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Nombulelo Mhlongo’s educational qualifications 

After the airing of the second season finale of Durban Gen yesterday, South African actress Nombulelo Mhlongo, who plays the role of Sne in the show, has become the topic of conversation on social media.

The actress wowed Mzansi with her acting abilities, and thanks to her talented delivery, fans were able to empathize with the suffering that her character experienced. Because of this, the majority of people who watch the medical show have started to speculate about Nombulelo Mhlongo’s educational background in an effort to understand her acting ability.


In the Netflix original series Durban Gen, Nombulelo Mhlongo plays the role of Nurse Sne, a woman whose husband is the perpetrator of gender-based violence against her. Sne has been subjected to abuse at the hands of her manipulative husband, Dr. Dhlomo, for the past few months; however, she finally reached her breaking point after being beaten to a pulp and experiencing a miscarriage.

Nombulelo Mhlongo’s educational qualifications

As soon as Sne returned to their home after Dhlomo’s arrest and subsequent release on bail, Sne’s worst nightmare could finally begin. Even though the Stokvel ladies came and protected Sne even while she was at work by chasing Dhlomo out, he was able to catch her alone in their lunch room.

Sne made an attempt to end her life by jumping off the roof of the hospital before Mbali was able to stop her. She did this because she was convinced that she could not get away from Dhlomo. After Dhlomo overheard her saying that the child she was carrying was not his, a confrontation between the two of them broke out. Sne kills Dhlomo by shooting him with a gun that he stole from Thulani.

Nombulelo Mhlongo’s educational qualifications


The performer’s education was focused on preparing her for a career as an actress, which is her current occupation. She earned a degree in Acting from the American Academy of Dramatic Arts and graduated with that degree. Despite this, she continued to develop both her talent and her passion by becoming a member of Market Theatre and by attending, as well as leading, various classes. She has the necessary experience to run an educational space known as Pan African Arts Space, in which she teaches everything there is to know about performing, ranging from writing to music to acting.

Nombulelo Mhlongo began her career as an actress on stage plays and in theatre, so she has seven years of experience under her belt. She has since transitioned into a successful acting career on television. She is famous for her performance in Nothing but the truth by John Kani, in which she played the role of Mandisa.

After that, she began to land roles on television, with her first being in Skeem Saam as Cassandra Masemola, followed by the Ifalakhe and Uzalo after that. After that, she continued her acting career in Uzalo. Her first major role, and the one she is most widely recognized for at this point, was as Durban Gen. At the Scream Awards ceremony that took place in 2021, Mhlongo was one of the candidates for the award for Most Promising Actress.

According to a headmaster, the ways in which schools in South Africa have changed, as well as the things that parents need to be aware of


We would like to take this opportunity to welcome you to the Exponential Age, an era in which progress and change are unavoidable. Since the time of the First Industrial Revolution, when water and steam were used to power mechanized production, we are now in the throes of a digital revolution that is characterized by a fusion of technologies that is blurring the lines between the physical, digital, and biological spheres. Since the time of the First Industrial Revolution, water and steam were used to power mechanized production.

According to a report by the World Economic Forum titled “Catalysing Education 4.0: Investing in the Future of Learning for a Human-Centric Recovery,” the global imperative is for education to be reimagined, with a focus on the breadth of skills needed to be successful in the age of the 4IR, and leveraging technological and pedagogical innovation to put learners at the center of learning. The report was titled “Investing in the Future of Learning for a Human-

Education 4.0 is a plan that aims to get students ready for the jobs that will be available in the economies of the future.

How can we as educators adapt to the challenges posed by digital technology?

It is difficult to accurately predict the full range of changes that are coming to our future, but one thing is abundantly clear: from the point of view of education, the response to the needs of the future must be interdisciplinary and comprehensive. Educators need to come to terms with the fact that as technology becomes more widespread, traditional occupations will become extinct, and the educational system will need to adapt in order to keep up with the times.

Moving away from “the wise man on the stage” and toward “the guide standing off to the side”

The traditional model of teaching and learning, in which the focus of the classroom was around the teacher and children were seen as empty vessels needing to be filled with facts and knowledge, has given way to a new teaching and learning modality, in which the teacher is not the focus of the class but is, in fact, so much more than that.

The role of the educator needs to transition into that of “the guide from the side,” or the facilitator of skill development, with a greater emphasis placed on higher-order thinking skills such as analyzing, synthesizing, applying knowledge, and problem-solving.

Creativity is essential to these skills because it enables each child to take an active role in their own education and fulfills the expectation that they will not only be responsible and accountable for their contribution to the teaching and learning experience, but that they will also cultivate an appetite for continuing their education throughout their lives.

The focus of teachers needs to shift from education 3.0 to education 4.0, and they can do this by encouraging student-to-student learning and creating environments in which students can learn from and with one another. Teachers have a responsibility to actively model the change that is desired as well as the skills that are desired; we must guide, mentor, cheerlead, and nurture, but most importantly, we must ignite and inspire possibilities.

The stimulation of interest during the formative stages of learning

In the Early Learning School phase, a good place to begin is with firm roots in philosophies such as the Reggio Emilia Philosophy. This philosophy is an innovative and inspiring approach to early childhood education, where each child is seen as strong, capable, and resilient; rich with wonder and knowledge. In other words, the Reggio Emilia Philosophy is a good place to start.
This approach capitalizes on children’s natural inquisitiveness and seeks to teach them about both their place in the world and who they are as individuals within it. It does this by helping children understand their world through the lens of their own identities. Action learning, sensory experiences, play, and learning through discovery are all integral parts of the educational experience.

The journey of the International Baccalaureate (IB) curriculum begins for students in South African private schools when they enter the Preparatory and College stages. However, it is of the utmost importance to keep up a level of teaching and learning that is rich and robust. This can be accomplished by teaching students skills related to global citizenship, technology, problem-based and collaborative learning, and by concentrating on the specific requirements of each child.

The focus is not just on finishing an academic year or getting ready for matriculation and university entrance exams; rather, it extends to preparing students to become globally marketable. This means that the students’ innate mindset of a “can do” and “will do” attitude is aligned with their flair towards entrepreneurship, and that they are provided with a healthy, balanced skill set that will serve them well as they not only create the future but also imaginatively reinterpret it.

It is the duty of schools to cultivate students’ soft skills.

It is imperative that educational institutions recognize the possibility that the Fourth Industrial Revolution may have an effect not only on what we do but also on who we are. It will have an effect on our sense of privacy, our notions of ownership, our consumption patterns, the amount of time we devote to work and leisure, and the manner in which we advance professionally, cultivate our skills, meet new people, and cultivate existing relationships.

To this end, the primary focus of an educator should also be on developing the “soft skills” of each student. These “soft skills” include the student’s interpersonal skills, personality traits, and people skills, and they should lead the student to the realization that these things will impact how they collaborate with other individuals.

Each student’s cognitive flexibility, resilience, originality, initiative, and emotional intelligence, as well as their capacity for creative risk-taking, growth in leadership, and mastery of the art of negotiation are some of the skills that are actively developed by our school.

In conclusion, when determining which skills will be valuable in the future, an additional factor to take into account is the question of who will be assigning the value to those skills. In order to get students ready for this, academic, athletic, artistic, and cultural programs should all incorporate skill-based learning and teaching in some form or another.

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