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It’s up to teachers to make an impact

Mmadifedile Mofokeng
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It’s up to teachers to make an impact

BRIAN ISAACS| 

I have always believed that it is the principals and teachers who are responsible for the children of the poor receiving an excellent education (not only schooling ).

Yes, we pay our taxes which must pay for the education of our children. Government continues to say they do not have enough money to fund education properly.

Yes, we must fight for more resources in schools but I have mentioned that in numerous articles in my Cape Argus column that our teachers have to see that our children get an excellent education.

I was in a recent workshop at a high school in Cape Town where I ran a workshop on the role of the Student Representative Council (SRC) now neutrally called Representative Council of Learners in the new SA. From 1980- 1996, we had SRCs. Government, under pressure from its former oppressors, changed the name to RCLs.

So the political history of SRCs was lost to generations of new South Africans. At the workshop, I emphasised the point students must receive an excellent education including a progressive political education.

A teacher at the workshop made the point that the reason why private schools and model C schools do well is that they have the resources. I disputed this. I said this is all in the mind. Our students can do well if they apply themselves. I said it is how we have been wired to think.

Yes, the private schools and model C schools have more teachers and more resources but this must never be an excuse amongst teachers, students and parents for our students not to do well.

At parent-teacher-student meetings, I emphasised that there is no excuse for teachers not doing their work, for students not applying themselves and where teachers see that parents are not supervising their children at home for teachers to assist.

During the apartheid years, we fought gutter education. Teachers like Victor Ritchie, Attie de Villiers, MN Moerat, Rhoda Hendricks and RO Dudley produced excellent results with the meagre salaries they were paid and meagre resources at school.

This is our country and the oppressed fought tooth and nail to give the children of the poor an excellent education.

Why is it that the products of the education system before 1994 produced people of excellence? The reason – our teachers have us hope.

They made us politically aware of what needs to be done and encouraged us to do well academically so that we could build an excellent society after the fall of apartheid.

With many people being negative quite rightly about the present situation in SA our schools and especially the teachers just like the teachers pre-1994 give our students hope and direction.

I found in my career as a teacher it was my interest in outside organisations which were interested in changing society that gave me the fire power to stand my ground against reactionary education authorities. I was then energised to go into the classroom and motivate the students.

Teachers will not be able to do this if they just remain in the classroom and are not energised by outside organisations in their community.

Teachers make a difference in society.

* Brian Isaacs obtained a BSc (UWC) in 1975, a Secondary Teacher’s Diploma in 1976, BEd (UWC) in 1981, and MEd (UWC) in 1992. He is a former matriculant, teacher and principal at South Peninsula High School.

** First published in Cape Argus

Teacher suspended for using the k-word and referring to learners as baboons and drug dealers

Mmadifedile Mofokeng
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Teacher suspended for using the k-word and referring to learners as baboons and drug dealers

NYAKALLO TEFU| 

Gauteng MEC for Education Panyaza Lesufi has welcomed the immediate suspension of a Northriding High School teacher who on Thursday used the k-word to refer to her pupil.

The teacher also used “baboons and drug dealers” in reference to her pupils.

The incident was captured on video. It took place in a Grade 8 Afrikaans class on 6 May during an altercation between a female teacher and a learner.

Lesufi visited the school on Friday morning after reports that the teacher called one of the students a ‘kaff*r’. 

“As a Department, we are extremely disappointed about this incident, racism will never be tolerated in our schools,” said Lesufi.

He said educators must always teach and guide learners, not fight them. 

It is being reported that the altercation between a grade eight learner and the educator occurred on Thursday, where the learner was making a noise in the classroom. 

“From what we are told, during the altercation, the educator sprayed the learner with sanitizer and he left the classroom to inform one of the teachers in the other classroom,” said Lesufi.

Learners further said the accused educator had another altercation in a different class where she called the learners ‘baboons’, ‘kaff*r’ and drug dealers. 

“It is a traumatic experience for us and for the child and other kids that were in class. We are very angry about this,” said the learner’s father. 

The father expressed shock and said one would think that they would never experience such an incident in 2021.

“We may have experienced this when we were younger but in 2021 for a 14-year-old to go through such is not a good thing,” said the father. 

The father said they have engaged the school and they have given them an assurance that the matter will be handled. 

“We have had a long discussion with the parents who came to see me, I wouldn’t want to share information at this stage as the situation is sensitive,” said the school’s principal, Francios Oosthuizen.

After discussions, the department’s spokesperson Steve Mabona addressed the media outside the school.

“We received the information about the alleged racism via social media, and felt that we needed to visit the school to get a better understanding about what transpired,” said Mabona.

He said the department has welcomed the move for the accused educator to be suspended with immediate effect.

“We have instituted the suspension of the teacher on Thursday afternoon and have informed superiors accordingly and are awaiting the outcome of the process,” said Oosthuizen. 

Oosthuizen said the department has offered psychosocial services to the learners and staff who have been affected by this incident. 

“The District has also briefed the affected parents on decisions taken on this matter while also extending professional support,” said Lesufi.  

Universities South Africa fundraising for the higher education sector surpasses half of the R1 billion target

Mmadifedile Mofokeng
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0
Universities South Africa fundraising for the higher education sector surpasses half of the R1 billion target

Universities South Africa (USAf) raised R 571 080 719 in 24 months in an attempt to contribute towards remedying the perennial financial challenges faced by South Africa’s university students and the higher education sector.

According to USAf communications consultant Nqobile Tembe the organisation undertook to raise R1 billion.

USAf CEO Professor Ahmed Bawa said that attempts to galvanise additional resources began in 2016.

Bawa said the fund raising was prompted by several factors, including the sudden shift to emergency remote teaching, students’ struggle to pay their tuition fees, and concerns over the rising student debt to universities, which now standing at more than R14 billion.

“We sought partnerships with a number of statutory and private sector institutions to address the challenges.

“The actions taken by the Sector Education and Training Authority (SETAs), especially the Education, Training and Development Practices Sector Education and Training Authority (ETDP-SETA), and the banks, demonstrate much commitment to our most talented young people and to higher education more generally,” said Bawa.

Adding that the development of these partnerships auger very well for the future of our nation.

The Covid-19 pandemic exacerbated the financial challenges faced by students and their families. The pandemic also placed universities at significant financial risk. In light of this, Bawa said USAf decided to accelerate the fundraising drive by seeking and streamlining new lines of investment in higher education.

Research shows that universities have been experiencing declines in government subsidies on a per capita basis over the last few years. This, together with government’s proposal for the regulation of tuition fee increases, the cuts in funding for research and innovation and the challenges related to student funding conspire to drive growing concerns over the sustainability of the institutions and the sector. It is also worth noting that student historic debt to universities has escalated to approximately R14 billion.

It is against this backdrop that USAf undertook the raising of funds.

“The various grants have been or will be channelled to universities for undergraduate and postgraduate student bursaries for 2020 and 2021, purchasing laptops for needy students in 2020, training insourced security personnel at various institutions and sponsoring technological capacity development at universities,” said Bawa.

Bawa said sourcing of funds was intensified with the arrival of Dr Linda Meyer, director for operations and sector support at USAf.

“Like in so many other areas, the pandemic opened the way for much energy and lateral thinking in the way that higher education addressed its challenges,” said Bawa.

Meyer said even though the targeted amount seems minuscule when viewed in the context of the current student debt owed to universities, the lifeline testimonies from student beneficiaries, and universities, makes USAf’s efforts worthwhile.

She said she will renew her commitment to realising the R1 billion target by 2022.

“The need in the sector remains mammoth. For this reason, we will keep knocking on new doors and engaging with prospective partners,” said Meyer.

She added that she applauds the USAf Office for its commitment and support in achieving and exceeding USAf’s contractual obligations to the donors and SETAs.

The Covid-19 pandemic is hurting university students’ mental health

Mmadifedile Mofokeng
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The Covid-19 pandemic is hurting university students’ mental health

Institutions of higher education locally and globally are undergoing unprecedented changes as a result of the Covid-19 pandemic.

A study on how the pandemic has impacted teaching and learning at South Africa’s higher education institutions was conducted by multiple researchers this month.

The research specifically looked at how the coronavirus pandemic has impacted teaching and learning.

Wits senior lecturer Emmanuel Ojo said universities and colleges have been forced to switch to online teaching and learning. Many were unprepared for this move to what is termed emergency remote teaching and learning, said Ojo.

He said many universities have adopted some form of hybrid learning approach.

“Higher education institutions are attempting to combine face-to-face and online instruction into a single, seamless experience.

“This situation is likely to remain the status quo for some time, especially in the global south,” he said.

Adding that this is because, although a variety of vaccines are available around the world, distribution and actual vaccination has been slow in poorer countries – and particularly on the African continent.

“The pandemic and slow vaccination programme in Africa and South Africa specifically has had serious implications for higher education.

“This is because, for many students, the university campus is not just where they go to learn, universities also provide a space for relationships that helps students form important networks and alliances that evolve and extend beyond their university education,” he said.

Ojo said the global pandemic has created more uncertainty about the future, including higher education and the world of work.

“This uncertainty emerged in our research as fundamentally affecting mental health.

“South African universities have to support students’ transition through this uncertainty,” said Ojo.

South Africa and countries across the world initiated Covid-19 lockdown restrictions just over a year ago. This study looks at how students have coped and are negotiating the current challenges.

The study included a total of 1,932 university students who completed an online questionnaire over a period of six weeks. It used a mix of undergraduate, postgraduate, and international students.

The methodology included questionnaires that yielded demographic data. It also examined students’ perceptions of readiness and motivation for online teaching, learning and assessment, student engagement, and their attitudes towards COVID-19 and its impact on higher education.

Ojo said open-ended items also were included such as students being asked to reflect on the disruption caused by the pandemic.

“Seven themes emerged from the data. These represented challenges that hindered students’ ability successfully to learn online during the COVID-19 era,” he said.

The seven themes include internet connection, mental health personal challenges or ability, time management, being easily distracted, family members making studying difficult and the interaction between lecturers and students.

Bryan Jason Bergsteedt, Senior Research Associate at the University of Cambridge said they found that undergraduate and full-time students were approximately twice and four times, respectively, more likely than were postgraduate and part-time students to indicate problems associated with mental health.

“Those aged between 18 and 24 were approximately 1.75 times more likely than students older than 24 to present problems associated with mental health.

“We also found that there is a gender dimension to mental health. Female students were 1.83 times more likely than male students to indicate problems associated with mental health. These problems included stress, anxiety and depression,” he said.

 Bergsteedt said a country like South Africa cannot afford to ignore the impact of the pandemic on higher education, especially on students’ health and well-being.

“South Africa’s comparative and competitive edge is locked in the youth, especially university students.

“They are a critical mass in building the capability of the state to play a developmental, transformative role,” he said. 

He added that South African universities, working with the Department of Higher Education and Training and other national government departments, must create and resource a long-term strategy to support the well-being of university students as they transition through this pandemic.

Lesufi must fix burnt down classrooms at Joburg school

Mmadifedile Mofokeng
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0
Lesufi must fix burnt down classrooms at Joburg school

The Democratic Alliance (DA) has made calls on the Gauteng MEC for Education, Panyaza Lesufi, to urgently fix the deteriorating and burnt down classrooms at Riverlea High School in Randburg.

DA Gauteng Shadow MEC for Education, Khume Ramulifho MPL and the DA Joburg PR Councillor, Cllr McKinnley Mitchell said they this week conducted an oversight inspection at Riverlea High School.

Ramulifho and Mitchell said they were appalled to discover the terrible state of the school infrastructure. 

“Eight classrooms were burnt down more than five years ago, and while the department has been aware of this for the entire time, they have failed to fix and restore them,” said Ramulifho.

Mitchell added that the school infrastructure is old and dilapidated and needs urgent attention.

“Failure by the Gauteng Department of Education to prioritise fixing school infrastructure is impacting negatively on learning and teaching. 

“The school matric pass rate and the learner enrolment continue to drop every year due to a lack of adequate infrastructure and proper maintenance of the school,” said Mitchell.

According to the DA shadow MEC for education in the province, the school environment is dirty and has litter all over, while the bathrooms have water leakages on the floor, even though there are general workers paid to keep the school clean.

“The environment is not conducive for learning and teaching which greatly concerns the DA,” said Ramulifho.

Adding that safety and security are also a challenge at the school.

Ramulifho said the school has experienced several break-ins and burglaries where valuables were stolen.

“There is a lack of sufficient patrollers to safeguard the school. We want Lesufi to fix the school infrastructure. We also call for an intervention from the district offices to assist in ensuring that the school environment is conducive for learning and teaching and improve the school performance,” said Ramulifho.

University of Pretoria wins multiple awards at the South African Academy for Science and the Arts

Mmadifedile Mofokeng
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University of Pretoria wins multiple awards at the South African Academy for Science and the Arts

NYAKALLO TEFU| 

The University of Pretoria (UP) flew its flag high at the South African Academy for Science and the Arts annual awards bagging eight awards in total.

The awards, also known as the Suid-Afrikaanse Akademie vir Wetenskap en Kuns (SAAWK), are a multidisciplinary organisation dedicated to promoting science, technology and the arts in Afrikaans.

One of the awards received was the Havenga Prize for Life Sciences awarded to an individual for original research. 

“This year, it was awarded to Professor Marion Meyer of the Department of Plant and Soil Sciences.

“His research in the field of pharmacology and toxicology has led to numerous patents,” said UP vice-chancellor Professor Tawana Kupe.

Kupe said Meyer was the first South African to apply metabolomics – the large-scale study of small molecules (commonly known as metabolites) within cells, biofluids, tissues or organisms – and published the first peer-reviewed article on it.

“Our mission at UP is to pursue excellence in our core functions of research, teaching and learning, and utilising that research to constantly improve our society and communities,” said Kupe. 

Another award, the Toon van den Heever Prize for Legal Science was granted to Emeritus Professor Johan Scott of the Faculty of Law. 

“As an expert in the field of South African private law, Prof Scott has produced 120 peer-reviewed publications over the course of his career. He is one of a few South African lawyers who can decipher the original sources of common law in Latin and Old Dutch,” said Kupe.

Kupe said as an editor, Scott contributed extensively to, and constructed and expanded on, the encyclopaedic work The Law in South Africa, which is currently one of the most important legal publications in South Africa.

UCT introduces an environmental sustainability course

Mmadifedile Mofokeng
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UCT introduces an environmental sustainability course

NYAKALLO TEFU| 

The University of Cape Town (UCT) has for the first time launched a new online orientation that introduces first-year residence students to environmental sustainability on campus. 

Online learning has become a norm in the world as everyone battles with the coronavirus pandemic that has hit the world by storm.

“The four-module course introduces students to sustainable living as well as the university’s sustainability programmes and focus,” said UCT Vice-Chancellor Mamokgethi Phakeng.

She said the fire that engulfed parts of the campus shows the close relationship between people and their environment. 

Students at UCT were evacuated after the fire gutted several structures, including part of the Rhodes Memorial restaurant and a library.

“The course will look at the relationship of the students to the built environment they inhabit on campus. The aim is to help first-years understand and manage their environmental footprint as students at UCT and as citizens of the world,” said Phakeng. 

The vice-chancellor said the online course was developed by Manfred Braune, the director of Environmental Sustainability in her office, and Glenn von Zeil, the manager of student housing in the Department of Student Affairs, assisted by the Centre for Innovation in Learning and Teaching (CILT).

“Sustainability is key to all UCT activities and one of three pillars that anchor UCT’s Vision 2030, a strategy to create a fair and just future through fully realised human potential,” said Braune. 

The four modules consist of one or more videos and reading material and ends with a short question to test knowledge. 

At the end, there is a multiple-choice quiz and two group activities relating to sustainability at UCT. 

“UCT is committed to setting ambitious goals for its campuses of net-zero carbon, energy, water and waste-to-landfill by 2050,” said Braune. 

Braune said a key component to this strategy is enabling the campus to become a living lab for students and staff as we work towards these transformative goals.

“To reinforce the health and wellness factors immediately at play, the online course features a section on COVID-19 protocols and guidelines for students, especially those in residences,” said Braunes. 

Braunes said the course links students to UCT’s world-leading research hubs and departments that are closely aligned with environmental sustainability. 

“These have contributed significantly to research and to growing human capital in this area,” added Braunes. 

Basic Education wants criminal probe into death of learner at Equal Education Camp

Mmadifedile Mofokeng
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Basic Education wants criminal probe into death of learner at Equal Education Camp

15-year-old Avethandwa Nokhangela from Xolani High School in the Eastern Cape passed away in a drowning incident while taking part in an event at an Equal Education Leadership Camp.

The Department of Basic Education (DBE) spokesperson, Elijah Mhlanga, said the department is concerned that the incident took place for so long without any information coming forth. He said the civil organisation failed to report the situation to the provincial department and the local police station in a timeous manner.

Mhlanga said the department was “concerned, shocked and deeply saddened” by the event.

It is understood the grade 10 Eastern Cape pupil was swept out to sea while swimming near a resort in East London on Thursday.

Nokhangela’s lifeless body was recovered from one of the Buffalo Metro beaches last week Friday. 

Mhlanga said the Eastern Cape provincial department learnt of this incident when some members of the community raised their concerns following reports involving the death of a learner in the area.

He added that the national department supports the MEC for Education in the Eastern Cape, Fundile Gade, who has called for a full investigation into the circumstances that led to the death of the learner.

“The department in the province received information from the South African Police Service (SAPS) about the incident after the body of the learner was recovered from one of the Buffalo Metro beaches.

“The delay by Equal Education in reporting the matter to the provincial education department raises serious concerns,” said Mhlanga.

He added that Equal Education said they were in contact with the department only in the afternoon on Friday, a day after Avethandwa went missing.

Equal Education only sent their letter of events on 1 May 2021 to acting Eastern Cape Education Department’s head of department Dr Soyisile Nuku, said Mhlanga.

“A thorough investigation into the incident is required to ensure that all the facts are established and that those found responsible must be held to account for the unnecessary loss of life.

“The provincial department has already sent officials to the school to arrange psychosocial support to learners and particularly those who attended the Equal Education event including those left behind at school, educators and the parents of the learner,” said Mhlanga.

Mhlanga added that the department has requested the SAPS assist with the investigation and to consider a criminal case.

He said members of Sea Rescue services and the police assisted the Department officials to piece together details of the incident.

Adding that a full investigation is required to get to the bottom of the matter because it looks like there are a lot of questions that remain unanswered.

The teenager had been one of 30 pupils on an outing with the educational group.

News reports said Noncedo Madubedube, general secretary of Equal Education, said they were devastated by Nokhangela’s death and would support her family during this sad time.

“We are shocked and heartbroken by this loss,” said Madubedube.

“We will do whatever we can to support her family with respect and compassion for their deep pain and grief, and for their wishes and privacy,” she said.

Madubedube added that counselling is being arranged as quickly as possible for Avethandwa’s family, as well as for our members and staff.

“We remember her as a very kind and vibrant young activist. We are establishing an independent investigation into this tragic accident,” she said.

An inquest into the 15-year old’s passing was opened on Saturday after the body was found at sea. The incident took place at the Palm Ridge resort outside East London.

The camp was attended by pupils who were members of Equal Education’s provincial leadership committee representing 19 schools from across the Eastern Cape. 

64-year-old male teacher stabs 47-year-old educator

Mmadifedile Mofokeng
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0
64-year-old male teacher stabs 47-year-old educator

NYAKALLO TEFU|

A 64-year-old male teacher from Tolamo Primary School at Letlhakaneng Village near Brits stabbed a 47-year-old female teacher at Tshefoge Primary school on Monday.

The North West education department said Tshefoge Primary School, at Vaalboschloot, was under construction and pupils were moved to a community hall as a temporary measure.

“It is alleged that the perpetrator [the male teacher] forcefully entered the hall and refused to sanitise or to check his temperature. It is reported that when he arrived at the hall, his face was covered with a balaclava. He called the victim [the female teacher] and went outside where an argument ensued,” said education department spokesperson Elias Malindi.

Malindi said the man arrived at the hall, his face was covered with a balaclava. He called the victim and went outside whereby arguments ensued between them,” said . 

Malindi said the female teacher had multiple stab wounds on her neck and her back. He said the school staff managed to rush in to apprehend the culprit and called the police.

The injured educator is still in a critical condition at the Intensive Care Unit of the local hospital, said Malindi. 

On Tuesday, North West MEC for Education Mmaphefo Matsemela visited Tshefoge Primary School.

Matsemela condemned the incident and said the department is very much disturbed and disappointed by the “heinous and barbaric” act.

 She said gender based violence is not welcomed at schools. 

“Anyone who does that will be subjected to the full might of the law. This has also traumatised our learners since it happened in front of them. I wish to thank the staff members who braved themselves and apprehended the suspect,” said Matsemela.

The MEC said support would be offered to the educators and learners. 

South African National Civic Organisation (SANCO) in the North West has also condemned the incident.

“We wish to condemn in the strongest terms possible the ghastly crime committed on the school premises that has left learners and educators traumatised and the victim seriously injured,” said  SANCO Provincial Chairperson Paul Sebegoe.

Sebegoe said there is no place in society for such outrageous criminality and he wished the injured teacher a speedy recovery.

North West police spokesperson Captain Adele Myburgh said they are investigating a case of attempted murder.

“According to information available at this stage, the school teacher was accosted by her 63-year-old boyfriend, who then stabbed her multiple times with an unknown object,” said Myburgh.

“This clearly points to frustration of our communities with the level of violence they are experiencing which is pushing them to take the law into their own hands as they are not trained to affect citizens’ arrests,” said Sebegoe. 

The militarisation of university campuses breeds a culture of intolerance and violence

Mmadifedile Mofokeng
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0
The militarisation of university campuses breeds a culture of intolerance and violence

TOKELO NHLAPO| 

The militarisation of public universities across South African campuses has bred a culture of violence, intolerance, repression of protest and use of force against poor students.

The brutal killing of 35-year-old Mthokozisi Ntumba in March this year must be understood in the context of government’s systematic defunding of public universities and the fascist culture cemented by former Wits University Vice-Chancellor and former chair of Universities South Africa, Adam Habib.

Overs the past few years, students have protested against fee exclusion, insourcing of cleaning and security workers, decolonisation of universities and gender equality.

For those of us who were student activists a decade ago, the university was a space for contestation of ideas. University management understood that even in our disagreements, the university was a sacred space to mould future intellectuals. Even at the height of apartheid’s repression and interference of universities, the sight of police on campus was frowned upon by both students and academics.

 Since the 2015/16 fees must fall protests, one thing that been permanent at many of the student protests has been the violent repression of students’ voices through the deployment of private security and the South African Police Service (SAPS), effectively criminalising protests at universities.

While many Professors have theorised how the neoliberal macroeconomic policy undertaken by the democratic government thereby systematically defunding universities, many have remained silent while enabling a culture of repression on university campuses.

Many have remained silent while student activists were intimidated with dubious charges by university management, arrested and those academics who dared questioned decisions of senior management were labelled “incompetent”, vilified as violent, and dismissed as “cheeky”, “insolent” or “Pol Pot Brigade” in the infamous gossip column by Adam Habib titled ‘Rebels and Rage’.

During the recent protests against student’s financial exclusion exacerbated by the effects of Covid-19 lockdown and the inherent exclusion of online learning, students called for transparency from university management and placed emphasis on negotiations in order to create equitable access to higher education.

However, university management responded with heavily armed private security at the slightest sign of students’ discontent. While presiding over Wits university over an eight-year tenure, Habib created a blueprint for many Vice-Chancellors to follow – the systematic exclusion of the poor from public universities while intrenching a culture of intolerance and violence.

The consequence has been the abandonment of democratic liberties through violence and repression in almost all public universities in South Africa.

While the violent repression in universities must be observed in the context of austerity budgets that have systematically defunded higher education over the years, no one has dared to asked what the cost is of contracting private security in public universities.

The cost of the militarisation of university campuses through private security and police is beyond monetary, it breeds a fascist culture of intolerance, repression and violence in institutions that are meant to mirror society for the better.

If the brutal killing of Mthokozisi Ntumba should mean anything, at the very least, it should serve as reminder of the urgent need to actively reclaim our right to access education to build a more just and equitable society.

Social Justice activist and researcher in the EFF Parliamentary caucus, Tokelo writes in his personal capacity as Former Deputy President of the Student Representative Council (SRC) at Wits University. BA in Politics and International Relations from Wits University (2011). BA with honors in Journalism and Media from Wits University (2012). Master of Arts in Political Sciences at Wits University. PhD Candidate at Wits University. Twitter: @tokelonhlapo

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