Soon after, more writers finish the submission process. A Sesotho novelist from Matatiele, a Siswati poet from Manzolwandle. Many more follow. From Atteridgeville, Port St Johns, Johannesburg, Butterworth – writers set free their beloved works with dreams of publishing them.

WritePublishRead, now in its fourth year, provides any author with a free tutorial and platform to publish his/her fiction digitally. Last year, in the assisted leg of this project, we assisted 11 first-time authors (writing in previously under-published languages) to successfully launch their careers as self-published authors.

This year, we are helping first-time authors give flight to thousands of words. These words make up novels, poetry anthologies, short stories and dramas. They are stories of South Africans writing in their mother tongue. They are our stories.

We are so pleased to announce that this year’s cohort includes aspiring writers from all nine official African languages. The only language we have not received any submission for to date, is a First Nations language. We encourage all First Nations writers to submit next year.

Only 14% of South Africans read regularly. We began the WritePublishRead initiative in 2018 to make it possible to have a local author in every community inspiring people to read. Now, with our 2021 cohort of authors, we continue to add diverse voices to the South African literature landscape.

So without further ado, and in no particular order, here is the list of selected authors!

Selected authors for #WPR2021

1. Siphosonke Mazibuko, isiZulu drama
2. Yamkela Lekhoana, Sesotho novelette
3. Sinethemba Bhila, Siswati collection of poetry
4. Thulani Simayile, isiXhosa short story collection
5. Lungelo Nolobo, isiXhosa novelette
6. Makhanani Mahlaule, Xitsonga novelette
7. Bongeka Buhle Hlengwa-Selepe, isiZulu collection of poetry
8. Samuel Makgai, Sepedi collection of poetry
9. Avhapfani Judith Ndhobela, Tshivenda short story
10. Patiance Mahlangu, isiNdebele collection of poetry
11. Tshepo Gaerupe, Setswana collection of poetry
12. Andrew Maroga, Sepedi novelette

Congratulations to these authors! We will be in touch with you in the coming days to welcome you to the programme.

The post Announcing: WritePublishRead 2021 successful authors appeared first on Via Afrika.

The swift transition from normal life to Covid-19 lockdown took its toll on a multitude of sectors, education being a prime example. Learners and educators were tossed unexpectedly into the world of remote learning, with no choice but to quickly adjust to the change. There was immediate pressure placed on learners, parents, teachers, and government to adapt to a new learning environment virtually overnight.

Digital education, where possible, would be the most effective option for learning, provided students had access to digital devices, internet access, and the appropriate learning materials.

For many teachers, the weight of meeting their primary job requirements became a major challenge, like nothing they’d had to tackle previously. Without a “roadmap” to guide them through this new normal, they were forced to modify everything they knew about teaching in order to align with the requirements of digital learning. An array of obstacles presented themselves in the process, both physical and psychological.

Physical Obstacles Presented By Digital Learning

Teachers suddenly found themselves unable to stand in front of a class to present their lessons. They weren’t able to greet learners in person, or offer any face-to-face, personalised attention. They had to find a way to produce digital learning materials without the use of relevant guides or learning materials. In addition, they had to maintain control over a class through a screen or via digital communication, which could prove both frustrating and disempowering all at once.

Psychological Obstacles For Teachers

Remote learning placed immense pressure on teachers who were used to engaging directly with learners and handling work in a tangible way. Similar to their first day on the job, being new to the digital learning environment would be just as daunting. Dealing with this sudden change resulted in myriad feelings of incompetence, inadequacy, lack of confidence, a loss of control over the class, and the inability to perform at their best.

Opting For Changes With Technology Training For Teachers

Though the education system was unprepared for the initial need for remote learning and accessibility prevented its widespread use, the situation acted as a catalyst for change. It became an opportunity to explore alternative options that could serve as blueprints in the event of a similar future similar crisis.

Traditional methods of teaching, such as working with paper textbooks, writing on a board, standing in front of a class, may no longer be a reality in the classroom of the future. These will be replaced by alternatives such as downloadable textbooks and study guides, available on digital devices via internet access. Being prepared for all outcomes will set teachers up to be comfortable in both offline and digital teaching environments. This, in turn, ensures that their learners get the best possible out of every class they attend, regardless of the medium of teaching.

At Via Afrika, we are utilising our years of experience and practice in digital content development to find ways to fill the gaps, thus streamlining the process of shifting to digital teaching. This begins with extensive technology training courses from how to use technology in a classroom to preparing and presenting outstanding remote learning lessons in the 4IR. These can both support the education system and assist teachers with the transition from traditional teaching to offering a digital learning environment.

Contact us today for more information on our technology training, and how we can support you in the digital teaching journey.

The post Cultivating A Shift Towards Digital Teaching With Technology Training appeared first on Via Afrika.

We’re wrapping up World Teachers Month with this consolidated list of all 30 reasons for you to enjoy and share. Thank you teachers, for everything you do for our country. Our teachers. Our Future.

30 Reasons why teachers are the best

The post 30 Reasons why teachers are the best! appeared first on Via Afrika.

Here are the details:

Webinar 1: Useful mindset

This webinar is aimed at developing well-being in teachers by examining a mindset that will help them cope with the stresses of living and teaching right now.

Join the 8:30 slot by clicking this link on the day > https://us02web.zoom.us/j/84839015794

Join the 13:30 slot by clicking this link on the day > https://us02web.zoom.us/j/85870180371

Webinar 2: Teaching when learners aren’t in class

This webinar will look at various ways that teachers can teach their learners using technology. A variety of techniques ranging across technology access contexts will be explored.

Join the 10:30 slot by clicking this link on the day > https://us02web.zoom.us/j/82223329795

Join the 15:00 slot by clicking this link on the day > https://us02web.zoom.us/j/89914926719

These webinars form part of our TASP (Teacher Appreciation and Support Programme) activity day in celebration of World Teachers’ Month.

The post World Teachers’ Month free webinars! appeared first on Via Afrika.

Soon after, more writers finish the submission process. A Setswana short story writer from Klerksdorp, a Xitsonga playwright from Giyani. Many more follow. From Tshwane, Port St Johns, Cape Town, Butterworth – writers set free their beloved works with dreams of publishing them.

WritePublishRead, now in its third year, provides any author with a free tutorial and platform to publish his/her fiction digitally. Last year, in the assisted leg of this project, we assisted 12 first-time authors (writing in previously under-published languages) to successfully launch their careers as self-published authors.

This year, we are helping first-time authors give flight to thousands of words. These words make up novels, poetry anthologies, short stories and dramas. They are stories of South Africans writing in their mother tongue. They are our stories.

Only 14% of South Africans read regularly. We began the WritePublishRead initiative in 2018 to make it possible to have a local author in every community inspiring people to read. Now, with our 2020 cohort of authors, we continue to add diverse voices to the South African literature landscape.

Selected authors for #WPR2020

The 11 successful assisted self-publishing authors are:

• Emeldar V. Mathonsi, Xitsonga drama
• Jabulani Pato, Siswati novel
• Maduma Mokoena, isiNdebele collection of poetry
• Mlungisi Koyana, isiXhosa collection of poetry
• Oswald Tshikota, Tshivenda novella
• Rethabile Possa-Mogoera, Sesotho collection of poetry
• Siphesihle Sakhile Mcineka, isiZulu collection of poetry
• Sphamandla Nzama, isiZulu novella
• Tshegofatso Maine, Setswana short story
• Tshepiso Makgoloane, Sepedi collection of poetry
• Zanele Roseline Gcelu, isiXhosa collection of poetry

Congratulations to these authors! We will be in touch with you in the coming days to welcome you to the programme.

The post Announcing: WritePublishRead 2020 selected authors appeared first on Via Afrika.

The Department of Basic Education and the provincial departments have already put in place a number of measures that will help alleviate the missed-school problem.

South Africa finds itself with a broad range of schooling situations where the technology available runs from the First Industrial Revolution (chalkboards and textbooks), through the Second Industrial Revolution (overhead projectors, radio and tv), to the Third Industrial Revolution (computers and Web1.0) and into the Fourth Industrial Revolution (computing devices and Web2.0 affordances like social media – both the very social as well as social media like Skype, Zoom and Microsoft Teams; Learner Management Systems and video apps like Flipgrid).

Virtual schooling while in lockdown

As a result the desire to simply switch to virtual schooling for the foreseeable future cannot work for the majority of learners. Virtual schooling requires one-on-one devices, sufficient broadband and teachers who have the skills, knowledge and pedagogy to offer online education.

We encourage learners with access to textbooks to be sure to spend time every day doing some work to keep up with the curriculum. Reading any texts will also be time well spent. However, we also believe that this is an ideal time for us to prepare ourselves to become virtual schooling experts – not only in case the lockdown is extended, but as a way to move towards a multi-option schooling system.

Preparing to work in a virtual school

The Google App Suite overcomes a significant problem facing education – money – as it is provided free to anyone with a Google account. We think that the Suite offers a useful set of tools to get any virtual learning system going. Skills like collaboration, cooperation, creative thinking and critical thinking, as well as the now so important citizenship can be developed using the apps.

An offer from Via Afrika during lockdown

We are making our training session on how to get going with Google Suite available for free during this lockdown period.

Click here to register for this session now.

Go to our Academy for our full online training curriculum.

The post Lockdown: Does this mean missed schooling? Get virtual school skills for free now appeared first on Via Afrika.

Since 2016, the World Economic Forum (WEF) has been noting the tectonic shift that’s afoot. The world stands on the brink of a technological transformation that will change the way we live and work – along with how we relate to one another.

Like the industrial revolutions that preceded it, 4IR is not something that happened suddenly. It’s been building for many years, but just how the 4IR will impact the world is only now becoming apparent.

What is 4IR exactly?

What has made 4IR so intriguing is the speed at which it develops. Technology is changing at a rapid rate and the ability to future-proof systems is becoming increasingly challenging.

The 4IR, most simply, encompasses the changes flowing from modern technology, specifically internet technology, driving the evolution of how we live, work and learn. Effectively, it will take everything from the first, second and third industrial revolutions to the next level.

Graphic: ViaAfrika – 4IR explained in a nutshell.

It sounds broad, but take this simple example. If you are an adult, you may previously have used the online encyclopedia Encarta as a tool to help with your school projects. Slightly older generations would not even have had this educational resource at their disposal, and would have had to rely on printed books of their own or from a library. Encarta was a digital advancement towards the 4IR, although it has been eclipsed over the past decade by myriad online resources. The ways in which people were continually searching for information outgrew the traditional reference and encyclopedia forms of learning.

Today, many young learners use a variety of platforms to conduct research, often without needing to sit at a desk to use a computer. Instead, information is available in the palm of their hands, thanks to smartphone technology. Even the use of a keyboard is not entirely necessary, now that we’re able to use voice commands to give instructions to our phones. By simply stating, “Hey Google, what is 4IR?”, learners are participating in the 4IR.

More than being about accessing and interfacing with information, the 4IR is also about how information is used. The WEF  has proclaimed that it  holds “huge promise”, while also warning of the “potential peril”.

The 4IR will have a fundamental impact on the quality of life of people across the world, including the potential to raise global income levels. But, as noted by economists Erik Brynjolfsson and Andrew McAfee, it’s also likely to heighten digital inequality in countries and societies that are unprepared for the 4IR.

The good, the bad and the 4IR in a nutshell

There’s no denying the element of convenience that the 4IR offers its active participants. Those with access to the digital world have been the greatest beneficiaries to date – booking transport, watching a movie, listening to music, paying for a service or even reading a book can easily be done remotely and on demand through a smart mobile device.  And these time-saving technologies are fundamentally altering the way we interact with the world.

The future of 4IR will also catalyse improvements in productivity; it will help reduce the costs of transport and communication, and drive efficacy for logistics and global supply chains. The cost of trade will drop and new markets will open up, boosting economic growth. Think about drones delivering parcels and budding entrepreneurs selling their products from wherever they might be.

The challenge, as the economists Erik Brynjolfsson and Andrew McAfee point out, is that 4IR can also be damaging, escalating inequality as automation replaces humans and workers become machines – quite literally.

Where to from here for 4IR?

Nobody knows for sure what the future holds for this unfolding revolution and its citizens. What we do know, however, is that it is critical to be prepared. And while it might seem impossible to prepare the future generations for jobs that don’t even exist yet, it’s always possible to learn. Knowledge affords you the power to adapt.

A good place to start is through Via Afrika’s online Fourth Industrial Revolution course, “Getting to the Fourth Industrial Revolution”.

Whether you’re a doctor or a doorman, a politician or a podiatrist, a student or secretary – this is for anyone who wants to understand 4IR, and how we got here.

The post What is the fourth industrial revolution? appeared first on Via Afrika.

The idea that we can all be slotted into a groove according to when we were born and then said to share characteristics with everyone else born in those 15 or so years is problematic. However, the notion of there being a set of generalisable characteristics of a group can be useful shorthand to understand people if used with caution.

The Alpha Generation, those children who were born from 2010, started school three years ago. This generation will face the much prophesied 2030 joblessness catastrophe. Being confronted with the Gen Z teacher made me wonder, ‘Were we ready for Generation Alpha?” (Because I am sure we were not ready for Gen Z.)

Who is Generation Alpha?

Like their immediate predecessors, Gen Z, this generation finds great value in using technology in every part of their lives. However, the expectation is that in a context where internet access is guaranteed and the ownership and the use of a computing device or a smartphone is considered the norm, this generation will be completely immersed in the technology world, living the Fourth Industrial Revolution definition of the merging of the human and the technological.

Currently, this is not the case for almost all South African Generation Alphas. However, with the ever-increasing speed at which the Fourth Industrial Revolution makes things move, this could change at any time. Our President has promised devices for learners in schools and with that will come all the expectations of a full member of Generation Alpha.

Generation Alpha goes to school

It would not be wrong to say that their ubiquitous use of technology will lead to an expectation that technology will be part of their educational experience, if not all of it. Perhaps not that an AI machine will teach them all of the time, but certainly that they would work on a device, learn how to use it effectively, and use technology to learn.

The teacher Generation Alpha met in her classroom is the person who is going to have the greatest impact on her, both educationally and as a person, for many years. But who was the teacher that she met?

Who is teaching Generation Alpha?

The average age of our teachers in South Africa is 43, and 72% of our teachers are in Generation X. Generation Y makes up about 21% of teachers, and Generation Z about 2%. The Baby Boomers and Veterans make up the balance – and there are almost twice as many in these groups than Generation Z.

Members of previous generations are noted to use technology to an increasing extent as their birthdate gets closer to the turn of the millennium. With the use of technology comes a set of beliefs about education and technology in education, and also attitudes to technology as a whole.

We can expect that Generation Alpha’s is most likely to even wonder why someone would have an attitude to technology as it is so part of their existence that they are not aware that technology is separate from them. “Technology is life.” is a likely statement.

And I think you can see where I am going with this. Putting the actual technology aside, as teachers how ready was our attitude to technology to meet the needs of Generation Alpha? How ready were our teaching methods? Do Generation Y teachers teach like they were taught by their Baby Boomer and Veteran teachers or are they doing things in ways that meet the needs of the Fourth Industrial Revolution?

A lost generation?

I don’t think that all is lost for Generation Alpha though. Teachers are intelligent, creative people who thrive on learning. We can explore mindset change and embrace the world that our learners inhabit. This is going to take courage to change, willingness to unlearn, and learn, and a decision to make personal and professional development a personal priority. Learners are flexible too. They will bounce back from what was lost, and they can teach us a great deal – we must just attend to their communication preference!

This post originally appeared on Parent24, as part of the Via Afrika Teacher Collection. 

The post Were we ready for the Alphas? appeared first on Via Afrika.

Via Afrika, a South African producer of digital and printed educational content, has launched an online training course to demystify the Fourth Industrial Revolution (4IR).

Source: pixabay.com

The course is aimed at providing participants with accurate information about the 4IR, while clarifying what it means to live and work in this new era of technological innovation and disruption.

Consisting of nine two-hour online sessions, this 4IR course begins with an expertly written introductory overview and features content that can empower every South African with an in-depth understanding of what it means to be a 4IR citizen. Each subsequent session serves to broaden users’ knowledge bases while offering school teachers an insight into key 4IR theory and content elements for educating their learners for an unpredictable future.

Micheal Goodman-Mareme, group knowledge manager at Via Afrika, said that the 4IR course is coming at a crucial time to demystify what 4IR means to all South Africans. It further serves as a vital investment in South Africa’s education system, to assist in creating the required knowledge and skills for educators to prepare learners to be active citizens of this 4IR world.

“The Via Afrika 4IR course should be seen as an essential addition to all schools’ professional development lists and tertiary institutions’ teacher training curricula. It provides additional avenues of thought and suggestions for how teachers can integrate additional 4IR perspectives into schools and classrooms. There are also a variety of hands-on experiences built into the sessions for subjects such as coding, that teachers can explore,” said Goodman-Mareme.

“Education is changing dramatically, as greater emphasis is placed on learning and preparedness for 4IR. As President Cyril Ramaphosa said in his State of the Nation Address, the government is making strides towards introducing a three-stream curriculum model, with greater focus on vocational and technical education. 4IR education and training will be a fundamental part of that,” he continued.

“How does one prepare a generation of learners for a workforce in a period of dramatic transition and for jobs that do not yet exist? Now South Africans have access to the country’s only go-to resource hub for teaching in the 4IR,” Goodman-Mareme concluded.

The breadth of new industries and careers born of the 4IR is vast, while certain jobs with lower skill sets will ultimately become obsolete. Via Afrika is confident that the launch of this wholly original 4IR course will enhance the relevant skills and academic experience of teachers to thrive while cultivating a pertinent 4IR mindset among South Africans at large.

All Via Afrika 4IR training courses are in the process of being accredited by the South African Council for Educators with relevant Professional Development points.

The post Via Afrika 4IR training course launched appeared first on Via Afrika.

I want to talk about probably the hottest topic not only in education but even in question time in parliament – the Fourth Industrial Revolution (4IR as it is called) and what it means for you as a teacher.

This is not about the detail of the first three revolutions. Rather it is about the changes you have to make as a teacher to be successful and help your learners be successful in the 4IR.

The first Industrial Revolution resulted in the first big factories, and factory owners realised that they needed people with some education to be able to work effectively with the new steam powered machines.

Public schools were started, and the aim was to give the learners a little knowledge – just fill up all the empty vessels with just enough information – and teach them how to behave in a factory.

This meant they had to learn to:

·        listen and obey

·        stay at their work station

·        keep up with their workmates.

As a result, teaching developed to meet those needs.

As a teacher you had to:

·        have knowledge to share out like porridge

·        be the supervisor at the front of the room to watch that the learners all did what they had to do, when they had to, and all at the same time to achieve the same goal.

Although the world has changed, and two more Industrial Revolutions (electricity and then information) have come and gone, teaching has not changed much, has it?

Many education faculties at our universities still train (think about that word) teachers in pretty much the same way as always.

But you know that things are changing.

·        You see it in the way your learners interact with knowledge. They find it online rather than wait for you and they create their own information posts on social media.

·        The resources available to use in the classroom are changing. Technology (that you neither had growing up nor learned how to use in a classroom) is entering the classroom every day.

·        The demands employers are making are different. ‘Some knowledge’ is not enough. They want knowledge workers who can think critically and creatively, collaborate, communicate and be good world citizens (the 5 Cs). And yet the curriculum and assessment requirements do not quite meet these needs.

And where does that leave you? In a classroom. with everything you were taught to believe about what it means to be a teacher and what you should do as a teacher changing without much support. That is not a comfortable place.

When you take a flight anywhere there is always a safety demonstration. You are told that in the unlikely event of a drop in cabin pressure, you are to put on your oxygen mask first. Even before helping your child or anyone else.

We are all aware of the sudden drops in cabin pressure that occur in our classrooms – too few resources, too many children to teach like you would wish, too many non-teaching things to do, too much technology without enough teacher development.

We hope that this column will become an oxygen mask for you as you deal with the challenges you face in your classroom. Each week we will offer you a quick read that aims to make your task as a teacher easier.

We will do this under some broad themes:

·        Taking care of your personal wellness so you can perform at your peak

·        Making technology use meaningful in your classroom

·        Hot topics in education

We look forward to joining you in your classroom!

The post The 4IR – Run? Hide? Teach? appeared first on Via Afrika.