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SPECIAL REPORT| How Africa May Lose Out On The Race To Solve The COVID Conundrum

WANJOHI KABUKURU

TWO French medical Professors Camille Locht of the French National Institute of Health and Medical Research (INSERM) and the head of intensive medicine at Cochin Hospital in France Prof Jean-Paul Mira stirred Africa’s hornet’s nests.

This happened in early April when they were speaking about the BCG-tuberculosis vaccine ability to treat COVID-19 on France TV channel LCI.

The two researchers ended up noting that testing of the much-anticipated vaccine should be conducted in Africa.

The video clip made headlines in the continent and a compressed cameo version went viral with extensive shares on cross-social media platforms Facebook, Twitter and WhatsApp.

Then the reactions started to stream in. Dr Tedros Adhanom Ghebreyesus the World Health Organisation Director General who was a former Ethiopian health and foreign minister termed the French doctors sentiments as “racist remarks”.

Dr Ghebreyesus went on to state that: “Africa cannot and will not be a testing ground for any vaccine. We will follow all the rules to test all vaccines or therapeutics all over the world using exactly the same rule whether it’s in Europe, Africa or wherever.”

Dr. Adhanom was not the only one to chime in.

The head of the Addis Ababa, Ethiopia, based African Centre for Disease Control and Prevention (ACDC) Dr. John Nkengasong also took great exception with the French physicians.

“The Africa Centers for Disease Control and Prevention (Africa CDC) strongly condemns the very disgusting comments made by Professors Jean-Paul Mira and Camille Locht on French Television on using Africans for testing a tuberculosis vaccine in clinical trials to see if it is protective against COVID-19.” Dr. Nkengasong said.

“These racist and condescending comments must be condemned by all decent human beings.” 

Dr Nkengasong went on to insist that, “Africa CDC will continue to collaborate with the World Health Organization (WHO) to ensure that only ethically and scientifically sound clinical trials for vaccines and therapies will be conducted in Africa, using exactly the same standards and principles as those employed elsewhere in the world.”

To cool off the heat that their remarks had generated INSERM lab where Professor Locht works issued a statement.

“Clinical trials to test the BCGs vaccine efficacy against COVID-19 are underway or about to start in European countries (Netherland, France, Germany and Spain) and in Australia.”

The INSERM press release noted and went on to add: “There is currently a discussion around launching a study in Africa but if it is done, it will be done alongside these other studies. Africa must not be forgotten or excluded from research on COVID-19 because this pandemic is global.”

However, this was too little too late.

As he dismissed the two French medics, Dr Nkengasong waxed lyrical of the enhanced capacities of African bio-medical researchers.

The Addis Ababa-based top African medic highlighted some key pointers of Africa’s recent vaccine successes when he noted.

“Professors Mira and Locht have no lessons to teach Africa on the conduct of scientifically sound clinical trials. Africans have extremely capable world-renowned scientists who have played critical leadership roles in conducting clinical trials that have benefited the continent and beyond. Some examples include the leadership of African scientists in conducting an effective Ebola Virus Disease ring vaccine trial in West Africa in 2014, which proved a game changer in ending the outbreak,” Dr. Nkengasong said.

“Similarly, last year, experts from the Democratic Republic of Congo, alongside international collaborators, successfully carried out a clinical trial of Mab 114 monoclonal antibody therapy for Ebola Virus Disease.”

It is Dr Nkengasong’s final admission on Ebola that reveals much more about clinical vaccine trials in Africa.

Even though majority of those who railed against the two French physicians saw it as a racist ploy, the reality is that Africa has been a hot bed of vaccine clinical trials for decades now and Dr. Nkengasong just revealed the tip of an iceberg regarding Africa’s place in the global vaccines agenda.

According to the Global Vaccine Alliance (GAVI) presently there are over 148 corona virus vaccines candidates in development and 17 of them are already on phase two and three human trials across the globe including Africa. CureVac, Moderna, BioNtech, University of Oxford, CanSino, Sinovac Biotech, Merck & Co, Novavax, Gilead, Pfizer, GSK and Sanofi are among the leading firms with promising vaccine candidates.

“When candidate vaccines make it to human clinical trials, they first go through phase 1 trials primarily to test the vaccines’ safety, determine dosages and identify any potential side-effects in a small number of people.” GAVI says.

“Phase two trials further explore safety and start to investigate efficacy on larger groups. The final stage Phase three trials which few vaccines ever make it to are much larger involving thousands or tens of thousands of people to confirmand assess the effectiveness of the vaccine and test whether there are any rare side-effects that only show up in large groups.”

In the last 10 years, vaccine trials on drugs for malaria, rotavirus, Ebola, Zika, Nipah virus, pneumonia and a host of other dangerous infectious diseases have all been conducted in Africa.

Sadly, even though vaccines have been trialed and tested in Africa there are no African biotech or pharmaceutical firms and labs involved in the current vaccine development competition.

That there is an intense international race and scramble to find a vaccine is not in doubt. In fact it has turned out to be a war like operation with the major powers deploying their militaries to synchronise their quests for a vaccine.

In early July the US Senate confirmed four-star General Gustave Perna as the Chief Operating Officer of “Operation Warp Speed” which the US’ historic operation to accelerate the development, manufacturing and distribution of Corona virus vaccine by early next year. In China Major General Chen Wei, a People’s Liberation Army (PLA) immunologist well known for her groundbreaking discoveries of vaccines for SARS and Ebola is currently leading China’s advanced COVID-19 vaccine hunt.

In March the world witnessed a Germany-US vaccine tiff when CureVac, a German bio-tech company rejected a proposal by US President Donald Trump to purchase exclusive rights to a promising coronavirus vaccine developed by the firm.

This rejection elicited a tough stance by the German federal government, which gave itself powers to veto any takeover bid by foreign firms over its two leading vaccine developers namely CureVac and BioNtech.

BioNtech is collaborating with Pfizer Laboratories and they expect to secure regulatory approvals for their vaccine by end of October this year. In June, the German government sweetened its veto deal by buying some 23 per cent stake in CureVac for a sum of $337.4mn.

The European Union on its part has set aside some $6.9bn to ensure fair distribution of vaccines within the EU bloc boundaries.

The German biotech firms seems to have attracted intense interest as in late July GlaxoSmithKline announced that it will spend $163.67mn to purchase some 10 per cent stake of CureVac with special interests in vaccines to treat and prevent infectious diseases.

This was not the only basket where GSK had invested its funds and resources.

Earlier in April, GSK and French pharmaceutical giant Sanofi had announced that they had signed a letter of intent to collaborate in the development of an adjuvant vaccine for COVID-19.

It is significant to note that during the 2014 Ebola Virus Disease (EVD) outbreak in Guinea, Sierra Leone and Liberia, which claimed over 10,000 lives in West Africa a host of Ebola vaccines candidates were trialed in 10 African countries.

Subsequently a number were approved and Africa’s role as a bystander in the vaccine development was acknowledged.

The continent remains a laboratory owning no patent rights on numerous vaccines developed in Africa’s soil.

According to WHO records between October 2014 and April 2015 EVD vaccine trials were conducted by different pharmaceutical companies in Mali, Gabon, Kenya, Uganda, Tanzania, Cameroon, Ghana, Mali, Nigeria, Senegal, Guinea-Conakry, Liberia and Sierra Leone.

The vaccine candidate drugs included VSV-EBOV which trialed in Liberia, Guinea and Sierra Leone by Newlink Genetics and Merck Vaccines of the US.

The same drug was in March 2015 also being tested in Guinea Conakry by MSF, WHO and the Guinean government.

At the same time the Guinea Conakry trials were being conducted ChAd3-ZEBOV was being tested in Cameroon, Ghana, Mali, and Liberia by GSK and PHAC.  

As of May 2018 the WHO Vaccine Tracker notes that MSF Epicenter was testing vaccines on Pneumococcal infections, the University of Oxford was testing on Ebola and Marburg.

Others who tested their vaccine candidates in the said period included Johnsons and Johnson, Bavarian Nordic, Oxford University among others.

Some of these vaccines tested for Ebola are now becoming more useful in combating COVID-19 as trial results have indicated.

Indeed the world breathed a sigh of relief in early May when the US National Institutes of Health proclaimed that an Ebola vaccine candidate Remdesivir was accelerating recovery of COVID-19.

Remdesivir which is manufactured by the US based Gilead Sciences Inc. had previously been tested in Africa.

That same month of May saw Gilead Sciences signing non-exclusive licensing pacts with five generic drug makers based in India and Pakistan namely Cipla, Ferozsons Laboratories, Hetero Labs, Jubilant Life Sciences and Mylan to help supply Remdesivir in 127 countries.

The five licensed companies are free to set their own prices for the Remdesivir generics they produce and the licenses signed will remain royalty-free until another vaccine other than Remdesivir or the WHO declares the end of the COVID-19 pandemic.

Interestingly, while Africa has provided perfect venue for vaccine trials in sites like Manhica, Mozambique, Kilifi in Kenya, Lambarene in Gabon, Bioko Island in Equatorial Guinea, Bagamoyo in Tanzania, Luapula in Zambia and Haut-Katanga in DRC among other trial sites it has no major player in the form of a vaccine maker or drug manufacturer in the current global vaccine race.

The pharmaceutical and biotechnology entities currently leading in the hunt for a COVID-19 vaccine are drawn from US, UK, France, China, Russia (all of them coincidentally Permanent Members of the UN Security Council), Germany and South Korea.

In late May, the US-based Novavax bought Praha Vaccines, a unit of Cyrus Poonawalla Group, which owns the Serum Institute of India (SII).

This acquisition was made just as Novavax embarked on its Phase one trials on its vaccine candidate NVX-CoV2373 that was its lead SARS-CoV-2 candidate currently underway in Australia.

The preliminary immunogenicity and safety data was expected in late July and Phase 2 trials will be conducted in multiple locations across the world.

The vaccine is based on “proprietary recombinant nanoparticle technology”.

Apart from Novavax, which is a US-based biotechnology company, specializing in next-generation vaccines for infectious diseases, GSK had also announced in May that it intended to produce a billion doses of COVID-19 pandemic vaccine adjuvant in 2021.

To this end, GSK has formed scientific partners in Europe, China and the Americas. GSK manufacturing sites are in UK, US, Canada and Europe.

“We believe that more than one vaccine will be needed to address this global pandemic and we are working partners around the world to do so,” Roger Connor President of GSK Vaccine says.

“We believe that our innovative pandemic adjuvant technology has the potential to help improve the efficacy and scale up of multiple COVID-19 vaccines.”

In the same week Novavax made its move, another US vaccine maker Merck & Co intensified its coronavirus vaccine race by buying Austrian drug maker Themis Bioscience.

Both Merck and Themis now have two vaccine candidates on trial.

Themis together with Institut Pasteur had used a technology that was based on a modified measles virus to combat COVID-19.

The second vaccine trial is derived from Merck’s Ebola vaccine candidate.

That there were interesting almost coincidental developments around vaccine development in May is no longer in doubt.

Still in late May, Astra-Zeneca and Oxford University recruited 10,000 adults and children for the second and third phase trials of their coronavirus vaccine candidate AZD1222.

Encouraged by the initial trial results the US government pledged some $1.2bn for a third of the first billion doses of AZD1222.

AstraZeneca had also signed a £65.5mn deal to manufacture 30 million doses and deliver 100million doses in total to the UK government. 

Other vaccine manufacturers such as Moderna with its SARS-Cov-2 vaccine mRNA-1273, Johnson and Johnson, Sanofi, Merck among others are currently ramping up their vaccines production capacity with several “at-risk investments” aiming for the production of 1 billion vaccines by 2021 should their respective candidates get the go ahead.

A significant strand ties most of these vaccine manufacturers. It is the Coalition for Epidemic Preparedness Innovations (CEPI), which was founded by the Wellcome Trust and the Bill and Melinda Gates Foundation in Davos in 2017 and is now headquartered in Oslo, Norway.

CEPI is funding Novavax, University of London, CureVac, Inovio Pharmaceuticals, Moderna and University of Queensland among others.

“Investing in vaccine development now is an investment in the future health of all our societies,” Richard Hatchett, the CEO of CEPI says.

“An urgent global, concerted effort is now needed to raise the money required to advance the development of COVID-19 vaccines.”

While African and Latin American governments through their own state-led medical research institutions have been deeply involved in most of these vaccines trials in agreements that are rarely public and favouring the pharmaceuticals it is clear Africa, Caribbean and Latin American are missing in action in the mega-bucks of vaccine development.

COMPANIES AND COUNTRIES LEADING IN THE CORONAVIRUS VACCINE TRIALS|

CHINA:

CanSino Biologics

SinoVac BioTech 

Beijing Institute of Biological products

Wuhan Institute of Biological Products

Clover Biopharmaceuticals

People’s Liberation Army (Academy of Military Sciences/Walvax Biotech)

Shenzhen Geno Immune Medical Institute – Lentiviral Vector Vaccines

Anzhui ZhifeiLongcom Biopharmaceutical and Institute of Microbiology – Chinese Academy of Sciences.

GERMANY

CureVac

BioNtech

Max Planck Institute

US

Moderna

Inovio Pharmaceuticals

Dynavax

Pfizer

Johnson and Johnson

Gilead

Arcturus Therapeutics

UK

GSK

University of London

Astra-Zeneca

Imperial College

FRANCE

Intitut Hospitalo-Universtiaire

Sanofi

Pasteur Institut

RUSSIA

R-Pharm

Gamaleya Research institute

SOUTH KOREA

Genexine Consortium

WANJOHI KABUKURU is a multiple award-winning international media trainer, editor and journalist, with a specialty in environmental journalism. Over the last 20 years his articles have been published in top-notch publications such as New African, African Business, Seychelles News Agency, African Banker, Radio France International (RFI), Inter Press Service (IPS), Diplomat East Africa, BBC Focus on Africa, Mail & Guardian, Africa Renewal and 100Reporters among other numerous publications.
He is the current editor and head of the Indian Ocean Observatory Media Unit. He is also a correspondent for the UN’s Africa Renewal.

(COMPILED BY INSIDE EDUCATION CORRESPONDENT IN NAIROBI, KENYA)

Three South African Vice-Chancellors Paint A Post-COVID Picture For Universities

WHAT long-lasting changes to South Africa’s higher education sector has the pandemic brought? And how will these affect the way universities deliver teaching and research?

Mamokgethi Phakeng, University of Cape Town: University teaching will draw from various methods that range between fully face-to-face and fully online. Long before COVID-19, the University of Cape Town recognised the need to prepare students for a digitally mediated world. For example, by the beginning of this year about 60% of UCT lecturers had chosen to record their lectures.

COVID-19 fast-tracked this process as we launched emergency remote teaching.

Many of our academics say they will never again teach in the same way as before. The new way puts the needs of students with barriers to learning at the forefront. It helps us design good learning experiences and reconsider methods of assessment. Students can revisit online course material, ask questions and get personal support, in and out-of-normal teaching hours. It’s especially helpful to students who are second-language English speakers or who have a disability.

Lecturers have found how easy it is to engage with students in a WhatsApp group. There are challenges, of course, such as how we can conduct assessment for some invigilated exams, and in data access and electricity provision for some students at home. We are surveying students and academics to monitor their experiences and review lessons for the future.

Tawana Kupe, University of Pretoria: The reliance on face-to-face or contact teaching was under question because of the rise of digital technologies that were slowly disrupting it. For a number of reasons, higher education institutions were taking their time. Some lacked capital. There was also the issue of students’ lack of access.

A return to purely contact learning is not going to be possible. People have experienced something that seems more relevant to a future marked by increasing digitisation. Universities will now need more resources allowing them to move with greater speed in changing to hybrid or blended teaching and learning. When it comes to research, the use of simulations will increase, as will the use of technologies that can gather research data.

Adam Habib, University of the Witwatersrand: I believe we are going to see a stronger shift to a blended learning model. Anecdotal evidence is showing that our students are performing better in the online environment than face-to-face. This suggests we need to re-imagine how we test and assess our students’ capabilities. Obviously certain degrees still require face-to-face learning but this can also be re-imagined.

The shift to online also means we are going to see the digital divide in our country grow sharper unless we are able to develop public-private partnerships to assist. Government will also need to adjust its thinking about how we achieve this financially and in terms of curriculum changes.

Do universities have the human and financial capacity to respond to these long lasting changes?

Mamokgethi Phakeng: New ways of teaching can release human capacity by allowing lecturers to manage their course loads more easily. And if they make it possible to increase the number of students who can enrol in certain courses, then they could bring more income to the institution, to help finance human capacity or infrastructure development.

Of course, there will always be courses that require students to work collaboratively, or to have access to labs, and those courses remain available. Other universities are now beginning to use the extensive resources we’ve developed under Creative Commons licences, to benefit the sector during the pandemic.

Tawana Kupe: Most universities do not have the human and financial capacity to respond to these changes given that they have not been adequately funded for decades. Many face an existential crisis if governments do not include them in the stimulus packages meant to reverse the impact of COVID-19.

The training of staff who manage the information technology infrastructure and academic staff who teach and do research is critical for a successful transition from contact teaching to hybrid teaching. Innovative and creative ways to fund the transitions will have to be developed. They should include partnerships and collaborations among universities and with governments, the private sector and international donors.

Adam Habib: Many academics and professional staff have been able to adjust fairly quickly to the new online mode of teaching. This has been under discussion for some time now. I do not believe we will have a human capacity issue. The real issue will remain how to finance higher education. There is going to be a significant financial challenge both as a result of subsidy cuts (given state finances) and the inability of students to pay fees (because of the economic crisis).

In South Africa, we will also see a growing “missing middle” cohort as a result of job losses. Providing financial support to these students is going to be more important now than ever.

Are South African universities unique in facing these long lasting changes? What can they learn from other universities?

Mamokgethi Phakeng: Universities around the world are re-examining how they teach, do research and serve their students, staff and alumni.

Digital technology has opened up ways for people and institutions around the world to discuss and collaborate on problems that are universal. COVID-19 is demonstrating that across the globe we are facing the same problems, so we need to work together to find solutions.

Tawana Kupe: No, South African universities are not unique. What South African universities can learn is how to navigate changes in modes of teaching, learning and research from those universities that are ahead in adopting hybrid or blended modes.

Adam Habib: South African universities have similar problems to other institutions across the world. The big distinction with South Africa is that we are undertaking these activities in the midst of deep inequalities.

This means that we have much to teach the world on how to engage in blended learning in unequal contexts and how to assist poor people in this regard.

(COMPILED BY THE CONVERSATION SA)

Motshekga: Parts Of The 2020 School Curriculum Will Be Pushed To 2021

NYAKALLO TEFU

BASIC Education Minister Angie Motshekga says some of the school work for some grades will be carried over to 2021 following disruptions brought about by the outbreak of the coronavirus pandemic.

 Motshekga said it could take three years for schools to recover from work missed in the 2020 academic year.

“In 2021, when the Grade 3 learners start we will start with Grade 2 work which we had removed from the curriculum,” said Motshekga.

She said this year’s curriculum will only see 70% of the syllabus completed by December.

“The catch-up programme might run for about three years; we don’t think we will finish the work of 2020/2021 in 2021, this is why I say it’s going to be a three-year programme to see if we can clock back what we have lost,” said Motshekga.

Motshekga said Grade 7 learners are expected to return next week Monday and the rest of the grades will be phased in from 24 August.

She said government cannot cancel the academic year because it will put pressure on the one million Grade R learners who will be registered into the 2021 academic system.

However, she added, Grade 12 learners are expected to complete the syllabus in order to make space for other learners to be entered into the education system in 2021.

“We need Grade 12s to move to allow space for the grade 1s, just to get the system to breathe,” said Motshekga. 

(COMPILED BY INSIDE EDUCATION STAFF)

We’re Facing A ‘Generational Catastrophe’ In Education, UN Secretary-General Antonio Guterres Warned On Tuesday

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THE world is facing a “generational catastrophe” because of school closures during the coronavirus pandemic, UN Secretary-General Antonio Guterres warned Tuesday.

“Getting students back into schools and learning institutions as safely as possible must be a top priority,” once local transmission of Covid-19 is under control, he added.

Guterres said that in mid-July, schools were closed in more than 160 countries, affecting over 1 billion students, while at least 40 million children worldwide have missed out on education in their critical pre-school year.

“We already faced a learning crisis before the pandemic,” the Secretary-General said.

“Now we face a generational catastrophe that could waste untold human potential, undermine decades of progress, and exacerbate entrenched inequalities.”

The knock-on effects on child nutrition, child marriage and gender equality, among others, are “deeply concerning,” he warned.

“The Covid-19 pandemic has led to the largest disruption of education ever,” Guterres said in a video message as he launched the “Save our Future” campaign with education partners and United Nations agencies.

The campaign calls for action to reopen schools, prioritize education in financing decisions, target those who are hardest to reach, and focus on creative and innovative ways of teaching.

“Despite the delivery of lessons by television, radio and online, and the best efforts of teachers and parents, many students remain out of reach,” he said.

Learners with disabilities, those in minority or disadvantaged communities, displaced and refugee students, and those in remote areas are at highest risk of being left behind, Guterres warned.

“And even for those who can access distance learning, success depends on their living conditions,” Guterres said. “Parents, especially women, have been forced to assume heavy care burdens in the home.”

More than 250 million school-age children were out of school prior to the coronavirus outbreak, he said, with only a quarter of secondary school children in developing countries leaving school with basic skills.

Countries around the world are now grappling with how to safely reopen schools amid the coronavirus pandemic — and whether to reopen at all.

Two new studies, released in The Lancet Child & Adolescent Health on Monday, turn a spotlight on strategies that could be key in bringing children back to the classroom: Scaled-up testing for cases, effective tracing of the contacts of those who test positive, and isolation of those who test positive or have symptoms.

Researchers in Britain found that schools could reopen safely provided sufficient contact tracing is in place.

And a team in Australia found that even though schools remained open in New South Wales between late January and early April, children and teachers did not contribute significantly to the spread of Covid-19 — because good contact tracing and control strategies were in place.

The British study uses a model to estimate how much testing and contact tracing would be needed to prevent a second wave of Covid-19 following the reopening of schools this September.

It suggests that, depending on the scenario, between 59% and 87% of symptomatic people in the community would need to get tested at some point during their infection, their contacts would need to be traced and those with illness would need to be isolated in order to prevent an epidemic rebound.

But “without sufficient coverage of a test-trace-isolation strategy, the UK risks a serious second epidemic peak” in December or February, researchers warned.

“We are at a defining moment for the world’s children and young people,” Guterres said Tuesday.

“The decisions that governments and partners take now will have lasting impact on hundreds of millions of young people, and on the development prospects of countries for decades to come.”

“We have a generational opportunity to reimagine education,” the UN Secretary-General added.

“We can take a leap towards forward-looking systems that deliver quality education for all.”

(COMPILED BY CNN)

COSAS Threatens To Render Private Schools ‘Ungovernable’

SANDILE MOTHA

THE Congress of South African Students has vowed to make private schools ungovernable should they remain open in the coming weeks.

The student body said on Tuesday it was a travesty of justice that while pupils in public schools are languishing at home, the ‘rich kids’ remain unaffected.

“What we are seeing here is inequality at it best. We cannot allow a situation where the majority black and poor learners are the only ones who have to suffer. This is not their own making. Learners must be treated the same regardless of which school they attend public or private,” said Jabulisa Mchunu, COSAS provincial chairperson speaking to Inside Education.

Mchunu said COSAS has lobbied other student formations such as the South African Students Congress to also join in the fight to shut down private schools.

“We are lobbying Sasco because they are our allies and together we form part of the progress youth alliance under the ANC banner. But we invite other student groups as well to assist us in pushing this campaign as we aim to picket in every private school that remains open. Besides, the lives of pupils in private schools also matters, so this attempt is also meant to protect them as well,” explained Mchunu.

Following public pressure and fears that the COVID-19 wave might spiral out of control amid the flu season, President Cyril Ramaphosa announced closure of schools, except for Grade 12.

All other grades are expected to be phased in from August 24.

Grade 5 pupils are also expected back at school next week.

The unprecedented closure only affected public schools while private institutions would make their own determination whether to remain open or closed.

These schools are, however, divided on the matter with some remaining open while others have opted for remote learning instead.

Responding to the threats by COSAS, Mandla Mthembu, chairperson of the National Alliance of Independent Schools Association (NAISA) said parents of pupils in private institutions were paying too much to allow it to go to waste.

“Parents pay a lot of money so that their kids can access quality education. They must get value for their money and we hope that police will acts swiftly and arrest anybody who disturbs teaching and learning,” said Mthembu.

Meanwhile, there were no major incidents reported in KZN as matric pupils returned after a short break.

Nolwazo Chiya, a governing body member at Menzi High School, said it was agreed that pupils would commence classes at 7am as an attempt to catch up on lost time.

Menzi High School is one of the best performing schools in the province boasting a consecutive 100% matric pass rate.  

“We do not want our pass rate to dwindle so we’re now resorting to this measure,” she told Inside Education.

According to the new revised academic calendar, schools will close on December 15 for grade R to 11.

Unlike the previous years, matric results will now be released next year on February 23.

(COMPILED BY INSIDE EDUCATION STAFF)

Mainstreaming Inclusive Education In South Africa

THE global pandemic has thrust many sectors into turmoil as nationwide lockdowns have been implemented globally. In South Africa, one sector that is experiencing considerable challenge  and concern is education.

While inclusive education has always been an apex priority of our country, now more than ever, teachers in South Africa need the skills, knowledge and attitudes to teach inclusively in diverse classrooms and communities. On 6 August 2020, the Teaching For All project will host a virtual event for university students to discuss inclusive education in South Africa.

“Through this event, we want to engage with the next generation of school teachers on inclusive education issues and advocate for inclusive education in the system by discussing the roles, responsibilities, opportunities and challenges that teachers will face in a post Covid-19 environment,” says Joanne Newton, Programme Manager: Teaching for All.

Teaching for All is an ambitious material and teacher development project that sees teachers as key change agents and provides them with the tools to teach inclusively in diverse classrooms; thus contributing to a reduction of children being excluded from education

Inclusive education recognises that all children have the ability to learn and the right to quality education to enable them to reach their full potential. In South Africa, despite the substantial gains made in education since 1994, many children continue to be marginalised due to a web of interrelated barriers, which make them vulnerable to educational, social and economic exclusion. Some are denied access, while many pass through the school system, or drop out, without receiving a quality education.

Keynote speaker, Professor Nareadi Phasha, who is a Professor of Inclusive Education at the University of South Africa (UNISA), believes that inclusive education plays a vital role in South Africa’s education sector.

“Previous research has found that teachers have a negative attitude towards pupils with disabilities and we need to ensure that we prepare South Africa’s future students for the fourth industrial revolution and to adapt their teaching practices for diverse classrooms,” she says.

Working with partners and key stakeholders, the Teaching for All project has developed teacher training modules and materials for Bachelor of Education and Postgraduate Certificate in Education programmes. Ten South African universities are currently delivering the training, with the implementation being monitored and evaluated by the Centre for International Education at Cape Peninsula University of Technology. South African Council for Educators (SACE)-endorsed inclusive education in-service programmes are under development for delivery to Provincial Education Departments.

The success of Teaching for All relies on multi-sector partnerships committed to providing quality education for all learners:  British Council, the Department of Basic Education, Department of Higher Education and Training, the University of South Africa and MIET AFRICA. The project is funded by the European Union. 

The virtual event will be live streamed through the British Council’s YouTube Channel.

(COMPILED BY iAFRICA.COM)

Angie Motshekga Admits Over 4 000 South African Public Schools Still Use Pit Latrines

Only 68 out of 4 000 pit latrines at public schools in South Africa have been fixed, according to Basic Education Minister Angie Motshekga.

Motshekga revealed this in response to a written parliamentary question from Economic Freedom Fighters (EFF) MP Ngwanamakwetle Mashabela who wanted details pertaining to school infrastructure and personal protective equipment amid rising coronavirus infections at certain schools.

“It is true that several schools have challenges related to water supply and sanitation. The Department of Basic Education is working with the various provincial departments of education, Rand Water and the water boards to address such challenges,” said Motshekga.

Motshekga reiterated the department’s commitment to eradicate pit latrines by 2022.

“It is also correct that the provincial departments of education identified more than 3 800 schools that rely on basic pit toilets. Again, the Department of Basic Education is working with the various provincial departments of education to address such challenges. Sanitation solutions have been implemented at 68 of these schools under the Accelerated Schools Infrastructure Delivery Initiative (ASIDI) programme.”

The ASIDI programme aims to eradicate the basic safety norms backlog in schools without water, sanitation and electricity.

“The provincial departments of education have addressed the needs at a further 834 schools. Several partnerships contributed to solve the challenge at another 103 schools. The Department of Basic Education appointed four different implementing agents to address a further 1 121 schools. These implementing agents are in varying stages of completion of the sanitation solutions. The current plan is to eradicate the basic pit toilets by March 2022. This is, however, dependent on the availability of funding for this purpose,” Motshekga said.

Two years ago, President Cyril Ramaphosa launched the Sanitation Appropriate for Education (SAFE) initiative in an attempt to rid schools of pit latrines.

This followed the deaths of Lumka Mkhethwa, 5, and Michael Komape, 5, who drowned in pit latrines in separate incidents in Eastern Cape and Limpopo, respectively.

“There are nearly 4,000 schools across the country that only have pit latrines or other inappropriate sanitation facilities. These are the schools that serve the children of the poor. It was in such a school, Mahlodumela Primary School in Limpopo, where five-year old Michael Komape drowned in a pit toilet in 2014. And it was in such a school, Luna Junior Primary School in the Eastern Cape, where Lumka Mkethwa lost her life in March this year,” said Ramaphosa.

“The utterly tragic and devastating deaths of children so young and so innocent remind us of the human consequences of service delivery delayed. They remind us that we must focus all our attention not on what we have achieved, but on what we haven’t. We have heard the cries of anguished families, we have felt the outrage of a society that cannot bear to witness to another needless death. It is our responsibility – as government, business, civil society, parents, teachers and communities – to act with purpose, urgency and unity. Through the SAFE initiative, we can all help to restore the dignity of learners in mostly rural and township schools by providing age-appropriate sanitation facilities.”

Equal Education, a body advocating for learner rights, says issues of safety in schools have been a concern for a while.

Equal Education Law Centre said on Monday that the NGO was disappointed that the education department has failed to meet another deadline to address the sanitation crisis by 2020.

“What is clear is that the eradication process is taking way too long. The fact that she is saying the eradication of pit latrines will be completed by 2022 is not acceptable when that deadline in terms of the minimum norms and standards passed years ago,” said Tarryn Cooper-Bell, spokesperson for Equal Education Law Centre in Cape Town, Western Cape.

“We are concerned about this number – 4 000. That is a massive number of children whose lives are in danger and it is disappointing to see how slow the process is going.”

Out of almost 25,000 nationwide, the 4 000 schools with pit latrines are found mainly in the Eastern Cape, KwaZulu-Natal and Limpopo provinces.

Eastern Cape has 61 schools with no toilets at all, and 1,585 schools with pit latrines while neighbouring KwaZulu-Natal province has 1,379 pit latrines in use. 

Limpopo Province, where Michael Komape went to school, has at least 932 unsafe toilets.

(REPORTING BY INSIDE EDUCATION STAFF)

Revised 2020 School Calendar For SA Announced Amid Criticism

NYAKALLO TEFU

THE Department of Basic Education has released a revised calendar for 2020, saying the school year will be completed on December 15 for Grade R to Grade 11 and will not be carried over to the first quarter of 2021.

This is the second time this year that the school calendar has been revised to accommodate the changes that have been brought by the impact of the Coronavirus.

In a statement issued on Saturday night, DBE said the school year will also see learners returning to school on August 24 following last month’s announcement by President Cyril Ramaphosa.

“The department considered the impact of the decision on the current calendar. The policy process to amend the school calendar commenced considering the urgency of the matter as necessitated by the prevalent Covid-19 environment,” said the department.

The review of the school calendar comes after a Cabinet decision that schools should break for four weeks.

In his address to the nation last month, Ramaphosa announced that schools will close on 27 July and re-open on 24 August.

 The calendar will be gazetted and published this week.

“The Minister will issue directions for the basic education sector this coming week. The directions will provide guidance on various matters affecting the basic education sector,” the department said.

While this was welcomed by many, others felt that the president and basic education minister Angie Motshekga were bowing to pressure by trade unions, which had written to DBE to shut down schools during the COVID-19 peak.

On Monday, the Western Cape Education Department (WCED) criticised the publishing of a new 2020 school calendar in the absence of gazetted dates, saying it had caused chaos and confusion for matric pupils.

Educational MEC Debbie Schäfer said the publishing of a new calendar while failing to gazette directions had caused more chaos in the system, with people now unsure whether matrics had to return today.

“According to the current gazetted directions schools can bring more grades back if they can comply with the protocols, so they are complying with the law,” said Schäfer.

The matriculants will finish writing their year-end examinations by December 15, and marking will be completed by 22 January 2021.

Matric results for the Class of 2020 will be released on February 2021.

The department said the reopening of schools in 2021 would take place on January 25 for teachers, and learners will return at a later date yet to be announced. 

(COMPILED BY INSIDE EDUCATION STAFF)

Learner Accuses Pretoria School Of Racism And Keeping It Open Despite COVID-19 Positive Cases

NYAKALLO TEFU

A GRADE 11 learner at Tuks Sport High in Pretoria has accused the school of failing to close or call off lessons despite a number of confirmed COVID-19 positive cases reported among teachers and learners.

The learner, Jaycobus Farmer from George in the Western Cape, says he was targeted after he and fellow learners raised issues about safety measures and protocols at the school.

Farmer said there are three teachers over the age of 60 at Tuks Sport High School who were still coming to school to teach learners despite government regulations.

The school headmaster, Hettie De Villiers, has denied this.

“The School complies with all the applicable Regulations. The Regulations do not prohibit people of the age of 60 from coming to work. It is that individual’s own choice to come to work or work from home,” said De Villiers.

“Although employees over the age of 60 are not encouraged to come to work, all employees over the age of 60, who underwent a thorough medical assessment and who were in good health, were allowed to come to work, subject to regular follow-up assessments by their Doctors.”

De Villiers has denied allegations of racism against Tuks Sport High School.

“This allegation is denied with contempt.  This is a blatantly false statement.  The School is proud to have more than 88% black and coloured learners,” she said.

Farmer was expelled a week ago after he was found guilty of disrespect and not adhering to the authority structures within Tuks Sport High School – intimidating or degrading a fellow learner in any way, including gestures, verbal threat or comments on a social media platform.

This is based on evidence that was produced, according to the school’s charge sheet.

Farmer has also been found guilty of bullying and engaging in any form of bullying, physical, emotional or cyber-bullying.

However, Farmer remains a registered learner of Tuks Sport High School until the end of the academic year and will be supported as per lockdown learning conditions.

He will be allowed to write his final Grade 11 exams at school, but will not be accommodated in the residence during the exam period.

“The school had promised that they would wash our masks every second day but they have never washed our masks,” said Farmer.

“They said they are in healthy condition but that is not the point. They are putting us at risk,” said Farmer.

Farmer alleged school teachers at Tuks Sport High have also been discriminating against the black and Coloured learners.

“We feel excluded. In the one incident recently the principal [Hettie de Villiers] called us in, saying we were moving in the Numbers Gang. We asked what she meant, and she clarified that we were walking in groups and when we asked her about other learners, she said there was a difference between us and them,” said Farmer. 

“I feel like the school does not care about our safety and I do not feel entirely safe at school, especially during the coronavirus pandemic peak, among other greater issues,” said Farmer.

“There have been certain cases that we were not made aware of, of people having contracted the virus, because they only closed the school after 12 cases of the coronavirus where reported.”

Farmer said the first six cases of the virus did not prompt the school to close.

He said all they did was isolate the learners and only notified parents when 12 cases were reported.

(COMPILED BY INSIDE EDUCATION STAFF)

Limpopo Education Investigates Allegations Of Teachers Stealing From School Nutrition Programme

PARENTS at Mukula High School are accusing parents of stealing food belonging to learners, according to a report by the SABC News.

The Limpopo Education Department has deployed a team to the Mukula High School, in Xikhumba village, outside Giyani to investigate allegations of the theft of food items meant for the school nutrition programme.

This follows allegations by some parents that bakkies, which they suspect acted on the behest of some teachers, went to the school and took food items, hours after they had been delivered at school.

Parents of Grade 12 learners were on Wednesday asked to collect food for their children at the school. Some, however, say they got small amounts of food items that will not last the learners for the duration of the week, as directed by President Cyril Ramaphosa that schools should continue feeding learners during this COVID-19 imposed break.

Some parents allege that they saw bakkies leaving and entering the school premises several times last Friday night, a few hours after a truck delivered food items at the school.

“On Friday, I saw a big truck at the Mukula. It was delivering food. It was a bulk of food. So, I don’t know what is happening because they said we must come with wheelbarrows so that we must collect the food, only to find that we got only a few things. But the truck was there and the food was plenty.”

Provincial government investigating allegations

The Limpopo Education Department says a team led by the circuit manager will be investigating these allegations.

“We have asked the district director to look into the matter. First of all, it is worrying to receive reports of possible theft of food since we all know that this is much-needed provision. We also have circuit monitors of the school nutrition programme to check what was delivered and what was given to learners and parents; also tighten up systems around stocktaking to make sure that it tallies with what the SGB and other members of the community are confirming to have received,” says Spokesperson Tidimalo Chuene.

Although parents at Mukula told SABC News that only Grade 12 and 11 learners at the school have thus far been given food items, Chuene says all schools in the province that benefit from the school nutrition programme have been feeding learners for the duration of this week.