Not going to university?

I am struck by the sustained attention, by many sectors of our society, on the top achievers at schools each year.  This is, of course, to be expected.  High achievers bring recognition to schools, and appear to suggest that the school is doing something right.  As such they are used to help market schools in a tough and competitive environment, so that each year we see local newspaper plastered with pictures of top achieving finalists.  This is probably accurate, although it would be short-sighted to disregard the substantial expenditure on extra tuition by middle-class parents, which often contribute to the performances of their children at school.

Be that as it may, there remains in each senior class annually, a majority of learners who are not high achievers and who do not have much prospects of entering university.  Some are on the fringe: close to a place in hire education, but just not competitive enough.  Others are among the better performers at their schools, but despite being the pride of their class locally, cannot compete for a place.  Others still simply underperform at school, and are no match for other competitors for a coveted place at a college or university.

It is probably safe to say that parents and teachers want the best for their children and students.  While this is reasonable, I am bemused at the extent to which we put pressure on young adults in South Africa to go to university.  Yes, a grade 12 learner who is doing well academically appears to have the first hurdle to university admission covered.  Often this is a subjective assessment by teachers and others who know these students personally.

If you are not going to university after school, you're in good company.  The majority of school-leavers will not be going to university this year.  There are several reasons for this, but two of the most prominent reasons relate to limited capacity in universities, and the inadequate academic performance by grade 12 learners.  In South Africa there is also a substantial dropout of learners

before reaching grade 12, which inflates the percentage of youth who do not study further at a university.  So, what are the possibilities for this large body of South African annually?

Before  we look at opportunities for personal development, it is worth stating a minor prerequisite: unless an individual student actually wants to study, or train, after school, there is no point to continuing the search for opportunities.  So much depends on the individual, and his/her commitment to embracing opportunities that may exist.

In truth, a serious and determined school-leaver can take significant strides after school with the right decisions.  Here are a few options:

If your academic achievements in school were not up to standard, and you could not be admitted to a university, you may want to consider doing a diploma programme at a university of technology.  If you are unable to get into a diploma programme because of your results, some universities of technology even offer bridging programmes.  Bridging programmes help prepare you for admission to a later academic programme, but do not guarantee you admission, and you still need to work at it!

Another option may be a more vocational option, such as doing a programme through an Further Education & Training (FET) College.  The advantage of these programmes is that they are very practical from the outset, and prepare students for a range of trades, many of which can lead to own businesses.  There are many FET Colleges throughout the country.  A good starting place is www.fetcolleges.co.za.

Learnerships are offered by Sector Education and Training Authorities (SETAs), parastatals and also private companies.  It is a convenient way of acquiring skills while located in the workplace, instead of a classroom.  It has the added advantage of exposing you to potential employers while you are learning skills, and acquiring some useful experience with which to fill your CV.  This is extremely important, since most people you know do not have jobs with a title in a manual.  Instead, they have skills which are transferable, and use them to earn a living across a wide range of industries.

Whichever route you choose to go after school, your first priority is to acquire new skills.  This is what will fuel your career development.  Even if it means going to wotk as an unskilled worker in the short term.  Your career can be developed at any stage later, even if you are unable to access opportunities immediately.  Whatever you, work hard at accessing something, so that you do not start spending idle time at home.  a few months could lead to one or more years, and an acute lack of personal motivation.

Good luck!

@carlwherman

Explanations of useful terms commonly used in your transition from school to higher education in SA

I am a regular witness to teachers, students and parents simply missing the mark when it comes to understanding the terms commonly used when referring to this transition.  So, I put this together.

Let's start at secondary school before moving along.  Grade 10-12 is known as the Further Education & Training (FET) phase of schooling.  It follows a phase, ending in grade 9, known as the General Education & Training (GET) phase.  Completion of the FET phase means that a student has reached level four (out of a possible 10) of the National Qualifications Framework (NQF) in South Africa.  At an FET College, therefore, students may complete the FET phase of their learning, but through a vocational route.  as a result, they will hold the National Certificate (Vocational) after completion.

In South Africa, a Bachelor's degree requires the completion of a qualification at level 4, among several other admission criteria.  However, an NC (V), being a vocational qualification, does not easily lead on to degree studies at a university.

Grade 12 students obtain a National Senior Certificate in South Africa, and yes, the certificate issued by the Department of Basic Education (the government department responsible for State schooling) as well as the Independent Examinations Board are both NSC certificates.  The NSC is distinct from the Senior Certificate, which was taken at all South African public schools until 2008.

NSC Certificates are endorsed with an eligibility to proceed to higher education, and may contain a statement about eligibility for admission to a 'higher certificate', 'diploma' or 'bachelor's degree'.  I frequently hear speak of a 'bachelor's pass', for example.  Importantly, such an endorsement merely means that the holder has met the statutory requirements to be admitted to any of these levels of qualification.  However, it does not mean that the student, or applicant, is entitled to admission in any institution.  Institutions establish admission criteria which are typically much higher than those required for these endorsements.

A last word about the NSC curriculum - a personal bugbear.  The school curriculum contains the subjects Mathematics and Mathematical Literacy.  The latter, however, is often confused with a subject which was popular with an earlier school certificate in South Africa, replaced in 2008.  That subject, Mathematics Standard Grade, was offered in partnership with Mathematics High Grade.  Mathematical Literacy is not mathematics, and should not be confused with Mathematics, despite its similar nomenclature.  So parents often explain how their sons and daughters are doing very well in Mathematical Literacy, and should perhaps be considered for admission to a programme requiring Mathematics!  Worse still, in order to distinguish between the two, some schools have started Mathematics by the less meaningful term, Core Mathematics.  The centralist in me pleads for sanity.

Matriculation is the process of entering university, and has nothing to do with being in grade 12!  So, when us South Africans so casually speak of "matric results", we are simply using the inappropriate term.  Other,  more grand terms, like "matriculant" and "matric ball", are no more appropriate.

Applicants to South African institutions who do not hold the NSC, need to obtain an exemption from the endorsement mentioned above.  This is matriculation exemption, and is issued by the Matriculation Board in Pretoria.

Then comes the application.  This is not to be confused with registration.  Applications are submitted to institutions directly, except in KwaZulu-Natal, where applications may be submitted through the Central Applications Office.

An applicant may be made an offer of admission, but remains an applicant until registration.  An applicant may be asked to pay an acceptance deposit, an amount of money which is required to indicate an intention to register.

When entering university for the first time, a student is an undergraduate.  This simply means that such a student has not yet graduated with a first (Bachelor) degree.  Later, after graduation, such a student may study a higher degree, also known as a postgraduate qualification.  These two terms are also used to describe anything particular to the students concerned, such as undergraduate funding, or postgraduate diploma.  In some countries, such as the United States, students doing higher degrees are referred to as graduates, as opposed to postgraduates.

Most students will have to attend an orientation programme of sorts.  Orientation is the process of familiarising students with all aspects of institutions, including academic and non-academic aspects, and the variety of support institutions may provide to students.

Then comes registration.  Registration is the transition from being an applicant to being a student.  Often confused with application, registration is when a student selects courses for the year, or semester.  A semester, in turn, is one of two academic terms in an academic year.  After a student is registered, the curriculum is set for the semester, and sometimes for the year.

If you have made it this far, good luck!

Competing for a place in Higher Education in South Africa

Competition for places in many universities and universities of technology in South Africa has become commonplace.  I remain fairly surprised at just how little is understood about this well established and recurring phenomenon.  I write this not to alarm school students, but to raise awareness of the competition factor, and some related realities in the South African context.  So, let’s get started.

While listening to the radio in my hired car in Durban earlier this year, I enjoyed and interview with a senior official from the Durban University of Technology.  He explained, in some detail, the challenges that DUT faced with respect to applicant numbers, and the extent to which they exceeded available places.  I enjoyed his responses, because they illustrated just how helpless his institution was in the face of growing numbers of qualifying applicants versus its limited capacity.  The same reality faces several other institutions nationwide.  This, then, is the one dimension of competition: sheer growth in numbers who want to be admitted, as opposed to the limited, static number of available places.

However, in order to fully grasp the competition for places, one has to understand another phenomenon which has manifested itself in the National Senior Certificate, commonly referred to as ‘grade creep’.  Grade creep is not new, and not limited to South Africa.  It refers to the extent to which examination candidates achieve higher and higher results.  Therefore, it is far more common in 2013 for NSC candidates to achieve 7 scores above 80% in their final examinations than it was several years ago.  I am reminded of a conversation I had with a guidance counsellor at a northern suburbs school in Cape Town over ten years ago.  She shared with me that the staff at her school expected 7-8 ‘A’ aggregate passes, and more than 20 grade 12s reached that achievement that year!  That is the effect of grade creep.

The combined effects of the increased numbers of would-be students, combined with grade creep, create other challenges for institutions.  They need to be able to discriminate between applicants who appear to be very similar in terms of their performance at school.  One way to do this is to introduce other measures of performance, such as the National Benchmark Tests.  One of the benefits of using a different measure such as the NBTs, is that applicants who appear to be performing at the same level in school examinations, will, using a different assessment tool, be separated, so that the stronger applicants may be identified.

Another concern for institutions is to ensure that their incoming classes are representative of the population.  This is not particular to South Africa.  Institutions in countries around the world, including the United States of America, Australia and France, to name a few, have had to introduce measures to produce more representative classes.  In such cases, affirmative measures exist to make institutions accessible to minority groups.  In South Africa, affirmative action has a different role: to make institutions accessible for the majority of the population.  I will not go into the reasons for this huge task here, except to say that one of the manifestations of this need is, after even 20 years, a most unequal school system. 

So, back to competing for a place.  My earlier comment, that I did not understand the confusion I continue to witness among the public, points to the reason why you should raise your awareness about the competition factor.  While you may be among the top achievers at your school, the reality is that, relative to other applicants for a place in the same programme, at the same institution, you are not as strong as them. 

Understanding competition means that you will better prepare to compete for a place in higher education.  You will not look at your own performance, as many school students do, and be content that you are doing okay, and that admission to higher education is a formality.  You may even be motivated to work much harder, and do your best in the final examinations.

10 Tips for South African grade 12s

Grade 12s in South Africa face a great deal of pressure.  Years of secondary school culminate in a short year, with three terms of teaching, and one filled with the all-important final examinations.  One can argue that, by the time you have reached grade 12, you have become used to the culture of examinations. While this may be so, the final examinations are, of course, a whole different ball game.

For one, it is an external examination - the first you will encounter.  For most, including the entire household, this equals anxiety.  Secondly, there is so much riding on your performance.  It is both a certificate that will remain with you for life, and one which will determine some possibilities in your immediate future. Some of the National Senior Certificate’s several objectives include being an indicator for admission to higher education, providing a passport to employment and citizenship.  Thirdly, your confidence in, or trepidation at, writing the final NSC examinations stems from your academic performance in earlier, internal school examinations.  Average students are significantly more anxious at writing the finals, and as a result often do not fulfil their potential in these examinations.  Throw in the fact that most South African school-leavers do their schooling at under-resourced high schools, the pressure is on, plain and simple.  So, with that in mind, here are my hints to have a good year.

Tip 1: Manage your time

Grab hold of a calendar today, and count the school days to 28 October 2013, the day the NSC examinations commence.

Tip 2: Focus on your problem subjects

If you are one of those students who gravitate towards their favourite subjects, in which they are doing okay, instead of spending more time on problem subjects, it's time to rethink.

Tip 3: Watch your extra-murals

However noble and fulfilling it is to represent your school at sports, or in a society, extra-mural activities have the potential to consume many, many hours.

Tip 4: Understand the extent of the syllabus

Do you have a high-level view of your syllabus for each subject? What are the major sections, chapters and sub-sections? Get organised, and know your way around your work.

Tip 5: Plan early for the future

Gather information on prospects for your next year after school, as early as possible.  This is YOUR responsibility.  Be realistic about your prospects, and develop a plan.

Tip 6: Get through your applications by the end of your midyear break

You do not want to be busy with applications to institutions as you approach your final examinations.    

Tip 7: Choose your friends carefully

Unfortunately, sometimes those who call you their friend, do not have your interests at heart.  At a critical period in your young life, avoid destructive ‘friendships’.  Associate with people who will uplift you and on whom you can have a positive influence.

Tip 8: Temper your rebellion

I have some sympathy for you.  In some ways you are a product of society, which has taught all young people to be independent thinkers and shun conformity.  The extent to which this sometimes degenerates into indiscriminate rebellion is sad, because it robs the individual (you) of opportunities to learn and grow personally.  Consider how many young people you know, even you yourself, are more eager to take the advice of adults they do not know, than listen to their parents.

Tip 9: Look on the bright side

If you think life has dealt you a poor hand, look around and think again. Try your best to be optimistic in general, and develop a positive attitude towards challenges that will come your way.

Tip 10: Aim high

I recommend a simple exercise to school learners.  List your school subjects, and alongside them, list the percentage which you really believe is the highest possible you could achieve in the final examinations.  Every time I do this exercise, I get a range of percentages, and nobody has ever listed 7 scores of 100%.  If you, like I, believe in the power of positive thinking, and the limiting effect of a lack of confidence, then you should be aiming to achieve much higher than your own impression of your abilities.

This is not a formula for success, but I hope some of these tips will resonate with you personally.

Are you an international student wanting to study further in South Africa?

Since 1994 South Africa has seen a surge in the numbers if international students wanting to study in the country.  There are sound reasons for this:

1. South Africa has some of the better universities in Africa, and indeed the world.  The University of Cape Town is one of the outstanding institutions worldwide, ranked 103 internationally by the Times Higher Education World University Rankings.  This is no mean feat, considering the substantial number of universities around the globe (there are over 2 500 universities and colleges in the United States alone!).
2. South African universities often have bilateral ageements with other institutions, making student exchanges possible, which in turn promotes an accommodation of international students.
3. South African campuses are often diverse, with many nationalities and cultures engaging with each other.  Often international societies are formed on campus, making students feel even more at home.
4. Studying in South Africa is much cheaper than destinations in the northern hemisphere, and the cost of living is affordable.
5. Universities in South Africa offer a range of disciplines, particularly in the Humanities, which are not found in comparable quality elsewhere.  So, African Studies and African dance, for example, are very popular choices.  This does not mean that programmes in the Science and Technology, or Commerce area are not popular.  One area that is nearly off limits to international applicants may be the health sciences sector.  This limitation is related to the scarce skills locally, and the drive at South African universities is to produce more doctors and other health care practitioners to meet the needs of the country.

If you a considering furthering your studies in South Africa, you are well advised to plan your move appropriately.

Essentially, international applicants fall into three categories:

• Those from Southern African Development Community (SADC) countries.  These are the most represented group among non-South Africans studying in SA.  Indeed, the SADC protocol concerning higher education enrolment provide for a minimum number of SADC students to be enrolled for full degree study in the country.
• African applicants from the rest of the continent.  There are significantly fewer students from East, West and North Africa, mainly because these are not English-speaking countries.  Having said that, the number of Nigerian students in South Africa is on the increase. 
• Students from other parts of the world.  The numbers are growing steadily.  Students come from all around the globe, although, again, English speaking countries, or those with English as a second language, are the more popular. 
• In addition to full degree studies, students from the United States, in particular, are coming to South Africa in substantial numbers to do just one or two semesters

So, what do you need to know as an international applicant?

Firstly, you need to qualify for matriculation endorsement in order to be eligible to be admitted to full degree undergraduate studies in South Africa.  Higher Education South Africa (HESA) governs this process through its Matriculation Board.  

If you qualify for admission, you then need to ensure that the institution gets as much information about your academic history as possible  These may include the equivalent of grade 11 final results (e.g. IGCSE scores), and predicted final scores from your school.

Assuming everything goes well, and you are admitted, you will need to obtain a study permit from a South African consulate or embassy.  Even if you are finishing your secondary school in South Africa, you still need to obtain you’re a fresh permit for tertiary studies.  For this application, you need to be offered a place, and you need your letter of offer from the host institution.

Unfortunately, there is little or no funding available for international students for undergraduate study, although funding opportunities exist for graduate students.  Ensure that you do your research early, and apply in good time. 

Remember, the South African university calendar starts in February, and extend until October/November.  Therefore, this may be out of sync with your own calendar, particularly if you are from a northern hemisphere country.  For advice, contact the international office of the institution to which you are applying – most major universities have well-established offices to assist international students.

If you are headed to South Africa for your studies, enjoy your experience.  Institutions have a great deal to offer.

@carlwherman

Private Higher Education Institutions - consider your move

When we think tertiary institutions, it is not uncommon to think in terms of large, well-established and well-known public institutions.  After all, they have been proudly mentioned in social circles throughout our childhood, and the media loves making comments about public institutions os higher learning.

Admission to higher education is becoming increasingly competitive, and it is prudent to consider a range of options for a place of study.  If you are considering a private higher education institution, you may be just be making the right move.

Private institutions are typically smaller, and provide for more contact between students and academic staff.  Their curricula can also respond to environmental trends, and remain relevant.  At the right institution, doing the appropriate qualification, you can soar.

However, you must be on the lookout for two key indicators. 

Firstly, you must ensure that the institution itself is recognised.  This word, unfortunately, is used too loosely, but I use it here since it is the best one for this context.  In South Africa, a recognised institution is one that is one that is on the Department of Higher Education & Training’s “Register of Private Higher Education Institutions”.  The department is quite efficient about keeping a current copy available on their website, and a link to the register is available on www.dhet.gov.za.  Be sure to check on this status – in January 2013 the Seshego Commercial and Computer College was shut down by the police because it was a scam - this after twelve years of operating!

Secondly, you must ensure, ahead of time, that the qualification for which you intend to register is  legitimate.  Fortunately, the same register provides information on all accredited programmes which these institutions are permitted to offer.

On occasion, a private provider may enter into a partnership with a public provider, and jointly provide a qualification.  So, for example, the University of the Free State and varsity College jointly offer an undergraduate LLB in South Africa.  This is in order, and again, information about the 

legitimacy of these qualifications is freely accessible.

The major downside of private providers is price.  Often, private institutions simply cost more.  Parents often find that they have to pay significantly more tuition fees than at a typical public institution.  Another disadvantage is that campuses are often small, and do not provide that ‘campus’ experience.  There are no, or very small residence facilities to speak of, and therefore no residence life either.

Be that as it may, private institutions provide for a very different kind of enrichment, and is one to be taken seriously.  So, before you ask “AFDA Who?”, do some research on the register – you may just find something you like!

@carlwherman

So You Want To Study After School (Part 2)

How does a school-leaver make the correct choices about studying further?  Is there even such a thing?  Can an 18-year-old school-leaver even be expected to make such a decision? Well, yes and no.

The American undergraduate degree is, in a sense, most appropriate for school-leavers.  It is a broad curriculum, requiring little specialisation, and therefore does not lock in young students.  Instead, it allows for four years of academic exploration, in a sense, resulting in more mature choices, and a qualification, in preparation for a postgraduate specialisation.  This sound preparation provides for informed choices at graduate level.

In South Africa, however, we have many undergraduate vocational degree programmes.  Young adults have to decide at early ages whether or not they wish to study programmes such as chemical engineering, medicine, social work or law, to name a few.  The irony is that these programmes rank high in the preferences of teachers, parents, and society at large, and many promising young learners are encouraged to put their academic prowess to good use by becoming a professional.  However, because of relatively rigid curricula, early enthusiasm often give way to a stark realism, when students realise what it is they are studying.  They are unable to exercise options and flexibility, and may opt to leave their course of study, but with limited credits for course already completed.

We also, though, have formative programmes, such as the BA, BSc and BSocSc degrees.  These do not lead to professional qualifications, but are intended to be broad foundations, much like the US model.  They are best followed by a further qualification such as an Honours degree, or a postgraduate diploma.  Formative study programmes are seldom the preferred route for learners, as the path to employment is not always visible.

Formative degrees have a different role to vocational/professional degrees, and it is important to have the correct expectations from these study programmes.  For years at UCT's annual Open Day, the Faculty of Humanities proudly hosted prospective students with a panel discussion which included the Director of the Graduate School of Business, a graduate of the faculty.  Their message was simple, yet powerful: a BA could lead to a prominent position in the business world.

So, how do you make the right choices?

A correct choice has to have three ingredients: ability, interest and suitability.

Firstly, you must be able to pull it off before attempting it!  If you are achieving 54% for physical science at school, why are you considering an engineering degree?  I you do not like reading more than a few pages at a time, what are you doing applying to study law, which involved endless intense reading?  Clues like this an assist you in making your selection.

Secondly, if you are planning on studying a programme, try to ensure that it grabs your interest.  Failure to do so will result in underperformance academically.  Simply think of your school report.  A glance at your school will probably be enough to suggest which subject does, and which does not, grab your interest!  It will show in your performance, of course.  Why should higher education be any different?

Lastly, do not think of doing something if you do not possess the personal attributes to study that discipline, or in that particular mode.  For example, don't bother with medicine if you are squeamish. Similarly, if you do not like the outdoors, forget about marine biology.  Be sharp, and select wisely.

Once these three boxes have been ticked, ensure that you do not first select your institution and then go on to study what you are allowed to do there.  This is exactly the opposite way of going about selecting your study programme.

Start with you!  Identify your preferences, see where they are offered, and make your applications.


Good luck!

@carlwherman

So You Want To Study After School (Part 1)

A good idea!  All research shows that school-leavers who have gone on to study, are more likely to find employment, and are likely to earn more money once employed.  If finding a job and earning more money are among your objectives, you're on the right track.

In South Africa, Apartheid has left a legacy in the education system which we will not outlive.  It will affect you and your descendants.  So, you would probably be better off preparing for that reality.  

The legacy which I mention above means that in 2013 we have 23 public universities and universities of technology, offering a range of higher certificates, diplomas and degrees.  There are also foreign universities operating in the country, and a range of private education institutions, which I will mention a bit more in a future post.  The 23 institutions include traditional universities, offering mainly degree programmes, and former technikons, offering national diplomas, and going on to degree qualifications at Bachelor and postgraduate level.  In addition, there are comprehensive universities, such as Nelson Mandela Metropolitan University, which offer the complete spectrum of qualifications.

So, with so many options, what are the problems?  Two spring to mind immediately, and I believe that school-leavers and their parents should be aware of them, and plan for them.

1. The legacy factor

Researchers speak of historically advantaged, and historically disadvantaged public institutions.  Whatever you may call them, the values associated with these institutions are deeply rooted in the South African public psyche.  There are, of course, good reasons for this.  Rural disadvantaged institutions were established to educate black South Africans.  The many areas of their relative disadvantage included  smaller budgets, remote locations, and less qualified academic staff.  In addition, they had few international connections and little collaboration, virtually no diversity in their student population, and could only charge modest fees.  As a result of this and many other factors, they are generally considered less attractive than their urban counterparts.

In 2013, therefore, institutions such as the University of Limpopo still attract predominantly poor black students.  This, in itself, is not a problem.  In other words, the fact that mainly poor students apply for admission to these institutions may result in benefits such as more affordable study options closer to home, but it's the converse effect that proves to be the problem: urban school-leavers will hardly consider having a poor, rural institutions with little international reputation as their alma mater.  This creates a domino effect of other problems, such as the one below.

2. Capacity limits

Urban, historically advantaged institutions in South Africa cannot accommodate all school-leavers who would like to attend them, and graduate from them.  In addition, this capacity issue is exacerbated by the fact that academically stronger applicants gravitate to just a handful of institutions.  Therefore, in order to have bums on seats, outlying institutions have to accept 'walk-ins', and settle for far lower admission criteria.  In January 2013, The New Age, a South African newspaper, reported that urban institutions received anything from 6 to 10 applicants per place.  However,the Central University of Technology in the centre of the country reported only 1 application for every 2 places.  This trend persists year in and year out.  The effect: more and more constrained capacity, and higher and higher achievers not getting into the programmes of their choice (watch out for this issue in a future post!).

There are many other challenges to entering higher education, and I'll deal with them in time to come.  For now, thanks or reading, and follow me if you wish: @carlwherman

2013 Awaits: a message for new grade 12s in SA

So, what do we know for sure about your grade 12 year?

1. It will be full of exciting stuff: awards ceremonies, senior class status, matric balls, etc.
2. You will experience anxiety unlike before: the stakes are high, and there are no second chances.
3. In one way this is the culmination of your academic work for many years; in another sense, this is just the beginning.
4. Every day that passes, is a day closer to your final examinations.  You cannot make up time.

Remember, the many comments in the media about the value of your NSC Certificate, the prospects of work, etc. will be negative.  The media thrives on negativity, and the is lots of negativity and cynicism to be found when we read comments on schools.  This stuff has been rehashed for years and years...there is nothing special about your year!

However, there is a BIG difference between opportunities being presented to you, and you finding, and creating, opportunities.  What do I mean?

A study offer at an institution of learning is an opportunity which you can pursue, if you are one the lucky ones.  However, most school-leavers will not get such an offer, and will need to think about what other avenues may exist.  These are too numerous to mention, but include 'non-traditional' options such as learnerships, entrepreneurship, and so on.

Soul what do I suggest you do to deal with this important year?

A good start would be to take long hard look at the calendar.  Do you know when your final examinations are scheduled?  Put together a personal calendar, or plan, for your final year, and stick to it!

Think long and hard about the many, many, hours you may have been putting into non-academic activities, whatever they may be: sport, socializing, etc.  You may want to adjust this downwards for a few months.

Start to gather information on areas of activity that interest you.  This may take some time, so be prepared to put together a portfolio, even if it virtual, in the form of a long list of bookmarks.  Once you feel day, submit your applications for study as early as possible, so that your application-related paperwork can be submitted by mid year.

Breathe! You will inevitably feel pressured, and anxious during this year!  If and when you feel out of control, speak to someone you trust.  A poor mental position will result in poor academic performance.

Have a good year.

Follow me on twitter: @carlwherman