OBJECTIVE

1. OBJECTIVE We strive to give every learner • the opportunity to discover his/ her potential and • develop fully, by • acquiring skills • in order to reach adulthood, • become a worthy human being and • contribute to the economy of the country.

2. LEARNERS AT SCHOOLS OF SKILLS • Cannot progress in mainstream • Very low self esteem • No self-confidence • Emotionally, years behind age group • Curriculum backlog • Limited interest academically • Practically orientated • Cognitively mildly disabled • Behavioural problems due to frustration (No dumping yard) • Tempo of mainstream too fast • Routine essential

3. LEARNERS AT SCHOOLS OF SKILLS(cont.) • Function at a low level (reading + writing) NON READERS AND WRITERS (2010) Bridging – 36% Grade 7 - ?% (2011) Grade 8 – 37% Grade 9 – 37%

4. WHY VOCATIONAL? • Support and repetition of academic outcomes. • Experience more success than in the academic subjects. • Placement in private sector. • Support and development of learner interests. • Learn hand-eye co-ordination. • Develop skills.

5. CHALLENGES • Alcohol syndrome learners • Drug Abuse • ± 80% ADHD and ADD • Hard of hearing • Physically disabled • Epilepsy etc. • Broken homes • Emotionally neglected • Low socio-economic level (generally)

6. IT IS IMPORTANT TO FIRST REPAIR THE DAMAGE DONE TO THE LEARNERS BEFORE WE CAN PREPARE THEM

7. ADMISSION CRITERIA 2010 INITIALLY • Born 1995 • Failed twice • Failed once with evidence of no progress • Psychological report OLDER LEARNERS FROM MAINSTREAM • Placement in appropriate level (Academic) • Start with phase 1 (Vocational)

8. COURSE • 4 YEAR COURSE • 1ST YEAR BRIDGING – NARROWING THE GAP IN LITERACY AND NUMERACY • 2nd – 4th year 50% Academic and 50% Vocational

9. TEACHING 2010 CURRICULUM • BRIDGING • LEARNING AREAS ONLY MATHS; AFR; ENG; LO; ART + • INTRODUCTION TO DIFFERENT VOCATIONAL PROGRAMMES Bonus

10. VOCATIONAL • BRIDGING: • EXPOSURE TO DIFFERENT VOCATIONAL FIELDS • ± 5 WEEKS EACH • NOVEMBER PLACEMENT INTO SPECIFIC WORKSHOPS FOR 2011

11. BASELINE TESTSBRIDGING ACADEMIC • STANDARDISED TESTS • PLACEMENT • TEACHING • SEPTEMBER RE –TEST BASELINE • FINAL PLACEMENT for 2011

12. RESULTS185 learners • COMPUTER PROGRAMME RESULTS: • A - ± 45 LEARNERS BELOW GR 2 LEVEL • LIMITED READING AND WRITING • B - ± 90 LEARNERS BETWEEN GR 2 – 3 • C - ± 25 LEARNERS BETWEEN GR 4 – 5 (LANGUAGES) • C - ± 25 LEARNERS BETWEEN GR 4 -5 (MATHEMATICS)

13. ACADEMIC Afrikaans English Mathematics Life Orientation Natural Science Social Science Economic and Management Sciences Arts and Culture VOCATIONAL 2nd – 4th year ONE Vocational skill AFTER BRIDGING(CURRENTLY)

14. ACADEMIC Core Knowledge: Home Lang + 1st Add. Lang LO + EMS + SS Mathematics Field 1 Field 2 Field 3 Applied Knowledge: NS + Technology Sports and Culture: AC + PE TECHNICAL Bridging: 4 Technical Fields 2nd – 4th year: 2 Technical Fields WCED PROPOSAL(NCS compulsory)

15. ACADEMIC LANGUAGE LITERACY (English, Afrikaans)(30%) MATHEMATICS Field 1 (30%) Field 2 Field 3 LIFE ORIENTATION (30%) ( Life Skills, PE, A&C) INTEGRATED STUDIES (SW, NW, EMS) (10%) VOCATIONAL Replaces Technology 1st Year 4 Fields 2nd – 4 year 2 Fields WESTCLIFF PROPOSAL(NCS COMPULSORY)

16. ACADEMIC CORE KNOWLEDGE LANGUAGE LITERACY (English, Afrikaans)(40%) MATHEMATICS Field 1 (20%) Field 2 Field 3 LIFE ORIENTATION (30%) ( Life Skills, PE, EMS) APPLIED KNOWLEDGE NATURAL SCIENCE (10%) VOCATIONAL 1st Year:-Introduction to different vocational skills 2-3rd Year:- 1 major and 1 minor vocational skill 4th Year 1 major skill WESTCLIFF PROPOSAL(NCS NOT COMPULSORY)

17. POLICY ADAPTION?? • Adapt NCS to cater for technically orientated learners • Need for artisans in South Africa • Only an academic curriculum available. • Current curriculum has failed our learners. • FET • Become artisan with RPL UNIVERSITY ARTISANS ASSISTANT ARTISANS SCHOOL OF SKILLS

18. POLICY ADAPTION (cont.) • We must not contribute to the unemployment and crime statistics. • Drop out rate of schools of skills will be reduced if the frustration of too many learning areas is reduced. • Nationally endorsed certificate. • NCS developed without vocational section – learners can only cope if there are less subjects due to 50% of time allocation and intellectual barrier to learning.

19. METHODOLOGY • 2 Streams Technical and Academic • 1 Day Academic and 1 day Technical • Teaching methods adapted to suit learners. • Adapted curriculum • Technical Curriculum in phases • Co-Curricular assessment • Repetition • Short periods

20. ASSESSMENT • Different assessment techniques Written tasks: Adapted tasks for non readers and writers – e.g. multiple-choice. Support from educators essential with reading and writing. Ideally assessment should be done one-on-one! (They understand the concepts but cannot communicate it.) • Continuous assessment (Academic,Vocational,Co-Curricular) • Homework VOCATIONAL Practical assessment Demonstration Oral assessment

21. AFTER 4 YEAR COURSE(CURRENTLY) • ACADEMIC Special Education School certificate Or Certificate for grades completed + • VOCATIONAL Schools’ Skills Certificate

22. SUCCESSES • Successful placement in private sector • Happier learner • Well adjusted learner in private sector • Progress according to benchmarks • Develop a positive self esteem • Experience success and acceptance • Increased productivity - less pressure on the economy

23. WHY SCHOOL OF SKILLS? • Last opportunity for learners. • Learners develop skills which they otherwise would not have had. • Develop a self esteem and self-confidence which otherwise would have remained undeveloped. • Skills development is necessary for our learners. • Develop reading and numeracy skills. • Increases the opportunities for employment. • Much happier and complete young adult. • Ready to contribute to the economy of the country. • Able to be self-sustainable.