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Five top tips to succeed in your first year of university

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Five top tips to succeed in your first year of university

Maria Chisari 

For many students and their parents, transitioning to university is an exciting but daunting experience. Here are five tips to help students succeed in their first year.

1. Find support services

Students should also attend presentations during orientation week, ask their tutors and course coordinators or contact their student centre to get more information.

The best way to get information is to talk to other students. New students should take every opportunity to join peer-mentoring groups. These are often fun-filled sessions run by senior students who can offer first year students tips and insights in how to tackle their assignments and exams.

First year students should also become familiar with the university library and centres that focus on developing literacy and numeracy skills. These learning centres can help students develop their writing, maths and study skills by conducting a range of free workshops, including academic writing, reading strategies, making oral presentations and time management.

2. Manage your time well

Learning how to juggle social and academic commitments is one of the most difficult challenges for new students. One of the best ways to manage study workloads is to draw up a semester plan. This can take the form of a timeline or calendar.

Students should start by entering in all assignments and exams on their semester plan and then work backwards to allocate time for researching, draft planning, proofreading and checking references.

In this semester plan, you should also account for other commitments including work, socialising, sport and exercise and perhaps even a good’s night sleep.

3. Keep up-to-date with readings

One common theme across different faculties is that a good assignment is one where arguments have been debated and claims supported by evidence. In order to do this well, students need to do the weekly readings assigned in their individual courses.

You also need to read beyond the required list. Lecturers are not interested in students’ personal opinions. They’re interested in students’ opinions that are informed by evidence. That is, supported by the readings and research the student has done.

But new students may feel overwhelmed by the volume of readings they’re expected to do. The good news is you don’t have to read every word in a text. You need to skim and scan sources for relevant information.

4. How to avoid plagiarism

Learning how to reference reading sources correctly, to avoid plagiarism, is an essential skill. At the start of semester, most students have to complete online modules which explain the complexities of academic integrity.

Students caught plagiarising risk failing a course or being expelled from their degree. What this means for students is everything you read which has informed your thinking must be included in your reference list.

Students shouldn’t only provide a reference for each work they’ve cited. You also have to make sure the formatting of the reference is accurate. Depending on what you’re studying, you may be asked to reference in different styles. Check which one you need to use before you start.

Proper referencing demonstrates to lecturers (and potential employers) you can pay attention to detail, and that you’re part of an academic community and respect the rules of this community.

Students can adopt good habits from the beginning of their studies by recording all details of the reading source in their notes, including the author’s last name, title of the text, year of publication and page numbers.

5. Enjoy university life!

If you’re not happy with your course or subjects, you should get advice from your faculty. Students are expected to take responsibility for their own learning progress, but you should still talk to your lecturers about any concerns.

It’s acceptable to transfer to another course, but students should be aware any course changes must be made by the census date in order to avoid financial penalties. You can check your university’s census date on the university website.

Finally, university is not just about studying hard in order to achieve one’s career goals. It’s also about making life-long friendships and connections.

The best way to do this is for students to pursue their talents and interests and get involved in clubs and societies. The new friendships you form will become part of your support network and ensure that you make the most of your university experience.

The Conversation

Rossi finds fountain of youth in his academy

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Rossi finds fountain of youth in his academy

Stanislas Touchot 

Tavullia, Italy – Motorcycling legend Valentino Rossi says he has discovered the fountain of youth in his VR46 Riders Academy as he aspires to continue competing at the highest level past his 40th birthday, which he recently celebrated.

“Working with young people keeps me young,” said the nine-time world champion who set up the Academy near his home town of Tavullia in 2013 to help aspiring young riders and revive the ailing MotoGP sector in Italy.

Five years on, the Yahama rider, also known as “The Doctor,” is competing against two of his proteges – Franco Morbidelli and Francesco Bagnaia.

Three of the six Italians who will line-out in the first Grand Prix of the season on March 10 in Qatar train on a dirt track circuit at Rossi’s “Motor Ranch” at Tavullia, a village in eastern Italy where the local hero grew up.

Forming two oval circuits, the 2.4-kilometre track stands out in the valley against a backdrop of vineyards and olive groves.

In this unlikely location 11 aspiring riders train alongside their idol, during long “American-style” sessions – two eliminations on each passage before a final four.

Next season, they will all be competing at the world championships in MotoGP, Moto2 or Moto3.

“The original idea of the Academy was to bring Italian motorcycling back to where it was 15 years ago, when we were on top,” Alessio Salucci, a childhood friend and right-hand man of Rossi, now the Academy’s sporting director, told AFP.

“It was a lot of work, listening to Valentino and going full throttle.”

AP Photo / Alberto Saiz.

The ranch is located on the site of an abandoned gypsum quarry, where Rossi used to train with his friends.

Rossi enjoyed working within a group so much that he decided to convert an abandoned farmhouse and start the Academy on 65 hectares of his father’s land.

“First there were riders, only afterwards did it become the Academy,” explains Salucci.

“Valentino worked out at a gym at Pesaro. Local kids Niccolo Antonelli, Andrea Migno, Franco Morbidelli used to tag along because they knew he trained there.

“They would say: ‘Vale (Valentino) we don’t have gloves; Vale, we don’t have a riding suit’.

“We helped them, but in a basic way. So Vale offered to start the Academy, to help these boys, but to do so in a serious way.”

The business has grown to such a point that there are now 12 riders working at the Academy.

“It has become a successful project because we’ve had two junior world champions, two Moto2 world champions (Morbidelli in 2017, Bagnaia in 2018) and we’re going to have two MotoGP riders,” Alberto Tebaldi, another of Rossi’s friends who oversees the VR46 project, told AFP.

‘All-consuming passion’

Rossi’s lifestyle provides the model for the aspiring riders.

Eleven mini-Valentinos work out and compete alongside the maestro and have assess to his personal doctors, dieticians and trainer Carlo Casabianca.

“Valentino’s lifestyle revolves around the bike,” said Saluccio.

“The others need to understand how to live like a rider. So everything that Valentino does, every minute, is worth following.”

“He’s been in this sport for the past 23 years and I’m 22. All the difficulties, he has already experienced them. And thanks to him we know immediately how to resolve them,” Bagnaia told AFP.

“I’ve grown up with Valentino as my idol. It’s obvious to see he can’t live without this. The simple fact he’s the first to arrive in the morning and the last to leave training, that tells you a lot.

“It’s an all-consuming passion.”

The Academy students’ success has, however, resulted in a unexpected conflict of interest — riders who train together compete for rival stables, including Rossi’s Sky Racing Team by VR46 which takes part in Moto2 and Moto3.

“They guys know our philosophy. We’re very happy to have Team Sky and some results, but we also give the maximum for Marco Bezzecchi (an Academy member but also a Red Bull KTM rider). And if Bezzecchi wins a race, we’ll be very happy,” insisted Tebaldi.

For Rossi, who finished third last season in MotoGP, his 18th podium finish in all categories in 23 years, it’s a win-win situation.

“Training on your own is boring,” said Saluccio.

“Now he’s training with guys who go fast and who want to beat him. He wants to beat them too and it’s not easy. Competition, day in, day out, that’s what Valentino gets out of the Academy.”

Agence France-Presse

Boy pointing ‘firearm’ at fellow pupil released

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Boy pointing ‘firearm’ at fellow pupil released

Virgilatte Gwangwa

The 16-year-old boy found in possession of a toy gun at a school in the city last week and pointing it at a schoolmate has been released into the custody of his parents.

The Grade 10 pupil from Wozanibone Secondary School in Kanana informal settlement appeared in the Bronkhorstspruit Magistrate’s Court.

He was released on condition that he not be found guilty or commit the same offence for at least two months.

Welbekend police spokesperson Sergeant Tsietsi Lamola said the toy gun was discovered last week during a health campaign.

The campaign was conducted by the police station’s social crime prevention unit in collaboration with the departments of Health and Education to mark National Condom Week.

He said during the campaign, a 15-year-old girl alleged that a firearm had been pointed at her while she went to fetch a chair for the event. “Through a strategic crime prevention approach it was found that the boy was really armed with a plastic firearm.

“Necessary steps were taken and procedures followed up until the boy was taken to court.”

The boy is undergoing a diversion programme for seven days where his behaviour will be monitored, and will return to court on April 23. The court will then decide on a way forward. Lamola said according to the Firearms Control Act, anything that resembled a firearm was a firearm. “We have a lot of incidents that were committed using toy guns; so this is a serious offence,” he said.

The Department of Education has since released a school safety policy aimed at enforcing a zero tolerance towards the presence of weapons, alcohol, and drugs on school premises.

The policy encourages schools to establish and maintain a safe school committee, which comprises internal stakeholders of the school such as pupils, educators, school governing body members and school security personnel.

It further states that schools must work together with external role-players which include the SAPS, metro police, ward councillors, social workers and community policing forums.

Pretoria News

Radical business forum warned against race baiting at KZN schools

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Radical business forum warned against race baiting at KZN schools

Chris Ndaliso

The KwaZulu-Natal Parents’ Association has warned a local business forum against sowing divisions between residents of Indian descent and black South Africans.

This follows the Bambanani Ogqokweni Business Forum’s alleged interference in the affairs of schools, mostly north of Durban.

They want the appointment of black teachers in Indian schools and also want contracts for maintenance and other services in schools.

Vee Gani, chairperson of the association, said the forum was opportunistic and used the wrong strategy to seek business in schools.

“If you were to ask me, yes, the number of Indian teachers in schools situated in Indian areas is huge. The same applies with black schools.

“Whether that is good or bad is beyond me. Again, these schools inherited the status quo. There are far more black teachers in Indian schools than there are Indians in black schools. This forum is trying to sow division in our schools,” Gani said.

He said the appointment of teachers followed a particular process.

“Governing bodies appoint people on merit. The list of candidates is presented to the SGB (school governing body) and no personal details are listed. Applicants are only identified by numbers or letters so there’s no way of knowing who a candidate is – there’s no nepotism in how teachers are appointed,” he said.

With regards to contracts for service provision, governing bodies are constrained by the financial regulations as set down by the education department, Gani said.

He said generally SGBs used service providers within their locality to minimise costs.

The Independent on Saturday reported that the forum alleged that syndicates, operating mainly in “Indian-run” schools were colluding to exclude African teachers and businesses from opportunities in the schooling sector, and they were determined to end the “Indian monopoly capital” in the education sector.

Corovoca Primary, Sea Cow Lake Secondary, Effingham Primary and St Michael’s Primary schools were reportedly targeted by the forum.

Mbusa Mkhombe, the forum’s deputy chairperson, said they were not against people of Indian descent, but were against the status quo.

“The schools in the north of the region are dominated by Indians yet we have a huge number of our children in those same schools. Segregation was enforced by the Group Areas Act but since we gained democracy that should end,” Mkhombe said.

Kwazi Mthethwa, Education Department spokesperson, said his department did not deal with economic development.

“Our business is in the classroom and it remains there. We have nothing to do with contracts in schools.”

Daily News

Department guns for teachers with criminal records

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Department guns for teachers with criminal records

Mayibongwe Maqhina 

Basic Education Minister Angie Motshekga has said the South African Council of Educators (Sace) is complying with new regulations requiring teachers to submit criminal records upon their registration this year.

Motshekga revealed this in a written response to a parliamentary question from DA MP Sonja Boshoff.

The department has been under pressure to ensure that the Sace registration process incorporates clearance certificates from the South African Police Service (SAPS), National Child Protection Register and National Register for Sex Offenders.

Boshoff wanted to know the number of newly-qualified teachers who applied for Sace registration and produced an SAPS-issued clearance certificate.

She also wanted to know the number of newly-appointed teachers in each province for the 2019 academic year who were employed without the clearance certificate.

Boshoff also enquired whether teachers would be required to update their clearance certificates on a regular basis, or if the certificate was only required at the registration.

Cape Argus

NSFAS struggles with backlog

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NSFAS struggles with backlog

Mayibongwe Maqhina 

The National Student Financial Aid Scheme (NSFAS) still has a backlog of more than 80 000 unresolved bursary applications – with 19 000 being unsigned loan agreements – as at the middle of this month.

This was revealed by Higher Education Minister Naledi Pandor when she responded in a written response to a parliamentary question from the DA’s Andricus van der Westhuizen.

He had enquired about the backlog of administration, reconciliations and payments that had to be dealt with before starting the 2019 academic year.

The student financial scheme had in 2018 experienced challenges, including funding decisions, addressing the 2017 academic year backlog, the non-payment and delays in the payment of allowances, and a weakness in data integration between NSFAS and institutions.

This led Pandor to appoint Dr Randall Carolissen as the administrator.

In her reply, Pandor said unresolved applications from 2017 and 2018 stood at 83186 as at February 14.

“Of these, 19113 relate to unsigned loan/bursary agreements.”

She said the absence of signed contracts prevented NSFAS from making payments to the applicant or the educational institution at which they were registered.

Pandor said the details of the students with unsigned contracts were sent regularly to their host institutions for them to ensure the contracts were signed.

“Once signed, fees and allowances can be paid immediately,” she said.

Pandor said there were a further 64073 outstanding cases where there were internal system issues that prevented final resolution of the bursary applications.

“Of these, 54807 (10333 from 2017 and 44474 from 2018) relate to changes in fees or allowances that, for a number of reasons, are rejected by the processing algorithm. The causes of these rejections have now been identified, and the algorithm is being updated to resolve the blockage.”

She said NSFAS had planned to complete this work by last Friday.

NSFAS received more than 400000 applications for bursaries for 2019 academic year; about 170000 qualified.

Political Bureau

Disturbing cyber-bullying statistics ranks SA tops

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Disturbing cyber-bullying statistics ranks SA tops

Wendy Jasson da Costa

A shocking 25% of parents have reported that their child had been cyber-bullied.

This, according to a 2018 Ipsos Global Adviser study conducted in 28 countries, confirmed that South Africa topped the statistics for this form of bullying.

Insurance company First for Women said a recent study among 4000 participants “reinforces the magnitude of this growing problem, with 64% of the participants believing that children are at risk”.

Last week, a 13-year-old pupil at Doornpoort Primary School in Pretoria committed suicide after being cyber-bullied.

The Gauteng Department of Education said a Grade 7 pupil threatened to distribute a video of the deceased Grade 6 pupil, depicted naked, through WhatsApp. The bullying continued for more than a week.

Scandal actress Mvelo Makhanya was also cyber-bullied last week. She was mocked for her “big head” and broke down on social media.

Expert on cyber-bullying and founder of SaveTNet Cyber Safety Rianette Leibowitz said: “Besides the alarming statistics, cyber-bullying has been the cause of many young people going as far as taking their own lives, with the impact causing a far-reaching ripple effect.”

First for Women’s Casey Rousseau said the extent of cyber-bullying in South Africa had prompted the women-centric insurer to launch the “first cyber-bullying insurance product in South Africa, which addresses the financial as well as legal burden of cyber-bullying”.

“Cyber-bullying is a crime – a hate crime that sees no sign of abating due to its ease. Bullies can hide behind the screen or a cellphone, and it can be completely anonymous. Putting the full might of the law behind the victims and eradicating the financial burden will no doubt go a long way to putting a stop to it completely.

“The costs of addressing cyber-bullying can be high, with lawyers charging around R3000 an hour for consultations alone. Also, in many instances, legal intervention is needed to put a stop to the bullying and bring the perpetrators to justice,” said Rousseau.

First for Women said warning signs of cyber-bullying include:

* Appears edgy or nervous when engaging in online activities like receiving instant messages or emails, engaging in conversations on social media, etc;

* Seems depressed, angry, irritable or frustrated after being online and may also seem regularly depressed;

* Displays unusually secretive behaviour, particularly related to online activity;

* Avoids conversations about their online activities;

* Abruptly turns off or walks away from the computer mid-use;

* Stops using their devices un- expectedly;

* Oversleeping or not getting enough sleep;

* Changes in eating patterns;

* Unexplained headaches or abdominal aches;

* Disengagement from activities, hobbies or pastimes that used to interest them;

* Is unusually withdrawn from friends and family; and

* Often telling you they are feeling ill to avoid going to school or to leave school early.

Daily News

Do you have what it takes to be a Youth Cadet?

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Do you have what it takes to be a Youth Cadet?

Staff Reporter

his past weekend, the City’s Metro Police academy hosted 100 learners from five schools in the city for a leadership camp.
The learners were drawn from Mountview, Salt River, Kensington, Philippi and Luhlaza Secondary Schools.
 
Forty of the learners will be recruited to join the Youth Cadet Programme, in association with the Western Cape Education Department.
 
“We are extremely proud of our Youth Cadet Programme. It is social crime prevention in action, and we have seen a number of young people flourish as a result and become leaders in their communities. In the last few years, we have also started offering training like basic peace officer and first-aid training, and even driving lessons. This gives our cadets access to a range of opportunities as they transition from school into the working world,” said Mayco Member for Safety and Security, JP Smith.
 
The Youth Cadet Programme was established in 2013, on the back of numerous successful Metro Police youth camps that focused on positive youth development.
 

This past weekend, the City’s Metro Police academy hosted 100 learners from five schools in the city for a leadership camp. Picture: Supplied
Learners who showed the most improvement in behaviour and discipline after attending the camps were selected to register as youth cadets. The Youth Cadet Programme started with a first intake of 32 members.
 
The new recruits will increase the number of cadets to more than 200.
 
The criteria for entry into the Youth Cadet Programme are:
  • No criminal record or pending criminal investigation
  • Have no objection to City of Cape Town’s drug testing programme
  • Learners must not disrupt the programme in any way
  • Learner must want to be part of the programme
  • Learners must be able to cope with extramural activities
  • Students (Grade 8) must attend a Youth Camp before possible selection into the Youth Cadet Programme
  • Entry into the Youth Cadet Programme starts strictly from Grade 9
  • Punctuality and attendance to be strictly adhered to
  • Learner must be prepared to adhere to a Professional Code of Conduct
  • Conform to paramilitary code of conduct for Dress Regulations
  • Adhere to the Metro Police Academy Code of Conduct
  • Entry motivations to be supported by learner’s parents, guardians, teachers and finally sanctioned by the Department of Education
  • Sanctioned nominees must complete an assessment as determined by the Cape Town Metro Police Academy for a final entry process
  • The learner must not default on their school curriculum and must be in the registry of a school
  • Annual submission of school achievement with regard to advancement in grades
  • Positive annual achievement and advancement within the Youth Cadet curriculum
“A community can only benefit from individuals who possess a positive spirit and good leadership qualities. These youth cadets have the potential to act as role-models and to effect change in their social and community circles. 
 
Many have already done us proud with their achievements and willingness to exploit the opportunities that have come their way and I encourage the new recruits to follow in their footsteps,” added Smith.
 

This past weekend, the City’s Metro Police academy hosted 100 learners from five schools in the city for a leadership camp. Picture: Supplied
@TheCapeArgus

Department of Basic Education accused of failing to meet its own targets

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Department of Basic Education accused of failing to meet its own targets

Zodidi Dano 

Advocacy group Equal Education (EE) has accused the Department of Basic Education of failing to reach its own targets.

The department has remained stagnant, it said. EE said the department had not reached any of its set targets through its Accelerated School Infrastructure Delivery Initiative (ASIDI) programme set out to address backlogs.

“We are also still looking for a clear plan on how the sanitation crisis will be addressed.

“Who will be taking responsibility for this task and by when will plain-pit toilets be eradicated? Will dangerous pit toilets be prioritised?

“Given that the national ASIDI has failed to reach any of its initial three-year targets in the last eight years, what will be done differently to ensure plain-pit toilets are eradicated within a reasonable time frame?” said EE.

EE said at last year’s State of the Nation address, President Ramaphosa declared that 187 schools had been completed through ASIDI, but had failed to mention that 510 schools initially identified for replacement ought to have been completed in March 2014.

According to EE’s figures, in the 2016/17 financial year the department set out to build 136 schools, but only built 16; the following year instead of 115 only 12 were built and out of 50 schools set up for building in 2018/19 only nine were built.

Of 265 schools earmarked to get sanitation fixed in the 2016/17 financial year, only nine were completed.

Of 257 schools to have sanitation maintenance carried out in 2017/18, 29 had work done, and just 64 out of 285 the following financial year.

In the 2016/17 financial year, the department didn’t provide electricity to any of the 620 schools it had planned to as per its ASIDI project plans. In 2017/18, only 17 out of a target of 134 schools without electricity had their lights switched on.

“EE welcomes the department’s ambition to increase ASIDI’s annual targets, yet we remain concerned about its ability to actually meet the targets it sets for itself.”

Department spokesperson Elijah Mhlanga said EE was failing to recognise progress made through the ASIDI project. He said electrification had been completed.

“It is quite simplistic and vexatious for commentators to glibly state that the department is not meeting its targets, especially given the fact that the department has, on more than one occasion, opened its doors to officials from EE and explained the process and constraints involved in such a mammoth undertaking.”

Mhlanga said for the provision of water, the department completed 836 projects since inception with a further 395 under construction. The sanitation programme has seen the completion of 658 projects with 241 in construction.

The ASIDI programme has delivered 215 schools to communities across the country, 154 of them in the Eastern Cape.

Mhlanga said the target for this financial year is 50 schools, and 21 have been completed with the rest likely to be completed by the end of the financial year.

A further 100 schools were at various stages of construction.

“EE and others are well versed in what goes wrong with the ASIDI programme because that is their focus.

“What they fail to see and acknowledge is, while at one time there were 510 schools identified for the ASIDI programme, today there are less than half that number in existence.

“The good news is with the rationalisation and mergers exercise, the original target figure has significantly shrunk.

“While 60 of the balance of the schools are so remote they will have to be built where they are, the balance will merge in to mega-schools.”

SA youth struggling to develop positive money values due to poverty

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SA youth struggling to develop positive money values due to poverty

Heartlines

Financial pressures are holding young people back from achieving financial freedom.

At first glance the township of Siyabuswa in Mpumalanga seems fairly quiet. The empty streets suggest that learners are at school and adults are at work.

But, as you turn the corner of Haig road and approach Nkangala FET College, C N Mahlangu Campus, a crowd of residents and students gather by the college gates, chanting old anthems from the apartheid struggle, calling for political change and freedom.

We’re here to deliver what we believe would be an impactful lecture on our Heartlines Money Values campaign to encourage young people to have greater awareness of their spending habits and develop a positive attitude towards money. These plans have now been put on hold.

These young people want to have a conversation about money, but it’s about the financial challenges they face trying to acquire a higher education and feeling like they are not being equipped to become equal participants in South Africa’s economy.

The money talk

Student leader, Tebogo Phokungwane, emerges from the crowd of protesting students to chat to us, wearing a bright yellow and red T-shirt with the insignia of the South African Student Congress.

“All of the students at our college depend on government funding for their education, many come from homes where parents are unemployed and others have their own children already so the money they receive from NSFAS is the only income their families have to survive,” he says.

Tebogo believes it is these challenging circumstances that affect young people’s relationship with money.

“Our education system does not support us adequately financially, and it does not teach us about saving money or creating wealth. When we receive money we don’t think about investing, we think about survival, and utilise it to solve the problems we face daily.”

In 2015 research conducted by Student Brands found entertainment, clothing, education, accommodation and travel to be the six most common spending categories of South African students.

The 5th Annual Student Report conducted by Student Village In 2017 revealed that black students spent most of their money on takeaway and cosmetics, coloured students spent most on clothes and jewelry and white students spent it on groceries and alcohol.

Tebogo sheds some light on the matter.

“When we get to college we finally have freedom and independence. Personally, when I get money I use it for entertainment, clothing, cosmetics and save for transport and other day-to-day needs.

When I am older, I want to have a completely different relationship with money. I want to be able to start a business, save and invest for the future and have enough money to take care of myself and my family,” he says.

Pressure to succeed

1st year civil engineering student Raymond Molekoa says students who come from poor homes are under pressure to become breadwinners.

“My parents are not working and I’m expected to excel in college so I can find work and provide for my family. When I get money I spend it on food and alcohol, hanging out with my friends helps me forget about my problems,” he says. “I wish I could have more money to live a more comfortable lifestyle.”

Like Tebogo, Raymond believes not enough is being done in schools to educate young people about money.

“Right now, it’s about studying and looking for a job. We are not being taught about entrepreneurship so that we can start businesses and create employment opportunities, which will tackle the issue of unemployment and poverty,” he adds.

According to the Young Women’s Trust, young people between the ages of 16-30 battle to make it to the end of the month without borrowing money from friends, family or commercial lenders, and  anxiety stems from knowing they should be saving and investing, but they are unable to due to a lack of information and a lack of funds.

Stress & Anxiety

Young people also have financial stress as a result of paying off student loans, “black tax” and daily financial pressures adds to anxiety with young working people feeling the pressure to succeed while living pay-cheque to pay-cheque.

It’s become increasingly apparent that some young people will struggle to develop and uphold good money values, in light of the challenges they face due to poverty and financial pressure.  Added to that is the youth unemployment rate, with over 50% of young South Africans struggling to find work.

At least if we can provide young people with information on how to make better decisions about money, in order for them to achieve financial freedom and achieve their goals, we could possibly start to deal with the issue of poverty and break the cycle that keeps young people financially unstable as a result of debt, family responsibilities and pressure to succeed.

 

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