Professional Documents
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CIMAP - Talk - May 2012 Issue 5 Ver 4 HE Edit - 080512
CIMAP - Talk - May 2012 Issue 5 Ver 4 HE Edit - 080512
CIMAP - Talk - May 2012 Issue 5 Ver 4 HE Edit - 080512
Assessment Talk...
Chartered Institute for the Management of Assessment Practice
Issue 5 May 2012
Extraordinary services for the promotion of quality in assessment practices.
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We all have the experience of schooling with its inherent intellectual hierarchy that firmly embeds the idea that some (few) have it but many do not. It is surprising how many people carry this measure of relative cleverness with them through their life. Very few people regard themselves as capable of genius in any field. If this process can be initiated in areas in which the individual has always struggled, then the enabling process will have begun. We have a unique opportunity in South Africa to do this on a national scale. The advent of CIMAP is an important contributor to the effort at reconceptualization and renewal of our prevailing system of education. The centrality of dynamic assessment, carried out within a framework of intensive, sustained and knowledgeable endeavour focused on improving not only the capabilities of the individual, but of the nation as a whole, should not be under-estimated. Professor M. C. Mehl
We cannot solve our problems with the same thinking we used when we created them. - Albert Einstein
to indicate but a few. The challenge, of course, is to translate this research into reality in the lives of every individual. Few people get anywhere near to realizing this potential and, in fact, the majority of people in all likelihood, do not even believe it! How can this be changed? While everybody can read the research, some of the ideas we all hold about talent. Intelligence, genetic endowment and creativity of individuals are so deeply entrenched that mere reading is unlikely to change it.
Please view Professor Merlyn Mehls discussion on common misconceptions about IQ and IQ assessments.
http://www.youtube.com/watch?v=AoqJNRS1oa4
We acknowledge Professor Merlyn Mehl for the time and effort he commits to the professionalisation of the ETDP sector. As the previous SAQA NSB chairperson, and board member and Chairperson of W&R SETA in its earlier years, as well as his involvement over many years with local and overseas universities, Prof Mehl is a true stalwart of excellence in education.
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Some providers that failed to comply with quality standards often create tremendous hysteria around the verifier / external moderator being unfair. The true merit of adhering quality standards then becomes secondary. Similarly, verifiers / external moderators that have no industry experience or qualifications apply arbitrary criterion, which is not based in law, regulation, substance or fact. Professional bodies will logically use qualified and competent practitioners in their industries, and address unacceptable quality standards. The QCTO success is fundamental to redress and transformation opportunities. Strategic Leadership and skilled incumbents are key to the emergence of third tier evolution structure. Quality education will support employment prospects of industry credible graduates. QCTO Curriculum and Assessment Policy may be downloaded using the following link: http://www.saqa.org.za/docs/qcto/policy/curriculu m.pdf CIMAP fully supports the QCTO, and looks forward to the valuable contribution it will bring to the occupational learning and teaching landscape.
An AQP coordinates and manages external assessment processes. An AQP develops and maintains a national databank of instruments used in the external assessment. An AQP maintains a register of assessors and moderators from which assessors and moderators for the external summative assessment are selected. An AQP recommends to the QCTO the accreditation of skills development providers for the knowledge and or practical skills components. An AQP recommends to the QCTO the certification of learners. What are the rules of combination for occupational qualifications? A minimum of 20% credits are required for each of the three components (Knowledge, practical skills, and work experience). This means that the remainder of 40% of the credits can be added to any component to support the purpose of the qualification. What are the types of occupational qualifications that can be developed? The QCTO has two types of occupational qualifications, these are: National Occupational Qualifications: 120+ Credits National Occupational Awards: 25-119 Credits
Acronyms used in the QCTO environment AQP Assessment Quality Partner CEP Community of Expert Practitioner CESM Classification of Education Subject Matter CHE Council for Higher Education DHET Department of Higher Education & Training DQP Development Quality Partner FLC Foundational Learning Competence GFETQF General and Further Education and Training Qualifications sub-Framework HEQF Higher Education Qualifications sub-Framework ILO International Labour Organisation ISCO International Standard Classification of Occupations MIS Management Information System NAMB National Artisan Moderation Body NOPF National Occupational Pathway Framework NQF National Qualifications Framework OFO Organising Framework for Occupations OFL Occupational Foundational Learning OQF Occupational Qualifications sub-Framework QC Quality Council QCTO Quality Council for Trades and Occupations QDF Qualifications Development Facilitator QMS Quality Management System RPL Recognition of Prior Learning SAQA South African Qualifications Authority SASCO South African Standard Classification of Occupations SDA Skills Development Act SETA Sector Education and Training Authority SLA Service Level Agreement
Please visit the SAQA website for additional information on the QCTO. QCTO contact details: E-mail: info@qcto.org.za Post: Postnet Suite 248, Private Bag X 06, Waterkloof, 0145 Fax: 012 431 5144 SAQA House, Room 513, 5th floor, 1067 Arcadia St, Hatfield, Pretoria. For additional information also visit: http://www.nqf.org.za/page/faq/qcto/index THE QCTO INTRODUCES ITS CEO Ms G. Joyce Mashabela began her career in education as an administrator working for Middlesex County College (a 2 year higher education institution) in Edison, New Jersey in the U.S.A. Several years later she moved to the academic side of higher education gaining tenure as an Assistant Professor in the Business Department at Hostos Community College of the City University of New York. Here one of her specialities was curriculum development where she designed and piloted a teaching methodology which promotes the active engagement of students in the learning process. Furthermore, she designed the Business Internship course for students completing a vocational qualification in Information Systems. In 1996 she relocated to South Africa where she has, among other things, served as the Rector of a private Further Education and Training College and as a Deputy Vice Chancellor for Tshwane University of Technology. T: 012 312 5369 F: 012 326 6526 E-Mail: mashabela.j@dhet.gov.za 3
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Provider Forum
PRIVATE PROVIDERS: THE FLIP SIDE OF THE COIN!
Article by Dr. Wilma Guest Mouton CIMAP Board member & FET Provider Forum Convener
It is interesting to read and hear what is being said about private providers and their greed When I was asked the other day what was our claim to fame as a successful private provider for nearly sixteen years, and heading a private Further Education and Training College (FET), my immediate answer was we have survived the system. What a challenging system to survive, if your primarily objective is to create a competent empowered workforce. Private providers are, to my knowledge and firsthand experience, not funded in anyway. Private providers need to adhere to the quality requirements of all the different Education and Training Quality Assurance Bodies (should they want to offer full qualifications or subject matter unit standards). Year after year when SETAs published their annual reports, figures and numbers of successes are published, but very little has been said about the positive role and impact of the private providers. It is true that some private providers did cash in on the system, but that was, according to me, primarily because of poor management structures and funding windows that were not properly thought through. Examples of this might be short courses that were paid at for per person per day, these funds were made available to non-accredited providers as well and poor quality checks were done. If service delivery of education and training programmes is your sole income and you depend on SETA funding, it is just about impossible to survive. The reasons for that include: The long and difficult process of tendering and allocation; The fact that providers need to carry the cost for recruitment and selection; First tranche payments are often only made to providers 25% into a Learnership (which is very problematic especially because providers need to carry the cost of delivery)-to my knowledge the only system in the country where it is not been paid for education before it starts; The fact that providers receive only payments as long as learners are deemed competent; The average of R 15 000.00 been paid to the provider for competent learners versus the R 25 000.00 tax rebate to business.
I conclude with an argument: I have married a dentist, the Health Professional Council of South Africa does not send a verifier to verify whether he is able to do a filling, he is trained and qualified to do that. On the contrary, I am a Doctor in Adult Education, I have more than twenty years result orientated operational experience, yet, a lot of my time is being taken up by (unnecessary) verifications by often less experienced and less qualified people. The South African government needs to embrace and acknowledge the expert and committed citizens and give credit where credit is deserved, even if it is a private provider. LIST or DHET registered FET & HET Providers s available in the CIMAP web site.
Practitioner Assessor - 1-3 years' experience in educational assessment, and must have achieved a National Diploma (NQF 5) (PCIMAP); Fellow Assessor - Fellowship is available to the most experienced and expert practitioners in educational assessment (at least 5 years) and a NQF 6 level qualification (FCIMAP). Chartered Assessor (CCIMAP). Masters degree and five years of educational assessment experience. Master Assessor (MCIMAP). Doctoral degree and extensive assessment and moderation experience. All members in good standing that seek to register with the Chartered Institute for Educational Assessment (U.K) will be in a position to do so from 01 June 2012 at CIMAP negotiate discounted rates for all membership grades. Please note that CIEA Training will be conducted in South Africa. Certain membership grades will require CDP training at negotiated rates. The training will be conducted in South Africa. Members that seek to attend the training in the U.K will be in a position to do so if sufficient delegates from South Africa are available at normal U.K rates. The South African CPD Activities will be communicated shortly.
If we feel strong about growing the economy and growing our country we need to pay attention to the important role of private providers. It is also important to utilise providers according to qualifications and experience Total Quality Management (TQM) does not mean to be over verified, sometimes by inexperienced, but qualified verifiers, with Educational Qualifications that does not even come close to the ones of the person at the institute being verified.
http://www.labour.gov.za/media-desk/mediastatements/2012/media-briefing-by-minister-oflabour-on-the-bills-amending-the-labour-relationsact-and-the-basic-conditions-of-employment-act
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Skills Universe published the following interesting article on the proposed Green Paper
These problems are not unique to our country, but they are considerably more acute here than elsewhere. Although government will, and must, remain the preeminent financier and provider of education as part of its mandate, there is consensus that the education and training system is inadequate in quantity, diversity and in many, but not all instances, quality. Put differently, the system is simply unresponsive to the needs of the economy and society poor learning outcomes, huge inequalities, skills mismatches, lack of accessibility, funding inefficiencies, high repetition and dropout rates and management capacity constraints. These problems are not unique to our country, but they are considerably more acute here than elsewhere. As part of a global trend, many developed and developing countries are exploring different ways to involve the private sector in financing and providing education using voucher schemes, subsidies, joint capital ventures, procuring management, student support, professional development, inspectoral, operational and maintenance services. Demand-side mechanisms such as vouchers and subsidies have the advantage of promoting educational choice, competition and institutional accountability. Making private providers strategic partners in the PSET system can lead to improved service delivery, access, equity and learning outcomes. In short, a productive education and training system. Enhancing the role of private providers admittedly requires a very smart government with the capacity to clearly define the role of private providers, design regulatory frameworks, manage relationships and performance, oversee contractual obligations and provide strong leadership. Balanced public-private partnerships in education lead to substantial private investments, risk sharing, differentiation, innovation and technology upgrading and specialised skills of private providers. It also overcomes the many inherent restrictions bedeviling public education provision. According to UNESCO, global private enrolments have increased much faster than public enrolments in recent years. Regions such as sub-Saharan Africa, the Middle East, and South Asia are recording the largest growth in the private provision of education. Contrary to popular belief, private providers serve a full range of communities from elites to middle and working classes. Moreover, they reach marginalised communities in rural areas. There are a multitude of examples world-wide to support the case for greater public-private partnerships in education and training provision. For example, India's enrolment figures in higher education remain abysmally low at a mere 11 % compared to that of the US and Canada, where over 60 % of college-age students access higher education. The latter countries are strong advocates of private-public sector partnerships. In the Gulf States, hundreds of millions of dollars are being spent to open branches of top US and European universities, such as Cornell in Qatar and the Sorbonne in Abu Dhabi. Late last year, the new King Abdullah University of Science and Technology opened in Saudi Arabia with a $10 billion endowment fund that exceeds that of all but five American universities. In China, the nine universities known as "The C9" receive supplemental government funding to enhance their competitiveness and become China's "Ivy League". The East Asian region contains the largest concentration of countries with the proportionally largest education private sector. Indonesia, Japan, the Philippines and the Republic of Korea are over 70% private. Malaysia is around 50%.
Private higher education enrolment rates hover between 20% and 60% in most countries in Latin America, whilst, Eastern and Central Europe have also increased enrolments rates vastly from a zero base in the early 1990s. This trend is set to continue well into the future. The engagement of the public sector with private providers should rather be seen as a continuum instead of a dichotomy. Surprisingly our government is already engaging with private providers, albeit, at a minimalist level through school nutrition schemes, transportation, limited subsidies for not-profit schools, textbooks supply and a host of other services. But government needs to go further by exploring a bigger menu of policy options. The issue is not whether our PSET system should be public or private, but rather to create a responsive system through the optimal mix of institutions and programmes. It is a misnomer to believe that extending the role of private providers will reduce the governments control over a public service, limit choices or increase socio-economic segregation. Handled correctly, private providers increase efficiency and choice, and expand access to education services, particularly for households that tend to be poorly served by traditional delivery methods. Despite considerable efforts to resuscitate our public Further Education and Training (FET) Colleges from irrelevance over the last two decades, there is very little to show for it. The time is now ripe to relook at the FET conundrum through a different set of lenses. The application of smart public-private partnerships in this sector will ensure its relevance to the national project. Private providers are closer to industry, which is where FET Colleges ought to be. Public-private partnerships are no panacea for solving our social and education ills, but they can contribute to the solution substantively. The Green Paper is replete with superlatives to advance innovation, prolific creators of knowledge and high levels of excellence and innovation, but critically this is what is precisely lacking in the discourse. There is a cogent case for involving private providers integrally in the envisaged PSET system because they have much to offer by way of financing and provisioning education and training. Fundamentally, this requires a paradigm shift in policy thinking, new mindsets and broadened perspectives on the part of our policy-makers and stakeholders. This opportunity still prevails.
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The 3,5 level is known as the nausea level. Characteristics of this level include the following: Level is tough: I am only a worker My influence on the situation is limited Things happen to me I am a victim of circumstances The manager operating on level 3,5 will struggle with all management tasks. This manager will view his job as implementation rather than leading. Creativity would be low, initiative limited and productivity problematic. Personal development of staff would be hampered. Organisational growth would be a challenge. Market adaptability would present a problem. We could, however advance management consciousness from level 3.5 to level 5. In order to do so, we need to do two things: Become aware of the level we operate on now Make concerted efforts to advance to a higher level Lets consider the levels of consciousness in a bit more detail: Level 0: refers to non-consciousness, deep sleep Level 1: refers to the dream state hypnagogic experiences Level 2: mere awareness, the most basic level of waking consciousness. Level 2 is not focussed on anything, but simply watching the world go by. Level 3: At this level, self-awareness is evident. However, this awareness is dull and heavy often limited to one thing at a time. At level, the world is observed, but meaning is not clear at all. This is the level that Sartre called nausea. Level 4: is the normal consciousness we experience every day. On this level, we can cope with existence, but life is seen as a battle. It is easy to fall back from level 4 to 3 as the pressure mounts, seeing life again, as without meaning. This level of awareness suggests that the locus of control is external. On this level, one tends to believe that the world is a big bad place. The individual is powerless. One is the victim and has no power to change things. In such a reality, it is difficult for the individual to find purpose. Thus, often these people often find it hard to obtain a job that satisfies them happiness eludes them. They may even be good at a certain job, but fail to see what the job does for them on a personal level. Thus, without meaning, productivity will suffer. Victor Frankl, a prisoner of World War II, believed that a person can cope with any how when they have a reason why and thus survived the Nazi concentration camps. Thus, if we are to address productivity, it starts with creating meaning. However, meaning also requires understanding the big picture. Thus, we need to know why we are doing what were doing, and we need to see how it makes sense in the world out there. We need to feel that we matter. If we do not matter we do not affect matter. Only then, do we feel compelled to act. Until then, well why should we? Level 5: spring morning consciousnessChanging from a passive existence to a positive, active existence. Claiming the locus of your life to be in your control. Master of your destiny. Now things no longer happen to you in fact you start happening to things! Now life has prospects. We are happy. We matter, therefore we act.
When we believe we matter, we behave in a fashion that creates new realities. We affect peoples lives and we touch their hearts. Research shows that old people that have pets live longer. This is because they have someone that needs them. They have a responsibility they matter to the pet, and thus have a reason to live. On level 5 the manager is seen to be proactive to take an interest in his team and to inspire people. He leads, he show the way and people do not mind to follow. After all, he is creating a reality a whole world in which others may find meaning! The level 5 manager displays the following behaviour: Passion, drive and energy Compassion, understanding of the views of others Insight into the task, the team and the future Ability to lead without fear Clarity of the task at hand Willingness to learn and create a learning culture No fear of mistakes Continuous improvement Quantum physics explains how human consciousness affects matter directly. It is said that matter and thus reality, forms as a direct result of human consciousness. That, consciousness leads to matter. So, it can be said that consciousness matters. When you have meaning, you do things that matter. Thus, you matter When you feel that you matter, your life finds purpose. Once purpose is discovered, your contextual awareness - understanding how you make a difference to the world, becomes alive. Thus, you now make matter - creating new realities, where peoples lives are affected. Level 6: On this level we develop considerable meaning. Unhappiness becomes strange. Level 7: Presents a sense of freedom. At this level is appears that time itself is mastered. On this level, the human mind enters the mystical. 3. The Business Application The discussion of anything meta-physical is traditionally left to dinner talk and avoided in the boardroom. Not anymore. Increasingly, the role of our spiritual selves are playing an ever increasing role in our work life as we come to terms with who we really are spirits trying to be human, not humans trying to be spiritual. By raising consciousness, the perspective we hold regarding everything changes. In a managerial position, it enables the ability to see situations from multiple angles. A manager with more insight can manage a workforce with so much more insight, thus delivering so much more results! Higher awareness also suggests higher creativity levels. More angles, more dimensions and more options makes for better quality decisions. 4. The Way forward Various ways exist to increase consciousness. Start by writing down the issues that trouble you now. Make a list of not more than 10 items. If you only have one, that is fine too. However, if you have a few, try to identify patterns between the things you identify. Cont.
2. The levels of awareness The levels of awareness or consciousness can be measured, using a system developed by Colin Wilson in 1991. This level of consciousness ultimately determines the way you view the world, and this view, your perception, determines your reality. Thus, your awareness is what determines your success! The levels of awareness are measured on a scale of 1 to 7, according to the Wilson scale. Most people you will meet on a daily basis operate on level 3,5 consciousness.
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For example, if you have a tough time with your boss, and feel your husband is a problem, whilst you had an argument with your sisterwhat is the trend? Relationship problems, interpersonal issues, conflicts? You decide. Remember, you do not need to try to hide. You will only hide from yourselfso be honest. It is only you and I that will know, and frankly, I am not that bothered you see, what you think does not influence my reality From the trauma, your reality will be defined. This will be done during the contact session. Once you completed this part, you have started to look at your reality from an objective perspective. Step two: Define the reality To define your reality, is to consider all that is in it. This moment is the sum total of all you said and did, prior to this moment. This moment is the result of the recipe that is your life. Take a moment and ponder what is my life? Who am I? What do I think I am like? Write down your thoughts. Does your self-image differ from what people around you think? Did you ask them? In addition, how important is it to you what they think? I am Once you completed this part, you have started to connect your reality with yourself, no creating another perspective. You have now defined your trauma; you looked at yourself; you considered how others see you and you are starting to form a picture. However, you cannot see your true self yet. You are looking back, but now just see a glimpse of the road you walked. So let us stand a bit further and see if we can get a clearer pictureLets walk done the next valley Step 3: It is your fault Have you ever noticed how most people always want to shift the blame of what happened in their lives to someone or something else? Consider this. How many people do you know that can admit when they are wrong? How many people apologised to you in your life? Even worse make a list of your friends who think they are paid well? Most people have an empty list. By the way, do you think you are paid enough for what you do? No, you dont? That is funny. No one seems to think they are be paid what they should be Now lets play a game. Lets think of the entire trauma and the things you are aware of in your life, which is wrong. Make a listtravel down this valley. Next, let us take full responsibility for all that happened. Make a list of how it could be your fault. You do not have to even really think it is, but assume it is. When you assume responsibility, you create a platform from which you can analyse why you created the reality that you did. Sure, you might need a guided meditation to accomplish this... However, you could just quietly ponder and explore the reasons why you created the reality that you did. Only once, you have a clear understanding of why you created the experiences that you did, will you understand the lessons you are meant to learn from it. Step 4: You are in control Yes, you are. You created this entire reality. Own it. Only when you own it, can you change it. Do not shy away from taking responsibility for your life. Responsibility is power, it shows you how you happened to things, as opposed to things happening to you.
Now let us make a list of what you are going to change and how you are going to do it. Let us plan your life. You are in charge 5. Conclusion You would be a better manager and team leader because you have a vision of what you can change. You know you can bring ideas to manifest and you lead from the heart. You know yourself and your weaknesses and are assured of your strengths and talents and how to use them to make your visions come to fruition, both for yourself your team and your company. You will see what others do not. You will truly see what you see
Commitment to CPD is also an acknowledgement that becoming professionally qualified is not an end in itself - it is merely the beginning.
Updating skills and knowledge on a continuing basis is essential to career progression, particularly given the passing of the 'job for life' and rigorously defined career path cultures.
CIMAP SPONSORS
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Do you require a seamless process to upload to SETAs, with no delays due to failure to adhere to SETA specifications? Do you require a simple, effective alternative to tracking learner programme information? Are you wasting your valuable time on calculating learner achievement credit values? Do you require a streamlined searching, assimilating, and administrating accreditations? Design, print, and administrate your own certificates. Print professional learner achievement reports with the click of a button. Do you want to control who has access to your data with an effective security system? SMS your students notifying them of their latest assessment results. Predex LMS offers all of the above-mentioned functionalities and many further advantages in a cost effective manner. Andrew 0823859047 - andrewdb@predexlms.com
3-5 September 2012, Gaborone, Botswana. IEASA, Promoting Internationalisation Higher Education
29 August - 1 September 2012, Cape Town, SA. International Conference on Education Technology and Computer 18-19 August 2012, Cape Town, SA. 2nd International Conference on Teaching and Learning 6-9 August 2012, Abuja, Nigeria. 2nd International Technology, Environment Conference Education and
EDUCATION NEWS
Please note that the articles referenced below are for members interest, and do not necessarily reflect the opinion of CIMAP employees, members or its governing board. The Minister of Higher Education and Training (DHET) Blade Nzimande at the launch of the Centre for Integrated Post-School Education and Training (CIPSET). 27 March 2012. http://www.nmmu.ac.za/default.asp?id=161&did=28 0&nid=3199&mod=newsdetail&gh=News The National Student Financial Aid Scheme of South Africa (NSFAS) http://www.nsfas.org.za/ Revised guidelines for the implementation of internal continuous assessment (ICASS) in the NC(V) qualifications at FET Colleges. http://www.dhet.gov.za/LinkClick.aspx?fileticket=IT WZiAE1MP4%3d&tabid=443 The liberals have vulgarised the bill of rights Minister Blade Nzimande. http://www.politicsweb.co.za/politicsweb/view/polit icsweb/en/page71619?oid=287987&sn=Detail&pid= 71619 Our goals for higher education Minister Blade Nzimande http://www.politicsweb.co.za/politicsweb/view/polit icsweb/en/page71654?oid=274797&sn=Detail&pid= 71654 Blade Nzimande: Minister of Committee Meetings http://www.politicsweb.co.za/politicsweb/view/polit icsweb/en/page71639?oid=295802&sn=Detail&pid= 71639 Blade's budget blues: Universities to bear the brunt http://mg.co.za/article/2012-04-23-nzimandesbudget-universities-take-strain Two new universities to open by 2014 http://www.news24.com/SouthAfrica/News/Twonew-universities-to-open-by-2014-20120424 Students to Push for Free Education http://www.ngopulse.org/category/tags/freeeducation
6-9 August 2012, Abuja, Nigeria. 8th Annual International Conference on Computing and ICT Research 5-7 August 2012, Kampala, Uganda. 30th International Congress of Psychology 22-27 July 2012, Cape Town, SA. EELU International Conference on E-Learning in the Arab World 9-11 July 2012, Cairo, Egypt. 10th International Internet Education Conference and Exhibition 6-8 July 2012, Cairo, Egypt. African Education Week, Bridging the skills gap through quality education for all 2-4 July 2012, Johannesburg, SA. E-Learning Africa 23-25 May 2012, Cotonou, Benin.
Interesting SA facts:
SAs GDP size: 27th largest in the world. South African(s) speak IsiZulu 23.8%, IsiXhosa 17.6%, Afrikaans 13.3%, Sepedi 9.4%, English 8.2%, Setswana 8.2%, Sesotho 7.9%, Xitsonga 4.4%, other 7.2% The current-account deficit jumped to 4.6% of GDP in the third quarter of 2011 owing to a rise in imports and income outflows. South African land covers an area of 1219912 km. 12 million learners in SA, 366 000 teachers and about 28 000 schools - 390 special needs schools and 1 000 registered private schools. (http://www.globserver.com/en/south-africa) Any intelligent fool can make things bigger and more complex... It takes a touch of genius - and a lot of courage to move in the opposite direction. - Albert Einstein
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