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Dramatic Spike in Theft and Vandalism of 424 Schools Haunts Basic Education Minister

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Nyakallo Tefu 

Basic Education Minister Angie Motshekga has condemned the violent destruction, theft and vandalism of school property during the COVID-19 national lockdown, saying those responsible should be arrested and prosecuted by law enforcement agencies. 

As of Sunday, 424 schools in South Africa were burgled and burnt down by criminals during the national lockdown.  

According to preliminary police investigations, criminals were targeting schools for various items such as groceries, learning and teaching material, including Information, Communications and Technology equipment such as laptops and tablets. 

Motshekga appealed to local communities to safeguard their schools and report suspected criminals to the police.

 “We want to see the arrest and prosecution of every single criminal responsible for this kind of behavior”, said Motshekga.

 So far, 44 suspects have been arrested in Gauteng, including those found in possession of stolen property linked to school break-ins in the province.

 Education experts and teacher unions have expressed their disappointment at the escalating incidents of violent destruction of school property during the national lockdown and have called on law enforcement agencies to tighten security to protect national assets such as school infrastructure.

Traditionally, most schools are usually targeted during violent service delivery protests, which are more than an expression of voter discontent.

However, education authorities and experts who spoke to Inside Education this week said they were baffled as to why disgruntled South Africans would resort to burning schools in a country bedevilled by record-high inequality, unemployment and poor education.

Allen Thompson, chairperson of the National Teachers Union (NTA), said the teacher union was disappointed that so much vandalism of schools was happening during a health crisis that affected everyone, rich and poor.

 “Our worry is that this is going to have a very negative impact on the recovery plan that we are currently crafting with the department of basic education and it is going to derail the education of learners further, beyond what has been done by the lockdown to our education system”, said Allen.

 Executive director of the National Professional Teacher’s Organization of South Africa (NAPTOSA) Basil Manuel described the vandalism of schools taking place in South Africa as ‘tragic’, saying it robbed learners of a better future.

 “People need to realize what is happening because what happens in a community when three or four schools in one community has been vandalized, and made almost useless, it means that this is robbing the next generation”, said Manuel.

Professor Mary Metcalfe said government needs to provide some geo-mapping of the schools attacked and painstakingly focus on those areas.

 “If we see a pattern across the areas, this will help in a more systematic response to prevention,” said Metcalfe.

“We need to work with community structures to be able to develop a preventative response to these attacks on school infrastructure.”  

Thompson said the NTA has already written a letter to the Minister of Police Bheki Cele and the Minister of Defence Nosiviwe Mapisa-Nqakula, raising among others concerns that they thought that during the national lockdown period, the only people who are supposed to be active on the streets were members of the SA Police Services (SAPS) and South African National Defense Force (SANDF).

 “Our expectation was that they were going to move around the government institutions which are more or less unoccupied right now. We have challenged them to apprehend all the people implicated in vandalism that our schools are finding themselves in”, said Allen.

 The vandalism, theft and burglary of school properties come at a time when there is uncertainty on when normal schooling will resume as the cases of COVID-19 in South Africa continue to rapidly grow.

 “Yes, I recognize that times are tough and there are difficult choices to be made, but we have seen how criminals in our societies have taken advantage of the current situation”, said Manuel.

“The Constitution guarantees the right of everyone to basic education and further provides that the rights of the child are of paramount importance in every matter concerning the child. Actions to undermine these rights cannot be tolerated by any society.”

 Motshekga said the damage caused due to vandalism of schools would obviously have a negative impact on the implementation of the proposed recovery plan once the lockdown was lifted.

Motshekga further asked for South Africans to work together with the department of education and the police to safeguard the future of school learners by exposing these criminal elements.

The department of education said police are still searching for the culprits behind these attacks.

Access to E-learning in Rural Villages of Limpopo Highlights Stark Educational Inequalities in SA

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Rolivhuwa Sadiki

Though several e-learning platforms have been created for learners to catch-up on school work during the nationwide lockdown as the country fights the COVID-19 pandemic, some parents in rural areas have no idea what it (e-learning) is and how it works, making it almost impossible to keep home schooling running.

“I have no idea what e-learning is all about. It is my first time hearing it from you,” says 30 year-old Thifhelimbilu Mamali from Maniini village outside Thohoyandou in Limpopo, who has to teach her son so that he at least does not forget the basics.

Although she owns a smartphone, she does not know how it (e-learning) works.

After showing her one of the platforms created for learners, she tells me that some of the things should have been written in her mother tongue (Tshivenda) because English is a bit hard for her.

Moreover, using the smartphone means commuting to and fro a friend’s homestead, a few metres from her home since she does not have access to electricity.

“My phone and the power bank charger have to be charged on a daily basis. I always need to be cautious of what I use it for to save the battery,” says the unemployed mother.

Mamali has been trying to assist her 8 year-old son Thandululo, who is in grade 3 in catching up with schoolwork by using textbooks, an activity that does not come easy at all.

“It is quite frustrating and a bit hard assisting him and I am short-tempered. If ever I teach him a certain activity twice and he comes back the 3rd time needing clarity, I start shouting,” she said.

For unemployed Khathutshelo Phosa whose daughter is in grade 7, when it comes to e-learning, this mother of two’s tale is the same as that of Mamalis’.

“I don’t know what e-learning is. What is that? She asked.

Phosa, 32, says her daughter has only been catching up with schoolwork by listening to learners support programmes on some of the public broadcaster’s TV channels and radio stations.

“I do have a smartphone but I have only heard that for those in high school, there are some WhatsApp groups created that enable them (learners) to catch-up with schoolwork. I was not aware that learners in primary have such materials put online,” said Phosa.

After President Cyril Ramaphosa declared the country’s lockdown on March 26, the department of basic education announced a series of online and broadcast support resources as a way of preparing children by the time they go back to school.

Some of the resources put together online for parents, caregivers and learners to support learning at home during the lockdown include study, multimedia and reading materials.

The ministry led by Minister Angie Motshekga is to stand before Cabinet this week, with proposals that could see major changes in the academic calendar.

Source: Mukurukuru Media

Deputy Minister of Higher Education Blasts Top SA Universities

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Charles Molele

Deputy Minister of Higher Education, Science and Technology Buti Manamela has lambasted Wits University, University of Cape Town and University of Johannesburg after the institutions announced they would resume classes this week using remote online learning and teaching methods.

Manamela on Sunday described the decisions by the three institutions as ‘irresponsible’ and ‘inconsiderate’.

“For @WitsUniversity and others to insist on resuming academic programmes ONLINE tomorrow even when some students will be left behind, and after agreement with all stakeholders to work towards a later date when we are all ready, is irresponsible and inconsiderate,” said Manamela on his official Twitter account.

He added: “Yes, universities have autonomy, but this does not legitimize turning them into fiefdoms that disregard national consensus so as to serve the interest of a few. If answers can’t be given on how students who can’t study online will be covered, then why continue? “

“The principles are clear. No institution should be left behind. No student should be left behind. Students who have no study gadgets or internet connectivity should not be treated as though they are the cause of #Covid_19. We will ensure that we take all students along.”

Inside Education has conducted interviews with vice-chancellors of all the three institutions and they were adamant that the online learning and teaching was the right decision given the current situation.

Watch out for the full interviews later on Inside Education.

DBE Launches STEM Lockdown Digital School Amid Outcry Over Using Celebs To Teach Pupils

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Nyakallo Tefu 

In the wake of the extended national lockdown in South Africa, 34 teachers have signed up to teach about 600 pupils online following the launch of the Coronavirus Science, Technology, Engineering and Mathematics Lockdown Digital School. 

The STEM Digital School has been introduced to enable teachers with reliable internet connectivity to offer their services to learners in order to catch up during the lockdown period.

This initiative has been made possible by a partnership between the Sasol Foundation, Department of Basic Education and Ms Zora, an artificial intelligence-based educational platform developed by Africa Teen Geeks, and IT company, Apodytes, to support the Department of Basic Education (DBE) in its mission to pilot its coding and robotics curriculum across 200 schools this year

“We are acutely aware of the importance of keeping our children safe from all sorts of dangers, including abuse and the anxiety caused by Covid-19. In this regard, we encourage families to make use of the materials made available by our partners and those interested in seeing the basic education system continuing even under the current circumstances”, said basic education department spokesperson, Elijah Mhlanga.

The initiative has attracted media personalities in the country who have offered and volunteered to be digital readers of the e-learning materials to school learners.

They include radio and TV celebrities such as Pearl Modiadie, DJ Sbu Leope, Khaya Mthethwa, Penny Lebyane, Thuli Thabethe, Phumeza Mdabe and Somizi Mhlongo. 

Mhlanga said the department was grateful for everyone who has come on board to assist in these trying times. 

The announcement of the media personalities joining the project has been received with mixed reaction by South African’s on Twitter, with some angry commentators saying they are not qualified teachers to teach: 

https://twitter.com/naledi91347433/status/1249367147605889027?s=21

Following a wave of backlash on Twitter, Mhlanga responded to a number of tweets, clarifying the role of the celebrities involved in the project:

The virtual classrooms are offered at no cost across all school grades and sessions will be recorded and posted on the following sites: Africa Teen Geeks, Ms Zora and Department of Basic of Education.  

It is our wish as Africa Teen Geeks to reach out, not only to students with the required digital resources but to also extend our services to those in rural places who are at a disadvantage during this lockdown; therefore, we will not rest until our bad becomes better and our better becomes best,” says Lindiwe Matlali, Founder – Africa Teen Geeks.

Unisa Cancels Venue-based Exams For First Semester Of 2020

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Clinton Matos

The University of South Africa (Unisa) has announced that it will not be enforcing traditional venue-based examinations, where students were previously required to physically write in a crowded hall. This affects the May / June examination period for the school’s first semester of 2020.

As expected this change is due to the ongoing coronavirus (COVID-19) pandemic which has forced South Africa into a lockdown that will continue for the remainder of April. While Unisa is a distance learning institution, venue-based examinations were required to cap off each semester.

Instead Unisa has announced “alternative assessment formats” which will take the place of paper-based exams. As for what these alternatives are, students and other interested parties will need to wait even longer for more information.

“Your lecturers will confirm on myUnisa the type of examination you will write for each module. This information will be available on myUnisa early in May 2020. While the May/June 2020 examinations will take a different format, we remind you that Unisa has a zero tolerance for any form of plagiarism or examination dishonesty,” Unisa writes.

While some may prefer to write their exams at home in a different capacity, there is the issue of internet and computer access, something many students are struggling with. While Unisa does encourage that students study from home, the school’s various campuses around the country usually provide the facilities to complete those studies as part of tuition.

With the campuses inaccessible during this time, even this online assessment solution is not ideal. For those in that situation Unisa has another alternative:

“While we wish to encourage all students to make use of the non-venue based May/June exam opportunity, students who are unable to complete this assessment will automatically be deferred to the October/November 2020 examination period without penalty or additional cost,” the statement reads.

UNISA: Read Unisa’s full statement about this decision here.

Source: HyperText

Rugby: The BBC Exposé on Steroids in SA Schools

Mike Henson

The butcher in Salmon van Huyssteen’s home town did more than sell meat. It also operated as an informal post office, a collection point for parcels and packages in his Pretoria suburb. In September 2012, a delivery arrived for Van Huyssteen. Then 16 years old, and a promising number eight, he wanted to fill out his frame fast.

But instead of steak, sausages or some other protein hit from over the counter, a small container, wrapped in tape to hide the contents, waited for him in the back.

It had been sent by his body-building cousin and was collected by his parents. That same evening, Van Huyssteen’s mother took a syringe and injected him with a millilitre of the product, named ‘Deca 300’. In the morning, she did the same again.

A year later, Van Huyssteen was part of an excited band of teenagers collected together at Loftus Versfeld, home of the Bulls, Pretoria’s Super Rugby team.

Wearing the garish green, red and yellow blazer of his prestigious Afrikaans Boys’ High School, he crowded close to his new team-mates as a photographer captured their call-ups to the Blue Bulls under-18 side.

They were to compete in Craven Week, perhaps the world’s most famous showcase of elite teenage rugby players

Televised by South Africa’s biggest broadcaster and sponsored by a global soft drinks giant, it draws in overseas and local talent scouts to watch the age-grade sides from the country’s biggest teams face off in a week-long festival format.

Alongside Van Huyssteen in the squad photo was RG Snyman, who would go on to play in South Africa’s World Cup final win over England in 2019, and Ivan van Zyl, another future Springbok.

But any plans that Van Huyssteen had of following a similar path were derailed.

A sample given to anti-doping officers at Craven Week showed traces of the steroid nandrolone, two times over the World Anti-Doping Authority’s permitted limit.

Van Huysteen appealed unsuccessfully against a two-year ban. World Rugby’s lawyers had questions over his story.

If, as he claimed, his parents had stopped using it after those first two injections, why was nandrolone still present in his system at such high levels 10 months later? Why was the container still in the family’s fridge?

As for the question of why he took the drug in the first place – there is perhaps an easy answer. But it wouldn’t tell the full story.

“Steroids are going to give you everything that a young rugby player would want – strength, power, speed,” says Dr Jon Patricios, a past president of the South African Sports Medicine Association and a former team doctor to the Cats and Golden Lions teams.

“It is going to make you a much better athlete, regardless what position you play. Those are the benefits. What these young players don’t realise are the side effects.

“Steroids can affect almost any system in the body, but most are hidden. Blood pressure, changes to the heart, sugar and cholesterol levels, potential infertility, liver, kidneys, psychological damage – almost every aspect can be affected.

“That is what they are not too concerned about, because they can’t see them.”

Van Huyssteen is not the only one to run the risk.

Flick to page 40 of the South African Institute of Drug-Free Sport’s (Saids) latest annual report and ‘Name redacted (minor)’ appears six times in the annual list of doping offenders.

All were teenage rugby players who tested positive for steroids at the 2018 edition of Craven Week. It was no blip. The event has turned into one of the most reliable hunting grounds for anti-doping officers.

Three players tested positive at the 2017 event, four in 2016, five in 2015 and three in 2014. All for steroids.

It would be more surprising if all these schoolboys turned out to be clean.

A survey of more than 12,000 boys in 23 rugby-playing schools in South Africa’s KwaZulu-Natal province in 2014 revealed that almost a tenth of 18-year-old boys had tried steroids.

One prominent Johannesburg school offered an amnesty to its pupils, encouraging them to hand in unused steroids and turn things around.

The director of rugby at a school in Cape Town was suspended last year after a former pupil claimed he was helped to inject steroids. The director has denied the allegation.

Dr Patricios has been visited by parents who want advice after discovering cooler bags of potions and pills under their sons’ beds.

“A lot of it is pressure that builds in making an elite sports team or the first XV rugby team,” he says.

“That pressure may be internal from the boys themselves, or from their parents or peers, and certainly a significant amount of it is from the coaches.

“There are cases where coaches will tell players they need to pick up 10kg before the start of the season if you want to make the team.

“There is that sort of innuendo that the kid interprets as them needing to ‘bulk up’ to make the team.

“I honestly believe that there are coaches and headmasters who are turning a blind eye, and I think there are parents who turn a blind eye. Not all parents come to see me.”

Clinton van den Berg agrees. Formerly sports editor at South Africa’s Sunday Times, he now works as a communications manager for SuperSport, the country’s leading rugby broadcaster.

“Anecdotally people tell me it is happening all over schoolboy rugby,” he tells BBC Sport.

“There is a demographic of schoolboy whose great ambition is to become a professional rugby player and there are absurd amounts for contracts.

“Even if that doesn’t happen there is the possibility of being poached by another school, where the bursary system would see part of your fees being paid. There is an enormous incentive to excel – to be faster, bigger, stronger, better.

“But what you have to also understand is that a lot of schoolboys are taking ‘juice’ for vanity, not performance. It is because they want to be big and buff. That also comes into it.

“There is a big gym culture in South Africa. People love the outdoors and the beach and the guys want to look big.”

It is an aesthetic the Springboks have perfected.

In the build-up to the Rugby World Cup, a photo of the champions-to-be went viral.

Apparently shot in the aftermath of an intensive training session, the squad are stripped to their shorts, gleefully showing off a collective mountain of shrink-wrapped, shredded muscle.

Admiration was not universal.

One Twitter user shot back with a GIF of peak-dominance Lance Armstrong making his infamous ‘zipped-lips’ gesture during the 2004 Tour de France. The syringe emoji was also given an extensive work-out.

Despite none of the Springbok World Cup squad ever having tested positive, South Africa’s schoolboy steroid tests have fed into a subculture of suspicion.

But they are not the only factor.

Aphiwe Dyantyi picks up his breakthrough player of the year award at the World Rugby Awards in Monaco, a little more than seven months before his positive doping test

Aphiwe Dyantyi, International Breakthrough player of the year in 2018, was not part of that Springboks gym group shot.

The 25-year-old wing, who made a try-scoring debut in June 2018’s win over England in Johannesburg, tested positive for a sophisticated cocktail of banned substances a little over a year later.

As he waits for his hearing, so does Chiliboy Ralepelle.

The hooker, who preceded Siya Kolisi as the first black player to captain the Springboks when he led them in a non-cap match against a World XV in 2006, is facing the third anti-doping ban of his career.

For Ralepelle, now 33, another ban would surely mark the end of his playing days. For Dyanti, perhaps not.

During his time with Munster, current Springbok coach Rassie Erasmus decided that a served steroid ban was no reason not to sign second row and compatriot Gerbrandt Grobler for the Irish province.

Grobler has since moved to Gloucester where the head coach is Johan Ackermann, another former Springbok who served his own two-year doping suspension.

The day after his own two-year ban expired, Van Huyssteen was back in the Blue Bulls set-up as a replacement in their under-19 team.

The incidence of doping in South African rugby and the speed with which offenders have been reintegrated prompted questions during the World Cup.

And not only of the Springboks.

Ireland back row CJ Stander, a star turn at Craven Week in 2007 and 2008, was asked about his experiences of youth rugby and drugs in his homeland.

“It’s something that, if you want to go look for it and you want to do it, it’s probably there,” he said.

Two days earlier South Africa’s then forwards coach Matt Proudfoot, now with England, had made a strong defence of the testing regime his players were put through, but admitted he “understood why the narrative is there”.

Patricios believes that the positive tests at Craven Week come because South African youth rugby builds so momentously towards that one week, rather than being indicative of a malaise that has spread to the upper reaches.

“Craven Week is pretty much a watershed. If you break through at that level you are going to be noticed, pulled into the Varsity Cup system, contracted to unions and the path is easier for you,” he says.

“Those kids that don’t break through then and make it later are few and far between.

“There is a massive disconnect between what goes on in schoolboy rugby and what goes on in professional rugby.

“As soon as these players enter the professional ranks they are subjected to regular squad and random testing, not only by South African drug authorities but also in other countries, for Super Rugby fixtures for instance.

“You are tested regularly and it is difficult to get away with it.”

Drugs in sport: Dangers of doping in rugby

Rugby is second only to athletics as the most tested sport in South Africa. A total of 342 tests in rugby last year unearthed 16 offenders. All but two were for steroids.

By comparison, UK Anti-Doping carried out 837 tests for the Rugby Football Union in England alone during that time. Across a total of 11,922 tests in all different sports, only eight athletes returned positive tests for illegal steroid use.

But those stark stats are no reason for northern hemisphere complacency or condescension.

The majority of UK teenage players are educated, rather than tested.

Daniel Spencer-Tonks, a former England Under-16 rugby union player banned for four years for steroid use in 2015 at the age of 20, warned that doping was “hugely widespread through all levels of rugby”.

In the wake of Sam Chalmers testing positive for two anabolic steroids while on a Scotland under-20s training camp in 2013, a 19-year-old Scottish National League player told the BBC that illegal drug use was rife north of the border as well.

On his way out of the Wales door this November, head coach Warren Gatland said he had suspicions over one of his players during his time in charge.

“I cannot comment on how South Africa compares to other countries. I have no data to support such comparisons,” says Khalid Galant, chief executive at the South African Institute of Drug-Free Sport.

“Sport is only a mirror of our society. Currently in South Africa we are dealing with lots of corruption and ethical breaches at the highest level of leadership.

“Our society may be becoming more tolerant towards cheating as a means to achieve goals because there is also an absence of consequences.”

Van Huyssteen, Ralepelle, Grobler and Dyantyi have certainly felt the full implications of their offences. For unknown others, in South Africa and beyond, Galant is right.

Half Of America’s Public School Students Are Home For The Rest Of The Year

As of Thursday afternoon, 26 states, representing about half of the nation’s public school students, have recommended or ordered their schools to remain closed for the rest of the academic year, according to a tally by Education Week.

The closures affect about 25 million of the nation’s 50.8 million public school students.

Louisiana joined the list Wednesday, when Gov. John Bel Edwards announced he would extend the closure of his state’s schools.

When states began closing schools in mid-March, state leaders suggested the closures would be short-lived — perhaps just two to three weeks. But the surge in coronavirus infections has forced states to extend the closure of both schools and businesses. In fact, many of the states that have not yet closed schools for the rest of the academic year may yet do so.

Maryland’s schools, for example, are technically scheduled to reopen after April 24, but that seems unlikely.

While nearly all of the nation’s K-12 schools are currently closed, a recent review in The Lancet of research on school closures questions the extent of their effectiveness.

“Recent modelling studies of COVID-19 predict that school closures alone would prevent only 2-4% of deaths, much less than other social distancing interventions,” the authors wrote. But note the authors’ use of the word “alone”: In the U.S., school closures have not been implemented on their own and have played a key role in keeping adults at home.

Though, in keeping schools closed, state leaders are making it increasingly difficult for the Trump administration to make good on its commitment to reopen the U.S. economy as soon as possible. As long as tens of millions of children are stuck at home, their parents will be too.

School closures aren’t just hard on the economy; they’re also hard on kids. The Lancet review cites “loss of education, harms to child welfare particularly among the most vulnerable pupils, and nutritional problems especially to children for whom free school meals are an important source of nutrition.”

In the days after schools initially closed, districts raced to build new ways of distributing food to kids, including packaging more than one meal at a time and even distributing food on traditional bus routes.

As one big-city school superintendent told NPR, for many kids, school is simply the safest place they can be.

With so many schools closed, students have been forced to learn remotely, either online or, for those without access to a device or Wi-Fi, through printed paper packets. But it’s becoming increasingly clear that many children are being left behind. A recent effort to estimate students’ learning losses, by the nonprofit NWEA, suggests “impacts may be larger in mathematics than in reading, and that students may return in fall 2020 with less than 50% of typical learning gains, and in some grades, nearly a full year behind what we would expect in this subject under normal conditions.”

That means, while district and state leaders are still focused, for the moment, on when and how to reopen schools, they’ll soon have to grapple with an even tougher question: whether to adopt new, potentially unpopular strategies to make up for some of this lost learning, including mandatory summer school or potentially holding back children who have lost too much ground.

(SOURCE: NPR.ORG NEWS)

DSTV Unveils Education Channel for Primary School Learners

A new educational channel has been created on DStv, aimed at primary school students and providing a source of learning during the lock down period.

“This is a presentation from MultiChoice Africa and the Mindset Network, which was originally launched by Nelson Mandela in 2003, and is called Mindset Pop,” said Liz Dziva, publicity and public relations manager of MultiChoice: Zimbabwe.

Mindset Pop started broadcasts on DStv this April and features educational programming covering content found in the early childhood development, primary school and early high school curricula.

The channel aims at keeping children alert and in a mode of learning until schools re-open.

Mindset PoP delivers live lessons with six new hours each day. Content ranges from literacy, numeracy and maths to natural sciences and from English and life orientation art and physical education activities.

A website is available for parents to download worksheets and information sheets to work through with the channel’s expert teachers and this website is promoted on the channel.

Although the lessons are based on the South African Curriculum Assessment Policy Statements, they are also aligned to the Cambridge curriculum.

Mindset Pop is available to subscribers across all DStv platforms on channel 317.

“We are delighted that this partnership between DStv and Mindset brings the classroom into the homes of DStv subscribers during the lockdown period,” said Dziva.

Source: 263Chat/DSTV

Our teacher of the week is Pearl Langa from Dalpark Secondary School in Brakpan, Gauteng

CLASSROOM CORNER

Teacher of the Week

Teacher: Pearl Langa

School: Dalpark Secondary School, Brakpan, GAUTENG

School teacher Pearl Nonhlanhla Langa’s English lessons are integrated with digital content, videos, music, online quizzes, which help her learners to keep abreast with real life scenarios.

Since her formative years, Langa always had a passion to impart knowledge to young minds.

Dealing with the adolescent learners who also come from communities that lack support and adult mentorship makes her enjoy being a teacher.

She enjoys sharing knowledge with them and seeing them succeed academically regardless of their socio-economic status.

As an English teacher, she enjoys literature, especially poetry, plays and novels. She admits that in her school, there is high substance abuse related issues.

Learners adopt certain cultures and practices in their communities and bring these to the schooling community. The school has set specific measures to curb the use of drugs within the school premises.

While teaching, she always ensures that learners participate in classroom activities and further encourage them to participate in the extra-curricular activities at school.

Having high confidence levels and visible passion enabled her to become the provincial winner. As a way of confronting the Fourth Industrial Revolution (4IR), Langa ensures that all the learners attain the necessary skills.

She believes that teaching does not end in the classroom and there are endless possibilities within the educational sector nationally and internationally.

Having taught abroad, she confirms that learners are the same, teachers just have to prepare and acquaint themselves with what goes on in the world.

She indicated that there are things that teachers can do in order to remain prepared, that will include taking a short course about classroom management, partaking in community service, reading books, watching the news; entering into competitions and teaching workers after normal school hours.

Basic Education Postpones Matric Supplementary Exams to End of the Year

Nyakallo Tefu.

Basic Education Department has postponed the May and June supplementary examinations to an as yet unspecified date later in the year due to the coronavirus outbreak.

More than 350 000 part-time candidates were to sit for the matric supplementary examinations between May and June this year.

Learners who were meant to sit for the exams include candidates who did not meet the pass requirements in the 2019 final exams, as well as those who sought to rewrite to improve their marks.

Inside Education reported two weeks ago that the government was planning to postpone the matric supplementary exams scheduled for June to December due to the novel coronavirus pandemic disruption of the 2020 academic year.

This means that the number of students sitting for Senior Certificate and National Senior Certificate national exams in December this year will increase from roughly 700 00 students to about 1-million.

Basic Education Director-General Mathanzima said that the May and June supplementary exams will now be merged with the November 2020 examinations.

“At the HEDCOM meeting on April 10 2020, it was agreed that the May/June examination should be merged with the November 2020 examination” said the director-general of the DBE, Mathanzima Mweli.

https://insideeducation.co.za/government-in-secret-talks-to-postpone-vital-matric-exams-over-coronavirus/

Mweli urged learners to continue preparing for the exams as it will announce the new dates in due time.

He said details regarding the merged June and November examination will be communicated in due course.

 “Candidates will be informed regarding registration, examination centres and time-tables. The Second Chance Matric Support Programme link on the website is still available to assist especially those who had been studying independently as part-time candidates,” said Mweli.

“The lockdown has since been extended to 30 April 2020, this has resulted in a disruption to schooling and hence the writing of May/June 2020 examinations has to be re-scheduled.”