SHE Leads Vol2 3 - Oprah Winfrey Leadership Academy for Girls 2.pdf · The Oprah Winfrey Leadership...

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E D I T I O N 2 | F E B R U A R Y 2 0 1 9N E W S L E T T E R

“Education is the most powerful weapon which you can use to change the world”- Nelson Mandela

SHE LEADS

UPDATE ON ALUMNAE & DONORS

MATRIC RESULTS

THE EDUCATION EDITION

S H E L E A D S @ O W L A G A L U M N A E

MEET OUR NEW ACADEMY LEADER

O W L A F N E W S L E T T E R S H E L E A D S2

Rebecca Miller Sykes, OWLAF President

Note from the OWLAF President

Greetings!OWLAG celebrated its eighth graduation exercises on 1 December 2018. All fifty-eight students in the Class of 2018 have

CONTENTS

ACADEMY NEWS:3 WE WELCOME OUR NEW ACADEMY LEADER

4 CLASS OF 2018 - “ORIONS” GRADUATION CEREMONY

5 MATRIC RESULTS: 100% PASS RATE FOR EIGHTH CONSECUTIVE YEAR

7 ANNOUNCEMENT: ALUMNAE REUNION EVENT

DONOR NEWS:7 THANK YOU TO OUR DONORS

ALUMNAE NEWS:8 SPOTLIGHT ON THE TEACHING PROFESSION

15 ALUMNAE ACCOLADES & ACCOMPLISHMENTS

received a Bachelor’s Pass, qualifying them to enter tertiary study. We expect all to enrol in degree and diploma programs this year. Welcome, Orions to the alumnae body.

Back at OWLAG, we have begun the new academic year with a focus on putting our values – compassion, honour, service and respect – into action. Practicing our values has turned out to be an effective way to promote a nurturing environment for our newest members, including our 67 Grade 8 students, 2 new Grade 9s and 16 new staff.

On 1 February, our new executive director, Gugu Ndebele, took office. The campus community has eagerly anticipated her arrival and spent the last three weeks of January in preparation.

I have enjoyed my stint as Senior Officer at the Academy and am proud of the

work my executive team colleagues and I have done this past year. Now, as I shift back into my role with OWLAF, my goal is to generate even more support for our university students while giving whatever assistance necessary to facilitate Ms. Ndebele’s success.

In this issue of the newsletter, we feature the important work our graduates are doing in the field of education. Families sometimes discourage their children from becoming teachers, urging them instead toward professions with higher compensation. OWLAF, on the other hand, recognizes that young people, like our alumnae, who are passionate about teaching, can use their leadership capability to make a difference not only in the lives of individual students but also in educational institutions. Congratulations and thanks to those who have devoted themselves to shaping future generations of leaders.

Have an idea for a feature? Want to submit photos? Have a reaction to something we have written? Whatever it is, tell us what is on your minds. WRITE TO US: [email protected]

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ACADEMY NEWS

New Academy Leader

Her work has caught the attention of international bodies and in 2018 she was nominated by Save the Children International and other Child Rights Organisations to represent Civil Society Organizations on the Executive Committee of the Global Partnership to End Violence Against Children. In 2016 she was appointed Vice-Chair of the UNSECO-led Global Alliance for Literacy (GAL) and in 2017, Ndebele was named Literacy Ambassador by the Minister of Basic Education for her contribution and commitment to improving literacy in South Africa.

Prior to her work with Save the Children, Ndebele spent 18 years at the Department of Education and was a deeply committed contributor to the education sector in South Africa, having risen to the rank of Deputy Director General and serving four Ministers of Education. Her areas of impact related to adult basic education, the consolidation of the Further Education and Training (“FET”) colleges and, of particular significance to her, the establishment of support services in education.

Ms Winfrey and new Executive Director Gugu Ndebele

OWLAG is pleased to announce its newly-appointed Executive Director, Gugu Ndebele. The Chief Executive Officer of Save the Children South Africa took up her position on February 1, 2019. She will report to the OWLAG Board of Directors and is charged with keeping the promise of the school’s mission statement: ‘to provide a nurturing educational environment for academically gifted girls from disadvantaged backgrounds and equip them with the skills to become our future leaders of tomorrow.’

Ndebele is regarded as one of the most passionate children’s rights leaders in South Africa and brings over 30 years of experience in education and social development initiatives to OWLAG. She will continue to strengthen the Academy as the leading centre of excellence for teaching and learning for girls in the country. A key strategist, community builder and diplomat for the school, Ndebele will enhance the development of the next generation of dynamic women leaders.

“I believe Gugu is the ideal person to lead the school forward to our goal of educating girls all over the country,” said Oprah Winfrey. “She has a tremendous passion for education and is committed to seeing our girls not only succeed in their own lives, but pay it forward to their communities, South Africa and beyond.”

“I am honoured to be given this opportunity to carry on the Academy’s mission to provide the best possible education to young girls of South Africa,” said Ndebele. “I look forward to working with Ms. Winfrey and the entire OWLAG community to continue to grow this world-class institution.”

During her time as CEO at Save the Children, Ndebele spent the past four years overseeing wide-ranging projects committed to children’s rights, literacy development, child protection, health and nutrition and mobilizing resources and developing partnerships in support of its programmes.

S H E

L E A D S

C O V E R

S T O R Y

WE WELCOME OUR


Ndebele is a proud mother of twins and an adult son, and is an active alumna of Inanda Seminary. She holds a Certificate in Adult Basic Education and Training, awarded by the University of the Witwatersrand in 1992, and a Post Graduate Diploma in Adult Basic Education from the same

institution in 1994. In 1999, she completed a Management Advancement Progamme. In 2000, she was awarded a Chivening Scholarship and earned a Masters degree in Organisational Change and Management at the University of Manchester.

New Academy Leader

S H E

L E A D S

C O V E R

S T O R Y

WE WELCOME OUR(CONTINUED)

Class

TOP: Nicolle Naidoo - Top Academic Achiever of 2018

Lethukukhanya Mbambo - Recipient of The Oprah Winfrey Leadership Award for 2018

of 2018GRADUATION CEREMONY

S H E L E A D S E D I T I O N 2 | F E B R U A R Y 2 0 1 8 5

The Class of 2018, affectionately referred to as the “Orions”, took to the stage on Saturday, 1st December 2018, alongside Founder of the Academy Ms. Oprah Winfrey and special guest and commencement speaker, the world-renowned producer, director and actor, Mr. Tyler Perry.

During the ceremony, the Academy’s top achievers were recognised for their academic and leadership capabilities. The award for Top Academic Achiever of 2018 was presented to Nicolle Naidoo, with Anele Satsa being acknowledged as the runner up for top academic achievement for 2018. The Oprah Winfrey Leadership Award, given to a student that epitomises leadership, caring, and generosity of spirit, was awarded to Lethukukhanya Mbambo.

“It is such an honour and privilege to exist in a space where you can become more than you were yesterday”,

Class of 2018 “ORIONS”

says Khensani Hlaise, 2018 Class Representative. “For my sisters and I, this journey has been of becoming more of ourselves, it has been about uncovering and discovering, a journey of shedding our fears and becoming who we truly have always been. We are all here because of a dream that Mum O had, one that Tata Madiba pushed along. Before we part ways, my dear loves, I am here to remind you that you are great, beautiful, strong and smart.”

As the 2018 graduates leave OWLAG to pursue their passions, they do so secure in the knowledge that the Oprah Winfrey Leadership Academy Foundation (OWLAF) will be there to guide them through their tertiary education and assist them as they prepare for their chosen vocations. Ms. Winfrey’s goal has always been for each girl who attends OWLAG to also have the opportunity to attend and graduate from college. To date over 400 OWLAG graduates have attended prestigious colleges and universities around the world, with over 350 OWLAG Alumnae having registered at South African universities since 2011.

Ms Winfrey and Tyler Perry with the Class of 2018

ACADEMY N E WS

New Academy Leader


ACADEMY NEWS

Well done to the Class of 2018 on producing such pleasing results! Our best wishes accompany them all as they embark on their tertiary studies in 2019.

Matric Results100% PASS RATE FOR EIGHTH CONSECUTIVE YEARThe Class of 2018 achieved a 100% matric pass rate, completing the National Senior Certificate under the Independent Examinations Board (IEB); and earned a higher average than national IEB statistics.

students wrote the Independent Examinations Board (IEB) National Senior Certificate examinations

Across 16 out of 18 subjects (excluding Life Orientation) OWLAG students achieved averages above the national IEB average, with 5 subjects exceeding 80%

58

Distinctions achieved148

Pass rate with Bachelor degree pass100%

7 A’sEnglish HL 87%Afrikaans FAL 84%Economics 91%Information Technology 89%Life Orientation 93%Mathematics 92%Physical Sciences 91%

6A’sEnglish HL 83%Economics 87%History 84%IsiZulu FAL 87%Life Orientation 92% Life Sciences 85%

5A’sOfentse DlaminiKhensani HlaiseSisanda JojoCarmen KaskieIviwe KetshaneKamogelo MohatliLinda Nonyukela

4A’sCharne BesterAmile DlaminiBongiwe JiyaneBongekile MswaneBuhle Ncube Khesani Nyambi.

3A’s10 students

2A’s16 students

OUR TOP ACHIEVERS:

Nicolle Naidoo

Anele Satsha


This year, we are implementing the first ever Alumnae Reunion Day.

We will welcome our graduates who are now in the workplace to share their wisdom about the process of seeking employment and settling into a first job with our current students and one another.

You will receive a save-the-date notice in the next couple of months.

This event will be in lieu of the biennial Corporate Day this year.

Alumnae Reunion Event;Coming 2019

One of our online donations came from a 13 year-old girl who wrote:

ANNOUNCEMENT

DONOR NEWS

I am a 13 year-old girl, going on young woman. I know how important a good education is. This is why I am so thankful for

privilege and opportunities that have been given to me. I wish for other women to have the same thing, if not better.

A Huge Thank You To Our Donors

Since September 2018, we received the following donations:

Donar Amount

FedEx $90,000

Moody’s Foundation $10,000

Julia Brown $10,000

Camille John $2500

Bank of America (Camille John’s company matched her grant) $2500

Online donations made through our website $14,000

This is where it all started - Oprah Winfrey with the late Nelson Mandela at the official opening of the school, 2 January 2007.


I graduated from OWLAG in 2011; I was part of the ‘Pioneers’ - the first class to ever graduate! The thought of going to university at that time was overwhelming, considering that for many of us, such a milestone had never been reached in our families. We were pioneers in every sense of the word!

My first two years in university were good, nothing to write home about. I was, however, not satisfied with what I was majoring in (Industrial Psychology, Journalism and Media Studies). Deep down I knew that I was not meant to be a Journalist or an Industrial Psychologist.

Then in my final year, I got the opportunity to become a tutor. I was reluctant at first, because I had never thought of myself as a teacher. I struggled to visualise myself as someone who instilled knowledge and assisted students with academic content. To my surprise, tutoring was one of the highlights of my university career! Every time I would meet with my tutees, I would get a rush of excitement. I enjoyed

SPOTLIGHT ON THE

Teaching Profession

ALUMNAE NEWS

Teaching is said to be world’s largest profession and also one of the most noble. Teachers have a critical role to play in society as they do not only impart knowledge to their students, but also contribute to the development and empowerment of future generations.

A FEW OF OUR EDUCATION GRADUATES SHARE THEIR TEACHING JOURNEYS:

Teachers affect eternity; no one can tell where their influence stops. — Henry Brooks Adams

teaching them new concepts, answering their questions and engaging with them!

That experience sparked something in me - something I had never felt since I began my degree. By the end of my final year, l found myself applying for a Postgraduate Certificate in Education (PGCE), and waiting anxiously to be accepted! When I received a confirmation letter that I would be doing my PGCE (Intermediate Phase) the following year, I knew I had made the right decision, and I could not wait to start exploring my newfound passion!

NTOMBI GONTYELENI (Class of 2011)


When I say 2015 - the year I was doing my PGCE - is still one of the best years of my life, I am truly not exaggerating. During the course of that year, I unlearned numerous misconceptions I had about the teaching field in South Africa. For so long, I was convinced that teachers have it easy, and that all they have to do is get to class, deliver content, and be home by 2pm.

My lecturers exposed me to various teaching methods and styles; the significance of all the learning areas covered in primary school; the importance of building strong relationships with students; and the planning that goes into executing excellent lessons. That year, I got the opportunity to not only learn the theories behind teaching, but to actually go into real schools and teach!

By the end of that year, I was inspired. I could not wait to go out there and change lives. I finally understood the importance of teaching, especially in a developing country like South Africa. I was ready to play my part in making a difference!

The following year, I started my first real job at SPARK Schools, a network of independent schools offering affordable, globally competitive education. The interview process was intense and demanding. It took me back to 2006 when I was being interviewed and tested for a spot at OWLAG. The level of intensity was familiar, so I was not shocked or afraid; instead I did my best, and got my contract that very same day!

SPARK’s vision is for South Africa to lead global education. This is a radical vision, considering that our education system is really bad compared to other countries. We have a great deal of catching up to do, however, I am thrilled to be part of such a groundbreaking team! We refuse to accept the status quo! We are committed to transforming our country’s education system, and ensuring that our students become global citizens!

I have been a Literacy teacher at SPARK for the past three years, and I am not planning on leaving anytime soon!

Throughout the three years, I have grown into a confident teacher, and my classroom has become a safe space for many students. I have had plenty of professional growth opportunities, because SPARK believes in watering all the educators and enabling us to blossom and explore higher positions within our network. I was given the opportunity to become a school leader, however, I declined, as I do not think I am ready to coach other educators. I am giving myself another year to master my role, and then I will consider being a leader.

In November 2018, SPARK had its first Annual Innovation Summit. It was a platform to celebrate everyday moments of groundbreaking pedagogy and to showcase progressive practice. Each school had an Innovation Ambassador, and this person had to identify educators that have introduced innovative ways of teaching in their spaces. Thereafter, SPARK’s Learning Model Team went to the different schools and observed the educators’ best practice. Our school’s ambassador added me to the list and I made it to Top 10!

My focus was on Peer-tutoring. I teach Grade 6 Literacy, and my first objective at the beginning of the year was to help my students become independent and confident students. I introduced different strategies to enable my students to take ownership of their learning and be able to grasp content with or without me. I moved from being a deliverer of content, to a facilitator. I gave my students the freedom to explore concepts at their own pace. They did their own lesson plans; taught each other; and set assessments for each other. I even upskilled them by collaborating with other teachers in order for them to go into different classes (Grade R-5) and teach those students.

Everyone who walks into my classroom will agree that my objective has been achieved. I have taught my students


skills to take ownership of their learning. They are critical thinkers who are solution oriented.

At the Innovation Summit in November, I had to showcase how I implemented peer-tutoring; how I got my students to take ownership of their learning; and how all of this improved student achievement. Because my “innovation” was so student-centred, I took some of my students with me to the summit. They showed everyone how they tutor each other; explained how they managed to become successful, independent students; and how they have grown throughout the year. Everyone was impressed!

By the end of the summit, my students and I were in tears - when I was announced the overall winner! That moment is definitely the highlight of my career! I was being recognised for making a difference and doing what I absolutely enjoy and love.

The cherry on top was the prize. None of us knew what the prize was until they announced it at night… I get to go to the Global Education & Skills Forum in 2019 in Dubai!

Over two days, more than 2,000 delegates will debate and shape new ways for education to transform our world. This is an opportunity for me to get out of my comfort zone and interact with various experts in my field. Most importantly, it is an opportunity for me to develop myself and absorb as much information as I can, in order to come back home and transform South Africa’s education system one step at a time!

I am proud of many things in my life, but nothing beats being a teacher. I get so emotional when I think of the lives I have touched, and how I have grown into an empathetic human being, just being surrounded by

innocent and loving children. Yes, it is not easy. There are times when I get frustrated, because I can see the negative effects our education system has had on some students. I have had to teach 12 year olds who can’t read or write, because they have been failed by the system. I have had to teach students who have faced so much trauma, that they ended up developing serious learning barriers. However, despite these challenges, I am constantly inspired to push harder, stay motivated and improve lives. I am grateful that I get to wake up every day and do what I truly love.

If there’s one thing I learned from Mom Oprah, it is that education is my tomorrow! Because of the excellent education I was exposed to at OWLAG and Rhodes University, I am now able to make a contribution to bettering South Africa and empowering our children. I am grooming future leaders, and I could not be happier! I look forward to more growth, challenges and achievements!

CRITERIA USED TO EVALUATE THE TOP 10 INNOVATIONS:

1. Different or Better: your idea must be an innovation that has an added value over and above what is currently being used to solve the problem being experienced.

2. Delivers Value/ Solves a Problem: your idea must address a specific problem that is incurring a cost/loss to your customer.

3. Doable / Practical: it may be an amazing idea but if it is beyond the capability of current technologies, it will be difficult to scale the idea.

4. Cost / Benefit: the core of your idea is that it provides value to a customer/target audience.

Ntombi with Stacey Brewer, Co-founder and CEO of SPARK Schools, and Preston Smith, Co-founder and CEO of Rocketship Public Schools based

in America (SPARK’s learning model was inspired by his schools).

Ntombi with her prize - a trip to Dubai to attend the Global Education & Skills Forum


I hold a Bachelor of Social Sciences undergraduate degree and a Post Graduate Certificate in Education (PGCE) focusing on Foundation Phase.

I entered university certain that I wanted to focus on Journalism, however, after a year I realized that it was not what I wanted to do or was passionate about. So for the rest of my undergraduate degree, I focused on Psychology and within it - Educational Psychology. I did my PGCE the next year and was able to start working at a really amazing school referred to me by one of my sisters - SPARK Schools in Maboneng, Johannesburg where I taught Grade 2 and Grade 3 Maths for a year and a half.

I strongly believe that the main issue with the South African educational system is that the foundations are not solid, hence my decision to focus on teaching that phase. I might not have been able to change the lives of ALL the children in SA but my goal was to make a difference one child at a time. If their foundation is solid, then the rest of their learning career will be much smoother.

In November 2017, I made the move to China and I have been teaching here since. There is a great need for English teachers in China. That, together with my desire to travel and gain financial freedom, while still making a difference

SLINDILE MAKHANYA(Class of 2011)

in the lives of children, were some of the reasons I moved to China. I teach 4 to 6 year olds at a kindergarten, and nothing gives me more joy. China has its challenges; I am very far from home but it is all in remembering that this experience will grow me professionally and as a person in general... that makes it worthwhile.

What I enjoy the most is watching the children from the first day they get into my class till the end of the year - the growth and maturing they do is so gratifying.

Teaching is such a fulfilling job; everyday there is a new reason to smile.

MMATHAPELO DINTLHE(Class of 2012)

I graduated from OWLAG in 2012 and studied at Rhodes University where I did a BA in Psychology and isiXhosa. In 2017, I did a PGCE in Foundation Phase.

Mmathapelo studied Psychology at Rhodes University and is currently teaching at a public school in Diepkloof, Soweto.

I am currently teaching Grade 1s in Diepkloof, Soweto. Teaching is something I have always wanted to do and it is exactly as I thought it would be. What I didn’t expect is that teaching in a public school would be so challenging in terms of resources, attention and the parents not being able to meet me half way with their children e.g. helping them with homework.

I have only been teaching for 10 months and it has been a roller coaster ride of constant questions about how I can improve and how to make certain things work for all the children in one go. With that being said I am having the time of my life while living my dream and wouldn’t change it any day. Plus it’s constantly helping me grow as a person and making me the best teacher I can be. For now I’m still finding myself in my career and I am realising that when passion meets hard work and dedication anything is possible.


I genuinely found myself in the classroom; teaching was not my initial goal. After completing a Bachelor of Social Sciences (Economics and Industrial Sociology), I could not get funding for any other postgraduate qualification and had to do a PGCE.

The first time I stepped into a classroom I knew I was home. I remember my first day, doing a teaching practical at Ntsika High School in Grahamstown, Eastern Cape. There was an overwhelming sense of calm; I knew in that moment that I was meant to be in the classroom. There was no inkling of fear or anxiety; I was completely comfortable and felt like I was in my element. It has been like that since that day.

I am currently teaching at a public school in Vereeniging, Rust-ter-Vaal High School. Between 2011 and 2016 I used to tutor here and have been employed as an English Home Language and Life Orientation educator since 2017.

I’m extremely passionate about education. It’s a very fulfilling job and keeps me on my toes - I never know what to expect. I teach at a poverty stricken school that is rife with gangsterism and alcohol- and drug abuse. It’s extremely challenging but getting through to a learner on a personal level and being able to make his/her life even just a little bit better makes it all worthwhile.

Teaching isn’t my end goal though. The ultimate goal is to be an Educational Psychologist, which is why I’ll be doing my honours in Psychology next year while still teaching.

I absolutely love my job and am forever grateful for every opportunity that has led me to this point.

SEITISO MOGOTSI (Class of 2012)

I am currently teaching at Southbourne Primary School in Queenstown, Eastern Cape. This is my second year of teaching and I’m learning so much and enjoying the journey. I am loving it so much that I’m busy completing a BEd Honours and hoping to go into Curriculum Development or Language Teaching Studies later on.

Every day at work is a chance to grow, become better and continue to make a mark. You know how they say: Find what you love and let it pay you! That is how I feel everyday. I do what I love everyday and get an income from it.

Teaching has its fair share of challenges – the income is disproportionate to the amount of work we have to do; juggling administration and teaching can also be quite the struggle. But I survive by planning ahead, working late afternoons and often during the holidays. School holidays are a myth for a hard working teacher; trust me!

I also struggled a lot with discipline last year, but it is getting much better every day. I basically play everyday by the ear - I apply strategies that are relevant for the problem and I find that knowing the children personally, and treating them with respect, goes a long way.

I am a big fan of learning for fun and I got that from Miss Katzenberg at OWLAG. She made me love reading so much, it did not feel like we were at school during literature lessons! That is exactly what I want for my students; I want them to be excited to come to school and find joy in learning. My other fave was Miss Moipolai - what character! What a force! I knew I was guaranteed fun in her Mathematics classes! I want to spread love and joy in teaching like Miss Moipolai and Miss K did.

Seitiso is currently teaching at Soutbourne Primary School in Queenstown, Eastern Cape whilst completing her BEd Honours

KENDRA-LEIGH VAN WYK (Class of 2013)

Kendra-Leigh is currently teaching at Rust-ter-Vaal High School in Vereeniging.


I am currently doing my 4th year in a BEd General (Senior Phase and FET) at the University of Pretoria. I am very excited to be starting my final year because it means spending 7 months in the classroom and engaging in the practical part of my degree. I believe teaching is a vocation for me because I am passionate about making a difference and shaping the next great minds.

ANNELIZE MORGAN(Class of 2015)

Annelize is in her final year stuying BEd General at the Univercity of Pretoria.

Minenhle completed a BA in Dramatic Arts at Rhodes University and is currently a Drama teacher.

I think my purpose is to teach Cultural Diversity so as to nurture understanding, appreciation and acceptance. In a world that is quickly becoming globalised it is important that we are equipping South African learners with the skills to be global citizens; and language and cultural integration are an integral part of this process.

I worked as a tutor for first year English in 2018 because I believe it is very important to expose oneself to different teaching and learning environments. I am quite passionate about leadership and education because I firmly believe great teachers develop the necessary skills - such as compassion, emotional intelligence and conflict resolution -through leadership experiences.

My mission as a future educator is to teach cultural diversity in the classroom in a way that allows the learners to appreciate differences and see unity in diversity.

I firmly believe great teachers develop the necessary skills through leadership experiences.

MINENHLE MCHUNU (Class of 2012)

I love the quote above because it informs the kind of teacher I am. This year I have been so privileged to study my PGCE at Wits University and learn how to be a person who has the power to touch and change so many lives. I finally understand what it feels like to do something I am passionate about, and understanding that I have a responsibility to shape my students into whole, rounded human beings, not just textbook-smart beings.

“We have a responsibility to establish classrooms as places of possibility where students feel safe, honoured, excited, challenged and hopeful about the work that lies before them. We need to affirm the life experiences of the students whom we meet in our classrooms … We need to maintain the core belief that [the classroom is a place] where intellects expand, where social/emotional learning takes place, where attitudes about living in the world are challenged and transformed and where hopeful dreams are born and live.” (Lundy 2008:11)

When I finished my undergraduate, I had no idea what I wanted to do next, but now I am very happy to be a Drama teacher. I completed a BA in Dramatic Arts at Rhodes University and my teaching subjects are Drama (FET) and Creative Arts (senior phase).


I chose the Foundation phase because I believe that the poor matric results and high drop-out rates at many schools, are caused by the poor standard of teaching in the early years.

My teaching experience took place at Good Shepherd Primary School in Grahamstown, Eastern Cape, where I taught Grade 1 learners.

Teaching is the one profession that creates all other professions. Unknown

BEAULYNN ELIZA LIESCHING(Class of 2015)

My mentor, Mrs Green, made my teaching experience very pleasant and valuable. She was very helpful and accommodating; she would allow me to teach whatever was in the Department of Basic Education (DBE) workbook. She was open to me teaching in the best way I knew how and she would evaluate my lesson and give me feedback at the end of every teaching day. I explored creating my own worksheets and activities and only resorted to using the DBE workbooks for extended activities.

What I enjoyed most about this teaching experience was the creative independence I had – the school is well resourced and Mrs Green allowed me to use her resources.

The most difficult part of the teaching experience - that requires more practice - was the classroom management. I was in a class of 36 learners who were just like busy bees; and the class was extremely diverse. There were learners who were very easily distracted and then there were those learners who liked distracting others. The learners with learning barriers were about 5% of the class; and they needed to be encouraged, on a regular basis, to complete or even start their work. On the other hand there were learners who finished the work given to them quicker than others, so I needed to balance my time and the time I give to the learners because I did not want the early finishers to disturb the learners who were still working.

Overall I had a valuable teaching experience because I am passionate about working with children and I want make a positive difference in their lives from an early age.

Beaulynn is currently in her final year of BEd (Foundaton Phase) at Rhodes University


ALUMNAE NEWS

Noxolo Ntaka (Class of 2011) was part of the delegation invited by the President of Ghana to visit that country, following the 2018 Oxford Africa Conference Pre-engagement Event, at which the President delivered a Keynote address.

Noxolo served as Co-Chair of the 2018 Oxford Africa Conference - the leading interdisciplinary conference on Africa, delivered by a team of Oxford students. The Conference brings together heads of state, policymakers, business leaders, academics, artists, students, and professionals to critically expand the discourse on Africa. In its eighth year running, the Conference provided a vibrant platform for new thinking about a global Africa across all disciplines – politics, society, business, technology and academia – connecting inter-generational leaders from around the world to shape an integrated and innovative perspective on Africa’s future.

As Co-Chair of the Conference (which took place in May 2018), she hosted Keynote speakers such as President of Ghana, Nana Akufo-Addo; UN Deputy Secretary General,

Accolades & AccomplishmentsNOXOLO NTAKA GETS INVITED BY THE PRESIDENT OF GHANA

Amina Mohammad; First lady of Namibia, Madame Monica Geingos; and Linda Mabhena-Olagunju, CEO of DLO energy. It was at the Pre-engagement event that the President extended an invitation to the team to visit Ghana.

The trip to Ghana took place during a historic time for the Oxford University Africa Society (AfriSoc) as it celebrated its 60th anniversary earlier in the year. The trip provided a unique opportunity for the team to share the various initiatives AfriSoc works on, including the annual Oxford Africa Conference; its Scholarships and Access initiative; and also share their experiences of life in Oxford, as African students.

Noxolo has since graduated from Oxford with an MSc - African Studies.

NOXOLO SHARES HER EXPERIENCE OF THE TRIP TO GHANA, WHICH TOOK PLACE FROM 9TH - 19TH SEPTEMBER 2018:

Ghana was beyond what I had imagined it to be. It peeled off a new layer of myself and re-affirmed that which I have always known: that beyond South Africa, I want to make an immense contribution to other parts of the continent from a developmental & policy aspect - that is my pan-African dream.

While in Ghana we had the fortunate opportunity of meeting both the former President of Ghana, John Kufuor and current President H.E. Nana Akufo-Addo. Both Presidents have pledged to support the Oxford University Africa Society, in the hopes of ensuring that more African students receive the opportunity to study at Oxford.

The President welcomed us with immense warmth and was delighted to hear on the Conference report; and further requesting to see a copy once it has been launched.


In addition to this, we were able to forge partnerships with businesses that we engaged with while in Ghana, such as the United Bank of Africa, and Groupe Nduom (a multinational family holding business).

I also successfully spoke at the Alumni Soiree event in Ghana where distinguished alumni, members of the President’s office and prospective students at Oxford attended to hear about the Africa Society and its initiatives such as the Oxford Africa Conference.

Ghana was my first trip to another African country outside South Africa and it was such an eye-opener to experience its history and culture as we tasted their cuisine and visited Elmina Castle, in Cape Coast, one of the stops on the route of the Atlantic slave trade. At Elmina castle we saw the “Door of no return” where millions of Africans were shipped into slavery. My heart was pained, but it was a reminder of the collective responsibility we have towards changing the narrative and doing better for our people.

NOSIPHO SHANGASE GETS PUBLISHED

Nosipho Shangase (Class of 2012) is currently a combined Master of Science in Public Health - Doctor of Philosophy (MSPH-PhD) Student in the Department of Epidemiology at the University of North Carolina Gillings School of Global Public Health, in Chapel Hill.

Her current research focuses on determinants of health potentially driving the HIV burden in South Africa.

She says of her choice of study, “I decided to pursue a degree in epidemiology with a focus on HIV because South Africa (SA) has a high HIV burden and health disparities are still prominent in SA. There are communities who lack access to basic services, quality healthcare and access to adequate infrastructure. Most doctors in SA work in the private sector even though the public sector serves the majority of the population. Currently, SA has the largest HIV treatment program worldwide, however, there is a still high number of people living with HIV who have not initiated treatment. My passion lies in understanding determinants of health associated with the high HIV burden and in finding ways to address health disparities, specifically among adolescent girls and young women and children.”

Currently, SA has the largest HIV treatment program worldwide, however, there is a still high number of people living with HIV who have not initiated treatment.

Noxolo Ntaka meeting the President of Ghana, Nana Akufo-Addo


Assessing Pregnancy Prevention and Vocational Needs of South African Adolescents and Yong Adults: A Community-Based Participatory Approach

Cynthia D Fair, DrPH, MSW, Nosipho Shangase, BA, Lucinda Austin, PhD Elon University

Purpose: Despite the 1994 end of apartheid in South Africa, the consequences of oppression linger, especially amongst less-privileged adolescents and young adults (AYA) who do not have access to high quality education. In 2010, 72% of the unemployed population were AYA (Mayer, 2011), and 1 in 5 18year-old women had a child (Grant & Hallman, 2008). This project describes a needs assessment designed to support the development of a youth skills program for implementation in KwaNdengezi, South Africa which has under-funded schools and limited resources. Primary research questions addresses include: 1) what are AYA pregnancy prevention and vocational needs and 2) what conditions are necessary for a youth development program to be adopted and sustained within the community?

Methods: A community-based participatory research approach was used to promote community ownership of the findings and possible solutions. Through purposive snowball sampling a group of five community leaders, who expressed interest in the research, were selected as part of an advisory committee. The advisory committee identified community needs/assets, as well as AYA participants. Twenty-one AYA (age range 13-21years, 16 females) including high school and university students, and unemployed individuals participated in the three focus groups, which were audio-recorded and conducted in English or isiZulu, based on participants’ preferences. Eight individuals also completed surveys. Questions centered on resources to prevent teenage pregnancy, educational experiences, and youth employment. Transcribed interviews and surveys were subsequently coded for emergent themes following the traditions of qualitative methods.

Results: Findings indicated that younger participants felt prepared for life after high schools, but could not identify resources to help them with future career plans. Unemployed AYA and university students identified the following issues: 1) parents and schools do not offer substantial career guidance, 2) teenage pregnancy is prominent due to factors such as peer pressure and social norms, as well as lack of communication from teachers and family. A young woman indicated, “parents are only eager to have a conversation about sex once a problem has occurred”. In addition to their needs, youth unemployment is common due to few entry-level jobs, lack of professional networking opportunities, and poor computer and communication skills. One participant stated, “I graduated in 2012 but till this day I still do no have a job.” The findings showed that most participants do not have access to work, volunteer, or internship opportunities. Conditions necessary for the success of the program included informing parents/community about the program as parents often have strict curfews, inclusion of both males and females, and easy access.

Nosipho shared the abstract publication of the research project she conducted while she was an undergraduate student at Elon University, which was published in the Journal of Adolescent Health Volume 60, Issue 2, Supplement 1, Pages S71–S72.

ALUMNAE NEWS

Grace Hopper Celebration of Women in Computing is a series of annual conferences put together to bring the Research and Career interests of Women in Computing to the forefront. It is the world’s largest gathering of women in the field of computing, with over a thousand women from all spheres of computing attending.

The 3-day conference has a myriad of offerings ranging from sessions on career building and various technical talks, to networking receptions. The conference kicked off with an incredible keynote from founder and CEO of Uncharted Power, Jessica O. Matthew, who set the tone by passionately talking about innovation and impactful technology, thus reinforcing the conference theme: “We Are Here”.

Andronica, a Lead Quality Assurance Engineer, was sponsored by her employer, Bank of America, to attend the conference after being identified as one of the leaders in technology. A recognition that came as a result of her exceptional performance at the bank, which allowed her a promotion within just 6 months in her previous role as a Quality Assurance Analyst. With her ambition to grow in her career as a technologist and her dedication in empowering minorities from underserved communities through STEM education and mentorship, Andronica was beyond pleased with the way the programming of the conference spoke to every aspect of her stated ambitions.

O’GIRLS SHINE AT GHC

Lee-Ann, who is a senior at Colorado College studying Computer Science, shared a different journey as a recipient of the GHC Student Scholarship. As a student attendee Lee-Ann was given the opportunity to not only learn from her peers and professionals attending, hosting and speaking at the conference, but she was also awarded the opportunity to interview with some of the leading tech companies. Lee-Ann sums up her experience by saying “The intangible takeaways from the conference included an affirmation of the value that I can add to creating technology that is reflective of the people whom it is made for and a feeling that I should be more actively involved in the open source community - both for my professional benefit but also for the advancement of impactful technology.”

To both the O’girls the Grace Hopper Celebration was an inspiring experience. They added, “In a field in which you are overwhelmed by pure excitement at the sight of other women on your floor or in your meeting room, Grace Hopper was a breath of fresh air - a reassurance of the value of Women in Technology, and a reminder of the importance of getting young girls excited about STEM fields”.

Andronica honours this reminder by hosting a 3-week Leadership and Coding Summer Camp for high school students from Title I schools, while Lee-Ann honours it by serving not only as a mentor to young girls, but as an inspiration and a face in which they can recognize themselves.

Two of OWLAG’s Alumnae - Andronica Matshidiso Klaas (Class of 2012) and Lee-Ann Palesa Mokoena (Class of 2014) were amongst thousands of women who attended Grace Hooper Celebration (GHC).

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