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Weekly Newsletter

MKI NEWS

MKI OFFICIAL NEWSLETTER | ISSUE NO: 2 | JULY 2017

At the SAMSUNG Engineering Academy Launch in KwaMashu

LEADING THE ATTAINMENT OF RADICAL AND INCLUSIVE ECONOMIC GROWTH THROUGH STEM RELATED EDUCATION AND SKILLS DEVELOPMENT

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Editor’s note

A very warm welcome to the second edition of the Moses Kotane Institute (MKI) newsletter. As our first quarter has been very successful in different ways. In this edition we bring you fully up to date information and highlights of our recent accomplishments as the Institute. If you missed the first edition you can read it on our website (www.moseskotaneinstitute.com). I warmly invite you to feast your eyes on our beautiful and edifying second edition newsletter as it will cover the following topics: Collaboration between MKI and the Durban University of Technology (DUT), the distribution of the science labs to less resourced schools in KwaZulu-Natal, 2017 MKI student and learner support programme, the launch of the first Samsung Engineering Academy in KwaMashu and Financial

Literacy for Tertiary Students. With all the above main topics that you can expect to read in this edition, I am also eager to share with you that I recently had a privilege of reading Mr Thiery Zomahoun’s enlightening article titled: “Africa’s transformation is directly tied to a radical boost in access to STEM education”, Mr Zomahoun is the President and CEO of the African Institute for Mathematical Sciences (AIMS) and in his article, he highlights that we all need work together to provide our youth with opportunities for them to gain the right skills in order for them to succeed. I was also really impressed when he further stated that: “when we invest in youth and equip them with the necessary skills as this will result for them to creatively solve problems, and ultimately contribute to the growth and development of their communities, economies and society.” MKI, being an entity of the KwaZulu-Natal (KZN) Department of Economic Development, Tourism and Environmental Affairs (EDTEA), stands proud to share good news with its all stakeholders that since inception has afforded a total of 4184 out of school youth access to various critical skills development programmes, with an overall of 894 students that have been afforded an opportunity of accessing scarce skills and education at tertiary institutions. I am truly excited about the future of the Institute and I truly believe that the best is yet to come as we continue to drive service delivery through our STEM interventions to achieve Radical Economic Transformation. Lastly, I would like to take this opportunity to thank everyone who contributed to the success of this edition. Once again, please feel free to bring any comments, suggestions or STEM stories to my attention for future editions. Thanking you for being a dedicated reader, Mthokozisi Buthelezi Marketing and Communications Administrator

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1. The Launch of the First Samsung Engineering Academy in KwaMashu

2. The Moses Kotane Institute Awards 65 Bursaries to DUT students

3. Continuing from page 2: DUT and MKI Partnership

4. The Moses Kotane Institute Distributed Six Science Labs to 6 Less Resourced schools

5. MKI Bursary Recipients

6. Financial Literacy for Students

7. Feature article: The Importance of Simulator Training in Maritime Education

8. Staff Matters

9. Photo Gallery

TABLE OF CONTENTS

Moses Kotane House Lakeside Unit 14, Derby Downs

University Road Westville, Durban 4001

Tel: 031 266 1777 Website: www.moseskotaneinstitute.com

Twitter: @moseskotaneinst Facebook: Moses Kotane Institute

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The collaboration between the Moses Kotane Institute (MKI), SAMSUNG, Ethekwini Municipality and Coastal College has resulted in the launch of the first Samsung Academy in KwaMashu on the 28 June 2017. The Engineering Academy was established to advance skills development for young people in the areas of air ventilation and refrigeration amongst other technologies. The skills acquired will enable young people to either acquire gainful employment or start their own after sales service businesses. Speaking at the launch, the Deputy Minister of Higher Education and Training, Mr Mduduzi Manana encouraged the students contribute to the economic growth by studying to create jobs, not to seek employment.

“We are all aware that we have a critical shortage of technical skills. We intend to provide integrated human capital development and interventions through partnership, thereby enabling a culture of lifelong learning,” said Minister Manana. The KwaZulu-Natal (KZN) MEC for the Department of Economic Development, Tourism, and Environmental Affairs (EDTEA) also emphasied that the launch of the Samsung Engineering Academy will bring significent skills development to the youth of KZN, particularly those from KwaMashu.

The KwaZulu-Natal MEC for the Department of Economic Development, Tourism and Environmental Affairs (EDTEA) Mr Sihle Zikalala signing the Memorandum of Agreement (MoA) at the Samsung Engineering Academy Launch.

The Launch of the First SAMSUNG Engineering Academy in KwaMashu The Launch of The First SAMSUNG Engineering Academy in KwaMashu

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“Skills development is critical to the pace of growth and direction of any economy. As a department which is entrusted with the stewardship of the economic development in our province, we have a firm interest on skills development because we understand that skills could serve as essential determinants of our economic growth trajectory which in turn could influence social stability we require to safeguard our young democracy,” said MEC Zikalala.

……………………………………………………………… The Moses Kotane Institute Awards 65 Bursaries to DUT students. At an event hosted by the Durban University of Technology on 8th May 2017, the Moses Kotane Institute (MKI) Chairperson of the Board, Dr Sakhile Ngcobo urged the MKI bursary recipients from the Durban University of Technology (DUT) to find their role in tackling the issue of unemployment in our country. Speaking at the ceremony, Dr Ngcobo said that the DUT bursary recipients are part of the 143 students that were provided the opportunity to pursue their dreams in Science, Technology, Engineering and Mathematics (STEM) related fields. Before he officially awarded students with bursaries, Dr Ngcobo motivated them to focus on their books and never to forget where they came from. “Through our programmes, we are creating STEM professionals and we are creating a legacy. The man after whom MKI was named was passionate about education especially science and technology, therefore we expect all of you to carry his values, to be role models in your lecture rooms and to take care of other people,” he said.

Deputy Minister of Higher Education and Training, Mduduzi Manana with the Moses Kotane Institute Chairperson of the Board, Dr Sakhile Ngcobo

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The partnership between MKI and DUT commenced in 2010, and it has grown over the past seven years, and for this financial year MKI funds 63 students in the fields of: Electrical engineering, Nautical studies, Information Technology, Civil Engineering, Biotechnology and Mechanical Engineering. Thabiso Simamane, one of the MKI bursary holders said “I’m really humbled, but at the very same time I’m proud of myself for being associated with MKI. My desire is to make MKI proud, for reaching out to us as we are previously disadvantaged students from deep rural areas and most of the times we are hardly exposed to opportunities like these,” he said. Simamane is one of the students that were selected by DUT based on his academic results to attend the International Summer School Africa programme that is hosted by the Shanghai Maritime University in China, and he hopes that his experience will motivate more learners particularly from his hometown of KwaNzimakwe in Port Shepstone to pursue careers in STEM.

A group of DUT students that are fully funded by MKI with MKI Executive Board Members and DUT Executives

Prof Suren Singh DUT Faculty of Applied Sciences Executive Dean, Thabiso Simamana MKI Bursary holder, Mr Leon Govender Maritime studies HOD and MKI Chairperson of the Board, Dr Sakhile Ngcobo

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In 2016, the Ilembe district was categorised as the worst performing district achieving an overall of 52.42% matric pass rate. As a focal point for Operation Sukume Sakhe, the Moses Kotane Institute (MKI) has intervened and donated six science labs to six under privileged schools in the Ilembe District. The Ilembe Department of Education played a key role in terms of identifying the schools that were in need of the science resources. The identified schools were: Zephania Secondary School, Ubuhlebesizwe High School, Mgandeni High School, Kranskop High School, Imbuyiselo High School and Chief Ngonyama High school.

Speaking on behalf of learners at the handover ceremony, Nonduduzo Danisa a grade 12 learner at Kranskop High School expressed her gratitude to MKI and stated that the science labs will encourage them to take their studies seriously. “We are extremely excited about the donation that was provided by the Moses Kotane Institute and we promise them that we will use our labs wisely,” she said. The Moses Kotane Institute Chairperson of the Board, Dr Sakhile Ngcobo specified that these science labs will provide hands-on activities and practical learning experience to learners who never had access to such facilities before.

Chief Ngonyama High School Teachers with their learners and Ilembe DOE Representatives

The Moses Kotane Institute Distributed Six Science Labs to Ilembe Less Resourced Schools

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“This is our effort as the Moses Kotane Institute to ensure that even learners from rural areas of KwaZulu-Natal are also exposed to quality Science, Technology, Engineering and Mathematics (STEM) education and to encourage them to pursue careers in STEM fields after they have completed grade 12 as we have discovered that many pupils from rural areas demonstrate the potential to excel in STEM fields, but due to the lack of learning and teaching resources their dreams are often shattered,” said Dr Sakhile Ngcobo. Chief Cele, the cofounder of Ubuhlebesizwe High School and the local Nduna welcomed the donation and also expressed their gratitude to MKI. “We will work tirelessly to encourage our learners to aim for level seven results as we don’t have excuses now of not producing impressive results,” said Chief Cele

……………………………………………………………… MKI Bursary Recipients The MKI STEM Graduate Development program provides Science, Technology, Engineering and Mathematics academic development and support through a range of recognised interventions to enhance participation and success in STEM disciplines. This is done with a vision of increasing STEM qualifications for economic development through various interventions programmes in partnership with tertiary institutions, through shaping of career paths that aim to facilatate migration into areas of economic activity. The programme has since grown from strength to strength and it continues to afford previously disadvantaged students to pursue degrees and National Diplomas in the scarce skills of STEM discipline including: Maritime studies, Chemical, Electrical, Industrial, Mining, Mechanical and Civil Engineering. Lindokuhle Mthembu is one of the 143 students that are fully funded by MKI who won’t have to worry about paying tuition and accommodation fees for the next three to four years. Mthembu is from Jozini and is currently studying towards a BSc Civil Engineering at the University of KwaZulu-Natal (UKZN). Bongekile Nyoka MKI Former graduate from the Durban University of

Technology standing proudly next to her parents

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South Africa’s economy has been growing slower than expected, but the good thing is, it has been growing. We all need to play our part towards growing this economy – to achieve economic freedom. One way of doing it is to be financially literate to make informed decisions. It is never too late to learn to be financially literate. Let’s start from where we are. Students should be taught the skill of handling money. This skill will last them throughout different stages of their lives. Mandell (2008) defines financial literacy as the ability of people to make financial decisions that would satisfy their short or long term objectives. Financial literacy will help students handle money better in different platforms which include amongst others, tertiary, work, business, right through to retirement. Betrand and Morse (2009) show that financial literacy helps in timely decision support, for instance, financial literate people understand the effects of payday versus loans, and the financial costs associated with the loans, and are therefore likely to take up fewer loans. In South Africa, we often focus on computer literacy, numeracy and other types of literacy which have little to do with how to handle money better. It is not surprising why our professionals, entrepreneurs, executives and workers in general fail to handle financial affairs, and sometimes end up with bad credit records. We acknowledge different challenges such as having to support extended families, paying back that study loan, etc., however, financial literacy helps to build the skill to “live within your means”. Living within your means translates to budgeting and controlling your expenditure. In the study conducted by Carlin and Mitchell (2010) on financial literacy training, the researchers found that students who had undergone financial literacy training were better at weighing the cost versus benefit trade-offs decision. These students were found able to make the decisions between spending more today versus spending less today. I therefore challenge all tertiary institutions to include financial literacy education and training as part of university routine, either by conducting financial literacy workshops for new students during orientations, or have regular workshops every term just on financial literacy. I also urge all student sponsors to conduct financial literacy talks with their beneficiaries. This will have a positive effect in the economy of the country.

MKI Chief Financial Officer, Ms Thandeka Ellenson

Financial literacy for students

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The manner in which cadets are recruited into the maritime industry has changed globally since the mid-nineties. In the past companies would recruit aspiring deck and engineering cadets directly from school. The first phase of the cadetship was the acquisition of sea-time prior to commencing the second university phase. Many argue that this is the preferred manner to educate and train seafarers. Today cadets are required to complete the university phase first prior to embarking on their careers at sea. This is the trend globally.

However, many of the students registered at maritime departments in the developed countries have access to training vessels or state-of-the-art simulators. This is integrated into the formal education programme and is used as a tool to bridge the gap between theory and practice.

Mr Leon Govender, The Durban University of Technology (DUT) Head of Department for Maritime Studies

Twenty seater simulator laboratory SMU

The Importance of Simulator Training in Maritime Education

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The bridge of a modern-day merchant vessel has evolved into a highly sophisticated and integrated navigation system. Although automation has many advantages, it can also be detrimental if not used properly. To mitigate errors related to the use of automated ship-borne maritime systems, the use of simulation in seafarer education and training is a statutory requirement in terms of the International Maritime Organisation Convention on the Standards on Training, Certification and Watchkeeping 1978, as amended in 2010. Simulation plays a vital role in teaching and learning as it ensures that students are able to visualise, conceptualise and contextualise theoretical concepts of lectures (improve understanding of theory). This may in turn increase success throughput and graduation rates in navigation-related modules. Apart from the technical skills that can be acquired through the use of simulation, simulators can also be used to develop non-technical skills; including teamwork, communication and leadership. Unfortunately, South African Higher Education Institutions have very limited simulation capacity. At the Shanghai Maritime University (SMU), as an example, there are three twenty seater, two full-mission and three 270° view simulation laboratories. Increased access to simulator is vital if the South African cadets are to compete with cadets from other countries. Students from maritime departments abroad have a major advantage when compared to South African cadets as they have access to state-of-the art simulators during their university phase.

……………………………………………………………… Staff Farewell On 31 May 2017, the Moses Kotane Institute (MKI) staff members filled the MKI boardroom to say a bittersweet farewell to two of their staff members, the Project Director: Maritime Projects; Captain Bheka Zulu and his assistant, Ms Nonkululeko Mzolo. Mr Zulu joined MKI on 02 June 2014 and his contribution to the development and direction of the MKI academic unit is immeasurable. Ms Mzolo expressed her gratitude to the entire MKI staff and her former manager for affording her an opportunity to work as the academic Intern for the past 12 months “thank you all for the support and goodwill you have shown to me over the years. The sweet memories of working with co-workers like all of you will be hard to forget,” she said. Both Captain Zulu and Ms Mzolo were honoured with words and sentiment expressed by their former colleagues and they will be missed by the entire MKI staff, and by all those with whom they came into contact during their work. MKI wishes them both boundless success with their future endeavours.

Captain Bheka Zulu

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Bursary awardee, Nondumiso Hadebe graduates in BSc (Microbiology and

biochemistry): University of KwaZulu-Natal

Learners from Ubuhlebesizwe High School with the Science lab Distributed by MKI

Excited Learners from Kranskop High School with their science lab

Teachers from Zephenia Secondary School with the Science lab distributed by MKI

At the Samsung Engineering Academy Launch

Dr Sakhile Ngcobo addressing DUT students and stakeholders

Photo Gallery