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Phindile Xaba| Tributes pour in as seasoned journalist dead at 53

SEASONED journalist Phindile Xaba, who lost her battle with cancer at her family home in Diepkloof, Soweto, on Saturday, was editor-in-chief of INSIDE EDUCATION quarterly print publication launched in March. 

She was 53. 

Xaba, who was hand-picked by the founder of Inside Education and owner of K&K Media, Matuma Letsoalo to become editor-in-chief, came from a history of editing multiple education publications in South Africa, including one of the Mail and Guardian subsidiaries, the Teacher. 

During the launch of the quarterly print publication last month, Xaba said she was quite delighted to work in the education space at this crucial time. 

“I look forward to contributing towards being part of the solution and thanks to the publisher for the opportunity. Together with the assembled team of highly professional media people we only aim to make this a support resource for teachers, learners, ECD facilitators, tertiary institutions and all artisan training facilities,” said Xaba.

Letsoalo said Xaba’s passing will leave a huge void within the K&K Media Group.

“Her untimely death is not only a loss to her family and Inside Education, but the media industry, both in South Africa and across the continent. Her passion and dedication in covering and editing education stories was unquestionable. We will pick up her fallen spear and continue to do what she did best in contributing towards the development of education on the continent,’ said Letsoalo.

“We will miss her deeply, especially her energy, distinct laughter and charisma she exuded whenever she was in the newsroom.”  

On Monday, the South African National Editors’ Forum (SANEF) extended its deepest condolences to her family, friends, and colleagues within the industry.

Mathatha Tsedu, a former colleague of Xaba at the Sowetan, veteran media personality and political activist, described her as “the journalist’s journalist” that was always concerned about the state of journalism.

“She walked the communications route extensively, living up to her belief that information is power and that communication, particularly journalism, was critical in the developing state of democracy here at home,” said Tsedu.

“She was no-pushover and I remember defending her in a disciplinary hearing where race-based but baseless accusations of inefficiency were levelled against her. Needless to say, she stood her ground and the case crumbled. Journalism and communication fraternity are the poorer with her passing.”

Nomvula Khalo, former colleague of Xaba at the Sowetan, said losing someone of her calibre and experience at the time when the nation was questioning the status of journalism as a profession, was terribly sad and unfortunate for South Africa because the profession and young journalists needed her mentorship.

“May we continue her legacy by promoting the culture of reading and taking our profession and ourselves seriously,” Khalo added.

“May her soul rest eternally, I wish her son, daughter and the entire Xaba family strength during this sad time.”

Ryland Fisher, who worked with Xaba as judges on the Vodacom Journalist of the Year awards and the Standard Bank Sikuvile Journalism Awards now hosted by SANEF, said he will miss her wisdom in judging sessions.

“She had a wonderful sense of humour. She made great contributions and interventions during our meetings. We judged the Sikuvile Awards a few weeks ago and none of us had a clue of the pain she must have been suffering. She continued to perform her judging duties with diligence. May her soul rest in peace,” said Fisher.

INSIDE EDUCATION

Mamokgethi Phakeng Q&A: ‘No one told me maths was hard’

EDWIN NAIDU|

COLOURFUL, sometimes controversial, but never dull. Mamokgethi Phakeng is one of South Africa’s best-known university heads and a brilliant mathematician to boot.

Phakeng, who became the first black female to obtain a doctorate in mathematics education in 2002, started her term of office as vice-chancellor of the University of Cape Town in July 2018.

In October 2021, she was appointed as the first Illustrious Visiting Professor (BIVP) of the University of Bristol in England because of her “exceptional and inspirational” work in maths education. In 2019, Phakeng  was awarded a doctorate of science from the university.

In the role, she will engage with the university’s academic community, participate in a public lecture series, and strengthen educational and research collaborations between the two universities.

Phakeng has a host of awards to her name, including the Order of the Baobab (Silver) from the South African Presidency in 2016 for her contribution to science on the international stage.

Childhood love of maths

Phakeng tells SciDev.Net that she developed a love for mathematics while growing up.

“I think I was in Grade 10 when my mother heard about a winter school in the area, and she sent me there. They were only doing mathematics,”  she says.

“My school had a winter school for physics, a township school in Ga-Rankua. And it is here that they introduced us to geometry which sort of changed my mind about mathematics because suddenly it made sense.

“After the holidays, I returned to Odi High School and was hooked on mathematics. It was something where I could predict how I was going to perform… So, I think that was the love that developed in this time. The teacher introduced the concepts that I grasped, the big idea and [I] gained confidence from there. I was 13.”

But Phakeng says the second thing that helped her get into mathematics was the influence of her parents. Her dad was the country’s first black broadcaster, while her mum was a school teacher.

“My parents never talked about mathematics [being] hard. There was never a hierarchy of subjects at home. There was only the demand that you [had to] do well. My dad had a demand to be excellent,” she recalls.

Phakeng says this protected her from the fear of maths. “Many children fear science because they’re told maths is tough. Many girls are scared of science because they’re told ‘girls don’t do maths. Whereas I didn’t know, so that naivety about mathematics helped.”

After matriculation, Phakeng enrolled for a Bachelor of Science degree at the University of Bophuthatswana (now the University of North-West). “I was performing well and feeling proud of myself,” she tells SciDev.Net.

Motivating young people

Phakeng believes young people should be made aware of the benefits of maths such as logical thinking and making sense of things around us, as well as the careers available to mathematicians.

“Many young people think that mathematics doesn’t mix with certain things. I mean, I put on makeup and do mathematics. So, I say to them that it is possible. And this is how you can make it possible. Every day, at least an hour, you do mathematics to practice what you’ve done before,” she says.

Her love for mathematics took her into a career in the non-governmental sector, working as a teacher in rural farm schools “with the most impoverished people” before she joined academia.

Now, a member of the board of the Oprah Winfrey Leadership Academy for Girls (OWLAG) in South Africa, girls and many others look up to her for inspiration. She is also a member of the board of the Geneva Science and Diplomacy Anticipator, a body that brings together different communities to jointly anticipate scientific and technological advancements and, based on them, develop inclusive and global solutions for a sustainable future.

The secret of her success as a maths teacher? “I have this philosophy that if you want children to do well in mathematics, you must make them love mathematics, and to make them love mathematics comes in how you teach it so that they can do it even when you’re not there.”

Her journey through academic institutions saw her work in a variety of roles before landing the vice-chancellor role at UCT, considered among the best on the African continent. Phakeng says her rating as a B1 scientist was necessary because “when you’re a black African woman, the assumption is that you are an affirmative action appointee”.

According to the National Research Foundation of South Africa, a researcher with B1 rating is one who “enjoys considerable international recognition for the high quality and impact of his or her recent research outputs, with some of them indicating that he or she is a leading international scholar in the field”.

“It’s been very important for me to tick every step, even to get the rating,” says Phakeng, because “there will always be doubting Thomases [who] question how capable you are… So, it’s essential that people can see what you have done. They can check your international reputation as a scholar, as a leader…the data and evidence of leadership and scholarship is there to be seen. I felt that it’s essential to do that as a black African.”

This piece was produced by SciDev.Net’s Sub-Saharan Africa English desk.

Breaking the glass ceiling| Young SAPS station commander, Captain Simangele Gxenyane, awarded LLB degree

THANDIWE JUMO|

CAPTAIN Simangele Gxeyane (34) has added a Bachelor of Laws to her long list of achievements. The young station commander who is stationed at Mehlomnyama joined the South African Police Service (SAPS) at the age of 19 and steadily climbed the ranks, which motivated her to pursue a Law degree.

‘I completed my Bachelor of Arts in 2011 and graduated with my Honours in 2013. I decided it was time to study something different. My exposure to law enforcement led me to choose an LLB because I wanted to enhance my knowledge of the law,’ said Gxeyane.

Having come a long way from being a domestic worker and fast-food waitress, Gxeyane has a reputation as an all-rounder at the SAPS, having worked in the Crime Prevention and K9 Unit as well as Crime Intelligence Covert Operations.

During her studies, she served as the Treasurer for the Black Lawyers Association UKZN Student Chapter. In her second-year, she was appointed warrant officer in Durban’s Serious Organised Crime Unit. 

She broke the glass ceiling during her final-year of studies when she was appointed station commander.

‘Colleagues at my previous office used to call me “Advocate” because I’m very thorough. Studying for an LLB was the best experience of my life but very challenging. Law is a noble profession and a Law qualification is valuable in all organisations and in the community considering that we live in a democratic society.’

Apart from being a mother to her eight-year-old son, Maziya is a sports fanatic.

She completed her first Comrades Marathon in 2018 and has taken part in the Two Oceans, Mandela and Soweto Marathons.

‘Juggling work, studying and being a mother is challenging. I only managed because of the support I received from my lecturers, my fellow Law students, and my family, especially my mother Mrs Gxeyane and my employer. I’m currently pursuing my Masters in Management since I am new in management and plan to register for a Masters of Business Law at UKZN. I won’t stop studying and always encourage young kids to make education fashionable,’ she said.

SUPPLIED: UKZN

Can 4IR and Decolonisation ideologies co-exist and be of mutual benefit in higher education?

NQOBILE TEMBE|

THE emergence of the fourth industrial revolution (4IR) could potentially submerge the bellowing of decolonisation in higher education by previously marginalised groups, especially considering the ever-increasing inequality in South Africa. Professor Felix Maringe, of the University of the Witwatersrand, and editor of the recently-published book, Higher Education in the melting pot: Emerging discourses of the 4IR and Decolonisation, told members of Universities South Africa’s Education Deans’ Forum recently.

He also asked: “But what if the convergence of the two were possible and a door to new ways of thinking emerged? Undoubtedly, 4IR and the calls for decolonisation continue to impact the country’s higher education sector. The question is, to what extent?”

Professor Maringe said these and many other concerns over 4IR and decolonisation influences in the sector birthed the idea of the book referred to above. At a colloquium at which Deans of Education explored 4IR and its implications, particularly for teacher education in September 2019, such rich thought leadership was shared that the Deans decided to publish a book out of the deliberations of that day. 

Introducing: Higher Education in the melting pot: Emerging discourses of the 4IR and Decolonisation

Explaining the central arguments being made in this book, Professor Maringe said that although 4IR continues to usher in technological and digital developments that impact lives, it is still imperative to look at the core of decolonisation. The latter “seeks to disrupt the edifices of the Western canon and to restore the dignity, values, knowledge and humanness in the world of post-coloniality which is afflicted by the careless, exploitative, marginalising influences of capitalism and neoliberalism,” he asserted.  

In particular, he was referring to the ways that the sector currently thinks about its purposes, the contents of what is taught at universities, pedagogies used in the deployment of new purposes and content, to conducting learning assessments and how the various capabilities of the internet may be employed for learning activities in higher education. 

The burning question, as detailed by Professor Maringe, was how would these ideologies co-exist in a post-colonial higher education system, and how might emerging thinking and working models embrace both its priorities? 

He said Deans of Education published this book with the following aims in mind:

  • To explore the conceptual field of the 4IR and decolonisation to understand the epistemological, the ontological, the axiological and the mythological assumptions which underpin these ideologies in the context of higher education. 
  • To provide empirical evidence of ways in which the 4IR and decolonisation are influencing and imparting transformation in higher education.
  • To highlight the affordances and constraints of integrating and working with both ideological assumptions in higher education.

The Higher Education in the melting pot: Emerging discourses of the 4IR and Decolonisation, is a collaborative work of no fewer than 21 eminent scholars in the country. It is divided into two parts, the first being an analysis of the applications and implications of 4IR. 

“The opening chapter in the book addresses the central matter of the clash of ideologies in higher education and provides a broad conceptualisation of the two ideas,” he said, adding that the second part looks at similar issues on decolonisation, providing empirical evidence on both ideologies. 

Even more significant is the synthesis chapter in the book, which, accordingtoProfessor Maringe, investigates developing themes of the affordances and constraints associated with 4IR and decolonisation. It then provides a set of principles and constructs that the authors called the Possibility of an Afro-Global Episteme, “which could shape a new higher education terrain of post-colonial higher education systems,” he said.

The book tackles subjects of the automation of academic workspaces, the impact of digital divides, the opportunities and constraints of the technologisation of curricula, pedagogies, teaching and learning and the intractable challenges of remote modalities of university instruction. 

The EDF is one of nine active communities of practice within Universities South Africa (USAf). This group aims to foster research in the broad field of education towards continuous improvement of teacher education; to promote South Africa’s education interests by providing a platform for deans to discuss matters of common concern in the delivery of teacher education, and, finally, to bring to the attention of policymakers, emerging issues on the Education discipline. 

South Africa captain Siya Kolisi’s new clinic upskills young rugby players

SOUTH African rugby union captain Siya Kolisi has established the first Red Bull Roots rugby clinic for young female and male rugby players in order to upskill and empower them.

The legendary South Africa skipper on Tuesday said investing in the youth of South Africa through rugby is one of the reasons he established the Kolisi Foundation, which is committed to tackling the challenge of inequality in the global game.

The Red Bull Roots – a multi-year partnership with the Kolisi Foundation is a way to give back to the sport he loves, the Springboks captain added.

The first clinic held at the Kings Park stadium in Durban saw some young rising female and male talents from around Kwa-Zulu Natal go through a day of motivation and inspiration, which included wisdom from the likes of Kolisi, Babalwa Latsha, Sikhumbuzo Notshe and James Venter.

The 30-year-old, who also plays for the Sharks, explained: “Red Bull Roots and the one-day clinic is all about going back to where it all started for me – grassroots rugby. It’s important to me to be giving back and making sure that we’re creating opportunities for young people. I strongly believe that representation is everything and that in shared leadership we can accomplish anything. The more people have access to rugby, the bigger the pool of talent that you can work from. The sport isn’t just about ‘making it’, it also teaches values like discipline and accountability.”

Female representation within rugby is equally important with young women like Latsha able to strive and reach the inspirational heights that Kolisi achieved with the 2019 World Cup-winning team.

The 28-year-old revealed: “This project is all about us passing on core memories and skills; the belief that in the fact that we can have another Babalwa Latsha or Siya Kolisi in the near future. This type of project is very close to my heart because, I, like them, was a youngster who was from the township and found the sport of rugby. The sport has opened so many doors for me and gave me the opportunity of being the first-ever woman in Africa to play professional rugby overseas.”

The Kolisi foundation has shared its vision to construct a state-of-the-art sports complex soon in Kolisi’s hometown of Zwide in the Eastern Cape.

“I hope this sports centre will bridge the gap in terms of unearthing and developing talent. I think the challenge is the resources and communities investing in grassroots sports.” Kolisi said of the plan.

Rugby is a big sport in South Africa who are currently the world champions having defeated England in the 2019 tournament final.

What are classroom management tips for substitute teachers?

ASHLEY GREENWALD and SHANON TAYLOR

WHILE so many grade school teachers are out on sick leave due to COVID-19, the demand for guest teachers is at an all-time high. Let’s get real here for a moment: being a guest teacher is not an easy job, especially if you don’t have significant classroom teaching experience.

Couple this amateur workforce with the ongoing pandemic fueled impact on classroom functions and students’ emotional wellbeing and we’ve now got the perfect recipe for…challenging behaviors.

So what is the best way to engage with and manage a classroom full of youth whom you likely know absolutely nothing about?

Classroom Tip #1: Build Rapport

First and foremost, we are all human. The current state of affairs has created an environment where we are devoid of social interaction and have been forced to adapt to rapidly changing schedules, systems, and circumstances so flexibility and relationship building is key. Get to know the students by name, learn a bit about what they like to do, let them have a chance to learn about you, too. All of this can be done using icebreakers or community building circles in which the day or the top of each hour begins with a chance to take a “brain break,” check in with each other, and spend a few minutes connecting as human beings. Another great strategy is to greet students at the door by name as they enter your classroom as a way to both establish your presence and focus on relationships at the start of the day. Don’t be afraid to have some fun here – this rapport building will go a long way when academic demands and requests commence.   

Classroom Tip #2: Familiarize Yourself with the School’s Systems & with Your Students

If you are not already familiar with the specific school where you will be working, make sure to take some time to ask administration about their practices for recognizing appropriate behavior and those for discouraging inappropriate behavior. Most schools have systems in place for both; you won’t have to re-invent the wheel and you should feel supported knowing that there are protocols in place should a student in your class require some additional support. Additionally, some students even in general education classrooms have specialized programs called Individualized Education Plans (IEPs) or 504 plans. These identify specific accommodations or modifications that should be made for these students, such as additional time on work or tests, or preferential seating. Some students with particularly challenging behaviors may have behavior plans and you’ll want to know if there are any specific guidelines or plans in place for any of the students in your classroom.

Classroom Tip #3: Use Active Supervision

Gone are the days of the substitute teacher sitting at the teacher’s desk reading a book while kids throw spitballs and goof off in the back of the classroom. Today’s guest teachers, especially long-term subs, are expected to instruct the class, develop and/or adhere to lesson plans, manage classroom routines and behaviors, and more.  Active supervision is a process by which a teacher is relating to students frequently using a “scan, move, interact” methodology. Scan the room continuously by visually sweeping the classroom, making sure to observe and be aware of any successes or challenges the students are having. Move about the room continuously (get your step count in!) and maintain close proximity to students, avoiding the potential ‘back of the classroom’ spitball dilemma. And finally, interact with the students regularly in a respectful manner. Active supervision will both prevent opportunities for challenging behaviors to occur but also make it quick, easy, and comfortable for problems to be addressed.      

Classroom Tip #4: Create Opportunities to Respond

Keeping the class engaged and learning is not only academically rewarding, but it has also been demonstrated to reduce rates of challenging behaviors. We all know that there will be a few students who love to respond to questions in class and there are some that sit with their hoodie over their heads and pretend to be elsewhere. Finding opportunities for all students to respond will be helpful. There are several ways to encourage this:

  1. Individual or small group responding – create a response pattern (i.e., go around in a circle) in which all students have the opportunity to respond
  2. Choral responding – the entire class responds in unison to a question
  3. Nonverbal responses – raising hands to respond, using colored respond cards (yes/no)    

If the students know they will be expected to participate and are active participants, at that, they will be more focused, more engaged, and less likely to be off task.

Classroom Tip #5: Leverage the Power of Praise

This one is simple… catch the students doing well! In other words, recognize the positive behavior and don’t merely attend to negative behaviors. Research indicates that the best and most respectful relationships are formed when praise ratios are 5:1, or 5 positive statements to every 1 corrective statement. As you are milling about the classroom engaged in active supervision and provide some praise specific statements (i.e., “Javier, I like that you are so focused on your worksheet,” and “Shantell, thank you for raising your hand to use the restroom.”) Additionally, if the school has a reinforcement system in place, leverage it. Hand out those ‘behavior bucks’ liberally when you see appropriate behavior that you want to recognize and encourage.

Classroom Tip #6: Pre-correct

Using pre-correction is a strategy to address or prevent problem behavior before it occurs. A pre-correction is a prompt or reminder of how to specifically behave during a certain interaction or activity. For example, right before you ask students to do seat work you might say, “Please remember that if anyone needs help during this assignment, please raise your hand and wait patiently for me to come to your desk.” If you wait until the undesirable behavior occurs and then provide a reminder of the appropriate way in which to behave, this is now an error correction (remember your 5:1 ratio is important here) and no longer preventative.

Classroom Tip #7: Employ Brief and Specific Error Correction

Students will make errors, and behaviors will need to be corrected; that is par for the course when teaching youth. When an undesired behavior occurs, the best thing to do is immediately provide an informative statement on what the expected behavior is, making sure to use this as a teachable moment and to inform the student exactly what to do in the future. The correction should be provided privately and delivered in a calm, neutral, and respectful manner. As soon as the feedback is delivered, quickly disengage from discussion surrounding the undesirable behavior and redirect the student back to the activity at hand. As soon as the student engages in appropriate behavior, use praise statements and reinforce the desired behavior. 

Classroom Tip # 8: Avoid Power Struggles

Sometimes when you attempt to engage in error correction with a student, they will use that as an opening to engage in a power struggle with you. There can be many reasons why students engage in power struggles with adults; all you need to know at this point is how to recognize when it is happening and how to disengage. It is more likely to happen with pre-adolescent or older students (so middle school and older), but some younger students will also engage in this behavior. It is when a direction given to a student results in a response back from the student, to which the adult responds, and the verbal back-and-forth continues like a tennis match. The key point to this is there is no winning in this scenario. As the adult, you simply need to disengage and say, “We’ll discuss this later,” and end the back and forth. By continuing, you reinforce the disruptive behavior of the student and lose the respect of the other students in the classroom.

Classroom Tip #9: Pivot

If you’ve ever played basketball, brush off your pivot skills and use them here. This is basically a chance to physically turn your body toward desired behavior and briefly withhold attention from a student who is exhibiting minor disruptive behavior that is reinforced by teacher attention.

For example, during a whole group lesson Jason is blurting out silly phrases to gain the attention of the new guest teacher, Mr. Smith. Mr. Smith recognizes this as attention seeking behavior and quickly pivots his body towards Mohammed who is raising his hand for attention and says, “Thank you, Mohammed, for raising your hand to get my attention, did you have something to say?” By recognizing the appropriate behavior of other students, Mr. Smith has provided a model of what behavior is expected in the moment and how to appropriately gain his attention for all of the students, including Jason. As soon as Jason stops blurting, Mr. Smith turns his body towards Jason and says, “Jason, if you have something you’d like to contribute, you can go ahead and raise your hand and I will call on you next.” A pro-tip here would be to recognize those students that need a little bit of extra attention and make sure to provide that heavily throughout the day as to prevent any undesired behaviors in the first place.    

Classroom Tip # 10: Routines Matter

Children thrive on routines. That’s one reason the pandemic and the last nearly two years have been so difficult for them. The simple fact that they need a replacement classroom teacher is disruptive; the more you can follow their typical classroom routines, the more comfortable they will feel and you will be less likely to experience disruptive behavior. Try to find out as much as you can about the classroom practices and procedures that have previously been in place and follow them, if possible.

If you are unable to determine what routines were previously in place, develop ones of your own that you can use faithfully so that students can know what to expect. Knowing what is expected and what is going to happens lessens anxiety in students, so while flexibility has been a key word during this pandemic, giving students dependable routines goes a long way.

When you walk into your new class on your first day as a guest teacher, hold your head up high and exude some confidence. You are now equipped with a skill set to keep your classroom of upwards of 30 students engaged with you and respectful of the important role you are filling. One final thought in all of this is to have some humility and some fun. Everything is seemingly heavy right now – trust in yourself and your students that we are all doing our very best and sometimes we just need a smile, a good laugh, or a gentle reminder to stay on track. You’ve got this!   

UNR.EDU

Dozens feared dead after Russian bomb levels Ukraine school

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DOZENS of Ukrainians were feared dead Sunday after a Russian bomb flattened a school sheltering about 90 people in its basement, while Ukrainian troops refused to surrender at a besieged steel plant that Moscow’s invading forces sped to seize before Russia’s Victory Day holiday.

The governor of Luhansk province, one of two areas that make up the eastern industrial heartland known as the Donbas, said the school in the village of Bilohorivka caught fire after Saturday’s bombing. Emergency crews found two bodies and rescued 30 people, he said.

“Most likely, all 60 people who remain under the rubble are now dead,” Gov. Serhiy Haidai wrote on the Telegram messaging app. Russian shelling also killed two boys, ages 11 and 14, in the nearby town of Pryvillia, he said.

The largest European conflict since World War II has developed into a punishing war of attrition due to the Ukrainian military’s unexpectedly effective defense. Since failing to capture Ukraine’s capital, Kyiv, Moscow’s forces have attacked cities, towns and villages in eastern and southern Ukraine but not gained much ground, according to Western military analysts.

To demonstrate success in time for Victory Day on Monday, the Russian military worked to complete its takeover of Mariupol, which has been under relentless assault since the start of the war. The sprawling seaside steel mill where an estimated 2,000 Ukrainian fighters were making a last stand is the only part of the city not under Russian control.

All the remaining women, children and older civilians who were sheltering with the fighters in the Azovstal plant were evacuated Saturday. The Ukrainian troops rejected deadlines given by Russian deadlines who said the defenders could leave with their lives if they laid down their arms.

Capt. Sviatoslav Palamar, the deputy commander of the Azov Regiment, a Ukrainian National Guard battalion holding the steel mill, told an online news conference Sunday that the site was targeted overnight by three fighter jet sorties, artillery and tanks.

“We are under constant shelling,” he said, adding that Russian infantry tried to storm the plant — a claim Russian officials denied in recent days – and to lay landmines.

Palamar said there was a “multitude of casualties” at the plant.

Lt. Illya Samoilenko, another member of the Azov Regiment, said there were a “couple of hundred” wounded soldiers at the plant, but he declined at the same news conference to reveal how many abled-body fighters also remained in the plant.

He described the situation as dire because they didn’t have life-saving equipment in their tunnels. He also said fighters had to dig out people by hand when some bunkers collapsed under the Russian shelling.

“The truth is, we are unique because no one expected we would last so long,” Samoilenko said. “Surrender for us is unacceptable because we cannot grant such a gift to the enemy.”

After rescuers evacuated the last civilians, Ukrainian President Volodymyr Zelenskyy said in his nightly video address that work would continue Sunday on securing humanitarian corridors for residents of Mariupol and surrounding towns to leave.

The Ukrainian government has reached out to international organizations to try to secure safe passage for the fighters remaining in the plant’s underground tunnels and bunkers.

The Ukrainian leader was expected to hold online talks Sunday with British Prime Minister Boris Johnson, U.S. President Joe Biden and leaders from other Group of Seven countries. The meeting is partly meant to display unity among Western allies on Victory in Europe Day, which marks Nazi Germany’s 1945 surrender.

U.S. first lady Jill Biden made an unannounced visit to western Ukraine. She held a surprise Mother’s Day meeting with Ukraine’s first lady, Olena Zelenska, at a village school as Russia pressed its punishing war in the eastern regions.

Biden traveled under the cloak of secrecy, becoming the latest high-profile American to enter Ukraine during its 10-week-old conflict with Russia.

Elsewhere, on Ukraine’s coast, explosions echoed again Sunday across the major Black Sea port of Odesa, which Russia struck with six cruise missiles on Saturday, while rocket fire damaged some 250 apartments, according to the city council.

Ukrainian leaders warned that attacks would only worsen in the lead-up to Victory Day, the May 9 holiday when Russia celebrates Nazi Germany’s defeat in 1945 with military parades. Russian President Vladimir Putin is believed to want to proclaim some kind of triumph in Ukraine when he addresses the troops on Red Square on Monday.

Zelenskyy released a video address Sunday marking the day of the Allied victory in Europe 77 years ago, drawing parallels between Russia’s invasion of Ukraine and the evils of Nazism.

The black-and-white video, published on social media, showed Zelenskyy standing in front of a ruined apartment block in Borodyanka, one of the Kyiv suburbs pummeled before Russian troops withdrew from the capital region weeks ago.

“Every year, on May 8, along with the whole civilized world, we pay our respects to everyone who defended the planet against Nazism during World War II,” Zelenskyy said, adding that prior generations of Ukrainians understood the significance of words “Never again,” a phrase often used as a vow to never allow a repeat of the horrors of the Holoucaust.

“We knew the price our ancestors have paid for this wisdom. We knew how important it was to protect it and pass it on to our descendants. … But we hadn’t any notion that our generation will witness the abuse of these words,” he said.

In neighboring Moldova, Russian and separatists troops were on “full alert,” the Ukrainian military warned. The region has increasingly become a focus of worries that the conflict could expand beyond Ukraine’s borders.

Pro-Russian forces broke off the Transnistria section of Moldova in 1992, and Russian troops have been stationed there since, ostensibly as peacekeepers. Those forces are on “full combat readiness,” Ukraine said, without giving details on how it came to the assessment.

Moscow has sought to sweep across southern Ukraine both to cut off the country from the Black Sea and to create a corridor to Transnistria. But it has struggled to achieve those objectives.

In a sign of the dogged resistance that has sustained the fighting into its 11th week, Ukraine’s military struck Russian positions on a Black Sea island that was captured in the war’s first days and has become a symbol of Ukrainian resistance.

Satellite photos analyzed by The Associated Press showed Ukraine targeting Russian-held Snake Island in a bid to impede Russia’s efforts to control the sea.

A satellite image taken Sunday morning by Planet Labs PBC showed smoke rising from two sites on the island. On the island’s southern edge, a fire smoked next to debris. That corresponded to a video released by the Ukrainian military showing a strike on a Russian helicopter that had flown to the island.

The most intense combat in recent days has taken place in eastern Ukraine. A Ukrainian counteroffensive near Kharkiv, a city in the northeast that is the country’s second-largest, “is making significant progress and will likely advance to the Russian border in the coming days or weeks,” according to the Institute for the Study of War.

The Washington-based think tank added that “the Ukrainian counteroffensive demonstrates promising Ukrainian capabilities.”

However, the Ukrainian army withdrew from Luhansk province’s embattled city of Popasna, Haidai, the regional governor, said Sunday. In a video interview posted on his Telegram channel, Haidai said that Kyiv’s troops had “moved to stronger positions, which they had prepared ahead of time.”

Rodion Miroshnik, a representative of the pro-Kremlin, separatist Luhansk People’s Republic, said its forces and Russian troops had captured most of Popasna after two months of fierce fighting.

The Russia-backed rebels have established a breakaway region in Luhansk and neighboring Donetsk, which together make up the Ukraine’s industrial heartland known as the Donbas. Russia has targeted areas still under Ukrainian control.

The leader of Transnistria, a breakaway territory bordering Ukraine which split off from Moldova in 1992 and hosts around 1,500 Russian troops, denied claims of a mobilization in the region. The Ukrainian military had earlier warned that Russian and separatist troops there were on “full alert.”

Vadim Krasnoselsky, the president of the unrecognized territory, said it “does not pose a threat to neighboring states, observes neutrality and remains committed to the principle of resolving all issues at the negotiating table.”

AP

Zimbabwean Wits University PhD student commits suicide over expired permit

A Zimbabwean PhD Candidate at University of the Witwatersrand in South Africa Philip Chuma has reportedly committed suicide after failing to register for the 2022 academic year due to an expired permit.

In a memo to the students the university said Chuma died over the weekend.

Said the university: “His study permit expired in November, and he had been unable to renew it. Home Affairs required the processing of a Letter of Good Cause, which we supplied to him towards the end of last year. Unfortunately, all attempts to request a speedy processing of his documentation were in vain, and this distressed him enormously as he had not been able to register for the 2022 academic year until his documents were in order.”

The university said they had hoped that Chuma’s PhD would be ready for examination later this year.

“He was in regular communication with the Wits International Office, his supervisor and the School Business Manager about the progress of sorting out his documentation. This week, he had put in an application to teach in the US through the Educational Partners International (EPI) programme.”

“Philip has been doing his PhD on the transition of newly qualified teachers into their first teaching position in Zimbabwean schools. He had recently completed his data analysis chapters and was busy working on his Discussion and interpretation of his findings. He presented parts of his work at SAERA and at the LCT International Conferences. It was our hope that his PhD would be ready for examination later this year.”

Commenting on the matter, former Minister of Higher and Tertiary Education Professor Jonathan Moyo said: “Philip Chuma, a PhD candidate at Wits University in Johannesburg, died by suicide over the weekend; in a tragic case that has the evil trappings of the anti-Zimbabwean Afrophobia being pursued by Minister Motsoaledi at Home Affairs. Chuma played by the rules, to no avail. MHSRIP!”

The Zimbabwe Embassy and the Zimbabwe Consulate in South Africa are yet to comment on the matter.

BULAWAYO24|

Covid 19: Health Department clarifies the wearing of face masks by children at school, says wearing of face masks remains mandatory in SA

THE South African Health Department unpacked new Covid ruIes. Initially exempting children from wearing facemask in the classrooms and general indoor gatherings, the health department issued a corrective to confirm they could only take off their mask when outdoors in playgrounds or sports fields.

The new regulations came on Thursday  at a time when South Africa has reported a new wave of covid 19 in the country, the Centre for Epidemic Response and Innovation (CERI) warned in late April.

The plan for children to wear masks in school is part of the government’s plans to limit the spread of covid 19.

“The Department would also like to bring to the public attention of the confusion created by unfortunate and regrettable human error in the media statement issued yesterday about the removal of face mask wearing by children at school. This is not part of the gazetted health regulations, and is therefore retracted to avoid any misunderstanding of the regulations,” the department said.

“Therefore, children like other people are expected to continue complying with the provisions of Regulation 16A on face masks in the classrooms and general indoor gatherings, unlike outdoors in playgrounds and sports fields.”

The Department added that face masks remain an effective non-pharmaceutical intervention against the spread of the COVID-19 virus, and it was more relevant now as the number of COVID-19 positive cases is rising once again.

“The Department of Health has been receiving a lot of feedback from the public since announcing the extension of public consultation process together with the introduction of limited health regulations meant to manage the spread of COVID-19 pandemic and future notifiable medical conditions. We would like to urge all South Africans to continue to share their feedback because we believe it will assist the process as we move forward to finalise the regulations.”

South Africa, is officially the continent’s most affected country by Covid-19. Here, less than 45% of the adult population is fully vaccinated out of a population of nearly 60 million. The country has officially recorded more than 3.8 million cases and some 100,350 deaths.

In early March, the country had gone 48 hours without a single Covid-19-related death, the first time this had happened since 2020. President Cyril Ramaphosa had announced in early April that all legal restrictions related to the pandemic would be lifted.

According to the World Health Organisation (WHO), two new Omicron sub-variants, whose virulences are yet to be determined, are causing the new wave of Covid-19 pandemic in the country.

“South African scientists who identified Omicron late last year have now reported two more Omicron sub-variants, BA.4 and BA.5, as the cause of a spike in cases in South Africa,” WHO Director-General Tedros Adhanom Ghebreyesus said on Wednesday. On that same day, more than 6 000 new cases were reported in South Africa. Two new Omicron sub-variants are believed to be driving an increase in cases.

AFP. Additional reporting by INSIDE EDUCATION

Angie Motshekga| Comprehensive sexuality education key to prevent vulnerabilities in young people

THE realisation of sexuality education and sexual reproductive health rights for young people is key for the prevention of HIV, early and unintended pregnancies (EUP) and gender-based violence (GBV).

Basic Education Minister Angie Motshekga said that the prevention of these vulnerabilities among the youth will help countries in making progress in their youth development agendas.

The Minister was delivering the opening address at the United Nations Educational, Scientific and Cultural Organization’s (UNESCO) Our Rights, Our Lives and Our Future (O3) and O3 plus 2021 Annual Review and Partners’ Meeting in Fourways, Johannesburg.

The meeting is aimed at reviewing progress from the 33 programme countries in the Eastern and Southern Africa and West Central Africa.

The Our Rights, Our Lives, Our Future programme supports delivery of good quality comprehensive sexuality education (CSE) that empowers adolescents and young people (AYP) and builds agency, while developing the skills, knowledge, attitudes, and competencies required for preventing HIV, reducing EUPs, and eliminating GBV.

The objectives of the programme among others are to secure and sustain strong political commitment and support for adolescents’ and young people’s access to comprehensive sexuality education and sexual and reproductive health services across sub-Saharan Africa.

The O3 programme is run in partnership with ministries of education across the 33 countries in which the programme is implemented. It benefits from the generous support of the governments of Sweden, Ireland, Norway, and France, as well as the Packard Foundation.

Minister Motshekga added that the prevention will also contribute towards attainment of:

  • – Sustainable Development Goals 3, 4, and 5;
  • – Regional commitments such as the Eastern and Southern Africa and West Central Africa Commitment;
  • – The African Union Action Plan and the Southern Africa Development Community Strategy for Sexual Reproductive Health and others.

“It is significant that we are here to review, reflect on how the Our Rights, Our Lives, Our Future Programme has contributed to the promotion of the rights of young people to education, health and wellbeing in our respective countries in the last five years.

“We are all cognisant of how the programme has supported and enhanced our efforts in ensuring that all adolescents and young people have access to sexuality education and sexual reproductive health rights,” she said on Wednesday.

Motshekga emphasised that education is a protective factor and evidence has showed this especially in the face of the COVID-19 pandemic and its ramifications.

She said that children being and staying in school to complete their education is truly vital and protect them from the afore-mentioned vulnerabilities.

“To ensure that our adolescents and young people become champions of their lives and be responsible citizens that are empowered to contribute to the development of their world, achieving positive educational outcomes is extremely critical, and this is where the O3 Programme has been very beneficial,” she said.

For South Africa in particular, the Minister said that the country is thankful to have been one of the countries that has been receiving support from UNESCO through this programme.

She said that the country can attest that it has been able to up its game in strengthening the implementation of sexuality education and access to sexual reproductive health services and rights in schools. 

Challenges

“We are making great strides even though we continue to experience challenges when it comes to the sexual reproductive health and wellbeing of our adolescents and youth,” Motshekga said.

The Minister said that the challenges include:

New HIV infections reported to be at about 1300 per week among adolescent girls and young women (AGYW) specifically;

Concerning numbers of births among adolescent girls, with 132 000 deliveries reported by the Health Department by young girls between ages of 10 and 19 in 2021 alone;

Gender Based violence against children having risen during COVID 19 lockdown, with the President calling it a second pandemic.

“We are however happy to say despite the above complex challenges, we have hope that we will achieve better education for all our children, and eliminate these social ills in order to report good progress, as a country towards Sustainable Development Goal 4 – that of attaining inclusive and quality education for all by 2030,” she said.

Progress

Motshekga went on to share the strides that have been made in the past five years, with the support of UNESCO and other Partners such as Global Fund, United States Agency for International Development (USAID) and others.

The DBE Policy on the Prevention of HIV, STIs and TB (2017) has been strengthened to improve implementation of comprehensive sexuality education (CSE) with linkages to sexual reproductive health services (SRHS) in schools.

She said that this has led to the development of the Scripted Lesson Plans (SLPs) for CSE which is now being rolled out in schools in Life Orientation and Life Skills Subjects.

In 2021, the DBE finalised and gazetted the Policy for the Prevention and Management of Learner Pregnancy in Schools which seek to increase efforts to prevent early and unintended pregnancies.

Though much has been achieved, the Minister said that challenges continue to exist, thus as they review progress, the country also looks forward to learn from other countries.

“Our young people who are our most precious asset for the future of our countries and regions still need us to do more and to fast-track the agenda towards realising the SDG goals and our efforts to achieve an HIV free generation by 2030,” she said. 

SA NEWS