*<\/strong>Being the outcome of an online discussion on The power of disruptive education: a challenge for corporate social investment<\/strong> held on the 9th of July 2020.<\/em><\/p>\r\n The Panel comprised of top thought leaders, who are making a difference.<\/em><\/p>\r\n The Panelists included:<\/em><\/p>\r\n [\/vc_column_text][\/vc_column][\/vc_row][vc_row][vc_column][vc_column_text]<\/p>\r\n \u00a0[\/vc_column_text][\/vc_column][\/vc_row]<\/p>\r\n The time is now for philanthropic interventions to address the problem. A CSI approach to redesigning the curriculum. Here is a challenging thought: with all the technology and expertise available in the private sector, is it possible to construct an alternative curriculum, independent of the bricks and mortar of the national education policy, top heave bureaucracy and curriculum. This is the stuff of true disruption.<\/p>\r\n There is a crushing responsibility resting on the shoulders of those who manage CSI funds. Should they continue in the old way which creates glamorous photo opportunities for the CEO.<\/p>\r\n Or do they strike out, link with like-minded forward-thinking leaders in other CSI environments, pool their resources, their influence and their skills and contribute far beyond their wildest imaginings?<\/p>\r\n If ever there was a time to do that, that time is now.<\/p>\r\n End<\/strong><\/p>\r\n *<\/strong>Being the outcome of an online discussion on The power of disruptive education: a challenge for corporate social investment<\/strong> held on the 9th of July 2020.<\/em><\/p>\r\n The Panel comprised of top thought leaders, who are making a difference.<\/em><\/p>\r\n The Panelists included:<\/em><\/p>\r\n [\/vc_column_text][\/vc_column][\/vc_row][vc_row][vc_column][vc_column_text]<\/p>\r\n \u00a0[\/vc_column_text][\/vc_column][\/vc_row]<\/p>\r\n The time is now for philanthropic interventions to address the problem. A CSI approach to redesigning the curriculum. Here is a challenging thought: with all the technology and expertise available in the private sector, is it possible to construct an alternative curriculum, independent of the bricks and mortar of the national education policy, top heave bureaucracy and curriculum. This is the stuff of true disruption.<\/p>\r\n There is a crushing responsibility resting on the shoulders of those who manage CSI funds. Should they continue in the old way which creates glamorous photo opportunities for the CEO.<\/p>\r\n Or do they strike out, link with like-minded forward-thinking leaders in other CSI environments, pool their resources, their influence and their skills and contribute far beyond their wildest imaginings?<\/p>\r\n If ever there was a time to do that, that time is now.<\/p>\r\n End<\/strong><\/p>\r\n *<\/strong>Being the outcome of an online discussion on The power of disruptive education: a challenge for corporate social investment<\/strong> held on the 9th of July 2020.<\/em><\/p>\r\n The Panel comprised of top thought leaders, who are making a difference.<\/em><\/p>\r\n The Panelists included:<\/em><\/p>\r\n [\/vc_column_text][\/vc_column][\/vc_row][vc_row][vc_column][vc_column_text]<\/p>\r\n \u00a0[\/vc_column_text][\/vc_column][\/vc_row]<\/p>We need a zero-based look at education. Instead of the argument \u2013 well, we have always taught that in school and it is very important; we should ask – what knowledge is needed for success in a 4IR, post-Covid-19 world? What skills are important for a large part of our population who will never have long term regular formal employment and who will not go to university.<\/p>\r\n In common parlance, they are referred to as the masses, but they are not homogenous. They are unique individuals each with their own hopes and aspirations. They need accessible options to craft a distinctive life solution. Much better options. The approach to a solution here is complex and perplexing. A collaborative approach is needed.<\/p>\r\n\r\n The time is now for philanthropic interventions to address the problem. A CSI approach to redesigning the curriculum. Here is a challenging thought: with all the technology and expertise available in the private sector, is it possible to construct an alternative curriculum, independent of the bricks and mortar of the national education policy, top heave bureaucracy and curriculum. This is the stuff of true disruption.<\/p>\r\n There is a crushing responsibility resting on the shoulders of those who manage CSI funds. Should they continue in the old way which creates glamorous photo opportunities for the CEO.<\/p>\r\n Or do they strike out, link with like-minded forward-thinking leaders in other CSI environments, pool their resources, their influence and their skills and contribute far beyond their wildest imaginings?<\/p>\r\n If ever there was a time to do that, that time is now.<\/p>\r\n End<\/strong><\/p>\r\n *<\/strong>Being the outcome of an online discussion on The power of disruptive education: a challenge for corporate social investment<\/strong> held on the 9th of July 2020.<\/em><\/p>\r\n The Panel comprised of top thought leaders, who are making a difference.<\/em><\/p>\r\n The Panelists included:<\/em><\/p>\r\n [\/vc_column_text][\/vc_column][\/vc_row][vc_row][vc_column][vc_column_text]<\/p>\r\n \u00a0[\/vc_column_text][\/vc_column][\/vc_row]<\/p>A further matter requires redress, and it is not an easy one. It is the problem of the school curriculum. The Covid-19 lockdown has exposed, like nothing before, the inadequacies of what is currently taught in schools. The current system is administration-heavy, ponderous and cumbersome.<\/p>\r\n The emphasis is on control rather than on creating compelling learning opportunities. Education delivery is couched in a rigid policy environment, with unbending demands for uniform outcomes. Teachers are exhausted by administrative tasks, which take them away from their deep vocation of teaching. It does not take account of the lived reality of hundreds of thousands of learners, who struggle to pass subjects which were designed for a world that has passed us by.<\/p>\r\n Thousands drop out of the system because they are frustrated, they don\u2019t have the funds, or they need to find work to contribute to the household income and survival. The essential question is: what must be learned for someone to be able to make a significant contribution to society? A world that includes gender-based violence, teacher absenteeism and child-headed households.<\/p>\r\n We need a zero-based look at education. Instead of the argument \u2013 well, we have always taught that in school and it is very important; we should ask – what knowledge is needed for success in a 4IR, post-Covid-19 world? What skills are important for a large part of our population who will never have long term regular formal employment and who will not go to university.<\/p>\r\n In common parlance, they are referred to as the masses, but they are not homogenous. They are unique individuals each with their own hopes and aspirations. They need accessible options to craft a distinctive life solution. Much better options. The approach to a solution here is complex and perplexing. A collaborative approach is needed.<\/p>\r\n\r\n The time is now for philanthropic interventions to address the problem. A CSI approach to redesigning the curriculum. Here is a challenging thought: with all the technology and expertise available in the private sector, is it possible to construct an alternative curriculum, independent of the bricks and mortar of the national education policy, top heave bureaucracy and curriculum. This is the stuff of true disruption.<\/p>\r\n There is a crushing responsibility resting on the shoulders of those who manage CSI funds. Should they continue in the old way which creates glamorous photo opportunities for the CEO.<\/p>\r\n Or do they strike out, link with like-minded forward-thinking leaders in other CSI environments, pool their resources, their influence and their skills and contribute far beyond their wildest imaginings?<\/p>\r\n If ever there was a time to do that, that time is now.<\/p>\r\n End<\/strong><\/p>\r\n *<\/strong>Being the outcome of an online discussion on The power of disruptive education: a challenge for corporate social investment<\/strong> held on the 9th of July 2020.<\/em><\/p>\r\n The Panel comprised of top thought leaders, who are making a difference.<\/em><\/p>\r\n The Panelists included:<\/em><\/p>\r\n [\/vc_column_text][\/vc_column][\/vc_row][vc_row][vc_column][vc_column_text]<\/p>\r\n \u00a0[\/vc_column_text][\/vc_column][\/vc_row]<\/p>The opportunities here are manifold. Encourage employees\u2019 children to qualify in a trade. Support your local collages with employment offers to graduates. Work with local schools<\/span><\/a> to build this into the formal life orientation learnings.<\/p>\r\n A further matter requires redress, and it is not an easy one. It is the problem of the school curriculum. The Covid-19 lockdown has exposed, like nothing before, the inadequacies of what is currently taught in schools. The current system is administration-heavy, ponderous and cumbersome.<\/p>\r\n The emphasis is on control rather than on creating compelling learning opportunities. Education delivery is couched in a rigid policy environment, with unbending demands for uniform outcomes. Teachers are exhausted by administrative tasks, which take them away from their deep vocation of teaching. It does not take account of the lived reality of hundreds of thousands of learners, who struggle to pass subjects which were designed for a world that has passed us by.<\/p>\r\n Thousands drop out of the system because they are frustrated, they don\u2019t have the funds, or they need to find work to contribute to the household income and survival. The essential question is: what must be learned for someone to be able to make a significant contribution to society? A world that includes gender-based violence, teacher absenteeism and child-headed households.<\/p>\r\n We need a zero-based look at education. Instead of the argument \u2013 well, we have always taught that in school and it is very important; we should ask – what knowledge is needed for success in a 4IR, post-Covid-19 world? What skills are important for a large part of our population who will never have long term regular formal employment and who will not go to university.<\/p>\r\n In common parlance, they are referred to as the masses, but they are not homogenous. They are unique individuals each with their own hopes and aspirations. They need accessible options to craft a distinctive life solution. Much better options. The approach to a solution here is complex and perplexing. A collaborative approach is needed.<\/p>\r\n\r\n The time is now for philanthropic interventions to address the problem. A CSI approach to redesigning the curriculum. Here is a challenging thought: with all the technology and expertise available in the private sector, is it possible to construct an alternative curriculum, independent of the bricks and mortar of the national education policy, top heave bureaucracy and curriculum. This is the stuff of true disruption.<\/p>\r\n There is a crushing responsibility resting on the shoulders of those who manage CSI funds. Should they continue in the old way which creates glamorous photo opportunities for the CEO.<\/p>\r\n Or do they strike out, link with like-minded forward-thinking leaders in other CSI environments, pool their resources, their influence and their skills and contribute far beyond their wildest imaginings?<\/p>\r\n If ever there was a time to do that, that time is now.<\/p>\r\n End<\/strong><\/p>\r\n *<\/strong>Being the outcome of an online discussion on The power of disruptive education: a challenge for corporate social investment<\/strong> held on the 9th of July 2020.<\/em><\/p>\r\n The Panel comprised of top thought leaders, who are making a difference.<\/em><\/p>\r\n The Panelists included:<\/em><\/p>\r\n [\/vc_column_text][\/vc_column][\/vc_row][vc_row][vc_column][vc_column_text]<\/p>\r\n \u00a0[\/vc_column_text][\/vc_column][\/vc_row]<\/p> Our TVET and FET colleges are powerful vehicles for delivering sought after skills to the economy. Craftspeople of every trade and discipline can find formal employment and can establish their own businesses, providing valuable and necessary services to society. In turn, they employ assistants, bookkeepers and drivers. They are a formidable driver of economic renewal. It is time to throw away the prevailing class disdain for people who work with their hands and their minds. TVET and FET colleges need to become the preferred career path option.<\/p>\r\n The opportunities here are manifold. Encourage employees\u2019 children to qualify in a trade. Support your local collages with employment offers to graduates. Work with local schools<\/span><\/a> to build this into the formal life orientation learnings.<\/p>\r\n A further matter requires redress, and it is not an easy one. It is the problem of the school curriculum. The Covid-19 lockdown has exposed, like nothing before, the inadequacies of what is currently taught in schools. The current system is administration-heavy, ponderous and cumbersome.<\/p>\r\n The emphasis is on control rather than on creating compelling learning opportunities. Education delivery is couched in a rigid policy environment, with unbending demands for uniform outcomes. Teachers are exhausted by administrative tasks, which take them away from their deep vocation of teaching. It does not take account of the lived reality of hundreds of thousands of learners, who struggle to pass subjects which were designed for a world that has passed us by.<\/p>\r\n Thousands drop out of the system because they are frustrated, they don\u2019t have the funds, or they need to find work to contribute to the household income and survival. The essential question is: what must be learned for someone to be able to make a significant contribution to society? A world that includes gender-based violence, teacher absenteeism and child-headed households.<\/p>\r\n We need a zero-based look at education. Instead of the argument \u2013 well, we have always taught that in school and it is very important; we should ask – what knowledge is needed for success in a 4IR, post-Covid-19 world? What skills are important for a large part of our population who will never have long term regular formal employment and who will not go to university.<\/p>\r\n In common parlance, they are referred to as the masses, but they are not homogenous. They are unique individuals each with their own hopes and aspirations. They need accessible options to craft a distinctive life solution. Much better options. The approach to a solution here is complex and perplexing. A collaborative approach is needed.<\/p>\r\n\r\n The time is now for philanthropic interventions to address the problem. A CSI approach to redesigning the curriculum. Here is a challenging thought: with all the technology and expertise available in the private sector, is it possible to construct an alternative curriculum, independent of the bricks and mortar of the national education policy, top heave bureaucracy and curriculum. This is the stuff of true disruption.<\/p>\r\n There is a crushing responsibility resting on the shoulders of those who manage CSI funds. Should they continue in the old way which creates glamorous photo opportunities for the CEO.<\/p>\r\n Or do they strike out, link with like-minded forward-thinking leaders in other CSI environments, pool their resources, their influence and their skills and contribute far beyond their wildest imaginings?<\/p>\r\n If ever there was a time to do that, that time is now.<\/p>\r\n End<\/strong><\/p>\r\n *<\/strong>Being the outcome of an online discussion on The power of disruptive education: a challenge for corporate social investment<\/strong> held on the 9th of July 2020.<\/em><\/p>\r\n The Panel comprised of top thought leaders, who are making a difference.<\/em><\/p>\r\n The Panelists included:<\/em><\/p>\r\n [\/vc_column_text][\/vc_column][\/vc_row][vc_row][vc_column][vc_column_text]<\/p>\r\n \u00a0[\/vc_column_text][\/vc_column][\/vc_row]<\/p>The Regenesys Foundation has pledged R100mil <\/span><\/a>to underwrite education opportunities for exactly this purpose.<\/p>\r\n Related articles: <\/strong><\/em><\/p>\r\n Our TVET and FET colleges are powerful vehicles for delivering sought after skills to the economy. Craftspeople of every trade and discipline can find formal employment and can establish their own businesses, providing valuable and necessary services to society. In turn, they employ assistants, bookkeepers and drivers. They are a formidable driver of economic renewal. It is time to throw away the prevailing class disdain for people who work with their hands and their minds. TVET and FET colleges need to become the preferred career path option.<\/p>\r\n The opportunities here are manifold. Encourage employees\u2019 children to qualify in a trade. Support your local collages with employment offers to graduates. Work with local schools<\/span><\/a> to build this into the formal life orientation learnings.<\/p>\r\n A further matter requires redress, and it is not an easy one. It is the problem of the school curriculum. The Covid-19 lockdown has exposed, like nothing before, the inadequacies of what is currently taught in schools. The current system is administration-heavy, ponderous and cumbersome.<\/p>\r\n The emphasis is on control rather than on creating compelling learning opportunities. Education delivery is couched in a rigid policy environment, with unbending demands for uniform outcomes. Teachers are exhausted by administrative tasks, which take them away from their deep vocation of teaching. It does not take account of the lived reality of hundreds of thousands of learners, who struggle to pass subjects which were designed for a world that has passed us by.<\/p>\r\n Thousands drop out of the system because they are frustrated, they don\u2019t have the funds, or they need to find work to contribute to the household income and survival. The essential question is: what must be learned for someone to be able to make a significant contribution to society? A world that includes gender-based violence, teacher absenteeism and child-headed households.<\/p>\r\n We need a zero-based look at education. Instead of the argument \u2013 well, we have always taught that in school and it is very important; we should ask – what knowledge is needed for success in a 4IR, post-Covid-19 world? What skills are important for a large part of our population who will never have long term regular formal employment and who will not go to university.<\/p>\r\n In common parlance, they are referred to as the masses, but they are not homogenous. They are unique individuals each with their own hopes and aspirations. They need accessible options to craft a distinctive life solution. Much better options. The approach to a solution here is complex and perplexing. A collaborative approach is needed.<\/p>\r\n\r\n The time is now for philanthropic interventions to address the problem. A CSI approach to redesigning the curriculum. Here is a challenging thought: with all the technology and expertise available in the private sector, is it possible to construct an alternative curriculum, independent of the bricks and mortar of the national education policy, top heave bureaucracy and curriculum. This is the stuff of true disruption.<\/p>\r\n There is a crushing responsibility resting on the shoulders of those who manage CSI funds. Should they continue in the old way which creates glamorous photo opportunities for the CEO.<\/p>\r\n Or do they strike out, link with like-minded forward-thinking leaders in other CSI environments, pool their resources, their influence and their skills and contribute far beyond their wildest imaginings?<\/p>\r\n If ever there was a time to do that, that time is now.<\/p>\r\n End<\/strong><\/p>\r\n *<\/strong>Being the outcome of an online discussion on The power of disruptive education: a challenge for corporate social investment<\/strong> held on the 9th of July 2020.<\/em><\/p>\r\n The Panel comprised of top thought leaders, who are making a difference.<\/em><\/p>\r\n The Panelists included:<\/em><\/p>\r\n [\/vc_column_text][\/vc_column][\/vc_row][vc_row][vc_column][vc_column_text]<\/p>\r\n \u00a0[\/vc_column_text][\/vc_column][\/vc_row]<\/p>The opportunities here include: Include a learning package as part of the retrenchment package. Partner with a suitable educational institution to explore options. This could take the form of a formal course, a skills course, or paying a child\u2019s school fees for a year in advance. If some of your employees have to work short time, assist them with part-time courses to broaden their skills and increase their value to your organisation. This is a very powerful invest-for-impact opportunity and will build loyalty and social licence to operate within your workforce.<\/p>\r\n The Regenesys Foundation has pledged R100mil <\/span><\/a>to underwrite education opportunities for exactly this purpose.<\/p>\r\n Related articles: <\/strong><\/em><\/p>\r\n Our TVET and FET colleges are powerful vehicles for delivering sought after skills to the economy. Craftspeople of every trade and discipline can find formal employment and can establish their own businesses, providing valuable and necessary services to society. In turn, they employ assistants, bookkeepers and drivers. They are a formidable driver of economic renewal. It is time to throw away the prevailing class disdain for people who work with their hands and their minds. TVET and FET colleges need to become the preferred career path option.<\/p>\r\n\r\n
![\"The](\"https:\/\/www.regenesys.net\/reginsights\/wp-content\/uploads\/2020\/07\/33522710_m-1024x683.jpg\" "\\"The")
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![\"The](\"https:\/\/www.regenesys.net\/reginsights\/wp-content\/uploads\/2020\/07\/14343931_m-1024x683.jpg\" "\\"The")
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