WENDY MOTHATA|

THE Gauteng Department of Education (GDE) has announced that online admissions for Grade 1 and 8 would open from Wednesday this week until August.

Applications will open on 22 July at 08:00 and close on 19 August 2022 at 00.00.

The department said that parents will be able to apply to a minimum of three schools and a maximum of five schools for each learner.

The department said it has enhanced the online application so that it was more user-friendly.

In the past parents have raised concerns about the system and the challenges faced when trying to register their children.

“Parents cannot make more than one application for one learner to the same school. Parents must remember to read and accept the terms and conditions.”

The department said that assistance regarding online applications is available at any walk-in centre or school|
• Parents/guardians are required to provide one reliable cellphone number to receive a username and password, and other important information about the child’s application.
• All applicants need to remember to upload certified copies of required documents on the system or submit documents to the schools they applied to within 7 days of making the application.
• Parents/guardians are urged to log on to the system and accept offers of placement that will be sent via SMS from 3 October 2022 to 30 November 2022.

Application process

When applying for Grade 1 and Grade 8 during the 2023 GDE Online Admissions applications period, parents must complete the following 5 steps to submit a complete application|
• Step 1: Register parent details
Step 2: Register address details
• Step 3: Register learner details
• Step 4: Apply to a maximum of 5 Schools
Step 5: Upload or submit documents

Please note the following:
• Parents are encouraged to use home address within school feeder zone application option to see
schools with feeder zones that cover the parent’s 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

Documents needed

When applying, parents and guardians must have certified copies of the following documents and either upload them to the system or submit them physically only to the schools chosen when applying within 7 days of applying:
• Parent/Guardian ID OR Passport Child ID or South African Birth Certificate OR Passport
• Refugee Permit OR Asylum Seeker Permit or Permanent Residence Permit OR Study Permit
• Proof of Home Address
• Proof of Work Address (Optional, for those applying at a school closer to work)
• Latest School Report and Clinic Card/Immunisation Report (Grade 1 only)

Meanwhile, parents who wish to apply for Grade R, Grade 2-7 and Grade 9-12 at a public school in Gauteng for the 2023 academic year must apply directly at their identified schools and not on the GDE Online Admissions System.
The department has urged parents and guardians to interact directly with their identified schools to receive guidance on how and when to apply for these grades.

INSIDE EDUCATION

VICKY ABRAHAM

THE cry of a majority of children in Africa and South Asia is equal treatment for everyone, especially the less privileged.

This is a message that came out strongly during interviews conducted by Inside Education with children from Botswana, South Africa, Nigeria, and India, as 166 cities globally are primed for the commemoration of the Nelson Mandela International Day on Monday, July 18.

Inside Education further motivated children to send a written essay or drawing of the late President of South Africa, Nelson Mandela.

Born on 18 July 1918, Nelson Mandela spent 27 years of his life incarcerated for his fight against racial discrimination meted out at black people by the apartheid government. Upon his release from prison, he led South Africa into democracy as the first black President in the country.

Based on the significant role that Mandela played toward the liberation of his country, in 2010 the United Nations General Assembly (UNGA) declared his birthday, 18 July, an internationally celebrated day – the Nelson Mandela International Day.

As part of the celebration, the public, schools, businesses, and governments often devote at least 67 minutes of their time to making the world a better place.

Schools often organise activities for children as part of the celebration of this prestigious event.

However, due to the third-term closure of schools, most children from Mandela’s own country will not celebrate the prestigious event. But this did not deter them from sharing their views about Mandela and the changes they yearn to see in honour of his legacy.

Since schools in Botswana, Nigeria and India are not yet closed, children from these countries will celebrate through presenting written speeches about Mandela before their peers during class lessons. Their teachers will also further educate them about him and his history.

Responding to Inside Education, Chief Executive Officer, Ms Ashika Onita Nazareth and Dr Ambika Nazareth who is the founder and president of Little Infant Primary and High School in Mysuru, Karnataka, India said as part of the pre-celebration the school educated students about Mandela.

“It was an excellent inspiration to learn about him. Students began to enquire about the significance of their own names when Ms Ashika Onita Nazareth mentioned that Nelson Mandela lived up to his name,” said Dr Nazareth.

Apart from his fight against injustices meted out at the black generation, Mandela had a heart for children and the poor. He was also known for emphasizing the importance of quality education.

The Nelson Mandela Foundation’s (NMF) Communications Officer, Morongwa Phukubye confirmed his love for children during an interview with Inside Education, stating, “Madiba (Nelson Mandela) always listened closely to what children and young people shared with him. He encouraged a spirit of inquiry and critical engagement.”

The Foundation’s plea to all who support the 67 minutes campaign is to “Do what you can, with what you have, where you are.”

Although the Foundation’s theme for this year is centered around climate change, food security, poverty and inequity, there are numerous things that it encourages the society to do to keep Mandela’s legacy alive.

Inside Education interviewed children from South Africa, Botswana, Nigeria and India to share their views about Mandela and this significant day.

Their grave concern was slavery, discrimination against the poor and the high rate of crime in society.
The children interviewed were below the age of five whilst Mandela was alive as they were born between 2008 and 2010. Yet, the knowledge they gained about him has made them to yearn to walk in his footsteps.

People Should not be Treated Like Slaves – Equal Treatment for All

In honour of Mandela, a 12-year-old Nigerian who envisions himself as a doctor after completing school, Wisdom James told Inside Education in a telephone interview that “the less privileged are treated badly and I don’t like that.”

He urged nations to treat the poor equally with kindness and “not like slaves.” Wisdom is in JSS2 Class (equivalent to Grade Eight in South Africa) in Iloro Junior Grammar School in Iloro in Lagos, Nigeria. As future doctor, Wisdom said he desires to touch lives by “treating people who are sick.”

His peers, 12-year-old twin brothers Meshack and Shadrack Peter also from Nigeria, shared the same views, that everybody should be treated equally.

Shadrack, who wants to work as a lawyer, has the heart for fighting for people’s human rights.

Just like Mandela who qualified as a lawyer and founded the first attorney firm run by black partners in South Africa, Mandela and Tambo in Ferreirasdorp Johannesburg, South Africa, Shadrack envisions himself ensuring that nobody does anything contrary to the law.

“I love fighting for the rights of people. I want people to be treated the same. I want to make sure that nobody is against the law.” explained Shadrack, a member of Christ The King Catholic Church.

His twin, Meshack, who agreed with him said, “I do not want people to be treated badly. I want everybody to be treated equally and not to be treated like they are slaves because they are human despite age, race, and background.”

Meshack and Shadrack are JSS1 learners (equivalent to Grade Seven in South Africa) at Onilekere Junior High School, Ikeja in Lagos, Nigeria.

Education – The Most Powerful Tool

Mandela is known for the love he had for education. He once said, “no country can really develop unless its citizens are educated.”

Based on that, 14-year-old Grade Seven learner of High Vision School in Gaborone in Botswana, Kaelo Ndibi, yearns to expand the educational sector in Botswana. He believes that education can be possible for every child, by including recreational activities that cater for learners who are not advantaged in excelling in academics.

He explained that the education sector should not only focus on academics but work hand-in-hand with recreational activities.

He added, “I feel like we are all focused on one lane, and that is academics. But there is so much more to explore beyond the norm. I would throw in many resources into the educational sector if I was the president. I would allow diverse morally correct platforms where kids can go to for recreational activities. This would reduce a lot of ungodly and dangerous activities that we see kids my age engaging on these days.”

Knowledge Makes the World a Better Place

In Johannesburg, South Africa, the outcry of a Grade Five learner at Curro Academy Wilgeuwel, Johannesburg, Lulama Zondi (10) is to learn more about the slavery the Black South Africans faced. Although she learnt from school that the black citizens were segregated from the white race, she believes that there is still more she needs to learn.

She yearns for young black students to gain more knowledge about the apartheid regime and how their fellow black brothers and sisters were mistreated.

“I see this in most cases, us as students, we don’t learn a lot about apartheid and what happened back then. How we were treated because they do teach us about things like that but …if I were a President, I would teach the young black students more about where they come from, how they were treated, and how their ancestors were treated,” expressed Lulama who envisions herself as scientist.

She explained that she learnt from school that apartheid “was the time where segregation happened. Black people lived here, and white people live there. White people had better education and a better life. That’s all I know about it (apartheid). Although my teachers didn’t use the word segregation, they just said apartheid.”

She believes that even though Mandela deserved to be showered with gifts that are worth a lot of money for working tirelessly to end apartheid, she would have empowered him with more knowledge, had she been given the opportunity to bestow the young Mandela with a gift.

“I know that he made the world a better place because he helped us (South Africa) to end apartheid. But I would have given him more knowledge. I believe that could have helped him more to make it (the world) even a much better place. I know he deserved more (than giving him knowledge as gift), but I think knowledge is more powerful. To the older Mandela, I would have given him lots of money because he deserved it for helping us a lot. He worked very hard to show that all of us can be equal,” said Lulama.

Achieve the Economic Objective of Equitable Distribution of Income – Equal Treatment for All

Shifa Ayub and Madeeha Banu from India desire a change in the social system, economic and financial policies of India.

Shifa who is a Grade Nine learner of Little Infant School in Mysuru, Karnataka, India said that had she been a President, she would make distribution of income between the poor and rich more equitable.

Madeeha, a Grade Ten learner also from Little Infant School, wishes that the orphans, disabled, and elderly to be specially treated. She would therefore implement a feasible social security system for such citizens.

Shifa explained she would, “work on reformation of economical and financial policies of the nation to ensure much of national incomes is collected on equitable basis and is allocated for development sectors and rural areas.”

Madeeha said she would implement, “a social security system for our seniors, orphans, handicapped people so that they are treated as dependent. Religious equality treating all religion the same.”

The Nelson Mandela Foundation’s Message to the Children:
Phukubye said the NMF urges the children who were interviewed and their peers across the world to “keep working to make a world in which humanity truly belongs and everyone thrives.”

INSIDE EDUCATION

THE recently released Early Childhood Development Census revealed that the sector needs significant financial and training support in addition to infrastructure.

The census highlighted several challenges, including the lack of learning material and training and further revealed that only 60% of the ECD programmes surveyed have flush toilets, while around a third of all schools do not have taps to supply water for hand washing.
Ahead of Mandela Day, MySchool, together with Breadline Africa, have committed to continue allocating funds to upgrading classrooms, toilets, kitchens and office facilities at ECD centres across South Africa.

Breadline Africa is a non-profit organisation that uses funds donated from the MySchool programme.

Studies have shown that solid investment in ECD plays a significant role in whether or not children go on to achieve their full potential.

Children do not learn when they are hungry, and many ECD centres do not have adequate kitchen facilities available to prepare meals, the group said.

Children also do not learn optimally in dark, damp, unsafe, cold, unventilated, draughty, leaking spaces where learning materials and resources are in short supply.

The ECD sector has been one of the sectors most impacted by Covid-19, with many nursery schools and crèches having to close their doors due to the severe effects of the lockdowns. This situation was compounded by the Department of Social Development’s delay in paying out money from the R496 million allocated to the sector as part of an employment stimulus relief fund to help it recover.

The pandemic also temporarily halted Breadline Africa’s infrastructure project as its team couldn’t access community projects during lockdown.

Strategic Partnerships manager at Breadline Africa, Diane Laugksch, said that despite these challenges, Breadline Africa’s goal to erect 1 000 school infrastructure units by 2023 remained on track.

“Upgrading facilities is an important aspect to ensuring ECD centres meet requirements for registration with the Department of Basic Education. Once registered, centres are able to access government funding, which contributes to their sustainability,” Laugksch said.

Breadline Africa has so far placed more than 850 structures at community-run projects in resource-poor communities across South Africa, with the goal for this year to secure funding to place 193 structures at community projects. At some sites, the organisation also hopes to test a range of environmentally sustainable infrastructure solutions.

“On average, we have the capacity to place 150 structures per year. Since 1996, Breadline Africa has placed more than 850 structures at community-run projects in resource-poor communities across South Africa. These are predominantly container and prefabricated structures used as classroom, kitchen and toilet facilities at ECD centres and as libraries in quintile 1-3 (no fee-paying) public primary schools,” Laugksch explained.

She said that inadequate and poor ECD facilities impact learner performance and that this year, they hoped to secure funding to place 193 structures at community projects.

“Children do not learn when they are hungry, and many ECD centres do not have adequate kitchen facilities available to prepare meals. Children also do not learn optimally in dark, damp, unsafe, cold, unventilated, draughty, leaking spaces where learning materials and resources are in short supply,” Laugksch said.

At some sites, the organisation also hopes to test a range of environmentally sustainable infrastructure solutions.

Pieter Twine, General Manager at MySchool, said focusing on early childhood development now was crucial to the success of the country and youth.

“We have to ensure that we do our children justice in providing them with early learning opportunities in their formative years, which sets the stage for their success at school as well as later in life,” Twine said.

As MySchool celebrates its 25th anniversary this year, they share their commitment with Breadline Africa – one of its long-standing beneficiaries.

Over the years, Breadline Africa has allocated funds received from MySchool to upgrading classrooms, toilets, kitchens and office facilities at ECD centres across South Africa.

Shoppers can continue supporting Breadline Africa every time they swipe their MySchool, MyVillage or MyPlanet cards at participating retailers, and a percentage of their spend will be donated to the organisation.

For more information, visit www.myschool.co.za

NOAM ANGRIST|

THE COVID-19 pandemic placed enormous pressure on education systems worldwide. At the peak of the crisis, school closures forced over 1.6 billion learners out of classrooms. This exacerbated a learning crisis that existed before the pandemic, with many children in school but learning very little.

Widespread school closures are not unique to COVID-19. Teacher strikes, natural disasters, other disease outbreaks and extreme weather conditions all result in lengthy school closures.

The cost of school closures has proved to be substantial, in particular for lower socioeconomic status households. When schools are closed, remote learning is rarely as effective as in-school instruction, and caregivers become the front-line educators.

In well-resourced households, learning material such as textbooks and online internet access might exist at home and caregivers are more likely to engage in their child’s education. But in lower income households, fewer resources exist to support educational instruction.

Reducing learning loss when schooling is disrupted requires outside-school interventions that can effectively deliver instruction to children at scale. But little evidence exists on cost-effective learning interventions during school disruptions.

It’s estimated that globally 70%–90% of households own at least one mobile phone. This suggests that the use of mobile phones has the potential to provide educational instruction in resource-constrained contexts and at scale. But this “low-tech” solution is less commonly used in education relative to “high-tech” approaches that rely on internet-based instruction. This is despite the fact that only 15%–60% of households in low- and middle-income countries have internet access.

To examine the potential of mobile phone-based instruction, we conducted a randomised controlled trial with 4,500 households across Botswana led by Youth Impact, one of the largest NGOs in the country. In Botswana, mobile phone access is high: nearly 1.5 mobile phone connections per person on average. Many individuals have multiple sim cards.

We tested two mobile phone-based methods as low-tech solutions to support parents and their children during the COVID-19 pandemic.

The households were divided into two types of intervention groups. One group received SMS messages with a few basic numeracy problems of the week. A second group received these same weekly SMS messages plus a 15–20-minute phone call from a teacher.

Phone calls improve learning

We found that SMS messages alone had little effect on learning outcomes. But a combination of phone calls and SMS interventions resulted in large learning gains.

Learning levels, as measured by a test focused on foundational numeracy skills such as addition, subtraction, multiplication, and division, increased by 0.12 standard deviations. This equates to more than a full year of high-quality instruction gained per $100 spent. This ranks among the most cost-effective learning interventions.

These results show that instruction through mobile phones calls can provide an effective, scalable method to provide education instruction when schooling is disrupted. The research also shows the importance of live, direct instruction to complement more automated SMS based approaches to provide effective remote education.

We further developed phone-based assessments, as a means to measure learning, and found that this enabled high-frequency data collection to target instruction to children’s learning levels in real-time. For example, children who did not know addition were taught addition; children who did not know subtraction were taught subtraction. The one-on-one phone calls enabled a cost-effective and scalable form of tutoring. They were also highly targeted to children’s learning levels. This approach to targeting instruction was inspired by a well-known model called Teaching at the Right Level.

We found improved parental engagement too. Parents became more confident and accurate in their beliefs about their child’s education as a result of the intervention. This shows they were engaged and involved in the instruction along with their child.

Our findings have immediate policy relevance as the COVID-19 pandemic continues to disrupt schooling. Many schools have reopened since the COVID-19 pandemic, but only partially. For example, in Botswana instruction time has often been reduced owing to social distancing measures such as double-shift systems where half of the students attend school in the morning and the other half attend in the afternoon. Many countries around the world have adopted similar double-shifting systems, necessitating urgent action to provide additional, high-quality educational instruction.

Low-tech education

Our findings also have broad implications for the role of simple, low-tech methods to support education beyond COVID-19. Schooling gets disrupted for many reasons such as public health crises, weather shocks, natural disasters, elections, summer holidays, and in refugee and conflict settings. During these moments, education systems need resilient approaches to continue to provide education.

It’s important to note that our study evaluated only a subset of potential interventions. Other popular low-tech methods of educational instruction, such as radio and TV, require further investigation.

Since the initial trial in Botswana, our research team has engaged in a series of follow-up studies in India, Kenya, Nepal, Uganda and the Philippines. Results will show how well this approach scales across diverse contexts.

(Noam Angrist, Executive Director, Youth Impact, Fellow, University of Oxford)

This is an edited version of an article that was originally published in Nature Human Behaviour.

THE SA Schools teams return to action in Cape Town on Saturday having last played in 2019 and – judging by the excitement in the camps as they prepared at Hoër Landbouskool Boland near Paarl – the players and their management teams can’t wait for the opportunity to play again.

Two teams – SA Schools and SA Schools A – were named after the U18 Craven Week in Cape Town last week. At their blazer presentation ceremony on Tuesday night, Zachary Porthen (SA Schools) and Camden Schoeman (SA Schools A) were named as the respective captains.

Katleho Lynch, coach of the SA Schools side, says he was filled with gratitude at the opportunity to work with some of the best schoolboy players in the country.

“To witness the excitement among the players and how proud their parents are, is just wonderful,” said Lynch, who was appointed as SA Schools A team assistant coach in 2020, before the Covid-19 pandemic halted the local season.

“For two seasons, we hardly had any schoolboys rugby and now we’re slowly returning back to normal. The boys are really in their element and their eagerness to learn, to make new friends and just to soak up this experience, is palpable.

“I’m honoured to be working with them and all of us are very excited about Saturday’s game.”

The clash between the two SA Schools teams is scheduled to kick off at 12:30pm on Saturday at Hamilton Rugby Football Club in Cape Town, after which the players and management will attend the third Test in the Incoming Series between the Springboks and Wales at Cape Town Stadium.

Cobus van Dyk, who was supposed to assist Lynch last year with the SA U18 team on a tour to Georgia in August, which was cancelled shortly before departure also due to Covid, echoed his colleague’s sentiments.

“It’s a great initiative to get these two teams to face each other and spend time together, work hard and enjoy the week,” said Van Dyk, head coach of the SA Schools A side.

“The talent in this group is special and the players will be better for the experience, but they are also experiencing what true rugby camaraderie is all about – getting to know players who you usually play against and forming friendships that will last for life.”

Due to injury, there were two changes to the SA Schools A side announced last Friday. Hanro Venter of the Blue Bulls will now start on the bench as a replacement hooker in place of Jan Botes, while loose forward Michael Maseti was also ruled out and replaced by Dewald Gerber (SWD).

he teams are:

SA Schools – 15 Michail Damon (Blue Bulls), 14 Alfondso Isaacs (Free State), 13 Litelihle Bester (Sharks), 12 Joshua Boulle (Golden Lions), 11 Joel Leotlela (Golden Lions), 10 Thurlon Williams (DHL Western Province), 9 Steven Nel (Blue Bulls), 8 Sibabalwe Mahashe (Border), 7 Lukas Meyer (Free State), 6 Matthew Fick (DHL Western Province), 5 JF van Heerden (Free State), 4 Thabang Mpafi (Golden Lions), 3 Zachary Porthen (captain – DHL Western Province), 2 Luca Bakkes (DHL Western Province), 1 Sifiso Magwaza (Golden Lions). Replacements: 16 Ethan Bester (Sharks), 17 Ruan Swart (SWD), 18 Casper Badenhorst (Free State), 19 Jack Waterhouse (Sharks), 20 Thomas Dyer (Sharks), 21 Caleb Abrahams (Free State), 22 Stehan Heymans (Blue Bulls), 23 Sha Jehaan de Jongh (DHL Western Province).

SA Schools A – 15 JT Strydom (SWD), 14 Gino Cupido (DHL Western Province), 13 Antonio Bruiners (SWD), 12 Alec McIntyre (Free State), 11 Jameel de Jongh (DHL Western Province), 10 Bradley Giddy (Free State), 9 Emrique Liedeman (DHL Western Province), 8 Camden Schoeman (captain – SWD), 7 Wandile Mlaba (Sharks), 6 Max du Pisani (Eastern Province), 5 Keanu Coetzee (DHL Western Province), 4 Daniel Botha (DHL Western Province), 3 Nic Snyman (Sharks), 2 Christian Everitt (Sharks), 1 Liyema Ntshanga (Sharks). Replacements: 16 Hanro Venter (Blue Bulls), 17 Willem Loubser (DHL Western Province), 18 Bradley Stanfliet (DHL Western Province), 19 Ulrich van der Westhuizen (Golden Lions), 20 Dewald Gerber (SWD), 21 Onelisiwe Fani (Border), 22 Sesethu Mpaka (Border), 23 Jaden Bantom (Valke).

SA Rugby Magazine

HIGHER Education, Science and Innovation Minister, Dr Blade Nzimande, has sent his heartfelt condolences to the family of South African Student Congress (SASCO) Deputy President, Buyile Matiwane.

Matiwane passed away on Monday after a short illness.

In a statement on Tuesday, Nzimande said Matiwane’s passing is not only a loss to SASCO but to the entire Post School Education and Training (PSET) sector, because SASCO, as a student movement plays a significant role in the sector.

He said that since the election of the current leadership of SASCO into office, Matiwane had a cordial and frank relationship with the leadership in advancing the interest of students throughout the post school education and training sector.

“Such relationship was demonstrated as we were collectively responding to COVID -19 and its aftermath. This includes our decision to provide laptops and data to the students. This process was coordinated seamlessly throughout our institutions,” Nzimande said.

In honour of Matiwane, the Department of Higher Education and Training will continue to offer financial support to the children of the working class and the poor, through the National Student Financial Aid Scheme (NSFAS).

“The Department of Higher Education and Training will continue to increase the total headcount enrolment in higher education, public and private institution to 1.62 million as envisaged by the National Development Plan (NDP).

“The department will also continue to ensure that it finds alternative funding models through the Comprehensive Student Funding Model which will be presented to Cabinet for consideration,” Nzimande said.

Nzimande highlighted that SASCO is an organisation that has given the country great patriots and competent cadres, many of whom carry enormous responsibilities in state institutions and in the business sector.

STAFF REPORTER

KWAZULU-NATAL Education MEC Kwazi Mshengu has released damning findings from an investigation into claims of racism at Grosvenor Girls High School, south of Durban.

An independent panel was appointed to probe these allegations, and financial misconduct after protests broke out at the school in March.

The panel found that racism has been normalised at the school and is systematic and structural.

“The investigation has found that racism at Grosvenor Girls High School is systematic, structural and that white authority dominates all facets at the school. It also found that racism is normalised and that it is second nature at this school, that black people who are learners and employees at the school suffer in an atmosphere of being suppressed, oppressed and of being voiceless,” said Mshengu.

“The report lists a litany of instances where the principal has used derogatory, discriminatory, and dehumanizing language when dealing with race related issues.”

Earlier in February, angry learners took to the streets outside the Grosvenor Girls High School to protest against a school that allegedly treats black and coloured girls unfairly.

The learners alleged that racism was an ongoing issue at the school.

Parents shortly followed suit and joined their children who demanded change as well as the removal of the principal.

Mshengu said the report also mentions several instances where the principal has used derogatory and discriminatory language when dealing with students and employees.

“The principal has been at the cutting edge of entrenching racism in that school. Evidence was led where the principal constantly shouted at African learners, reminding them that Grosvenor Girl High is not a township school, and she must go back to these township schools,” said Mshengu.

“Educators are told and motivated to recruit more white learners because the school belongs to white learners according to the principal.”

Mshengu said the report has been forwarded to the Premier of the Province, Sihle Zikalala with a strong motivation that it should be used as a motivation for the appointment of a commission of inquiry into racism in schools within the province.
“Such a commission will assist us to uncover other racial sufferings and to develop norms and standards to prevent racial abuses in our schools,” he said.

INSIDE EDUCATION

THE Department of Science and Innovation (DSI) and the Council for Scientific and Industrial Research (CSIR) on July 8 officially launched the Science Diplomacy Capital for Africa (SDCfA) initiative, at an event attended by diplomats and stakeholders at the CSIR International Convention Centre, in Tshwane.

The wide array of speakers all welcomed the initiative, asserting that it aimed to use collaboration to further South African and African science, technology and innovation to tackle global challenges, capitalising on available opportunities.
The SDCfA aims to promote multilateral collaboration to address the challenges facing humanity.

It aims to promote science collaboration across Africa and beyond, leveraging and connecting technology innovation with humanity.

Moreover, it aims to embed a culture of learning, underscored by good governance.

It also seeks to put science diplomacy at the heart of Africa’s socioeconomic development and growth.

A joint initiative between the DSI and CSIR, it is also open to partnerships.

The SDCfA, will, from this year to 2023, be in the development phase, during which it will aim to position the initiative as a strategic enabler and support for global scientific initiatives.

It will also aim to add value through quality education, reduced inequalities and partnerships for goals.

From 2023 to 2025, the initiative will focus on value-add interventions aligned with the United Nations’ Sustainable Development Goals – in the context of the Societal Grand Challenges.

This includes the hosting of lectures, seminars, networking and visits to science and technology centres, besides others.

Planning beyond 2025 includes the establishment of a legal entity for the SDCfA.

Common themes the speakers addressed included that the SDCfA had the potential to transform Africa into a global leader in science, with the potential to create a new cohort of global companies concerned with human development.

Moreover, it was noted that it could be used to advance scientific excellence in Africa and at a global level, embrace collaboration and upskill the next generation of scientists.

It was also mentioned that the SDCfA would build on established and entrenched partnerships that were already running with different entities and the CSIR and the DSI, to bolster these.

The importance of civil society participation was also emphasised, with this noted as key to ensuring dialogue in the sector.

Several key stakeholders from forums, departments, initiatives, companies, universities and organisations, welcomed the initiative and expressed their support and willingness to partner.

In a speech delivered on his behalf – the Minister being absent owing to other commitments – Higher Education, Science and Innovation Minister Dr Blade Nzimande said the SDCfA would be a valuable instrument to enhance the country’s contribution to pan-Africanism.

He lauded the collaboration it would engender and said key contributions from the initiative would include that the very best of African and South African scientific input and advice would be used to tackle key challenges such as climate change, poverty, inequality, unemployment and the energy crisis.

This, he said, would be done through enhanced networking with the diplomatic community and African science expertise.

Nzimande added that SDCfA would also promote and assist in science diplomacy partnerships and provide a platform to leverage experts to make new programmes.

He emphasised that, for partnerships to be truly inclusive, they must include previously disadvantaged people.

While this initiative aimed to bolster international collaboration, it was important that there was a hub for it, it was noted, that aligned with other countries globally undertaking city-led scientific diplomacy.

Therefore, the City of Tshwane will serve as such, with the initiative to be run out of the CSIR.

Tshwane, as executive capital city of the country, was said to be ideal for this, with its hosting of considerable foreign embassies and international organisations, science councils, universities, and a thriving community of private sector entities involved in science, research, development and industrialisation.

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