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EC Schools Not Ready For Second Phased-in Reopening Due To COVID-19 Infections, Says MEC Fundile Gade

Charles Molele
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EC Schools Not Ready For Second Phased-in Reopening Due To COVID-19 Infections, Says MEC Fundile Gade

THE MEC of Education Fundile Gade has asked Basic Education Minister Angie Motshekga to postpone the second phased-in reopening of schools in the Eastern Cape, saying his province is not yet ready to accommodate more learners due to the rising number of COVID-19 infections.  

This comes after Motshekga announced that 6 million learners are expected to get back to school on July 6 despite rising concerns from parents, teachers’ unions and school governing bodies.

“Our institutions around the villages are becoming more saturated and they cannot work on a one size fits all system,” said Gade. 

“There have been 26 deaths in the education sector due to COVID-19 and 3 of them are children.”

Gade briefed the media on Tuesday morning about preparations for the second phased-in reopening next week.

Last week, more than 200 people tested positive for the virus at Makaula Senior Secondary School in KwaBhaca, formerly Mount Frere.  

The Eastern Cape currently has 26 195 confirmed COVID-19 cases.

Thus far, at least 200 schools in the province remain closed. 

Meanwhile, the Public Servants Association (PSA), which represents thousands of educators and administrative staff at schools across the country, has called for Gade to resign.

The organisation told the media on Monday that it was “shocked” by how the department had been handling Covid-19 at schools in the province to date.

Provincial manager for the PSA in Mthatha, Thami Makuzeni, said the MEC had failed to ensure the implementation of safety measures before pupils returned to school.

(Compiled by Inside Education staff)

Cosas Threatens Limpopo School Shutdown Over COVID-19 Concerns

Charles Molele
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Cosas Threatens Limpopo School Shutdown Over COVID-19 Concerns

ROLIVHUWA SADIKI

THE Congress of South African Students (COSAS) in Limpopo will be marching to the department of education in the province on Tuesday to hand over a memorandum of grievances to the MEC of Education, Polly Boshielo.

This follows the student organisation’s protest march to the department last week in which Boshielo was unable to receive the memorandum amid allegations that she was attending a portfolio committee meeting.

Some of the grievances to be addressed include examination papers which were originally prepared to be reviewed with the aim of aligning them to the COVID-19 impact and that the department put measures in place if COVID-19 cases are confirmed in schools.

Scalo Mahladisa, COSAS’ provincial secretary, said the students’ movement was of a firm view that the department has never been ready to open schools and that the 3711 schools indicated to be ready for reopening have never been and are still not ready.

“We are informed of the material conditions on the ground.  Over 42 schools did not reopen on a basis of non-compliance to the health protocols.  To date, nothing has been provided to address the anomaly.  Learners of the effected schools are left on their own,” he said.

Mahladisa also said it was common knowledge that many learners in Quintile 1-3 schools depends on school nutrition’s to survive and it should highlight how it is catering for learners from the 42 schools since they live in abject poverty.

“The department should consider them as they are left at home. It is failing to provide enough food for those who are at schools. What will happen because they are bringing more of them,” he asked.

He further said the department will not be able to accommodate other grades as they are in need of more than 46000 classes and that

“PPEs were not enough. Thermometers which were provided are dysfunctional and faulty and those who are using them were not trained,” he added.

We are expecting response to our peremptory from the Limpopo Department of Education within 12 days from receipt hereof.  

During his 2020 supplementary budget speech last week, minister of finance Tito Mboweni announced that all provinces will collectively receive R5 billion for the education catch-up plan.

Ten teachers, three pupils and one supporting staffer are alleged to have tested positive for the COVID-19, while 3 schools have since closed in the province.

At least 963 000 pupils from all other grades in the province are expected to return to school on 6 July.

(Source: Mukurukuru Media)

6 Million Learners Expected In Schools During Second Phase-in Amid COVID-19 fears

Charles Molele
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6 Million Learners Expected In Schools During Second Phase-in Amid COVID-19 fears

NYAKALLO TEFU

ABOUT 6 million learners are expected back at school on July 6 amid concerns by parents who fear the worst following the surge in COVID-19 cases across the country.

Since the reopening almost two weeks, which only saw only Grade 7 and Grade 12 returning, at least 775 schools have been affected by COVID-19 infections.

A total of 523 learners have contracted the virus while a staggering 1 200 staff members tested positive. This comes as the Department of Basic Education plans to allow the return of even more learners by Monday.

However, the return of more learners to school has raised serious questions and parents, teachers’ unions and school governing bodies (SGBs) are concerned about the safety of children as COVID-19 cases rise.

Basic Education said it was doing what it can to ensure measures are taken to keep learners safe from the virus. “We have been doing a lot of work to prepare for the next cohort of learners that are coming back on the 6th of July. It’s a large number. It’s about six million of them who are coming back. Provinces have been focusing on the preparations,” said Elijah Mhlanga.

Inside Education takes a closer look at provinces considered epicentres of the deadly coronavirus to assess the situation.

THE EASTERN CAPE PROVINCE|

The situation in the Eastern Cape is dire after 204 learners and hostel assistants tested positive at the Makaula Secondary School in KwaBhaca, formerly known as Mount Frere.

A team of clinicians and other primary healthcare workers have already been sent to the school to prevent further spread of the virus.

As of Monday, the Eastern Cape had 23,658 confirmed cases of the coronavirus.

The MEC for Education Fundile Gade said government was concerned by the infections at various schools in the province.

“Certainly, the province is highly concerned with the outbreak of infections at our schools that has let to closure of over 150 schools for decontamination,” said Gade on Monday.
“An instruction has been issued to all our 12 districts to provide an assessment about all our schools’ readiness to accept additional grades as of the 6 July. Obviously there’s a concern with our bigger schools and how additional learners will impact our capacity to social distance and retain COVID-19 health and safety protocols.”  

KWAZULU NATAL PROVINCE|

The province has so far recorded an increase in the number of positive Covid-19 cases in schools, according to Premier Sihle Zikalala, who also said the number of infected people in schools increased to 187 last week, of whom 139 were teachers and 37 pupils. Thus far, at least 63 schools in KwaZulu Natal have reported positive Covid-19 cases across nine districts.

Dr Vusumuzi Nzama, head of the provincial department of education, said preparations were underway to receive learners across the province.

“When we prepared the schools for the reopening, we made it a point that all schools are sanitized and made ready for at least 6 months. So schools are already prepared. There is enough space for learners who will be returning on July 6 and teachers have already been trained. They have already been given full orientation,” said Nzama.

Nzama said the biggest concern for the department was lack adequate funding to deal with the COVID-19 challenge.  

“We do not have adequate funds to sustain what we have already provided to schools. We are currently coping, but we see that as time goes on, we are going to have a problem with supplying schools with COVID-19 essentials. The matter is being dealt with by the provincial treasury.  However, there hasn’t been any positive response,” he said.

GAUTENG PROVINCE|

According to the Department of Health, Gauteng is preparing for the worst of the coronavirus cases in the coming weeks.

Despite being one of the hardest hit provinces with over 31 000 confirmed cases, the Gauteng Education Department said most primary and secondary schools will be able to operate as more pupils prepare to go back to class in July.

The department said while its aware of the rapid rise in COVID-19 cases in the province, it will also continue to monitor pupils’ return to school and implement all necessary measure to ensure all institutions are compliant.

“We are ready to receive the other learners. That is all the grades in Gauteng. We’ll be doing a rotational process and learners will be rotating with some coming two days a week, some coming three days. That’s how we’re going to be managing it in Gauteng,” according to spokesperson, Steve Mabona.

The total number of confirmed COVID-19 cases in Gauteng as at 28 June 2020 sits at 36 895, with 9738 recoveries and 174 deaths.

Out of a total of 28 317 contacts traced (these are individuals who were in contact with people who tested positive for COVID-19); 18 087 people have completed the 14 days monitoring period with no symptoms reported and therefore they are de-isolated.

A total number of 1332 of people are currently hospitalized in the public and private facility.

The Gauteng Education Department has urged all schools to adhere to COVID-19 protocols as more grades re expected to return.

THE WESTERN CAPE PROVINCE|

Since the reopening of schools in June, 134 of learners have tested positive for COVID-19. According to the Western Cape Education Department’s latest reports received this past Friday, 557 school staff members have contracted the coronavirus. This number includes educators and non-teaching staff. Western Cape Education Department’s spokesperson Kerry Mauchline said Gauteng has the highest number of active cases – “so considering the Western Cape as the ‘epicentre’ would not be correct.”

“It is important to note that as the extra grades return, not all of those learners will be at school at any given time. In order to maintain the 1.5m physical distance between learners, schools have been asked to submit Temporary Revised Education Plans on how to manage this. The majority of our schools have already submitted these, with some of the models chosen including having grades at school on alternating weeks, or alternating days, or in shifts,” said Mauchline.

Mauchline said on average, 25 schools out of 1 509 are closed in the Western Cape on any given day. However, this includes those which are not closed due to cleaning after a positive case, but also where schools are closed due to threats from protestors and for other reasons.  “Every day, nearly 1 500 of our schools are going about the daily essential task of educating learners without disruption, and the majority have not reported any cases of Covid-19. So we must see positive cases at schools within this greater context,” she said.

“A confirmed case does not necessarily require a school to be closed. In each case, a number of factors will be considered in making the decision.”

As of 1pm on Monday 29 June, the Western Cape has 16 550 active cases of Covid-19, with a total of 61 445 confirmed cases and 43 120 recoveries. The Western Cape has recorded an additional 38 deaths, bringing the total number of Covid-19 related deaths in the province to 1775.

(Compiled by Inside Education staff)

Professor Zeblon Vilakazi Talks About Leading Wits To New Research Frontiers

Charles Molele
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Professor Zeblon Vilakazi Talks About Leading Wits To New Research Frontiers

CHARLES MOLELE

PROFESSOR Zeblon Vilakazi, a top nuclear scientist who is globally recognised for his expert knowledge in physics and nuclear research, is fully cognizant of the challenges that lie ahead when he takes over the reins as new vice-chancellor and principal of Wits University in January 2021.

Vilakazi takes the reins from Professor Adam Habib, who leaves Wits at the end of the year to lead the School of Oriental and African Studies in the United Kingdom.

In an interview with Inside Education, Vilakazi acknowledged that the financial pain from the coronavirus pandemic is going to hit the country’s colleges and universities hard, and Wits University will be no exception.

His intimate familiarity with the institution and previous leadership roles at the university prepare him well for this role. Vilakazi has been with Wits since 2014 and served as Deputy Vice Chancellor for Research and Post Graduate Affairs.

His immediate priority in January 2021 would be to focus on the financial stability of the university and raising funds after the COVID-19 crisis brought unexpected costs when classes were interrupted and moved online.

Vilakazi said higher education is indeed going to be at forefront of the economic fallout from coronavirus and Wits needs to respond strategically.

“We need to respond strategically to the COVID-19 crisis. My priority will be to worry about the university’s finances. The job of any vice chancellor is to raise funds for the university, engage the Wits alumni and present a vision for the next few years during my term. Therefore, financial stability is going to be my immediate priority,” said Vilakazi.

He added: “As higher education, COVID-19 has given us huge challenges with regards to online learning and teaching. We also need to introduce blended learning. This means integrating the classroom experience with technology.”

Vilakazi, who will begin in his new role on 1 January, believes the 21st-century universities must be innovative.

He said universities must respond to challenges facing communities such as climate change, environmental degradation and social inequalities. 

“The second priority for me is to innovate. If you don’t innovate you will lose out. I would like Wits to be at the forefront of technological innovation and produce job creators instead of job seekers. We need to develop app devices and technology and produce our own Steve Jobs, Bill Gates, Jack Dorsey, etcetera.

“We have the resources to become the leading university of innovation and innovators in the African continent. We also need to produce talented social innovators who will create social networks that will respond to our societal problems such as climate change and inequality,” said Vilakazi.

“I do believe that as a university, our task is to respond to the challenges by asking key questions that society needs to address, among others is what kind of research questions will come out of this, both in terms of the science and medics.”

Vilakazi has been instrumental in developing key local and global partnerships that have cemented the University’s position as a leader in innovation, including a partnership with IBM for Quantum Computing.

 “In terms of the Fourth Industrial Revolution, we need to ensure South African universities are not found floundering in the backwash. We need to be in the leadership of Quantum Computing. We are currently working with University of Johannesburg on 4IR in Higher Education,” said Vilakazi.

He also chairs  South Africa’s National Quantum Computing Working Committee which seeks to develop a Framework for Quantum Computing and Quantum Technology driven research and innovation in South Africa.

“We are also working on digital mining technology systems – we will be partnering with a robotic system to do mining at deep level and ensure safety in mines. This is called Mining 4.0. Industry 4.0 offers new possibilities to combine increased productivity with stimulating workplaces in a good work environment.”

Vilakazi, who hopes to mend relations with student formations on campus, will have to learn how to communicate with his fellow millennials if he is to become more than just another vice chancellor and demonstrate grit and courage to confront a difficult challenge and beat the odd.

“My aim is to mend the relationship between management and student, resolve conflict and investigate the problem through open dialogue with students. It won’t be easy but it has to be done,” said Vilakazi.

Asked what keeps him up at night, or getting him out of the bed in the morning, Vilakazi said he was worried about the impact of coronavirus on higher education institutions and financial stability.

“My headache is the economic impact of the coronavirus. Every CEO must worry about the financial sustainability of the company. That’s my major concern at the moment,” said Vilakazi.

“It is an honour for me to have been appointed to this prestigious position. I am committed to working with my esteemed colleagues, fellow academics and smart, savvy students to create new knowledge, and to develop the high level skills required to move South Africa, and our economy forward. We also need to continue to develop the originators, innovators and critical thinkers who can help us solve the problems of the 21st Century.”

Vilakazi, who was born in Katlehong in Ekurhuleni, obtained his PhD from Wits in 1998 under the supervision of the late Professor J Sellschop, who also served as DVC: Research at Wits.

The title of his doctoral thesis is The Investigation of coherent correlated effects due to incidence of ultra-relativistic leptons on oriented crystalline matter.

This was followed by a National Research Foundation postdoctoral fellowship at the European Centre for Nuclear Research (CERN) in Geneva, Switzerland. 

(Compiled by Inside Education staff)

South Africa Is Ready For A ‘Re-look’ At Inclusive Education

Charles Molele
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South Africa Is Ready For A ‘Re-look’ At Inclusive Education

Dr AVIVIT CHERRINGTON

AN education system that is truly inclusive seeks to foster a culture of competence and belonging by recognising the strengths, rather than the limitations, of human diversity.

Its underlying values and principles are interwoven into every aspect of quality teaching and learning, from classroom practice to school culture, and from curriculum design to national policies, thus contributing meaningfully towards a transformative social education that promotes democratic participation, mutual respect, and social justice.

To advance an education and training system in South Africa that is able to carry the responsibility of implementing such a vision requires critical and collaborative thinking beyond a ‘one-size-fits-all’ approach.

We live in a country where a large percentage of children continue to be excluded from accessing quality basic education due to multiple barriers of ability, language, gender or poverty. It is therefore absolutely essential for all education stakeholders to question whether current inclusive education practices and policies ensure that every child is able to pursue learning to his/her fullest potential towards optimal development as an active citizen of society.

There is a need to re-look at the foundation of inclusive education in South Africa, and this starts with all key education agents actively engaging with key practices, policies and structures from school to national level. STADIO Faculty of Education and Humanities’ School of Education is launching a new part-time Bachelor of Education Honours in Inclusive Education [BEdHons (Inclusive Education)] in July 2020.

Such postgraduate programmes provide a much-needed springboard for building the critical voice and capacity of the country’s teachers, members of school management teams, and future education academics towards shaping education transformation in the country.

Inclusive education is traditionally focused on ways of integrating learners with differences into the mainstream classroom and requires teachers to adapt their teaching style and resources to ensure that all learners receive adequate support to function at a similar level. However, it is inherently part of the human condition that children will present with differences in learning styles, preferences, and abilities and thus teachers must be challenged to think more broadly about Inclusive Education as a means to maximise participation in education rather than just to minimise barriers to learning.

A truly inclusive learning approach acknowledges and respects that learners bring diversity into the classroom and seeks to foster potential and flourishing of each individual.

However, socio-economic conditions that prevail in many communities also play a significant role in influencing learning styles and abilities: children come to school hungry, with high anxiety due to the prevalence of community violence, or lack of parent support and involvement.

Access to quality learning is also hampered by poor infrastructure, over-crowded classrooms, an inflexible curriculum and ineffective school management encumbered by inadequate policies.

These factors make the issue of diversity and inclusivity in education a complex one.

The current challenges brought to light during lockdown and subsequent phasing-in approach to the re-opening of schools around the country have further highlighted the massive inequalities in the education system and what teachers are challenged with daily in the classroom.

It is also evident that schools are not just places for fostering academic achievement but essential in developing children holistically through health and nutrition programmes and psycho-social support. Relevant and contextual inclusive education training therefore is needed to consolidate and deepen teachers’ critical understanding and application of inclusive practice and policy in the context of the current local landscape.

All undergraduate education degrees in South Africa are required to engage students with the theoretical foundations and principles of inclusive education, however, it is up to the institutions themselves to map out how this topic is included in the curriculum. Some have designed specialised short courses or modules, while others choose to integrate the topic into the general education module.

However, beyond the initial four-year degree only a handful of public universities offer this specialisation at postgraduate level, and in the burgeoning arena of privately-funded higher education in the country STADIO’S School of Education is proud to be offering this specialisation as an Honours level.

The programme is aimed at examining inclusive education holistically from a social capabilities and systems perspective, encouraging students to re-construct education as an anti-discriminatory and non-exclusionary approach.

It is evident that inclusivity in education must move beyond the realm of inclusive education practitioners, educational psychologists, or remedial therapists to focus on promoting research and good practice at all domains of early childhood, basic and higher education. It is up to teachers and education graduates to re-define what inclusive practice, pedagogy, and policy should look like in the South African context, as well the broader field of transformative education.

As such, postgraduate degree programmes in education should also be designed to be inclusive, taking into account the many barriers that prevent practicing teachers and graduates from furthering their education at higher education institutions.

In line with current realities and the need to develop teachers who are technologically competent, the BEdHons (Inclusive Education) is delivered through the institution’s Flexible Hybrid Learning Environment (FHLE) model, which makes it possible for students anywhere around the country to further their studies part-time.

Study material is made available online through structured weekly “learning events”, which consist of presentations, readings, podcasts, discussion forums and webinars.

Unlike outdated higher education distance learning where students are mostly left to their own devices to work through the study packs and then required to submit assignments never having engage with their lecturer or peers, at STADIO’s School of Education students can conveniently access the relevant materials through their laptops or smart phones according to their work-home schedules while not losing out on opportunities to regularly engage in critical discussions with lecturers and fellow students.

The research-driven programme opens the door for developing education scholarship and engagement that seeks to widen current definitions within inclusive education for analysing inclusive classroom practices, examining the role of pedagogy and curriculum in fostering inclusive cultures, and evaluating whether current policies serve to inhibit or promote inclusivity in local and international education systems.

ABOUT THE AUTHOR

Dr Avivit Cherrington is a senior lecturer at STADIO Faculty of Education and Humanities’ School of Education (formerly known as Embury), and is the programme coordinator for the Bachelor of Education Honours in Inclusive Education [BEdHons (Inclusive Education)]. She is a Research Associate at Nelson Mandela University, Faculty of Education specialising in research on community well-being and transformative social change, and is the Chairperson of the Community and Social Psychology Division of the Psychological Society of South Africa (PsySSA).

Kholosa Biyana: South African Football Queen Who Is Also Book-smart

Charles Molele
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Kholosa Biyana: South African Football Queen Who Is Also Book-smart

Three-time World University Games participant Kholosa Biyana has made enormous strides in her career so far, including having gone to a FIFA Women’s World Cup.

However, it is her continued resilience in studies that has made her dual career prospects possible.

Biyana, who was born in Eastern Cape has been playing soccer from the tender age of eight. She tells a heartfelt story of sacrifice from her father in particular.

“My dad was my support system, he would drive me to practice every day and he would have to drive back home an hour away, as I was in boarding school and they would not allow me to leave the premises alone,” says the grateful Biyana.

It is for this reason that her father remains one of her biggest inspirations.

Another value that was instilled by her parents was the importance of education and being able to have a dual career.

“Education is very important. I know I love football and I know I can make a living out of it but things are different in South Africa, as we do not have a professional league here.”

“I know there will come a stage when I won’t be able to play professional football,” she says. “I need to have something to fall back on. Injuries occur sometimes and I should be ready if something like that happens. Not only will education help me in the future, but I can also apply the knowledge I gain while playing soccer; aspects such as injury prevention, rehabilitation, sport psychology among others.”

Due to university sports in South Africa being cancelled for the reminder of the year, Biyana has used the lockdown to focus on her studies.

“I am doing my Honors degree in Biokinetics. It is very challenging but I have this time now, without football. We have been doing online learning from the second week of lockdown in April. They (university) have been giving us a lot of tests, assignments and presentations, and I will be writing exams soon.”

“Sometimes, I feel like quitting but I have one goal; to finish this year even if it means crawling to the finish line,” said the Honors degree prospect.

Biyana has participated in not one but three World University Games, consecutively from 2015 to 2019. Biyana cites the 2017 campaign in Taipei as one of her team’s best as they finished fourth overall, after she scored the only goal to send them to the semi-finals.

“It was a great experience because we all had the same goal,” she reminisces. “When we came back from those games, I think 7 of us got a national team call up which was great for USSA football.”

The impact University Sport South Africa has had on Biyana’s football career has been immense. She says, “Through education, you can achieve your goals. USSA is doing a great job because that is where most players get exposure. Some of the players are now in the Premier Soccer League and others in the Glad African Championship. Student-athletes must start taking advantage of the platform given to them.”

Biyana, who is a qualified diagnostic radiographer, also shared some words of wisdom with other student-athletes: “Our journeys are different, we won’t all play at the World University Games. Not everyone will represent their country at national level. Education is the best thing you can fall back on if things don’t work out the way you want them to. Let’s get that qualification!”

Biyana tells FISU about her experience at the FIFA Women’s World Cup last year: “I never thought I would get to that stage but eventually I did. I have learnt a lot from it, from playing against the best players in the world. It is an experience that no one can take away from me.”

She adds that representing South Africa is an honour. “There are thousands of soccer players in the country, they could be playing but in that particular time it was me, grabbing the opportunity and making sure I gave it my best when the opportunity came is the most important thing.”

Some of Biyana’s goals include playing in a top professional league, AFCON tournaments, an Olympics and another World Cup. And of course, finishing her degree!

(Source: University Sport South Africa)

Science & Technology: How STEM Professionals Are Making A Difference

Charles Molele
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Science & Technology: How STEM Professionals Are Making A Difference

ON THE June 28th episode of High-Tech Sunday, Dr. Mark Vaughn, manager, Technical Talent Pipelining for Corning Incorporated’s Technology Community and the lead for the Technology Community Office of STEM, sat down with the 2019 Women of Color Technologist of the Year.

Dr. Pamela McCauley is the first academic who was selected for that honor. She talks about how she’s able to bridge the gap between people who work in STEM in industry and those in academia.

Dr. Mark Vaughn: It’s always interesting to hear about a person’s journey. Those of us who are part of the Career Communications Group family, with Black Engineer of the Year and Women of Color, know that you are a somewhat of a fixture on the national scene. But, how is it that you got started in the area of science, technology, engineering, and math (STEM) in the first place?

Dr. Pamela McCauley: When I was a little girl, we would visit my grandmother in Oklahoma City in the country. And we would always, in the summertime. beg to sleep outside on the patio on the roll-away bed. And that’s when I would look up and gaze at the stars. I absolutely fell in love with the constellations and wanted to know what stars were made of and that really began my love for science.

And then of course, my father always made sure we took math. So we had to take math courses every year, whether we needed them or not. I enjoyed math as well. So, I think I had the foundation to be comfortable with a STEM major early on. My father told me that I was smart so I should become a doctor. So I started out as premed. While I loved science and studying the human body, I realized pretty quickly that I didn’t like the sight of blood. And it probably wouldn’t be a good idea for me to study medicine.

How she got into industrial engineering

“So I went to the library and learned about other disciplines. This is the time when you actually had to go to a library. You had to go up steps, open doors, and pull out card catalogs. So, I went to the library and I learned about industrial engineering. And it said there’s an area within industrial engineering called bio mechanics. That looked at the study of people in the workplace or the study of the human body’s movement. I saw then that I could use my interest in the human body in engineering. That’s when I switched to industrial engineering.”

What is it that you are focused on in your research as it pertains to bio mechanics these days?

“In some of the recent research that I did, I’ve studied the bio mechanics of body-worn camera for law enforcement officers. Of course, that’s something that’s very timely as we think about what’s going on today. A lot of times, people don’t think about the science that has to go into some of these decisions. That is if they are made well. The reason that I got involved was because at my former institution, the University of Central Florida in Orlando, the Orange County sheriff’s office was considering implementing body worn cameras. So they wanted to have a study done to look at the different types of body-worn cameras as they were making these decisions.

“We all know the tremendous advantages of body-worn cameras. For example, one of the primary reasons they are used is because they include officers facing. But they also increase evidence quality, and then they reduce the number of civilian complaints. Also they reduce an agency’s liability because they you do have actual footage. Because if you have five people seeing the same thing, you’re probably going to have five different stories told. But if you have that camera there, that provides some additional assurance.

“I was really excited to do that study and I had officers in my ergonomics class. So we were actually having them do many of their maneuvers that they would do, such as running and jumping off a treadmill as if they were going to apprehend someone as they would do. Then we’ll evaluate how the body worn camera could stay in position and still collect the kind of information that was needed. That, I felt was a real contribution, and some of the things I loved to do in research that is going to be easily translatable so that it could make a difference.”

(Source: The Black Engineer)

13 South African Universities Feature In The World’s Top 2000 Higher Learning Institutions

Charles Molele
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13 South African Universities Feature In The World’s Top 2000 Higher Learning Institutions

THE universities of the Witwatersrand (Wits) and Johannesburg (UJ) are among the top 2 000 universities that made the cut in this year’s Center World University Rankings (CWUR).

This year, Wits was ranked second in South Africa and 275th internationally while UJ was seventh nationally and 706th in the world. In total, 13 South African universities attained a spot on the final league table where 20 000 higher education institutions were evaluated.

CWUR is a leading consulting organisation providing policy advice, strategic insights, and consulting services to governments and universities to improve educational and research outcomes. The organisation grades universities on seven factors to compile their annual list of the world’s top universities.

These include the quality of education, quality of academic faculty staff, alumni employment, and overall research performance. They believe that they are known objectivity, transparency, and consistency and are trusted by students, academics, university administrators, and governments from around the world.

The University of Cape Town was ranked as the top university in the country and 268th globally.

Stellenbosch University (third nationally and 429th globally), the University of KwaZulu-Natal (fourth nationally and 429th globally) and University of Pretoria (fifth nationally and 578th globally wrapped up the top five South African universities.

UJ has been able to gradually climb nearly 250 places over just three years to its current global ranking of 706. This year they improved from last year’s standing by 55 places. Vice-chancellor and principal of UJ, Professor Tshilidzi Marwala said, “We are thrilled with this global endorsement that recognises our endeavours towards global excellence and stature, in the context of the Fourth Industrial Revolution.

“The rankings also reaffirm our stature as an international university of choice, anchored in Africa and dynamically shaping the future.” Globally, the top five universities rankings haven’t changed from last year’s list. Harvard University in the United States of America was ranked as the best university on earth for the ninth year in a row.

American universities Massachusetts Institute of Technology and Stanford University round up the top the three while the United Kingdom’s University of Cambridge and University of Oxford came fourth and fifth respectively.

The University of Johannesburg’s vice-chancellor and principal, Professor Tshilidzi Marwala has celebrated the university’s inclusion in the top 2 000 universities globally in this year’s rankings.

(Compiled by NorthCliffMelville Times)

Princeton To Remove President Woodrow Wilson’s Name From Public Policy School

Charles Molele
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Princeton To Remove President Woodrow Wilson’s Name From Public Policy School

PRINCETON University will remove Woodrow Wilson’s name from its public policy school over “racist thinking and policies” the former president had championed, the university says.

The university’s Board of Trustees approved the name change on Friday. In a letter, trustees said long-standing questions over Wilson’s history of supporting segregationist policies were “made more urgent” by the recent high-profile killings of Breonna Taylor, Ahmaud Arbery, George Floyd and Rayshard Brooks.

Trustees noted that Wilson infamously segregated the nation’s civil service after decades of racial integration. That legacy, trustees concluded, was not befitting a school geared toward public service.

“We have taken this extraordinary step because we believe that Wilson’s racist thinking and policies make him an inappropriate namesake for a school whose scholars, students, and alumni must be firmly committed to combatting the scourge of racism in all its forms,” the board said.

The school will be renamed the Princeton School of Public and International Affairs, and the residential Woodrow Wilson College will be renamed First College, Princeton said.

Wilson had a long history with Princeton. He obtained his undergraduate degree from the university in 1879 and returned in 1890 as a professor, teaching for 12 years before becoming the university’s president in 1902.

Princeton appended Wilson’s name to the School of Public and International Affairs in 1948 when it added a graduate program. In addition to the public policy school and residential college, a prestigious alumni award also bears Wilson’s name.

Trustees say Wilson’s name will remain on the alumni award however, because it was endowed by a gift that came with a “legal obligation to name the prize for Wilson.”

Alongside the veneration have also been concerns by students over Wilson’s prominence on campus. In 2015, students protested, occupying the president’s office. In response, the trustees assembled a special committee to review concerns over Wilson’s legacy and provide recommendations.

The committee recommended that the school keep the 28th president’s name on both schools, even as it acknowledged that “Wilson indisputably opposed the idea of admitting black students to the Princeton of his time.”

But as anti-racist protests surged across the nation, the celebration of Wilson’s legacy at Princeton was one more longstanding debate to re-enter the spotlight.

Students of the public policy school recently sent a letter, dated June 22, demanding, among other things, a name change.

“If Princeton saw fit to change the name of the School of Public and International Affairs in 1948 to reflect the politics of the mid-century United States, then it is time to change the name once again, over sixty years later, to reflect the morals and principles of our institutional identity in 2020,” the letter read.

(Compiled by NPR)

Willowmoore High School Principal, Lorna Sanders, Is Our Teacher Of The Week

Charles Molele
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Willowmoore High School Principal, Lorna Sanders, Is Our Teacher Of The Week

CLASSROOM CORNER

Teacher of the Week

Teacher: Lorna Sanders

School: Willowmoore High School, Benoni, Gauteng

VETERAN educator Lorna Sanders remembers that all she ever wanted to be was a mathematics teacher.

A school principal at the Willowmoore High School in Benoni, Gauteng, Sanders was inspired by one of her mathematics educators who gave her the opportunity to assist her fellow students when he was busy with administration work.

Working with staff members and getting them to be excited about their teaching and their own learning is a great challenge for her.

However, she is able to get the staff to be a professional body.

She encourages her staff to get involved in up-skilling themselves using the latest trends in technology and in education.

She takes up challenges to try new methods in the classroom, attend conferences and networks.

In the same time she receives a lot of support from a very good team of staff who allow her to introduce new ideas.

She also ensures that her learners are involved in many activities and she will always go out of her to see that the learners receive the recognition that they deserve.

She also works closely with members of the community, School Governing Bodies (SGB) and the Education department.

She believes that no one will ever take away the empowerment that she has acquired by participating in the National Teachers Awards (NTA) from the district level to national level.

She will continue to continue the work that she is doing as it is a passion.

Sanders want everyone to be curious about the world and be excited about learning one small thing each day.

She would like to spend time up-skilling fellow educators in the use of technology in their classrooms as she is passionate about the way technology can assist educators without replacing educators.

She is determined to make learners aware of their surroundings and to become valuable members of society.

“I want the country to benefit from the learners that I am able to assist.”

(Compiled by Inside Education staff)

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