District 6, representing Umlazi and surrounding areas, have been crowned overall champions at the EThekwini Games Grand Finale 2025.

Hosted by EThekwini Municipality’s Sports Development and Recreation Division, the event drew large crowds and celebrated weeks of fierce competition across all city wards. The top-performing teams from each district competed in 16 sporting codes, including football, rugby, volleyball, cricket, netball, table tennis, boxing, karate, athletics, basketball, swimming, dance, chess, and indigenous games.

Chairperson of the Community Services Committee, Councillor Zama Sokhabase, commended the athletes for their outstanding performances. “The eThekwini Games reflect the incredible talent and commitment of our young athletes. Through this initiative, we aim to unearth and nurture sporting potential, while fostering social cohesion, discipline, and healthy lifestyles. EThekwini is truly a sports hub, and we are building a brighter future for our youth,” she said.

Sokhabase also applauded coaches, parents, sports federations, and councillors for their continued support of grassroots sports development.

The 2025 edition, supported by MTN and Aquelle, created an electric atmosphere as families and supporters celebrated local talent and community pride.

Final Standings:

1st – District 6
2nd – District 1
3rd – District 3
4th – District 9
5th – District 2
6th – District 10
7th – District 8
8th – District 7
9th – District 5
10th – District 4

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In six years, South Africa hopes to have all its children reading. Driven by a new politician with renewed energy, the country has a new heavyweight leadership supporting the drive to have all our children reading by 2030.

If the government gets its ducks in a row, with help from civil society, one is optimistic that the 2030 Reading Panel could have a meaningful impact.

One felt positive after the weekend Reading Panel Education Conference in Pretoria.

The dialogue was hosted by the Umlambo Foundation, founded by the former Deputy President of South Africa, Dr Phumzile Mlambo-Ngcuka. The 2030 Reading Panel brings together prominent and respected South African leaders on a mission. This gathering holds the potential to bring about the necessary changes to ensure that all children learn to read in six years.

The dialogue happens in the light of the dismal findings of a Progress in International Reading Literacy Study (PIRLS), which last year revealed that 81% of grade 4 students in South Africa could not read for meaning.

This was up from 78% in 2016, a stark increase underscoring the urgent need for meaningful interventions. South Africa’s last place in a study of 57 countries further emphasises the gravity of the situation.

The solution to this crisis seems simple: empower our children with the necessary reading tools. This approach can significantly improve the literacy rates in South Africa.

In one of her first interviews after her appointment, the Minister of Basic Education, Siviwe Gwarube, pledged that getting children to read would be among her top priorities.

This strong commitment is a reassuring departure from her predecessor’s denial and blasé attitude. Failure to read hinders a child’s prospects of a better future as envisaged in the Bill of Rights. For almost a decade, children have been failed in this regard.

In 2000, the late former Minister of Education, Professor Kader Asmal, launched the Masifunde Sonke, a year-long campaign to help illiterate adults read. Unfortunately, the lack of continuity with such initiatives raises questions about the sincerity and whether they were more about public relations than genuine change.

Asmal’s legacy on human rights and the provision of water to the poorest citizens is well-documented. However, he was also credited with closing down 105 teaching colleges, which resulted in declining teacher numbers. To his credit, he put the spotlight on reading for a short period, albeit for our parents.

Gwarube says literacy is a fundamental human right and a gateway to economic emancipation. The DBE has acknowledged the need to improve the quality of early-grade reading.

The Minister says the DBE must ensure that all children can access engaging reading materials in schools, homes and communities, particularly in their home languages.

“At the heart of our efforts must be the goal of ensuring that all young learners have access to stimulating environments to support their literacy and numeracy endeavours,” Minister Gwarube, who spoke the day before at a DBE and PrimeStars event to promote Science, Technology, Engineering and Mathematics in lower quintile public schools.

More action, less talk. Gwarube is on the right track. In its quest to promote Science, Technology, Engineering and Mathematics (STEM) subjects in rural communities, PrimeStars, in partnership with the DBE, has launched the eduCate Programme designed to facilitate comprehensive revision sessions for 300,000 learners in 1,000 lower quintile public schools across all nine provinces.

Gwarube said math and science were a bedrock upon which we build future professionals, innovators, and leaders. “There is no doubt in our minds that our country has indeed ushered in a new period characterised by working together irrespective of our political views and beliefs,” she said.

Reading, however, is at the heart of success. Kudos to the Minister for keeping her promise to improve our children’s lives in many ways, including reading. The challenge is delivery.

Gwarube will have help in this regard.

Mlambo-Ngcuka, the former Executive Director of UN Women, is the Chair of the 2030 Reading Panel, whose members include Prof Sizwe Mabizela, the vice-chancellor of Rhodes University, the affable former academic Prof Njabulo Ndebele, the Chairman of the Nelson Mandela Foundation, Prof Vuyokazi Nomlomo, deputy vice-chancellor for teaching and learning at the University of Zululand, retired businessman Bobby Godsell, and the revered Archbishop Thabo Makgoba, the South African Anglican Archbishop of Cape Town.

Suppose the Minister thinks there is an easy ride. In that case, the 2030 Reading Pane line-up also includes probably one of our most outstanding educators: the internationally respected Prof Jonathan Jansen, a former vice-chancellor and Professor at Stellenbosch; Prof Catherine Snow, an educational psychologist and applied linguist at Harvard University; and Commissioner Andre Gaum of the South African Human Rights Commission.

It does not get any easier. Banker and academic Colin Coleman, seasoned broadcaster and reading advocate Hulisani Ravele, and the founding General Secretary of COSATU, Jay Naidoo, a South African politician and businessman, who has just written D’Amour et de Revolution, a book with his wife Lucie Paige about their wonderful 34-year union across borders and boundaries.

Former civil servant Prof Michael Sachs, currently an Adjunct Professor at the University of the Witwatersrand, the General Secretary of Equal Education Noncedo Madubedube, the CEO of The Mandela Rhodes Foundation Judy Sikuza, and probably one of the best-known reading champions in our land, Elinor Sisulu, the founder and executive director of Puku Children’s Literature Foundation, complete the panel.

Halala 2030 Read Panel! Halala!

Edwin Naidu is the editor of Inside Education

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As a young girl from a rural village in Eswatini, she wanted to boldly go “where no man has gone before”. But Captain Kirk and his merry men ensured that women must wait their turn in space – in reality and on the television screens. Khensani loves reading. Her favourite teacher gave free rein to her vivid imagination. She wanted to become an astronaut. While her desire did not materialise, she has excelled in her chosen space in the marketing world. 

Today, Khensani, the 2023 Scopen Top Most Admired Marketer in South Africa, still has an expansive imagination. But she is focused on doing good as the charismatic and much-loved leader as Nedbank Group Executive for Marketing and Corporate Affairs. 

It’s been an incredible journey for the young girl born in the rural area of Fonteyn in the country formerly known as Swaziland. She never dreamed that all that she had achieved would be possible. 

But she told delegates at the International Advertising Association conference in Malaysia from 6 to 8 March, where she spoke on the future being female, that her grandmother and mum believed in her. “And that’s why the past, the present, and the future are female. Believe it.”

Previously, Khensani marketed and promoted skin care products, a famous liquor brand, and a mobile operator. The financial world, however, has taken her career into orbit, with countless industry awards, making her one of the country’s most powerful women in marketing. 

As the marketing executive and a Nedbank Group executive leadership member, she ensures the cohesive and consistent alignment between marketing messaging, brand positioning, and business objectives across the group while providing strategic input into various Nedbank structures, committees, and partnerships.  

Khensani joined Nedbank in September 2017 as Executive Head of Group Marketing before being promoted to her current role and the Nedbank Group Exco in May 2018. Her 20-year marketing career has afforded her invaluable experience in several leading South African and multinational organisations. 

After starting as an assistant brand manager at Unilever, she rose to eventually head up the Skin Category for Unilever in Africa, the Middle East, and Turkey. Before joining Nedbank, various leadership and executive roles followed this in Diageo, South African Breweries and Vodacom. 

Khensani has a BCom from the University of the Witwatersrand, an MBA from GIBS and an Advanced Management Program from Harvard Business School, where she was nominated as representative for that cohort. She is a member of Effie Awards South Africa and the Loeries boards, a Jury President for the Bookmarks Awards, and a sought-after public speaker.

She has amassed several accolades in recognition of her contribution to the industry, including top honours as winner of the Loeries 2021 “Marketing Leadership & Innovation” award and the “Marketing Industry Leader of the Year” award by AdFocus, as well as the 2022 “Most Admired Marketer in South Africa” award by Marklives.com. She was among the three most admired marketing professionals rated by marketers and agency professionals in the Agency Scope 2023/2024. 

Khensani recently shared memories of her favourite teacher in conversation. 

What was their name? Mrs Brenton-Smith

Please share the name of the school attended and year/s. Malkerns Valley Primary in eSwatini 1984 to 1990

How did your favourite teacher endear themself to you? She encouraged my love for reading. She would allow me to spend more time in the library than I was allowed to and even skip some extra murals because I was engrossed in a book and couldn’t put it down.

What subject/s did he/she teach you? She was my grade 1 teacher, so she taught me everything except the second language I was studying, French.

Did you look forward to their subject? I looked forward to class. It was a place where my imagination was allowed to wander and flourish.

What did you like about your teacher? She allowed us as kids to lean into what we wanted whilst ensuring we achieved what was required to pass the grade.

What was your favourite subject at school? Overall, across primary and high school, English and history were taught. I loved English because, in literature, we had to read books…that seemed like an easy pass for me. History is essential because, to move forward, we must learn from the many stories of our past. They give us context and allow us to see the present in that context. Also, learning history builds up a repository of knowledge that allows one to engage in many topics.

Has this influenced your choice of career? Maybe a little bit. Indeed, brands have roots and histories that we must respect. So, as much as we can reposition brands, we must never forget where that brand comes from and build from that past to ensure that whilst we look forward…we look forward rooted in the past.

What was the one phrase from any teacher that stuck with you or inspired you? Don’t give up on what you enjoy, she would say – even if other people want you to do different things, I’m happy you know what you love doing and always keep at it.

Have you kept in touch with your favourite teacher? Unfortunately, she passed on. I returned to primary school as part of my #40before40 journey. I planned 4o things to do before I turned 40, and one of them was to return to St Michael’s. It was surreal standing in front of that grade 1 class and reflecting on the fact that it underlined a big part of who I was.

Why are teachers so important to society? Phew… a big question. In summary, they give kids the opportunities and possibilities for “A Better Life.” I know that without the education I received, I wouldn’t be where I am.

Finally, what advice do you have for learners today? For a seed to grow, it has to land on fertile ground. Your attitude is the most important thing, no matter how good the teacher is. I realised that education was MY road to success, so really, during my schooling, even as I sometimes didn’t agree with my teachers, I used that as an opportunity to have a good debate where I could come up more knowledgeable. I loved school because I was clear that school was going to be the road to my success.

One final question: did you imagine ending up where you are today while at school, and why is it important to believe in one’s dreams? I thought I’d be an astronaut. At no point did Mrs. Brenton Smith say that’s not possible for a young black girl from the Southern tip of Africa. So, whilst I never became an astronaut, she encouraged me to lean into my dreams.

INSIDE EDUCATION

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The South African Human Rights Commission (SAHRC) has called for the immediate reform of the country’s school uniform and appearance policies and recommended the abolishment of prescribed underwear for girls, as well as removing any hair policies that differentiate between male and female pupils.

The commission briefed the Basic Education portfolio committee on Tuesday following its inquiry into school uniforms and the over-regulating of appearances and told Parliament that it noted an increase in reports of alleged over-regulation of the school uniform and appearances of learners.

The commission launched an investigation and held an inquiry in Gqeberha in the Eastern Cape before presenting its findings to the committee, with the province’s head Dr Eileen Carter saying the complaints highlighted bias rooted in Eurocentric norms and that natural hairstyles should never be considered an offence.

“We are calling on the national department to immediately abolish any hair policies differentiating between male and female learners eliminating these discriminatory practices related to afros, braids or natural hairstyles chosen by specific learners,” Carter said.

Carter said that in terms of school uniforms they found that in certain circumstances school uniform and appearance policies infringed on a learner’s right to dignity through the enforcing of binary uniform policies.

The SAHRC raised concerns about the financial burden of school uniforms on families. While the DBE cannot directly cap uniform prices (as that falls under the Competition Commission’s domain), it is open to reviewing the necessity of different summer and winter uniforms, as well as special uniforms for grade 12 learners in some cases.

The SAHRC also highlighted issues related to the “over-regulation” of appearances at schools. This includes rules around hair, especially where certain racial, gender, and cultural groups are disproportionately affected.

The DBE acknowledged that learner appearance guidelines need to be updated and revised to respect students’ rights and said that it was working on guidelines for the socio-educational inclusion of diverse sexual orientation, gender identity, expression, and sex characteristics (SOGIESC) in schools, which will address uniform-related matters

In 2021, the Competition Tribunal ruled against exclusive deals and anti-competitive practices related to school uniforms. Schools can no longer compel parents to buy uniforms from a specific supplier, and uniforms should be as generic as possible, obtainable from multiple suppliers

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WHEN the Gauteng Education Department conceptualised the formation of the Matthew Goniwe School of Leadership and
Governance 21 years ago, it was just a dream. But we had a solid vision. It was one rooted in a commitment to
continuously develop all stakeholders in the education system in the province.

Our reflection of the past 21 years has been nothing short of a marvel. The work of the institution has not only been an
infinite well of impressive success, but now also serves as an inspiration across the country. Other provinces have
reached out to us enquiring about the model of the MGSLG.

This is a demonstration that the results of the sweat and hardwork of the men and women who have committed to ensuring the institution is a beacon of light, is clear for all to see.

The school has undoubtedly served its mandate which includes being responsible for the training of school governing bodies, teacher development and student bodies. This gives us a great sense of contentment.

For the past 21 years, the institution has achieved its role of ensuring that everyone is capacitated. And this is something that we want to see continue. Our role in the department is simple. It is to ensure that we educate and prepare those who are the future of our province and country to meaningfully contribute to society because everyone’s journey in life starts with educators.

Having acknowledged that this responsibility is centred around teacher and school leadership development, we must guarantee that we consistently resource the institution.

Undoubtedly, we are full of praise to the board and staff of the Matthew Goniwe School of Leadership and Governance for their unwavering commitment and exemplary efforts extended by the school in fostering training and augmenting capacities of schools, teachers, SGBs, and RCLs.

The task ahead is daunting, and we look forward to walking this journey alongside you. The province was committed to ensuring that learners – and teachers benefited from the latest in technology to make an impact in the classroom.

As a province, we have decided to future-proof our schools, teachers, and learners, by staying ahead of the curve when it comes to the role and use of digital technologies in teaching, learning, and curriculum.

Your institution and your partners will continue to play a massive role in this regard. The infusion of coding and robotics in education is no longer a matter of preference; it’s a critical pivot.

Continually training our teachers on the new curriculum, information and communication technology (ICT), and new teaching methods has been central to the overall performance of our schools.

The MGSLG also has the mandate to train school governing bodies; they are charged with the important duty of securing peaceful and conducive teaching and learning environments. They need to understand their mandates within the schools as do the teachers.

It is also important to reflect on how the institution has leaned on its innovative capabilities to adapt to the times.

Education, like all facets of life, is an ever-evolving feature of the human development process.

Most recently, during the Covid-19 pandemic, we witnessed how ICT was a catalyst to the few solutions we could lean on to navigate the
challenges we were confronted with concerning face-to-face teaching and learning. However, because some of educators in the province had already received ICT training from the MGSLG, the transition was not impossible to achieve in many areas.

Our desire as a province is for the institution to continue in this vein. We must focus on these skills and include even more beneficiaries. We envision an education system in the province where all school governing bodies are well-informed and knowledgeable about their constitutions and the responsibilities they are elected to meet. We want to see educators whose ability to adapt to new curricula and methods of teaching, is seamless.

Learners must be taught leadership skills so that they too can meaningfully contribute to building effective and successful schools. The development of the respective stakeholders will also lead to a more harmonised relationship between the entire school body and leadership.

For 21 years, the MGSLG has pushed the boundaries. The programmes on offer have adapted to meet the needs of our beneficiaries.

And this is why we are confident about the future of the institution for many decades to come. The work done in the past 21
years is no small feat. However, as we prepare for a more advanced world, with evolution moving at a swift pace, the
institution must prepare to respond to the needs of the thousands of early childhood development (ECD) teachers, who are
now a responsibility of the Basic Education Department.

There are some 3000 private and 4000 public ECD centres in the province. One of the key reasons for transferring the portfolio from the Social Development Department to the Department of Basic Education was to centralise the sector.

At the heart of this work is the need to capacitate teachers with the necessary skills to mould South Africans so that they can build the country of our dreams as their development will have been well crafted from their very foundation. I want to congratulate the Matthew Goniwe School of Leadership and Governance on being instrumental in the education landscape not only in the province, but across the country over the past 21 years.

It is with great anticipation and hope that I look forward to joining hands with the Matthew Goniwe School of Leadership and
Governance to traverse this transformative path. Let us forge ahead with unified resolve and unwavering dedication to elevate our
educational standards, foster innovation, and ultimately, build a brighter, more equitable future for all our learners.

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Ahead of this week’s School Sport Indaba, the Minister of Sport Zizi Kodwa wished the Springboks all the best before their match against Scotland. The defending champions thumped the Scots 18 – 3 on Sunday.

On Thursday and Friday next week, 14 and 15 September, the Department of Sport, Arts and Culture will host a School Sports Indaba.

Kodwa said the Springboks represent the best of South Africa. “They inspire national unity, and Foster social cohesion and national identity. This was captured by President Nelson Mandela during the 1995 Rugby World Cup, where the Springboks were a key ingredient to his message of national unity.”

He added that the current Springboks represent this country’s diversity, and represent South African excellence with their performances.

“On behalf of all South Africans, I would like to wish the Bokke all the best in the World Cup. Do your best and make us proud. Bring it back Bokke!”

Kodwa said the Indaba aims to establish a national sports programme for South Africa, that is benchmarked against the world’s most effective school sports programmes.

One of the Department of Sport, Arts and Culture priorities is grassroots sports development. The School Sports Indaba will go a long way towards strengthening our focus on grassroots sports development through early identification and nurturing of sporting talent.

The Sports Indaba will see over 30 organisations, as well as teacher unions, sports federations, international bodies and governments, gather to exchange and come up with a blueprint for South African schools’ sports.

“I look forward to welcoming you to this important endeavour.”

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On Mandela Day, 18 July, South Africans are encouraged to give up 67 minutes of their time to help others.

But due to the many problems South Africans face and the ever-increasing unemployment rate, more than 67 minutes is needed to address these issues.

Mandela’s vision was for a just and fair society where every citizen had equal rights and opportunities. When addressing these issues, we should focus on meaningful and sustainable efforts.

Unemployment represents a significant challenge that South Africa faces today. It occurs when individuals actively seeking employment need more opportunities to secure jobs.

Unfortunately, a significant portion of our country’s unemployed population comprises young people aged 15 to 24. As Mandela Day approaches, we must come together to address this pressing issue and empower our youth.

Statistics reveal that a staggering 10 million young South Africans are currently unemployed. This number emphasises the urgent need for action. Unemployment, if addressed, can lead to a host of negative consequences.

One of the key factors contributing to unemployment is the legacy of apartheid, which has resulted in the uneven distribution of job opportunities across the country. To combat this, we must focus on creating new avenues for employment.

Embracing renewable energy sources could help address the adverse effects of load shedding and create employment opportunities for the youth.

Equipping young people with the knowledge, skills, and resources necessary for farming allows them to generate income while fostering self-sufficiency.

Skills shortages are another critical aspect that needs to be addressed.

The government should allocate a substantial portion of funds towards providing unemployed youth with the necessary materials, tools, knowledge, and skills required in sectors experiencing skill gaps.

By bridging these gaps, we create a more inclusive workforce that can meet the demands of various industries.

On Mandela Day, we must unite to empower our youth and create sustainable job opportunities.

Let us honour Nelson Mandela’s legacy by working towards a South Africa where unemployment is a thing of the past and every citizen has the opportunity to thrive and contribute to our nation’s success.

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The teacher was gunned down on the school premises on Tuesday.

Motshekga has condemned the number of violent crimes taking place against teachers in schools and else in the communities.

“We condemn any form of violence in our schools. We are working with the police to ensure the safety of our teachers, learners and the entire school community against criminals who continue to terrorise them in a safe environment that school premises are supposed to be,” Motshekga said.

The Minister said the department’s programme of safety in schools continues to advocate for no violence of any form in schools.

“Government, led by the Deputy Minister of Basic Education, Dr Reginah Mhaule, and other Deputy Ministers from the South African Police Service, Justice and Constitutional Development, Social Development and many other partners will intensify the campaign against violence in schools, including gender-based violence, in Limpopo on 15 October 2021,” the Minister said.

She said the safety of teachers, learners and staff is a collective responsibility of the entire society and everyone must play their part to end the violence and criminal activities that occur, especially on school premises.

The Minister conveyed her condolences to both the family of the deceased teacher and the school.

Motshekga has called upon the police to ensure that those who carried out this brutal murder are arrested, charged and jailed as soon as possible. – SAnews.gov.za

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A grade 12 learner from Coligny Secondary School in the North West won the final round of a Virtual Mathematics Competition (VMC2021).

18-year-old Boitumelo Mohulatsi like other learners submitted his videos to the ‘Mthethwamatics Facebook’ page solving various mathematical problems.

VMC founder Dr Simo Mthethwa said the main aim of the competition is to educate the society about some principles, fundamental concepts and theorems in mathematics.

Mthethwa said knowledge of mathematics is not a pre-requisite to participate because the aim is to educate

“The learning component of this competition is done through allowing participants to consult with whomever that may be able to assist them, be it a teacher, tutor or parent.

“Once the participant is confident to have grasped the concept then the video (2 mins) detailing the solution should be conducted and submitted to them.

 “There is no limit to the tools and creativity that may be used to present the solution or explanation,” said Mthethwa.

READ: STEM: Extra Maths On A Mobile Device: A South African Study Shows It’s Not That Simple

Since the start of the coronavirus pandemic, most competitions and activities at schools across the country are being done virtually, where possible.

The VMC is normally done through seminars and various educational programmes.

The competition was divided into Grade R to Grade 12 according to South African phases. Each phase had a  problem/challenge to solve and explain.

Mohulatsi said the competition has taught him that he can do better.

“With each challenge we solve, not just my own, I learned a lot from others. It actually taught me that it’s not about what you know but from sharing and understanding concepts that makes you better”, said Mohulatsi.

READ: Maths and Science Tutor Gives Hope To Students In Soshanguve

MEC for Education in the North West Mmaphefo Matsemela has congratulated Mohulatsi, saying she has been cheering him on.

“I am happy for Boitumelo’s win. His dedication and passion for Mathematics proved his determination. This certainly paves a way for him towards his tertiary studies and I hope that his passion for mathematics is an inspiration to his peers as well,” said Matsemela.

The competition also aims to promote mathematics to a wider audience, over and above schools.

“We intend to do this through asking participants/contestant to explain necessary concepts in mathematics,” said Mthethwa.

Excited about his win, Mohulatsi said his motivation comes from online advanced mathematics he does when he is not at school.

“I would advise my peers to take maths as a challenge. Forget about your background or school you come from, focus on the solving a challenge. That’s the fun thing about mathematics,” said Mohulatsi.

Matsemela said this is an achievement for Mohulatsi, his school and his peers, and wished Mohulatsi many happy returns.

READ: Soweto Grade 12 Pupil Receives A Bronze Medal At 61st International Maths Ambassador

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MORE than 9 million learners face hunger and food shortages after the Department of Basic Education once again fails to ensure universal access to the national school feeding scheme as per last month’s court order.  

The Equal Education Law Centre and Section27, representing Equal Education and the governing bodies of two schools in Limpopo, issued a statement on Wednesday saying the department has failed to deliver food to all learners across the country as ordered by the high court in Pretoria.

On Tuesday, the NGOS wrote a letter to Basic Education Minister Angie Motshekga and provincial MECs of Education about their latest National School Nutrition Programme (NSNP) progress report required by the high court.

The NGOs said the latest report from Motshekga and provincial MECs of Education, which arrived on 7 August 2020, was at least more coherent than previous documents filed with the high court.

“The documents promisingly show an increase in the number of meals being made available to qualifying learners in all provinces since we launched the urgent court case,” said the NGOs.

The NGOs said, however, the report lacks crucial information and plans to address obstacles to the collection of food from various schools.

Basic Education Director-General Mathanzima Mweli said in an affidavit last week that the NSNP was ready to implement on a full scale but due to fears of COVID-19, parents were not allowing pupils to collect their meals at schools.

Mweli also said long distances from schools also prevented pupils from coming to school to collect the meals and this affected the number of pupils benefiting from the programme.

“It is unacceptable that learners and families may be unaware that they can fetch the school meals they are entitled to because of poor communication from education departments, or because they might not have transport to school,” said the NGOS.

“These court reports are an opportunity for the education departments to work with school communities and with us to solve problems in the best interests of learners across the country – but inaccurate data and contradictory information in the reports undermine the potential for meaningful engagement. We will continue monitoring the delivery of food with schools throughout the country so that we have a sense of the uptake of the NSNP and any obstacles to the uptake, as well as how these problems are being fixed.”

(COMPILED BY INSIDE EDUCATION STAFF)

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Phakeng was delivering the introductory address on the first of the two-day Teaching Empowerment for Disability Inclusion (TEDI) symposium webinar. This was held virtually on 15 and 16 July.

The TEDI project in the Division of Disability Studies in the Department of Health and Rehabilitation Sciences, in the Faculty of Health Sciences, is a partnership with Christoffel-Blindenmission (CBM) and co-funded by the European Union (EU). Associate Professor Judith McKenzie is head of the division and TEDI’s principal investigator. The project works in close partnership with the universities of the Witwatersrand, Johannesburg and Pretoria; national and provincial education departments; special schools; and NGOs.

The webinar brought together teachers, disability activists, parents, government, academia and representatives of the EU and CBM. Among the participants was new UCT Council member Marlene le Roux, an advocate for disability rights.

Protests all about inclusion

Recent protests around the world, such as Black Lives Matter, were all about inclusion, Phakeng added, “disrupting old systemic attitudes and dismantling prejudices”.

“They’re about including people who have been marginalised in one way or another. Inclusivity means opening up minds and hearts across society, to bring lasting transformation to the ways we relate to each other.”

She said that TEDI worked to achieve the same goals for children born with disabilities and that the country’s poor record in achieving this was out of line with the United Nations Convention on the Rights of Persons with Disabilities, as well as our Constitution and the goals of the Education White Paper on Special Needs Education: Building an Inclusive Education and Training System.

Figures from the Department of Basic Education show that 24.6% of people with disabilities aged 20 and above had either no schooling or only some form of primary schooling, Phakeng said.

“Like all children, they need education,” she continued, citing the United Nations Educational, Scientific and Cultural Organization’s 2020 Global Education Monitoring Report. This states that children with disabilities are particularly at risk of exclusion from education.

“To help children with disabilities interact with society and culture, teachers and parents need to be empowered.”

“To help children with disabilities interact with society and culture, teachers and parents need to be empowered to help them live and grow in schools and the wider community,” said Phakeng.

Education focused on inclusivity

Phakeng was a teacher herself and knows the importance of inclusivity in education. She began her career in the Department of Education and Training as a mathematics subject advisor and developed in-service training programmes with senior primary mathematics teachers. She also taught mathematics in high school. In 2008 she co-chaired a study on mathematics and language diversity, commissioned by the International Commission on Mathematical Instruction, and was the first black South African researcher to do so.

To ensure their resources are widely available, TEDI has developed short, face-to-face courses and accompanying massive open online courses (MOOCs) for educators, focusing on: disability studies in education; the education and care of learners with severe to profound intellectual disabilities; teaching learners with visual impairment; and teaching learners who are deaf or hard of hearing.

“And in South Africa, enrolments for these MOOCs had surged since the onset of COVID-19.”

Phakeng said these online courses had reached more than 8 700 people in countries as diverse as the United States, India, Canada, the Philippines, the United Kingdom, Australia, Mexico, the United Arab Emirates, Egypt, Singapore and Russia. And in South Africa, enrolments for these MOOCs had surged since the onset of COVID-19.

Accredited research unit

The vice-chancellor said that UCT would continue their work in the field through an accredited research unit, Including Disability Education in Africa (IDEA). This will provide in-depth analysis of TEDI’s data on teacher empowerment, disability inclusion, and the overall landscape of teacher education to support disability inclusion.

IDEA will also conduct comparative studies of inclusive education in the global south, largely driven by research students from other African countries, building capacity across the continent.

Following on, Dr Moses Simelane, chief director (curriculum implementation and monitoring) in the Department of Basic Education, said the department had been guided by Sustainable Development Goal 4. This provided strategic direction for education systems around the world, aiming at inclusive and equitable quality education and lifelong opportunities for all.

In South Africa, this means developing teachers in the use of inclusive practices and ensuring they’re able to provide differentiated approaches to education that include children with disabilities.

“At basic education [level] we need to develop an inclusive education system that will contribute towards the development of skills, knowledge and practices for individuals with special education needs.”

The department had worked closely with McKenzie and her team over the years to develop a teacher education programme that would empower our teachers to accommodate diverse learners in the classroom. This included special care centres for learners with severe to profound intellectual disability.

Simelane said that UCT’s MOOCs had been invaluable in helping teachers and caregivers around the country access resources during the COVID-19 pandemic.

The aim, he said, was to ensure that no child is left behind.

(Source: UCT)

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Africa’s most industrialised state will re-open its economy on June 1, after two months of lockdown that deepened a recession and left millions jobless. President Cyril Ramaphosa imposed it to prevent a COVID-19 epidemic on the kind of scale that has devastated Western nations.

The country has more than 27,000 confirmed cases but only 577 deaths from COVID-19, the respiratory disease caused by the new coronavirus.

Basic Education Minister Angie Motshekga said last week schools would re-open, but only for grades 7 and 12, the last years of primary and secondary school, respectively.

“The education system … is not ready for the re-opening of schools. If the PPE (protective equipment such as masks and hand sanitiser) have not been delivered by now, chances are slim that all schools will have them on Monday,” the joint statement said.

“We therefore call on all schools … not to re-open until the non-negotiables have been delivered.”

Motshekga has urged the teachers unions not to obstruct those who want to go back to school.

On Monday, South Africa’s economy will mostly return to full capacity, as it moves to “level three” lockdown, lifting a curfew, a restriction on outdoor exercise and a ban on alcohol sales, and partly reopening schools.

Many of South Africa’s government schools are in poor shape, especially in rural areas, and analysts say a quarter of them have no running water – making hand-washing nearly impossible.

South Africa’s state-run Human Rights Commission on Friday also urged the government to reconsider its decision to start opening schools until they are better prepared.

(News Agencies)

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The hardworking education MEC has criss-crossed the Province in the past few days, ensuring that vulnerable school children and their families were provided with food and necessities.

South Africa has more than 9.6 million school learners who rely on the school feeding schemes, but since the lockdown which was announced by President Cyril Ramaphosa, most have been going to bed on empty stomachs. According to research, the meal they receive at schools normally is their main meal of the day.

Lesufi has been visiting the homeless centres in Gauteng, providing thousands of homeless people with much-needed food parcels, dignity packs and new mattresses.

“We must not get tired of caring for the homeless and the poor. This agenda must be accelerated beyond here,” said Lesufi.

“Our agenda is simple, to take care of the weak and vulnerable.”

Lesufi’s hard work did not go unnoticed.

Twitter users praised the Gauteng MEC for Education efforts, with some saying he should become the country’s next Deputy President in future.

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The National Universities Commission (NUC) on Tuesday said only one percent of Nigerian population form the total enrollment of students in the 164 universities across the country.

The Executive Secretary of the Commission, Abubakar Rasheed, said this while fielding questions from journalists in Abuja.

According to Rasheed, the 75 private universities in the country account for 5.31 per cent of the total enrollment in the universities across the country.

He described the situation as “unhealthy”, saying there is need for more access either by creating more universities or expanding existing ones.

‎”If you look at the population of 198 million which is close to 200 million and bear in mind the total enrolment in our universities today, all the 164 universities, is slightly less than two million. It is 1.961 million, which translates to roughly 1 per cent of the population.

“One percent of the population are in the university and I think it’s not healthy,” he said.

Rasheed said it will be difficult for the commission to regulate the fees of private schools.

Director of the civil rights group Socio-Economic Rights and Accountability Project (SERAP) Adetokunbo Mumuni said the authorities must ensure that indirect costs do not become a barrier to access university education

He said while expanding access to university education is a good thing, it’s absolutely important that the authorities ensure that quality is not compromised.

He said every initiative must aim to improve quality in our universities across the country.

Similarly Public Affairs Analyst Ola Adeosun said there is a need for the emergence of new universities in the country.

“The question to ask in the present circumstances is this: How do you start building new universities when there is not a single one amongst the existing universities that is up to the standard of a university in the real sense of it,” said Adeosun.

He said the existing ones lacks the infrastructural, material and manpower deficit while noting that no single university in Nigeria that is amongst the world’s best 800.

He said it is important for the government to position the existing universities in what “universities” are, globally, before building or approving more universities.

“Instead of continuing with the ideas of building glorified secondary schools and branding them about as universities, just like we currently have across the country,” he said.

But National Coordinator of the Education Rights Campaign Hassan Soweto said the statistics confirms that government investment in public education sector has been declining at an alarming rate.

“Despite the increase in population, the provisions for education is relatively low at all levels, primary, secondary and tertiary,” he said.

Soweto said the Nigerian government has not been able to meet the huge demand of education despite the proliferation of private universities.

“It is essential for the vast majority of the population regardless of the status and economic conditions to be able to access free quality education. Moreover most Nigerians can’t afford to pay the tuition fee for private universities,” he said.

Presently, there are 164 universities in Nigeria, 42 are federal universities, 47 are state owned while 75 are privately owned.

Read original article here.

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