SECOND and third-year Disaster and Risk Management students under the Faculty of Management Sciences at the Durban University of Technology (DUT) are serving as Flood Disaster Volunteers within the eThekwini Municipality.

In response to the nature and magnitude of the disaster, DUT’s Dr Mal Reddy, a member of the KwaZulu-Natal (KZN) Provincial and eThekwini Municipal Disaster Management Advisory Forum, as well as the Academic Coordinator saw the need for the DUT students to contribute and uphold the societal responsibilities. Students working in close collaboration with practitioners in the field, gain a first-hand practical experience, demonstrating the clear blend of theory and practice.

These students are working under the leadership of Mr Vincent Ngubane, the Head of the Disaster Management Centre, and his team. The critical responsibilities of volunteers in the project includes profiling of displaced persons at the various mass care centres, verification of the disaster beneficiaries, general disaster assessment and other related disaster response activities as deemed necessary to support the multi-agency eThekwini Municipality Disaster Team.

The students are gaining an in-depth exposure of the practice in Disaster and Risk Management as they are involved in diverse activities relating to disaster response, recovery, and disaster risk reduction. These opportunities assist in building adaptive graduates with the confidence of taking on real world challenges.

Ayanda Khoza, Disaster and Risk Management student volunteer and a Project Coordinator, gave a brief insight on what inspired her to join the project.

“The most valid reason that inspired me to join the project is that I am very keen in helping others in times of need, therefore as a disaster student I had to avail myself in these tough times that we faced as the KwaZulu-Natal (KZN) community and put on a helping hand. Besides helping around, this gave me and other students a great exposure towards the roles that are played by disaster practitioners on the field,” she added.

The project has now collaborated with the Public Employment Programme (PEP) aimed at speeding the recovery stage and building resilience amongst all affected wards by raising awareness and educating community members. The project has already produced over 1300 job opportunities, and these jobs are led by unemployed graduates. The disaster and risk management students of DUT formed part of the two-day induction delegation for the general workers at the Durban Exhibition Centre. They formed part of the training delegates for the supervisor training, the training focused on disasters, disaster risks, vulnerabilities, building resilience and coping measures, the supervisors were also trained to lead and train the general workers.

As of 13 May 2022, approximately 30 DUT Disaster volunteers have been retained to continue with disaster response and recovery activities as planned and coordinated be the eThekwini Municipality.

“Based on the importance and the positive impact in the efficiency of disaster risk management. Mitigating disaster risks and impacts through education, building resilience, awareness’s and building back better is expected upon completion of the project, I see the project expanding from just KZN to other disaster-prone provinces and countries. This project is also likely to be adopted by other educational institutions, countries and maybe form part of the curriculums in intermediate phase learning programmes,” said Samkelisiwe Fortunate Zulu, a Risk and Disaster student volunteer and a project coordinator.

South Africa must begin a serious debate on mother-tongue teaching and learning, says basic education minister Angie Motshekga.

Presenting her departmental budget speech this past week, Motshekga said that given the demographics of the country, more than 80% of learners, continue to learn in a language other than their mother tongue.

“We must begin a serious debate on mother-tongue teaching and learning. Currently, learners learn in their mother tongue until Grade 3, then switch to English or Afrikaans as the language of learning and teaching.  Not doing so, will continue to contribute greatly to under-achievement.  We must have a policy shift in this area.”

“We must acknowledge the interesting work currently underway in the Eastern Cape on teaching some gateway subjects across the curriculum in isiXhosa and SeSotho with positive results. The North West has realised the importance of delivering the CAPS in Setswana across all Phases and Grades.”

This follows comments made by Motshekga in March 2022, in which she noted that one of the biggest reasons why South African children have such poor reading comprehension skills is that they are essentially learning in a ‘foreign language’ by being taught in English.

However, the minister acknowledged that there were issues with moving to a purely mother-tongue-based system, noting that it was likely impossible to have a pure class in Sotho or Xhosa in Gauteng the way similar classes have been held in the Eastern Cape.

She added that in classes teachers use multiple different languages to help children learn and get their point across. However, when it comes to assessments – which are typically done in English – they are once again forced to grapple with a language they did not understand while learning.

“They are no longer being tested on their cognitive development or understanding (0f the work). You are now testing their language abilities, which is a problem.

“Government has begun the process of changing this and the next step is to assess them in the language they are taught – so that we are able to assess performance and not language proficiency.”

New languages

Motshekga also confirmed that her department is working to introduce several second additional languages in the country’s school curriculum.

“We strategically decided to expand the list of South African languages offered as second additional languages in the curriculum, she said.

The additional languages include:

• Khoi
• Nama
• San
• South African Sign Language (SASL)

“We have also signed an agreement with Kenya, and we are in the process of signing another with Tanzania on the development of curriculum and the South African teachers in Kiswahili. Had it not been for the Covid-19 pandemic, we would have been far in piloting Kiswahili in Grades 4-6 in 2021-2023,” she said.

BUSINESS TECH

ANDREW ZERZAN|

Ensuring that girls receive a quality education is the most powerful investment we can make in our collective future. Educated women are more likely to marry at a later age, have fewer children, earn higher incomes and build better lives for themselves and their families. The World Bank has even said that without improvements in gender equality, we will not reduce poverty in Africa.

Addressing the under-representation of women in science, technology, engineering, and mathematics (STEM) courses is a central part of improving girls’ education in Africa. The choice could not be more clear: if Africa does not make significant progress in getting more girls in the sciences, its progress towards sustainable development will be compromised.

However, in many countries across the continent, social norms and traditions prevent girls from pursuing educational opportunities. In Sudan, for instance, many families with children see girls’ priority as domestic chores over schoolwork. Evidence shows that African girls who spend 28 hours per week on household duties and caregiving attend school 25% less than those with just 10 hours of weekly domestic chores. In a continent where girls are far more often pressured to work in the home than boys are, it results in major gender disparities in learning.

Some will argue that technology could be the solution, providing digital access to learning that girls might not otherwise have. However, gender norms already limit girls’ access to technology, and have had a disproportionate impact on their learning opportunities during the Covid-19 lockdowns.

In Ethiopia, parents are more likely to deny girls access to mobile phones as they want to protect them from exposure to unsafe content. One study found that for boys, cost is the biggest barrier to mobile phone access, while for girls, social norms are the main constraint; a large majority of boys do not have to seek permission to use technology while nearly half of girls do.

Globally, the disparity between boys and girls is so great that boys are 50% more likely to own a mobile phone than girls and more than half of girls have to borrow a mobile phone if they want access, compared with only 28% of boys.

There is also significant disparity in how girls and boys are treated in the classroom itself, especially in STEM subjects. Teachers often demonstrate the same gender biases as parents, sub-consciously encouraging boys ahead of girls by calling on them first or more often to answer science-related questions. Teaching materials and textbook examples further deepen the divide with more references to boys and male success than that of women and girls.

Data from the OECD reveals a strong correlation between 15-year-old boys’ self-confidence in STEM subjects and their higher performance versus girls’. Yet boys’ brains are no more effective at STEM problem-solving than girls’, and there are negligible gender differences in children’s maths skills. What evidence does show, however, is that girls’ self-perception, due to community pressures and biases, are the primary reason for girls succeeding less in many countries in STEM studies and careers.

The most immediate way to nurture their confidence in the sciences is to increase girls’ exposure to high-quality, inclusive science instruction in schools. Girls’ familiarity with STEM is a key part of building their self-confidence in it.

That’s why the British Council is tackling some of these issues in a drive to increase and sustain access, interest, participation and performance of girls in these subjects at all levels:

• Making Coding Fun for Girls
  After-school coding clubs #LearningToCode are being piloted in Kenya and South Africa to give girls exposure and access to technology and build their confidence through fun activities in a creative and safe environment.
• Training Teachers on Gender Inclusion
  Through teacher training across many African countries, in conjunction with ministries of education and teacher training colleges, we are skilling-up teachers to be more gender inclusive in the classroom and making them aware of biases and how they can affect girls.

• Digital Skills in the Classroom
  We work with the Wikimedia Foundation in Ghana on our Skills for Success programme which is focused on building teacher training colleges capacity to skill-up teachers in digital technology so they can bring that to the kids in their classrooms. This is particularly important for girls who are less likely to get exposure to technology at home.
• School Leadership Training
  We work with school leaders across Africa to teach more inclusive styles of school management, promoting reflective learning.

These are just some examples of the systems changes that can be achieved. We encourage aid agencies, ministries of education and other partners to consider the wide-reaching benefits of creating societies in which girls can achieve their potential in STEM.

The British Council welcomes the opportunity to co-create impactful, needs based education programmes in partnership with like-minded organisations.

Andrew Zerzan is the Deputy Regional Director and Director of Education, Arts & Civil Society for British Council in Sub Saharan Africa.

AFTER two years, the much-loved Comrades Marathon returns on August 28. Among those preparing for the iconic race is athlete Nkosikhona Mhlakwana who recently crossed the Two Oceans Marathon finish line in second place.

In 2019, Mhlakwana made headlines when he stumbled near the finish line and lost his ninth place position and completed his first Comrades Marathon in 11th place – just shy of a gold medal finish. Despite his struggle in the last leg, Mhlakwana completed the 87km up-run in an impressive time of 05:53:00. The following year, he returned to the Comrades Marathon, completing the virtual down-run (90km) in the same time.

Berea Mail caught up with the runner at Stella Athletics Club in Glenwood last week where Mhlakwana was putting time in at the gym with personal trainer Craig George.

Reflecting on his recent success, Mhlakwana said he completed the 56km Two Oceans Marathon in 03:09:00, running at an average speed of 03:23 per km. This adds to his impressive track record – this year, he also won KZN Best of the Best and PDAC 25km. Last year, he achieved one of his personal best times when he completed the 42.2km Cape Town Marathon in 02:16:33. “This was about 03:13 per km,” he said.

Mhlakwana hails from Howick where he grew up in Sphumelele township and completed his schooling before moving to central Durban to study at the University of KwaZulu Natal. He completed a Bachelor’s degree in Education in 2020.

When the pandemic broke out, he returned to Howick, continuing his studies virtually, before graduating with his honours degree this year.

With his studies completed, Mhlakwana is dedicating his time to his running career. He recently joined Hollywoodbets Athletics Club.

“This is a great opportunity for me. With the support of my team, Hollywoodbets Athletics Club, I am headed in the right direction to do well in my running career,” he said.

Training, diet and nicknames

Mhlakwana trains for three hours a day with a 1.5 hour session in the morning and evening on Monday, Tuesday, Thursday, Friday and Saturday. On Wednesday’s, he tackles longer runs.

The athlete measures 1.67cm, weighing in at 57kgs. His diet consists of the same type of food he ate growing up – mielie meal, rice, potatoes, meat and vegetables including beans, spinach and cabbage.

His determination on the track earned Mhlakwana the nickname Caster, after Olympic gold medalist, Caster Semenya. He was also dubbed ‘pit bull’ after his 2019 Comrades Marathon finish.
“I fell down with about 500m to go until the finish line. I was in ninth position, and two runners passed me, but I didn’t give up. I had to crawl and get up. These characteristics are associated with a pit bull – the way it grabs on to something and never lets go,” he said.

How it all began

The athlete was inspired to take up a running career by Prodigal Khumalo who spotted Mhlakwana’s talent at Moses Mabida Stadium when he took to the track as a school learner. His professional running career began in 2012.

“Because of the background I come from, we have to find ways to survive. Not everyone can survive through education, and jobs are scare in the country, so why not use your God-given talent to make a living and support your family? Instead of struggling to find a job, I decided to use what I have,” he said.

Now he is a bona fide runner with plenty of sponsors including: Hollywoodbets, 32Gi (sports nutrition), Threshhold Real MSM, Adidas, Bio77 and Orange Grove Diary. He works with several specialists, including: personal trainer Craig George, coach Prodigal Khumalo, physiotherapist Shamim Khan, and a manager. As a successful athlete, Mhlakwana is now the breadwinner in his family, supporting his two siblings, mother, partner and five-year-old son. His father passed away when he was growing up.

Future plans
Mhlakwana is passionate about South Africa’s youth.
“My dream for the future is to motivate the youth – to see them doing more than me. I am always going to think of my background and those who are still there,” he said.
The athlete hopes to encourage future generations to value the importance of education and recognising their talents.

Follow the athlete on Facebook, Twitter or Instagram @Nkosikhona Mhlakwana.

BEREA MAIL| SUPPLIED

HELEN SWINGLER

Swahili will be taught as an elective language course at the University of Cape Town (UCT) from 2023, with the aim of launching it as a major subject in 2028. Vice-Chancellor Professor Mamokgethi Phakeng made the announcement in her opening address at UCT’s Africa Month panel discussion on 26 May, discussing the role of language and music in liberating and integrating Africa.

Professor Phakeng was speaking from the United Kingdom, where she spent time at the University of Bristol (she became the first Bristol Illustrious Visiting Professor in October 2021), the University of Cambridge and the UCT UK Trust. She also met with UCT alumni.

Swahili will be offered through the School of Languages and Literatures in the Faculty of Humanities, in partnership with the Institute for KiSwahili Studies at the University of Dar es Salaam. Professor Aldin Mutembei, the Julius Nyerere Chair of KiSwahili Studies at the University of Dar es Salaam, was also among the panellists.

Adding to the announcement, Dean of Humanities Professor Shose Kessi said there are also plans to introduce a Swahili studies research programme at postgraduate level.

“However, we are still in the process of finalising our plans and agreement with the Institute of KiSwahili Studies at the University of Dar es Salaam.”

Working language in Africa

The announcement is significant, as Africa Day on 25 May 2022 also celebrated the 20th anniversary of the African Union (AU). Earlier this year, at its heads of state meeting, the AU adopted Swahili as an official working language for the continent.

In her address, Phakeng said, “For centuries, South Africa has welcomed different European languages. It is about time that we do the same for the languages of our continent. Becoming fluent in Swahili is one way to reclaim our identity as Africans.”

This year’s Africa Day celebration programme at UCT was led by the Faculty of Humanities, the South African College of Music, and International Jazz Day South Africa. Phakeng said she hoped that different faculties would host the event each year, presenting multi-disciplinary and multi-faceted aspects of the continent’s heritage.

“Please enjoy Africa Day or Africa Month to its fullest,” said Phakeng. “This is not the only time we celebrate being African. We celebrate it each day. But during this month, we make it even more pronounced. We cast the spotlight on different aspects of strength that come from the African continent that we can contribute to the world.”

UCT NEWS| SUPPLIED

WENDY MOTHATA

THREE Heidelberg learners have died after allegedly being poisoned by their father.

Preliminary reports by the Education Department allege that the father of the three deceased gave all his five children energy drinks laced with poison, resulting in three of their deaths.

The man also allegedly poisoned the family dog. 

Gauteng’s Education MEC, Panyaza Lesufi, has expressed his devastation at the news of the tragic
deaths of three (3) boy learners – all siblings who passed away on the morning of Thursday 26 May 2022.

The boys are aged 6, 13, and 16 and were learners at Ratanda Primary and Khanya Lesedi
Secondary Schools in Ratanda, respectively.

“Preliminary reports allege that the father of the three deceased gave all his five children energy drinks
in the morning while they were preparing for school. Four of the said learners consumed the energy
drink after arriving at school,” the statement said.

“On Thursday, 26 May 2022. Sadly, two of the said learners died shortly at the school after complaining
of stomach pains while one was rushed to the nearest hospital but died on the way. The fourth sibling is
in a critical condition at the hospital while the fifth, fortunately, did not consume the energy drink.”

“Firstly, I wish to convey my sincerest condolences to the family, particularly the mother, of the
deceased learners. I further extend my condolences to friends, fellow learners and teachers of the
learners, especially those who had witnessed these tragic incidents,” MEC Lesufi said.

At this stage it is not known what led to the deaths and law enforcement agencies are investigating
circumstances surrounding the deaths.

The Gauteng Department of Education has dispatched its Psycho-Social Support Unit to the affected
schools to offer counselling to the school community at large. The services have also been offered to the
bereaved family.

“I am saddened to learn about a father, who this morning allegedly poisoned his 4 children. 2 children
died in our school premises while the 3rd died on his way to hospital. The 4th child is in a critical
condition at the local hospital. My sincerest condolences,” Lesufi said.

“I will visit the affected two schools and the family of the deceased tomorrow morning. Our psycho-
social team was at the school today to offer counseling and support to our school community. The
affected schools are in Ratanda, Heidelberg, Sedibeng Region.”

INSIDE EDUCATION