SA ranked 45 out of 60 in talent survey

SA's ability to attract and retain talent is being hindered by shortfalls in education, according to the findings of a new global talent index.

The new study, released on Monday by research group Heidrick & Struggles in conjunction with the Economist Intelligence Unit, said that a lack of emphasis on education in SA was one of the biggest threats to the country's ability to fulfill its potential to attract and retain talent within its workforce.

Overall, SA was ranked 45 out of the 60 countries that were analysed in the 2011 Global Talent Index. Its ranking showed a marginal improvement on its previous ranking in the first index, published in 2007, when it was placed 24 out of 30.

"However, it must be noted that other countries are expected to reduce the gap between themselves and the US, which leads the world for talent and is projected to remain at the top spot in 2015, mainly through increased spending on education, as well as through more open labour laws," Heidrick & Struggles said.

The survey found that talent across the globe was outstripping supply and that countries were not moving fast enough to prepare workers for the needs of tomorrow's economy.

The index analysed and compared the countries according to seven indicators: demographics, the quality of compulsory education, the quality of university education, the quality of the labour force, the degree to which the work environment nurtures talent, the mobility and relative openness of the labour market and the countries' proclivity to attract talent. Each of these indicators consisted of several components or sub-categories for which each country was awarded points and ranked in relation to the rest of the countries.

The most dramatic improvement SA was expected to make was in its proclivity for attracting talent. Currently ranked at number 41, the country was expected to move into the 30th position by 2015.

This is a relative yet significant improvement on the country's results in the previous Global Talent Index - in 2007, SA was placed last in this category, out of the 30 countries studied.

To ascertain what would make people choose to work in each country, the researchers examined levels of personal disposable income and employment growth there. Both of these figures are expected to improve - SA was found to have the 17th fastest-growing workforce and was projected to move into 12th place by 2015, Heidrick & Struggles said.

The number one country in terms of its proclivity for attracting talent was Singapore, followed by Hong Kong, then the US.

Similarly, SA was found to have a work environment that was relatively effective in nurturing talent.

The survey showed that SA did not display a great degree of openness of its labour market, being ranked 45 out of the 60 countries. "To improve this, more foreign nationals would need to be hired and openness of trade would need to be improved.

"Additionally, while SA was found to be doing an increasingly good job of attracting foreign direct investment when the previous Global Talent Index was released, this situation appears to be in reverse and urgently needs to be reassessed," Heidrick & Struggles said.

Poor performance on the educational front was, however, the biggest thorn in the country's side. Insufficient enrollment and spending on tertiary education, as well as a shortage of internationally recognised universities, put SA in 48th position in terms of the quality of university education, and would see it drop down to 50th place by 2015.

"The prognosis for compulsory schooling is not good, either. Although enrollment in secondary schooling is increasing, children are not completing their schooling, spending on education is insufficient, pupil to teacher ratios are increasing and the problem of adult illiteracy continues to escalate," the research group said.

This left SA with a ranking of 43 in terms of the quality of its compulsory schooling, which would drop to 49th position by 2015.

With the quality of its labour force ranking it in position 38, SA was just ahead of Sri Lanka and Mexico. This factor was measured according to the number of employees engaged in research and development, the quality, language skills and technical skills of the workforce and the number of local managers, and SA seems set to remain in this position.

Plans for the Future

Yesterday, the Jacobs family made a large financial donation to the Fund. During our meeting we made some important decisions about finding transportation for the thousands of books in storage as well as video conferencing between schools/students. We are thrilled to have the Jacobs' family help with this important endeavor. They visited the Township last summer while on vacation and were so moved with the children's plight.

We are planning a Beef 'n Beer at our local firehouse in January 2012. By that time, we should have the architect plans for the building of the school library. Besides the structure, we will need a librarian's desk, tables/chairs for the students, shelving for the books and computers. If successful in in arranging container shipping, donations of home computers would be greatly valued.

Fundraiser Canceled

Fundraiser Canceled

Unfortunately, the number of tickets sold did not warrant the cost of the event. The Board greatly appreciates the interest expressed by many businesses in donating gift certificates.

Perhaps when the economy returns to a better level, we will host a similar event.

Thank you!

Tickets for Fundraiser

Event management for Miss Vicky's Children's Library Fundraiser powered by Eventbrite

LIBRARY FUNDRAISER

On September 10th, the Foundation will be sponsoring a fundraiser to build a school library for the children of Khayelitsha who live below the poverty level--many have never worn new clothes or undergarments. Every new school year, each student receives one pen or pencil, which is expected to last the academic year. The limited paper supply dictates the amount of notes a teacher can give to her class in a day.

These children live in shacks with limited access to electricity and running water. The government does not provide an adequate learning environment, school supplies, or current teaching materials. Unless these children are granted the opportunity to obtain a decent education, the poverty cycle of Khayelitsha will continue.

Please help by donating any amount you can. Even $5 makes a big difference and the donation is tax deductible. This is an opportunity to impact some of the nearly 250,000 lives in Khayelitsha and alleviate the poverty in one South African community.

2011 Teacher's Experience

Ever since I was young, I knew that there were two things in my life that I wanted to accomplish, one was becoming a teacher and the other was volunteering in Africa. I have been fortunate enough that both of these goals are now accomplished. I am so grateful to Debra Marra for giving me the opportunity to gain a new perspective and have an experience that I only dreamt about at one time.

I left for my time in Africa in a whirlwind of motion. I had previously graduated from Saint Joseph’s University the day before and was boarding a plane to start my adventure on May 15^th. There were no possible words to explain the happiness, excitement and joy I was feeling about my trip and the opportunity I had been given. I knew one thing as I was boarding that plane to South Africa: I would do anything in my power to impact the lives of the children in Khayelitsha, South Africa. However, I would later come to find out that these children would have a larger impact and teach me more during my time there.

Upon my arrival at the Cape Town Airport on May 17th, I was greeted by Miss Vicky’s husband and taken to Khayelitsha. Momentarily after leaving the airport area, I was able to see the abject poverty that surrounded beautiful Cape Town. At those moments, I knew exactly why I was there and the differences I would experience during my time. Prior to my departure, I had researched Khayelitsha so I would have an idea of what to expect, but the poverty that faced me was unlike any I had experienced before. After a short drive from the airport, I arrived at my destination, my home, Miss Vicky’s Bed and Breakfast. I was immediately greeted my Miss Vicky and welcomed to not only Khayelitsha, but also her family. From that moment on, I knew that I would be taken care of during my time there and be truly integrated into her family in all aspects. Soon after I was greeted by Miss Vicky, I met her children and gave them the presents that Tanya Anderson (who went to Khayelitsha two years ago) have given me to hand out to the children. The children immediately lit up at the gifts, but more importantly that Tanya remembered them.

The purpose of my trip to Khayelitsha was to teach English at Vuzumanzi Primary School, which was a short walk from Miss Vicky’s Bed and Breakfast. As I walked to the school with Miss Vicky on my first day of teaching, I took in my surroundings, familiarizing myself with my new community. I met the principal of Vuzumanzi, Mr. Mnconywa who was welcoming and excited about my time at his school. During my time, I worked with grades 4-7 and assisted in teaching English and Math.

Due to my background in education and training from SJU, I was aware of challenges in school systems and issues of poverty that schools and students face. However, I had never experienced such poverty in a school before. The lack of resources that these students and teachers faced were unlike any I have ever seen. It broke my heart to see my students without chairs so they had to stand all day, teachers without chalk so they could not write on the board, books that were tattered and outdated being shared amongst five students and classrooms that were crumbling. The greatest sight of all however, was the smiling faces of all of the students.

Every day, was a new experience and a new lesson. I was excited every day to see what I would encounter at school and the students that I would interact with. I was overwhelmed with how welcoming and open everyone at Vuzumanzi was to me. I immediately immersed myself in the culture of Khayelitsha, knowing that it would benefit help me relate to my students. The curriculum was different than that of the American school system. During a school day, students took classes in English, Science, Social Science, Arts and Culture, Math, Computer, Xhosa, and Life Orientation. My students were amazed about America and were interested in why I had chosen to come to visit. I wanted to constantly express that I was the lucky one to be there and become a part of their lives for two and half weeks.

During a typical school day, I would arrive at school at 7:45 am for a morning meeting lead by the principal. I would then go with my assigned cooperating teacher for the day and assist the teacher wherever possible. I could not help but smile back at the bright faces of my students throughout the day and want to teach them everything I knew. Each period would last roughly 45minutes and I would at times direct a lesson or move around to small groups of students to assist them with their work. English was a challenging subject for my students to do the differences from their native tongue Xhosa. At Vuzumanzi, students did not really start learning English until third grade and were expected to know English well by fourth grade since they were expected to not only learn but also speak English in all subjects. This was a challenge for not only my students, but also their teachers. I assisted by students by trying to use pictures or associate the English words with objects of concepts that they were familiar with. During breaks, I would talk to the teachers and trying to learn everything about Khalyelitsha. After school, I would spend my time with Missy Vicky and her family and community members that would come through the Bed and Breakfast. Every member of the community that I met was so welcoming and greeted me with open arms. I would help Miss Vicky’s children with their homework at night and after a day; I felt part of the family. I was lucky enough to even learn how to cook during my time! With each passing day, I grew closer to Miss Vicky’s family and felt more at home in Khalyelitsha. I did have the opportunity to explore around Cape Town one week, but as soon as I left my home in Khalyelitsha, I was always so excited to return “home.”

This experience and my time spent with the community of Khalyelitsha has changed my perspective on the world and education. Nelson Mandela said, “Education is the most powerful weapon you can use to change the world.” I truly believe that we can impact and change the lives of the students at Vuzumanzi Primary School. The power of education helps move the world and arms children with the tools that they will need to become successful in life. I am truly grateful that I was able to help shape the lives of those students. However, I am more grateful for the gifts they have given me: perspective and love.

Caroline Kerns