E-learning News

Free online Wits courses launch in August

27 Jun 2016 |  

Wits University has announced that it has developed a suite of online course offerings that will be made available over the next three years to enhance access to higher education. These include massive open online courses (MOOCs) on the edX platform, short online courses and ultimately entire online degree programmes.

© maksym yemelyanov – 123RF.com

The first three MOOCs on the edX platform, WitsX, will be available within the next six months:

• System Dynamics for Health Sciences
• Research Methods: An Engineering Approach
• Results-Based Project Management: Monitoring and Evaluation

Course details

System Dynamics for Health Sciences: Learn to use system dynamics to understand complex medical issues and interventions. Wits Adjunct Professor of Biomedical Engineering, David Rubin; Wits biomedical engineer and lecturer, Robyn Letts; and Professor Tak Igusa, Johns Hopkins University, teaches the MOOC. Launch date: 3 August 2016

Research Methods: An Engineering Approach: Learn how to successfully design your research and understand the underlying principles of postgraduate research from an engineering perspective. Wits Associate Professor in the School of Electrical and Information Engineering, Ivan Hofsajer teaches the MOOC. Launch date: 7 September 2016

Results-Based Project Management: Monitoring and Evaluation: Learn how to design and implement results-based, public sector programmes that optimise the use of resources. Wits School of Governance Lecturer and Senior Technical Advisor, Kieron Crawley teach this MOOC. Launch date: 5 October 2016

First in Africa

In the first phase, Wits has become the first university in Africa to offer MOOCs on edX, an online learning platform established by Harvard University and the Massachusetts Institute of Technology in 2012.

Professor Andrew Crouch, deputy vice-chancellor: academic at Wits University, says, “There is no doubt that there is a dire need for more places at South African universities and for access to quality post-school training. Wits is proud to be the first African university on the edX platform, where we offer free online courses unique to South Africa.”

“Developing these three edX MOOCs has been an exciting collaboration between eLearning staff in the Centre for Learning, Teaching and Development (CLTD) and teams of academics. We envisage that the capacity and systems we have developed will inform and strengthen future institutional online course development and other blended learning initiatives,” adds associate Professor Christine Woods, Wits CLTD director and head of WitsX.

Professor Adam Habib, vice-chancellor and principal of Wits University, concludes, “This is a pioneering, innovative project that is unlocking new opportunities for South African universities. We will continue to develop course content to enable students from around the world to access our international expertise in fields ranging from the palaeosciences to infectious diseases and deep-level mining.”

Application process

• Log on to www.witsx.ac.za
• Select ‘learn more’ about one of Wits’ three available MOOCs
• Click ‘enrol now’
• Create an account
• Allocate 2 – 4 hours per week over six weeks (or as specified) to complete the free* course and benefit from online support from dedicated Wits experts

* A certificate of completion costs $49 (approximately R720 based on the current exchange rate).

Higher Education News

The value of intercultural fluency

15 Jun 2016 |  

Many students face their final year of studies, be it in matric or tertiary education. The question on many minds is what the South African job market holds for them when they enter it? Formal qualifications may be the cornerstone on which many successful careers are built for many employers of first-time candidates, but the soft skills required are just as important.

©Robert Churchill via 123RF

Recent research by the British Council surveyed employers working in public, private, and non-profit organisations in nine countries and found that employers recognise a clear business value in employing staff who can work effectively with individuals and organisations from cultural backgrounds different from their own. Conversely, organisations whose employees lack these intercultural skills are more exposed to risk.

Defining intercultural skills

The research, undertaken with IPSOS and Booz-Allen Hamilton, asked employers to define ‘intercultural’ skills. One of the key outcomes of the research was the belief that intercultural skills include the ability to understand different cultural contexts and viewpoints; demonstrating respect for others; and knowledge of a foreign language making the learners truly part of an international workforce.

Employers reported that employees with these skills are more likely to bring in new clients, work well in diverse teams, and positively support their organisation’s brand and reputation. Employees who lack intercultural skills leave their organisation susceptible to risks including loss of clients, damage to reputation, and conflict within teams.

“As a British and international organisation, we have seen a clear trend in the young people coming from the UK that we work with. Through time the confidence of young people in the UK has been eroded, and although many are very bright academically, their core soft skills, such as confidence, team-work, ability to work independently, self-initiative and the ability to overcome challenges, has been eroded,” explains Tyronne Bennett, Global Vision International (GVI) programme manager.

“In our search for national and international staff, we turned increasingly to the graduates of our programmes and moved to build an academic curriculum around our work-based learning programmes. Now, 58% of our staff are our own graduates, so it’s evident that we believe in the work we are doing to help young people acquire the skills they need, and we have seen many of our alumni go on to enjoy some great careers outside of GVI, with alumni working for organisations such as the World Wildlife Fund and Natural England.”

Intercultural fluency in the international job market

South African employers identified that their most pressing business challenge are finding qualified candidates with more than a quarter of organisations’ surveyed being concerned about a loss of clients and damage to brand and reputation because of cultural insensitivity and project mistakes. With this in mind, GVI has partnered with British Council to harness its 80-year track record to develop unique intercultural training, coaching and consultancy to corporate and business, education, government and non-government markets in South Africa with the first Intercultural Fluency course being offered in July in Cape Town.

One of the core skills that GVI’s offers its students is inter-cultural fluency. GVI is small UK social enterprise, which increasingly works internationally in partnership with British Council. “We need our staff to have an international outlook, to be engaged global citizens and to have the skills required to work internationally.” As the UK decides its future, be that within the EU or outside of it, internationalism is a huge topic and very relevant either way.

“As the world becomes increasingly inter-connected, those students equipped with international understanding and fluency, have a huge advantage over those that do not. We are seeing the same conversations around the world, in Far East, Asia, Africa, in the Middle East, and the US, the topics are the same, although framed somewhat differently.“ At a recent higher education conference we attended in the US, we saw many universities looking beyond their cities and states and national borders, following the routes taken by our partners, Universities such as Duke University and Stanford university, who have international programmes available to their students to help build their global engagement and competency.

GVI has hence developed a new range of programs which are academically robust, with clear learning outcomes, offering hands-on experience alongside local experts. This concept takes classroom curriculum learning outside and into the real world. “The programs are designed to challenge the students, to make them laugh and make them cry and force them to overcome both personal and professional challenges. We wish to equip and force the students to start thinking critically, and to come to their own conclusions and thoughts about the world, rather than purely believing what they are told."

TECHNOLOGY NEWS

SA Innovation Summit competitions call for entries

27 JUN 2016 | SAVE | EMAIL | PRINT |  PDF    

This year, the SA Innovation Summit is again giving inventors, innovators and established companies the opportunity to enter their prototype or product into the Inventors Garage and/or SA Innovation Legends Pitching Den competitions. This year also introduces the Match and Invest platform where entrepreneurs can pitch to investors directly in order to secure funding for their growing business.

©alphaspirit via 123RF

Pitching Den competition

This competition is open to high-growth startups, established companies and large corporates who are driving innovation on the African continent. “The Pitching Den was designed to recognise companies whose innovative tech-enabled solutions have the potential to make a significant positive impact on the growth of the continent,” says summit director, Audrey Verhaeghe. 

The overall winners will be announced at an award ceremony and stand a chance to win an overseas trip to meet international investors at Slush, a Finnish Innovation Conference supported by TEKES, PR exposure worth R200,000, the opportunity for IP consultation from Spoor & Fisher, matchingmaking and acceleration, and more. Through their respective social innovation platforms, the SAB Foundation will support the best social innovation with a prize worth R50,000. 

The Innovation Edge will be looking for opportunities to invest up to R1 million in ideas that have the potential to radically change the early life experiences of children, giving the best possible start in life right from the start. In addition to funding, the Innovation Edge could offer innovators with promising ideas the chance to attend a week-long incubation bootcamp offered by {code}bridge in Cape Town.

Entries to the Pitching Den are made online. Finalists will be invited to pitch their business to a panel of judges at the main conference.

Inventor’s Garage competition

This competition is open to anyone with a working prototype or product from proven concept to early commercialisation – whether a kitchen or garage inventor, a business or a seasoned innovator. The first round of judging will then take place and those selected as semi-finalists will be invited to showcase their products or prototypes at the SA Innovation Summit’s Market on the Edge. This offers exposure, advice, mentorship and possible deal-making. The second round of judging happens at the Market on the Edge with initial entries also received online.

Both competitions close on 30 July 2016.

Matchmaking and international exposure

“The goal of the Innovation Summit this year is innovation acceleration - scaling and impact for ideas that make a difference,” says Verhaeghe. “We are also collaborating with the Swiss Start-up Summit this year, which will most likely lead to the SA Innovation Summit receiving far greater media reach in Europe – meaning even more exposure for competition winners.” 

The SA Innovation Summit main conference takes place this year from 21-24 September at the Birchwood Hotel and OR Tambo Conference Centre in Johannesburg. 

Visit the website for more information.

SKILLS DEVELOPMENT & TRAINING NEWS

How companies can use learnerships effectively

15 JUN 2016 |  

According to Richard Rayne, CEO of iLearn, companies that are obliged by law to contribute to the country's Skills Development Fund (SDF) through paying the mandatory skills development levy will find a number of important benefits if they include learnerships in their annual Workplace Skills Plan (WSP).

© Kirill Kedrinski – 123RF.com

A learnership is a work-based learning programme directly related to an occupation or field work that leads to an accredited NQF qualification. They are managed by the Sector Education and Training Authorities (SETAs). Businesses looking to undertake skills development either for their own talent pipeline or to contribute towards education in this country can enter into learnership agreements with their current employers or with unemployed candidates.

“Considering how skills development has become such an important aspect of the B-BBEE scorecard, companies can use learnerships effectively, not just for talent development and management, but also to boost their B-BEE levels,” Rayne points out. 

Priority element of the B-BBEE scorecard

Skills development is now a priority element of the B-BBEE scorecard providing companies with opportunities to earn 20 vital points. A business that fails to achieve a 40% minimum threshold of those skills development points is penalised on their rating. 

Rayne explains: “You can claim eight points if you invest 6% of your payroll on training Black people. That used to be 3%. If you engage 2.5% of your employees in learnerships and internships you can earn four points; and then gain another four points if 2.5% of your workforce is made up of Black unemployed learners. Then there’s an additional five points to be claimed if you are able to employ those unemployed learners at the end of their learnerships programme. So, it’s really important to invest wisely in relevant and quality learnerships that result in the development of specific skills to the level that would be an advantage to your company.”

Rayne founded iLearn 15 years ago, and today it offers a wide range of innovative and leading corporate learning solutions that span the ONSITE instructor-led, ONLINE and blended learning methodologies. “We are excited at the way that learnerships help to build an effective workforce and connect learning to actual career paths. In these times, when both talent management and B-BBEE levels are so crucial to business, you have a fantastic opportunity through learnerships to groom unemployed people for potential recruitment within your organisation.”

Reimbursements, grants and tax rebates

Investing in learnerships also provides companies with opportunities to capitalise on various reimbursements, grants and tax rebates. For instance, employers who pay the skills development levy to SARS, who are registered with their SETA and submit their WSP and Annual Training Report each year, do qualify for further reimbursements on their SDL spend which can be used towards the cost of the training.

These benefits aside, the core purpose of learnerships is, of course, to ensure that the business is empowered by a relevant skills base over the long term. “The unique advantage of learnerships is that they are work-based and delivered onsite in a company’s environment,” concludes Rayne. “They can, therefore, be specifically and strategically designed, and then embedded within the context of your organisation’s talent development objectives and goals.”

Learnerships are typically implemented over a 12-month period with the learners attending an average of three days of training each month in addition to completing their assessments.

SKILLS DEVELOPMENT & TRAINING NEWS

Transforming the MAC industry through education

15 JUN 2016 |  BY: BEVERLEY KLEIN

On Thursday 9 June in Cape Town and on 13 June in Johannesburg, the Red & Yellow School hosted information sessions to address the changes and updates to the B-BBEE Sector Code for the South African Marketing, Advertising and Communications (MAC) industry. BEE is focused on transformation, and that's exactly what the Charter is setting out to achieve.

Dionne Kerr, CEO of Siyakha Implementation Partners, gave a thorough presentation on the importance of transformation, BEE and creating a country that is filled with opportunities. The venue was fitting, as Kerr stated that the marriage between transformation and education is key, and change is important from both a national and industry perspective.


Kerr then moved to the topic of localisation, and how this speaks to more than simply BEE and really is the undercurrent that drives transformation legislation. Localisation focuses on three key areas: local content, capacity building and job creation.

The MAC industry on both agency and client side, needs to examine all the aspects of their business, and identify ways in which to engage local manufacturers and suppliers, instead of leveraging international companies.

Localisation stays true to the “Proudly South African” ideal; one which agencies need to adopt in order to invest in development and ultimately succeed. 

The issue around education

Education plays a major role in our development on a personal and professional level. It gives us knowledge, skills and confidence to pursue our future careers, as well as provides us with the necessary life skills we need to succeed. However, South Africa is faced with the enormous challenge of providing adequate employment opportunities to educated and skilled youth, which, when unavailable, leads to despondency. South Africa has the third highest youth unemployment rate in the world, and this needs to change.

Socio-economic development is a wonderful thing, giving the youth a chance to study and gain experience at top colleges in South Africa – but it’s more than just a once-off investment. Paying for tuition is not enough, as there are still the costs of transport, accommodation, food and so on to consider when investing in young South Africans. The philosophy around education needs to change to ensure that students are settled and able to sustain themselves (and their families if necessary) during their studies, or they run the risk of being forced to drop-out due to a lack of funds.

Education to drive transformation

Katharina Scholtz, head of academics at Red & Yellow, updated us on some of the skills development programmes taking place. Skills development matters, because it offers us meaningful, sustainable ways to invest in transformation and accumulate B-BBEE scorecard points. While it can’t completely replace aspects of the scorecard like ownership and management control, investment in skills and socio economic development in the form of education add considerably to a long term transformation strategy.

Skills development can be designed and rolled out internally (for existing staff) and externally (for suppliers, small enterprises and those looking to enter the industry). This can be done through short interventions such as workshops, medium term solutions like online and blended course programmes and longer term investments such as learnership funding, bursaries for degree and diploma candidates or part-time bursaries for existing employees.

At Red & Yellow, the focus is on offering solutions that demonstrate the philosophy of investing in the whole student, not only while they’re studying but also once they’ve graduated and are seeking employment or work experience. While the formal qualifications do matter enormously, their transformation focus is on practical skills and work readiness. The Red & Yellow Springboard Programme is a great example of this, and has seen 43 graduates and 32 currently completing their workplace internships through the programme. Learners who complete this programme successfully could enter into a Red & Yellow diploma, extended degree programme or be absorbed into the industry. Of course, this is dependent on continued holistic support from the industry in terms of funding, mentorship and the creation of job opportunities for interns. 

Without this proper support, these candidates will fail to thrive, they will not accumulate the skills and experience they need, will struggle to integrate socially and professionally and ultimately this will threaten our transformation efforts. The MAC Charter updates focus on this, which means that businesses within the industry can address the changes through investing in education.

Businesses need to understand the MAC Charter updates in order to play an active role in industry transformation through education and socio economic development initiatives.

Get in touch with Red & Yellow to discuss how we can help you achieve your transformation and education goals. Email: info@redandyellow.co.za. Tel.: 021 462 1946 / 011 067 3400.

PRIMARY & SECONDARY EDUCATION NEWS

What you need to know about the Allan Gray Orbis Foundation Scholarship

16 JUN 2016 |  

Allan Gray Orbis Foundation's High School Scholarship is available to learners who demonstrate the potential to excel academically and show financial need. The scholarship will provide the brightest Grade 6 learners across South Africa with the opportunity to map their future.

Image Source: IDEATE

What you need to know:

The Scholarship covers full high school tuition and boarding fees. In addition, Scholars will receive allowances to subsidise travel, stationery, prescribed books, toiletries, school uniforms, civilian clothing, pocket money and extra-mural activities. Scholars also participate in the Foundation's Development Programme, which aims to develop an entrepreneurial mindset. 

The Foundation believes that a solid education is the starting point to any entrepreneurial journey and therefore chooses to partner with schools that have a track record of excellence. Successful scholars will have the opportunity to attend one of the Foundation’s placement schools. 

Application criteria:

• Academic requirements: Applicants must achieve 70% or higher in Mathematics and English and an average of 70% in both Grade 5 and Grade 6 

• Evidence of entrepreneurial potential: 

- Intellectual imagination: enjoys being creative and innovative
- Achievement excellence: sets high academic and non-academic standards for self
- Courageous commitment: must be courageous and determined, brave and persistent
- Spirit of significance: wants to impact others and make a difference
- Personal initiative: prepared to take action to address challenges 

• The applicant must demonstrate financial need and must be a South African citizen.

How to get an application form:

• Visit Allan Gray Orbis Foundation to download an application form, or 
• SMS “SCHOLAR and your fax number or email address” to 36777 to have an application form faxed or emailed to you (SMS is free)

Applications open on 17 June 2016.

PRIMARY & SECONDARY EDUCATION NEWS

GIBS youth survey reveals political interests of SA youth

16 JUN 2016 |  

The annual Gordon Institute of Business Science (GIBS) youth survey of high school students (average age 17) revealed that, despite what the older generation may think, youth are following political issues rather than specific politicians. This is in sharp contrast to the past when politicians came first.

Image Source: Musina Online - Students and Career Guidance Teachers from 10 local schools attended the GIBS Career Expo thanks to De Beers

Contrary to the perception that youth are not interested in politics, the survey revealed that an average of about 33% of respondents were quite interested in politics. Over 3/5 of the respondents believed that people should follow politics in order to become more informed about how policy-makers make decisions that affect the country as a whole.

The survey includes responses from close to 1,000 Grade 11 and 12 learners from diverse socio-economic backgrounds and schools around Gauteng who took part in the survey at the annual GIBS-MTN Career Expo in Johannesburg as part of the GIBS Spirit of Youth (SoY) high school leaders’ programme. 

Nearly half of those surveyed (48.8%) believed that South Africa’s future was bleak and that certain interventions such as political engagement were needed to change that sentiment. With 1/3 (33%) acknowledging that national politics somewhat affected their future, a resounding 60% believed that people should pay attention to what was happening in South African politics as this had an impact on their future. It would seem however that the youth had mixed feelings about views expressed in parliament and how representative of communities these views were. 

Compared to 2012 survey results where 74% of the respondents surveyed then believed that South Africa would be a great place to have a successful career, this year only 48.8% still hold onto that positive sentiment. Respondents in 2012 believed 2016 was going to be a better year than 2012 with regards to job prospects and economic growth, however, it would seem ongoing jitters about an imminent global meltdown, South Africa’s negative growth prospects and China’s declining growth are among the issues these youth are basing their sentiments on. When asked about furthering their studies after high school, only half believed they would have access to quality tertiary education that would adequately equip them for the job market. 

Carmelita Davey, senior manager of the GIBS Centre of Leadership and Dialogue which runs the SoY programme said, “The results show that there is need for creation of platforms which allow for on-going engagement with the country’s youth. It is the responsibility of established leadership to seek the youth’s viewpoint and opinion on issues that matter, and not only when a crisis hits. Doing so will create a more inclusive culture thereby ensuring a pipeline of credible and authentic future leaders for our country.”

Jadey Bosman, a manager who runs this programme added that while the survey tried to touch on as many issues as possible, it was clear that further creating opportunities for positive youth engagement was needed in order to ensure a pipeline of worthy, high quality future leaders. She also emphasised that the survey and the year-long SoY programme has revealed that the youth are no longer willing to sit on the side-lines and wait for things to happen to them. They want to take charge and have their voices heard to achieve the dream of having a more socially cohesive society. If their voices are silenced and side-lined for too long the consequences may not be palatable to leaders in business, government or society.