Die Kwêvoël, Thabazimbi

Mr Campbell (Principal of HFM) with Mayor PA Mosito and the team during back to school campaign.

Joshua Motsomane

THABAZIMBI – Thabazimbi Municipality Mayor, Cllr Patricia Mosito, Speaker BS Mothoa, Cllr DM Tlhabadira, Hon Joy Matshoge of Limpopo Legislature, Cllr T Molefe as well as officials from Northam Constituency office visited schools of both Thabazimbi and Dwaalboom circuits as part of back to school campaign 2012.

The purpose was that of motivating and encouraging educators to take education to the children of Thabazimbi and South Africa more seriously than before.

Before the visits to schools, Thabazimbi Department of Education circuit Management briefed the team about 2011 results in general especially those of high school learners.

Speaker BS Mothoa, Mayor PA Mosito, Hon Joy Matshoge(MPL) with Deputy Principals of Mabogopedi and members from Northam Constituency office at Mabogopedi high.

During the briefing session, few things were highlighted by the department of Education such as lawlessness to some of the school especially Mabogo-pedi High, shortage of classrooms as well as lack of commitment by some of the educators.

The school, Mabogo-pedi reordered below 50% pass rate, which makes it to under the dysfunctional school category in terms the department of Education.

The school has for the past three years failed to produce good results. They have only achieved 31,64 % compared to the 45,5 % the previous year (2010).

Some of the high schools namely Frikkie Meyer 98,27 %, Naletsana 70 %, Northam Comprehensive 58,9 % and Groenvlei76,47 % show some improvements although Groenvlei is reported to be also deteriorating but they managed to score above 50%.

SmartBrain se nuwe afdakke.

Me Helga van der Meijden het verlede jaar dié afdakke befonds waaronder die kleuters van SmartBrain Kidz heerlik kan baljaar gedurende die hittige Thabazimbi somermaande. Op die foto is SmartBrain se Januarie verjaarsdagmaatjies, voor vlnr: Dewan Schlebusch, Chanté Gildenhuys en Edward Joubert saam met Juff Yanecke Strydom.

Janse Boshoff

THABAZIMBI – Janse Boshoff, ‘n 2011 Matriekleerling aan Bosveld Akademie, het in die matriekeindeksamen A-simbole verwerf vir Engels, Wiskunde Geletterdheid en Christelike Lewensoriëntering.

Hy is reeds ingeskryf by die University of Arlington, Texas, waar hy DV, in Augustus 2012 sal aanmeld vir ‘n “Bachelors Degree in Theatre Arts”. Op grond van die uitslae van sy “Student Aptitude Test” en sy matriekuitslae, het Janse reeds die groen lig gekry vir ‘n beurs wat 75% van sy klasgelde sal dek.

Ambassadeur van die skool – Die Greyling Wisseltrofee word toegeken aan ‘n leerling wat op verskeie gebiede die skool verteenwoordig en die skool se naam hoog hou deur goeie gedrag en optrede, ‘n bemarker van die skool is en die Christelike Volkseie Beginsels uitleef. Tydens die 2011 Lourieraand van Bosveld Akademie is hierdie toekenning aan Janse Boshoff gemaak.

Vir ‘n aantal jare het Janse avontuur- en ontwikkelingskampe van die AVKB (Afrikaner Volkskultuur Beweging) bygewoon. Na afloop van die oorlewingskamp in Januarie 2011 is ‘n baie positiewe verslag oor onder andere Janse se leierseienskappe, standvastigheid en deursettingsvermoë ontvang.

Bosveld Akademie onderskryf die Afrikaner Boere Volkskultuur en is dit dus vanselfsprekend dat die bywoning van Geskiedkundige herdenkings soos die Slag van Majuba ‘n geleentheid is om die skool te verteenwoordig. Organiseerders van dié geleentheid het veral melding gemaak van Janse en Jaco Lötter se spontane hulpverlening tydens dié geleentheid.

Die Sportraad van BCVO Noord Transvaal Atletiek het Janse aangewys as kaptein van die provinsiale atletiekspan. Janse het ook op provinsiale vlak deelgeneem aan krieket en rugby en Bosveld Akademie se naam só hoog gehou.

Die Streeks Redenaarskompetisie, deelname aan die Bybelprojek en klavieritems tydens die Kultuurfees was die manier waarop die aangewese Ambassadeur ook op die kultuurterrein sy stempel afgedruk het. Janse was ook deel van Thabazimbi se amateur toneelgeselskap.

Sanel Steyl is pas aangewys as Bosveld Akademie se Dux-leerling vir 2011, met ‘n gemiddeld van 80%. Sy het in die 2011 NSS-eksamen baie goed presteer en A-simbole behaal vir Lewenswetenskap, Fisiese Wetenskap en Christelike Lewensoriëntering. Haar toekomsplanne is nog vaag.

THABAZIMBI – Daar het groot opgewondenheid geheers by Laerskool Thabazimbi toe die 120 Graad R-leerlinge hul eerste tree by die skool op Woensdag 18 Januarie gegee het. In die volgende 13 jaar sal daar nog baie voetspore deur hulle getrap word.  Hulle is met groot liefde deur die vier Gr R-onderwyseresse ontvang en sodoende die nuwe ervaring vir elke kind aangenaam gemaak.

Die 134 Graad 1-leerlinge het ook met groot verwagting na die ‘groot skool’ gekom en sommer dadelik aan die werk gespring.  Mamma se kosblik was vir almal ‘n hoogtepunt gedurende eerste pouse.

Die groot dag het ook uiteindelik vir die Graad 7-leerlinge aangebreek om nou die seniors van die skool te wees.  Die Leerderraad spog ook met nuwe kleredrag waarop die leerlinge baie trots is.

Die Hoof, mnr Koos Venter, wens elke leerling, ouer en onderwyser verbonde aan Laerskool Thabazimbi ‘n geseënde 2012 toe.  Mag elke geleentheid wat die jaar vir die leerlinge gebied word, entoesiasties aangepak en suksesvol afgehandel word.

“By Laerskool Thabazimbi strewe ons daarna om elke kind volgens sy of haar vermoëns en talente te ontwikkel en op te voed.  Dit geskied slegs deur toegewyde onderwysers en die genade van ons Hemelse Vader.” Sê Mnr Venter.

Insight from Cobus Potgieter, founder and Managing Director of MSC Business College

Choosing a college can be a daunting and stressful decision in any young person’s life. Deciding what you are going to study, and where, is your first step to ensuring you will graduate with the right skills to find that all-important job and build your career.

It is vital to do your research and find the college that is the right match for you, in terms of cost, options, accessibility, quality and reputation. The process of researching and selecting a college should be done early, as making a rushed or ill-informed choice can result in a costly mistake. Even with a limited budget, you need to get the best quality you can afford and make sure you don’t waste precious money and time being taken for a ride by a fly-by-night college.

If you want your qualification to be valuable in the job market, you need to ensure that your college is fully accredited. It is important that your college of choice is registered with the Department of Higher Education and Training and is able to produce a registration number.

Of course, the quality and history of the college is of vital importance. One of the best ways to judge a college’s quality and the satisfaction of its students is to find out the percentage of students who return after the first year and the percentage of entering students who stay until graduation. Good retention and graduation rates are a sign that the college has good academic, social and financial support systems for students.

In order to make an informed and accurate decision, it is important to know what the field of study will be and what career options could arise from that particular qualification. Should there be uncertainty in terms of an intended career path, there are colleges that offer career guidance services. MSC Business College, for example, offers a Guidance Path System (GPS) – an online system that can assist potential students with choices about their future vocation.

Once a decision has been reached on your career path, you need to prioritise a list of criteria against which to evaluate potential colleges. When evaluating your options, the following should be considered:

Does the college offer degrees, certificates as well as diplomas?

What is the accreditation status of the degrees, certificates, diplomas and courses on offer? Ensure that proof can be provided on request.

What are the cost implications? Consider registration, study material and tuition fees. What are the hidden costs?

Does the college offer flexible payment plan options?

Does the college offer late registration options?

Are you able to take a short break in studies and pick up on further modules as you may need to?

What study resources are freely available to the students? Libraries, computer facilities and internet are important factors.

Does the college offer extracurricular activities and other social clubs that will enhance your student life?

Does the campus location suit you?

Are students uploaded to the National Learner’s Records Database (NLRD)?

What level of support services are provided to students?

Choosing a college is a major decision. Explore your interests and take the time to find the college that is right for you and puts you on a path to a brighter future.

MARGATE -  Die vooruitsigte van ‘n “matriekvakansie” is wat baie matrieks aan die einde van die jaar nà ‘n naelbyt eindeksamen laat asem skep voordat hulle die nes verlaat vir die ongeveer drie jaar lange Universiteitsloopbaan of tersiêre opleiding.

Ongelukkig is daar ook diegene wat gedurende ‘n matriekvakansie vir die eerste keer met die volwasse lewe in aanraking kom en heeltemal oorboord gaan met hul nuwe vryheid.

Videos wat deur Beeld se digitale nuusspan saamgestel is, is op Youtube opgelaai vir die hele wêreld om te aanskou.

Gaan na http://youtube/S0Dolz4PQp8 om een van die twee videos te sien wat sover al deur 104,462 kykers afgelaai is.

Public sector universities and FET Colleges will never be able to meet the massive demand for spaces, but prospective students should not despair, as there are other quality options available.

Dr Felicity Coughlan, Director of the Independent Institute of Education, says that even with the significant increase in the numbers of post-school opportunities made available by the public sector, many students will not gain access to their institution of first choice, as demand far outstrips supply.

According to recent reports, the University of Pretoria fielded 40 000 applications for 13 000 available places; the University of the Witwatersrand fielded 30 000 applications vying for 5 500 spaces, the University of KwaZulu Natal received 61 500 applications where only 9 000 spaces exist, and the University of the Free State received 13 000 applications for 4 000 spaces. Not only is there fierce competition for places for students who apply on time, but most institutions do not accept late applications, Coughlan says.

This means that, for students who do better or worse than they expected to, there is very little room to move in the public sector at this stage.  The queues at the University of Johannesburg are indicative of the pent-up demand for place that still exists in all these categories in January of each year, she says.

Coughlan says that prospective students are often not aware of the additional choices available to them beyond approaching a public university, but adds that while many opportunities exist in the private sector, it is important to ensure enrolment at an accredited institution whose degrees and qualifications are widely recognised and respected.

“In a statement released by the Minister of Higher Education and Training before the results were released last week, the existence of higher education opportunities in the private higher education sector was acknowledged.  The Department however cautioned that students should check the status of the institution at which they wish to register prior to enrolling or paying any money,” Coughlan advises.

“This is sound advice, and should be extended to include cautioning students to also check the status of the actual qualification for which they wish to register, as well as the quality of the campus and service offered. Quality assurance and accreditation of qualifications and registration of private institutions are related but not identical processes, and it is possible that a registered private higher education institution’s programmes may not all be fully accredited or registered higher education programmes.”

Coughlan points out that this may not necessarily always be a bad thing, as several institutions offered tuition services towards qualifying for enrolment with other providers, while others offered registered and accredited further education programmes alongside their higher education offerings.

“It is imperative however that students check the status of their institution and its programmes before registering so they can make informed decisions.  This is not difficult to do.  A list of registered private higher education institutions is available on the website of the Department of Higher Education and Training, as well as the SAQA website. Furthermore, all private institutions are required to display their registration certificate in their reception areas,”says Coughlan.

“The status of programmes themselves can be checked on the SAQA website, but some caution needs to be exercised here as this register is not always 100% up to date and there is a delay between processes.

“The best advice we can offer is that students ask the institution concerned for evidence of registration and accreditation which should be easy to provide. If an institution prevaricates, a student should do additional legwork and investigate further before registering, as this may indicate there is a problem.  Students should never accept the presence of a so-called registration number as proof of registration, as we have become aware in this week alone of yet another institution currently trying to recruit students using flyers that have both a false institutional registration number as well as inaccurate company registration information.”

But Coughlan warns that students should go further than ensuring that their institution is registered and accredited.

“In both the public and private sector, students will do well to visit campuses and speak to existing students to ensure that the institution will meet their specific needs,” Coughlan says.

She says that while school-leavers have traditionally focused on gaining entry into a public sector university, opportunities of gaining a quality tertiary education existed elsewhere. As recent events demonstrate, it has become imperative that a bigger awareness was created around alternative avenues of education.

“Private institutions are subject to all the same quality assurance requirements of public institutions and offer many of the same services and facilities. However they generally offer smaller campuses, smaller classes and qualifications that are more focused on the world of work,” she says.

“While some private institutions offer qualifications in niche areas only, others offer general academic and degree qualifications similar to public university qualifications, so it is important to understand both what you need and what is being offered.”

Coughlan acknowledges that private institutions may sometimes be more expensive, but says that learners’ financial circumstances are taken into consideration and accommodated.

“As private institutions receive no government subsidies, they are dependent on student fees and thus are sometimes, but not always, more expensive than public institutions in the same region. However all of them offer payment terms and many have far higher success rates than their public neighbours, as they are able to offer smaller classes and more individual attention.

“There are many options still available to students and a careful investigation of private provider opportunities may well bring to light exciting opportunities not previously considered.”

Shirley Campbell slaag matriek met 8 A-simbole.

THABAZIMBI – Hoërskool Frikkie Meyer se Graad 12 leerders van 2011 skitter op Akademiese gebied en bly steeds ‘n gewaardeerde akademiese skool in Waterberg, die Limpopo Provinsie en Suid-Afrika.

Mnr Colin Campbell het op 5 Januarie 2012 die Limpopo Departement van Onderwys se bekendstellings- en prysuitdelingsgeleentheid van die Graad 12 Uitslae van 2011 in Polokwane bygewoon.

Hoërskool Frikkie Meyer se Matrieks van 2011 het beter gevaar as die drie laaste groepe en het die slaagsyfer opgestoot tot 98.3%. As in ag geneem word dat die Nasionale slaagsyfer slegs 70.2% en die Provinsiale slaagsyfer slegs 63.7% is, is dit sowaar ‘n puik prestasie. Die Thabazimbi Kringbestuurder, mnr Molapisi, asook die Waterberg Senior Distriksbestuurder het mnr Campbell persoonlik geluk gewens met die skool se prestasie. Die belangrikste prestasie is dat Hoërskool Frikkie Meyer die meeste leerders, persentasiegewys, sowel as totaalgewys het wat kwalifiseer vir Universiteitstoelating.

Die trofeë, toekennings, sertifikate en prestasies kan as volg opgesom word: 219 A-, 248 B- en 277 C-simbole is behaal; een van die Top 22 Akademiese skole in die Limpopo Provinsie – Akademiese slaagsyfer van 98.3%; die beste Waterberg Hoërskool met betrekking tot leerders wat kwalifiseer vir Universiteitstoelating; een van die Top 10 Akademiese skole in die Limpopo Provinsie – Universiteitstoelating: Persentasiegewys 63.15%, sowel as totaalgewys 108 leerders; een van die Top 5 Akademiese skole in die Limpopo Provinsie – leerders wat 50% behaal het in beide Wiskunde en Fisiese Wetenskappe; in die Limpopo Provinsie was daar slegs een leerder wat tien onderskeidings en een leerder wat nege onderskeidings behaal het. Hoërskool Frikkie Meyer het een van 16 leerders opgelewer wat agt onderskeidings behaal het en drie leerders behaal 6 A-simbole, drie leerders behaal 5 A-simbole, sewe leerders behaal 4 A-simbole, nege leerders behaal 3 A-simbole, 20 leerders behaal 2 A-simbole en 83 leerders behaal een A-simbool. Graad 12 Vakpresteerders: Shirley Campbell (8 A-simbole): Afrikaans, Engels, WG, Gesk, Toerisme, Geo, RTT en LO. Tania van Vreden (6 A-simbole): Afr, Eng, BS, Ekon, REK en LO. Clarinda van de Wetering (6 A-simbole): Afr, Eng, WG, LW, Gas, LO. Marieza Vorster (6 A-simbole): Afr, Eng, Geo, Gesk, LW en LO. Katlego Mokoena (5 A-simbole): Afr, Maths, PS, LS and LO. Charné-Lee Pretorius (5 A-simbole): Afr, Wisk, LW, Geo en LO. Mari Richter (5 A-simbole): Afr, Eng, Geo, IGO en LO. Alecia Coetzee (4 A-simbole): Afr, Eng, BS en LO. Michelle Coetzee (4 A-simbole): Afr, Eng, Gesk en LO. Ingrid Engelbrecht (4 A-simbole): Afr, Eng, Geo en LO. Chantelle Griffin (4 A-simbole): Afr, Eng, WG en LO. Klaas-Jan van de Wetering (4 A-simbole): Wisk, FW, IGO en LO. Marijke van Staden (4 A-simbole): Afr, WG, Geo en LO. Benieta Visagie (4 A-simbole): Afr, LW, Ekon en LO. Nege leerlinge behaal 3 A-simbole, 20 leerlinge behaal 2 A-simbole. Altesaam 219 A-simbole is deur 2011 se HFM matrieks behaal.

Individuele Vakprestasies is as volg: Die volgende vakke spog met ‘n 100% slaagsyfer: Afrikaans Huis Taal, English Home Language, English First Additional Language, Afrikaans Eerste Addisionele Taal, Lewensoriëntering, Gasvryheidstudies, Geskiedenis, Inligtingstegnologie, Ingenieurs Grafika en Ontwerp, Toerisme en Wiskundige Geletterdheid.

Die slaagsyfer van die volgende vakke is as volg: Lewenswetenskap – 99%, Geografie – 98%, Wiskunde – 97%, Rekenaar Toepassings Tegnologie – 96%, Ekonomie – 94%, Besigheidstudies – 93%, Wiskunde Vraestel 3 – 90%, Rekeningkunde – 89%, Elektriese Tegnologie – 87% en Fisiese Wetenskappe – 72%.

Mnr Campbell spreek in besonder sy dank uit teenoor die personeel van Hoërskool Frikkie Meyer vir baie harde werk gedurende 2011. “Baie geluk aan elke leerling en ouer met u kind se prestasie. In hierdie vyf jaar waar skool en ouerhuis in ‘n verbintenis kon leef was dit vir die onderwyspersoneel ‘n voorreg om met u kind te kon werk. Ons beste wense en seën vir elkeen van julle op jul lewenspad.”

TCS students performing on Thursday 1 December 2011.

THABAZIMBI – Thabazimbi Christian School students and teachers presented a spectacular musical play, with the theme “Celebrating Jesus” on Thursday 1 December, to a packed audience in the Kumba Hall.

More than three hundred enthralled members of the audience were treated to non-stop music and dancing of a very high standard by young performers whose ages ranged from three and a half years to sixteen years, and supported by four of the teachers of the school. The two hour long show was a continuous performance with scene changes taking place in total darkness. This caused frequent muffled screeches by some very nervous youngsters, who were repeatedly plunged from bright spotlights into a black abyss, as they changed positions. One hundred and ten students took part and were continuously on some part of the stage or its environs throughout the show.

With the black décor, and the impressive lighting effects, contrasts were obtained by the use of white or pastel costumes, with the ribbon dances gaining great appeal. Sean and Hes-mari danced to the theme “Thou shall not commit adultery” go great applause.

Songs and dances ranged from “Great and mighty” and “Come Nations” which were sung by Christell and Tshego; “He’s got the whole World”, “Stand up and Shout it”, “Who’s the King of the Jungle”, “Let your light shine”, “Holy is the Lord” performed by groups of the pre-schoolers, “Cast your burdens” and “Jabulani” presented spectacularly by grades four to six, and “I lift up my eyes”, “There is none like you”, which were accompanied by teachers Michelle and Janitha respectively.

Teacher Sandra, accompanied by her grade four daughter, Kupi, drew the show to its end with the duet, “Come into my heart, Lord Jesus”, with the final song “My Redeemer Lives” being sung by students Christell, Tshego and Jeaneva. This was a truly memorable evening which drew great acclaim, and will be long remembered by those who attended this annual event.

As hundreds of thousands of matrics enter the period of limbo between finishing their final exams and hearing their results, it is time to face the fact that many of them will soon hear the disappointing news that they didn’t do as well as they had hoped. But it is necessary to keep a sense of perspective and realise that “Matric does not define me”.  Adults have to ensure that they provide effective and efficient support, says a leading educational expert.

“Most 18-year olds have developed the ability to reason at an adult level, but only in situations where there is time to do so,” says Dr Felicity Coughlan, Director of the Independent Institute of Education.

“By their late teens, many young people still struggle with resisting peer pressure, controlling their impulses and assessing how risky a situation actually is. However, given enough space and support, most are able to make rational decisions at the same level as adults. In this reality – caught between adolescence and adulthood – lies the key for managing any disappointment that may come with matric results.”

Coughlan says that the first reaction will, understandably, be an emotional one, even though the way it manifests from person to person may differ. Some will show it, others will hide it, but the first reaction is unlikely to be a rational one.

“If you, or the young person who wrote matric, are disappointed by the outcome of the results and have to deal with the immediate knowledge that doors may unexpectedly be closing, it is important to remember that the first reaction is not one driven by the adult part of the young person. Remember too that your own fear, anger or disappointment will feed the reaction of the younger person,” she says.

“As the adult, manage what you say and what shows in your eyes until the young person has had time to process their own emotions – yours cannot be an additional burden they need to bear. Immediately after the matriculant is informed of his or her results, particularly if they are disappointing, is not the time to get into the practical consequences.”

Instead, says Coughlan, this should be a time for support, listening and reflection in a non-judgmental manner. ‘I can see this is tough for you’ is far more helpful than ‘what else did you expect with the effort you put in?’ – even if the latter might be entirely true.

“Allow the matriculant to experience the feelings. If you suspect there is a real risk of a sustained negative reaction, perhaps even a self-destructive action – it is necessary to keep a close watch. But don’t tell them not to feel what they are feeling, as the last thing you need to do right now is shut down their willingness to let you see the stress,” says Coughlan.

After allowing reality to sink in for a day or two, the adult should begin to find ways of talking about the new possibilities – some young people may want to do this straight away but I don’t advise you to encourage making new decisions until the emotions have been processed a bit.

“Talk through the options and share the information, in a way that is consonant with how a young person works. That may mean over a meal with one person or walking the dog with another. The point is that you must offer your insights in a calm manner, and then leave the youngster to use the adult faculty which they are in the process of developing to think through these. Don’t ask for immediate assessments or decisions, allow them time to figure it out and to take back some of the power and esteem that the disappointment dented.  Keep talking and asking questions but don’t nag – it won’t give you the outcome you want.”

In a 2009 article published in the American Psychologist, Dr Laurence Steinberg, a professor of developmental psychology at Temple University, said that in late adolescence, young people can – and do – make considered decisions even about very emotional matters if given the time and space to do so. However “in the moment decisions” under pressure were far less emotionally mature.

In work done with adolescents in the Eastern Cape in the late 1990s, Coughlan found the same thing: When given time in a supportive environment such as a Life Centre, even highly marginalised young people could and did make solid decisions.

“With the right support, they were able to make solid decisions they were able to act on. And with the rights support, poor matric results need not be viewed as the end of the road. In fact, they could turn out to be a positive catalyst to start making better, and more mature decisions, which can set the young person firmly on a road to a fulfilled and productive life,” Coughlan says.

- The Independent Institute of Education