Burying self-pity: the story of Phumlani Stanley Nkontwana

I first met Stanley, as he was introduced to me, in 2003.  He was nominated, by his Umlazi high school, Zwelibanzi High School, to receive a prize awarded by the University of Cape Town.  Along with one of the current Deputy Vice-Chancellors, I travelled to Umlazi to attend the prize-giving ceremony.

 

The criterion for the award was simple: academic excellence.  He was the unanimous choice of the school’s staff, I was told.  Upon hearing his name being called, Stanley walked to the stage, which was really the front of a local church, where the ceremony was held, head bowed, staring at the floor ahead of him.  This was my first vision of Stanley: a nervous and humble boy.

In subsequent months we discussed Stanley at length with his teachers, and were told that he was from a poor family, who lived in dire circumstances locally.  However, he apparently worked very hard and had a great deal of potential.  Naturally, we watched him very closely, and supported him where we could.  He applied to UCT for admission and it came as surprise to me later that year when Stanley was deemed ineligible for need-based financial aid.  Eager to understand this inexplicable response to his application, we set about an informal investigation, and soon arrived at the reason.  The National Student Financial Aid Scheme (NSFAS) used a means test to assess elgibility, and one of the many indicators was the postal code of the applicant.  Stanley’s mother, a single parent and domestic worker, used her employer’s postal code as a more reliable code for his application.  It was indeed this code, from an affluent Glenwood community, that disqualified Stanley for financial assistance.  The correction was made and, of course, he had the resources to attend UCT from 2004.

To say that UCT was a challenge for Stanley and his classmates from Umlazi, a sprawling, poverty-stricken township south of Durban, would be misleading at best.  The transition was simply one that I could not understand, and could only witness in its various forms, trying to support these young ladies and gentlemen where we could.  From the modes of teaching and learning to the social interactions with wealthy fellow students from a wide range of contexts, the enormous gap threatened, seemingly every day, to undo the promise of a better life.  Still, they soldiered on.

During the early months I was frequently visited in my office on the campus by one or more of these students, including Stanley himself.  I would listen to stories of despair.  In one case a medical student was terrified of the groupwork she was forced to participate in daily.  Standing in front of a class, speaking on behalf of her group, is something she had never done before.  To make matters worse, many were English first language speakers, and very confident.  Another student told me how he was simply trying to understand the lecturer’s accent, and then understand the work.  Taking and filing notes was a secondary concern, as were others such as academic writing of essays, projects and so on.

Despite all of their hardships, they persevered, one year following another.  Yes, some did not make it, sadly, and were forced to change to other institutions.  But those who remained faced these challenges with the resilience they were able to muster.  Study groups were formed among themselves, and they developed a new discipline.  I once encountered Stanley coming down Jameson steps around midday, heading for his residence room for the first time that day, having spent the night studying on upper campus.  Even here, he remained an example for those who came with him, and those who followed.  By 2006, two years after he first arrived, Stanley was instrumental in receiving new UCT students from Umlazi, and providing, along with with other students from back home, their own brand of orientation.  One of those students was his younger brother, Khayalethu “Khaya” Nkontwana.  Khaya started the MBChB programme, amidst tremendous excitement.

During this period Stanley, as well as other students from Zwelibanzi High School, successfully nominated their Physical Science teacher, Mr Sibusiso Maseko, for the Stella Clark Teacher’s Award.  The awards ceremony for the event drew a host of Zwelibanzi High School students who were currently registered at UCT, and bore further testimony to the relationship that had developed between the school, and indeed the broader community, and UCT.

Vice-Chancellor Ndebele, Mrs & Mr Maseko, and Stanley Nkontwana

Stanley also invested in UCT and his contribution to his residence in his latter years, Forest Hill, was used by many students long after he had left.  Realising that the residence needed its own library resource for the assistance of its many students 9 in excess of 700 – Stanley set about procuring resources, and space for a library of its own.  Within months Forest Hill had their own library, and his tremendous contribution was acknowledged by the University.

After five years, Stanley graduated with a degree in Economics and Statistics.  It was a special moment for many.  He immediately moved to Johannesburg, where he started working at the Allan Gray Orbis Foundation.  I recall visiting Stanley during a trip to Johannesburg.  He received me at their Melrose Arch offices, and I could not believe what I was witnessing.  Here was a confident, highly respected young man strutting around the offices, introducing me to colleagues.  He even briefed me about his entrepreneurial ventures, which appeared to be doing well.  In addition, out of his deep sense of commitment to the plight of the youth in Umlazi and elsewhere, he established the Phumlani Nkontwana Foundation, which raised money to support you with uniforms and other requirements to assist them in school.

In 2013, Khaya graduated with an MBChB, and in January 2014 started his internship at a hospital in Umlazi, serving the community from whence he came.  Shortly thereafter, Stanley registered for a Master’s in Econometrics at the University of Johannesburg.  On Saturday, 26 April 2014, Stanley opened a franchise fast-food business in Diepkloof, a Soweto township, his brother driving from KwaZulu-Natal for the launch.  I write it now as though it’s the culmination of something, when I know that it is not.  There is still so much that he will achieve.

Stanley is one of the first customers at his new fast food outlet in Diepkloof

 

How can Phumlani Stanley Nkontwana not be the South African youth icon we can all illuminate as the example for others to follow?

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