We are pleased to announce that Capsicum Culinary Studio is now in partnership with the Business and Hotel Management School based in Lucerne, Switzerland. Together we aim to promote professional cooperation in the business, hospitality and culinary field and the exchange of teaching and professional experiences between B.H.M.S. and CCS.
B.H.M.S offers a robust portfolio comprising of BA degrees in Hospitality and Business Management, Hotel & Hospitality, Global Business and Culinary Arts, as well as M.Sc degrees in International Hospitality Business Management and Global Business Management.
B.H.M.S. have an extensive footprint across the globe attracting more than 1000 students from 80 plus nationalities per year to its campus.
Providing a variety of study options to CCS students, B.H.M.S assures international work placement assistance to all students after completing their BA Degree, as well as providing special scholarships to students at a discounted rate.
The service offerings by both of our companies are very complementary and we look forward to shaping hospitality futures.
School principal Clyde MacDonald commended the pupils for their hard work and dedication throughout the year that yielded such amazing results.
“Well done Class of 2018! We wish you tremendous success for your futures,” said MacDonald.
The top achiever, Bianca Serfontein, scooped seven distinctions in maths, English HL, Afrikaans FAL, life science, physical science, accounting and life orientation.
Serfontein had been a top achiever academically since grade eight and sportswoman of the year in 2017.
She said she would be studying medicine at the University of the Free State as she would like to assist people and make a difference where she can.
“I would like to work in rural areas of Africa with Doctors Without Borders and assist them by using the knowledge I have obtained by studying.”
“I would also like to specialise in neurosurgery and work in different countries, thus learn about different nationalities and cultures, while assisting people.”
Serfontein cites Rolene Strauss as her inspiration due to her drive and ambition, and lives by the quote “I can do all things through Christ who strengthens me”.
Khumo Naledi Mphahlele, who scooped the second position, gained five distinctions in English, accounting, mathematics, business studies and dramatic arts.
Mphahlele was also the head girl of the school and was part of the student representative council between 2017 and 2018 as well as a top 10 achiever from 2016 until 2018.
She said she plans to pursue B Com Law and B Com PPE at the University of the Witwatersrand or University of Cape Town.
“I aim to become an entrepreneur and philanthropist by starting several non-profit organisations and charities in my future.
“I also aim to be an inspiration to many young women out there, to show them that it is possible to achieve your dreams no matter what.”
She cited her mother as her inspiration because of her hard work and striving for excellence.
“Another inspiration of mine is Maya Angelou, because she is so profound and intelligent and inspires me to speak my mind.”
Neo Ntsako Mabasa in third place scooped four distinctions in maths, accounting, visual arts and life orientation.
Part of her achievements in high school include being a top 10 achiever from 2015 till 2018.
She said she plans to study architecture at the University of Cape Town as it combines her love for visual arts and mathematics.
Michelle Obama is her inspiration as an influential leader.
Bianca Serfontein Khumo Mphahlele
The college had 85 learners sitting for the national senior certificate exams.
Sushmitta Mannie and Rynahard Schoeman were singled out as the two top-performing learners, achieving three distinctions each.
Mannie obtained distinctions in economics, business studies, and life orientation.
She said her family inspired her to work hard and “they give me continuous support and motivation to work harder and live a life of which I am proud”.
“They have shown me if I put my mind to anything it is possible. They all have achieved great things and I wish to make them proud.”
She plans to study BComm in economics at the University of Stellenbosch and would like to be an investment banker.
Mannie maintained her status in the top 10 for most of the year and participated in the school’s orators competition.
“I want to be successful and live a happy healthy lifestyle. I want to try my best to positively impact and help people where I can,” she said.
She lives by the motto: “Be the flower that gives its fragrance even to the hand that crushes it.”
Schoeman obtained distinctions in Afrikaans, mathematical literacy and life orientation.
Abbotts College Pretoria East deputy principal Ancy Idiculla congratulated the class of 2018.
“We thank all our parents, teachers and learners for their hard work in the 2018 academic year and wish all our learners the best as they proceed into the next phase of their lives,” she said.
Sushmitta Mannie Rynahard Schoeman
In recent years, Africa has been a hub to numerous large scale urban projects, some of which have been reshaping African communities. One example of this is Tatu City, one of the most stimulating urban developments in Kenya to have ever been undertaken.
Traditional models of urban planning in Africa are often based on Western city planning strategies that simply prove not to be flexible enough for the African cities and their residents as they fail to account for the informal markets or the local needs. However, Rendeavour, the company behind Tatu City and a leading developer of new cities in Africa, has managed to step away from this notion by implementing holistic urban design into their plans. Their projects compromise a rich mixture of residential, commercial and social use of land that in turn is supporting the African communities of the future.
Creating Cohesive Communities
The master plan of Tatu City suggested a new direction in the urban development in Africa – creating space where the community is at the heart of the development. Thinking of the African city is more than merely building aesthetically pleasing buildings; it is about creating liveable cities and cohesive communities. "You cannot operate anywhere without cooperating with the local community," said Tim Beighton, the Head of Marketing and Communications at Rendeavour. "It is not about talking about what you are planning to do, but rather about bringing your best skills and practices and tailoring those to the local needs." This is something that can be seen across the vast portfolio of Rendeavour. Particularly, the conscious integration of institutions, such as schools and health care centers, that make or break the liveability of their projects. Mr. Beighton explained: "We localise our strategy by picking and choosing partners to develop with, like the ADvTECH Group, Africa's largest private education provider and a continental leader in quality education, training, skills development and placement services that has brought the Crawford International School to Tatu City."
Finding the right partner is the next step towards developing projects that will not only efficiently account for the urbanization challenges facing the African continent but will also respond to the growing demand for social services such as education and health care.
"There is a great synergy between Rendeavour and the ADvTECH Group as we both face the same challenges: the fast-growing population on the continent and the high demand for quality education that outgrows the capacity of the governments," explained Jaco Lotz, the International Business Development Executive at the ADvTECH Group. However, if recognised by the private sector, these challenges can become opportunities for the local community. Mr. Lotz continued: "The private sector is a critical factor in creating opportunities for the growing middle class, which is where our collaboration with Rendeavour works quite nicely. You cannot have a positive long-term development without schools nor can you have it without housing possibilities."
Understanding the Local Market
Apart from localising skills and practices, urban developers should keep the local markets in mind as they are the core indicators for success. "At the end of the day, projects are market-led and this market-led approach is what urban developers need to keep in mind to tailor their approach if they wish to develop something habitable," explained Mr. Beighton. "By doing so, developers can create immense employment opportunities, not to mention that the periphery businesses that crop up, such as concrete suppliers or suppliers of steel rods, are massive factors that generate enormous economic activity all year around."
Rendeavour taps into this by hiring 85% of their self-developed and locally accredited training centre graduates. By doing so, Rendeavour's strategy is promoting employment creation and is providing longterm skills to the local residents that can be used in a sustainable manner.
In real terms, understanding local markets also means creating a workable strategy that accounts for broad range of housing sizes and types. "It doesn't make sense to fill up 1.000 hectares with high-end residential homes as it doesn't create cohesive communities," noted Mr. Beighton. "Developing mixedincome housing is crucial for the cultivation of diversity in the cities since it creates open living spaces where everyone is welcome to live, work and play."
Therefore, future African cities will entail a lot more than simply building new housing to absorb the large influx of people; it will require for urban developers and relevant stakeholders to build spaces where communities can live, work and play all at the same time. "To clarify, African cities work already but need to be adjusted and improved upon. It is important that we let others know that Africa is operating well and those who are already here have tapped into immense opportunities," said Mr. Beighton. "It is now up to the rest of the world to catch up and recognise that Africa is an investment destination not to be ignored."
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Have you failed to qualify for your chosen study programme? A bridging course could give you a second chance to pursue your first career choice.
Students who are unsuccessful in their college applications can become discouraged. It can be especially disappointing if you fail to meet the requirements of your selected varsity course. When this happens students may choose an entirely different career path based on what their marks allow.
But you don't have to give up on your dream just yet. Bridging courses provide a way for students to qualify for specific study programmes and work towards their ideal career.
Bridging courses are primarily offered to students who need to improve their understanding in subjects that relate to particular study programmes.
For example students who wish to pursue an accounting degree will likely do a bridging course that focuses on maths, accounting or business studies. While the student may be better equipped to do a degree the bridging course itself does not contribute any credit towards the degree.
Bridging courses are short, focused learning programmes designed to help high school students enter higher education institutions. They are seen as introductory level courses and can range from six months to one year.
These courses are also created to prepare students for the pace and standard of tertiary education.
Bridging courses are offered in practically every sector from nursing to maritime studies and it is recommended for students who do not have the required knowledge in their field of study.
is known for offering bridging courses to students who have not completed matric at school and want to study further.
Universities offer bridging courses to students who do not qualify for study programmes. However, some universities require applicants to complete a test in order to be accepted into their bridging courses.
If you fail to qualify for chosen course contact your university to find out more about your other study options.
Article by Julia Martin – Grade 00 Teacher Trinityhouse Pre-primary Randpark Ridge
Creative play helps children grow…
Have you ever watched children at play? Have you seen and heard the wonderful things they say and do to make whatever they are doing fun for them? It is a joy to behold – and can make for a good laugh!
Children are natural innovators with powerful imaginations. Creativity offers a wide range of intellectual, emotional and even health benefits.
Why is creativity important?
Creativity should not be underestimated. Creativity helps teach cognitive skills such as mathematics and scientific thinking. Creative thinking involves imagination, basic use of the scientific method, communication, physical dexterity and exertion, problem posing, problem solving, making interpretations, and using symbols that help with future literacy skills.
Here are four reasons why creativity is so important (according to an article on loveplayandlearn.com):
1. Creativity promotes emotional development
Creative expression provides many opportunities for expressing emotions and working through those emotions to gain relief and understanding of them.
To help your child do this you could encourage a child who is angry to draw or paint a picture of how they are feeling. You could play various types of music that invoke different emotions and then ask your child how the music makes them feel.
2. Creativity promotes social development
In young childhood, creativity is often a social act. Singing, dancing, puppetry, and theatre all teach your child to pay attention to others as well as develop an understanding of social rules like give and take, and co-operation.
Have a dance party with other children or have your child put on a play or puppet show with their friends.
3. Creativity supports physical development
Working with art materials such as crayons, scissors, paintbrushes, play dough and paint promote fine motor skills and eye-hand coordination.
To promote gross motor skills try dancing, mural painting, theatre, or large construction projects like building with boxes.
4. Creativity supports language and literacy development
By engaging in creative play or projects, children can learn new vocabulary as well as learn to associate pictures with words.
As mentioned above, try playing different kinds of music and creating a conversation with your child about how the different music makes them feel. This will boost language expression and understanding.
Expose your child to plenty of instruments and talk to them about their favourite one and what sound each instrument makes. Ask them open-ended questions about their art work such as “how did you feel when you drew this” or “how does this painting make you feel?”
5. Creativity promotes cognitive development
Creative activities help children to develop attention skills and cognitive learning. Their imagination is in full use and encourages them to come up with new ideas and to think outside of the box since creativity involves exploration and problem solving.
Through creative activities such as playing with play dough, children can learn pre-maths skills such as the concept of less and more. When children match shapes or colours in their creations, they are learning the maths skill; one-to-one correspondence.
Creative activities can help them learn about grouping and classification, physical properties of objects, and cause and effect. Painting and play dough are all great ways to explore these concepts.
Creativity is the freest form of self-expression. There is nothing more satisfying and fulfilling for children than to be able to express themselves openly and without judgement. The ability to be creative, to create something from personal feelings and experiences, can reflect and nurture a child’s wellbeing.
Pay attention to creative play, plan for it and encourage it!
This is aimed at making sure that schools are compliant with the Competition Act but, most importantly, school uniforms become reasonable and affordable.
The investigation into anti-competitive behaviour at schools was concluded early last year. The probe established that a number of schools still had exclusive contracts with one supplier and that these contracts did not go through a competitive and transparent bidding process.
Given the number of schools and other considerations, it was felt that schools must focus on the primary function, which is to educate. The Commission was reluctant to drag these schools through the protracted litigation process and distract them from their main function.
The Commission engaged all stakeholders including private schools, suppliers, governing bodies, and the government. They all agreed on the implementation of school uniform guidelines issued by the government.
These include the following:
- School uniforms should be as generic as possible so it is obtainable from as many suppliers as possible.
- Exclusivity should be limited to items that the schools regard as necessary to obtain from pre-selected suppliers e.g. badges.
- Schools should follow a competitive bidding process when appointing suppliers.
- Schools should appoint more than one supplier in order to give parents more options.
- The concluded agreements should be of limited duration.
Subsequently, the Commission signed an MOU with FEDSAS, a federation of school governing bodies, which is aimed at educating and encouraging schools to comply with the guidelines.
Further, the Commission engaged private schools like Curro, Advtech and Reddam House among others. The private schools’ response and cooperation were phenomenal. Thus, they have jointly approached the Competition Tribunal and the product of their interaction will be heard on February 6, 2019.
All the parties will make a joint announcement soon after the proceedings on the same day.
Original press release sent by the Competition Commission
Nola Payne of the Independent Institute of Education said, “Students prepare in various ways for tertiary study. This is done by familiarising themselves with their timetable, getting to know the lay of the land around campuses, and getting to grips with the deadlines for assignments and tasks.”
Students at campuses across the country have a long checklist of preparations they need to get through to make a success of their studies.
But unfortunately, the security of their digital information is not normally on the list, until something goes wrong.
Nola Payne of the Independent Institute of Education
said, “Students prepare in various ways for tertiary study. This is done by familiarising themselves with their timetable, getting to know the lay of the land around campuses, and getting to grips with the deadlines for assignments and tasks.”
Payne explained that higher education students are almost always expected to submit their work as a printed, typed document and increasingly they are expected to upload digital versions to various systems.
Assignments, reports and dissertations are routinely drafted in computer labs, campus libraries and Wi-Fi hotspots and most students need to work between these and home and perhaps even collaboratively with friends.
“But by using these public and multiple spaces, students are exposing themselves to various vulnerabilities which could affect their work. It is therefore important to highlight these digital areas of vulnerability, and advise students about how they can counteract the risks,” she added.
According to Payne, by adhering to the following guidelines, students can ensure they are not defencelessness against digital disasters.
Save your files- Sounds obvious, but when you are busy, you may be tempted to postpone and postpone until it’s too late.
There are few things as disheartening as having spent hours working on an assignment only to lose it because you either did not have auto save enabled or you did not save your work periodically.
There are also various events – such as power failures or computer viruses – which can corrupt files and cause a loss of data, so work on the assumption that you may at any stage be required to recover lost or corrupted files.
Save in more than one secure place- Sometimes lecturers ask for your final submission of assignments to be saved to local servers so they have access to them for marking.
As student servers are stored externally from the local PC, your data will be more secure but also less portable. You will only have access to your data while you are a registered student.
Even worse, and in line with the data retention policy of the institution, servers may well be ‘cleaned’ each year or semester which means your data could be deleted when you least expect it.
Be careful with flash drives- As students often have to work in multiple places, many use flash drives to move data. But Payne said that this is particularly risky when you have to insert it into a public computer or computers belonging to friends and family.
“Viruses and Trojan files can infect the flash drive, which will then spread to any other computer into which you insert it. Also, don’t use a friend’s flash drive on your own personal computer,” she said.
The Cloud is your friend- Where possible, save all your important files to the Cloud, advises Payne.
“This can be done using Google Drive or Drop Box, which are both free and provide an easily accessible space to access your files from any device or computer as long as you have an internet connection. Another easy way to mimic Cloud storage is to email your assignments and documents to yourself. By emailing these documents, especially to a web-based email address, you will also have access to the documents as long as you have an internet connection,” she said.
‘Hackers’ is not just the name of a movie– A threat which is widely known but rarely expected is hackers getting access to your personal computer, warns Payne.
“Hackers will hack, and an institution of higher learning is the breeding ground for many of these activities. Keep your files secure by having secure passwords that consist of letters, numbers and special characters and that are longer than 8 characters. You can also consider using an odd phrase as password, such as TheC@tsAreEatingDonut$. Finally, change your passwords regularly,” she further stated.
Payne explained that it is important to remember that one’s electronic files and documents are the evidence of your learning and the work you have completed, and that should you lose them you will no longer have access to your notes and assignments.
“If you take due care however, unexpected digital catastrophes don’t need to compromise your ability to study for your tests and exams, while also negating the need for you to claim that the matrix ate your homework,” Payne concluded.
(Incorporated in the Republic of South Africa)
(Registration number 1990/001119/06)
Share code: ADH
("ADvTECH" or "the Company")
RESIGNATION OF GROUP COMPANY SECRETARY
In compliance with paragraph 3.59 of the Listings Requirements of the JSE Limited, shareholders are hereby advised that Ms DM Dickson has resigned as the ADvTECH Group Company Secretary and Group Legal Advisor with effect from 31 March 2019.
The Company will commence a process of identifying a suitable replacement. Shareholders will be advised as soon as such appointment has been made.
17 January 2019
Sponsor: Bridge Capital Advisors Proprietary Limited