Edwin Naidu

While former University of Cape Town (UCT) Vice-Chancellor Professor Mamokgethi Phakeng has dismissed the UCT report into governance lapses during her tenure as “gossip”, the Chair of Council, Norman Arendse says the university has agreed on a roadmap to fix past governance failures.

The University of Cape Town (UCT) Council met on 11 November 2023 to discuss the implementation plan of the recommendations made by the report of the independent panel of investigation on governance matters at UCT during the period 2018-2022.

At the meeting, Arendse said Council reaffirmed its commitment to remedying past governance failures and strengthening current structures by complying with UCT’s regulations and policies and enforcing the Council code of conduct.

This includes ensuring the delineation of the oversight governance role of Council from the executive management function together with matters that fall within the purview of the Senate.

Student governance via the Student Representative Council (SRC) and the role of the Institutional Forum (IF) remain important arms of institutional governance.

However, while the university is grappling with her chequered career at the UCT, Phakeng has received an international award for her contribution as a leader in Information and Technology Communications.

She also took to social media to let her former employers know that she will respond to every single “gossip” contained in the report.

In a statement, Arendse said a Council sub-committee will establish a framework to strengthen the university’s governance. This will include induction processes for Council members, reviews of Council performance, tightening the terms of reference for key committees of Council, alignment of the functions to execute Council decisions through the management systems and without any undue impediments that may undermine good governance.

The governance role of key committees of Council, like the Remuneration Committee of Council and the University Human Resources Committee, as well as the operational function of key university departments, will be included in this process.

Council took further resolutions:

(1) to report wrongdoing by individuals to external professional bodies;

(2) to initiate disciplinary procedures in instances where university jurisdiction applies;

(3) to reassign the executive reporting line for Human Resources to the Vice-Chancellor;

(4) to recall the current chair of the University Human Resources Committee from that role and from all other Council committees to which Council had made this appointment;

(5) to offer a written apology to be posted on the UCT website to those who had been wronged as referenced in the report of the panel, and so too in the case of the 37 anonymous complainants referred to in the Ombud Report referenced in the report of the panel.

“We believe that this revised focus on governance will set the right tone for a future marked by accountability and transparency. The measures agreed to in the roadmap and framework will live beyond the term of the current Council and go a long way in ensuring that the failures as identified in the report of the panel do not happen again.

“The council is determined to ensure UCT moves forward and in doing so restore the university community and the public’s trust and confidence in us as a leading institution of higher learning,” Arendse said.

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Lerato Mbhiza

President Cyril Ramaphosa will on Tuesday address the opening of the Education International 10th Africa Regional (EIRAF) Conference in Sandton, Johannesburg – a global teacher and education workers labour federation with more than 32 million members.

Education International affiliates in South Africa are the South African Democratic Teachers’ Union, the National Professional Teachers’ Organisation of South Africa, the National Teachers’ Union, the Professional Educators Union and the Suid-Afrikaanse Onderwysersunie.

Hosted by South African Education International member organisations, this week’s conference is themed “Standing Together for Resilient Education Systems in Times of Crisis.”

The conference started on Sunday, 19 November and ends on Thursday, 23 November 2023.

In line with the principle of rotation, the Regional Conference is being held in Zone 6 (Southern Africa) with sub-themes: “Guaranteeing Quality Public Education for All During and Beyond Crises” as well as “Rebuilding our Profession and our Education Systems”

Spokesperson for the Presidency, Vincent Magwenya said the conference seeks to formulate strategies for equitable, inclusive, and high-quality public education; addressing challenges such as the COVID-19 pandemic, Ebola, HIV/AIDS, conflict, and climate change.

“Taking place every four years, EIRAF serves as a platform for reports, policy adoption, and future program approval in accordance with its Constitution. It offers member organisations a vital opportunity for substantive discussions on trade unions, education, the future of education, and other critical regional issues” said Magwenya.

Conference delegates include representatives from global unions and partner organisations.

Some of the discussion during the conference will focus on crucial topics such as making Early Childhood Education for all a reality in Africa, creating safe and healthy schools and education institutions, evidence-based social and policy dialogue, and defending and promoting academic freedom and professional autonomy in Africa.

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Lerato Mbhiza

THE Department of Basic Education has assured matric pupils that there is no truth to social media posts suggesting that some question papers have been leaked. 

Basic Education spokesperson Elijah Mhlanga said the posts are fake, misleading and seek to cause unnecessary confusion.

Mhlanga said there have been no serious irregularities since the start of the exams.

“This implies that the measures put in place to secure the examinations are working well thus far. A total of 136 of the 231 question papers have already been written and today is day 15 of the 28-day examination period.”

“The Minister of Basic Education Mrs Angie Motshekga has made no such announcement about any incident related to examinations. The social media posts are a pure fabrication and malicious.

“The examinations are proceeding well without any major incidents reported.

“The department wishes to reassure the National Senior Certificate candidates, their parents and guardians and members of the public that there have been no examinations paper leaks nor an announcement about any rewrite of any papers whatsoever,” Mhlanga said.

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Inside Education Correspondent

A study commissioned by Inyathelo, the South African Institute for Advancement, has revealed a significant increase in philanthropic funding for South African universities.

However, the research also exposes deep-seated disparities in funding distribution that continue to plague the higher education sector.

South African universities saw a remarkable increase in philanthropic income in 2020, valued at R2.31 billion, nearly double 2019 funding. When Sector Education and Training Authority (SETA) income is also included (funding from skills development and training organisations), the total reached R2.66 billion.

Now in its eighth edition since it was launched in 2013, the Annual Survey of Philanthropy in Higher Education (ASPIHE) provides comprehensive data and analysis on philanthropic support to South African universities.

To ensure continuity with previous research, the latest study is based on philanthropic funding during 2020, a year marked by the global Covid-19 pandemic. It sheds light on the challenges faced by universities in South Africa at that time, as well as the resilience they showed in navigating the crisis.

This upward trend in giving highlights the commitment of donors in addressing pressing pandemic issues such as emergency relief, medical research and digital technology support, says Professor Beverley Thaver, Professor in Higher Education Studies, University of the Western Cape, and lead researcher, ASPIHE.

Key findings from the ASPIHE 2020 report include:

More donors: Some 11 244 donors contributed to 10 institutions in 2020, compared with 4 355 donors in 2013.

Parity in giving: The proportion of income from international donors, 50%, was matched by South African sources. This suggests robust levels of civic responsibility by South Africans, says Professor Thaver.

Shift in allocation: Unlike previous years, where student funding received the bulk of philanthropic support, the pandemic caused a significant shift. Some 40% of funds were directed to infrastructure, such as vaccination stations, and less than 30% to student funding.

Greater staff investment: The 10 participating universities employed 178 full-time and part-time staff in fundraising, development and alumni relations by 31 December 2020. This was just below 2019 and 2018 figures, and an increase from the total of 136 staff in the 2013 sample.

“The numbers suggest that the more an institution spends on attracting philanthropic income, the higher the income amount. That is, the more fundraising, alumni relations and associated support staff an institution has, the higher its philanthropic income.

“Nonetheless, the higher the income received, the greater the cost. Three institutions had expenditure ratios ranging from 18% to 40%, way above the international benchmark of between 8% and 12%.”

South African universities are divided into three types: traditional universities which offer theoretically-oriented university degrees; universities of technology which offer vocational-oriented diplomas and degrees; and comprehensive universities which offer a combination of both types of qualification.

Shift in SETA strategy: Non-traditional universities have generally been more successful at attracting SETA funding. The top earners of SETA income in 2020, however, were traditional universities, a reversal from the previous year. This suggests traditional institutions increasingly target SETAs for funding

Skewed income distribution: Traditional universities received a disproportionate share of philanthropic income. In 2020, traditional universities accounted for 99% of total donor income, leaving non-traditional institutions with just 1%.

“The stark inequality in the donor income totals between traditional and non-traditional universities has been persistent and the gap is growing. Previous reports have pointed to deep and complex historical, political, and structural factors that continue to disadvantage most institutions that are not classified as traditional by the South African Department of Higher Education,” says Professor Thaver.

The 10 universities that participated in the latest research were the Durban University of Technology (DUT); Tshwane University of Technology (TUT); University of Cape Town (UCT); University of the Free State (UFS); University of Johannesburg (UJ); University of KwaZulu-Natal (UKZN); University of Pretoria (UP); Stellenbosch University (SU); University of the Western Cape (UWC); and University of the Witwatersrand (Wits).

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Sports Reporter

“Winning rugby” is Dewey Swartbooi’s honest answer when asked what kind of rugby he wants Tuks to play next year.

The former Bulls rugby player is TuksRugby’s new head coach.

Swartbooi admits that saying he wants the team to win is a cliche. But then, he justifies what he said by quoting one of South Africa’s coaching legends, Heyneke Meyer.

“Heyneke used to say he is coaching players to play winning rugby because playing attractive rugby is no guarantee to win trophies.”

Swartbooi is under no illusion of the enormity of the task that awaits him and his players from next year on. They have got to restore Tuks’ rugby honour. 

This year’s Varsity Cup campaign was a disaster. As defending champions, Tuks lost all seven games. It is hard to remember when last, if ever, Tuks lost seven games on the trot. It led to Tuks being relegated to the Varsity Shield Tournament.

According to Swartbooi, many might think that it is going to be a mere formality for Tuks to win the Shield Trophy.

Making a difference in the lives of young people

“Experience has taught me to never take anything for granted. I know now that we must be at our best to win. Every team in the Shield competition is going to come for us. 

“For them, it is about getting the bragging rights to beating Tuks. Despite what happened, Tuks is still considered one of the legendary teams of South African rugby.”

As a coach, Swartbooi firmly believes that getting to know and understand your players is the foundation of success.

“As said, winning is important, but the most rewarding thing about being a coach to me is knowing that I can make a difference in the lives of young people. 

“It is important that players not only succeed on the field, they must excel in everything they do. Rugby is a tool to help players think like winners.”

In 2017, Swartbooi coached Tuks Young Guns to victory.

Swartbooi’s passion for rugby started in the dusty streets of Sutherland. At the age of four, he went along with his dad to watch club rugby. A memory that has remained is how sometimes the spectators switched on the headlights of their cars to allow for enough light so the players could finish the game.

Then there are also the memories of listening on Saturday afternoons to the rugby games broadcasted on the radio.

2002 Junior World Cup a highlight

“The commentators in those days were brilliant. The way they described the action made you feel as if you were next to the field watching the game.”

It was in Worcester, playing as a centre, that Swartbooi’s heroics started to get noticed. He got to play for the Boland Craven Week team, the South African Schools (under-18).

A definite highlight was being part of the South African under-21 team that won the inaugural Junior World Cup in 2002. The team was coached by Jake White. In the backline, Swartbooi partnered with the likes of Jean de Villiers, Fourie du Preez, Clyde Rathbone and Ricky Januarie. A year later, he debuted for the Bulls playing SuperRugby.

Playing golf to forget about rugby and to relax is something Swartbooi learned in Pretoria. He admits not to being one of the best.

“I play off an 18 handicap, which is genuinely an 18 handicap. When I play, I am there to lift the spirits of the other players.”

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Inside Education Reporter

Exams can be daunting, stress-inducing, and downright nerve-wracking, according to Dr Hestie Byles is Manager: Academic Advising at the University of Pretoria.

The mere thought of those looming exam papers can send shivers down the spines of even the most confident students.

However, amidst the anxiety, she says it’s crucial for students under pressure to remember that success in exams is not solely determined by innate abilities (“I have good study techniques”) or external factors (“This is a difficult module” or “This lecturer’s standards are too high”). It’s about approach, mindset, and ability to focus on what you can control.

In today’s fast-paced academic world, the pressure to excel can be paralysing, and many students become fixated on the uncontrollable elements of exams, such as the difficulty of the questions or the expectations of teachers and parents.

This fixation on external factors can lead to feelings of helplessness and despair. However, there is a better way to approach exams – one that empowers students to take control of their own success.

The key to coping with exams is to shift the focus away from what you cannot control and redirect it towards what you can. Here are some strategies to help students do just that:

Preparation:

It all begins with how you prepare for your exams. You can control your study habits, the resources you use, and the time you allocate for studying. Create a study schedule that suits your learning style and stick to it.

Organise your study materials and your study space, seek help from lecturers, advisors, tutors, or peers if needed, and actively engage in the learning process. Remember, preparation is the foundation of success.

Mindset:

Your mindset plays a significant role in how you cope with exams. Cultivate a growth mindset, which believes in the power of effort and resilience.

Understand that setbacks and failures are opportunities for growth and improvement. Anyone can get better at anything if they are willing to put in the work. By focusing on your ability to learn and adapt, you can approach exams with a sense of confidence and determination.

Stress Management:

Stress is a natural response to exams. It’s part of what makes us human, but how you manage it is within your control. Practice stress-reduction techniques such as deep breathing, meditation or exercise. Create a conducive study environment that minimises distractions.

Switch OFF your cell phone while studying; I have proven to myself (many times over) that multi-tasking, especially if a phone is involved, does not work! Taking breaks and getting enough sleep are also crucial for managing stress and maintaining focus, and both are within your control too.

Perspective:

Shift your perspective from a narrow focus on grades to a broader view of education as a journey of personal growth and knowledge-acquisition to empower yourself to be the best version of whatever career-person it is that you see yourself as.

While grades are important, they do not define your worth or your potential. If they did, many of our great heroes of the past would have been deemed pretty worthless (case in point, Einstein and more). By valuing the learning process itself, you can reduce the anxiety associated with exams.

Adaptability:

Exams can be unpredictable, but your ability to adapt to changing circumstances is within your control. I remember coming to university as a first-year student, thinking I had it all figured out, only to realise that we cover a term’s worth of schoolwork in one week!

The only way I survived was by being open to different methods of learning and problem-solving. I often found that you have to use different study methods for different subjects. If you encounter a challenging question or unexpected format, stay calm, breathe, and then apply the knowledge and skills you have developed throughout your studies and by incorporating different study methods.

In the grand scheme of the educational journey, exams are just one part of the process. Focusing on what can be controlled – preparation, mindset, stress management, perspective and adaptability – will not only help students cope with exams, but also empower you to thrive in your academic career and reach your finish line.

Above all, students must remember you have the power to shape your exam experience, and ultimately your success. By taking charge of what you can control, you can approach exams with confidence, resilience and the certainty that you are capable of achieving your goals and mastering your exams and your academic life.

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