Tsitsi Mavambe and Nhlanhla Mpofu

Reading is a powerful tool. It introduces children to new ideas. It shapes their academic journey and progress. It also equips them with skills to navigate the world, both at school and beyond.

Sadly, it’s estimated that more than 202 million children and young people in sub-Saharan Africa do not have age-appropriate reading, writing and numeracy skills. The region’s youth literacy rate (for people aged between 15 and 24) stands at about 77%. The global rate is 95%.

Namibia performs above the regional average, with a youth literacy rate of 91.5%. But challenges persist. Many children with language barriers and other reading-related issues are enrolled in mainstream classrooms alongside learners who are performing at the expected age level. Their issues are not necessarily severe enough to require enrolment in special schools, but they do need some extra guidance and support from teachers. However, not all teachers in mainstream schools have the necessary specialised training and support to effectively help non-readers in their classes.

Existing research indicates that even with limited formal training, experienced teachers can support non-readers by drawing upon their knowledge of learners and learning contexts.

To learn more about how teachers do this, we did a study of primary school teachers in Namibia. We wanted to understand what worked, and what didn’t, when they instructed non-reading students.

We found that teachers were using the right strategies, but they were not giving targeted attention to the non-readers in their classes. Rather, they were teaching the whole class in the same way. This left the non-readers struggling.

The study
The study focused on primary school teachers in the Ompundja circuit in Namibia’s Oshana region. They taught Grade 5s, aged on average between 10 and 11.

Oshikwanyama and English were the languages studied at the five public schools where we conducted our research, though most learners spoke Oshindonga as their home language. The schools were moderately resourced and the teachers who participated all held tertiary qualifications, ranging from diplomas to Masters degrees.

First we asked teachers to describe the methods they used to support students who struggled to read. Here’s what they told us.

Reinforcement was key. Teachers said they sought to consolidate non-readers’ prior knowledge and reinforce their existing skills and understanding. To do so, they used vocabulary board charts, pictures and word visuals that related to the comprehension passage that was studied. These approaches motivated the non-readers and helped them to concentrate better.

The teachers said they avoided diving straight into having students read the assigned texts. Instead, they read aloud to the class first. This allowed them to model fluent reading, introduce new vocabulary, and generate discussion about the content before the students attempted to read it themselves. They also used other traditional strategies for teaching reading comprehension, like asking questions and linking what they read to the students’ own experiences.

Strategies like this prepared the students in advance, making them more receptive and engaged when they did begin reading the material independently.

Research has shown that the integration of these two sets of strategies – reinforcement and anticipation – is crucial for teaching reading to non-readers.

During our interviews, the teachers said these strategies were being used specifically for non-readers in their classes. But the second part of our study, when we sat in and observed classes, showed that this was not the case.

Shortcomings
The teachers identified their non-reading students for us before our observations began. In fact, these students were seated together. They were in the minority in all five classrooms we observed. Despite their seating arrangements, we did not see any evident, distinct interactions or differentiated instruction aimed at non-readers during lessons.

The lessons simply progressed without any clear indication that the teachers were intentionally implementing the specialised strategies they described during interviews for the students who struggled with reading.

What they’d said in interviews was true: they did use well-established instructional reinforcement and anticipatory strategies – vocabulary board charts, visual aids, read-alouds and other techniques. But these were aimed at the entire class, no matter their reading abilities or individual struggles.

This raises concerns about whether the struggling students are truly receiving the tailored instruction and scaffolding they need to develop their reading skills and comprehension. During the classroom observations, we observed an overuse of chorus responses and learners who could not respond to questions posed to them. This suggested that not only the non-readers, but also some of the readers were struggling to engage with the material.

Potential interventions
Based on our findings, we recommend that teachers whose classes contain a mix or fluent and non-reading students implement differentiated approaches to instruction.

This involves assessing students’ reading levels and dividing the class into small groups based on their proficiency. Teachers can then provide targeted instruction and activities at the appropriate level for each group, focusing on foundational reading skills for non-readers and more advanced reading comprehension exercises for fluent readers.

This flexible grouping structure allows for students to move between groups as their skills improve. This fosters a collaborative, inclusive and dynamic learning environment. It allows non-readers to benefit from the modelling and support of their more proficient peers, while also challenging the fluent readers to develop their teaching and leadership skills.

The story was first published in The Conversation.

Edwin Naidu

Dr Nobuhle Pamela Nkabane, the new Minister of Higher Education in the Government of National Unity, is not under any illusion of the enormous task facing her.

“My vision for the higher education and training sector empowers graduates to contribute to the body of knowledge, enabling the government to make informed decisions to tackle our country’s socioeconomic challenges,” she told Inside Education.

Nkabane takes over from Dr Blade Nzimande, who was appointed Minister of Science, Technology and Innovation, with a list of priorities to fix the funding problem and tackle gender inequality, among other issues.

The lifelong learner from Mfundweni Village, a small rural town in Umzimkhulu in the Harry Gwala Region of KwaZulu-Natal, said she wants to see more women with PhDs and with extensive experience in the sector challenge the heavily male-dominated status quo by becoming vice-chancellors at institutions of higher learning.

Nkabane brings to her role a wealth of academic qualifications from various institutions of higher learning, including a PhD in Administration from the University of KwaZulu-Natal.

Her vision for the higher education sector is one of inclusivity.

She aims to make it accessible to all qualifying students, produce quality education, and effectively manage student funding and disbursements through the National Student Financial Aid Scheme (NSFAS).

As we embark on the 7th Administration, Nkabane’s immediate priorities for the Ministry of Higher Education are clear. They will be guided by ANC Manifesto priority 4, “improving education and skills”, and the Constitution’s affirmation that “Everyone has the right to further education”.

Elaborating, she added that the state, through reasonable measures, must make education “progressively available and accessible” through:

• Remodelling student funding and the management of disbursement of funds (NSFAS);
• Infrastructure development;
• Ensuring quality education;
• Transformation of the sector;
• Positioning Technical Vocational Education and Training (TVET) colleges as the centre for technical skills acquisition; and
• Ensuring that SETAs are practical and efficient.

“As the government, we are noting a mismatch between skills and labour market demands in the country, which requires an aggressive approach for urgent and strategic action. With effective and efficient TVET Colleges and CET Colleges that respond to the country’s skills needs and high levels of unemployment, I see the sector reshaping shortly to ensure alignment between curricula and industry needs.

“The current curriculum limits graduates’ employability and entrepreneurial potential, which then translates to a high unemployment rate and hinders the sector’s contribution to economic development in South Africa.

“Upskilling and reskilling should be another area of focus through SETA’s,” the Minister said.

Nkabane firmly believes that the tertiary sector has the research capacity to address the current challenges. She is committed to supporting and enhancing this capacity, instilling a sense of confidence and security.

The Minister said that the sector is in the first phase of implementing a comprehensive student funding model to address some of the challenges in the current funding system and that this will help reshape South Africa regarding skills output and job creation.

If all systems were adequate and efficient in the higher education and training sector, government investment in education could increase productivity and creativity and stimulate entrepreneurship.

She believes this would address the country’s triple challenges of inequality, poverty, and unemployment, resulting in economic growth and development.

“We reaffirm our commitment to access to quality education as per the Freedom Charter, which states that ‘the doors of learning and culture shall be open to all.’ We are saying the doors of learning are indeed open,” she added.

Nkabane’s commitment to learning is an inspiration.

“I attended Ibisi Primary School in a small village in Umzimkhulu; attended Ibisi High but completed in Task Force High School. My post-matric qualifications were at different institutions: Durban University of Technology, UNISA, University of Kwazulu Natal, University of Stellenbosch, and short programmes at the University of Cape Town and the University of Western Cape. I am studying towards an MSc and Masters with SOAS University of London and Wits Business School.”

The Minister cut her political teeth at a young age by joining the ANC and serving in various leadership positions within the organisation and leagues at branch, regional, and provincial levels.

Nkabane was among the leaders of the ANCYL in the then Sisonke Region, which motivated the renaming of Sisonke District Municipality to Harry Gwala District Municipality in honour of struggle stalwart Harry Gwala.

She served on the Provincial Executive Committee of the ANC, ANCWL, and ANCYL in Kwa Zulu-Natal. She also served as a Shop Steward of the South African Municipal Workers Union and was elected to the National Executive Committee at its 55th National Conference.

Asked what went through her mind when the president called to inform her about her appointment, Nkabane said: “To be honest … I had mixed feelings: both excitement and anxiety due to the magnitude of the responsibility that I have been entrusted with to execute ‘improving education and skills’.”

She says the inspirational words of President Nelson Mandela, who said, “Education is the only weapon we can use to change the world”, along with her positive thinking attitude, helped her.

“My realistic optimism helped me think and feel differently …I believe I am equal to the task.

The movement has sharpened my skills and competencies to execute the responsibility with distinction.

Obviously, by working together with both internal and external stakeholders, I believe I will lead this country to a brighter future,” she said.

INSIDE EDUCATION

Edwin Naidu

THE New Minister of Higher Education and Training, Dr Nobuhle Pamela Nkabane, in her maiden R137.5 billion budget for the 2024/25 financial year in the National Assembly, pledged to develop a skilled and capable workforce while broadening the country’s skills base to support an inclusive growth path.

In this regard, Nkabane said it was important to share the Ministry’s vision of the future and set priorities to guide the direction of the national higher education and training portfolio, guided by evidence-based research.

Flanked by the Chairperson of the Portfolio Committee, Tebogo Letsie, Deputy Ministers Buti Manamela, and Dr. Mimmy Gondwe, the Minister said the 2024/25 financial year budget of R137.5 billion increased on average by 4.8% from R130.5 billion in 2023/24 and will rise to R150.2 billion in 2026/27.

For this financial year, the budget breakdown is as follows:

• Administration – R565 million
• Planning, Policy and strategy – R4.2 billion
• University Education – R91.7 billion
• Technical and Vocational Education and Training – R13.2 billion
• Skills Development – R333 million
• Community Education and Training – R2.9 billion
• Skills Levy – R24.5 billion.

Nkabane said her mandate is to ensure that the Department’s vision of leading post-school education and training is more integrated, coordinated, and articulated for improved economic participation and social development of youth and adults.

She added that it was their mission to provide national strategic leadership in support of the post-school education and training system for improved quality of life of South Africans.

“As part of implementing this mandate, we oversee universities, TVET colleges, CET colleges, SETAs, quality councils and private education providers. Our goal remains to expand access to higher education and training opportunities and improve the quality of the provisioning, responsiveness and efficiency of the post-school education and training system. Improved skills development will maintain our national competitiveness in addressing societal challenges,” she said.

Delivering the budget vote, she dedicated it with a “heavy heart” to the memory of fallen heroes, particularly Mamotena Selena Mula, a lecturer at Modile Tlale Satellite Learning Centre in Parys under the Free State CET College, who was allegedly a victim of Gender-Based Violence (GBV).

She said GBV is a pandemic that the government has committed to fight relentlessly.

“We have managed to reprioritise within our budget at least R10.8 million to support the implementation of Gender-Based Violence Programmes, health and wellness services in the Community Education and Training Colleges,” she said.

The primary objective for the 7th Administration is to develop a skilled and capable workforce while broadening the country’s skills base to support an inclusive growth path.

This growth path will not be possible until the National Student Financial Aid Scheme is implemented.

“We have listened attentively to the voices agitating for transformation – regarding challenges of inefficiencies emanating from the National Student Financial Aid Scheme. We have also listened to the silent prayers of parents for the Department of Higher Education and Training to resolve current student funding and payment challenges. We have also listened to the voices of landlords providing accommodation to students and those providing transportation to students,” she said.

The Minister said her team was inspired by these voices to acknowledge the common ground regarding students’ and learners’ hopes and aspirations.

“We are taking proactive steps to alleviate these problems. Our moral responsibility is to resolve these and other matters in the shortest period possible. All these problems will be fixed in the shortest period possible, or those harmed by the continued fractures will turn on the very system itself,” she warned.

“Institutional inefficiencies directly impact our solemn commitment inscribed in the Freedom Charter – that “The Doors of Learning and Culture Shall be Opened,” she added.

Nkabane reminded her colleagues in Parliament that the National Student Financial Aid Scheme (NSFAS) has grown from disbursing R21.4 million in 1991 to almost R54 billion in the current financial year, supporting 800,000 students.

The fund is for children of the working class and the poorest of the poor seeking to further their studies in public universities and TVET colleges.

She reminded colleagues that NSFAS represents the government’s deliberate intervention to broaden access to post-school education and training for those in communities without access to it.

She said NSFAS discharging its statutory responsibilities remains the department’s constant concern.

“We acknowledge our strengths and weaknesses in equal measure. NSFAS shouldn’t be undergoing a second administrative intervention five years after the conclusion of the previous intervention. However, despite all these systemic challenges, we are turning the tide. Our commitment is to root out corruption and maladministration in the NSFAS grant payment system.

“We have committed funds to improve NSFAS Information Communication Technologies, including loan system management. We acknowledge that some challenges have delayed finalising and tabling NSFAS annual reports in parliament,” Nkabane added.

Earlier this year, she said the Ministry developed the Comprehensive Student Funding Model, committing R3.8 billion in initial capitalisation funds to support “missing middle” students effective this financial year.

This is the category of students from families with total incomes of more than R350 000 but not more than R600 000 per annum. The fund covers prospective students for both Technical Vocational Education and Training (TVET) and public university students.

This initial commitment comprises R1.5 billion from the National Skills Fund (NSF) and R2.3 billion from Sector Education Training Authorities.

At least 31 884 prospective learners stand to benefit from this investment.

The National Skills Fund has also contributed R1 billion to establish a Presidential seed fund to support R&D and innovation in high-end skills involving doctoral and post-doctoral research.

Since its inception, she said NSFAS has supported more than five million beneficiaries, producing hundreds of thousands of skilled professionals and the middle class, especially from within the poor and working-class sections of society.

“Certainly, this is one of the most important achievements of this government over the past 30 years of our democracy,” she added.

In April this year, her predecessor, Dr Blade Nzimande, appointed Sithembiso Freeman Nomvalo as NSFAS Administrator and simultaneously dissolved the Board.

Nomvalo has taken over the governance, management, and administration of NSFAS for 12 months ending March 2025; his task also involves resolving the misalignment of data between NSFAS and institutions, which results in the unreliability of data provided to finalise funding decisions and overseeing the opening of the 2025 online applications process.

“We are working overtime to ensure that NSFAS systems are ready for the commencement of the 2025 application season, which will start in September this year. This is critically important because NSFAS received approximately two million applications for bursaries in this financial year,” the Minister said.

Of this volume, 419 447 were returning students, while 297 809 were First-Time Entry students. Given these volumes, everything possible is being done to ensure NSFAS systems are ready.

She said the country was advancing in the skills revolution, and Artisans’ development remains a priority towards the 2030 target of producing 30,000 artisans per annum.

In 2021/22, the system produced 15,107 artisans, and in 2022/23 – 19, 461 artisans. Of these, 13,796 (or 70%) were young people under 35. The target for 2024/25 is to produce 26,500 artisans.

For the workplace-based learning programs, in 2020/21, the system placed 78 137 learners – a decrease from 158 651 in 2020 due to the COVID-19 pandemic, and by 2022/23 – 99 778 learners were placed. The target for 2024/25 is to produce 190,000 work-based learning programmes.

A further R300 million has been earmarked to support 4 200 beneficiaries in the Presidential Youth Employment Initiative.

Nkabane said she was committed to providing strategic solutions to create an equitable, effective, and sustainable Post-School Education and Training System.

INSIDE EDUCATION

Staff Reporter

As the countdown to the 2024 Varsity Football tournaments begins, all eyes are set on the University of the Western Cape (UWC) teams.

With the kick-off just two weeks away, anticipation has been building for what promises to be a showcase of top-tier university football in the country.

Both the UWC men’s and women’s football teams have been a force to be reckoned with, having won three titles between them and finishing as runners-up at least five times.

The UWC women’s football team will be under the spotlight as the reigning champions of Varsity Women Football and a strong contender for the HollywoodBets Super League – the top women’s football league in the country.

They are currently second on the log standings of the Super League.

Coach Thinasonke Mbuli said that close to two thirds of her squad are new players, and it would be unfair to put pressure on them.

“We are going to the tournament with 60% of new players, so it will be unjust from our side to expect them to win,” she said.

“Yes, we want to win the title back-to-back, but at the same time, we mustn’t put unnecessary pressure on the new, young players. We have played in the finals many times and would love to win it again. It will be tough because we have a new team, but that’s the dream.”

The Varsity Football Women’s tournament, which UWC also won in 2021 and finished as runners-up in three times, will be hosted at the Tshwane University of Technology — the same venue where UWC triumphed last year — from 26 to 29 July. The final will take place on 9 August at a venue to be confirmed.

The UWC men’s football team will kick off their varsity football campaign on 25 July, aiming to improve on their semi-final loss last year.

Unlike the women’s category, where round-robin matches occur in one venue, the men will play home and away fixtures, with UWC hosting five of the seven clashes in the mini-league.

Coach Dr Lwando Mdleleni said the mood is settled in the camp, and his boys are focused as they complete the finishing touches to their preparations.

He said the aim is to improve their results by using the experience of losing in the penalty shootouts of their semi-finals.

“I think last year we were very naïve in some instances, both in terms of coaching and players’ perspectives. We have gathered the much-needed experience and depth in knowledge to propel us. Moreover, this year we have five home games – giving us a competitive edge,” he said.

Dr Mdleleni revealed that UWC has some exciting players they had brought in to bolster the squad, such as top talents Siyanda Mabhadi and Vuyani Ncontsa, to mention just a few.

“One thing we are looking forward to is to make our fans proud. We owe them a moment to rejoice. A lot is happening in our institution, and we have a role in bringing enthusiasm and excitement to the UWC faithful,” he said.

INSIDE EDUCATION

Inside Education Reporter

Gauteng’s MEC for Education Matome Chiloane said he is pleased that more than 229 000 Grade 1 and Grade 8 applications were processed on the first day of the 2025 Online Admissions application period.

The 2025 Online Admissions application period for Grade 1 and Grade 8 admissions in Gauteng commenced on Thursday.

“We are proud of this monumental achievement, processing such a high number of applications on the first day. This success reflects the improvements made to the system, which operated smoothly, and the demand for the quality education provided at Gauteng public schools. 

“We are delighted by the positive feedback from parents who completed their applications without issues and reassure others not to panic as the system will be open until 12 August,” said Chiloane.

According to the department, within the first hour alone, the system had recorded a total of 79 073 applications. By 4:00 PM, this number skyrocketed to a total of 229 885 successfully processed applications, comprising 100 291 Grade 1 applications and 129 564 Grade 8 applications.

MEC Chiloane led the official launch of the 2025 Online Admissions system at the Diepsloot Youth Centre, assisting parents and guardians with the application process for their children entering Grade 1 and Grade 8 in Gauteng public schools for the 2025 academic year.

The 2025 Online Admissions application period will remain open until 12 August 2024.

Parents and guardians can apply by visiting www.gdeadmissions.gov.za.

Applicants are encouraged to either upload certified copies of the required documents onto the system or submit them at the schools they applied to within seven (7) school days.

Additionally, parents are urged to visit District Offices or one of the 80 Decentralised Walk-in Centres for assistance with their applications.

INSIDE EDUCATION 

Phuti Mosomane

THE Gauteng Education MEC Matome Chiloane has declared Thursday as the opening for online application for the 2025 Online Admissions for Grade 1 and 8.

The period for online application will be opened from this Thursday till 12 August 2024 and Chiloane urges parents to use this period to make sure their children’s applications are in to stand a chance to be admitted in the 2025 Academic Year.

The online application was introduced in the province by current premier Panyaza Lesufi after chaotic queues in schools across the province in last ditch efforts to ensure their children were admitted in schools.

This was done to centralize all applications and do away with the Walk-In centers that were deemed chaotic.

All applications for Grade 1 and Grade 8 learners will be processed through the GDE Online Admissions System. This allows only parents and guardians applying for Grade 1 and Grade 8 to apply.

Further, parents of children that are currently in Grade R should also use this opportunity to also apply online for their children to be admitted to Grade 1.

Since its introduction in 2015, the Gauteng Online Admissions Application System has proven a success and assisting many parents and guardians of Grade 1 and 8 learners with securing a space for their children in schools.

The department said the current system has proven to be much more advanced than the previous manual approach, which led to thousands of parents and guardians camping outside of certain schools especially in high pressure areas for days when seeking placement.

Addressing the media in Midrand on Tuesday, Chiloane said the online system helps the department with immediate access to data and statistics to facilitate a transparent admissions process. It will also assist eliminate long queues at schools during application periods.

“Accordingly, the system has a 100% placement rate of all complete applications submitted online; which recently successfully processed the placement of approximately 400 000 learners ahead of the 2024 Academic Year,” Chiloane said.

To apply, parents and guardians must first register on: www.gdeadmissions.gov.za which will go live on Thursday, 11 July 2024 at 08:00 am for applications.

The department said parents will not be able to access the system before it goes live on 11 July 2024. Chiloane encouraged all parents to register, previous login details will not work.

“Only parents with children going to Grade 1 and/or Grade 8 seeking space at a public school in Gauteng for the 2025 Academic Year will be able to register and apply online. Applications will then close on Monday, 12 August 2024 at 00:00 AM (midnight). No new applications will be accepted once the application period has closed,” he said.  

After registering, the system will prompt parents to create login credentials (username and password) which they will use to access the Online Admissions System to view and manage their application details.

Once applicants have gained access to the system, they must begin with the application process and ensure that they complete the five (5) step process. When applying for Grade 1 and/or Grade 8 during the 2025 GDE Online Admissions application process, parents must complete the following 5 Step application process to submit a complete application:

• STEP 1 Register Parent/Guardian Details
• STEP 2 Register Home Address Details
• STEP 3 Register Learner Details
• STEP 4 Apply to a Maximum of Five (5) Schools
• STEP 5 Uploading Documents to System or Submitting Documents at Schools (Within 7 school Days of Applying)

Applicants must ensure that they complete the full 5 step application process, and register one reliable and active cellphone number to receive SMS notifications.

Chiloane said the department will not be responsible for information shared with private entities such as Internet cafés that can be potentially misused.

The MEC rather urged parents and guardians to visit any of the 80 Walk-In Centres set up by the Department for assistance.

Parents are further encouraged to use the home address within school feeder zone application option to see schools with feeder zones that cover their home address

To increase the chances of placement closer to the parent’s home address, parents should select schools with feeder zones that cover the parent’s home address selecting a minimum of three schools and a maximum of 5 schools.

However, parents who select 1 or 2 schools when applying, limit the chances of their children being placed in the instance of those selected schools reaching full capacity.

Selecting more schools increases the chances of being placed and parents cannot make more than one application for one learner to the same school.

Gauteng Education launches 2025 Online Admissions for Grades 1, 8

INSIDE EDUCATION 

Johnathan Paoli

BASIC Education minister Siviwe Gwarube has called on all stakeholders to intensify efforts aimed at creating a conducive environment for teaching and learning.

Gwarube said over the weekend that the Department of Basic Education (DBE) welcomed all teachers, non-teaching staff and learners back to school following a three-week long break.

“We urge school communities to mobilise the rest of the society to ensure that effective teaching and learning takes place so that our learners can achieve their full potential,” she said.

The Minister said schools should ensure the completion of the set work for the year and should adequately ensure that revision is done in a timely and proper fashion.

In addition, Gwarube appealed to communities to support schools and refrain from causing disruptions to the school schedule in light of the devastating impact it had on learning outcomes.

She condemned the recent burglaries at four schools in Limpopo, including the Blinkwater Gidela Secondary school, where valuable items were stolen and one school set alight.

“We call upon members of the community to work with the police in order to bring the criminals to face the full might of the law. We cannot afford a situation where the future of our children is jeopardised,” the minister said.

Gwarube said the department could only achieve its goals with the assistance of stakeholders, school governing bodies and parents in ensuring that learners are in classrooms with teachers and receiving the quality education they require.

While teachers and non-teaching staff returned on Monday, learners are expected back in school on Tuesday.

The department confirmed that the new semester consisted of 11 weeks, with 53 actual school days.

INSIDE EDUCATION

Staff Reporter

Over the past decade, technology has significantly transformed how we live, work and communicate. For parents, its impact has been especially profound. The mental health crisis among young people is alarming, with social media emerging as one of the significant contributing factors.

“Social media amplifies free will to an unprecedented degree, allowing our thoughts and actions to follow any path we choose, often driven by our desires. During the critical developmental stages of children, namely the adolescent phase, teenagers’ minds are still maturing.

“Given their heightened need for social acceptance, it is concerning to permit such unrestricted autonomy as is increasingly the norm,” says Nasrin Kirsten, Group Psychologist at The Independent Institute of Education, who oversees Student Wellbeing at ADvTECH Schools, SA’s leading private education provider.

Kirsten points out that despite the age limit of 13 on platforms such as TikTok, Facebook, and Snapchat, many younger children still manage to access these apps. She questions the adequacy of this age limit given the nature of the online content, suggesting it should be raised to better protect young users, as there is no assurance that these platforms are safe.

Furthermore, she believes that allowing children to bypass these restrictions is deceitful and emphasises the importance of parents engaging in conversations with their children about their social media use.

“Adolescents spending over six hours daily on social media are twice as likely to experience anxiety and depression, with half reporting negative body image impacts. High phone usage also exacerbates cyberbullying, child predation, and self-regulation issues. Social media can harm teenagers’ self-worth through upward social comparison, leading to decreased well-being and mental health problems” (DeAngelis, 2024).

Sir Ken Robinson’s statement, “There is nothing inherently social about social media,” highlights how it connects Generation Z globally while disconnecting them physically, affecting their well-being.

“Therefore, social media apps might benefit from warning labels, like those for tobacco and alcohol. Legislative measures and comprehensive social media education are crucial to protecting, guiding, and shielding children.

“Guiding students to become responsible digital citizens requires a multifaceted approach. They need education on navigating the digital world and dealing with online interactions, like learning to ride a bike or drive a car. Without adequate guidance, smartphones can be as dangerous as roads filled with obstacles. The harms of this digital road are due to unleashing powerful technology without adequate safety measures, transparency, or accountability.

“Teaching children how to use cell phones involves creating rules for online behaviour and empowering them to communicate responsibly through innovation and creative collaboration.”

 Kirsten says social media education must be deliberate, prioritising the safety of learners both in the classroom and at home.

Kirsten points out that schools should foster environments promoting mental and physical well-being. This includes challenging the status quo of today’s mobile generation by ensuring that classroom learning and social time are phone-free experiences.

Stricter regulations may face resistance, but children can learn to appreciate these environments while enjoying technology’s positive aspects. Schools should continue developing frameworks to empower learners as positive digital citizens, promoting ethical online behaviour and healthy boundaries.

“Schools and parents must work together to foster respect, kindness, and responsibility online and offline. Parental guidance includes open conversations about responsible social media use and the importance of reporting cyberbullying.

“Parents should monitor online activity, block harmful content, and create phone-free zones at home to promote better sleep and real-life connections. As the debate on banning mobile phones in schools continues, parents must set positive examples by reducing phone usage and engaging in meaningful dialogues about digital habits.

“By fostering offline activities and teaching productive mobile technology use, we can empower our youth to navigate the digital landscape safely and responsibly,” Kirsten says.

INSIDE EDUCATION

Staff Reporter

It was a well-attended and celebratory unofficial class reunion at the University of the Western Cape (UWC) at the book launch of the late Dr Enrico G Pedro’s now-completed memoir of the pivotal 1976 uprising.

The book Act and Advance! An Unfinished Memoir of the 1976 Student Protests at the University of the Western Cape, hosted by the UWC Afrikaans Department, brought together alumni from around the province. Some haven’t seen one another in over 45 years.

The book launch was an opportunity to inspire and reflect on a period of youth activism which ignited memories of youth mobilisation and, in some cases, distrust among students.

“Who was your impimpi?” was a common question when students started suspecting one another during tense moments. Informants inevitably led to many student activists being incarcerated.

The memoirs were edited by Emeritus Professor Hein Willemse, an alumnus from the same period, a former UWC lecturer, and now affiliated with the University of Pretoria. He said the book captures the spirit of change that shaped an entire generation.

Dr Pedro, a well-known UWC alumnus, passed away in George on 28 January 2021 at the age of 63 due to COVID-19 complications. Before he retired to the Garden Route town of Wilderness, the former regional manager of the Department of Higher Education and Training was stationed in Mahikeng in the Northwest Province, where he was responsible for technical and vocational education and training colleges (TVET colleges).

Described as a friendly, exceptional educationist, and effective leader, Dr Pedro majored in history and philosophy at UWC and later earned a Master’s degree in history there.

In 1993, he received a scholarship from the Education Opportunities Council to pursue studies in the USA. He completed his doctorate at the University of Virginia at Charlottesville and received the Faculty of Education’s award as the best doctoral student in 1997.

Following his university studies, Dr Pedro taught for four years at Pacaltsdorp High School. Later, he took up teaching positions at Excelsior High School in Belhar and at Bellville College of Education.

At the recent book launch, Dr Alice Pedro, the author’s widow and a former chief education specialist in the Northwest Department of Education, said that before his death he undertook several projects, including research for this envisioned book.

He spent hours analysing and transcribing many interviews on the Western Cape’s anti-apartheid resistance history in the 1970s and 1980s.

She officially donated a copy of the book, for the University’s library, to UWC Vice-Chancellor, Prof Tyrone Pretorius.

In his keynote address, Prof Pretorius said the 1976 protests at UWC directly resulted from the Soweto uprising on June 16.

“In his book, Pedro tells us how unaware many students were initially of the dire situation in South Africa as a whole,” said Prof Pretorius.

“Today, we know that the protests against Afrikaans as the compulsory language of instruction was but one of the many factors that led to further uprising. Pedro writes that the dynamics at UWC differed from those in other parts of the country. He also points out that ‘Afrikaans was the mother tongue of most students at [UWC]’.

He says further that: ‘Many may have been proud, emotional, and sentimental about their mother tongue; many were not sensitised to the politics of resistance, and therefore fickle, influenceable, and naïve’.”

When the 1976 cohort arrived at UWC, the institution had only existed for 16 years. From the outset, the establishment of the University was met with alarm in the community because it was regarded as a project that facilitated the National Party’s apartheid vision.

“It is, therefore, no surprise that in those early years, protests and political tensions were associated with the University. For these reasons, the generation of the mid-1970s arrived on the back of a history of heightened tension,” said Prof Pretorius.

Prof Willemse said the 1976 protests fundamentally shaped his generation’s political and social orientation. “It changed those of us who were part of that cohort,” Prof Willemse explained.

“I edited the book for publication and tried to preserve it in its original form. There were parts of the book that Pedro never got around to finishing. It meant that I had to reach conclusions on some aspects, and, having shared his lived experience, I did my best to think about the conclusions he would have come up with.”

The launch was a panel discussion led by Gasant Abarder, UWC Media and Marketing Manager. Panellists included Reverend Leonardo Appies, who was the SRC chairman in 1976, Dr Reverend Llewellyn MacMaster, the SRC chairman from 1984 to 1986, and Ms Olwyn Wessels, a student who witnessed a fire in the Women’s residence in 1976 and had to testify in court.

Well-known alumni and director of the Artscape Theatre, Ms Marlene le Roux, said: “Brown-skinned people also fought for this country, and this needs to be acknowledged. This event highlights the importance of our story. Our story is not done. UWC has such an important role in history in South Africa, and the University should claim its space, and histories should be told.”

Other attendees shared their views on language, emphasising that Afrikaans is “our” language and that these histories should be told while the University takes its rightful place.

The book is published by Abrile Doman Publishers and is available via email order at abrile.doman@gmail.com

Staff Reporter

THIS year marks the 48th anniversary of the 16 June 1976 student uprising in Soweto, when young people protested against the Bantu Education Act, which enforced Afrikaans as a medium of instruction in schools, and apartheid laws that oppressed black South Africans.

Yershen Pillay, the Chief Executive Officer of the Chemicals Industries Seta (CHIETA), says the time is ripe for critical reflection 30 years after democracy on what has happened since. “Why have youth who have been so committed to a just cause given way to those with a different outlook on life?”

Therefore, 30 years after democracy, he asks why youth apathy was evident in the 2024 elections, according to the Independent Electoral Commission. Election 2024 was characterised by poor voter turnout, especially among youth. Although 11 million registered, fewer took part in the polls.

Overall, only 58% of registered voters took part in the poll. Why, in the digitally driven 21st century, are youth not exercising their democratic rights as championed and won by the youth of 76?

“Today, one should not ignore the sacrifices of the 1976 youth. But how did their example manifest itself 30 years after the birth of democracy? Instead of action, we have seen youth disengaged from democracy, as shown by the low voter turnout. For instance, according to the IEC, despite the high registration of youth, between five percent and nine percent of registered youth actually voted in many areas,” Pillay said.

He said such inertia must be stopped if we truly wish to honour the memory of the Class of 76.

Admittedly, the youth have raised pressing issues such as unemployment and lack of opportunities, but their voice has been muted. Simply put, we are not making an impact. According to Stats SA, the number of youths not in education, employment, or training (NEET) is approximately 3.4 million, which has remained roughly the same for the last decade.

Pillay said the absence of youth voices in this election raises the question of what can be done to spark a youth renaissance in democratic South Africa.

It is necessary to celebrate the Class of 76 but learn from and emulate them to create the future type of South Africa we want – and deserve.

June 16 taught us that young people have the power and potential to create lasting change. However, the election results remind us of the need to do more to harness the tools of the 21st century for the better.

The iconic image of Hector Petersen looms large over the 16 June celebrations. However, heroes of 76 beyond Petersen, for example, Kagiso Moloi at Krugersdorp, are among many unheralded activists who will have a plaque in his honour at schools as part of an initiative to acknowledge those who stood up to the state for better education.

Why this matters 30 years later is critical to changing how we look back on the past to help shape a better future. June 16 this year must be a time of renewal to leverage and articulate the need for more robust, newer youth voices.

“We cannot be hostage to the alarming unemployment statistics; the time is now for action. What must be done to empower youth? Investment in skills and training is taking place across many levels. Artificial intelligence is used throughout the country to open the learning gates.

“Every youth must have a skill—our commitment to youth development as a training authority on skills development and training. What youth do with the skills they receive is up to them. Ultimately, the youth should lead, and we will support them,” he said.

To date, 9501 youth have benefited from CHIETA’s four SMART Skills Centres in the last six months, with many more SMART Skills Centres still to come. The unemployment crisis makes it imperative to provide access to data resources, tailored training courses, support for Job Seekers, assistance for business start-ups, and growth opportunities for SMMEs.

“Our challenge is for South African institutions to do more to ensure we tackle the growing unemployment headache through tangible solutions in communities where it is most needed. We need to collaborate with urgency and creative solutions,” Pillay said.

INSIDE EDUCATION

Edwin Naidu

A Math Summit on the Repositioning of Mathematics in the Macro-Development Agenda occurred at the Birchwood Hotel, Boksburg, on 7 June 2024. The Summit, hosted in partnership with the National Education Collaboration Trust (NECT), was chaired by NECT Chairperson Sizwe Nxasana.

In pursuit of the National Development Plan (NDP) Goals, the Department of Basic Education (DBE) has developed a ten-year strategy for improving Mathematics, the National Mathematics Improvement Plan (NMIP), which will be implemented in 2025. 

The overarching strategic intent of the NMIP is to comprehensively and systematically address the persistently poor performance and low participation rates amongst learners across all levels of schooling. To expedite the implementation of the NMIP, a collaboration of the NECT, the DBE, and several actor groups proposes a macro-level support initiative to enhance Mathematics teaching and learning.

The NECT, playing a crucial role in supporting the Ministry of Education and partners, is driving the Summit as a platform to bolster Mathematics education. The focus is on key aspects such as Mathematics participation, performance, and quality passes. The Summit is a collective endeavour to reposition Mathematics in the Macro-development agenda and gather inputs for a national Mathematics support initiative.

Basic Education Minister Angie Motshekga, in a powerful statement, reiterated the Government’s unwavering commitment to enhancing Mathematics education. She underscored the significance of instilling a love for Math from an early age, making it accessible and enjoyable for all children regardless of their background, and dismantling the barriers that hinder many from pursuing STEM careers.

The main objectives of the Summit were, therefore, to bring key stakeholders up to speed on the developments and the state of Mathematics in South Africa; to identify multi-level and multi-dimensional strategic opportunities for improving Mathematics participation and outcomes; to strengthen the NMIP conceptions, including exploring a framework for its comprehensive implementation; and to agree on a joint approach to leverage emerging opportunities for enhancing Mathematics participation and outcomes.

INSIDE EDUCATION

Staff Reporter

THE DBE collaborated with the Gauteng Education Department (GED) and rolled out a School Safety District Support Intervention after identifying challenges in the Sedibeng East and West Districts under the theme: “Capacitate schools in Sedibeng Region to be able to prevent and manage violence in schools”. On the first day, a Local Stakeholder Engagement Meeting was held at the Sedibeng West District Office in the Gauteng Province. 

This meeting included partner departments, local municipalities and relevant civil society organisations to support school violence prevention programmes. The second day featured a school-based workshop at Quest Conference Estate in Vanderbijlpark. The purpose of the meeting, which took place from 3 – 5 June 2024, was to ensure a safe school environment for learners and teachers.

Sammy Maraba, Assistant Director from the School Safety Directorate, delivered a presentation on the National School Safety Framework (NSSF) approved by the Minister of Basic Education in 2015. He stated that the NSSF should be used as a tool to curb violence in schools. 

“The goal of the Framework is to create a safe, threat-free, supportive learning environment for learners, parents, educators, principals, School Governing Bodies (SGBs) and administration, and in so doing, retain learners in schools.” 

He also highlighted some of the NSSF’s objectives, which assist schools in understanding and identifying all security issues and threats, creating reporting systems, managing reported incidents appropriately, and helping schools monitor their progress over time.

Sifiso Ngobese, Director of School Safety at the DBE, said, “there are various challenges facing South African schools, including bullying, learner-teacher encounters, corporal punishment, drug and substance abuse, and dangerous weapons. These challenges have been linked to absenteeism, dropout and expulsions, thus negatively impacting the attainment of quality basic education”.

Speaking on the Protocol for the Management and Reporting of Sexual Abuse and Harassment in Schools, Deputy Director for Social Cohesion, Dululu Hlatshaneni, explained, “This Protocol provides schools, districts and provinces with standard operating procedures and guidelines for addressing allegations of sexual abuse and harassment. 

“It details how schools must respond to reports of sexual abuse and harassment perpetrated against learners and school staff; and outlines an approach that enables educators and DBE employees to identify, intervene, report, and provide support to all learners who are sexually abused or harassed in school; and provides an appropriate response to perpetrators of all forms of sexual abuse and harassment. It is important to note that the legal age of consent to sexual activities in South Africa is 16 years”.

Presenting on learner misconduct and disciplinary procedures, a representative from GDE stated that all schools must have a Code of Conduct that complies with both provincial and national legislation, including public schools with hostels: “When conducting disciplinary proceedings, it is important to ensure compliance with substantive and procedural requirements of fairness in both the suspension and expulsion of a learner. It is crucial to follow guidance on conducting disciplinary hearings and due process to safeguard the interests of the learner and any other party involved in the disciplinary process”.

Over 200 attendees from 50 schools and stakeholders attended the event, which was supported by Social Cohesion, Psychosocial Support, Education Management and Governance Development (EMGD), Health Promotion, and the Quality Learning and Teaching Campaign (QLTC). 

Participants shared their knowledge and experiences about the challenges in school safety and discussed implementing the strategies covered during the workshop. Additionally, some expressed concerns about young people’s rising internet usage rate, highlighting the need to educate learners on online safety to encourage responsible digital behaviour.

INSIDE EDUCATION

Staff Reporter

THE gold-and-silver-coloured world globes at the five-year celebrations of the University of Pretoria’s (UP’s) Future Africa Campus were not just pretty table decorations.

Featuring a golden Africa against silver seas, they symbolised what Future Africa stands for: a collaborative Pan-African research platform with the African continent at its centre and connections that stretch across the globe.

“Future Africa is successful because of your contribution and that of people from different parts of the world,” said Professor Themba Mosia, Interim Vice-Chancellor and Principal of UP, at a celebratory event held on 24 May 2024.

The occasion marked Future Africa’s first five years, looked ahead to its next five years, and paid tribute to a higher education leader described as a “continental patriot and global citizen” – Professor Ernest Aryeetey, who is retiring as Secretary-General of the African Research Universities Alliance (ARUA).

ARUA is a network of 23 research-intensive universities from across the continent, committed to enhancing and expanding African researchers’ research quality in Africa.

The alliance has a close connection with Future Africa and UP. Prof Aryeetey recalled his first visit five years ago, coinciding with the opening of Future Africa. At the time, he had been struck by the campus’s eco-friendly character – the first time he had seen this at a higher education institution.

“Thank you to the University of Pretoria for making it possible for ARUA to be part of [Future Africa’s] story,” he said.

Since its story began in 2019, Future Africa has hosted close to 3,000 events and welcomed an estimated 66 000 delegates and speakers from all over the world, among them international figures such as Angela Merkel, former Chancellor of Germany, and Antony Blinken, current Secretary of State of the United States.

But, as Future Africa Director Heide Hackmann reiterated, Future Africa is much, much more than a conference centre.

This was clear from the fact that the university executive had decided “to call us a collaborative platform – not an institute, not a centre, but a platform,” Dr Hackmann emphasised, explaining that Future Africa had both campus and research functions.

As a platform for collaboration, Future Africa provides a “neutral space to convene, catalyse and coordinate big ideas, big initiatives – ideas that are too big for one department or faculty”, she said during a Reflection and Engagement session with UP Deans and Directors, held before the main celebration.

“The notion of neutrality means we do not seek to compete with faculties, but collaborate based on common purpose and shared ideas,” said Dr Hackmann.

Another concept deeply embedded in Future Africa is that of transformation. “The notion of transformation begins to define a unique identity for Future Africa,” Dr Hackmann said. “It’s beyond transdisciplinarity. We are experimenting with a research approach that would unleash and inform processes of deep systems change.”

Future Africa’s research is focused on “challenge domains,” which are very big ideas explored through its five research chairs: African Science and Technology Futures, Global Equity in Africa, One Health (People, Health, Places), Sustainable Food Systems, and Sustainability Transformations.

“This is not just a UP effort,” Dr Hackmann said, noting that the University of Cape Town had seen the value of a Future Africa chair and had come on board to co-host Sustainability Transformations.

“Our next chair could be elsewhere in Africa,” she added, indicating that a priority for 2024 is to launch a new domain on youth education, employment and empowerment.

Overall, Future Africa currently has a portfolio of 30 distinct projects and programmes and external research funding of R60 million, up from R7,9 million at its inception.

“I think we have made the last five years matter,” Dr Hackmann said. “We have laid the foundation; we know how to work, we know what we want to do, we have started engaging with experts across the university and other parts of the world, and we have built a solid team of people who are committed to fulfilling the vision of Future Africa.”

She added that this solid foundation had given her “the courage to accept another position” at Stellenbosch University and that she would be leaving UP in June this year.

“I am so confident that Future Africa is in safe hands, and I look forward to finding opportunities for productive collaboration with each other.

INSIDE EDUCATION

Staff Reporter

Timoteus, who graduated with a Bachelor of Education in 2022, finished the 10km race – known as the fastest and flattest athletic race in the Western Cape – in 29:27 minutes, ahead of fellow UWC alumni Rowhaldo Ratz and Bruce-Lynn Damons, who crossed the finishing line second and third, respectively.

But the biggest winner on the chilly Saturday morning was always the Cape Town community, particularly the athletics community, with whom UWC used to race to strengthen its ties.

For instance, the Eerste River Athletics Club, of which Ratz, also a BEd graduate in 2022, was a member before securing a Sports Merit Bursary to run and complete his BEd degree in 2020 at UWC, sent a group of volunteers to assist in the organisation of the event.

“The Eerste River Athletics Club is one of the top athletics feeders to UWC, and our partnership with them and other athletic clubs in communities is getting stronger by the day,” commented event director Glen Bentley. “Fast and Flat remains one of the main events that speak to the neighbouring communities regarding bringing the sport to communities.”

The race starts and finishes on the UWC Campus, but a large part runs through the streets of Belhar.

Among other organisations that made the race a resounding success, according to Bentley, were the scouts from Belhar who assisted a water point, Pro-Events who patrolled the routes to ensure the safety of participants, no less than 120 volunteers consisting of UWC Students, parents of athletes as well as student-athletes, and coaches who availed themselves to ensure that the race was a resounding success. The Local Organising Committee comprises various role-players from the UWC Campus Community.

Meanwhile, first-year student Charlton Titus won the junior race category; Caitlyn Mahony took home the women’s category, while legendary Zola Budd (3rd) was one of the top finishers in the 50-59 women’s category. Zola Budd is also Anthony’s current coach.

INSIDE EDUCATION

Johnathan Paoli

A historic one-year learnership programme has been launched under the theme of the Umcebo Ngemfundo (“Wealth through Education”) to assist in bridging the gap between people living with disabilities and accessing skills, specifically within the finance and accounting sector.

The Finance and Accounting Services Sector Education and Training Authority (FASSET), together with Blind SA, launched a collaborative learnership programme, Umcebo Ngemfundo, on Thursday at the Protea OR Tambo Hotel and Conference Centre.

Blind SA President Christo de Klerk welcomed the event attendees and thanked everyone for their support and work in facilitating this transformative initiative.

“Thank you to those who have partnered with us in one of Blind SA’s most ambitious projects. This is new to us, but we commend you for joining us in this plunge into the dark,” de Klerk said.

Organisers for the launch said with 98% of visually impaired people unemployed in the country due to labour market factors; this programme aims to provide visually impaired people with the skills they need to close the skills gap between education and the workforce.

The programme is expected to illustrate how independence and wealth will be achieved in the lives of the students after they complete the course, especially since they will be employable and earn decent salaries.

Blind SA CEO Jace Nair said the launch marked a historic day in transformation.

He said that just over 10% of the visually impaired have primary education and that it was thus essential to acquire skills and qualifications to reduce unemployment and dependency on social grants within the blind community.

Nair said only 40% of Blind SA’s members had grade 11 or higher and that none of the treasurers operating in the organisation’s 49 branches across the country had any financial or accounting training.

“We also have the challenge that there are just over 24 schools for the blind and that learners at the schools are not exposed to accounting, maths or stem subjects, effectively limiting their access to tertiary institutions,” he said.

The CEO confirmed that 114 applicants applied for the programme over the last month, but as only 50 places were available, further interviews were required.

Nair said 41 out of the 50 places were among the youth, and 31 were women, highlighting the need for transformation within the blind community.

The programme comprises six months of classroom instruction and another six months of hands-on training at organisations like Work Integrated Training Solutions, facilitated by the South African Chambers of Commerce.

The CEO confirmed that face-to-face training would be conducted in the applicants’ home provinces and said that 19 were from Gauteng, with the remainder from the rest of the country.

Nair highlighted the crucial role of placement through private sector partners, which ensures that learners spend at least six months acquiring the experience, ethics, and skills of the working environment.

In addition, the CEO said for these learners to succeed, they require reasonable accommodation and the provision of laptops with screen reading software.

“We have to provide training to our learners so they can use Zoom and other platforms because training is blended online and face-to-face, and we are grateful to receive financial and other forms of support,” Nair said.

Interim Board Chairperson of the FASSET Bongani Mathibela praised the launch of what he called the first of its kind for all organisations involved.

“Our vision is to create valuable learning experiences that make a meaningful impact in the lives of the beneficiaries,” Mathibela said.

He thanked the hard work of the FASSET staff in empowering members of society who were prevented from accessing employment opportunities and contributing to the economy.

Programme beneficiary Wendy Hill from Pretoria thanked the organisations involved. She said she would not have gotten where she did without the help and support of such programmes.

“To be partially sighted is very challenging and very difficult. This is a blessing, from being told you can’t be accommodated to being told there are no facilities for you. I don’t just speak for myself, I speak for 18 others, we are blessed,” she said.
The launch concluded with anticipation of a positive outcome for the program.

“We are certain that it will transform lives and contribute positively towards the country’s economy through harvesting financial stability, accessibility, equal opportunities and inclusion,” Mathibela said.

Induction is expected to start next week, with the programme beneficiaries meeting and organising with the technical team.

INSIDE EDUCATION

Staff Reporter

Voter education is crucial, but only 52% of respondents in a survey labelled the education campaign run by the Electoral Commission of South Africa as “beneficial” and “somewhat useful.”

In a boost for democracy, a Human Sciences Research Council (HSRC) survey found that voters’ trust in the Electoral Commission of South Africa (IEC) was high.

More than 16 million citizens cast their votes in the National and Provincial Elections (NPE) on Wednesday, 29 May, translating into a voter turnout of 58.61%

The HSRC’s preliminary findings on the survey conducted on Election Day, as South Africans voted, marking 30 years since the historic first democratic elections in 1994.

The HSRC released its preliminary findings on Friday at the IEC National Results Operations Centre (ROC) in Midrand. 

Regarding the level of information, roughly 13% stated that they had far too little information, and 10% said they had too little information about the voting procedures.

Meanwhile, 42% said that the IEC website was “very useful” in providing information and education, and 23% said it was “somewhat useful.”

With more than 40 million citizens eligible to vote and 28 million registered to participate, turnout was low.

In the Election Satisfaction Survey (ESS), voters were asked questions about the election process, including whether the 2024 NPE were free and fair. 

The survey aimed to establish the opinions and perceptions of voters and their electoral experience. The research sampled 300 voting stations selected countrywide, proportional to race, geographic type and the number of voting stations in each province.

“Trust in the Electoral Commission was high, and almost all voters felt that they were safe to cast their ballot in secrecy,” the survey found.

According to the HSRC’s Dr Benjamin Roberts, trust in the country’s election management body is at an all-time high of 80%. 

“The trust in the commission remains dominant… Amongst the general public, trust in the commission has been declining, as it has in all core political institutions over the last decade and a half, although the IEC remains among the trusted institutions in the country.

“But obviously, the voting public trust is much higher.” 

Roberts believes this is predominantly because those who had a positive experience left the

aspect of the queuing time, which translates to the institution’s validation. 

“The other reason is that for many South Africans, the predominant response to unhappiness with the function of the political system is the abstention and not electoral turnout. We’re finding increasing polarisation of happier voters and discontent and abstinence. That’s what’s probably driving the positive evaluations,” said Roberts.

Meanwhile, results indicated that voters overwhelmingly believed the 2024 NPE were free and fair and positively rated the conduct of officials at voting stations.

“Almost all voters felt safe to cast their ballot in secrecy,” said Roberts.

The majority of voters also felt that the IEC adequately considered the needs of vulnerable groups, including older people and people with disabilities. 

However, the finding showed that queuing times at voting stations increased relative to more recent elections, which affected electoral evaluations. 

In addition, most voters were pleased with the ballot papers, with 58% indicating they were “delighted” and 35% told researchers they were “satisfied”.

However, 38% wanted to improve the ballot paper for future elections.

In addition, fewer people believe their vote counts than those who think they must vote. 

Shifting the focus to coercion, 12% reported experiencing someone trying to force them to vote for a particular political party or candidate, while nine % said it happened before Election Day. 

Four percent said they were forced by party agents, and four per cent by friends and family. 

“Of those reporting coercion, 73% reported that it had no bearing on electoral choice, 25% said it did, and two were uncertain. This translates into three per cent of all voters who changed their vote,” Roberts said.

INSIDE EDUCATION

Staff Reporter

For the second year, SPARK Schools was again named one of Africa’s Fastest Growing Companies in the 2024 Financial Times (FT) and Statista annual ranking.

This comes shortly after the school group was named one of Time Magazine’s top 250 EdTech companies worldwide in May 2024.

The FT ranking, now in its third year, identifies companies with the strongest revenue growth between 2019 and 2022. SPARK Schools is one of 41 of South Africa’s fastest-growing companies for 2024, ranking in the 118th spot of Africa’s 125 overall. In the Education and Social Services sector, SPARK Schools is one of only five companies that made the ranking.

“In the last six months, we have had fantastic international acknowledgement of our work. Besides the FT and Time accolades, SPARK Schools has been recognised as a 2023 T4 Education World’s Best School winner and named by Global Brands Magazine as the most innovative education provider in South Africa,” says Stacey Brewer, co-founder and CEO of SPARK Schools.

“The FT ranking is a testament to the work we have put into developing a sustainable, low-cost private school model offering world-class education outcomes,” she says.

Brewer says the recent global accolades prove that the education sector remains critically important and noteworthy. “We are so incredibly proud to be recognised in South Africa.

“This award particularly also underscores the appetite for quality education in Africa. Our continued growth means that the model we have developed to challenge the education status quo is working,” Brewer says.

Brewer says the foundations of SPARK Schools’ successful education model are blended learning, the importance of the teaching and support staff, and the core values central to the school’s culture.

“We implemented Africa’s first blended learning model for primary school scholars. Way before the COVID-19 pandemic introduced scholars to online learning, we were already getting scholars to split time between digital content (that adapts in difficulty to their learning pace) and classroom interaction based on best practice tuition.

“We know that our success lies with our team. We work hard to recruit young teachers and invest seriously in their professional development. All teachers at SPARK Schools undergo 200 hours of professional training every year. This means that our teachers are constantly upskilling themselves about education innovations. We have also created our internal pipeline for promotions and leadership,” she says.

Brewer says the concept of values helps scholars become responsible global citizens who are aware of their opportunities and responsibilities. The five core values are Service, Persistence, Achievement, Responsibility, and Kindness. Each school has its unique sixth value.

“The work we do at SPARK Schools is a great example of what is possible in the education sector. Our vision is to make South Africa a global leader in education. The whole journey of SPARK Schools has been about not giving up; we believe we have a bigger role in pushing society into a different way of managing education – so that it lasts generations,” Brewer says.

INSIDE EDUCATION

Sports Reporter

THE experienced former Banyana Banyana players Amanda Sister and Chantelle Esau have brought to the Baby Wolves since signing with the university club a few weeks ago have proved invaluable.

With dozens of international caps between them, the pair have been able to impart years of footballing wisdom to their younger University of Fort Hare teammates.

The side are currently enjoying a good run in the Hollywoodbets Super League, winning their last two matches to place them a respectable ninth on the log in their first season of elite women’s football.

Sister, 34, boasts a hugely impressive resumé. Aside from making more than 40 appearances for her country, the Gqeberha-born defender has played for Hungarian club Győri ETO as well as Italian Serie A side San Zaccaria.

Striker Esau, 33, arrived in Alice after a stint with Hollywoodbets Super League champions Mamelodi Sundowns and has played more than 25 matches for Banyana Banyana.
Fort Hare interim head coach Sibonelo Doyisa said the experienced duo were brought on board to help the younger players adapt to the challenges of big-time football while learning to show no fear for well-known players.

“We thought, ‘Let’s add a few players who can motivate them, who can add that factor in the camp, clubhouse and change room’. And now it’s working wonders for the team,” he said.

“With Amanda, we told her what her role would be; not just to be a player on the field but off it as well. She accepted the challenge to explain to the other players how to approach games, how to act as individuals and teammates.”

The arrival of Sister and Esau at Fort Hare was largely thanks to the efforts of sports officer Sibabalo Feni, described by Doyisa as the “man behind the magic”.

Passionate about the team’s success, he visited their respective homes to recruit them.
Esau was not getting as much game time at Sundowns as she once did and embraced the opportunity to play for a smaller team where she could add more value.

Though Sister was on the books of Super League team Copperbelt FC, she had been sidelined for some time after a series of injuries.

Feni’s timing in securing their talents could not have been more perfect and they have duly given UFH a huge boost 12 games into the season.
Though the ladies might be older than their teammates, Doyisa emphasised that age was not really a factor in women’s football.

“What matters most is how you communicate with your teammates, telling them when to run and not to run. If you have experience, age is just a number.”

As much as the coach was thankful for the addition of the two stars, he also did not want to diminish the hard work all his players were putting into the campaign.

They always gave more than what was expected of them and put his advice into practice “with ease”, he said.

“It’s not just the experience we now have but the willingness of all our players.”

Fort Hare’s next fixture is against UWC on June 8.

With students writing exams, they have suspended training for the time being but “will be back at the office” on Monday.

INSIDE EDUCATION

Education Reporter

South African teachers face several challenges on the personal and professional development front, hindering them from progressing as leaders and managers. Topping their challenges are time and money, both needed to further their qualifications.

ADvTECH, SA’s leading private higher education provider, is addressing this challenge. It recently launched the Occupational Certificate: School Principal, offered via its distance learning college, Oxbridge Academy.

“The importance of accessible development opportunities for South African teachers cannot be overstated,” says Siyavuya Makubalo, Marketing Manager at Oxbridge Academy.

“Our teachers are tasked with raising the leaders of the future. However, they seldom can reach their full potential and become leaders themselves. When teachers have the chance to engage in professional development, it directly impacts not only the quality of teaching and learning they deliver in the classroom but also their career trajectories and self-fulfilment.”

Makubalo says the new occupational certificate’s purpose is to prepare teachers to become school managers.

“School managers lead, plan, develop and manage developed systems for effective and efficient delivery of quality education by ensuring the implementation and support of a value-driven ethos for quality teaching.”

“Teachers need to learn to lead and manage teaching and learning in a school; plan and manage the resources of the school; establish, lead and manage the relationship between and the impact of the internal and external community for the development of the school, and develop self and others through life-long learning to deliver quality teaching and learning.”

Makubalo says the benefit of continuing professional development via distance learning is that time-and-finance-stretched teachers can affordably study at their own pace while working and taking care of their loved ones.

“We believe this will be a game-changer for teachers in general, and also the skills complement in South African schools in particular, which is so desperately needed,” she says.

The Occupational Certificate: School Principal is NQF Level 6 accredited by the QCTO and SAQA accredited.

INSIDE EDUCATION

Staff Reporter

THE Chemical Industries Education and Training Authority (CHIETA) has launched the Brits SMART SKILLS CENTRE, a groundbreaking initiative to develop digital skills in Brits and its surrounding regions.

Spearheaded by the CHIETA in collaboration with Orbit TVET College, this centre promises to catalyse innovation and opportunity in the community.

The centre aims to bridge the digital skills divide and accelerate the development of basic digital skills for a future-fit workplace as part of the CHIETA strategy to innovate for impact in societies nationwide.

Since October 2022, CHIETA has established smart skills centres in Saldana Bay in the Western Cape, at the Mthashana Skills Centre in Babanango, a small rural town near Melmoth in Kwazulu-Natal and at the Iqhayiya campus of the Port Elizabeth TVET College in Gqeberha.

It follows a call from the Higher Education, Science and Innovation Minister, Dr Blade Nzimande, who articulated a vision for SMART Skills Centres to be established in all parts of the country by 2020.

The Brits SMART Skills Centre will provide comprehensive digital skills programs tailored for enterprises, individuals, schools, and TVET colleges. With a particular focus on rural learners, the centre aims to bridge the digital divide by offering access to data and a wide range of training courses.

“Whether you’re a job seeker, a budding entrepreneur, or a small business owner looking to expand, our services are designed to empower you on your journey to success,” said CHIETA chief executive officer Yershen Pillay.

Key Features of the Centre Include:

• Access to Data Resources
• Tailored Training Courses
• Support for Job Seekers
• Assistance for Business Start-ups
• Growth Opportunities for SMMEs

CHIETA plans to launch in Giyani next as part of its goal of building an intelligent centre in every province in the country. This will ensure people in rural areas can access free services and training courses, with data access for job seekers, small and medium enterprises (SMMEs), and business start-ups. The centre is fully automated and has equipment that meets 4IR training requirements. 

According to Pillay, “The SMART Skills Centres usher in a new era of skills development and training that would be located within rural communities and able to offer digitised training programmes for rural masses.”

Deputy Director General in the Department of Higher Education, Zukile Mvalo, welcomed the centre’s opening in Brits. “As a department, we are proud of the groundbreaking work done by CHIETA in rolling out Smart Centres in the Western Cape, Eastern Cape and KwaZulu-Natal. The North-West is next to benefit from the Smart Centres; we are excited at the impactful outcomes, particularly its potential impact on people of Brits,” he said.

The launch follows the signing of a Memorandum of Understanding with Orbit TVET College less than a year ago.

INSIDE EDUCATION

Johnathan Paoli

MEC for Education in Gauteng Matome Chiloane has expressed his shock over the recent peak in learner suicides at Eqinisweni secondary school in Ivory Park.

Speaking on Monday evening, the Education MEC said the loss of lives, especially among the youth, remained a growing concern for the department and that a psycho-social support unit has been dispatched to the school to assist with counselling.

“It is indeed heart-wrenching to witness the loss of young lives. We extend our deepest condolences to the families affected by their passing,” Chiloane said.

Department spokesperson Steve Mabona confirmed that four pupils – three girls and one boy – allegedly consumed poison and died shortly after being transported to hospital between 26 April and 5 May. The pupils were in Grades 10 and Matric.

Chiloane praised the work done by the department in conjunction with the South African Depression and Anxiety Group (SADAG) in light of the rise in suicides.

“It should be noted that our partnership with SADAG has yielded positive results in Tsakane, where we previously had a similar slew of unfortunate learner suicides. As such, the department commits to continuing with this partnership and conduct learner mental health roadshows to affected schools,” Chiloane said.

In an unrelated incident, a woman teacher from Thuto-Lore Secondary School in Sharpeville was allegedly found dead on Saturday, at Dlomo Dam, near her residence.

“This raises serious concerns around the safety of female educators in the community. We plead with law enforcement agencies to act swiftly in apprehending the suspects, and we also convey our sincerest condolences to the school and bereaved family,” Chiloane said.

INSIDE EDUCATION

Inside Education Reporter

The Minister of Higher Education, Science and Innovation, Dr Blade Nzimande has congratulated the General Secretary of SADTU, Dr Mugwena Maluleke on attaining his PhD from Nelson Mandela University.

“As an educationalist, Dr Maluleke’s commitment to education sets a positive example for both the young people and workers of our country. His commitment to self-development underscores the importance of improving your knowledge levels as a leader in society. By attaining his PhD, Dr Maluleke is contributing to the drive to make educational achievement a norm in our communities,” the Minister said.

Most importantly, Nzimande said South Africa must increase the number of PhDs in society so that “we truly become the kind of knowledge society that will transform our society for the primary benefit of the workers and the poor, with innovation at the centre of our developmental trajectory”.

“It is my hope that Dr Maluleke’s personal milestone will inspire more of our young people and workers to follow in his footsteps,” he said.

INSIDE EDUCATION

Johnathan Paoli

THE Gauteng Education Department has confirmed the appointment of Seanego Attorneys as the law firm probing the circumstances surrounding the deaths of Siphamandla Peterson and Sibusiso Sibiya, from the Daveyton Skills School in Benoni.

Education MEC for Education Matome Chiloane visited the Peterson and Sibiya families, as well as the Daveyton Skills School, to introduce them to the investigators from the firm of attorneys.

“This is a credible law firm with a lot of experience, so we are confident that they will give us a report that is credible and assist the department to tighten and close the gaps [in information],” the MEC said.

The two boys were laid to rest at the Rabasotho Community Hall in Tembisa on Thursday morning, where Chiloane said there are people who have already been identified to be held accountable.

“We are bringing people from outside who cannot be contaminated by the politics in the department but to do their work ethically, with integrity and honesty,” Chiloane said during the funeral.

On Wednesday the MEC visited the Daveyton Skills School to learn more about the circumstances leading to the tragedy in the Hennops River, where it emerged that the camp, organised by non-governmental organisation Rising Stars Generation, was not sanctioned by the Education Department, nor were there teachers or lifeguards during the trip.

“It is alleged that, after activities had been concluded on Monday afternoon (April 15), one of the pupils suddenly ran towards a nearby river close to the campsite entrance. A second pupil followed, in an attempt to bring him back,” the MEC confirmed.

The learners drowned while at a discipline camp at Rock Falls Adventure Ranch in Centurion almost two weeks ago.

Lead investigator from the firm said the investigation would follow all the issues surrounding this case, including the circumstances surrounding the incident, the conduct of the school and the actions and liability of the department in relation to this case.

“We are committed to conducting this investigation in a thorough manner, and we are ready to commence our work on Monday. We will be seeing the families, the school governing bodies, the management team, officials in the department, the facilitators at the camp, and any other people that we think are of interest to our investigation,” he said.

The attorneys questioned whether the campsite at the Rock Falls Adventure Ranch in Centurion had insurance and the actions of the school management and principal and said the firm will hit the ground running on Monday, with planned interviews with the families of the deceased pupils, the school governing body, the school management team, department officials and facilitators at the camp, among others.

“We can confirm that we have accepted the terms of reference. As such, …we are committed to conducting this investigation in a thorough manner. We are ready to commence our work from Monday”.

Chiloane gave the law firm seven days to complete the investigation with a detailed report with findings and recommendations for implementation. expected on 6 May.

“As soon as the report is finalised, we will ensure that all recommendations are acted upon. In the event of delays, we will interact with the families and relevant stakeholders accordingly,” said Chiloane.

INSIDE EDUCATION

Johnathan Paoli

The Minister of Higher Education, Science and Innovation, Prof Blade Nzimande, has become aware of reports and related images on social media of honorary doctorates that have been awarded to some of our country’s top celebrities by the Trinity International Bible University. 

“According to our records as the Department of Higher Education and Training, Trinity International Bible University is not a registered private higher education institution. Trinity International Bible University is therefore not authorised to offer any qualifications, including honorary degrees,” he said. 

Nzimande said the Department has written to Trinity International University before, warning them about continuing to operate illegally and asking them to regularise their operations. 

“We have also asked the Council on Higher Education (CHE) for guidance on how honorary qualifications should be offered and by whom. As the Department, we have nothing against Trinity International Bible University or the celebrities they have chosen to honour. However, we are deeply disturbed by the persistent disregard for the Department’s regulations by the management of Trinity International Bible University.”

Nzimande said the Department is considering more comprehensive and decisive action against Trinity International Bible University and all other individuals or institutions who continue to undermine the Department’s regulations. 

INSIDE EDUCATION

Inside Education Correspondent

THE Minister of Basic Education, Angie Motshekga, addressed the Ministerial Task Team (MTT) meeting on the Review of Education White Paper 6. The week-long workshop was held from 8 to 12 April 2024 at the Birchwood Hotel and Conference Centre, Boksburg, in Gauteng. 

Its objective was to review the MTT’s work and work streams, identify key recommendations for the Minister’s consideration, and produce a management plan for the MTT’s outstanding work.

The White Paper outlines how the sector will build an education and training system to foster a compassionate and inclusive society, emphasising the need for adaptation to accommodate diverse learning needs. Since its inception in 2001, the sector has, despite challenges, made significant progress in implementing Inclusive Education. 

Minister Motshekga underscored several critical factors essential for implementing Inclusive Education in South Africa in her address. She emphasised the necessity for special needs education to be integrated, recognising that its success requires collaboration among sections and other departments, such as Health and Social Development and other stakeholders. 

Additionally, the Minister underlined the importance of the MTT by providing honest assessments, reviewing the policy framework of Education White Paper 6, and using the policy commitments made in 2001 as a benchmark. 

Furthermore, the Minister highlighted the significance of addressing issues affecting ordinary people and vulnerable communities, emphasising the need to enrich the review of the White Paper in ways that effectively serve the communities’ needs.

Separated into three breakaway sessions, the participants from Situation Analysis, Policy and Legislation, and Conceptual Framework work streams thoroughly reviewed, examined, and evaluated the progress of implementing Education White Paper 6. Critical issues presented included amendments designed to eliminate barriers and enhance access to basic education for all learners, including those with disabilities.

Jabulani Ngcobo, Director Inclusive Education, stated: “The Minister appointed the Ministerial Task Team on 5 January 2023, and it has recently completed a year, so we needed to devise a plan for the remaining work of the MTT, reflecting on it and mapping how it will be spread across the remaining period. 

“This productive five-day workshop was a testament to the dedication and commitment of the members to enhance and focus the work of the MTT. I am pleased with the dedication and work ethic displayed by all the participants.” 

The meeting agreed that the co-chairpersons, Prof Sigamoney Naicker and Dr Margie Schneider, will consolidate the report from the input from the work streams of the MTT. 

This report will be tabled for the Minister’s consideration.

INSIDE EDUCATION

Edwin Naidu

THE Portfolio Committee on Higher Education, Science and Innovation has presented a comprehensive 6th Parliament Legacy Report on the Department of Higher Education and Training (DHET) with a clear message for those who will follow.

Although there has been much to celebrate over the past three decades, the Committee said more must be done to strengthen its oversight and legislative functions in the years to come.

Chairperson Nompendulo Mkhatshwa delivered the assessment report on 20 March at Northlink TVET College, Tygerberg Campus, in the Western Cape.

The Portfolio Committee oversees the DHET and the Department of Science and Innovation (DSI), which has over 120 reporting and non-reporting entities and more than 20 pieces of legislation governing its work from July 2019 to March 2024.

Despite the inadequate time allocated to the Committee and the constant changes in the Parliamentary programme impacting the oversight work, Mkhatshwa said the Committee could interact across the tertiary sector.

Through intervention, the Committee has observed improved stakeholder relations in universities and Technical and Vocational Education Training (TVET) colleges. To its credit, the work done for the readiness for the 2024 academic year contributed to reducing student protests at the beginning of the year.

Mkhatshwa said the Committee welcomes the Department’s plan to develop and implement an integrated information management system for the post-school education and training sector. This will address the wastage observed over the term under review regarding students from multiple funders double-dipping and learners participating in multiple Sector Education Training Authorities (SETAs), and enable better planning and use of financial resources.

Elaborating on the success of education under 30 years of democracy, Mkhatshwa said the Committee recalled key achievements and listed critical areas for improvement while providing succinct advice for the team that will form the 7th administration, which will be appointed after the elections on 29 May.

Looking back on the changes in higher education, Mkhatshwa reminded members that in 2004 and 2005, mergers and incorporations were implemented, resulting in 24 universities. This was preceded in 2001 by the merger of 152 Technical Colleges to 50.

In 2009, the Department of Education was split into the Departments of Basic Education and Higher Education and Training. SETAs were migrated from the Department of Labour to DHET in the same year. In 2012, FET colleges (renamed TVETs) were migrated to DHET. By 2015, Adult Education and Training migrated to DHET (established as CET Colleges). The budget for education in 1994 was R193,1 million, rising to R113 billion in 2023, excluding skills levies.

In their recommendations to their successors when they take up their oversight roles in Parliament, Mkhatshwa said the Committee found that the critical challenges include tackling the sector’s slow transformation, which remains a concern, and inadequate policies and procedures to address Gender-Based Violence.

She said in its legacy report that the Committee was concerned about governance and management challenges, including institutions being placed under administration, some more than once.

Mkhatshwa also noted the increase in the use of institutional autonomy to evade public accountability. Another area of concern was the inadequate funding for the higher education, TVET and Community Education Training (CET) sectors, which was alarming, given the need to expand access to education and training.

Furthermore, she said the outstanding audits of some universities, TVET colleges, and the National Student Financial Aid Scheme (NSFAS), as the Office of the Auditor-General reported, were problematic as they limited Parliament’s ability to scrutinise expenditures and performance.

Other areas of concern, according to Mkhatshwa, were the growing student debt and the disparities in the concessions given by institutions, which are causes for concern. Unpaid student debt since 1994 is estimated at around R16 billion.

Mkhatshwa said the Committee was concerned that the National Skills Fund (NSF)-funded service providers siphoned off skills funds to address poverty, inequality, and unemployment through skills intervention.

Also criticised was the NSF’s lack of communication, consultation, and coordination regarding implementing the student accommodation pilot project at the start of the 2024 academic year, which has brought instability to some institutions.

In its broad range of recommendations, Mkhatshwa said the Committee urged the 7th Parliament to lobby the Standing Committee on Appropriations to consider allocating voted funds to the loan scheme for the missing middle and its sustainability, given that the current funding from the NSF and SETAs can only fund 47% of the missing middle students for a four-year programme, including funding for postgraduate students.

She said the Ministerial Task Team Review on the National Skills Fund has recommended reviewing the Skills Development Act to address governance challenges by appointing the Board as the accounting authority.

Mkhatshwa added that the 7th Parliament should monitor the development and implementation of gender transformation policies, especially GBV&F by TVET colleges and universities. The new committee must also report on the Department’s implementation of the Policy Framework to address Gender-Based Violence in the Post-School Education and Training System.

Furthermore, she noted that the 7th Parliament must monitor developments around the court review of the Independent Assessor Report on UNISA and progress in implementing the Ministerial Task Team Review of UNISA recommendations.

In particular, the committee must monitor Mangosuthu University of Technology (MUT), placed under administration in September 2022, to ensure that the University does not regress.

The committee was also tasked with following up on the minister’s recommendation to consider appointing an independent assessor to investigate governance challenges at UCT.

Mkhatshwa said the Department’s University Branch should ensure that universities develop processes to prevent employees from doing business with the universities without declaring their interest. There must be a follow-up on implementing the recommendations of the Colloquium on Institutional Autonomy Report.

She said the 7th Parliament must ensure that the Department and the stakeholders (UMALUSI and SITA) maintain a zero percent certification backlog.

The Department should take measures to professionalise the CET sector and ensure that CET colleges play a significant role in the PSET system.

The Committee of the 7th Parliament should ensure that the Department expedites the development of an integrated database for SETAs so that they can have the data of all the beneficiaries of skills development projects.

This database will also assist with detecting beneficiaries who are double-dipping in terms of learnerships and other skills intervention programmes offered by SETAs.

SETAs should improve their regional presence to be more accessible to the public. The Department should take action against SETAs struggling to achieve good audit outcomes, such as the Services SETA.

Mkhatshwa said action must be taken against those employees who resign before the conclusion of their disciplinary hearings. SETAs should blacklist all the service providers that have received funding for skills development projects and are not able to complete the projects or provide evidence that supports the spending on projects.

The Department should follow up with the relevant law enforcement authorities to ensure those implicated in the NSF forensic investigation report are convicted. The NSF should also update the 7th Parliament about the conclusion of disciplinary and other criminal cases against employees involved in the forensic report.

The Department should ensure that all the companies and their directors that are fingered in the forensic report are blacklisted from doing any business with the state.

Mkhatshwa urged NSFAS and the Department to ensure better communication, coordination, and consultation on the student accommodation pilot project. Adequate funding should be allocated to the Department to provide sustainable funding for the loan scheme for the missing middle and postgraduate funding.

INSIDE EDUCATION

Inside Education Reporter

Mathanzima Mweli, DBE Director-General, convened a two-day Heads of Education Departments Committee (HEDCOM) Workshop aimed at reviewing the performance of the Basic Education Sector since the 6th administration resumed office.

The Workshop took place at the Pestana Kruger Lodge in the Mpumalanga Province from 8 – 9 April 2024. HEDCOM is regarded as a critical engagement platform where education matters are tabled for discussion and consolidation before being escalated to the Council of Education Ministers (CEM) for consideration and approval.

During the Workshop, HEDCOM expressed appreciation to various education stakeholders, including school principals; teachers; learners; and parents for showing dedication and determination towards delivering quality education. According to HEDCOM, the Basic Education Sector, under the leadership of the CEM, has succeeded in intensifying the revision and implementation of the Curriculum Assessment Policy Statements (CAPS), especially in the current administration.

Senior managers from various units of the DBE were given time slots to present progress reports on key programmes in their purview. These included the Learner Discipline Model; Development of a Curriculum Review Policy; Reflection on Teaching, Learning and Assessment; Modernisation of the National School Nutrition Programme (NSNP); General Household Survey 2022; Implementation of the Early Childhood Development (ECD) Programme; Placement of Funza Lushaka Graduates; Mathematics, Science and Technology (MST); Provision of Quality Inclusive Education for Learners with Special Needs; Implementation of the Three Stream Model (Academic, Vocational and Occupational Streams).

Mweli indicated that CAPS enabled the sector to maintain stability in the Basic Education Sector. “As things stand, CAPS is regarded as one of the strongest policies in terms of transforming the landscape of education in South Africa.

However, the policy might need to be revised to meet the demands of the 21st Century. I therefore extend my gratitude to the various Heads of Departments (HoDs) for their consistent attendance in all HEDCOM sittings. Our coordinated efforts will assist us in promoting uniformity in the Sector.

This Workshop has enabled us to accelerate the consolidation of information required for the handover report, which will be submitted to the 7th Administration post the General Elections.”

HEDCOM, in turn, extended its gratitude to Mweli for his leadership in steering the Sector in the right direction.

The HoDs applauded the DBE for its efforts in ensuring that learners have broad non-academic streams at their disposal to make informed decisions in their career choices. HEDCOM remains a valuable platform, particularly in identifying shortfalls and progress encountered in the education system. The next HEDCOM will be held in the Northern Cape Province during August 2024.

INSIDE EDUCATION

Inside Education Reporter

Deputy Minister of Higher Education, Science and Innovation Buti Manamela has launched the Indwe 4IR Lab at the Artisan and Skills Development Centre in Ekurhuleni East TVET College.

The establishment of the Indwe 4IR Lab is a direct result of a collaborative Private-Public Partnership involving the Manufacturing, Engineering and Related Services Sector Education and Training Authority (merSETA), Festo Didactic and the Ekurhuleni East TVET College.

This strategic alliance aims to introduce comprehensive 4IR educational programmes that will significantly boost the employability and productivity of the workforce and enhance capacity-building efforts for TVET college staff.

“It’s quite an honour for me to be part of this launch of the Indwe 4IR Lab. Today is a significant milestone for all accounts. It’s a momentous occasion representing a decisive step in our ongoing efforts to reposition our post-qualification and training sector to be much more agile and build the necessary capacity to capitalise on the opportunities presented by the advent of the Fourth Industrial Revolution,” said Manamela.

The Deputy Minister said the 4IR resulted from the convergence of the past century’s groundbreaking scientific and technological advances, and it has had a profound impact on the world.

“One of the most obvious of these impacts has been how the advent of the 4IR has challenged our understanding and knowledge and how it can be applied. This is mainly because the 4IR is characterised by unprecedented intersectionality in the convergence of digital, biological, and physical realms, accompanied by the proliferation of groundbreaking technologies based on the fourth industrial revolution.

“So, it has forced us to radically rethink the nature of skills, the nature of jobs, and the nature of the workplaces, including the fact that it has rendered some skills and jobs obsolete. Still, it has also given birth to new and exciting industries, especially artificial intelligence.”

Manamela said the launch of the indoor Fourth Industrial Revolution lab must be viewed as part of the government’s strategic goals in developing the relevant skills to address our pressing socio-economic challenges and help steer the economy from resource-driven to knowledge-driven.

In line with the vision by President Cyril Ramaphosa to harness technological innovation fully to drive economic growth and societal upliftment, Manamela said this has led to the establishment of the Fourth Industrial Revolution Commission, which has laid out crucial recommendations prioritising investments in human capital development and the establishment of critical institutions and platforms to drive these innovations, ensuring that young people are equipped with the relevant skills.

“The other priority that our embrace of the Fourth Industrial Revolution must help us address is youth unemployment, a disturbing phenomenon in which over 2 million young people are not in any form of employment, education, or training,” he said.

He said the new lab on campus would benefit the new entrants and existing students trained in various other trades.

“We have launched these 4IR centres in many of our TVET colleges. Today’s launch is a continuation of these efforts. The lab is also envisioned as a vibrant hub of creativity and innovation, offering opportunities for young people to engage with cutting-edge technologies. It is also imagined to be a space where young people can acquire skills in exciting areas such as robotics, 3D printing, the Internet of Things, and advanced wireless technologies.

“These skills are no longer optional but essential for success and prosperity in the digital age. There is, therefore, no doubt that the establishment of Indwe 4IR Lab will also position the TVET College as a transformative hub for the communities of Ekurhuleni,” he said.

INSIDE EDUCATION

Staff Reporter

THE shared vision of NASA Globe and the University of the Western Cape (UWC) Chair in Sport, Development, Peace, and Olympic Education (SDP) came to fruition, empowering educators globally for enhanced environmental awareness and intercultural competence to promote the Sustainable Development Goals.

Larisa K. Schelkin and Professor Michael Jabot – both teaching faculty at the UN Institute for Training and Research (UNITAR) in New York – initiated the collaboration with UWC UNESCO Chair Professor Marion Keim.

It culminated in Prof Keim’s facilitation of the first online Seminar on Intercultural Competence, Story Circles, and Olympic Values Education for NASA Globe on 26 February. Schelkin, CEO, President, and Founder of the Global STEM (Science, Technology, Engineering, and Math) Education Center, along with Prof Jabot – a State University of New York (SUNY) Distinguished Professor in Science Education – spearheaded this innovative teacher education initiative.

Their invitation to Prof Keim, who is a distinguished sports science, development, and peace studies teacher, garnered immediate interest, further strengthening the collaboration with NASA GLOBE.

NASA GLOBE is an international initiative fostering environmental science and learning. It aligns with UWC’s UNESCO Chair SDP focus and the UN Agenda 2030. This alignment promotes capacity building, research exchange, and joint learning, emphasising policy dialogue and collaboration in the SDG, SDP, and Olympic Education fields.

Based on research led by fellow UNESCO Chair, Dr Darla K. Deardorff, the Story Circle methodology was identified and adapted to foster a human rights-based approach to intercultural competencies. Piloted successfully by UNESCO in five regions worldwide, this methodology formed the cornerstone of the vibrant online seminar.

Educators from South Africa, Nigeria, the UK, and the US engaged in values-based approaches, exploring intercultural competence and story circles as transformative tools. Through storytelling, participants embraced shared humanity, recognising commonalities amidst diversity, echoing the spirit of ubuntu.

Prof Jabot remarked: “One of the greatest challenges we have in shaping the world for the students that we work with is developing the disposition that our students have toward the appreciation and consideration of views of the world that are different from ours.

“Story Circles allow for a unique way of helping students to develop these dispositions. As teachers, I often think that we are often driven to define student success based on the external measures that shape our educational systems.

“The reality of the situation is that when students leave our schools the world they enter won’t judge them based on these measures but rather on the qualities they exhibit as a person and the quality of the work they contribute to make the world better.

“With a strategy like Story Circles, I think we as teachers can shape our work to help students understand that they can lead a purposeful life where their achievements are based on the impact their actions have, and that their successes are based on serving others based on the principles that matter most to them.”

Schelkin summarised the first NASA Globe – UWC collaboration: “In our journey to nurture a global community that is both environmentally conscious and culturally competent, the collaboration between NASA GLOBE and the UNESCO Chair SDP exemplifies the strength of international educational initiatives.

INSIDE EDUCATION

Johnathan Paoli

THE Minister of Higher Education Blade Nzimande has announced the resignation of National Student Financial Aid Scheme (NSFAS) board chairperson Ernest Khosa in the wake of bribery allegations.

Nzimande, who was also implicated in the allegations, issued a statement on Thursday in which he wished the former chair well on his endeavors in the future.

Khosa went on voluntary leave of absence in January after the release of a report from (OUTA), supported by voice recordings alleging Nzimande and Khosa received millions of rands in kickbacks from service providers contracted by the financing scheme.

However, Khosa said that he had never received any financial gratification for his personal use or facilitated any for the Minister nor the South African Communist Party.

Khosa raised concerns over alleged threats that have been made against both him and his family.

On Thursday, Nzimande outlined proposals for dealing with the ongoing crisis around NSFAS’s non-payment of student allowances as well as announced Khosa’s resignation.

Nzimande said that he had instructed the student funding scheme to immediately establish a task team that would visit all TVET colleges and universities in order to address the serious challenges.

“Given the magnitude of this problem and its negative impact on the well-being of students and the continued functioning of our post-school education and training system, in the next few days, the minister will be taking a series of additional and decisive steps, all of which are intended to have the problem of non-payment of allowances resolved as a matter of priority,” Nzimande said.

Nzimande said NSFAS had paid TVET college students allowances and tuition to the value of R511 106 120, and R2 306 583 222 to university students; and that these payments were made against valid registration records received on 15 March, in respect of the 2024 academic cycle.

“Regrettably, not all TVET colleges and universities have complied with the NSFAS deadline of 15 March for the submission of student registration data to facilitate the payment of allowances. The failures to comply by some TVET colleges and universities has contributed to the latest sporadic student protest,” he said in a statement.

NSFAS had sent its servicing administrators to work with the non-compliant colleges and universities to finalise the student registration data submission, Nzimande added.

“Further to all this, the Minister intends to engage all key stakeholders in the sectors, such as student leadership, with the view to ensure that the issues of non-payment of Nsfas student allowances and related challenges are resolved as a matter of priority”.

INSIDE EDUCATION

Staff Reporter

Basic Education Deputy Minister, Dr Reginah Mhaule, addressed delegates during the opening of the SchoolNet South Africa Digital Learning Conference at the Anton Lembede Mathematics, Science and Technology (MST) Academy in eThekwini in the KwaZulu-Natal Province recently.

The Conference, which took place under the theme: “Digital Education for the Future”, reflected the need for education to embrace the 21st Century opportunities and challenges posed by digital technologies such as Coding and Robotics and Artificial Intelligence to foster the skills and competencies essential for creativity, innovation, collaboration and sustainability.

Approximately 400 educators, education officials and sector organisations attended the Conference from 25 – 27 March 2024, focusing on professional development aligned with the following conference topics: Coding, Robotics, and Artificial Intelligence in the Classroom; Learning through play; Assessment Strategies for Digital Learning; Designing Creative and innovative Learning; and a Future-focused culture of sustainable learning. The Conference therefore aimed at equipping teachers with practical experience in integrating digital tools in the classroom to improve learning outcomes through best practice and sustaining professional development networks after the Conference.

Deputy Minister Mhaule said that, “we must lay strong foundations through basic education, preparing learners from Grade R up to Grade 12 and to respond to 21st Century needs and skill sets required for a changing world. This Conference takes place during the 30 Years of Freedom and Democracy celebrations and Human Rights Month celebrations; technology must be inclusive and assistive devices should be accessible to learners with special needs.

“KZN has proved, beyond a doubt, that digital education is possible in remote rural areas. The commitment of the province towards enhanced performance is reflected in the recent National Senior Certificate (NSC) examination results. The Basic Education Sector is continuing its upward trajectory to ensure a resilient and responsive education system for an inclusive lifelong and relevant learning for the future.

“SchoolNet has been working in training, development and the support of teachers through ICTs for 27 years to prepare them to use these solutions to increase access and to better classroom practice and planning, fully aligned to the curriculum, goals and objectives of the DBE.”

Mhaule was accompanied by KZN Education MEC, Mbali Frazer. During the Conference, Frazer made reference to the value of ICT in education, as well as the importance of collaboration in making education accessible to all educators and to capacitate them with the necessary skills for the Fourth and Fifth Industrial Revolution: “Our teachers need to be empowered to impart the necessary knowledge and skills to learners.” She thanked SchoolNet and Telkom for their sustained commitment and partnership.

INSIDE EDUCATION

Staff Reporter

THE Government through the National Department of Sport, Arts and Culture (DSAC) will today, Tuesday, 09 April 2024 officially launch the National Freedom Month in celebrating 30 Years of Democracy at the Freedom Park & Museum Amphitheatre.

The year’s celebrations are themed “30 Years of Democracy, Partnership and Growth.”

Proceedings will begin with a 3.8km carnival and colourful parade showcasing the country’s unique and cultural diversity through dance, large 3D costumes, acrobats, and an eclectic mix of melodies from the Church Square to the Freedom Park this morning.

Hosted in collaboration with Government Communications and Information System (GCIS) and the Gauteng Department of Sport, Arts, Culture and Recreation (GPSACR), the government will, as part of the national launch, unveil the 30 Years of Democracy official logo and outline the overall programmes for the month of April and throughout the year.

Led by the Department of Sport, Arts and Culture, the government will also host a national dialogue on 30 years of Democracy at the Auditorium later in the afternoon. During the dialogue, academia, and representatives from business, labour, civil society, and media will deliberate on both successes and challenges of the past 3 decades of the country’s democracy and freedom.

INSIDE EDUCATION

Lerato Mbhiza

THE Department of Higher Education says that qualifications from the four Educor-owned colleges that were deregistered are still valid.

Last month, the Department announced that the deregistration of City Varsity (Pty) Ltd, Damelin (Pty) Ltd, Icesa City Campus (Pty) Ltd and Lyceum College (Pty) Ltd after Educor failed to provide the required audited financial results for 2021 and 2022.

The Department granted the four colleges a phase-out period for students already in the pipeline. 

The Department also has assured the students, alternative academic institutions and employers that qualifications issued or obtained during the period of registration and during the phase-out period, remain valid and recognised.

Thus, the four colleges still have an obligation to award the students their qualifications during the period of registration and during the phase-out period, the Department said.

The Department also stressed that qualifications issued previously or during the phase-out period remained valid. 

It said the four colleges were obligated to their students to award them their qualifications and conclude the rest of the academic year.

The Department emphasised its decision to cancel the registration statuses of these colleges which remained intact. 

Over 13,000 students were affected by the deregistration, the Department said.

The Educor Colleges had failed to fulfil the requirements for registration contemplated in Section 57(2)(b) of the (Higher Education) Act. 

They also failed to submit their annual financial statements and  tax clearance certificates for the 2021/2022 years. This is proof of their financial viability.

Nzimande said the four Educor brands are deemed as dysfunctional. They had been measured by the daily complaints and grievances received from students. Most of these remain unresolved.

“Educor (Pty) Ltd claims to have 50,000 [students] in the system. This information is incorrect since the 2022 annual reports indicate the breakdown of student enrolment as: City Varsity (540) students, Damelin (4,012), Icesa City Campus (145) and Lyceum College (8,399). This  totals to 13,096,” Nzimande said.

Nzimande further revealed that Educor lied about the number of students they have.

INSIDE POLITICS

Johnathan Paoli

THE Gauteng Department of Education (GDE) has acknowledged the statement released by Curro Holdings regarding its recent social media post which conveyed a racially unbalanced narrative regarding the potential future careers of students currently enrolled at its schools.

The GDE spokesperson Steve Mabona released a statement on Wednesday morning and said while the department noted the statement, it was important to regard this incident within a background of the controversial history of Curro schools, which have become notorious for their racism and anti-Black violence.

“The GDE does not take such racial incidents lightly as they may be cultivating attitudes which reflect a society that has not fully dealt with racism, and this poses a threat not only to the education system and the model citizens it envisages to create, but also to a nation that still tirelessly works towards overcoming such attitudes,” Mabona said.

This follows the release of pictures of primary school pupils’ career day event which showed a black child posed as a cashier while white children posed as veterinarians, among other professions.

Curro apologised on Sunday, acknowledging the picture was initially posted by the company on social media but was deleted after a backlash and promised to investigate, as questions arose about whether the child chose to pose as a cashier or Curro officials made the decision.

The spokesperson said that there was an urgent need to investigate the constitutionality of Curro’s value system, and whether there is enough consicentisation of racial equality and human rights across all its institutions and personnel.

In addition, Mabona said that it was fundamental to verify whether there are indeed appropriate means of accountability for those who may refuse to embrace equality and non racialism at its institutions.

INSIDE EDUCATION

Lerato Mbhiza

Gauteng Education MEC Matome Chiloane said he was devastated by an incident that occurred on Sunday, where a Grade 11 girl learner from Chipa-Tabane Secondary School in Refilwe, Cullinan east of Pretoria, was allegedly raped and murdered.

According to the Gauteng Department of Education (GDE) spokesperson Steve Mabona the learner was attending extra classes on Friday, 22 March 2024, and Saturday, 23 March 2024.

“It is reported that the learner allegedly left the house on Sunday, 24 March 2024, at around 18:00 PM and did not return. Her mother then filed a missing person’s report with the police that same night,” he said.

“Upon receiving information that the learner was last seen with her cousin, her family then went to the cousin’s house on Monday, 25 March 2024 to ascertain further details regarding her whereabouts.

“They then found the learner’s lifeless body in a room inside the cousin’s house. Police were contacted and arrived at the scene to commence with their investigations”.

The learner was allegedly sexually assaulted before being strangled to death.

The suspect handed himself over to police on Monday night and is set to appear in the Bronkhorstspruit Magistrate’s Court on Wednesday, 27 March 2024.

“We are deeply devastated by the passing of our dear learner, especially through such gruesome circumstances. We solemnly sympathise with her beloved family, extending our most sincere condolences to them and the school community at large,” he said .

INSIDE EDUCATION

Science Writer

The Deputy Minister of Higher Education, Science and Innovation, Mr Buti Manamela, hosted the Secretary of State from Germany’s Federal Ministry of Education and Research, Prof. Dr Sabine Döring, during her visit to South Africa last week.

South Africa and Germany’s broad partnership includes a government-to-government agreement on science and technology signed in 1996.  The two countries collaborate on several joint initiatives, including renewable energy, radio astronomy, climate change science, space science and human capital development.

Over the past 12 months, the two countries have held several high-level meetings.  Döring’s visit was to attend the 20th celebration of the African Institute of Mathematical Sciences in Cape Town.

Speaking on 20 March, the Deputy Minister said the series of engagements showed that both countries were committed to working together, and thanked Germany for its support for the various initiatives being implemented under the partnership.

One of these is a joint research chair for the just energy transition.  A letter of intent between Germany and South Africa was signed in March 2023 in Cape Town, and the chair will be established by the National Research Foundation as part of the South African Research Chairs Initiative for the period 2025 to 2030, with a review after five years.

Germany has invested in several centres of excellence throughout Africa that South Africa also supports, like the African–German Centres for Sustainable and Resilient Food Systems and for Applied Agricultural and Food Data Science.

Döring expressed Germany’s appreciation for the partnership, referring to the many recent milestones achieved by the two countries, and South Africa’s 2025 assumption of the G20 presidency.  South Africa will be succeeding Brazil, which holds the presidency until 30 November 2024.

South Africa’s G20 presidency will focus on open science and open innovation concepts, support for innovation and commercialisation, industry innovation, the continuation of the chief science advisers round table, energy innovation, the bioeconomy, the circular economy, and inclusion and diversity in science, technology and innovation.

At the meeting, Döring said that digital education was a major concern in Germany, and that the country prioritised providing high school learners with future-ready skills.

South Africa’s education partnership with Germany has been fruitful, particularly with technical and vocational education and training (TVET) colleges and universities of technology, as well as practical work that has involved the German automotive sector.

The Deputy Minister applauded Germany’s commitment to helping establish a TVET lecturer development centre, the process for which was already under way. Ekurhuleni East College will host the centre, which has received funding of €8 million from Germany’s KfW Development Bank.

“We consider this a significant investment and intervention to improve the quality of lecturing and the skills that come out of TVET colleges,” Manamela said.

He went on to say that, over the past 15 years, the Ministry of Higher Education, Science and Innovation had worked tirelessly to shift young people’s perspective that going to university was the best thing to do after high school. 

By 2030, the TVET college system is expected to be about twice the size of the university system.  Currently, there are about half a million students enrolled in TVET colleges, and over a million at universities.  The government sees the expansion of the TVET system as a way to strengthen partnerships with industry and ensure that TVET students have the skills needed for employment.

Germany participates in the Square Kilometre Array (SKA) project through the distinguished Max Planck Society, a research body focused on funding fundamental research in Germany.  The society’s investment in the MeerKAT project (approximately €11 million) considerably increases the MeerKAT’s scientific capability, while also indicating that the MeerKAT’s value is internationally recognised.

Germany is negotiating to become a full member of the SKA Observatory, the intergovernmental organisation established through an international treaty to regulate the SKA project.  Deputy Minister Manamela indicated that South Africa looked forward to Germany becoming a member of the SKA Organisation. 

INSIDE EDUCATION

Inside Education Reporter

The two-day Free the Children Conference and civil society engagement whose aim is to design a roadmap to support the repatriation of children forcibly removed to Russia at the start of the Ukraine invasion in February 2022  – was held in South Africa recently.

Among the delegates was former Ukrainian President Viktor Yushchenko, 

Ukrainian Ambassador Extraordinary HE Ms Liubov Abravitova, Professor Cheryl            Hendricks – former Executive Head of the African Institute of South Africa in the Human Sciences Research Council, Professor William Gumede – Associate  Professor, School of Governance at Wits University and Executive Chairperson of Democracy Works Foundation. 

Moderator and In Transformation Initiative member Daniel Ngoepe pointed out that South Africa has a history of the struggle for human rights and has a lot in common with Ukraine and its fight for its existence and, more especially, the freedom of the more than 19,000 children abducted from Russian-controlled territories including Ukraine.

Ngoepe said there was no greater crime against humanity than the abduction of Ukrainian children and the children stolen from the Russian-controlled territories. 

He urged society not to just speak up but to act because children everywhere were becoming victims of crime. “Children in Nigeria, South Sudan and in many war-torn countries are subjected to violence and crime”.

“South Africa has a role to play in campaigns, engagements, and finding practical ways to solve the problem. South Africa can reclaim its credibility as the voice for those who are being oppressed, as we did with Palestine, and apply the same principle to the children of Ukraine.”

Ukrainian Ambassador HE Liubov Abravitova said the 10 years of Russian occupation of Ukraine and the two years of its invasion have unleashed untold horror and violence on the people of her country, with thousands losing their lives and thousands more losing their homes.

“The suffering of the children is difficult to pronounce. But more than 500 children have been killed and hundreds of thousands displaced and removed from their homes. The children are targeted and taken to Russia in what Moscow says are attempts at rehabilitation and ending gangsterism.

“This is nothing but an attempt at re-education and collective brainwashing of Ukrainian children. There are many similarities with South Africa during apartheid when children were targeted at a young age.

“Estimates are that during apartheid 8 000 children under the age of 18 were held in prisons with little protection. So our pain is understandable to South Africans.

“South Africa believes in the rights of children as enshrined in your wonderful Constitution. South Africa’s cooperation with Ukraine can help us get the children back.  Your President Cyril Ramaphosa’s initiative and his peace mission is an example of your support for our plight”.

Professor Cheryl Hendricks in her opening remarks said South Africa will always support those who feel injustices because of its past.

Former Ukrainian President Viktor Yushchenko painted a picture of the horrors of what the Ukranians were being subjected to during what he described as his country’s “12th war” with Russia.

“The first victim is always a child when occupiers come into a country,” he said. 

“Thousands of elderly people are raped and murdered. Please don’t look away. Be on the side of the good. Being neutral in the face of evil is to multiply evil. You have lived through what we lived,” he said while appealing to South Africa to support their cause.

Professor William Gumede assured the Ukranians that South Africa’s civil society wants to give support to their cause and that the Democracy Works Foundation needs to build capacity and support those who fight for democracy in Africa and beyond.

Gumede said the economic costs of Russia’s invasion of Ukraine were huge not only for South Africa but for the continent as a whole and that is the reason why it is important for South Africa to help resolve the conflict.

He said Ukraine is waging a colonial war against Russia “the same way South Africans waged a colonial war against apartheid which gave rise to our democracy.

“Our foreign policy,” therefore, Gumede said, “must also reflect our constitutional democracy”. And “As Africans, if we do nothing, we will provoke a global impunity”.

On the issue of children: “Why are children important? Children and women suffer the most during conflict. It is imperative we support children and women in war-torn countries such as Sudan, Nigeria and in Gaza”.

INSIDE EDUCATION

Staff Reporter

The University of Cape Town (UCT) will honour approximately 4 850 graduates – including 26 PhD degrees – during the ongoing March graduation ceremonies taking place over five days.

UCT will also confer honorary doctorates on four distinguished individuals who have contributed exceptionally to their respective fields: Mr Lionel Basil Davis, Ms Shirley Gunn, Professor Brian John Huntley and Professor Lehlohonolo Burns Banda Jiyane Machobane.

The March 2024 graduation ceremonies began on Saturday, 23 March, and will continue until Thursday, 28 March 2024.

• See the full schedule of March graduation ceremonies.

UCT Vice-Chancellor (interim) Emeritus Professor Daya Reddy said: “To all our graduates, I extend my heartfelt congratulations on reaching this significant milestone. Your commitment to academic excellence and personal growth has been exemplary, and your achievements are a testament to your hard work and determination.

“Graduation is a time not only of personal celebration, but also one of reflection on the transformative power of education. Your qualification from UCT is a testament to your intellectual capabilities and will serve as a valuable asset in your professional career. As graduates of a premier university in Africa and the world, you have received a high-quality education that equips you to make meaningful contributions to society.”

The four honorary doctorates will be conferred as follows:

• Ms Gunn will be awarded the degree of Doctor of Social Science (DSocSc) (honoris causa) on Monday, 25 March at 14:00.
• Professor Huntley will receive the degree of Doctor of Science (honoris causa) on Tuesday, 26 March at 14:00.
• Mr Davis will be awarded the degree of Doctor of Social Science (DSocSc) (honoris causa) on Wednesday, 27 March at 10:00.
• Professor Machobane will receive the degree of Doctor of Social Science (DSocSc) (honoris causa) on Thursday, 28 March at 10:00.

The ceremonies are live-streamed on the UCT graduation feature page and the university’s social media platforms: Facebook and X. Recordings of the ceremonies will be made available at a later stage on the UCT YouTube channel as well as on the graduation feature page.

INSIDE EDUCATION

Sports Writer

The Baby Spar South Africa netball team scored impressive wins over Tanzania and Zambia on Day 1 of the Netball World Youth Cup 2025 Qualifiers Africa, which played at the University of Pretoria’s Rembrandt Hall from 18 – 23 March 2024.

The SA U21 team is eyeing qualification for the Netball Youth World Cup in Gibraltar later this year. The recently announced squad is in the hands of newly-appointed Head Coach Precious Mthembu, together with Phumza Maweni, for the duo’s first assignment on the international stage.

South Africa last played at the Netball World Youth Cup some eight years ago, and this is an opportunity for them to return next September in Gibraltar. The Baby Proteas opened the first match day with an encounter against Tanzania.

The team was playing for the first time together today since they were assembled – the hosts were very quick to send a clear message to their opponents as soon as the whistle went off. The Baby Proteas restricted Tanzania to only scoring seven goals over an entire match while they put 75 past them.

The win for South Africa for the host was a great confidence booster ahead of their second match of the match against Zambia to close off the first day of play, and with many excellent choices on offer, the difficult choice of who would be unveiled as the match’s MVP was decided when Sanmarie Visser was voted Player of the Match.

The second match of the day was a battle between Kenya and Zimbabwe, with both teams seeking to secure their seat at next year’s Netball World Youth Cup. Unlike the first match, this was a bit more competitive, with both teams going at each other, with Zimbabwe coming up tops to win their first match 49 – 39.

Malawi squared off against Namibia in the third match of the day. On the opening day, Malawi was the stronger side, thrashing their Namibian counterparts 43 – 28 for a comfortable win.

After the official opening ceremony of the tournament, attended by government dignitaries at the municipality and provincial levels, the final match of the day saw hosts South Africa take on Zambia in the day’s top-billing fixture. 

Coach Precious made a few changes to her starting seven to allow some players who did not play in the earlier fixture a starting run. The hosting team got out of the starting blocks very quickly to convert their chances as early as possible in the match.

Zambia was only allowed to open their scoring after four minutes—such was the home defence and discipline that kept Zambia at bay. At the end of the first quarter, South Africa had a lead of 23 – 4.

There was no letup in the second quarter. They had extended their lead to 35 to Zambia’s 7, and at the end of the match, it was the Baby Proteas that emerged victorious, winning the game 72 – 9.

SA’s Baby Spar Netball team shine

Sports Writer

The Baby Spar South Africa netball team scored impressive wins over Tanzania and Zambia on Day 1 of the Netball World Youth Cup 2025 Qualifiers Africa, which played at the University of Pretoria’s Rembrandt Hall from 18 – 23 March 2024.

The SA U21 team is eyeing qualification for the Netball Youth World Cup in Gibraltar later this year. The recently announced squad is in the hands of newly-appointed Head Coach Precious Mthembu, together with Phumza Maweni, for the duo’s first assignment on the international stage.

South Africa last played at the Netball World Youth Cup some eight years ago, and this is an opportunity for them to return next September in Gibraltar. The Baby Proteas opened the first match day with an encounter against Tanzania.

The team was playing for the first time together today since they were assembled – the hosts were very quick to send a clear message to their opponents as soon as the whistle went off. The Baby Proteas restricted Tanzania to only scoring seven goals over an entire match while they put 75 past them.

The win for South Africa for the host was a great confidence booster ahead of their second match of the match against Zambia to close off the first day of play, and with many excellent choices on offer, the difficult choice of who would be unveiled as the match’s MVP was decided when Sanmarie Visser was voted Player of the Match.

The second match of the day was a battle between Kenya and Zimbabwe, with both teams seeking to secure their seat at next year’s Netball World Youth Cup. Unlike the first match, this was a bit more competitive, with both teams going at each other, with Zimbabwe coming up tops to win their first match 49 – 39.

Malawi squared off against Namibia in the third match of the day. On the opening day, Malawi was the stronger side, thrashing their Namibian counterparts 43 – 28 for a comfortable win.

After the official opening ceremony of the tournament, attended by government dignitaries at the municipality and provincial levels, the final match of the day saw hosts South Africa take on Zambia in the day’s top-billing fixture.

Coach Precious made a few changes to her starting seven to allow some players who did not play in the earlier fixture a starting run. The hosting team got out of the starting blocks very quickly to convert their chances as early as possible in the match.

Zambia was only allowed to open their scoring after four minutes—such was the home defence and discipline that kept Zambia at bay. At the end of the first quarter, South Africa had a lead of 23 – 4.

There was no letup in the second quarter. They had extended their lead to 35 to Zambia’s 7, and at the end of the match, it was the Baby Proteas that emerged victorious, winning the game 72 – 9.

INSIDE EDUCATION

Johnathan Paoli

The Department of Higher Education and Training has officially announced its deregistration of several educational institutions owned by Educor, including Damelin College, City Varsity, Lyceum colleges and Icesa City Campus.

The closure of the popular institutions will have a huge impact on thousands of students who have already registered with them and now have to find alternative places to study.

The Department’s DG Nkosinathi Sishi confirmed on Monday that the institutions have been deregistered due to their failure to submit annual financial statements for the years 2021 and 2022, as well as their non-compliance with legal requirements.

The affected institutions are owned by Educor, which claims to be the largest providers of private tertiary instruction in the country, with many of its programs offered through distance learning.

Deregistered institutions are required legally to inform students within 14 days, provide academic transcripts, reimburse students unable to access education, and make arrangements for affected students to complete their programs at alternative institutions.

In 2022 the Department made known its intentions to deregister Educor Colleges for failing to submit their audited annual statement. It also said a year ago it would deregister some programmes at Damelin College.

However, Educor denied the Department’s assertions at the time.

Veli Mbele, the spokesperson for the Minister of Higher Education and Training Blade Nzimande said the department had experienced significant problems with Educor Colleges and had received many complaints from students at Intec College and Damelin Correspondence College.

Lyceum was evicted from the campus in Woodmead late last year after allegedly owing more than R2 million to Adcorp.

Adcorp Group’s general counsel and company secretary Lisa Laporte said that Lyceum had continued to occupy the premises unlawfully until it left at the beginning of November, and Adcorp had requested the Department to investigate the matter.

“As of 10 August 2023, the sublease agreement between Adcorp and Lyceum was canceled pursuant to unremedied breach for non-payment by Lyceum of rental and other direct expenses,” Laporte said.

Mbele said in January this year the Council on Higher Education withdrew the accreditation of nine of Lyceum’s programmes; including diplomas in fleet managements; and higher certificates in credit management, financial management, fleet management, human resource management, marketing and sales management, public relations, small business management and supply chain management.

With regard to Damelin, a certificate issued by the Department on 12 December 2022 stated that the college may not market and have new intakes in a number of programmes pending the ruling of the high court on the withdrawal of accreditation for programmes including higher certificates in PC engineering, bachelor of commerce in information management and diplomas in financial accounting, HR, journalism and media studies.

The impact remains significant considering thousands of students will need to find alternative places to study, as the institutions mentioned will have no choice but to close by the end of the year.

INSIDE EDUCATION

Johnathan Paoli

The Inside Education Foundation launched the Virtual Literary Festival on Friday morning at its offices in Midrand, under the theme “our stories, our heritage – exploring alternatives to publishing and storytelling”, the event being sponsored by the National Arts Council.

Three authors were invited, namely Emmaculate Cindi, on her newly published book called In a Killer’s Shadow; Sihle Qwabe on his recent novel Resurrection, and Hosea Ramphekwa on his three works; Gifted, Hunted and Haunted; Way to Visit and Yellow Bone with a Black Heart; moderated by famous novelist Lucas Ledwaba.

The panel discussed the growth of the publishing industry and landscape within the country, and called for the need to understand stories as told by African people for African people.

During the panel discussion, Cindi admitted to the struggles faced by writers in getting the appropriate publisher and support in facilitating a new work, whether fiction or nonfiction.

She thanked both Hosea and Ledwaba for their assistance in designing the cover-page and coming up with the title of the book (In a Killer’s Shadow).

Cindi said that she wrote her book based on her own experiences in life, namely a deep rejection from her paternal family, and the depression which it caused, ultimately culminating in three suicide attempts.

“I wanted to document my own struggle, in my own way in order to be the woman I am today,” Cindi said.

She said that she wanted to inspire young writers to document and express their circumstances, and despite the challenges of growing up without a father, as well as the challenges faced by single mothers, there remained no choice but to survive and make something of oneself.

Sihle Qwabe was born in a small village in KwaZulu-Natal and now lives in Johannesburg and said that despite attaining a Public Relations Diploma, he ended up battling financially and worked in retail, before publishing his first novel, Resurrection, last year.

Qwabe said  he was inspired by Alan Paton’s Cry the Beloved Country, in his quest to create a world in which readers could become consumed, offering relief from their day-to-day struggles.

“You need to believe in your own craft and don’t let people tell you what you can, what you can’t and how to do what you do,” he said.

Ramphekwa, who authored three books, called on the government to significantly increase the support to help authors create and sustain their careers, in light of the difficulties many face in the country.

He advised aspirant writers to read and write everyday in order to maintain a healthy relationship with words; and further said that young authors should research the publishing industry in order to find an appropriate publisher that could match their vision.

He acknowledged the fundamental importance of support, and said that a successful publication did not simply rely on skills of writing, but on a broader network of relationships and innovative awareness.

“I am inspired by the fact that I have little talent, and that my success was as a result of the grace of God and all the people who supported me,” Ramphekwa said.

Moderator Ledwaba called on young authors to fully take advantage of all opportunities, no matter how small they might be, and said that how writers represent themselves to society could prove a useful tool.

“When I’m writing, I’m an author, but after writing, I’m a marketer, a businessman,” he said

 Ledwaba said writing does not end with publishing, considering its a lifetime connection to the author, and marketing oneself to people never ends.

INSIDE EDUCATION

Sports Reporter

AS THE countdown to the Paris 2024 Olympic and Paralympic Games intensifies, Toyota South Africa Motors (TSAM) has announced its collaboration with four exceptional South African sporting heroes.

Paralympians Puseletso Mabote and Louzanne Coetzee, along with promising swimmer Pieter Coetzee and dynamic mountain biker Matt Beers, are set to inspire the world, and Toyota is committed to supporting their journey towards excellence.

Toyota furthermore reaffirms its commitment to the spirit of sportsmanship and the celebration of human potential through its Global Team Toyota Athletes Programme. At the heart of Toyota’s corporate philosophy lies a profound belief in the power of sport to inspire, unite, and transcend boundaries.

The Global Team Toyota Athletes Programme is a testament to this commitment, aiming to support and uplift athletes in their quest for excellence on the grand stage of the Olympic and Paralympic Games.

TSAM is proud to officially announce Puseletso Mabote, Louzanne Coetzee, Pieter Coetzee and Matt Beers as the South Africans to join the esteemed mother company’s Global Team Toyota Athletes Programme.

Global Team Toyota Athletes consist of athletes who have been selected from various countries because they share Toyota’s philosophies and values, such as challenge, continuous improvement, sincerity, teamwork, humility, gratitude, accountability and honesty.

The athletes ignite the “Start Your Impossible” philosophy whenever they compete in their respective sports.

The Global Team Toyota Athletes Programme builds upon Toyota’s legacy of supporting various local sporting codes as well as the Olympic and Paralympic Games. By fostering a global community of athletes, Toyota seeks to create an environment where athletes can share experiences, learn from one another, and inspire the world with their achievements.

“We believe in the unifying power of sport to create a better society,” says Glenn Crompton: Vice President of Sales and Marketing at TSAM.

“Through the Global Team Toyota Athletes Programme, we aim to champion the values of determination, perseverance, and excellence that athletes bring to the world stage,” he adds.

Each athlete brings a unique and inspiring story to the tapestry of South African sport. Puseletso Mabote, a decorated Paralympian (athletics T63 100m, 200m and long jump), has overcome challenges with grace and determination, serving as an inspiration to many.

Louzanne Coetzee (athletics T11 and F11 marathon), with her unwavering spirit, has carved a path of success as a Paralympic middle-distance runner, showcasing the true essence of resilience.

Pieter Coetzee (100m and 200m backstroke), an emerging swimmer, embodies the potential of the next generation of South African athletes. His dedication and passion for the sport have positioned him as a rising star in the competitive world of swimming. Matt Beers (MTB gravel mountain biker), who is a force to be reckoned with on the mountain biking scene, brings adrenaline-fueled excitement and an indomitable spirit to his craft.

For the three Olympic and Paralympic athletes planning to partake at this year’s Games, the road to Paris 2024 is not just about competition; it’s a journey that transcends limits and redefines what is possible. Toyota is committed to walking alongside these athletes, providing the support they need to chase their dreams and leave an indelible mark on the world.

While Matt will not be taking part in the Paris 2024 Olympic and Paralympic Games, TSAM recognises his exceptional talent and determination.

Aligned with Toyota’s “Start Your Impossible” campaign, the Global Team Toyota Athletes Programme embodies the idea that when people are free to move, anything is possible. By supporting athletes worldwide, Toyota strives to break down barriers, challenge the status quo, and empower individuals to overcome obstacles.

“The “Start Your Impossible” campaign reflects our belief that mobility goes beyond cars; it is about overcoming challenges and making dreams come true,” adds Crompton. “Through the Global Team Toyota Athletes Programme, we aim to empower athletes to push their limits and achieve the impossible”.

INSIDE EDUCATION

Johnathan Paoli

Gauteng Premier Panyaza Lesufi criticized the province’s failure to achieve a complete 90% matric pass rate, and said he will withhold Gauteng Education and Youth Development MEC Matome Chiloane’ s performance bonus.

The premier was talking at the release of Gauteng’s class of 2023 results at the Microsoft Corporate Office in Bryanston, Johannesburg on Friday and confirmed that the performance agreement with Chiloane was that the province should achieve a 90% pass rate.

But Gauteng’s class of 2023 achieved a pass rate of 85,4%, a 0,95% and improvement compared to the class of 2022’s 84,4%. But still short of the 90% that would have seen Chiloane get a bonus.

The class of 2023 candidates comprised 132,570 full-time and 59,094 part-time candidates, with full-time candidates including 7,197 candidates, who progressed from Grade 11 in 2022 to Grade 12 in 2023, comparable to the 9,125 progressed candidates, who sat for exams in 2022.

Lesufi said directors of education districts that performed above 90% will be rewarded with performance bonuses.

He also urged President Cyril Ramaphosa to sign the Basic Education Laws Amendment (Bela) Bill into law and said that teachers should be better paid and taken care of for their contribution in education. 

He also called for tax exemptions for public school teachers and a retention incentive while highlighting that private schools were poaching the best teachers by giving them higher salaries.

MEC Chiloane praised the pass rate and said that the province achieved the highest number of candidates qualifying for Bachelor studies since 1996, and the second highest in the country, with 56 554 who qualified for the pass.

Chiloane said there was also an increase in the percentage of candidates, who passed at the Higher Certificate level – these are mainly progressed learners.

The MEC pointed out, however, that there were four districts that had a slight decline due to the impact of the pandemic on learning.

The schools awarded by the MEC included Afrikaanse Hoer Meisieskool, Hoërskool Menlopark, Hoërskool Garsfontein, Hoërskool Waterkloof, Parktown High School for Girls, and Hoërskool Randburg.

Chiloane applauded schools located within townships, specifically Mohaladitoe Secondary School in Sedibeng West for turning around the performance of the school from 56,6% to 93,8%, an exceptional improvement of just more than 37,2%.

“In 2009, township schools achieved an average pass rate of 60.1%, with non-township schools achieving 84.2%, making a gap of 24,1% points. In 2023, the gap declined to 9,7%, compared to 8,3% in 2022,” Chiloane said.

Township schools achieved a pass rate of 82,3% compared to 80,7% in 2022 and non-township schools achieved 92% compared to 89% in 2022.

Then 42,5% of progressed learners passed, compared to 45,5% of the progressed learners that wrote in 2022. This is a massive decline when compared to 2022. And 7,4% of these learners who passed, achieved a bachelor pass and almost 16,3% achieved a diploma pass.

He said 297 schools in 2023 achieved above 95%, compared to 290 in 2022, while in 2023, 143 schools achieved 100% compared to 149 in 2022.

“It must also be noted that just over 94,1% [of] Gauteng schools performed above the nationally defined benchmark for school under-performance of 65% compared to 92,6% in 2021,” the MEC said.

Chiloane said that authorities are expected to attend to schools that consistently perform below par, as the results indicated that 34 public and independent schools achieved less than 65%, compared to 53 public and independent schools in 2022.

The MEC confirmed that in the next few days, the department would meet with the school management teams of all public schools that performed below 65% and to hold them accountable for their poor performance.

INSIDE EDUCATION

Lerato Mbhiza

THE Department of Higher Education and Training has announced that it has created a R3.8 billion fund within the National Student Financial Aid Scheme (NSFAS) aimed at assisting the country’s “missing middle” students. 

According to an announcement made by the department’s minister, Blade Nzimande, the new Comprehensive Student Funding Model introduces measures to support a wider-ranging category of students including those who are currently not supported by the NSFAS bursary and funding policy. 

Nzimande made the announcement in Pretoria on Sunday, as he briefed the media on the implementation of the first phase of the Comprehensive Student Funding Model. 

This new category is for students whose families have a total income of more than R350,000, but not more than R600,000 per annum. 

Previously, NSFAS funding was only available to households falling in the low-income category (R350,000 p/a). Between 2019 and 2022, NSFAS disbursed R123 billion worth of loans for 2,918,624 beneficiaries. 

According to the most recently conducted National Income Dynamic Study, it is estimated that 85.6% of all households fall in the low-income category, and 11% of households fall into the missing middle category. 

This newly-introduced category by NSFAS “will ensure that the missing middle students will now be able to access financial support from the government in the form of a loan to pursue their studies,” said Nzimande. 

The Comprehensive Student Funding Model would be implemented in phases. The first and current phase (2024 – 2025) allocates a total of R3.8 billion. R1.5 billion is from the National Skills Fund (NSF), and R2.3 billion is from the Sector Education and Training Authorities (Setas). 

“This amount will fund 47% of the missing middle students, that is, 31,884 of the estimated 68,446 missing middle students,” said Nzimande.

In addition Nzimande appointed Professor Lourens Van Staden as acting chairperson of NSFAS to stand in for Ernest Khosa, who has taken a leave of absence. His announcement comes amid calls for his own resignation following allegations of corruption and maladministration. 

Khosa has taken a 30-day leave of absence while the board investigates allegations that he defrauded the institution by taking kickbacks from service providers. 

The allegations were leveled by the Organisation Undoing Tax Abuse (OUTA), which also linked Nzimande to the alleged kickbacks. Khosa and Nzimande have both denied they took kickbacks. 

Van Staden is a former vice-chancellor of Tshwane University of Technology and in 2022 was appointed as administrator of the troubled Mangosuthu University of Technology in KwaZulu-Natal.

NSFAS has been embroiled in controversy over the past year following its move to appoint service providers to disburse funds directly to students. CEO Andile Nongogo was fired in October following investigations into claims he had a conflict of interest in appointing the service providers. 

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