3. Product Breakdown
• Edu Assist- Remote Tutor Helpline
• Edu Assist Protec - Remote Tutor Helpline
, Legal Assistance, Tax Assistance
• Edu Assist Protect Plus - Remote Tutor
Helpline , Legal Assistance, Tax
Assistance, Study Skills Software from Grade
RR – 1st year University
4. Edu Assist
Our service provides after-hours homework helpline where qualified tutors
assist learners with their homework or project queries. We provide access to the
Internet and any information supplied through the Internet can be forwarded to
the learner by courier service or fax. They therefore receive telephonic
assistance in order to research information for projects and such like needs.
The benefits to parents are that they are given the opportunity to provide their
children with the very best homework help and study requirements. They have
an opportunity to adapt gradually to the changing education curriculum and
ensure that their children are receiving the very latest information and
assistance.
5. EduAssist will provide parents with “peace of mind” that either
due to circumstances or unavailability, professional assistance
and guidance will be accessible to their children at agreed hours
five days a week.
EduAssist provides access to professional and qualified tutors.
Their role is to encourage, explain and assist children during
those difficult moments of evening homework where so often
parents are not available, or equipped to deal with the issues.
EduAssist provides children with telephonic access to the
Internet where qualified tutors can search for the
information, compile and even send summaries of information
required
6. Key Services
Telephonic learner support, education and project compilation assistance
in all the major subjects.
The tutor’s role is further to encourage and assist with projects or
homework when the parent is not available or equipped to deal with the
learner’s queries
Internet access allows the competent tutors to search for information and
compile summaries where required
Modes of communication include: fax, email and courier
Tutors are highly qualified, practicing teachers and are therefore at the
forefront of teaching practices and curricula
Tutors are supported by administrative, research and IT personnel who
assist in IT database compilation and project research
The tutor service is provided by qualified and practicing education
specialists
8. All services offered are available for primary and secondary student
The Edu Assist will locate a tutor and call the client back
Service languages:
English, Afrikaans, Zulu, Xhosa, Sotho, Tswana, Pedi (direct service
and/or translation capacities in any of the above)
Eduassist line operates from Sunday to Thursday.
Hours 18:00 – 21:00
9. Legal Assist
Professional, in-house, qualified legal advisors are available telephonically on a
24/7 basis to give advice to the member on any legal topic or matter ranging from
debt and divorce to labour and domestic violence.
The legal service also provides for standard legal documents such as a domestic
worker employment contract, maintenance kit, Wills, offer to purchase, small
claims court kit, Road Accident Fund, etc.
The legal advisors will also peruse and evaluate agreements. In addition, the in-
house attorneys will refer the subscriber to a practising attorney for a first 30
minute consultation at no cost.
10. Incident Location
Legal advice and guidance are provided wherever the member requires assistance
inside or outside the borders of South Africa but limited to an incident in South
Africa only.
Service Providers
In respect of the 30 minute free consultation with a practicing attorney, the Orikayl
Development network of legal service providers are all independent contractors.
Contractual obligations of the referral attorney are agreed to between the member
and the attorney and EDUASSIST
EDUASSIST Helpline is as such not liable for loss, damage or unsatisfactory
consultation of the service provider. The EDUASSIST helpline will however, make
every effort to resolve any dispute that may arise, conditional upon the complaint
being received in writing within 10 days of the incident
11. Eligible Members
Service will be provided to the main member and the main member’s immediate family
members when legal advice or assistance is required. Prior to rendering any
service, membership will be validated in terms of an active membership database. Should it
not be possible to verify active membership, the member will be provided telephonic legal
advice but referral to a practising attorney will only take effect once proof of active
membership is received.
Assistance
Should the member arrange a consultation with a practising attorney without contacting the
(Client Programme) EDUASSIST Helpline for a referral first, the helpline will not be liable for
any costs incurred by the member or the payment thereof.
Benefits and Limits
The service is not limited in terms of number of calls for advice, assistance or referrals per
family or per benefit term.
Additional consultation in excess of the first 30 minutes is arranged between the member
and the attorney and paid for by the member.
12. Tax Assist
The service provides assistance with personal tax enquiries, referral to an appropriate tax
specialist, interpretation of personal tax options and telephonic assistance with the
completion of personal tax returns.
The service is available during office hours from 08:00 – 16:30 and does not provide for
external cost in respect of services not related to the telephonic a
assistance.
Interpretation of personal tax options
Assistance with personal tax enquires
Referral to an appropriate tax specialist
Quality telephonic advice relating to personal tax problems
Telephonic assistance and guidance with the completion of personal tax returns
13. Study Skills CD Software
Contains
• Create your own fairy tale and nursery rhyme books
(Grades R – 3)
• Junior Study Skills (Grades 4-7)
• Senior Study Skills (Grade 8 to post matric)
Junior & Senior study skills consists of two sub
programmes
• Learning style profiler- Software
• Secrets to easy and successful studying – E Book
14. CREATE MY OWN FAIRY TALES AND NURSERY
RHYMES BOOKS (Grades R to 3)
• inculcates a love for reading from a young age
• sets the foundation for high literacy levels in English
• develops strong comprehension skills
• builds an extensive vocabulary
• good writing skills are developed
• enhances picture and word co-ordination ability
• helps to provide cutting and pasting skills
• colouring skills are sharpened
• prevents boredom from just reading or being read to (because learners feel that they are
actually participating in the story)
• your child will experience the joy of creating his/her own books
• saves money by allowing you to print your own colouring books
• develops creative skills
• provides a solid foundation to enable your child to excel at primary and secondary schools
and beyond
• allows you to begin setting up a home library for your child/ren and even for your grand
children
• provides hours of fun and learning
• makes an ideal gift
15. FEATURES
• covers over 200 fairy tales and over 110 nursery rhymes
• two versions available: an interactive version and a read only version
• the interactive version has spaces between paragraphs for learners to stick pictures
• more than 1,100 relevant pictures provided in over 100 categories such as
animals, fairies, queens, fairy tale and nursery rhyme characters etc.
• both colour and black-and-white pictures are provided
• colour pictures can be converted to black-and-white and back to colour
• allows you to print your own colouring books
• the size of the pictures can be adjusted
• the books can be personalized by your child pasting pictures of him/herself as the main or other
characters in the stories
• each interactive fairy tale has a table in which learners can enter new words with their meanings
(with the help of parents)
• at the end of each interactive fairy tale, there are five simple questions
• answers to the questions are provided
• the read only version appears without the spaces for educators/parents to print and read to the
learners (this version saves paper)
• enables your child to create his/her own fairy tale and nursery rhyme books
• allows your child to design his/her own cover for the books
16. JUNIOR STUDY SKILLS
LEARNING STYLE PROFILER
• Research shows that students do learn differently. The way each person prefers to learn is
called his/her learning style. It is simply the method by which he/she learns best, that is, the
way his/her brain absorbs and recalls information. A more academic definition of an
individual’s learning style is "the complex manner in which, and conditions under
which, learners most efficiently and most effectively perceive, process, store, and recall what
they are attempting to learn" (James, 1995)1 or "the preference or predisposition of an
individual to perceive and process information in a particular way or combination of ways"
(Sarasin, 1998)2.
• The idea of individualized learning styles originated in the 1970s and has gained popularity in
recent years. Extensive research has been conducted, especially in the USA, on various
learning styles. It is now accepted by researchers that the early identification of students’
learning styles plays a significantly positive role in their learning process and in their
performance. A number of learning style models has been identified by researchers. Some
of these models include the Myers Briggs Type Indicator (MBTI), Howard Gardner’s Multiple
Intelligence Model, Kolb’s Learning Style, Jackson’s Learning Style Profiler, Dunn and Dunn
Model, NC State University Index of Learning Style, the VAK Model and many others.
17. • The LSP consists of a series of multiple choice questions which should take each learner no
more than 10 minutes to complete. There are no right or wrong answers.
• Each completed questionnaire will be immediately scored by the programme and will provide
the learner with his/her score card or result sheet. The result sheet will firstly identify the
learner’s preferred or dominant learning style. Thereafter, the result sheet will provide
him/her with the characteristics of his/her dominant or preferred learning style. It will then
suggest what the learner should do in order to boost not only his/her dominant learning style
but also his/her less dominant styles. Lastly, the result sheet will make recommendations on
improving the pupil’s learning strategies.
• These days, in order to achieve academic success, it is vital for learners to know and
understand their natural learning style. Not only will this ensure success in their studies but it
will also make their studying easier. It is when they study against their natural or dominant
learning style that they may struggle and experience difficulties. This applies even to those
students who produce good results. In such a case, they are like square pegs in round holes
18. LEARNING STYLE PROFILER (Grades 4 to 7)
• Research shows that students do learn differently. The way each person prefers to learn is
called his/her learning style. It is simply the method by which he/she learns best, that is, the
way his/her brain absorbs, processes, stores and recalls information.
• The Study Centre employs the VAK model which is widely used by many learning institutions
in the USA including the training bodies of companies. This model looks at learning styles
from a psychological perspective. It maintains that we use our senses of sight
(Visual), hearing (Auditory) and touch (Kinesthetic – also known as tactile or haptic) to
receive, process, store and recall information.
• The VAK Learning Style Profiler or Inventory or Index will:
• help learners identify their natural learning style, i.e. how they prefer to learn
• highlight the main characteristics of their preferred or dominant learning style
• suggest ways in which they can reinforce their preferred learning style and boost their less
dominant learning styles
• provide suggested strategies to complement their revealed learning style
• recommend the actions that they need to take to sharpen their learning skills overall
• enlighten educators regarding their learners’ preferred learning style and enable the
educators to accommodate the learning style of the learners in their teaching methodology
• PS A more academic exposition of this profiler is provided herewith
19. SECRETS TO EASY AND SUCCESSFUL STUDYING (Grades 4 to 7)
BENEFITS
• teaches learners powerful and effective study techniques
• inculcates good study habits in them from a young age
• prevents bad study habits from being formed
• corrects poor study methods
• makes learning fun
• introduces them to time management at a basic level
• encourages them to take studies seriously
• motivates them to study daily
• instills self-confidence
• inspires them to do their homework regularly and with care
• promotes structured and organized learning
• promotes the use of memory techniques; eliminates learning ‘by heart’
• prevents learners from forgetting what they have learnt
• shows them how to learn more in less time; reduces study time
• encourages reading and sharpens reading skills
• develops writing skills
• makes studying easier
• ensures better grades
• prepares learners for high school
• learners will learn both the study techniques as well as the content from
20. FEATURES
• user-friendly and attractively presented
• written in easy-to-understand language
• uses selected outcomes from Life Orientation to teach the various study skills
• contains over 200 enjoyable and thought-provoking activities
• each chapter ends with an exercise
• only educators/parents have access to the answers
LEARNING STYLE PROFILER (Grades 4 – 7)
For the Benefits and Features, see the Senior Learning Style Profiler (grades 8 – 12)
LIFE SKILLS
THE EFFECT OF SELECTED LIFE SKILLS ON STUDIES
Nutrition
Healthy Environment
Rights and Responsibilities
Relationships with Others
21. TIME MANAGEMENT
1. What am I Doing with my Time?
2. Timetable
3. Preparing a Good Study Place
MEMORY TECHNIQUES
1. The Dangers of Learning by Heart
2. Memory Aids
Keywords
– Visualization
– Association
22. METHODS OF ASSESSMENT (EXAM TECHNIQUES)
1. Formal Examinations as One Form of Assessment
– Tips on Preparing for Formal Exams
– Tips on Writing the Formal Exams
– Common Words Used in Tests and Exams
2. Other Forms of Assessment
– Project
– Poster
– Presentation
1. Tips on Doing Multiplication
2. Meaning of Certain Terms Used in Maths
23. LIFE SKILLS
THE EFFECT OF SELECTED LIFE SKILLS ON STUDIES THE EFFECT OF SELECTED LIFE SKILLS ON STUDIES
The Effects of Substance Abuse Respect and Constructive Disagreement
Friends in Time of Tragedy and Change Decision-making Skills
Personal Success and Positive Self-concept
READING SKILLS
Communicable Diseases
Exercise and Relaxation
The Structure of a Book
Tips on Improving Comprehension
READING SKILLS
WRITING SKILLS
Increasing Your Vocabulary
Tips on Improving Sentence Writing
Tips to Increase Your Vocabulary
Grammar and Spelling
Word Bankbook A few spelling rules to remember
Technique to Remember the Meaning of Words Common incorrect usage of words
24. MEMORY TECHNIQUES WRITING SKILLS
Memory Aids Paragraph Writing
Essay Writing
Mnemonics
Mind Maps
COMMUNICATION SKILLS
METHODS OF ASSESSMENT
Listening Skills
(EXAM TECHNIQUES)
Speaking Skills
Report Writing THINKING SKILLS
Questionnaire
Case Study Creative Thinking
Logical Thinking
Reasoning by Inference
Reasoning by a Process of
Elimination
25. SENIOR STUDY SKILLS
SENIOR SECRETS TO EASY AND SUCCESSFUL STUDYING (Grade 8 to post-matric)
BENEFITS
teaches learners powerful study skills and techniques which enable them to tackle
their studies efficiently, effectively and successfully
motivates them to study
instils confidence, especially with regard to studying
teaches them time management skills and introduces them to time management
tools
ensures that they produce improved grades
makes studying easier and more pleasant
shows them how to learn more in less time; reduces study time
prevents them from forgetting what they have learnt
secures stress-free and panic-free studying
prepares them for matric and post-matric studies
26. LEARNING STYLE PROFILER (Grade 8 to post-matric)
• Research shows that students do learn differently. The way each person prefers to learn is
called his/her learning style. It is simply the method by which he/she learns best, that
is, the way his/her brain absorbs, processes, stores and recalls information.
• The Study Centre employs the VAK model which is widely used by many learning
institutions in the USA including the training bodies of companies. This model looks at
learning styles from a psychological perspective. It maintains that we use our senses of
sight (Visual), hearing (Auditory) and touch (Kinesthetic – also known as tactile or haptic)
to receive, process, store and recall information.
• The VAK Learning Style Profiler or Inventory or Index will:
• help you identify your natural learning style, i.e. how you prefer to learn
• highlight the main characteristics of your preferred or dominant learning style
• suggest ways in which you can reinforce your preferred learning style and boost your less
dominant learning styles so that you become a holistic learner
• provide suggested strategies to complement your revealed learning style
• recommend the actions that you need to take to sharpen your learning skills overall
• enlighten educators regarding your preferred learning style and enable them to accommodate your
learning style in their teaching methodology
• A learning style can also assist workers who may want to know the most effective way in which they
absorb and grasp information, especially when they attend meetings, conferences, workshops or read
minutes, reports, manuals etc.
• Even more so, learning styles can, to a certain extent, determine how you interact with other
persons, such as members of a family, friends, neighbours educators, employers, colleagues etc. Your
learning style can reveal whom you are more likely to be compatible with.
• PS A more academic exposition of this profiler can be provided on request
27. SECRETS TO SUCCESSFUL STUDYING (GRADE 8 TO POST-MATRIC)
LIFE SKILLS FOR SUCCESS
Introductory Remarks
Developing Life Skills That Ensure Success
i. Attitude
ii. Health
iii. Relationships
iv. Money Management
v. Rights and Responsibilities
vi. Managing Stress
vii. Motivation
viii. Goal Setting
ix. Positive Thinking
x. Perseverance
xi. Self-Confidence
xii. Powers of Concentration
28. TIME MANAGEMENT
Introductory Remarks
How are You Currently Using Your Time?
Steps You can Take to Manage Your Time More Effectively
i. Draw Up a Plan of Action
ii. Complete a ‘To Do' List
iii. Make a Study Schedule
iv. Organize Your Study Environment
v. Control Extra-Curricular Activities
vi. Eradicate Procrastination
NOTE WRITING SKILLS
Introductory Remarks
The Advantages of Learning From Your Own Notes
The Dangers of Learning Directly From Textbooks
29. MEMORY TECHNIQUES
Introductory Remarks
The Dangers of Learning ‘by Heart'
The Memorizing Process
Factors That Enhance the Memorizing Process
Memory Aids or Joggers or Triggers
i. Visualization
ii. Association
iii. Mnemonics
iv. Pegs
v. Mind Mapping
Summary of the Learning Process
Concluding Comments
Appendix F: Example of Mind Mapping: Tree
Appendix G: Example of Mind Mapping: Bubble
Appendix H: Using Memory Aids to Remember Meanings of Words
Appendix I: Using Memory Aids to Recall Labels of a Diagram
Appendix J: Grouping Exercise
30. METHODS OF ASSESSMENT (EXAM TECHNIQUES) READING SKILLS
Introductory Remarks
Principal Causes of Poor or No Comprehension
Introductory Remarks i. Lack/Loss of Concentration
ii. Slow Rate of Reading
Formal Examinations as a Method of Assessment
iii. Poor Vocabulary
i. Preparing for Formal Examinations iv. Inadequate Prior Knowledge
`7.3 Basic Structure of a Text
ii. Writing Formal Examinations 7.4 Kinds of Comprehension
iii. Formats of Formal Examinations (Essay, Multiple- i. Literal Comprehension
ii. Critical Comprehension
Choice, Problem-Solving, Oral and Open Book iii. Aesthetic Comprehension
Examinations) 7.5 Different Ways of Reading
i. Skimming
Two Other Popular Methods of Assessment ii. Scanning
i. Case Study iii. Speed Reading
Exercises 8 - 17
ii. Portfolio of Evidence 7.6 Extracting the Maximum From Written Material
Concluding Comments i. Survey
ii. Question
Appendix K: Common Keywords Used in Essay iii. Read
Questions iv. Recall
v. Review
Appendix L: Template of a Portfolio of Evidence 7.7 Concluding Comments
Appendix M: Prefixes
Appendix N: Suffixes
Appendix O: Greek/Latin Root Words
Appendix P: Common Foreign Words and Phrases
Appendix Q: Using a Library
Appendix R: Use of a Dictionary
Appendix S: Some Words That You Should Know at
Tertiary Level
Appendix T: Words and Phrases That Qualify Meanings
of Sentences
31. WRITING AND RESEARCH SKILLS COMMUNICATION SKILLS
Introductory Remarks Introductory Remarks
Basic Framework of Every Essay or Research Project The Process
i. Introduction The Medium
ii. Body Effective Communication
iii. Conclusion i. What Communication Must Achieve in Order to be
Steps to be Followed in Essay Writing Effective
i. Analysis ii. How to Ensure Effective Communication
ii. Research Responsibility to Communicate
iii. Read Oral Communication Skills – Listening Skills
iv. Planning and Producing the Outline Suggestions to Enhance your Listening Skills
v. Writing the Introduction and Conclusion Extracting the Maximum from Lessons/Lectures
vi. Producing the First Draft Oral Communication Skills – Speaking Skills
vii. Producing Subsequent Drafts The Four Main Aims of Public Speaking
viii. Editing the paper Preparing and Delivering Your Speech
ix. Table of contents, footnotes and bibliography i. Planning your Speech
x. Print or Neatly Write the Final paper ii. Writing your Speech
Research Projects iii. Practising your Speech
i. General Observations iv. Making or Delivering your Speech
ii. The Anatomy of a Research Project v. Answering Questions
Concluding Comments Concluding Comments
Appendix U: Citation and Referencing Appendix Z: Verbal Signals or Clues
Appendix V: Example of a Bibliography Card
Appendix W: Example of a Format of a Thesis or Research
Project
Appendix X: Schedule for Analysing and Interpreting Data
Appendix Y: Alternatives to the Words ‘Said' and ‘Told'
32. LOGICAL THINKING SKILLS LATERAL THINKING SKILLS
Introductory Remarks
What is Logic? Introductory Remarks
Some Basic Concepts in Logic
i. Argument, Subargument and Tools that Promote Lateral Thinking
Nonargument Skills
ii. Premiss and Conclusion
iii Inference i. Plus, Minus and Interest (PMI)
iv. Syllogism ii. Consider All Factors (CAF)
Exercise 21
Different Kinds of Arguments iii. Alternatives, Possibilities and
Deductive Argument Choices (APC)
ii. Inductive Argument
Relevance of Factual Truth or Factual Falsity iv. Aims, Goals and Objectives (AGO)
to Logic v. Consequences & Sequels (C&S)
Exercise 22
Evaluating Arguments vi. Other People's Views (OPV)
Evaluating a Deductive Argument vii. First Important Priorities (FIP)
ii. Evaluating an Inductive Argument
Exercises 23 - 24 viii. Planning
Fallacies Problem-Solving Techniques
i. Some Well-Known Fallacies
Special Notes
Concluding Comments
33. Payment Model
Once Off Monthly
Edu Assist Protector + R 499 R129
