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Visit to AMIA Argentina

At the AMIA Community Centre in Argentina we remember the past, cherish the fallen and lost of precious lives and are reminded of the present and the importance of tolerance and peace. We are also aware that a united community will be stronger against any hatred and terror

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Addiction to our mobile phones

On a flight from São Paulo to Buenos Aires, I was sitting near a girl in her twenties and a guy in his thirties. What strikes me the most that the first thing they did, settling down, was connecting to their mobile phone, charging it and scrolling through their phones. I thought about a lecture I once heard that the average person goes through the height of Eiffel Tower scrolling A DAY!

What strikes me the most, is that we lost the communication between people. Here’s an opportunity to connect with strangers from different cultures, different countries but yet we miss it by scrolling our Eiffel – daily feeds on social media.

Social media made us less sociable, this was my realization as I dozed off to the background hard- core Music bouncing off the girls’ earphones.

We’re doomed..

Looking beyond the #metoo campaign

My thinking about women’s achievements  in society…

The #metoo campaign in social media and broadcast channels has raised awareness about women who have been sexually abused and marginalised. This campaign, at times, has been controversial due to the magnitude that it has reached. Nevertheless, it is an important movement for women suffering in silence.

The #metoo movement has become more than women expressing their frustration about malicious sexism; it is becoming a roar for acknowledgment of women’s place in society and for the contribution women make to universal progress and growth.

Considering the advancement of human being on this earth, one is in awe of what we have achieved. We have found ways to defeat hunger, disease and pandemics and even strive for immortality. According to Dr. Yuval Noah Harari, in his book Homo Deus, the source of human power is continued growth and subsequent technological improvements.

When thinking of innovators who have contributed to technological advancement and innovations, who comes to mind first? Thomas Edison, Bill Gates? How about Marie Curie who won the Noble Prize twice for the work she did on radioactivity? How about our own Joan Joffe, known as the first lady of ICT in South Africa?

For decades, women were denied education and opportunities to be able to achieve as much as their male counterparts and in some countries we still need to fight for the rights of women to education and employment.

Over the past years, more and more women are contributing massively to economic and entrepreneurship innovation. But do we hear about them?

The book Innovating Women by Vivek Wadhwa and Farai Chideya, asks this question and provides examples of tech women we rarely hear about. Such is the case with Kay Koplowitz who founded the USA Network. She developed the novel idea of using satellite for commercial use and brought sport to cable television; she is also the first woman to serve as a network president in television history.

The book also makes references to research which shows that businesses run by women tend to be highly successful and consistently out-perform their male-owned counterparts. A study by American Express found that among businesses with revenue greater than $10 million, women-owned business experienced a 47% higher rate of growth. Between 2002 and 2012 female-owned business grew 28.6% compared to 24.4% owned by men, putting women-led companies in the lead.

The book notes that despite the success shown above, businesses led by women often struggle to get funding. The Centre for Business Women Research discovered that a significant reason for this can be directly tied to gender bias.

Social change enables more women to innovate, make a difference and impact our environment. More work is needed to be done if we, as a society, are to maintain our power and continue growing to ensure women have their rightful place to contribute but also to be acknowledged.

And this has to start early, by promoting STEM education for girls from an early age as well as ensuring that the workplace gets rid of gender discrepancies and adopts policies that empower women.

Just as we managed to defeat some biases and diseases and dominate earth with our advancement, so it is our obligation to fight gender biases and discrepancies and create space for women in STEM careers, innovation and entrepreneurship.

 

Growing a generation of innovators


‘South Africa belongs to all its people

We, the people, belong to one another

Our homes, neighborhoods, villages, towns, and cities are safe and filled with laughter

The faces of our children tell of the future we have crafted’ … South Africa’s national development plan 2030;  

The National Development Plan aims to eliminate poverty and reduce inequality by 2030. According to the plan, South Africa can accomplish these goals by drawing on the energies of its people, growing an inclusive economy, building capabilities, enhancing the capacity of the state, and promoting leadership and partnerships throughout society.

The ORT end – year event which was held in November 2017, was inspired by the theme of “ growing a generation of innovators”. The event showed the faces of our children,the stories they tell, the challenges they face in their communities, their incredible energy  and the solutions they have come up with. And the future does seem brighter.

The showcase of the children presenting their completed coding projects is an example of how we, as a society can make a difference through education. The late Nelson Mandela, who was CRT’s first keynote speaker in the first ORT inauguration of technology teachers in 1994, is known for his passion for education and how he saw it as a powerful tool that can change the world.

ORT SA, is affiliated to World ORT with operations in over 40 countries spearheading cutting edge education.  ORT’s vision of educating for life and mission of making people employable and creating employment opportunities is the core of its work in the outreach communities. ORT  SA works very closely in partnerships with the corporates, government and stakeholders to combat poverty and unemployment through education and skills development.

Delegates, attending the event, have observed the capabilities of children once the tools and knowledge-transfer are provided to them and have also witnessed capacity building at schools through equipping the teachers  to teach Math and run the coding clubs  

The coding projects presented by the children have shown more than just programming and computational skills. The projects presented, revealed curiosity and imagination which drives innovation, analytical thinking and problem solving as the children ask the right questions and get to the bottom of the problem. Working in collaboration and team work,  as well as communication and presentation skills. All this skills gained is to ensure that we grow generation of innovators that will craft our future. 

 

You burn you build!

This article was written in response to the recent incidences in Limpopo, Vuwani

Burning schools? Is this your last choice to get heard people? What is this protest culture of resorting to hitting the soft spot of the community? Bargaining your children is bargaining your future!  Nearly 50% of the schools in the district of Vuwani were burnt down in protest against the decision to create a new municipality. No one should be interested in why you are protesting when you burn and degrade the one thing that will take your next generation out of their current situation. Yes I’m talking about education. Education is the tool, the means, the biggest investment you can put into your next generation. And what do you do? Destroy it! Abolish the only hope you have for getting out of poverty, unemployment and misery!

You burn you build!??? All the culprits that to be jailed should become the labor force to rebuild the destruction that they have caused! The communities need to wake up and stand up against those bullies otherwise there is no hope! Whether it’s Limpopo or other province whether it’s a promising district, the communities must take accountability for education in their areas and stop pointing blaming fingers to government officials. Enough is enough and if the current leaders, unions and kings don’t stand up and say enough then someone in the community must do that.

More than fifty thousand children have been affected, thousands of children who have nowhere to go and study and no hope for the future. Thirty years’ worth of academic records and paperwork lost at just one school; it is hard to imagine the full impact on all 24 schools. Setting ransom on your children is erroneous, immoral and counterproductive. Stop this culture of burning libraries and schools because soon you’d be digging a grave for yourselves no matter what race, no matter what tribe.

 

Ariellah Rosenberg, CEO of ORT SA, an Educational NGO affiliated to World ORT, one of the biggest Educational NGOs in the world.

Its all about ANA

19 September 2015

This article was written in response to the news re postponement of the ANA (Annual National Assessment)

“In a last-minute move, the Department of Basic Education (DBE) on Friday announced that the 2015 Annual National Assessment (ANA), which was scheduled to start on Tuesday and be written by 8.6 million pupils, has been postponed until February next year,” News24 reported on 13th September: This news raises some questions and controversy regarding the DBE allegedly giving in to pressure by teachers’ unions: the South African Democratic Teachers’ Union (Sadtu), the National Professional Teachers Organisation of South Africa (Naptosa) and the South African Onderwysersunie (SAOU).

There is a sense reflected in the media of the discontent from this decision, although it was clear from previous reports that academics, schools and teachers’ unions were dissatisfied with the standards of the ANA and there was a need to re-examine and review the benchmark testing model.  Why the disappointment?  I think it is based on three main elements:

Leadership (or lack thereof) – the announcement was originated two days before the ANA exams were supposed to be administered. Some schools testified that they had already collected the exam papers and were prepared for the 15th of September. Why did negotiations between the two parties break down at the very last minute? And why were sms’s sent from the unions notifying schools of the expected cancellation while no notification from the Department of Basic Education was sent or received? This government body, whose role, according to its mission is  “ to provide leadership with respect to provinces, districts and schools in the establishment of a South African education system for the 21st century”, should be calling the shots, not the unions.

Accountability (or lack thereof) – the announcement by some of the teachers’ unions demanding that the assessments be done in three-year cycles in order to create time for remedial action, as published by IOL on the 14th of September, is worrying. If this statement is any indication of what is expected ahead, the purpose of administrating such benchmarking assessments collapses.  A period of three years for remedial action is excessive, unnecessary and defeats the role of assessment in education.

Opportunity (or missed one) – ANA caused tremendous debate in the scholar, academic and political world and many agreed that the way ANA is designed, administered and checked is not credible, not-authentic and not valid. The energy and efforts should focus on improving this benchmark assessment in order to use it as information for improving rather than auditing performance.

According to Grant Wiggins, an assessment expert, we must recapture the primary aim of assessment; to help students better learn and teachers to better instruct.  Teachers’ job is to teach to the outcomes, not to the test.

Students deserve a credible, relevant and user friendly assessment, they deserve timeous feedback and opportunities to practice and improve.

To achieve this, I believe that the DBE should focus also on teachers’ professional development, incorporating assessment.

In the ORT SA-Bidvest Math ICT programme, we include in a teachers professional development programme, the practice of planning, scoring, analysis and recording of pupils’ assessments on an on-going basis. Feedback to pupils and parents is practiced as well as adjusting teaching in alignment with the analysis of results. Assessments have the power to improve teaching and learning and teachers must be empowered to utilise it rather than be intimidated from it.

Albert Einstein reportedly had a sign on his office wall that stated: “Not everything that counts can be counted, and not everything that can be counted counts.” Tests don’t just measure; they teach what we value.

Innovation in schools

This article was published in The Jewish Life Magazine August 2015

In the past few months worldwide, the broadcast and print media have covered taxi driver protests objecting to the operations of Uber. Uber is an online taxi application which allows one to order a taxi using a mobile device. You are given the name of the driver who is collecting you, the registration number and type of car, the time you will be picked up and all this is done at a very competitive rate. This innovation has created huge resistance from taxi drivers in countries where Uber operates, as their livelihood is threatened by this system.
However, Uber may not be the ultimate disruption in public/ private transportation. We may find that another innovation such as the driver-less car will soon take precedence over both Uber and Taxis. Fantasy? Google, Volvo and other well-known car brands have already produced the first prototype of cars that cruise the road without a driver! One can only imagine the implications of such innovation, not only on our own lives, but also on the lives of the future workforce.
Globalization, skills shortage, escalation in the unemployment rate, leadership crisis, the need for a sustained plan to look after our natural resources and the climate crisis are all challenges that motivate us to transform education. The perception is that any future growth and prosperity will depend upon the education system -systems that theoretically are meant to provide our students with 21st century skills that will equip them to adapt to an uncertain future.
This requires schools to become leaders in innovation and to embrace and adapt it as part of their values and culture. I believe the three main components to drive innovative leadership in education are curriculum, pedagogy and leadership. What we teach, how we teach it and the leadership to do so in an innovative manner.

“If you are not changing your curriculum, you are saying that nothing is changing” Heidi Hayes Jacobs.
ORT Argentina realised the importance of entrepreneurship for the future of the economy and incorporated it as a part of their school curriculum. They have adopted the approach that although entrepreneurship can be taught, they do not guarantee to produce a Bill Gates or a Donna Karan, any more than a physic professor can guarantee to produce an Albert Einstein, or a tennis coach to produce a Venus Williams. However, by getting students with a suitable aptitude to start a business, ORT Argentina guaranteed to make them better entrepreneurs.

“If we teach today’s students, as we taught yesterday’s, we rob them of tomorrow” – John Dewey
How we teach must echo how our students learn and it must also prepare them for the future. Education systems are more and more adopting an approach to teaching that takes into consideration the learning and teaching that will be required in the 21st Century.
In Israel, Kadima Mada has implemented Smart Classrooms in schools at the periphery of the country, simultaneously training the teachers on the new pedagogy. The Smart Classrooms are technology enhanced classrooms that foster opportunities for teaching and learning by integrating learning technology, such as computers, specialized software and audio/visual resources.

“Innovation distinguishes between a leader and follower” Steve Jobs
Becoming innovative schools leaders, who promote innovative teaching and stimulates innovation amongst students and teachers, requires a proactive approach from school principals and school management teams. Innovation cannot be delegated and has to be modeled by the leaders of the schools. This can be done, by embedding it into schools’ values, promoting programmes such as exchanges students/ teachers with other schools to learn and explore other successful models, by continuous learning of future trends and by modelling creative thinking and communicating.
The World ORT ICT Seminars are held globally. In South Africa it is hosted by the South African Board of Jewish Education (SABJE) and driven by ORT SA. They assist Jewish Schools to learn about cutting edge technologies and trends and to actively learn about new pedagogies which support 21st century learning.

We all need to be able to learn to operate in a challenging, unpredictable environment. Change cannot be avoided and unfortunately cannot be predicted either. We therefore need to adopt an approach of innovation and leadership that will assist us with adopting change and gaining skills to help us cope effectively in unfamiliar and complex situations.