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Barbara Creecy Grants Small-Scale Fisheries Permission To Catch Snoek During Lockdown


Minister of Environment, Forestry and Fisheries Barbara Creecy has granted permission to commercial and small-scale fishermen in South Africa to travel freely across provinces to catch snoek during the lockdown period.

Creecy said fishermen must at all times carry their exemption permits during the lockdown period.

“Accordingly, fishers in the Northern and Western Cape may travel within the provinces to catch snoek in what is known as Zone A. At all times, fishing teams must adhere to prescribed hygiene provisions, such as sanitising of hands, sanitising the insides of vehicles and equipment. Restrictions on the number of passengers in vehicles must be observed at all times,” said Creecy.

Creecy said that in compliance with the existing regulations, accommodation will not be opened in fishing villages.

She said small-scale fishers will have to only concentrate on fishing in areas where they can move in and out within a single day.

“We understand that this might not be convenient, but we are trying to make sure that the snoek run, which is very important for household food security in the Western and Northern Cape people, will benefit communities, but at the same time ensure they are observing the regulations,” said Creecy.

In recent months, Creecy has championed the rights of the fishing community, saying that it is imperative for small-scale fishers to be granted access to fishing while they are waiting on their 15-year fishing rights to be allocated.

These 2 749 fishers were declared for the first time in 2018 as small-scale fishers as part of the roll-out of small-scale fishing sector in the Western Cape.

(Compiled by Inside Education staff)



Coronavirus: Gauteng Health Department Adds a New Icon To Its Mpilo-Healthcare App

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The Gauteng Department of Health has introduced a smart and easy-to-use icon to its patient engagement Mpilo-Healthcare mobile App in a desperate attempt to curb the spread of coronavirus in the province.

The latest feature on the mobile App is aimed to assist health workers to trace people who have tested positive for COVID-19.

It is also aimed at creating awareness about the virus.

The feature can also assist App users to do self-screening by completing a simple questionnaire from the Department of Health.

Department spokesperson Kwara Kekana said Mpilo was linked to the department’s digital platforms, ensuring that users have access to credible and verified information on COVID-19

“Among the many offerings of the Mpilo App is a geo-location feature that allows users to find health facilities closest to them. This has proven quite helpful especially during emergencies,” said Kekana in a statement.  

“Furthermore, Mpilo has an ambulance hailing facility allowing users to call an ambulance from the phone and track the ambulance’s movement, whilst at the same time allowing our emergency medical services team to have access to the user’s location.”

The Mpilo-Healthcare App, which was launched last year by MEC of Health Dr Bandile Masuku, can be downloaded on Android and IOS enabled phones.

(Compiled by Inside Education staff)

SADTU Demands Mass Screening of Learners and Teachers for COVID-19

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Nyakallo Tefu

The South African Democratic Teachers Union (SADTU) has demanded that government conduct screenings of over 10 million learners and teachers for COVID-19 before the schools re-open in South Africa. 

In an interview with Inside Education on Monday, SADTU general secretary, Mugwena Maluleke said the teachers union would meet top education officials this week to table its demands that teachers and learners be screened to prevent possible COVID-19 infections. 

“This will mean schools do not re-open until all the screenings of teachers and learners are complete. One way to conduct these mass screenings is by separating learners by grades and for them to come in on different days for screenings so they are not a danger to one another”, said Maluleke. 

SADTU’s call for mass screening of teachers and learners could mean a further delay of the re-opening of schools, which was expected soon after the lockdown comes to an end on April 16.

The screening of over 10 million learners and 400 000 teachers could prove difficult, given the shortage of screening equipments in the country. 

President Cyril Ramaphosa announced at the weekend that government has deployed 10 000 field workers to conduct screenings in townships and rural areas across the country as SA enters the critical phase of the lockdown.

Already there are fears that the outcome of the screening process could prompt government to extend the lockdown by two to four weeks as the number of infections are expected to soar. 

By Monday, the number of COVID-19 related infections stood at 1686 while the number of deaths increased to 12.

Inside Education reported last week that the department was contemplating postponing the matric supplementary exams scheduled for June to December, a move that could result in a logistical and financial nightmare for government.

High placed sources within the Department of Basic Education told Inside Education last week that a number of high-level teams met to find alternative solution should schools not open on April 17. 

“There are teams that are working behind closed doors. There’s a team that is looking at the curriculum. There is a team that is looking at examinations and within the examination there is a team that is focusing on marking. There is a team focusing on what will the implications for marking be. There is also a team that is looking at the implications for human resources”, said the source.

The 200 000-strong teacher union is also demanding that government consider reducing the teacher-to-learner ratio of 35.2 learners to one teacher in primary school and 27.7 learners to one teacher in secondary schools, must be halved to ensure social distancing among learners.

“Teachers must have enough space in their classrooms so they can walk at least 50-55 centimeter in between the children”, said Maluleke. 

Maluleke said the deadly pandemic would definitely change the way learners used to relate.

“Children love being around each other, playing, holding hands and hugging, now we need to make sure this doesn’t happen, for their safety”, said Maluleke. 

National Professional Teachers Organization of South Africa’s (NAPTOSA) executive director, Basil Manuel said most parents were concerned about sending their children back to school at the end of the 21-day lockdown, in the absence of concrete safety measures by the government. 

“The government has not communicated any measures that will be put in place should schools re-open after the lockdown that will ensure the safety of learners”, said Manuel.

SA Records 13 School Burglaries, One Rape During Lockdown

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Nyakallo Tefu

While the country has been on lockdown criminals have been having   a field day with, 13 cases of burglaries and one rape reported across the country. 

Gauteng and the Western Cape have reported six cases of burglaries each since President Cyril Ramaphosa announced the 21-day lockdown two weeks ago. 

On Monday, an administration block at Amogelang Secondary School in Soshanguve was set alight, destroying files, photo copy machines, computers, printer and other items.

Gauteng Education MEC Panyaza Lesufi has condemned the criminal actions that occurred in several schools across the province during the lockdown.

“These incidents are indicative of a trend to take advantage of school holidays to rob schools”, said Lesufi. 

“We will never get tired to appeal to anyone who might have information on this unfortunate act to share same with the police. It is disappointing that, yet another school has been destroyed by fire”, said Lesufi. 

Lesufi also condemned the rape of the 14-year-old Aurora Girls High School learner who was brutally murdered after she was repeatedly raped in Dobsonville, Soweto.

“How do people sleep after committing such a barbaric, and cruel act. Indeed, this is saddening beyond comprehension. We would like to send our sincere condolences to the family and the school community. We are shattered and really feel their pain during this time of grief” said Lesufi.

It is alleged that the grade 9 learner went to a local shop on April 2 2020 in Dobsonville, and on her return home she realized that she forgot some items, she then went back to the shop and she didn’t return home.

Siphiwe Sibeko was found on 3 April 2020 raped and brutally murdered in a bush at eMndeni Extension, Soweto. 

Western Cape Education Department’s communications director Brounagh Hammond said the increase in the number of vandalism in the country occurred because the department does not have enough budget to tighten security in all schools.

“If you put ten security guards at one school you know criminals could hit the next school down the road where we haven’t put security. To put security guards at all schools across the province, we do not have the budget for that”, said Hammond.

Equal Education’s representative Tarryn Cooper-Bell says described the criminal incidents at schools during the lock down as deplorable. 

“These incidents highlight the necessity of the Department of Basic Education to have a clear plan in place that speaks to the protection of school infrastructure”. 

“It is unacceptable that criminal elements and individuals are destroying schools and taking advantage of vulnerable children”, said Cooper-Bell.

National education spokesperson Elijah Mhlanga said the department could not comment as the incidents happened in only two provinces.  

Panyaza Lesufi’s Mission To Help The Poor And Vulnerable During Lockdown

While many South African have been spending time at home due to the 21-day nationwide lockdown, Gauteng MEC for Education Panyaza Lesufi has hardly rested.

The hardworking education MEC has criss-crossed the Province in the past few days, ensuring that vulnerable school children and their families were provided with food and necessities.

South Africa has more than 9.6 million school learners who rely on the school feeding schemes, but since the lockdown which was announced by President Cyril Ramaphosa, most have been going to bed on empty stomachs. According to research, the meal they receive at schools normally is their main meal of the day.

Lesufi has been visiting the homeless centres in Gauteng, providing thousands of homeless people with much-needed food parcels, dignity packs and new mattresses.

“We must not get tired of caring for the homeless and the poor. This agenda must be accelerated beyond here,” said Lesufi.

“Our agenda is simple, to take care of the weak and vulnerable.”

Lesufi’s hard work did not go unnoticed.

Twitter users praised the Gauteng MEC for Education efforts, with some saying he should become the country’s next Deputy President in future.

Depression and Anxiety Takes a Heavy Toll on Students After Lockdown Announcement

Nyakallo Tefu

Thousands of school learners in South Africa are finding it hard to cope with the closure of schools since the government announced a national lockdown in March to curb the spread of COVID-19.

Matriculants, university students and student representatives told Inside Education this week that there has been significant levels of depression and anxiety among fellow learners following President Cyril Ramaphosa’s announcement of a lockdown.

Matriculants are the hardest hit by depression and anxiety, according to Khumo Puso, a Grade 12 learner from Florida High School in Roodepoort.  

“The lockdown has added a lot of academic pressure than I had in the beginning of the year because I feel that face-to-face interaction is more effective than the new methods put in place currently,” according to Puso. 

“The lockdown makes me fear not only for my academics but my future because this is happening at a time when we as matriculants need to grasp everything within a short space of time. It gives me so much anxiety and adds to the stress I already have”, says Thato Bame, a grade 12 pupil at West Ridge High School. 

Following the lockdown announcement, government said learners would be able to work from home in order for them not to miss out on school work and extra learning material would be available on the universities and education department’s websites, national radio and television channels. 

Bame says at her school, learners have been making use of a ‘Google Classroom’, where the teachers upload some of their work.

She said they have also been studying through a WhatsApp group for some of their school subjects. 

“It really isn’t easy for me because sometimes I don’t understand what is required of me and the teachers don’t fully explain like they would in a normal classroom setup”, said Bame. 

NAPTOSA’s Basil Manuel told Inside Education that the level of resourcing for teachers is very important at this point because not all of them know how to access learning material online. 

“We have been helping teachers to ensure they know where all the material provided by the government is, to make sure they are well equipped to assist learners”, said Manuel. 

Manuel said they have not received communication regarding the replacing of teachers who lose their lives due to COVID-19, but will be meeting with the department to find a way forward. 

He added that the biggest concern among teachers currently was going back to schools where the whole social distancing rule would be hard to implement in a class of more than 50 pupils.

“How do you tell Grade 1 learners not to hug each other when they see one another, how do you make sure they are far apart from one another during reading time of the carpet and most importantly, how do we convince and assure parents that their children will be safe at school”, asked Manuel. 

University students have also taken a knock as direct teaching and learning plays a huge role in their academic life. 

University of Rhodes first-year law student Kgabo Molele says even though lecturers are assisting them with school work, this has taken away her varsity experience. 

“Being able to go to class, going to the library and then interacting with friends, that has been taken away because of this lockdown”, says Molele. 

Molele says her biggest concern with online learning is that some of her fellow students will be stressed out as they either don’t have smartphones, laptops and or access to the internet. 

Thabo Shingange, national spokesperson of the South African Union of Students, says before the lockdown, one of the sentiments shared was that students should not be forced to vacate residences on campus. 

“Leaving the campus residence means some won’t have access to all the resources provided by the university, however here we are in 2020 with a pandemic and this has been made to seem like the only solution, not considering those that don’t have much”, said Shingange. 

 “Students that have access to social platforms are even contacting me via DM’s concerned about their academics”, said Shingange. 

Earlier this week, the Department of Higher Education announced members of a new task team that will come up with solutions for higher learning institutions during the COVID-19 pandemic.

Nzimande has established COVID-19 Teams for the Department of Science and Technology and the Department of Higher Education and Training, respectively.

The Department of Higher Education and Training team is led by the Deputy Minister Buti Manamela and is comprised of Universities South Africa (USAF), South African College Principals Organisation (SACPO), the South African Union of Students (SAUS), Labour Unions, Higher Health and the Department of Health to coordinate the PSET sector response to the virus.

Shingange, who is part of the task teams, says part of their task is to come up with solutions on the impact of COVID-19 on the education sector and find ways to move forward. 

“We are happy, that myself and Palomina Jama from SAUS will be on the team and we can share our ideas about dealing with the issue at hand”, said Shingange. 

Many have questioned whether the academic year is going to waste because no one knows long this virus will remind in the world and specifically in South Africa. 

“The academic year hadn’t even started, students haven’t written any tests so at this point we can’t say the academic year has been wasted,” said Shingange. 

Molele says she doesn’t think the academic year has gone to waste, adding that staff at her institution is trying by all means to stick to the plan of online learning, eve thought assignments and tests have been cancelled or postponed. 

Shingange says students have been raising concerns about having to be home and studying from there.  

The task team appointed by Nzimande is expected to meet and come up with solutions as soon as the country has entered its second week of the 21 day nationwide lockdown. 

SADTU Pays Tribute to KwaZulu Natal School Teacher Who Died From COVID-19 Complications

Nyakallo Tefu 

The South African Democratic Teachers Union has conveyed condolences to the family of KwaZulu Natal school teacher Tholakele Shandu, who died from COVID-19 complications.

Shandu, who taught at the Plattdrive Primary School in Isipingo, Durban, died a few days after she was admitted at the St Augustine Hospital died on March 31.

Her children and a close friend who had contact with her have all tested positive for COVID-19, according to health authorities.

Shandu allegedly suffered from severe abdominal pains. She was admitted for the first time around the 6th of March and spent close to two and a half weeks at the St Augustine Hospital.

She was later discharged but she fell more ill and was readmitted and diagnosed with asthma. 

She passed way at the hospital on Tuesday, 31 March 2020, from COVID-related issues. Her family says she was hospitalized with an elderly patient in her ward.

Sadtu general secretary Mugwena Maluleke has urged those who have been in contact with her to go get tested in order to ensure that they did not contract the virus.

“As we mourn her death, we call on hospitals to try their best, with the limited resources they have, to also exercise social distancing on patients”, said Maluleke.

“As the COVID-19 spreads, we call on the society not to stigmatise those who are affected and infected by the virus and their families. We call on the society to educate those who are still thinking that the virus knows boundaries and conspiracy theories to abide by the rules and regulations as promulgated by the government and stay indoors.”

Basic Education Minister Angie Motshekga said in a statement that they will ensure that the families, colleagues and classmates of the learner receive counselling. 

“Losing teachers at a time like this is particularly hard when they are instrumental in ensuring that learning and teaching continue learning and teaching continue during the time of the lockdown,”, said Motshekga.

Motshekga also conveyed condolences to the Shandu family.

Blazing A Trail For Female Sports In South Africa

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Amid the International Women’s Day celebrations at the end of March and few days before the lockdown, 25 women in sport – including this group from University Sports South Africa – came together for a countrywide three-day Women in Sport Leadership Training Workshop.

“We need to be demanding a seat at the table, and not waiting for someone to put out a chair,” says University Sports South Africa national committee member Mel Awu.

With the success of female sportswomen in South Africa ever increasing, it is not only the action on the pitch that has been receiving much-deserved plaudits and support. 

From female student athletes earning three of the country’s five gold medals at Napoli 2019 and former Universiade star Refiloe Jane joining AC Milan, to swim sensation Tatjana Schoenmaker being nominated for the FISU Female Athlete of the Year award and rugby pioneer Babalwa Latsha becoming the first contracted women’s player abroad, female student-athletes past and present have been flying the flag high for South Africa over the past year.

Championing the cause of female sports leaders has made great strides in South African university sport yet championing their cause are a number of female sports leaders who have equally made great strides as they continue to fight their way and make their mark in a male-dominated environment.

Amid the International Women’s Day celebrations earlier this month, 25 women in sport from across South Africa gathered in Johannesburg for a three-day Women in Sport Leadership Training Workshop hosted by the South African Women and Sport Foundation (SAWASF), facilitated by the Women Sport Leadership Academy (WSLA) from University of Chichester and the Anita White Foundation (AWF).

Among the attendees were several female national committee members from USSA – University Sports South Africa – including Mel Awu, who apart from her national position, currently works as Sport Co-ordinator at the University of Cape Town.

A Sports Management graduate from the Nelson Mandela University, Mel has worked in sports administration at five different tertiary institutions across the country while serving on the national committees of USSA Squash, USSA Chess, USSA Athletics and USSA Rugby, where one of her highlights was donning the coveted green and gold blazer when she managed Team South Africa at the 2018 FISU World University Rugby 7s Championships in Swakopmund, Namibia.

The passionate administrator, who has long fought for gender equality in the sports arena, was thrilled with the informative and inspiring workshop, which poignantly drew to a close on International Women’s Day, March 8.

“This was one of the best workshops I have ever attended,” she claimed, before further explaining, “It was a safe space, and everything was practical. We were broken into smaller groups, and sometimes paired randomly, which gave us more of an opportunity to get personal with our partners, and great friendships were formed. I left there knowing everyone’s name.”

Topics covered over the three days included Conflict Management, Networking, Communication, Presenting with Impact, Having the Difficult Conversations as well as Team Building.

“The practicality of the entire workshop blew me away,” Mel said. “We did group activities, we role-played, and I learnt so much. It was a safe space to not be afraid to approach someone and network, ask for help, or share knowledge.

“Learning with sisters who have the same passion for development was very special for me – it was all very supportive, the feedback was given in a structured manner, and we all went away with lessons.”

The workshop has definitely provided Mel with renewed impetus for her work as she acknowledges the many challenges women in the sports industry face.

“Besides being thought to only be able to take minutes at meetings, I feel, as a woman, I have to be at my best game all the time, meaning I have to work thrice as hard at everything compared to men. And if I don’t cut it, then it’s ‘these women…’”, she admits, before choosing to see the bright side. “Having said that, I have enjoyed great encouragement and respect from some male colleagues and mentors, so I always choose to celebrate that.”

Within USSA’s structures, Mel reveals that the association – led by five males and three females in the Executive Committee – is very supportive and encourages gender balance, no doubt fully supported by the president Ms Nomsa Mahlangu, who was last year elected as the first female president of the Federation of African University Sport (FASU).

“She is a hard-worker, she is efficient and she is a woman!” Mel says of the association’s leader. “She is amazing, and the wonderful thing about her is that she is so down to earth and willing to teach others. She is an inspiration; when seeing her, every female believes that ‘we can do it too’.”

While facing the challenges of being a female sports administrator on a daily basis, Mel feels a lot needs to be done to encourage equality, starting with a change in mentality from her male counterparts. 

“RESPECT,” she spells out when asked what can be improved. “Men need to learn to respect women for who they are, their character and their abilities – and not just as ‘possessions’, but as leaders. As women we need to step up, and hold each other accountable. I dream of a day when there will be a 50:50 gender split across all Sports Committees, which will be full of competent leaders who want to take the sport forward, not their personal agenda.”

Mel feels that women should not merely sit back, but take action themselves. 

“As women, it is our responsibility to empower ourselves – we cannot leave that responsibility to men,” she says.

“As a woman, you have to want to constantly improve yourself, upgrade yourself and keep opening doors – we need to be demanding a seat at the table, and not waiting for someone to put out a chair. We have to empower and uplift each other, while we must also realise that there are men who are advocates for gender equality, and we need to celebrate them and work with them in this fight.”

Mel hopes better structures will be put in place to help women across the board in their daily struggles. 

“As a country we need to put systems in place for the development of women, and demolish destructive patriarchal systems,” she argues. “Women need to initiate that, because some men see nothing wrong with the current systems, as they are in a position of privilege. We need to open up safe spaces for those conversations.”

This month’s successful workshop was indeed one of those safe spaces, inspiring Mel and her female colleagues to continue the ongoing struggle for gender equality in sport.

The South African Women and Sport Foundation are continually doing their part in assisting female sports leaders where possible, and with their annual sports conference set for August, Mel will no doubt be joined by many more to continue blazing the trail for South African women in sport.

Advancing Fourth Industrial Revolution Through CSI

Vino Govender

With enormous potential to better human lives, the dawn of the connected technological age has placed telecommunications companies at the foreground of the advancement of society.

The onus is on companies within the 4IR value chain to take the lead in ensuring that the economic benefits are shared amongst all South Africans.

One of the ways in which they can achieve this is corporate social investment. Indeed, CSI has become increasingly integral to business strategy; however, only robust, well-designed programmes are likely to bring us closer to achieving the increased economic equality that 4IR potentially holds.

One of the key intended outcomes of CSI in South Africa is securing the economic benefits for previously disadvantaged sections of our population. It achieves this through a mix of non-voluntary or compliance-driven activities, such as those needed for B-BBEE, and voluntary CSI programmes initiated by the organizations themselves.

Because of the legislation around B-BBEE, activities in these areas are usually regarded as an attempt to fulfil requirements to be able to do business.

Depending on the level of compliance, it can have either legal implications or implications in terms of being excluded from economic opportunities where potential partners can decline to do business because they perceive that there is a lack of commitment to transformation.

On the other end of the spectrum, we have voluntary CSI with its own set of benefits.

Unfortunately, there is no real way to measure how well the industry is doing this.

A number of CSI reports have aimed to quantify the benefit in real money terms. For example, a report from IO Sustainability and Babson College’s Lewis Institute for Social Innovation determined that CSI activities could increase a company’s market value by 4%–6% and reduce staff turnover by as much as 50%.

Whether the motivation is purely philanthropic or just aimed at enhancing reputation or gaining acceptance in communities and societies, the potential benefits to business have pushed it far beyond being a perfunctory exercise.

The amount of money that has been directed into CSI by South Africa’s corporates was in excess of R10 billion in 2019, according to the Trialogue CSI Handbook. But what impact are these investments making?

A McKinsey report on CSI found that, to a great extent, companies tended to formulate their CSI efforts based on their own superficial research, raising the concern that it is unlikely that these activities would be sufficient to tackle real challenges.

Identifying the need is, therefore, an important first step in designing a programme that will best serve the intended beneficiaries and be more sustainable.

One of the key benefits of voluntary CSI remains the fact that companies are able to focus on sector-related issues when identifying the societal interventions that will feature in its CSI strategy.

For the telecommunications industry this has tended to include issues such as the low meaningful participation of women in the sector, the use of technology to address challenges in education and health, and ICT skills development.

Of these, arguably the most critical is skills development for a number of reasons.

Shortage of ICT skills has been one of the factors behind the continued exclusion of women and previously disadvantaged groups from opportunities in the R229-billion local ICT industry.

These are opportunities that require a high level of specialized technical knowledge.

The limited availability of these skills hampers technological progress, putting South Africa far behind other countries in exploiting the many benefits that the era of 4IR promises.

According to Wits University’s JCSE Skills Survey of 2019, the areas where skills are scarcest are particularly those required for advanced technologies, such as programming or coding, automation, and artificial Intelligence. The report highlighted what it described as an ‘alarming trend’ where a growing number of employers have been forced to recruit talent from outside the country in an attempt to meet their skills requirements.

This at a time where South Africa unemployment rate is at its highest in over 16 years.

This is of concern to both the private and public sectors, and the South African government has placed closing the ever-widening ICT-skills gap very high on the national agenda, with a number of corrective measures that, in many cases, see it joining efforts with the private sector.

As they roll out their CSI initiatives, companies across the industry have come up with programmes to address the shortage. These range from simply funding existing initiatives to fully-fledged programmes aimed at tackling the issue at the root through initiatives that cover deficiencies in STEM education for women in particular.

Some have even gone as far establishing training institutions either fully run by the company or in partnership with specialist training providers. While some would argue that the motive behind CSI activities isn’t important as long as there are beneficiaries, it can influence the impact and substantiality of CSI initiatives.

In addressing the challenges as an industry through our various CSI efforts, we should reach a point of convergence where both beneficiaries and benefactors gain considerably.

This should keep us focused on the common objective and ensure that we are in it for the long run.

I have no doubt that the sum of our efforts will take us that much closer to closing the gap and realising both the known and hidden benefits of the new era.

(Vino Govender: Executive for Strategy, Mergers and Acquisition and Innovation for DFA)

Global Partnership for Education Grants US$250 Million for Developing Countries Battling COVID-19

The Global Partnership for Education (GPE) will provide US$250 million to help developing countries mitigate both the immediate and long-term disruptions to education being caused by the COVID-19 pandemic.

The funds will help sustain learning for up to 355 million children, with a focus on ensuring that girls and poor children, who will be hit the hardest by school closures, can continue their education.

GPE Board Chair, Julia Gillard said, “The COVID-19 pandemic is creating an education emergency that could have devastating impacts on children in developing countries. Unless we act now to support education systems, millions of vulnerable children, especially the poorest girls, may not be able to resume learning when this crisis is over.”

At least 630 million children are out of school in developing countries in Africa, Asia and Latin America and the Caribbean. Of the 67 countries eligible for the GPE funds, 63 have already closed schools nation-wide in response to the pandemic. This has already cut more than 350 million children off from learning, but also from other vital services provided through schools, including health care and nutritious meals.

Long-term school closures threaten hard-won development gains and could expose the world’s poorest children to increased risks. Evidence shows that girls who are excluded from school are more vulnerable to gender-based violence, early marriage and other forms of sexual exploitation and abuse.

During the Ebola crisis in Sierra Leone, school closures were linked to 11,000 schoolgirls becoming pregnant and being unable to return to school. Boys are at increased risk of being recruited into armed groups. Teachers may be forced to find other sources of income and may not return once the pandemic is over.

GPE Board Vice Chair, Serigne Mbaye Thiam said, “GPE has acted swiftly in the face of an unprecedented challenge. These funds will ensure that developing countries, like Senegal, are able to act quickly to mitigate the detrimental impact COVID-19 will have on the most vulnerable children and maintain the resilience of education systems.”

GPE funding will be available immediately to support coordinated and country-driven responses in up to 67 countries and meet both urgent and longer-term needs. Ministries of Education and local education partners can use the funds to ensure learning can continue, particularly for the poorest and most vulnerable, for example by producing educational radio and television programs and distributing equipment such as radios and textbooks to the poorest households.

The funds can also be used to support teachers, ensure children with special needs and disabilities are included; collect data to know that learning is happening; mitigate poverty and gender barriers to learning, which will be exacerbated by economic shock; and ensure that teachers and schools are equipped to re-open when it is safe to do so.

GPE’s Chief Executive Officer, Alice Albright said, “We are stepping up to mitigate the impacts that school closures in developing countries will have on the most vulnerable children. GPE is committed to ensuring that learning can continue, and that no child’s education is left behind.

The US$250 million has been made available by repurposing uncommitted funds, with an expectation that additional funding will be required to help developing countries keep their education systems going through the pandemic and assist children who are vulnerable as a result of school closures.

(Compiled by FundsForNGOs and Inside Education staff)