1. Introduction: 1.1. SA’s education and youth employment situation: The Human Science Research Council (HSRC) notes that prospects for self-upliftment are slim for South Africa’s young population. Based on the country’s generous definition of youth – 15 to 34 years – 72 per cent of the unemployed are young people. The HSRC further notes that this is not surprising, for 82 per cent of them did not progress beyond Grade 12 and roughly 66 per cent have no qualifications of any kind. After leaving school at the end of Grade 9, for instance, most youth do not enroll at Further Education and Training (FET) colleges. Of the 650, 000 youth who dropped out of in 2010, only 115,000 registered at FET institutions in the following year. Tertiary education does not present any discernibly different picture, either. A 2005 study (NPC 2011) showed that of the students that enrolled in 2000, only 30 per cent graduated, 56 per cent dropped out and 14 per cent had still not finished, but remained within the system (HSRC, State of the Nation, South Africa, 2012-2013). In other words, most of those who are unemployed lack the requisite qualifications and/or skills to continue in education (see latest CHE report) or to enter the workforce. This feasibility study, as part of the requirements of ENP812, will investigate the viability and feasibility of stop motion animation workshops in South African schools. More specifically, it will investigate, though not an exhaustive study at this stage, the likelihood of such an intervention for school going youth, to add value to their learning experience for those in school, as well as providing them essential life skills and job ready skills and strategies. Mariotti and Glackin define a feasibility study as, ‘assisting in making the “go/no go” decision based upon a close examination of product/service, market, industry, and financial data, in a sufficient degree of detail to ensure confidence in the results’. In addition, the feasibility is conducted as a precursor to committing the time and resources that are necessary for a more exhaustive business plan. The study will go through in some detail each of these areas noted in the table of contents, and lays emphasis on the critical areas for this product and service in the education and youth sectors. 2. Product and Service Viability: 2.1. Background: Animatazz was a small start-up originated in Ireland in 2007, and launched its movie making kit into the retail market (on shop shelves and online) in 2009. The company, after commencing its work in schools, with modest success, shifted its route to market away from schools and towards a general population of ‘young people’, to be purchased by parents or older relatives. In addition, the product itself was (re) positioned as a toy with only a ‘hint’ of education attached to it, again shifting away from its origins. Animatazz Creative Learning is seeking to introduce animation movie making kits into South African classrooms emphasizing themes such as ‘education through play’, ‘education for development’ (E4D) and ‘education with technology’. 2.2. Animatazz Creative Learning: The workshops aim to inspire and challenge the creative potential of young people through workshop programmes and the use of the Animatazz Animation Classroom Kits. The kits will contain all the necessary the raw materials, including; 30 easy action figures, demo dvd, teachers workbook, Q-step guide (on CD), plasticine (play-doh) and backgrounds. The workshops will be facilitated by an Animatazz Creative Learning staff member. The product and service includes stop motion animation workshops, i.e. ANIMATION MOVIE MAKING, materials and know-how, and will target South African youth (18-35) in lower socio-economic and township communities in Gauteng and KwaZulu Natal provinces, South Africa. The company, Animatazz Creative Learning – ‘the magic of making animation’, will facilitate a series of workshops, weekly or fortnightly (10 sessions), to learners between grades 8-12, in and out of school hours, ideally integrated within the school curriculum, for example, the subject Life Orientation. For out-of-school youth, it will target groups in existing youth programs and youth centers, for example YMCAs. The school will need the use of a digital camera and a computer. The computer will already have ‘imovie’ (Mac OS) or ‘moviemaker’ (MS software) as part of its software package. If the school does not have this equipment, the company will provide it for workshop purposes. The workshops will be facilitated by 3rd year undergraduate students with a passion for creativity in education, in art or education disciplines, or similar. 2.3. Customer access – point of sale: It is envisaged that either schools (directly through their budgets), or local departments of education (or the national department) would pay for the workshops. Corporate Social Investment (CSI) funding will also be sought, as the majority of CSI spending is within the education sector (CSI Handbook, 2013). The company would also like to see communities, youth and their families, paying a small amount towards the materials, as we believe it is important for buy-in from the target market in the form of payment. In addition, we believe this will help instill a sense of ownership and pride in their work (and movie production). Schools will be engaged at their locations, and school staff will not be expected to meet off-site. Initial contact will be made by phone, and a meeting confirmed with the Life Orientation teacher. After an initial meeting and short presentation to the LO teacher, a meeting will be proposed with a larger complement of staff. This larger meeting, with the principal present, will be the ‘hard sell’ – clearly outlining the benefits to the school, the learners and teachers. 2.4. Supply Source: There are a number of suppliers based in South Africa that we can utilize in accessing most of our raw materials, although the molding skeleton or action figure (known as a ‘molding tool’) may have to be imported from abroad as we have not located such a company as yet, and it is a specialized item. In addition, such materials are believed to be much cheaper from abroad (from China), even with transport and other costs factored in. Initially however, we will access the materials from the manufacturer (Hasbro, a world leader in toy manufacturing) in Ireland, and factor this relatively high price into our pricing strategy for the short-term - for perhaps 6-12 months. SAToytrade, is a South African importer, manufacturer, and distributor of educational toys and learning materials, and has expertise in educational tools and aids in the South African market. Such a supplier would easily provide quality assurance and appropriate standards for useable quality materials for the classroom environment. Numerous other companies exist in South Africa supplying educational toys (suppliers and distributors) such as ‘educational-toys online’; Idem-smile and others; these companies can supply some of our materials, as can other wholesalers, especially the play-dough and background materials etc. Pimms PYT LTD (South Africa, based in Randburg) may also have the technical capability to assist in making our mold (action figure), though it is not an area that they usually operate in, and it may prove too costly. This option and other similar options (cheaper versions) are yet to be explored. 2.5. Range of products and services: In the short term (1-3 years) it is envisaged that we will continue with the Animatazz Creative Learning workshops and make changes to the material where necessary (to include a wider range of South African languages and oral histories), and where there appears to be growing support from users. User generated material will be something that we will have a keen focus on through our Monitoring and Evaluation (M&E) instruments, that will enable us to concentrate efforts when and where necessary. However, our main aim for this period is to begin to establish our business and Animatazz Creative Learning (BUILD OUR REPUTATION) as experts and providers of an educational medium (animation), through our creativity and earn the respect of the critics. For the medium-term (3-5 years) outlook, we envisage rolling out classroom kits for other ages (by school grade), however, as a key way in how we see ourselves (and wish to be seen by our customers), we do not wish to simply roll-out product. We want to grow that passion at different age groups, in both urban and rural environments, and only then will we build our product range. We also envisage integrating the medium with other learning skills for example, study and life skills, job-hunting skills, interview skills etc., and other important learning objectives that are not yet being fully recognized within the sector. 2.6. Key components of raw materials: The raw materials consist of molding clay (play-dough/ plasterciene high quality, without toxins, SA standards), the molding tool (skeleton figure), user instructions for the classroom (simplified teacher’s guides highlighting outcomes), a user manual for the facilitator and background materials. In addition, the facilitator will have the use of a laptop and digital camera. 2.7. Patent and protect (Intellectual property): As the ‘concept’ is made of a number of different parts, which we have put together, together with our knowledge, expertise and passion, we believe that thus far at least, we will not be patenting out products and services. However, should we prove ourselves within the education sector, our legal advisor would then investigate this further. We have considered, at least in the initial stages of the business, to get schools to sign confidentiality agreements, so that we can at least limit exposure to copying our ideas. However, we are well aware that such agreements will prove difficult to enforce. However, we are confident that others will not be able to produce the effect and integrate all the learning and creative aspects as we can deliver. 2.8 Build Brand identity: We have given some consideration as to how we may build our brand, which should be first and foremost viewed as an education through play and technology in education experience and providing a unique learning experience to South African youth. We believe that our brand must first be built within the sector, through growing our number of end users, while gaining the confidence of parents and guardians, educators, and other key stakeholders within the education sector. We also want to contribute more fully to the sector by writing academic papers on our research (our M&E), and making contributions to the debates within the sector. Our overarching objectives include, increasing learners’ (life) skills for better performance in school and the world of work, and to be recognized as a leader in creativity in education.
Posted on: Fri, 23 Aug 2013 08:32:58 +0000
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