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 1 ST YEAR BRIDGING – NARROWING THE GAP IN LITERACY AND NUMERACY 2 nd – 4 th 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 TESTS BRIDGING ACADEMIC STANDARDISED TESTS PLACEMENT TEACHING SEPTEMBER RE –TEST BASELINE FINAL PLACEMENT for 2011

12. RESULTS 185 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. AFTER BRIDGING (CURRENTLY) ACADEMIC Afrikaans English Mathematics Life Orientation Natural Science Social Science Economic and Management Sciences Arts and Culture VOCATIONAL 2 nd – 4 th year ONE Vocational skill

14. WCED PROPOSAL (NCS compulsory) ACADEMIC Core Knowledge: Home Lang + 1 st 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 2 nd – 4 th year: 2 Technical Fields

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

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

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 ARTISANS UNIVERSITY 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! 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.