Paveshan Moodley

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An immensely resilient and motivated professional, Paveshan Moodley has overcome considerable challenges to achieve his position as a Graduate in Finance & Accounting (Bachelor of Business Science - Chartered Accounting Stream) with UCT, skilled Lecturer / Tutor and passionate Community Servant / Mentor.

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Scottburgh High School

NSC. National Senior Certificate | 2009

• 2009-National Senior Certificate Top 60 Matriculants in KZN- Top 5 Learner in UGU District (Premier’s Award)
• 2007,2008,2009- Academic Honours/Summa Cum Laude
• Top Student in Mathematics. Accounting and Physical Science and the grade across all years -Various Other Awards

• 1 of 890 A Symbols in the Republic of South Africa for Physical Science in 2009 NSC Exams. This combined with my other NSC (NQF Level 4) marks allowed me to beat at least 95% of medical doctors and engineering entrants in the Republic of South Africa in 2009 due to the low numbers of A symbols in Physical Science, Mathematics (to lesser extent). (LinkClick/EWN News)2009

January 2007- December 2009

Scottburgh High School Academic Scholarship (“Bursary”)

Awarded for Academic Honours and being honoured to be part of the school and stay as part of the school to add value and carry future reputation of school. ZAR 3100 in 2007, annually same amount of scholarship adjusted for inflation.

January 2002-December 2002

Standard Bank Group Educational Assistance Scheme Scholarship (“Bursary”)

Awarded for Academic consistent academic achievement by Africa’s largest banking group, based on application process and adjudication towards academic studies at Scottburgh Primary School. ZAR 2000.

Scottburgh High School Awarded the Howlet Family Trophy for Proxime Accessit
Received the runner-up to DUX award at School, however performed better on Physical Sciences and Chemistry and Mathematics throughout School Career with first place awards in these subjects. Also finished with the higher mark in accounting in matric final examination (external examination UMALUSI).

Scottburgh High School Academic Honours/Summa Cum Laude Award
An honours student is a student at Scottburgh High School recognized for maintaining an 85% and above aggregate across their senior years of study (grade 10, 11 or 12), who is in good standing of conduct and who the academic committee also admits to be etched in the school’s honours roll based on agreement and consensus, announced annually at the main academic assembly of the year which is academic prize-giving. Graduating with honours in high school is a mark of a solid understanding of university education and demonstrates one can handle the rigours of university level education. A
student needs maximum commitment, time and hard work to one’s studies. Only a handle of students over the school’s history have received this award and made the honours roll, and thus it is only for high honours. It is a major milestone in an academic career. Skills required are demonstration of maturity and taking one’s studies seriously early on, besides top grades. The commitment is intense, and one needs to
approach the task with a seriousness of purpose. Motivation is important and for me my motivation was to study for a better life and escape poverty. I also took pride in doing my work with competence and to feel in charge of my own life and education. I was organized and took a systematic approach in having my books and assignments ready ahead of time. I would have diary planner with my deadlines and dates of when items were due. My
notes were always neat and up to date so that I could refer and study easily and would revise the day’s work on the day it was covered. My notes, materials were easily accessible. I had a routine and stuck to regular schedule of when I would sleep, study and participate in extra-curricular activities and do other things and this helped to put me in a proper mental space. This also helped to avoid distractions. I had dedicated study-spaces
to further avoid distractions. I attended every class in school despite potential distractions of friends, sports and other extra-curricular. I made notes in class on what was given, and asked teachers and friends and shared if there were things I did not know or could pass on. I tried to not multi-task and focus on studies as multi-tasking is counterproductive.
I also looked for every opportunity to grow my mind and learn from life through awareness and would bring these new skills to school each year to help me perform better at my studies. I scheduled down time during school holidays and after school to relax and regain my energy as an outgoing introvert. I also had to maintain not being discouraged through a bad grade or unable to give 200% always through being mature with the process. I tried to maintain a balance through extra-curricular activities,
eating well as much as I could, resting and reflecting. I want to a public South African school and had to also work far harder than fellow students who went to private schools and had access to more resources: learning materials, higher qualified teachers,
more developmental and extra-curricular activities.

January 1998- November 2009
Notable Track Record of Academic Awards and Special Achievements Across Schooling Career
(Scottburgh High School and Scottburgh Primary School)
First in Physical Science (Physical Science and Chemistry) in Grade 2009
Dedication in Accounting 2009
Outstanding work in Mathematics 2009
Excellent work in English 2009
Deursettingsvermoe en volgehoue harde werk in Afrikaans 2009
Consistently producing work of excellent quality in Life Sciences (Biology and Environmental
Sciences) 2009
Excellent Achievement in Life Orientation 2009
2nd in Grade 11 2009
1st in Grade for Mathematics 2008
1st in Grade for Physical Sciences (Physical Science and Chemistry) 2008
Awarded a Special Prize for Achievement in Physical Science (Physical Science and Chemistry) and
Mathematics in grade 11-year 2008
1st in the Grade Accounting, Grade 11 2008
1st in the Grade for Life Orientation, Grade 11 2008
Diligence in Life Sciences, Grade 11 2008
Writing and Passing the grade 11 Optional Mathematics Paper 2008
2nd in Grade 11 2008
1st in the Grade for Physical Sciences (Physical Science and Chemistry) 2007
Diligence in Mathematics and Life Orientation, Grade 10 2007
2nd in Grade 10 2007
1st in Grade 9V 2006
Academic Achievement 2006
Diligence in EMS, Technology, Life Orientation and 1st in English and Natural Sciences 2006
1st in Grade 9 2006
1st in History and EMS-Grade 8 2005
Diligence in English, Natural Sciences, Art and Culture and Progress in Mathematics-Grade 8 2005
Progress in Afrikaans-Grade 8 2005
3rd in Grade 8 2005
Academic Achievement-Grade 8 2005
Excellence in English, Mathematics, Natural Science and Technology, History, Social and Economic
and Management Sciences, Arts and Culture and Life Orientation-Grade 7 2004
Scottburgh Primary School-Flea Market Top 10-Outstanding Entrepreneurship-Grade 7 2004
Excellence in English, Mathematics, Natural Science and Technology, History, Social and Economic
and Management Sciences-Grade 6 2003
Achiever Certificate History- Grade 5-Spur Corporation (Pty) Ltd-Grade 5 2002
Excellence in English, Mathematics, Natural Science and Technology, History, Social and Economic
and Management Sciences, Arts and Culture and Life Orientation-Grade 5 2002
Excellence in English, Natural Science and Technology, History, Social and Economic and
Management Sciences, Arts and Culture and Life Orientation-Grade 4 2001
Outstanding Overall Achievement-Grade 3 2000
Outstanding Overall Achievement-Grade 2 1999
Excellent Achievement-Grade 1 1998
Excellent Work- Pre-Primary School 1996-1997

English Home Language

91.00 %

Mathematics

95.00 %

Afrikaans (FAL)

78.00 %

AP Mathematics

78.00 %

Accounting

98.00 %

Sciences (Physics and Chemistry)

87.00 %

Life Sciences (Biology)

90.00 %

Life Orientation

87.00 %

Subject

Mark %

School Cultural.

Embracing the finer things.

Quizzes, Debates , Olympiads

National level

Gold, Silver and Bronze for Various Quizzes and Debates

Scottburgh High School Deputy Media/Library Director

School A Team

Colours Awards for Service and Cultural

I was awarded the position of deputy media director after being a media director the previous year. This meant I would give up certain breaktimes and days and was in charge of a team of 5 other media monitors who are basically librarians who run the library from the books to the computers and all other equipment, ensuring that patrons of the school use the library in accordance with rules, and that the media monitors or librarians themselves behave.

School Sport.

Putting runs on the board.

Chess Captain

School A team

I was the captain of a team of 10 other players. I would be responsible for accompanying them on school tours to Durban and District schools. Making speeches to the opposing school captain and shaking their hands and introducing our school, as well as being the player on board 1 I would be responsible for handling any disputes on the other 10 boards of them team should they arise which can happen, whether a team member wanted to know if play was legal and allowed by the game or if foulplay was suspected. I was also responsible for motivating everyone through tough schools, tournaments and games, and helping players improve during practice sessions by teaching them and
playing with and against them.

Cricket

School B team

Participation Awards

School Awards.

Getting recognised.

Award 1

January 2010

National Senior Certificate (NSC) 2009, Certificate of Achievement, Top 5 Learner UGU
district, 7th January 2010, MEC for Education Mr E.S. Mchunu and Superintendent General R. Cassius Lubisi, PHD, Top 60 Matriculants in Kwa-Zulu Natal (KZN), South Africa.
I was called to attend a special prize-giving at Durban High School, Kwa-Zulu Natal for the top 60 matriculants in the KZN (Link Click) province of South Africa. Furthermore, in terms of the sciences

I had 1 of 890 A symbols in the Republic of South Africa for Physical Science in the 2009 NSC examinations. (EWN Matric database statistics on number of A achievements in Physical Science). Reports from the Parliamentary Monitoring Group (PMG) freely available online, in official meetings of presentation between UMALUSI and The Department of Education (DOE) to the parliamentary committee on education and Department of Education reports on its website it was noted the following statistics and facts: the parliamentary committee on education questioned the status of the
Physical Science examinations, as it felt they were pitched too high, UMALUSI the certifying body of the examinations confirmed that the Physical Science content was pitched at second or third year university level and advised the Department of Basic Education accordingly. The NSC Physical Science examination was also of a higher standard than the old higher grade in 2009. Over the past 2 years 2007 and 2008 UMALUSI had commissioned an important research project (Maintaining Standards Project) which compared the old Curriculum with the new South African National Curriculum Statement (NCS). The NCS posed a greater cognitive challenge than in the past and
represented a more modern and demanding version of the previous subjects.
Due to the transition from old matriculation exam/school-leaving exam/high-school diploma to the new system over 2008/09 years when I wrote matric in 2009 there was no reference material, and exam setters were also pitching examinations and content for courses and levels considerably higher. However, what this showed was that I was able to handle content and material ahead of my age and to be able to work hard and robust, and be better than the pool of students in my generation or age group, which is a narrative I have been able to maintain in my life.
To confirm the overall nature of this deduction when The Department of Basic Education briefed the
Select Committee on the 2009 National Senior Certificate examination results, The Minister of
Education’s opening remarks at the release of the results on 7th February 2010, was that the
Department of Basic Education was disappointed that almost 40% of the 610 000 learners who wrote
matric had failed. Pure/Core mathematics paper also was tough in this year.
As per the pass rates listed below, and if one refers to 2010 and beyond, 2009 was the lowest year on
record:
2003 73.3%; 2010 67.8%; 2017 75.1%;
2004 70.7%; 2011 70.3%; 2018 78.2%;
2005 68.3%; 2012 73.9%; 2019 81.3%.
2006 66.5%; 2013 78.3%;
2007 65.2%; 2014 75.8%;
2008 62.7%; 2015 70.7%;
2009 60.6%; 2016 72.5%;
The Department of Basic Education benchmarked the National Senior Certificate examination
question papers with three reputable assessment bodies namely: Cambridge International
Examinations in the United Kingdom, Scottish Qualification Authority (SQA) in Scotland and the
Board of Studies New South Wales in Australia. Seventeen (17) question papers for the ten (10) high
enrolment subjects which included Mathematics, Mathematical Literacy, Life Sciences, Physical
Sciences, Accounting, Economics, Business Studies, History Geography and English First Additional
Language were forwarded to the three assessment bodies for evaluation. The report produced by the
three assessment bodies indicated that the standard of the question papers set by The Department of
Basic Education (DOE/DoBE) in South Africa is comparable to that of the three countries.
Overall, these marks placed me in the top 0.01% school leavers in the Republic of South Africa.
(9 provinces* 60 top students each= 540 students in Republic/ 610 000 learners, while also
controlling for estimation error, through people not captured in top 60 in each province)
This is a big achievement given country has some of lowest mathematics, science and literacy rates.

Award 2

Description award 2

School Leadership.

Taking Charge.

Scottburgh High School Prefect

Awards: Recognized for fulfilling my duties well

I was elected by the school body and approved by the selection committee which gets the final say around leadership in the school. I was required to be active, reliable and sincere in school life, not be afraid of hard work, be loyal to my school and dedicated to my job, be independent yet able to work as a team member, enjoy solving problems and handling conflict and being able to organise and carry through a project (project management skills).

I was responsible for keeping the peace during assemblies for the grade 8 group of 60 students whichI was assigned for the year, responsible for keeping the attendance register every morning for these students and keeping them orderly until the forum/homeroom teacher arrived to address their class. I would dismiss these students in the morning and evening if the teacher was not there. I was responsible for reading the school of 700 plus studentsinto prayer at certain points in the year at assemblies. I was responsible for duties during breaktimes which involved tuckshop line control of over 50 students, monitoring junior and senior grounds which were hundreds of students, ensuring students enter and leave the school with correct uniform and identification, invigilating detentions
with teachers after school, awarding tar dies/demerits and enforcing the school code of conduct. I would also be on stand-by to help in any other way possible to the school.

Advisory, Psycho-Social and Emotional Intelligence Skills: P.A.C.T.

I was identified by Dr Cobus Du Plessis PHD Clinical Psychologist, PR 8639884, at Scottburgh High School to be part of advisors in the school and to help other students with their personal issues and to identify them.

I attended and completed short learning course-16 hours tuition on role of the peer advisor, effective interpersonal communication, emotional intelligence, mood disorders, anxiety disorders, substance use, eating disorders and intervention which I received on 27 August 2007. I since use this knowledge every day in my teaching, tutoring and other work.

Awards: First Person in Gauteng and KZN Provinces to complete course with 100%

Work Experience.

Entering the working world.

Intern [Audit & Assurance]

Intern [Equity Research]

PWC

2021-6-14 - 2021-6-17

Served as a Remote Audit & Assurance Intern with Big4 Audit Firm PricewaterhouseCoopers - gaining practical insight into application of comprehensive Audit Processes.

Served as a Remote Audit & Assurance Intern with Big4 Audit Firm PricewaterhouseCoopers - gaining practical insight into application of comprehensive Audit Processes.

Skills: Communication · Financial Reporting · Accounting · Interpersonal Skills · Training · Finance · Auditing · Relationship Building

Citi Group

2018-6-18 - 2018-8-30

Served as a Global Markets Equity Research Assistant / Analyst.

Collected data in support of Equity/Investment Research.

Supported field-work for data gathering.

Performed surveys and compiled valuations.

Performed data-manipulation and drafted coverage reports.

Competitor Analysis, Market and Product Research.

Compiled and presented results.Served as a Global Markets Equity Research Assistant / Analyst. Collected data in support of Equity/Investment Research. Supported field-work for data gathering. Performed surveys and compiled valuations. Performed data-manipulation and drafted coverage reports. Competitor Analysis, Market and Product Research. Compiled and presented results.

Skills: Financial Analysis · Communication · Negotiation · Start-ups · Statistics · Problem Solving · International Financial Reporting Standards (IFRS) · Microsoft Excel · Financial Reporting · Investments · Data Analysis · Project Management · Financial Modeling · Research · Accounting · Business Strategy · Presentation Skills · Time Management · Interpersonal Skills · Bloomberg Terminal · Teamwork · leadership · Strategy · Training · Finance · Microsoft Office · Portfolio Management · Bloomberg · Strategic Planning · Analytical Skills · Project Planning · Economics · Relationship Building · PowerPoint · Business Development

Courses Completed.

Ticking the boxes.

NextGen Leaders Programme

Young Professioanals Programme

Mckinsey Forward Programme

Mckinsey and Company

2021-9-29

The Space Between US

2023-4-29

WPP

2022-8-30

Mark Obtained: 100%

Selected for this programme.

Forward is a 10-week learning program delivered in a digital and virtual format. It begins with building foundational career skills through online courses, case scenarios, and interactive learning events. You will ultimately be able to develop new behaviors through ongoing reflection and application. At the end of the program, you’ll receive a McKinsey Forward digital badge and join an exclusive global network of life-long learners.

CORE: Develop practical, must-have skills through highly interactive, self-paced digital courses. You will explore adaptability, effective communication, relationship building, problem-solving, and how to navigate a modern digital world. Start seeing your newfound skills come to life through reflections, virtual learning events, and assignments.

NETWORK: Join a vibrant global network of lifelong learners who completed the program and get exclusive access to further learning and networking activities. You can also get involved and pay it forward through different volunteering opportunities.

Equips individuals at different stages of their working life with practical skills to succeed in the future of work. It focuses on critical workplace skills that are relevant and transferable across industries and roles. Forward is available in more than 90 countries globally.

Mark Obtained: 100%

Selected for this YPP and Offered a Scholarship with the aim of leveling up one's mental health and personal growth (For work and personal life)

-Recognising and Managing Burnout
-Building your Resilience Muscle /The Secret to Resilience
-Building Effective Coping Skills
-How Effective are your Interpersonal Skills?
-Take Charge of your mental wellness journey
-Build an accurate Perception of Yourself
-Have compassion for yourself
-Build Your Self-Esteem

Met Various FInancial Service Professionals at Various Levels in Public and Private South Africa

Participated in a social-media campaign for MoVember to raise awareness for men's prostate cancer and men's issuesSelected for this YPP and Offered a Scholarship with the aim of leveling up one's mental health and personal growth

(For work and personal life) -Recognising and Managing Burnout -Building your Resilience Muscle /The Secret to Resilience -Building Effective Coping Skills -How Effective are your Interpersonal Skills? -Take Charge of your mental wellness journey -Build an accurate Perception of Yourself -Have compassion for yourself -Build Your Self-Esteem Met Various FInancial Service Professionals at Various Levels in Public and Private South Africa Participated in a social-media campaign for MoVember to raise awareness for men's prostate cancer and men's issues

Skills: Communication · Design · Empathy · Presentation Skills · Time Management · Interpersonal Skills · Management

Mark Obtained: 100%

Inclusion and Culture
Client Relationships
Daily Jobs of WPP People

-What Clients want and client briefs?
-Inclusive marketing
-Unleashing Creativity and Innovation through DEI
-What Customers want?
-DandADx NextGen Web3 and Metaverse
-Authenticity and Social Impact
-Trust and Inclusion in the Workplace
-Reading Communities Through Our Work (PR)
-Better FuturesInclusion and Culture Client Relationships Daily Jobs of WPP People -What Clients want and client briefs? -Inclusive marketing -Unleashing Creativity and Innovation through DEI -What Customers want? -DandADx NextGen Web3 and Metaverse -Authenticity and Social Impact -Trust and Inclusion in the Workplace -Reading Communities Through Our Work (PR) -Better Futures

Skills: Communication · Customer Service · Marketing · Design · Empathy · Relationship Building

Entrepreneurial Pursuits.

Starting up, Start Ups.

Tutors Unknown...

Education

2024-3-31 - 2021-6-29

Founded a small business offering private tuition services to students mainly in the tertiary sector.

Engages with students to provide additional academic support and guidance on a number of subjects and study skills.

Since dissolved Founded a small business offering private tuition services to students mainly in the tertiary sector. Engages with students to provide additional academic support and guidance on a number of subjects and study skills.

Skills: Communication · Negotiation · Marketing · Problem Solving · International Financial Reporting Standards (IFRS) · Project Management · Research · Business Strategy · Presentation Skills · Time Management · Entrepreneurship · Training · Microsoft Office · Teaching · Strategic Planning · Project Planning · Business Development

Other Things to Note.

Yes, there's more.

Lecturing and Tutoring- Finance, Accounting, Statistics, Marketing, Strategy, Managerial Accounting, Auditing, Financial Accounting, All Related Subjects

Monitor in Youth Monitoring in the Parliament of The Republic of South Africa

Management Consulting and Assurance Short Internships

Freelance Consultant in Financial Services

Fund Accounting

Volunteer Business Consultant NGO and Training

Published Chapter for SAICA to Train Accounting Technicians in SA on Financial Analsysis - Developer through Publishing House

Director of Public Relations for Golden Key UKZN and DUT and other Chapters in KZN, Elected to Servce

University Academic.

Undergraduate Degree

University of Cape Town

Bachelor of Business Science (BBusSc)(Hon)

Academic Average: 63.00%

Graduation Date: 2020-3-13

Chartered Accounting Stream / Finance Honours Equivalent Degree - NQF8 Corporate Finance and Investments

Subjects/Modules Completed:

Began in Actuarial Science in 2010; Changed Qualification to Finance with Accounting [CA Stream] in 2013

Triple Major - Finance, Accounting & Applied Statistics

Minor - Economics

Additional Major - Applied Statistics [NQF7]

Additional Courses - Introduction to Actuarial Science | Actuarial Statistics | Mathematics

Various Awards As Listed in Below Sections

Postgraduate Degree

Milpark Education

Post- Graduate Diploma in Accounting (PGDA)

Academic Average: 50.00%

Graduation Date: 2025-5-30

Gradstar Top 500 Award (Alumni)- Black Bark Productions
This is a programme which recognises the Top 100 and Top 500 university students across South Africa. I made it to the top 500 graduates/students across South Africa, across all disciplines of study and levels of study bachelors to PHD, as one of the most well-rounded graduates and work ready in the higher education landscape in South Africa.

The Public Investment Corporation Scholarship

The Public Investment Corporation SOC Limited (PIC) is an asset manager firm wholly owned by the government of the Republic of South Africa, represented by the Minister of Finance, and was established in 1911 as the Public Debt Commissioners. The PIC was corporatized on 1 April 2005 in accordance with the Public Investment Corporation Act 2004. The PIC ranks amongst the best and most successful asset management firms in the world and is by far the largest on the continent of Africa.

Old Mutual Educational Trust (OMET) Scholarship
Old Mutual Group was established in Cape Town in 1845, as South Africa’s first mutual life
insurance company offering financial security in uncertain times. The purpose of the company is to help customers thrive by enabling them to achieve their lifetime financial goals, while investing their funds in ways that will create a positive future for them, their families, their communities and broader society. This is how Old Mutual significantly contributes to improving the lives of its customers and its communities while ensuring a sustainable future for the business. Old Mutual is also a leading investment manager in Africa.

South African Actuaries Development Programme (SAADP) Scholarship

The South African Actuaries Development Programme (SAADP) is an independent, non-profit company established in 2003 with the backing of SASRIA SOC Limited. The programme seeks to actively address the problem of the acute shortage of black actuarial professionals in South Africa and aims to develop black actuaries of South African origin. At the time, there were approximately 500 practising actuaries in South Africa and just over 900 actuarial graduates. None of these were black (black African, Indian, Mixed-race, Asian) South African citizens

The University of Cape Town Commerce Faculty Scholarship

Faculties offer two kinds of undergraduate scholarships: Faculty Entrance Scholarships and Faculty Scholarships. The number of these awards are limited, and these are highly competitive. There is no application process for these awards. There are detailed criteria which apply. Faculties make awards using information provided in applications for admission and academic achievement in the previous year

The University of Cape Town Entrance Scholarship

Faculties offer two kinds of undergraduate scholarships: Faculty Entrance Scholarships and Faculty Scholarships. The number of these awards are limited, and these are highly competitive. There is no application process for these awards. There are detailed criteria which apply. Faculties make awards using information provided in applications for admission and academic achievement in the previous year.

Inducted into the Golden Key International Honour Society, Golden Key Award
Golden Key International Honour Society is the world’s largest collegiate honour society for graduate and undergraduate students, located in Atlanta, Georgia, United States

Education Development Unit (EDU), UCT Commerce, 2nd Position Overall Achiever Actuarial Science In a cohort of 100+ students at Africa’s highest ranked department in actuarial science and statistical sciences, I came second in the Education Development Unit’s department cohort of students who were previously disadvantaged South Africans/protected groups, in my first year of actuarial science studies. This took dedication and concerted effort and focus, as well as competing with the best and
brightest students of colour in Africa and South Africa since UCT attracts students from all over the continent as the beacon and height of African academia.

Education Development Unit (EDU), UCT Commerce, 3rd Position Overall Achiever Finance with Accounting. In a cohort of 400+ students at Africa’s highest ranked department in finance and accounting, I came third in the Education Development Unit’s department cohort of students who were previously disadvantaged South Africans/protected groups, in my first year of finance with accounting studies.
This took dedication and concerted effort and focus, as well as competing with the best and brightest students of colour in Africa and South Africa since UCT attracts students from all over the continent as the beacon and height of African academia.

The pool of students was far bigger than when studying actuarial science since most students do not opt to study actuarial science. I made many sacrifices in my very first year of university to get a good start and do well. I had to balance extra-curricular activities and doing them or wanting to and academics as well as finding my feet in a new cultural and geographical context, all which I did and achieved top honours, despite also being stressed and struggling with generalized anxiety disorder.

The University of Cape Town, Commerce Faculty, Deans Merit List Award
The Dean’s Merit List is an award given in recognition of consistent academic excellence.
Nominations for the Dean’s Merit List (DML) are based on above-average academic performance and take into consideration individual programme load, as well as the total duration of the degree. This award also puts one in the top 1% of the faculty of Commerce, at The University of Cape Town

Masters Degree

Masters University

Masters Degree Name

Mark %

Graduation Date

Award Info Masters

University Cultural.

Embracing the finer things.

Cultural Area 1

National level

TSIBA SETA Accredited Short Course- Project Management,
Teamwork and Self-Development, NQF Level 5, sponsored via SETA, Trusted Interns and
TSIBA, Course grade 90%

Commerce Induction Leader & Student Assistant / Tutor - Commerce Educational Development Unit

Provincial level

Received leadership training in aspects including; effective communication, empathy, teamwork and crisis management.

Worked with a vibrant team to organise and lead Commerce Faculty Orientation for First Year Students.

Facilitated campus induction, computer literacy and digital literacy training sessions.

Mentored a group of previously disadvantaged students, and provided tutoring for First Year Mathematics Students.

University Outreach.

Giving back.

OMET Alumni Committee Member

UCT SHAWCO, KENSMART Program, Assistant Tutor
Volunteer

Elected to Committee

Serves on the Alumni Committee; growing the pool of alumni in the scholarship programme.

Mentors student / trainee medical doctors, actuaries, chartered accountants and various professionals - beneficiaries of the scholarship programme.

Plans, organises and hosts various events

SHAWCO Education offers services at SHAWCO community centres and schools in the areas SHAWCO works in namely Manenberg, Kensington, Khayelitsha, Nyanga and Mitchells Plain. In most of these areas, there is widespread gangsterism, substance abuse is high and violence against children and the youth is on the increase.

The Education sector, is one of the 6 branches of the organisation, offers after-school educational projects run from centres in 5 underserved Cape Town communities. These projects aid learners from grade R through to grade 11, and run from Monday to Saturday each week, offering learners assistance in core subject areas. SHAWCO projects are staffed by its volunteer base of nearly 1 400 people, so the sector can recognise the educational inequalities that exist within Cape Town and works to provide the much-needed resources and facilities to support the academic growth of learners.

As a volunteer I needed to empower learners, provide them with a holistic learning experience and guiding them through academics, but also on the sports field and through personal growth workshops and opportunities for development.
I tutored Physical Science and Mathematics to grade 5, 10 and 11 pupils in Khayelitsha Township and Manenberg in Cape Town in line with SHAWCO policies and also found myself filling in to read to primary school students and teach them English.

University Awards.

Getting recognised.

Next Technology Leaders- African Application Launchpad Scholar (Egyptian Government) and Coursera Scholar (Joint Scholarship) H.E. Mr President Abdel Fattah ElSisi

Boston City Campus, Boston Short Learning Programme, Money
School, Financial Independence Short Course (Awarded scholarship to study by 1LifeInsurance and Boston City Campus)- Distance Online Learning (Course Number fEXdYHwe8T

The technology learning initiative “Next Technology Leaders (NTL)” at the closing ceremony of the World Youth Forum (WYF) 6 November 2018, in Sharm El Sheikh, Egypt to build and certify the capacity of high-young calibres on the latest information, communications and electronics technologies, support the creation of job and business
opportunities for African youth through wage employment, freelancing and start-up establishment, increasing the competitiveness of African ICT companies by availing an abundant talent pool and forming Africa-wide learning networks in leading technologies to act as platform for fostering technology innovation and entrepreneurship.
African App Launchpad (AAL) initiative is an African-wide platform aiming to build capacity of youth from Egypt and other African countries and foster the establishment of sustainable start-ups in the area of the advanced and ever-changing app and game technology development. AAL targets the building of 10 000 young calibres and to support the establishment of 100 start-ups in gaming and application (app) development across Africa. AAL works by availing a high-quality, technology learning online platform through crowd-sourcing top online content developed by prestigious universities and leading companies, and delivered through three leading MOOCs: Coursera, edX and
Udacity. One gets the opportunity to experience a top-quality learning track in 1 of the advanced app and game technologies, a prestigious international certificate after successfully completing the learning track

(University of Michigen USA, University of Maryland, USA) in my case, potential chance to attend a local learning group to experience cross-learning and discuss business impact of the underlying technologies, opportunity to join start-up competitions where each winning start-up is awarded USD 2K in addition to possible seed fund or incubation service and being informed of Africa-wide employment opportunities.
With seats being limited due to individuals having to be university degree holders or close to graduation after 2006, applicants also needed to have good knowledge of essential ICT technologies as proven by: a university degree in ICT specialization, minimum 5-years work in ICT track with proven stamped reference letters and approved by the corresponding African state’s focal point, or a minimum of 6-months international training record in software technologies proven by formal certificates and approved by the corresponding African state’s focal point, all of which I did not completely have especially in terms of a background of ICT however, I did make it to be awarded the funding for 2 specialization tracks one in Web Development and another in Entrepreneurship. Each specialization had scholarship worth ZAR 10 000. Scholarship aims to train next generation of technology leaders on the African continent.

I applied for this scholarship since I needed to equip myself with knowledge on personal finance to change my life circumstances and utilize resources better and prepare myself for the world of work which I would soon be entering, as I was listening to KFM radio station and heard of this opportunity.

I was awarded a ZAR 5000- ZAR 10000 scholarship to cover the cost of course and use of Boston Campus facilities to complete this course. I was vetted through CV, and application questions which I needed to complete to earn this scholarship. Boston City Campus was founded in 1991 and has continually added courses to its offering with over
100 including postgraduate, degrees, diplomas, higher certificates, occupational courses and short learning courses like this course on Financial Independence. Boston has international accreditation which awards local institutions and programmes immediate recognition overseas. Rigorous evaluations are conducted, and world-class standards must be met before these accreditations are awarded. Boston accredited by the British Accreditation Council (BAC), and a candidate for accreditation of specific programmes with the Accreditation Council of Business Schools and Programs, United States of America. This opens opportunities to explore overseas qualifications for
further studies, the quality of qualifications has been externally verified against international standards for higher education, thereby providing peace of mind and the qualifications support international employability. I successfully completed the course and was issued with a Boston Short learning Programme Money
School Financial Independence Short Course Certificate and to sum up I can take better financial decisions as South African youth and plan my life choices. Passed 100% grade.
The focus was to equip me with skills to transform success into wealth. To be wealthy requires a different set of financial goals, and taking charge of money to make it work for me, since an untrained money manager will be controlled by money their whole lives, and not sure how to live life on their own terms. With core lessons on building wealth by having a game plan to be worth more as you earn more, financial momentum i.e. how the rich get richer and the middle class get poorer, dumping debt i.e. why it accumulates so quickly and how to get rid of it, spend management i.e. easy to follow
strategies for financial success and your future which deals with living with financial purpose.The various modules I took included: Understanding of how wealthy people think, act and behave with their money, avoidance of a life of debt by knowing how lenders operate and market to me, ahousehold-spending plan that works, using one’s job to build wealth, and not simply live payday to payday, recognising a real opportunity from a genuine risk to your money (Vula Amehlo), learning how to get rid of stressful debt, simple-to-apply money management skills, learning how to set, plan and achieve your life goals, improving one’s financial relationships at home. This was one of the most important courses I have done in my extra-curricular program as Money Coach at The Money School puts it “From our experience a consumer will either deliberately learn
how to become a wealth builder or society will teach them to become a debt builder.”

Other Things to Note.

Yes, there's more.

Member of The Disciplinary Committee, The Woolsack
Residence, The University of Cape Town

I was one of 206 students residing in The Woolsack, one of the senior student residences of the University. In 2012 and 2013, I served on the seven-member Disciplinary Tribunal of the residence. The Disciplinary Tribunal tries students alleged to have violated residence rules and imposes sentences ranging from various hours of community service to outright expulsion from the residence. The Tribunal also adjudicates in disputes between students.
Membership in the Residence Tribunal is competitive as a large number of students apply. However, the criteria for appointment is based exclusively on academic performance, dedication and proven ability to be impartial. The House Committee was unanimous in appointing me to the Tribunal among many applicants. I showed fairness, firmness and dedication during tribunal sittings. I defended students when this was necessary while remaining firm when this was required in the handing down of adequate disciplinary
actions.

Academic Sub-Committee, The Woolsack Residence, The University of Cape Town

Together with four other members of the academic sub-committee we were responsible for arranging the key event of the year for The Woolsack Residence, which is the academic evening, to award those who have done well. I helped to co-ordinate seating and final arrangements on the night, we worked together with designated suppliers like Pick ‘n Pay to get suppliers like refreshments and food to attendees, speakers and awardees. The academic evening took multiple planning sessions between the 5 of us and liaising with other key stakeholders like residence warden, suppliers, attendees and organizing special and distinguished guest speakers. The event went smoothly, and all got their
awards and speakers were found, as well as venue arrangements and supplies for the event. Also responsible for motivating students to keep going with their studies and this was especially close to me being someone who struggled with anxiety and depression at the time and being held back with studies unduly.

Treasurer of Pavilion 4, The Woolsack Residence, The
University of Cape Town

I volunteered to be responsible for planning the events of the pavilion 4, together with co-ordinating with other committees, I was responsible for the 30 students which stayed in the pavilion and raising funds from them and, managing those funds to host events. This is a residence of senior students and I managed to host 3 social events with the help of students in charge of other portfolios in the pavilion to maintain the spirit and camaraderie within the pavilion during stressful times, especially during
examinations and to get everyone to networking and know each other to lean on each other during the year for help and anything else which may be needed. I ran polls to determine which events to have and consulted students in the pavilion one on one as well.

KPMG-Ready, Steady, Work Programme, The University of Cape Town

This was a programme for 20 students which were successfully selected after CV and screening questions and it aimed to provide the soft skills which were necessary for a professional in the workplace and workplace readiness skills. It covered all skills required for a professional now and into the 21st century and helped to give useful tips for us as students to think about how we can create better CVs, personal branding, interview better amongst other things.

Delta Partners Case Workshop, The University of Cape Town

Entered the process as to why I would like to learn about analyst and consulting work, and we were required to submit CV and answer question. I made the top 40 finalists at UCT from across all faculties and degree programmes in my application to Delta Partners, and was a participant day case workshop where we had to work in teams and leverage each other’s skills to solve a consulting case, and use the principles given. It was also opportunity to network with staff at the company and consider further employment opportunities. I learnt about strategy consulting, frameworks and why to
be a management and strategy consultant.

KPMG Business Case Challenge, The University of Cape Town

After being screened for CV, qualifications being studied and interviewed I was successful to be admitted to this KPMG Business Case Challenge. I learnt skills to assist me with my academics and helping me to becoming a professional and chartered accountant CA(SA).

Only 30 CA stream students were selected to participate in a five-week challenge.
The course was made up of 4 two-hour long training sessions, taking place once a week after class, covering case analysis and presentation skills. We were put into teams and required to work on case studies together. A final case study and presentation was given to us on the final day of our training when we had to present to a panel of judges, we did not come first, and so did not go through to the national KPMG Business Case Challenge at the end of 2013, however, we did can insight into the advisory process.
Having completed the training and case study, I received a certificate from Miss Cindy Long, People Department at KPMG for successful completion of the case training and presentation.

Basic Communication in isiXhosa, Centre for Higher Education
Development and Continuing Education, The University of Cape Town

I learnt how to communicate in basic isiXhosa which is a family of Nguni languages, and the second biggest native and tribal language in South Africa but also essentially the same as the most spoken language in South Africa isiZulu. This allowed me to appreciate the cultural heritage of the South Africa, expand languages I can speak, read and write in as well as to have an understanding and ability to access a larger demographic of people in South Africa. This involved over 60 hours through weekly meetings with fellow learners and instructed by lecturer and native language person where we had to converse in the language and learn the basics of it, read it and make presentations as part of assessments.
This course was free to members of the UCT community and I was awarded with a certificate for successful completion at the end of the process. I aim to start with learning African languages, and this is the fourth language I know or have been
exposed to.

Bain and Company, Exclusive Networking Dinner, Myoga Hotel, Newlands, Cape
Town, South Africa

I received an invite to exclusive supper and networking event and to consider possible job
opportunities with Bain and Company, which had about 30 UCT students mainly across all faculties and degrees of study, after my qualifications, CV and application was screened. This enabled me to learn about the company culture and values, and to secure a job here one day possibly as a consultant, hence this together with other experiences like Mckinsey and Company below is why I attempting to improve my educational background in consulting.

University Leadership.

Taking Charge.

Civic Leadership Track - Young African Leadership Fellow

The Young African Leaders Initiative (YALI) is a signature effort to invest in the next generation of African leaders.

The need to invest in grooming strong, results-oriented leaders comes out of the statistics: nearly 1 in 3 Africans are between the ages of 10 and 24, and approximately 60% of Africa’s total population is below the age of 35.

It was begun in 2010 by President Barack Obama.

YALI is a programme aimed at educating and networking young African leaders.

Awards: Paveshan's track of specialization is civic leadership in which he represented the Republic of South Africa.

Using the skills, knowledge and networks gained will continue to do good in the communities in which he lives and works.

While on the programme worked to solve early childhood education in Mozambique, attended graduate school, participated in many activities and developmental courses.

Continue to form part of continuing professional development and to form part of broader African network of young changemakers!

ARCSWiD (Advocacy and Resource Centre for Students with
Disabilities), UNISA, Parow, Western Cape Region, Elected Finance Officer/Chair (Voluntary)

Awards: As the Finance Officer portfolio on the forum which was akin to treasury in many respects. I was responsible for the budget and controls, signing financial instruments, preparing financial statements, giving advice and duties applicable to the office. My key achievement came in disability month where I piloted and began sports for tertiary disabled students in the Western Cape branches of UNISA, national proto type in 2018, with the help of other student members in the forum and this took hold as an national idea for the national chairperson of UNISA ARCSWiD to implement it everywhere, as informed by the Western Cape chairperson due to its success.

I was elected to the position of Finance officer for students with disabilities in the Western CapeARCSWID, UNISA in June 2016, and I accepted to do voluntary work, through student elections. I notice a significant problem, as a forum in its emergent stage of its life cycle the forum had no funding sources and thus a non-existent budget to manage, my job on paper is to prepare financial reports, keep track and manage funds essentially, and to assist the chairperson and the deputy chairperson from time to time as the finance officer but the problem I have is that portfolios want funding to do things e.g. hold year-end functions for the team-building of the forum, for transport to mobilize forum members who come from low LSMs and are disabled, to host awareness campaigns
for students with disability at the university.

I attempted to raise funds via fund-raising drives, and I propose the idea at a monthly forum meeting. The idea is struck down since UNISA has a marketing policy that prohibits the forum going externally to raise funds especially from corporate sponsors which I identify as one of the forum’s biggest drivers of funding, I then brainstormed ideas and realised that no sport for tertiary students with disabilities existed at UNISA. I also realised that if sport were to be initiated then money will be needed for basic equipment. But I also realize that using sport is a great vehicle to help promote awareness around students with disabilities, let people know about the work the forum ARCSWiDdoes to gain funding, does in terms of health benefits and desensitization of the staff at UNISA itself
and how it treats people with disabilities.

I saw an e-mail in mu UCT inbox at the same time, of a visiting professor from Brown university coming to Stellenbosch University to give a presentation on disabled sports. I subscribed to attend with the UCT disability centre, since it can give me data, I need to solve the problem of getting sports
of the ground. 2 people came goalball event are Muya, who I find out is a Pioneer of goalball at UCT which is a ball sport for the blind and other sports for students with disabilities at UCT. After the talk I took down Muya’s details, and he invited me further to see how goalball is played at a match he is referring at Stellenbosch university.

I took Miss Zuleykah Abrahams along with me who is the chairperson for the forum for the WC. She is blind but can hear the sport and is sold with the idea to get it going at UNISA, and to pitch it to the forum with me. Our pitch involves broadly starting disable sports at UNISA, in collaboration with UCT and drawing on Muya’s expertise, as UCT is also just entered into disabled sports for a few years now. The forum seems excited about the idea and the general uptake is positive. Mr Vernon Khumalo who works full time at the Parow campus of ARCSWID and permanently based there, is co-coordinating the arranging of our 1st goalball game. Muya offers to referee, borrow blindfolds from community and UCT and get the ball from UCT. Book a room at Parow campus and host it as part of an exhibition on international disability day. Players are from UNISA staff, UCT,
UNISA, and the forum as well as interested outsiders. Anyone can participate with a blindfold if not blind. The uptake is good and 15 UNISA staff members attend from the Parow branch. They learn more about disability and people with it through disabled sports.UNISA in 2018 moves to establish its first goalball team- due to the idea, I brought in. Tomorrow the 21/4 the team from UNISA will be playing its first match. UNISA ARCSWID national hears about this and wants the idea to go to all regions of SA my chairwomen told me. With about 8% of the SA population having a disability (proxy) and 400 000 students enrolled at UNISA. I estimate that 32000 students could stand to benefit or come out and register with the service to prevent stigma. At the UNISA ARCSWID national policy conference I get to address the Dean of Students in person and
raise pertinent points, over the marketing policy blocking us raising funding.

He says he has a team working on putting a policy in place and ramping up efforts to do so. The sporting event is used by me to say we are doing good work, but if we cannot raise funds, we cannot have sports and support all other portfolios. It gives me a good-talking point for him to take me seriously and show what we can do and how much more still needs to be done.

I learnt the solution to the sporting problem can be the solution to the financing problem and so one problem leads to another, I learnt how to speak to senior authority, and have the confidence working with people, much older than me on the forum, and in a leadership positions, I learnt how to connect various stakeholders to solve a problem, gained confidence in myself to stand-up for what I believe in, despite my team being eager about the idea, but many forum members and stakeholders not offering
support at times. How to drive a project forward that I want to start.

I was also required to go to ARCSWiD policy conference in Johannesburg and to put in place new policies and aid students with disabilities at the conference in 2017, I also worked across portfolios with secretary, chairperson, marketing and sports to bring the disability event to fruition.

ARCSWiD is situated within the Learner Support and Student Affairs portfolio and is one of the three directorates under the Dean of Students at UNISA, with Student Development and Student Funding being the others. The vision of ARCSWiD is to be the leading provider of quality services for students with disabilities registered with UNISA, and the mission in line with UNISA’s strategy is to create an enabling teaching and learning environment that will lead to the full participation and equalisation of
opportunities for students with disabilities.

As a student sitting on the forum for students with disabilities which is the Student Representative Council as well for Students with disabilities the major focus areas of the organisation to achieve its mission and vision is, and I tried to assist in doing this for tertiary students (by doing the below) at UNISA who asked any of us, as we were also trying to get this group going at UNISA.

Student Support and Administration:

-Registering Students with disabilities
-Producing study material in alternative formats
-Providing academic support interventions
-Transcribing assignments and exam scripts
-Providing sign language interpretation services
Advocacy and Training:
-Implementing facilitation of learning training programmes
-Commissioning/Conducting research
-Implementing Community Outreach programmes
Services we tried to Provide:
-Referrals to career and counselling services
-Assistance in completing application forms during registration
-Assistance with fee reduction applications
-Assistance in motivating for assistive devices and access technology equipment
-Study guides and tutorial letters in either Braille, large-print, electronic or audio formats
-Electronic versions of prescribed books obtained on request from publishers
-Interventions with academic departments
-Advice on assistive devices and access technology
-Sign Language Interpretation services for deaf students
-Orientation and Mobility assistance for blind and partially sighted students
-Advice on low-vision devices for partially sighted students
-Referrals to relevant service providers and civil society organizations
-Referrals to the Library Disability Workgroup for recommended textbooks in electronic format