Dr. Nic Spaull

Dr. Nic Spaull

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Educational Researcher

Dr Nic Spaull is a well-known education researcher in South Africa. He has recently returned from Paris where he was a Thomas J. Alexander Fellow at the OECD. Before that he was a Visiting Scholar in the Graduate School of Education at Stanford University in the United States. Nic has a PhD in economics and has published numerous journal articles on education focusing on assessment, accountability, literacy and education policy in South Africa.

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Alison Bengtson

Alison Bengtson

alison-bengtson
Deputy Director General: Districts Operations Management in the Gauteng Department of Education

Alison is the Chief Director of Districts Operations Management in the Gauteng Department of Education. She is managing five Educational Districts’ offices comprising 860 schools within the Gauteng province. Her expertise includes motivating and influencing others to drive change. She is also passionate about the development of leaders in education. Her legal and human resources qualifications have assisted her in being able to navigate the complex system of education and create powerful teams for driving change.

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Existential Conversations

Existential Conversations

Pedro TabenskyProf Predo Tabensky

Professor Pedro Tabensky is the founding director of the recently formed Allan Gray Centre for Leadership Ethics (AGLE), nested in the Department of Philosophy, Rhodes University (South Africa). A central, but by no means only, aim of the AGCLE is to help transform the South African secondary and tertiary education sectors. He is the author of Happiness: Personhood, Community, Purpose and of several articles and book chapters. Tabensky is also the editor of and contributor to Judging and Understanding: Essays on Free Will, Narrative, Meaning and the Ethical Limits of Condemnation; The Positive Function of Evil; and, coedited with Sally Matthews (his wife), Being at Home: Race, Institutional Culture and Transformation at South African Higher Education Institutions. He is currently completing a solo-authored book entitled Anti-Perfectionist Ethics, which he aims to complete in 2017. Until 2016, Tabensky ran a yearly roundtable series on critical issue in higher education—CHERTL Roundtable Series on Critical Issues in Higher Education—and is a regular commentator in the national and international media. He is also working with Paul Taylor, Samantha Vice and Uchenna Okeja on starting up a project that spans the entire South African philosophical community aimed at helping catalyse transformation across the sector.

 About the Session: 

The session that I preceded was aimed to give those present a sense of what the IiNtetho zoBomi  or zoBom programme (formerly called Existential Conversations) is all about. This programme has been designed and is implemented by the Allan Gray Centre for Leadership Ethics at Rhodes University. What the programme aims to do is to show participants (learners, university students, politicians, etc.) that ethics is not really about doing something that is detached from life, as if it were first and foremost a kind of toolkit for conduct or a list of rules, as the rules one has to learn to pass a drivers test. Rather, we are ethical beings insofar as we have to learn to manage the muddle inside us, a muddle which is very easily corrupted by internal and external pressures. To be ethical is ultimately to understand who we are and to act in accordance with this understanding. Indeed, we show participants the extent to which being responsible for our lives in a genuine way involves hard, directed, but worthwhile work. We aim to show participants how these pressures operate to distort our minds, how it is, for instance, that we can become racist or sexist without even noticing that that is what we have become, as evidenced by the Doll Test and by the Throwing Like a Girl advert. Ideally, we should aim to be effective ethical agents, that is, agents that understand how to live in a genuinely embodied way.

We currently teach 250 Rhodes students (if we didn’t cap registration at 250 students we would probably have more than 1000 students by now). Students love it even though it is an emotionally demanding course. We have also piloted the course with a small number of pupils form St Andrews in Grahamstown and with a significantly larger group from DSG, also in Grahamstown. They are also extremely enthusiastic about what we do. The general idea is that the programme will have a transformative effect in the lives of those taking it. Our country needs a new type of leader and zoBom offers participants the opportunity to grow as effective ethical agents, that is,  leaders, we think, in the deepest and most fundamental sense.

Cultivating an entrepreneurial mindset in schools through entrepreneurial framework

Cultivating an entrepreneurial mindset in schools through entrepreneurial framework

JOHANNES LINDNERJohannes Linder

Professor Johannes Lindner is founder and head of the Initiative for Teaching Entrepreneurship Austria (www.entrepreneurship.at) and of the “eesi” Centre for Entrepreneurship Education (www.eesi-impulszentrum.at), which is working on behalf of the Austrian Federal Ministry of Education. He is an author of entrepreneurial, business and economic books and several journal articles. He is also the Head of the Department of Entrepreneurship Education and the Centre for Value-based Business Education at the University Teacher College Vienna/Krems and an Entrepreneurship and Business Educator at the Schumpeter Commercial College, Austria.

He is the founder and lead expert of the “YouthStart Entrepreneurial Challenges” Programme (www.youthstart.eu) and is involved in large-scale field research in schools in Austria, Bulgaria, Luxembourg, Portugal and Slovenia. The “YouthStart Entrepreneurial Challenges are based on the reference framework for Entrepreneurship Competences and the TRIO Model for Entrepreneurship Education.

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Design Thinking: From problem identification to solution testing

Design Thinking: From problem identification to solution testing

Rael FutermanRael Futuerman

Rael Futerman’s work involves integrating societal, business and government needs into design thinking curricula, and developing and supervising contextually relevant design research.
His research interests are around the role of collaborative design and design thinking in developing citizen scholars as entrepreneurs and innovators able to navigate uncertainty and produce socially relevant product service systems.

 

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Preparing learners for an expotential future

Preparing learners for an expotential future

Anthony SelleyAnthony Selley

Having completed his BBusSci degree at UCT, Ant taught for four years at Wynberg Boys’ High School. It was here that he came across Khan Academy with its self-paced learning methodology. This inspired further exploration and before long he became an evangelist for self-paced, self-directed and project-based learning. After spending some time with the Uncollege programme in San Francisco, Ant returned to run extra-mural schools’ programmes of his own – with a focus on self-directed projects and entrepreneurship.

He now consults with the Allan Gray Orbis Foundation as the project manager for the Blue Helix game. Set to reach 27 000 students in 2017, the game develops entrepreneurial mindsets through a set of fun and action-oriented challenges. The students earn points for their challenge submissions and compete for top honours on the leaderboard.

 

Micheal FichardtMichael Fichardt

Michael Fichardt is an entrepreneur, technologist and investment professional. He has worked in the banking, private equity, energy and technology sectors, investing in and building projects and companies. He holds a BCom, an MBA, a Postgraduate Diploma in Sustainability and is a recent graduate of Singularity University’s Global Solutions Programme. He is passionate about the potential of technology to positively change the world.

 

 

 

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The Future of Learning and the Future of Work

The Future of Learning and the Future of Work

kyle DoddsKyle Dodds

Managing Director of Cognition.Online and qualified Structural Engineer. A notable entrepreneur in the education and technology sectors, he is responsible for the creation of the first two-sided network of its kind in the education sector.

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Rapelang RapanaRapelang Rabana

Rapelang’s primary business focuses are Rekindle Learning, a highly innovative learning technology company, and Nisela Capital, a pioneering private equity and advisory firm. Rapelang’s journey began as the founding CEO of Yeigo, an innovative startup that developed some of the world’s earliest mobile VoIP applications in 2006. She obtained a BBusSci Honours degree in Computer Science from the University of Cape Town, solidifying her technical and business background. She is inspired by the belief that there have to be better, simpler and more effective ways of doing things, using the power of technology.

 

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Phumlani NkontwanaPhumlani Nkontwana

Phumlani holds a Masters degree in Development Economics from the University of Johannesburg and a BCom degree in Economics and Statistics from the University of Cape Town. Phumlani has done economic research for DNA Economics (Pty) Ltd and Economic Research Southern Africa (ERSA) in Pretoria and Cape Town respectively. He is a Richard Branson Entrepreneur, Seed Institute Entrepreneur and MD of Phumlani Nkontwana Consultants (Pty) Ltd.

An Inspirational education for the future high-impact educators

An Inspirational education for the future high-impact educators

Julian Hewitt PhotoJulian Hewitt:

Julian Hewitt is an Educational Consultant who previously headed up the Allan Gray Orbis Foundation’s Fellowship Programme. He also currently sits on the Board of Trustees for the Royal Bafokeng Nation’s flagship Lebone II College. Having travelled to almost 50 countries, Julian’s global engagement has been recognised as a recipient of the Clinton Democracy Fellowship, a Chinese Government Scholarship and Global Award for Individual Leadership through AIESEC. A social entrepreneur at heart, he is the founding member of four social enterprises, including Brightest Young Minds, and helped initiate the GIBS Network of Social Entrepreneurs.

 

 

Jeremy GibbonJeremy Gibbon:

Jeremy Gibbon hails from a family of teachers with education flowing strongly through his veins.  He has been a high school Science teacher for over twenty years, enjoying the privilege of teaching in South Africa and the United Kingdom.  Most recently Jeremy was Principal of Pinelands High School in Cape Town, a proud member of the Circle of Excellence.  As an Educational Consultant, he now works across of variety of areas including teacher professional development and digital online learning platforms.  He is also working as part of the team tasked with establishing the Allan Gray Education Fellowship.  Jeremy holds a BSc and HDE from the University of Cape Town as well as an M.Ed from Cambridge University.

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Trevor Manuel

Trevor Manuel

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Manuel gave resignation from the post of the Finance Minister of South Africa on 23 September 2008 along with many other senior cabinet members on the resigning of Thabo Mbeki. Manuel explained the resignation as a principled gesture. He was retained in his post in the cabinet of Mbeki’s successor, Kgalema Motlanthe, which was announced on 25 September. Trevor Manuel got hold of his matriculation degree in the year 1973 and further get educated in the field of Civil and Structural Engineering and then in law.