practical, student-friendly insights within the South African context to help student take control of their nances early. By learning to save smartly and invest wisely, students can make informed money choices that pave the way for a secure and successful tomorrow.
As we navigate the ever-evolving pace of modern life, pursuing nancial independence has become increasingly essential. This journey is anchored by the twin pillars of saving and investing, each playing a pivotal role in shaping a prosperous nancial future. By understanding the importance of saving and investing, students can be empowered to make informed nancial decisions and secure a brighter nancial tomorrow. Saving refers to the act of setting aside a portion of your income for future use. Unfortunately, South Africans are among the poorest savers in the world, with our savings rate signi cantly lagging behind other emerging markets such as Brazil and India. Considering that a high savings rate is important for any country to meet its growth and development goals,
this statistic is particularly concerning. Several factors may contribute to this low savings rate, including the rising cost of living and lack of nancial literacy, which makes it increasingly dif cult for South Africans to save, let alone invest. Investing allows you to grow your money over time, providing returns that can signi cantly enhance your nancial stability. Investments can help you achieve nancial goals that savings alone might not be able to meet, such as buying a home, funding your education or ensuring a comfortable retirement. Unlike saving, investing carries a higher risk but offers the potential for greater returns. Common investment options include stocks/shares, bonds, exchange-traded products and real estate. For more information on investing and how to tap into South Africa’s capital markets, visit the Johannesburg Stock Exchange’s (JSE) website
and concepts, including budgeting, investing and debt management. Regrettably, nancial literacy in South Africa exhibits signi cant gaps across various demographics, with only 51 per cent of South Africans being nancially literate. This gap highlights the urgent need for enhanced nancial education to ensure equitable access to nancial knowledge and opportunities.
The Johannesburg Stock Exchange (JSE) has long championed the cause of nancial literacy given its role in empowering individuals and fostering economic inclusion. Through a variety of initiatives, the JSE invests in the drive for nancial literacy, making the world of nance accessible to all. An example is the JSE Investment Challenge, a dynamic competition for high school learners and university students to learn about the fundamentals of investing.
IDRIS SEEDAT
In participating in the challenge, students and learners gain invaluable knowledge and also stand a chance to win monthly and annual prizes. To register for the competition, interested schools and universities can visit schools.jse.co.za and university.jse.co.za respectively.
FINANCIAL LITERACY IS VITAL
To delve deeper into saving and investing, an important element that regularly stands out is nancial literacy. Financial literacy includes a comprehensive understanding of nancial principles
Investor protection is important to the JSE, as such, we introduced the JSE Verify a Broker tool that checks the legitimacy of stockbrokers and nancial service providers. This is an important tool investors can use to identify potential scams. To invest on the JSE, investors need to do so via an authorised stockbroker – a list of stockbrokers can be found at https:// www.jse.co.za/ nd-a-broker-institution Saving and investing are fundamental aspects of nancial planning that can signi cantly impact your future. By understanding the importance of saving, exploring various modes of savings, and learning about investment strategies, you can take control of your nancial destiny.
* Idris Seedat oversees the JSE’s financial literacy programmes – The Investment Challenge and the Virtual Trading Game.
Mental health and academic pressure
Coping with stress in tertiary
education
Starting university or college holds huge promise and excitement for students and their families, but also stress. It’s essential to know where to find resources and support. By Glynis Horning
For all the high hopes and high spirits around entering higher education, it can be a challenging time. In South Africa, it’s been estimated that 24.2 per cent of tertiary students have mild depression and 12.4 per cent moderate to severe depression; but in a recent online survey among Wits undergraduates, 48 per cent screened positive for probable depression.
The cost can be high and far-reaching, from lower productivity and academic outcomes to a greater likelihood of alcohol and substance abuse in adulthood (as coping mechanisms) and suicide. The South Africa Depression and Anxiety Group (SADAG) reports that suicide is the second leading cause of death among young people aged 15–29,
after road injuries: “It’s an age group especially vulnerable to mental illness, which often goes undiagnosed and untreated,” says SADAG project manager Krystle Kemp. Beyond the agony of losing a loved one, the years of productive life lost and economic costs of suicide are a burden to both families and the nation, notes a 2022 study in the South African Family Practice (SAFP) journal.
“In a study of rst-year South African university students, nearly half (46.4 per cent) mentioned having thoughts about suicide, while over a quarter (26.5 per cent) reported planning their suicide and 8.6 per cent reported attempting suicide,” says Leon de Beer, director of the South African Federation for Mental Health
“Students who identi ed as women, black, second-generation university students, and not heterosexual were more likely than their peers to report nonfatal suicidal behaviours.”
UNPACKING THE PROBLEMS
But depression is not the only mental health issue stressed students face. The South African National Student Mental Health Survey, conducted by scientists from the Medical Research Council, Stellenbosch University and the University of Cape Town, collected data from more than 70 000 undergraduates at 17 institutions. The ndings, published in 2022 in the Journal of Affective Disorders, suggest 24.5 per cent of students had symptoms of social anxiety in the 30 days before assessment, 22.7 per cent had symptoms of an eating disorder, 16.3 per cent met criteria for a mood disorder (major depressive disorder or a bipolar mood disorder), 10.9 per cent experienced generalised anxiety disorder, 21 per cent reported symptoms of post-traumatic stress disorder, 6.6 per cent were likely to meet criteria for substance use disorder, and 21 per cent reported symptoms of attention hyperactivity disorder. The risk of mental health conditions was marginally higher among “gender nonconforming and female students”, students
LEON HOWELL
“Mental illness, including anxiety, depression and panic attacks, can make anyone feel misunderstood, lonely and isolated, especially because so much stigma surrounds these conditions.” –Krystle Kemp
whose parents had lower education levels and black students attending historically white institutions, the survey found.
The SAFP suicide study identi ed a higher risk of suicide attempts among students who experienced bullying, had underlying medical conditions such as HIV (possibly linked to fear of stigmatisation), had abnormal body weight perceptions (based on media portrayals of thinness as the standard of attractiveness, increasing vulnerability to low self-esteem) or who had experienced sexual abuse or had someone very close who had experienced it. The study concluded that this “demonstrates the urgent need for campus-based interventions and prevention strategies”.
EXPLORING SOLUTIONS
The South African National Student Mental Health Survey found high rates of mental health problems and self-harm, low treatment rates and many barriers reported by students who did not get treatment, highlighting the “large unmet need for mental health treatment on SA university campuses”, noted follow-up research published in the International
“In a study of first-year South African university students, nearly half (46.4 per cent) mentioned having thoughts about suicide, while over a quarter (26.5 per cent) reported planning their suicide and 8.6 per cent reported attempting suicide.” – Leon de Beer
Journal of Mental Health Systems in 2023. Given the large number of students requiring treatment, traditional methods of psychological intervention centred on one-to-one psychotherapy would not be feasible or sustainable, the researchers concluded. “Innovative sustainable solutions, including the use of emerging technology (such as smartphone applications), peer-to-peer support and group interventions could be part of the solution”.
SADAG is at the forefront of developing these, with dedicated university and higher learning helplines now being run in tandem with its established suicide crisis, mental health and substance abuse helplines. “Starting at any tertiary institution can be a massive adjustment as students enter the adult world and become more independent,” says Kemp. “This can be incredibly challenging while trying to nd a balance between their social lives, studying and, in some cases, working simultaneously. We believe peer
RESOURCES FOR AVOIDING BURNOUT AND STAYING MOTIVATED
SADAG provides help from trained counsellors in 11 South African official languages.
• Tshwane University of Technology (24/7) 0800 687 888
• University of Cape Town Students (24/7) 0800 24 25 26
• University of the Free State (24/7) 0800 00 63 63 SMS 43302
• University of Pretoria (24/7) 0800 747 747
• University of the Western Cape (24/7) 0800 222 333
Lifeline South Africa 0861 322 322
SAPS Emergency Number 10111
support groups can assist students in this transitionary period.
“Mental illness, including anxiety, depression and panic attacks, can make anyone feel misunderstood, lonely and isolated, especially because so much stigma surrounds these conditions. Being part of a peer support group provides a space where they feel they belong and are understood. It also teaches them skills to manage everyday life better. Anyone wanting to nd out more about joining our free, online biweekly peer support group meetings can visit our website, www.sadag.org.”
The conversation around student mental health has changed signi cantly, especially since the COVID-19 pandemic,
LEON DE BEER
KRYSTLE KEMP
RAKHI BEEKRUM
MENTAL WELLNESS
Kemp adds, though many role players believe more must be done in shaping student-sensitive policies and procedures around mental health by both universities and student accommodation providers. “SADAG now runs over 12 dedicated Higher Learning Helplines, each individually tailored to the needs of both the learning institution and students. One is the Higher Health helpline (0800 36 36 36), which SADAG runs in partnership with Higher Health. It’s available to all students across the country, open 24/7 and is toll-free so students don’t need airtime to call us.”
The South Africa Depression and Anxiety Group reports
that suicide is the second leading cause of death among young people aged 15–29, after road injuries.
On the student accommodation side, staff training is becoming standard practice, reports CampusKey accommodation provider. “Competency frameworks are being developed to ensure all staff members can recognise and respond to mental health issues appropriately,” says MD Leon Howell. “This not only helps in identifying at-risk students, but also in providing immediate and effective support.”
“We need a systemic, community-based and intersectoral approach to prevent student suicide,” emphasises de Beer. “This will help challenge the myth that suicide is a young person’s choice and acknowledges the role systemic factors like lack of access to quality mental health services play in suicide.” The National Department of Health’s refreshed National Mental Health Policy Framework and Strategic
STRATEGIES TO AVOID BURNOUT AND STAY MOTIVATED
• Recognise when stress becomes a problem: “Don’t ignore physical warnings,” says Durban counselling psychologist Rakhi Beekrum. These include headaches, tense muscles, chest pain, clenched teeth/grinding, nausea, dizziness, stomach problems (constipation, diarrhoea), difficulties sleeping or sleeping too much, exhaustion, loss of appetite or comfort eating, increased colds and flu (from compromised immunity), negativity and loss of sex drive. “The key is to identify the root of stress, so it is addressed directly, together with other holistic behavioural changes,” she says.
• Identify reasons for your stress: take steps to address those with support from a trusted friend/family member or professional counsellor at your tertiary institution or contact SADAG.
• Review your lifestyle: can you extend the deadline for a project? Cut down on distractions? Cut out alcohol/substance use? Turn in earlier and rise earlier to fit in more?
Plan 2023–2030 highlights reducing access to means of self-harm, providing early interventions for those at risk, strengthening care, treatment and rehabilitation and providing public information about mental health and suicide prevention.
FAST FACT
“The integration of sophisticated data analytics, artificial intelligence and compassionate human responses will shape the next generation of student mental health support.” – Leon Howell, CampusKey
• Eat healthily: food affects mood, says Gauteng dietitian Debby Watkins. “Get adequate brain nutrients, such as essential vitamins and minerals, and drink plenty of water.” Complex carbohydrates (whole grains, oatmeal) support serotonin production and may help lower the stress hormone cortisol. Have oily fish like sardines and pilchards twice a week, or a andful of walnuts or flax seeds a day. Include leafy greens for magnesium to ease the effects of stress, eggs for tryptophan, which helps create serotonin, and choline, which may help protect against stress.
• Get moving: exercise releases muscle tension and feel-good endorphins and boosts sleep, says Beekrum.
• Take regular breaks: listen to soothing music, try meditation or yoga, unwind and unburden with friends.
“We should all work together,” de Beer concludes. “Students – educate yourselves about mental health, nd a dedicated hotline or sign up for a support group. Educators – talk to students about suicide prevention. Parents – talk to your child about it and support them wherever you can. Everyone – learn how to identify warning signs … and act on it!”
Glynis Horning is the author of Waterboy: Making Sense of My Son’s Suicide (Bookstorm); her royalties go to SADAG.
More than a game
How youth participation in sport builds discipline, teamwork and leadership in South Africa’s next generation.
By Thando Bakumeni, GM SuperSport Schools
With societal behaviour becoming more entrenched in digital engagement, the importance of participation in youth sports is not only necessary for physical tness and competition, but also as a powerful tool for teaching young people about discipline, teamwork and leadership.
These are all key skills that can be harnessed and utilised for bene cial purposes, transcending the eld of play and desperately needed in a South African landscape grappling with unique social circumstances, inequality and unemployment.
As voiced by Jim Rohn, the grandfather of personal development: “Discipline is the bridge between goals and accomplishments.”
Simply put, without discipline, there is no progress. Having grown up in the traditional South African schooling system with the privilege of organised sports involvement from a young age, the structured engagement and participation instilled in me critical habits such as time management, goal setting and resilience that carried over into achieving academic and personal objectives.
At its core, sport teaches discipline –from showing up when you don’t feel like it to pushing your limits when your body feels like one more rep is a bridge too far.
This foundation of mental and physical fortitude can be utilised as an important anchor far beyond our youthful years as life progresses and responsibilities continue to rise.
TEAMWORK AND LEADERSHIP
Sport is also one of the few avenues where youth from different backgrounds and circumstances can come together with the common shared objective of learning that if one person wins, the whole team wins – but the same applies to a loss.
In the South African context, this is even more exaggerated, considering the diversi ed make-up of our society.
The importance of teamwork is even evident in so-called individual sports, where each person in the collective has a critical role to play in ensuring the individual who takes to the court at game time is as best equipped as possible for the desired win.
Teamwork is a de ning pillar in fostering cohesion, empathy and communication skills that assist young people become better collaborators in all aspects of life through elevated trust, connection and growth.
Leadership in youth sports is not just about wearing the captain’s armband. It is about revelling in the created opportunity to get stuck in, lead by example and show initiative through contributions that uplift the greater whole of which the individual forms a part.
In our local context in particular, with under-resourced communities and limited opportunities, sport has the potential to provide a space for young people
Follow:
to practise leadership and build their con dence, together with a sense of ownership and responsibility.
One doesn’t need to look any further than the current Springbok captain as a prime example of how one can rise from improbable circumstances by taking presented opportunities for involvement in team environments and leading by example to inspire past, present and future generations.
However, for all the bene ts to come to fruition, there still needs to be a concerted all-around effort and support structure in place that serves the best interests of our youth to develop and grow into key role players in society.
At the foundation of it all, access to facilities, coaches and administrators are key enablers for providing a platform for participation and later potential excellence.
We all believe in the unifying and inclusive power sport can provide. However, without opening the forum wider in a sometimes-fractured society, we risk missing out on the gems of talented people who simply don’t have access to the opportunities and the skills and mentorship that could provide far-reaching bene ts both on and off the eld of play.
*The views expressed in this piece are my own and do not necessarily reflect the views of my employer or any affiliated organisation.
71 Marist Schools South Africa
72 Alma Mater International School
74 Ashton International College
76 Curro
78 Eden Schools
FOOTPRINTS SPECIAL NEEDS SCHOOL
RANDBURG
Footprints School is an independent special needs school started in 2005 to promote the potential of learners through the provision of high-quality education to equip learners to become productive, integrated members of society. Our staff comprises quali ed SACE-registered educators, occupational therapists, speech and language therapists, a biokineticist and an educational psychologist. Every child has weekly oxygen therapy in our mild hypobaric oxygen chamber as well as weekly hydro therapy in our indoor hydro therapy pool with a quali ed biokineticist. The school has three levels:
JUNIORS
The key focus is on perceptual skills, literacy, numeracy and life orientation. There is a strong emphasis on empowering every child and making every child a reader, an approach continued throughout the school.
Head of school: Sharon Rowe
INTERMEDIATES AND SENIOR PHASE
• A life orientation stream: for those learners who require additional time to acquire literacy and numeracy skills and the skills for independence. The curriculum consists of promoting skills that will benefit the learner for life. The aim of this stream is to promote independence and supported work placement. Compulsory core subjects include literacy, mathematical literacy, cookery for independent living, social etiquette, career preparation and work experience. All pupils work on individual skills portfolios dependent on their interests and ability levels.
• An academic stream: it focuses on theme-based teaching that covers history, geography, natural science and all the regular subjects. The teachers offer a differentiated approach, thus catering for each child’s ability. The maximum class size is 10 learners.
• Vocational training: career preparation and work experience. The aim of vocational training is for the child to be integrated and productive within society. Only seniors who are ready and capable are offered a choice of vocational work experience, which will change termly to establish the type of career path in which they may excel. Senior learners (of both streams) can take part in our Work Experience Programme from the age of 16 years. As work experience forms part of the school curriculum, the learners work on a voluntary basis with no remuneration. Work experience also provides learners with opportunities to develop work profiles and gain a practical sense of reality in terms of goals and expectations of the job market.
153 years of educating and challenging learners to follow and realise their dreams. Developing character through opportunity and challenge has been the hallmark of our world class establishment. Our boys grow into ne young men of integrity, principle, courage and determination. Men who accept their responsibility and take their place as leaders in chosen elds of service. Proud Old Selbornians with impressive records of service in various spheres in life.
Selborne College has established an excellent name in maintaining its valued traditions, outstanding achievements and meaningful contributions to society both here and abroad. 153 years of tradition has cemented our College’s place as one of the leading Boy’s Schools in Africa. A proud Selbornian is a proud South African.
7 Distinctions
Matric Results 2024
DANIEL BREETZKE
CHIGOZIE IFENATUORA
KHAKA BOOI
NISCHIT KHATRY CHETTRI
KELLAN CHETTIAR
ADAM ROGERS
MATT HARTSLIEF
DEACON SWARTZ
e elbo ne olle e oa din a ilit is na ed a te one o t e s ool s ost ill st io s old bo s o s o ton t ai s to be a o e a a o o e o bo s
ea ne s o o ton o se a e ll in ol ed in s ool a ti ities and ontin e to se e t e s ool and o nit in an a eas ei d ties an e o leadin t e a e as o se e e ts o t ei espe ti e o ses at s ool i st aid d ties at s ool spo tin e ents s ppo tin a ities t o nte a t t e band t e a ati so iet o bein iendl aite s at s ool n tions lt o t e o onl a s all po tion o t e s ool t e a ie e ents o o ton o se lea ne s in all a eas o s ool li e is s bstantial
Facilities include:
ne o p te lab it p intin a ilities e entl eno ated bat oo s o on oo it pool table and table tennis ess to i i and s all nasi ess to t e s ool s i in pool it s pe ision e de and o o ton o se is s all eate t an e an a o odate ea l appli ations a e ad isable
98 American International School of Johannesburg
100 Brescia House School
102 Concord College High School
104 Dainfern College
106 Deutsche Internationale Schule Johannesburg
108 Deutsche Internationale Schule Pretoria
110 Eagle House School
112 Greenside High School
114 Holy Rosary School
115 Jan Cilliers Laerskool en Preprimêr
116 Krugersdorp High School
118 Kyalami Schools Group
119 Loreta School Queenswood
120 Michael Mount Waldorf
121 National School of the Arts
122 Pridwin Preparatory School
123 Ruimsig Academy
124 Pretoria High School for Girls
126 Steyn City School
128 Saheti School
129 St Andrew’s School for Girls
130 St Catherine’s School 131 St David’s Marist Inanda
132 St Dominic’s Catholic School for Girls
133 St Dunstan’s College
134 St John’s College
136 St John’s Pre-Preparatory
138 St John’s Sixth Form
140 St Martin’s School
142 St Paulus Pre-Primary and Primary School
144 St Mary’s School Waverley
145 St Peter’s School 146 St Teresa’s School
St Ursula’s School 148 Summerhill School
Krugersdorp High School
KRUGERSDORP, GAUTENG GRADES: 8–12
Krugersdorp High School is of the firm belief that a child not only learns in the classroom, but also on field trips, the sports field and the stage.
Through state-of-the-art technology and innovation, Krugersdorp High School ensures that no learner is left behind during the COVID-19 pandemic. The school has been identified as a leader in the government education system with infrastructure and online systems that were introduced in 2020 providing all learners with equal opportunities to continue to learn. The school boasts five laboratories, two computer labs, a wellused media centre and more than fifty classrooms where learning takes place. However, what takes place in the school’s great facilities is what is most important: it is here where we provide the grounding for our learners to flourish and later enter tertiary educational institutions. Over the years, the school has received multiple accolades for excellence within the classroom – the school is known for its mathematics, science, art and economics departments, which constantly produce top achievers from Grade 8 through to Grade 12.
A stateofthe-art technology and innovative school
Krugersdorp High School is synonymous with excellence and its greatest vision is to ensure that all learners are provided with an equal opportunity for holistic growth.
With 17ha of land and pristine sporting facilities, it is no surprise that the school was identified as a Sports Focus School by the Department of Sports and Recreation, Cricket South Africa and the Central Gauteng Lions. The cricket programme at the school is in its fourth year and has seen
phenomenal results in this short space of time. The U/14 Boys’ team is the current winner of the league, and the U/15 Boys’ team are the runners-up.
There is great anticipation as the school enters the Boys School league in 2021. The school offers 17 sporting codes including girls cricket, girls rugby, girls soccer – our diversity is our strength.
Over and above this, the school has learners who continuously make provincial sides in netball, rugby and hockey. For the first time in the school’s history, our 2021 head boy, Tebogo Maseko, has national colours in hockey, and one of the deputy head boys, Darian Pretorius, has achieved national colours in baseball.
As we navigate our way through 2021, we look forward to the new challenges for the school and know that our educators are always prepared to go the extra mile for our learners. We will continue to strive for excellence, whether it is in the classroom, on the stage or on the sports field.
Should you wish to experience KHS’s excellence, families are welcome to set up an appointment to view the school while the educators are in action with their children in the classroom.
MICHAEL MOUNT WALDORF SCHOOL
BRYANSTON BABY CARE (4 MONTHS) — MATRIC (GRADE 12)
To nurture conscious individuals through dynamic education
History
Established in 1960, Michael Mount Waldorf School is a mainstream school with the unique and distinctive approach to education that is practised in Waldorf schools worldwide. The aim of Waldorf schooling is to educate the whole child, “head, heart and hands”.
Academic programmes
Baby care (4 months – 2 years): a loving, gentle space run on Waldorf principles caring for babies from 4 months to 2 years. Pre-primary (2 – 6 years): daily activities focus on rhythm, language development through artistic expression, development of social skills, free play, storytelling, cooking and baking, singing, movement games, circle time and painting.
Primary school (Grades 1 – 7): the Waldorf curriculum balances academic
Head of school: Mr William Bester
Type of school: Co-educational day school. After care and holiday care available up to age 13
Number
subjects with artistic and practical activities and is designed to be responsive to the various phases of a child’s development. The main subjects, such as English, mathematics, history and science, are taught in two-hour main lesson blocks, lasting from three to four weeks. The teacher presents the subject matter and the children make their own individual books including recording and illustrating the lessons, for each subject taught. By creating their own lesson books, Waldorf students come to “own” the information and ideas that they study.
High school (Grades 8 – 12): in combination with Waldorf main lessons, students work through the National Senior Certi cate (NSC) curriculum and write the Independent Examination Board (IEB) matricexam in Grade 12.
Academic subjects are complemented by a programme of arts, crafts, drama and music. Teacher quali cations: our teachers are required to have a relevant degree in addition to a two-year Waldorf education certi cate. They undergo mandatory biennial appraisals and enjoy many training opportunities.
Note: Michael Mount matriculants have achieved a 100% IEB pass rate since the high school’s inception in 1987.
Sport and extracurricular activities
Sports include: Athletics, basketball, cricket, volleyball, soccer, swimming and tennis. Cultural activities include Art, Drama, Music, and Debating, to name a few.
St
John’s College
An education that values the whole boy
Since its founding in 1898, St John’s College has stood as a beacon of excellence in South African education.
By Stuart West , Executive Headmaster, St John’s College
Nestled on the Houghton Ridge at the edge of Johannesburg’s inner city, St John’s College offers a schooling experience for boys in Grades 8–12, grounded in Anglican values and designed to develop young men rightly trained in body, mind and character. At the heart of the College’s offering is a simple yet profound philosophy: every boy must be known and loved. This commitment lies at the core of what makes St John’s distinctive, not only as an academic institution, but also as a nurturing, dynamic community where every boy is encouraged to nd his voice and ful l his potential.
This philosophy is built upon the foundation of the house system. With eight houses, four boarding houses and four day-boy houses, each house becomes a boy’s home base, providing structure, identity and belonging throughout his ve-year journey.
Housemasters, assisted by year group tutors, take a deep interest in the personal growth of every student. This system ensures no boy is ever just a number. New boys are welcomed by senior mentors, who guide them as they transition into College life. Whether through house war cries, shared common rooms or spirited inter-house competitions, every boy nds a brotherhood that shapes his character and instils a sense of pride and responsibility.
St John’s College is committed to academic rigour. Offering the Independent Examination Board (IEB) National Senior Certi cate, the College nurtures critical thinking, creativity and intellectual curiosity across all disciplines. The sciences enjoy particular strength, with a consistently high uptake into matric and excellent results in Olympiads and expos.
The curriculum is broad and balanced, encompassing the humanities, sciences, creative arts and additional language offerings. An Academic Support Centre ensures that boys needing tailored assistance are not left behind, underscoring the school’s belief that excellence must be accessible to all.
Beyond results, what de nes Johannians is a growth mindset, one that not only prepares them well for tertiary studies but also ensures they are equipped to engage thoughtfully with the complexities of our world.
Sport is not simply encouraged at St John’s; it is compulsory, and for good reason. The bene ts extend beyond physical health to include teamwork, discipline and emotional wellbeing. Supported by top-tier facilities and expert coaching, boys participate in a range of summer and winter sports, with access to a high-performance gym and sports scientists.
Cultural engagement is equally valued. Music, drama, debating, public speaking and more than 30 clubs and societies provide platforms for boys to
develop con dence and leadership. Every boy is required to participate in at least one club per term, ensuring the education offered is as rich in values and experiences as it is in knowledge.
For families considering boarding, St John’s offers a caring and structured environment where boys are supported by our experienced boarding staff. With supervised study sessions, common rooms for relaxation and a 24-hour sanatorium, the boarding experience mirrors the ethos of the wider College: structure balanced with compassion, excellence shaped by empathy.
St John’s is proud of its place in both local and international educational communities. As a member of the International Boys’ Schools Coalition and the G30 group of leading boys’ schools, the College remains future-focused and globally connected.
Yet its commitment to Johannesburg is equally important. Community outreach and engagement initiatives form a vital part of school life, helping boys become engaged citizens who understand their responsibility to those around them.
To choose St John’s is to choose an education that values the whole boy, his intellect, talents, beliefs and capacity to lead with integrity. With its 127-year legacy, the College continues to shape young men of substance who are not only academically accomplished, but who leave rightly trained in body, mind and character with the courage to make a difference in the world.
For prospective families seeking more than just a school and wanting a community where their son will be known, loved and challenged, St John’s College offers a compelling choice.
St John’s Pre-Preparatory
Nurturing thoughtful foundations for lifelong learning
It is here, in the heart of the Pre-Preparatory, that the St John’s journey begins. These formative years are the starting point of a rich educational pathway that extends through the Preparatory and College years, grounded in Anglican values and actively seeking knowledge and skills for a purposeful life.
The belief that each boy should be equipped with the cognitive, physical, emotional and social tools necessary for a con dent and joyful start to school is our mission. These early competencies do more than prepare boys for the academic years ahead, laying the groundwork for growth into curious, creative and compassionate individuals.
Our classrooms are spaces of possibility. We offer a creative and stimulating learning environment that celebrates the uniqueness of every child. Here, boys are encouraged to meet the world with awe, to ask questions with reverence and to discover that learning is not about getting things “right”, but about being thoughtful, open-minded and willing to explore.
At the heart of our teaching is deep respect: a respect for knowledge, others and the environment. We guide our boys towards a quiet tolerance of time and stillness, cultivating the patience required for careful thought and the empathy needed to understand different perspectives.
Creativity is not a byproduct of early learning; it is integral to it. From their earliest years, children express themselves through play, music, movement, drawing, storytelling and invention. These spontaneous acts of creativity do more than delight; they enhance academic understanding, foster emotional resilience, activate multiple
At St John’s Pre-Preparatory, we believe the early years of schooling are not only foundational to a child’s academic journey, but also essential in shaping their sense of self, their relationships with others and their engagement with the world around them. By Jane Lane, headmistress, St John’s Pre-Preparatory
intelligences and support positive, meaningful engagement with learning.
Our curriculum is intentionally broad and engaging. From Grade 0 to Grade 2, our boys bene t from the expertise of specialist teachers in Afrikaans, art, drama, isiZulu, Sesotho, music, physical education and technology.
PRE-PREP FACT BOX
•For little boys in Grades 0, 1 and 2.
•A maximum of 18 boys in Grade 0 and 25 boys in Grades 1 and 2.
•An intern teacher in each class.
•Physiotherapists, occupational and speech therapists and psychologists on-site.
•Specialist teachers in Afrikaans, isiZulu and Sesotho as well as art, drama, music, ICT and physical education.
•Aftercare available until 17h15.
As they progress into Grades 1 and 2, the structure of the school day becomes more formal, gently preparing them for the transition to the Preparatory School while preserving the warmth and richness of their early experiences.
Each day at the Pre-Preparatory follows a familiar rhythm of work and play, providing the sense of security and consistency young children need to ourish. Within this rhythm, every boy’s individual strengths are encouraged to blossom.
We also believe in fostering a strong sense of community. We encourage boys and their families to be active participants in school life, while also looking beyond the school gates to engage meaningfully with the broader society in which we live and learn.
At St John’s Pre-Preparatory, we are not simply preparing boys for the next stage of their education; we are nurturing thoughtful, empathetic and inquisitive young people, equipped for a life of learning and service. This is where the St John’s journey begins – with wonder, warmth and the quiet promise of all that is still to come.
St John’s Sixth Form
Why St John’s Sixth Form?
As one of South Africa’s oldest providers of Cambridge International AS and A Levels, St John’s Sixth Form has delivered a world-class academic journey since 1972. By Paul Emant , head of St John’s Sixth Form
Set within the magni cent heritage campus of St John’s College in Houghton, Johannesburg, our Sixth Form offers a co-educational environment where independence, intellectual depth and university readiness are cultivated with purpose and care.
Young men and women from South Africa and across the globe join us to pursue the Cambridge International A Levels – an academically rigorous, globally recognised quali cation that opens pathways to top universities worldwide. Whether students complete the full two-year programme or an accelerated post-matric year, our structured yet exible approach empowers them to succeed in an ever-changing world.
More than academic excellence, St John’s Sixth Form nurtures critical life
skills that prepare students for the demands of university and beyond. Students are encouraged to take ownership of their studies, develop time-management and organisational competence, and think critically and independently, all traits that distinguish them as they transition into higher education.
The learning culture at St John’s is one of mutual respect, where every student is known by name and celebrated for their unique strengths. In this diverse, multinational community, students thrive in small classes led by passionate and experienced teachers who inspire curiosity, debate and depth of understanding.
Whether day students or boarders, Sixth Formers bene t from a holistic approach to wellbeing and development. Our boarding accommodation
comprises six small, single-sex houses, each managed by house parents and supported by academic staff and tutors. All staff live on campus, creating a nurturing “home away from home” where students’ pastoral and academic needs are met with care and consistency.
Our St John’s Sixth Form students leave not only with a prestigious academic quali cation, but also with the con dence, adaptability and broad perspective needed to thrive at university and beyond. Many remain connected to the College, forming part of a vibrant alumni network that spans ve continents. Whether exploring Sixth Form as your next academic step or considering a post-matric, St John’s Sixth Form is ready to welcome you into a dynamic learning community shaped by heritage, innovation and a commitment to individual excellence.
ST TERESA’S SCHOOL
CRAIGHALL PARK AND ROSEBANK GRADES 000 – 12
St Teresa’s School is a well-respected private school for girls in Johannesburg, offering Grades 000 – 12. Founded by the Sisters of Mercy in 1930 and rooted in Christ’s teaching of love for God, self and others, our school is committed to developing the values of compassion, service, love and respect in our students.
Rosebuds Pre-Primary at St Teresa’s School in Craighall Park offers a nurturing, Reggio-inspired environment that stimulates natural curiosity, wonder and awe in our young students aged 3 – 5 years. It is a place to create, discover, explore and engage freely with nature and the world.
St Teresa’s Junior Primary for Grades 0 – 3 sees each student as special and unique, balancing academic, cultural and physical pursuits while teaching the values of co-operation, compassion, forgiveness and honesty with an emphasis on kindness.
St Teresa’s Senior Primary, which offers Grades 4 – 7 on our Rosebank campus, fosters responsibility in academics and personal growth through varied sports and cultural offerings. Our environment supports exploring interests, embracing challenges and nurturing a growth mindset, alongside a focus on spiritual development, outreach projects and embracing mistakes as part of learning – all to help each student feel valued and understood.
Head of
Head
Mrs Lindsey Verster
St Teresa’s High School for Grades 8 – 12 lays an excellent educational foundation to equip our students with the skills and knowledge required to excel in all areas of life and make a meaningful difference in the world. Our academic programme is challenging and innovative, continuing to cultivate a growth mindset. Our academic reputation is maintained by consistently achieving a 100% IEB matriculation pass rate.
Our facilities include modern music and art rooms, computer labs, science labs, an auditorium and extensive libraries, creating the ideal environment for learning. We also offer a multisports surface astroturf for tennis, netball and hockey, as well as heated swimming pools.
With a rich history and a diverse student body, St Teresa’s School provides a nurturing and empowering environment for our students to learn, grow and thrive.
Head of high school: Mrs Elsa de Bod Type
150 Durban Girls’ College
151 Kearsney College
152 Maris Stella School for Girls
154 Maritzburg College
155 Michaelhouse
156 Pietermaritzburg Girls’ High School
157 St Henry’s Marist College
158 Treverton Prep School and College
160 International School of South Africa
161 Stanford Lake College
162 Uplands College
164 American International School of Cape Town
165 Bramble Hill International School
166 Cannons Creek School
167 Micklefield School
168 Oakhill School
169 Rondebosch Boys’ Schools
170 South African College High School (SACS)
SOUTH AFRICAN COLLEGE
HIGH SCHOOL (SACS)
NEWLANDS GRADES 8 – 12
DESCRIPTION AND HISTORY
Founded in 1829, SACS is 196 years old this year. This 196 year legacy of history and tradition is one which the school cherishes and continually looks to build on in making SACS the best school for South Africa.
The School is currently home to 910 young men, each with his own unique personality and talents who collectively forge a special and unique spirit that honours our 196 year legacy and tradition, while progressively looking to meet future challenges. The beautiful setting of the school’s magnificent campus is something staff and boys give thanks for every day, but we remind ourselves as well that it is people who make institutions great, not buildings and settings. SACS is a happy place and the buildings, classrooms and fields are filled with the positive energy and laughter of young men going about their daily tasks, likewise the staff and the broader community who are so supportive of the School.
SCHOLARSHIPS AND BURSARIES
The school offers several scholarships to boys entering Grade 8. SACS is only one of four South African Schools that has historically benefited from an annual Rhodes scholarship for postgraduate studies at Oxford University in the UK. The Van Stavern Scholarship is awarded to an Old Boy to subsidise his studies at any university in the world. The Percy Montgomery Foundation offers part scholarships for rugby.
Head of school: Mr B Grant
Type of school: Senior boys’ school
ACADEMIC FACILITIES
SACS is proud to offer its students a dynamic all-round education that serves as an excellent platform for future success. Since 1829, every boy who has passed through our gates has been given the opportunity to grow and excel in a warm, nurturing environment. The school boasts world class facilities. In terms of Information Technology in the classroom, teachers have interactive whiteboards, projectors and e-beams at their disposal. The entire SACS campus has wifi access. SACS boasts a top class media and IT centre, which is air-conditioned and houses 40 computers running the latest software.
EXTRACURRICULAR ACTIVITIES
SACS is a centre of teaching, cultural and sporting excellence that promotes critical thinking and social responsibility. The school constantly challenges the students to develop the best version of themselves, for themselves and for others. The diverse and exciting clubs and societies allow students and staff to lead a wide range of activities. The music department at SACS is nationally acclaimed and offers exceptional
Number of learners: 910
Average class size: 20-30
opportunities in all aspects of musical studies. The school also boasts a number of Ensembles. A wide variety of summer and winter team and individual sports are available for all students. SACS has arguably one of the best school gyms in South Africa. Additionally the school has one waterbased astroturf for hockey, boasting the top flood lighting technology in the Western Cape and five rugby fields. The main cricket field has eight turf nets and three concrete astro based nets. There are five tennis courts, two squash courts and two basketball courts. These world class facilities ensure a high standard of sport.
BOARDING HOUSES
There are three boarding houses at SACS, which can currently accommodate 160 borders. Grade 8 boarders begin their hostel journey in De Villiers House, before moving onto Michaelis in Grade 9 and Rosedale for Grades 10-12. Boys are catered for in De Villiers and Rosedale Houses and there are communal spaces for boys to relax as well as study across all three boarding houses.
Entry requirements: Email admissions@sacollege.org.za for all requirements
South African Adventure Industry Association
Water safety in school excursions: a shared responsibility
A proactive initiative by the SOUTH AFRICAN ADVENTURE INDUSTRY ASSOCIATION will help keep students safer in water
Water-based excursions are an exhilarating part of outdoor education. Whether students are kayaking down a river, exploring marine life along the coast or taking on the challenge of a high-altitude dam, these experiences foster con dence, teamwork and a deeper connection with nature. However, with the thrill of adventure comes undeniable risk and the responsibility for keeping students safe falls on all of us –educators, facilitators and parents alike.
BEYOND THE BASICS: UNDERSTANDING TRUE WATER COMPETENCY
It’s easy to assume that a child who enjoys the water is automatically a capable swimmer. However, true water competency goes far beyond enthusiasm. A child’s ability to splash around in a pool does not equate to being able to handle an unexpected current, navigate deep water or stay calm in distress.
Competent swimmers should be able to oat or tread water for extended periods,
swim at least 25 metres unaided, enter and exit the water safely and reorient themselves in an aquatic environment. Before any school excursion involving water, students should be assessed for these skills, and parents should be made aware of any additional supervision or alternative activities required for weaker swimmers.
TAKING ACTION: SA AIA’S WATER SAFETY CHAPTER
Recognising the gaps in water safety education, the South African Adventure Industry Association (SA AIA) has launched a Water Safety Chapter – a proactive initiative to raise awareness, establish best practices and support schools in planning safer water-based excursions. This is not about discouraging schools from offering these experiences; instead, it’s about ensuring they’re done right.
The chapter advocates for stronger safety protocols, provides training and guidelines for schools and facilitators, encourages transparency in venue safety credentials and fosters partnerships between schools, outdoor centres and water safety experts. By implementing these measures, we can create safer and more enjoyable aquatic experiences for all students.
THE QUESTIONS SCHOOLS AND PARENTS SHOULD BE ASKING
Selecting a venue or activity shouldn’t just be about what looks fun; it should be about safety rst. Before embarking on a water-based excursion, key questions must be addressed
•Who is supervising? Are there certi ed lifeguards and rst aid-trained personnel on-site?
•What are the water conditions? Are there strong currents, deep waters or hidden hazards?
•What safety measures are in place? Are life jackets required? Is rescue equipment available?
• Are instructors quali ed? Do they have water safety training, rst aid and CPR certi cation?
•Have students been prepared? Has there been a safety brie ng? Have parents been informed of the risks?
SAFETY IN ACTION: VIGILANCE DURING THE EXCURSION
Even with thorough preparation, active supervision is key. Facilitators, teachers and chaperones must establish clear rules before activities begin, enforce a buddy system, ensure rescue equipment is on hand and closely monitor students for signs of fatigue, distress or reckless behaviour. A tired, cold, or anxious child should be encouraged to take a break. The goal isn’t just to prevent accidents, but also to create a space where children feel safe and supported in the water.
True water competency goes far beyond enthusiasm. A child’s ability to splash around in a pool does not equate to being able to handle an unexpected current, navigate deep water or stay calm in distress.
At the end of the excursion, conducting a nal headcount and health check will ensure all students are accounted for and well. Schools should also debrief students on their experiences, reinforcing key water safety lessons.
A SAFER FUTURE FOR OUTDOOR LEARNING
Water-based excursions are an invaluable part of learning outside the classroom and they don’t have to be feared if approached correctly. By setting high safety standards, ensuring proper training and choosing venues that prioritise risk management, schools can offer unforgettable experiences while keeping students safe.
With the SA AIA Water Safety Chapter at the forefront of this movement, schools, parents and facilitators now have access to the guidance and resources they need to make informed, responsible decisions. By working together, we can ensure that every child has the chance to explore, learn, and grow –without unnecessary risk.
For further advice or information, contact SA AIA at info@saaia.org.za
Alles Magazine
Championing drowning prevention programmes for safer school camps
ALLES Magazine aims to put drowning prevention on every school’s agenda. By Mona
Preller,
editor of ALLES Magazine
At ALLES Magazine, we believe learning doesn’t only happen within the walls of a classroom – it comes alive in nature, on school camps, at outdoor adventure centres, and through unforgettable educational tours. However, with these enriching experiences comes a responsibility to ensure the safety of every child.
One of the most pressing safety concerns during school camps is the risk of drowning, particularly in a country like South Africa where many camps are set near rivers, dams and swimming pools. That’s why ALLES Magazine is proud to champion a vision where drowning prevention programmes are a standard part of school camp planning and preparation.
CREATING A CULTURE OF WATER SAFETY AWARENESS
Drowning remains one of the leading causes of accidental death among children in South Africa. Despite this, water safety education is often overlooked in school programmes. ALLES Magazine envisions a future where every school integrates drowning prevention initiatives into their outdoor learning and camp activities. By equipping learners and educators with essential water safety skills and knowledge, we can dramatically reduce the risk of tragic incidents.
Our goal is to promote a culture of awareness where children are not only encouraged to explore and enjoy outdoor activities, but also taught to respect the risks associated with water. Through articles, workshops, partnerships and awareness campaigns, ALLES Magazine aims to put drowning prevention on every school’s agenda.
PARTNERING WITH THE NSRI TO EMPOWER SCHOOLS
To realise this vision, ALLES Magazine has proudly partnered with the National Sea Rescue Institute (NSRI) and its current Water Safety and Survival Swimming programme in schools. This programme reached 100 000 children in 2024. The NSRI’s experienced instructors and volunteers work alongside educators to provide vital water safety talks, practical demonstrations and lifesaving training for teachers, learners and camp facilitators. Including camp venues as part of the programme will ensure that thousands of learners at camp will be included in the National Drowning Prevention Programmes.
This partnership ensures the latest, most effective water safety techniques and resources reach schools, no matter where they are based. From basic water safety rules to emergency response skills, these programmes are designed to be engaging, educational and lifesaving.
By equipping learners and educators with essential water safety skills and knowledge, we can dramatically reduce the risk of tragic incidents.
FOSTERING SAFE, SUSTAINABLE OUTDOOR EDUCATION
Beyond immediate safety concerns, ALLES Magazine recognises that drowning prevention is part of a broader commitment to creating sustainable and inclusive outdoor education experiences. Children should have the opportunity to connect with nature, build resilience and enjoy physical activity in a safe environment that considers their wellbeing.
By ensuring that drowning prevention, in partnership with the NSRI, is integrated into the planning of school camps, we can build safer spaces for learning and adventure. This proactive approach not only saves lives, but also reassures parents, teachers and communities that the safety of their children is a top priority.
A CALL TO ACTION FOR SCHOOLS AND CAMP PROVIDERS
ALLES Magazine invites schools, educators and camp providers to join us in prioritising drowning prevention as a non-negotiable part of outdoor education. Together with the NSRI, we can raise awareness, share resources and build a national movement towards safer school camps.
Let’s create a future where every school child can enjoy the magic of the outdoors without unnecessary risk because safety is where true adventure begins.
If you would like your school or camp venue to participate in this project, please reach out us at info@allesmag.co.za or send a WhatsApp to +27 64 509 0918.
www.allesmagazine.co.za
www.allesmedia.co.za
OUTDOOR ADVENTURE
learning to teach leadership, resilience and life skills.
• Spiritual retreats and experiences, such as religious study, meditation, yoga and forest bathing, aimed at personal wellbeing, spiritual growth and re ection.
Nature’s classroom
Nature-based study promotes holistic learning by giving students the opportunity to engage all their senses, writes Anthony Sharpe
While it makes sense that kids study curricula that will hopefully prepare them for life beyond school –and employment – many are deprived of the kind of learning that happens outside the classroom, where nature becomes the teacher and real-world skills come to life.
of all programmes labelled as ABL do not involve any re ection on experiences and are thus purely recreational.
GETTING OUTSIDE
However, there are initiatives across South Africa working to reclaim the power of immersive, experience-driven education to foster holistic development in young learners.
NOT JUST PLAY
Dr Pieter Snyman, co-founder of the South African Adventure Industry Association and a leading gure in the outdoor education space, makes a clear distinction between recreation and true adventure-based learning (ABL). “ABL is the intentional facilitation of education, development and/or therapy as an outcome for speci c behavioural change or accumulation of knowledge. ABL is preferably not recreation as this is seldom directed at learning and no (or limited) re ection after activities – although learning can happen as a byproduct.”
However, Dr Snyman observes that, unfortunately, in South Africa 90 per cent
The concept of learning outside the classroom (LOTC) takes this idea further by including a broad range of structured outdoor experiences designed to promote learning, personal development and skill-building, explains Dr Snyman. Subsectors within LOTC include:
• ABL: using adventure activities, such as ropes courses and team challenges, to develop leadership, teamwork and problem-solving skills.
• Adventure experiential learning: hands-on outdoor experiences, such as expeditions, overnight camps and survival training, that foster personal and social growth.
• Environmental education and interpretation: focused on ecological learning, conservation and sustainability, often linked to geography, life sciences and related subjects.
• Outdoor education programmes and school camps where students engage in structured learning experiences in outdoor settings.
• Leadership and personal development programmes that use experiential
• Wilderness therapy and interventions: outdoor-based therapeutic programmes designed to support emotional and psychological wellbeing.
• Sports and physical development programmes: adventure sports and physical challenges used for personal growth (for example, hiking, abseiling and paddling).
• STEM and skills-based outdoor learning: educational eld studies integrating science, engineering and environmental learning.
• Creative and cultural learning: syllabus support for art, creative writing and other humanities subjects through outdoor and immersive experiences.
TOWARDS HOLISTIC LEARNING
These sorts of activities can be tied to theory to give students tangible illustrations of what they learn in the classroom, says Seipati Mphasane, senior education of cer at the Wildlife and Environment Society of South Africa. “Different learners have different ways of understanding what is taught in the classroom. Some learn more visually and others physically. LOTC gives them an alternative perspective because not all of them learn as well through textbooks and listening in class. This gives them the opportunity to touch things and interact with them, for example, peeling back the layers of a leaf to understand the structure they’ve learned about in class. That’s very different from just learning from a picture or an explanation in a textbook.”
If set up appropriately, these activities should simulate real-life situations, says Dr Snyman. “The learning during these simulated experiences is then transferred to their lives and can serve as tools to solve real-life challenges. It is therefore not just a theoretical sharing of information, but also a fully immersive physical, emotional and cognitive experience.”
DR PIETER SNYMAN
OUTDOOR ADVENTURE
Let’s get physical
The benefits of sport and physical activity go far beyond merely building fitness and healthy bodies, writes Anthony Sharpe
Probably every parent has bemoaned the ever-increasing amount of time their children spend glued to a screen, be that a cellphone, computer, tablet or TV. With people spending more and more time online, an unfortunate upshot is that we are becoming increasingly sedentary creatures.
While this is not good for anyone’s health, in the case of children, physical activity is particularly critical, helping not just to build strong muscles and bones and to improve cardiovascular health, but also to improve academic performance, con dence, emotional resilience, social skills and brain function – all critical to a child’s development.
The World Health Organization recommends that children and adolescents engage in at least 60 minutes of moderate to intense physical activity every day with high-intensity aerobic activity at least three times a week.
WHERE SOUTH AFRICA STANDS
Encouragingly, a co-study led by a researcher at the University of KwaZulu-Natal’s Discipline of Biokinetics, Exercise and Leisure Sciences found that South African children lay in the top 15 per cent of the nearly 50 countries studied for overall physical activity and the top 7 per cent for tness. On the downside, our children ranked 45th out of 57 countries in terms of participation in organised sport – which could likely be attributed to the country’s socioeconomic situation.
that school sport is exceptionally varied, multifaceted and complex with different pressures and imperatives, and shows an absence of educational accountability. It is exacerbated by a society fraught with social injustice and inequality, politicised driven agendas and educators who are required to assume the dual role of teaching in the classroom and taking on a further role of sports facilitator or coach within a school environment.”
MORE THAN JUST FITNESS
Physical activity overlaps with critical thinking skills, empathy and sympathy, responsibility and leadership, says Seipati Mphasane, senior education of cer at the Wildlife and Environment Society of South Africa (WESSA). “If you’re involved in a physical activity that is frequently as part of a group.”
WESSA hosts children for activity days and also visits schools, giving children tasks to complete such as navigating from point A to B or solving a puzzle. “This gets them moving, but also taps into thinking, planning, working together and understanding each other’s physical capabilities,” says Mphasane.
Kevin Lakani, environmental education of cer at WESSA, says participating in physical activity, especially in nature, assists in emotional healing and growth, helping kids process their emotions and develop coping mechanisms and resilience. “Team-building activities help develop social skills such as communication, problem-solving, con ict resolution, empathy and con dence.”
Another study published in Sport and Fitness in Children and Adolescents – A Multidimensional View con rms this: “The current state and status of school sport in the South African public school system shows
Mphasane says the Department of Basic Education wants to develop critical thinking and empathy in children. “However, we need more understanding from government that the CAPS curriculum should be linked with physical activity. This links up with life orientation – a subject that isn’t taken as seriously as the sciences, for example. We need teachers who are invested in preparing learners for life.”
